Universities have a mandate to serve the public interest, yet in many cases fail to adequately respond to the global climate crisis. Serving the public interest means implicitly that the public be engaged and participate in opportunities for climate education and action. This research showcases university initiatives and innovation by addressing the research question, “How can universities promote public engagement in climate education?” The chapter contributes to the scholarly canon on climate pedagogy by offering evidence that universities do have an obligation to serve the public trust, that the public is increasingly eager to engage, and that new pedagogical innovations can lead to positive outcomes. The chapter offers five university outreach and education programs created to engage the public and promote learning and action. These programs include a national climate initiative aimed at community climate resiliency through university outreach, a state-wide educational effort to network citizens and share relevant climate information on matters affecting communities and citizens, a faculty-led effort focusing on community-campus engagement, a student-led effort to guide university investments toward more socially responsibility options, and a series of Independent Study classes where students learn and engage the public through a series of Climate Week activities. The chapter concludes with a series of program outcomes to enhance participatory opportunities, to transform and elevate universities to places of deep democracy and innovative climate education.