Over the past decade, the “public scholarship movement” (Mathews, 2005, p. iii) has spurred deeper and broader exploration and practice of engaged scholarship in higher education. However, faculty and administrators still struggle to practice and support a holistic approach to engaged scholarship (Rhodes, 2001; UniSCOPE Learning Community, 2008). Although many institutions have created a culture of engaged scholarship (Dana & Emihovich, 2004), faculty are looking for practical ways to plan, implement, and reflect on engaged scholarship to reconcile a personal interest in working with the public and productivity expectations. New faculty are often drawn to the idea of engaged scholarship but don’t know where to start or how to frame their work in a way that appeals to promotion and tenure committees. Boyer (1990) says, “The work of the professor becomes consequential only as it is understood by others” (p. 23).