In order to respond to social discontent, a decision was made to conduct a national referendum in order to determine whether a new Constitution for Chile was to be written. In this context, universities became a space not only to discuss and propose ideas to overcome the crisis, but also, they assumed an active role in the conflict itself through varied initiatives undertaken by academics, staff and students. This paper analyses a series of activities developed by the University of Chile during the three months following the start of the uprising, and how they constitute ways of public engagement through research, teaching, lifelong learning, culture and public policy. The discussion addresses the valorization and appraisal of these activities, as well as the implications of considering the concept of bidirectionality as a condition of public engagement, particularly in a context of crisis.