Boyer (1996) noted that, just as the responsibilities of American higher education were expanding after World War II, the definition of scholarship began to narrow to focusing on the production of certain kinds of research and publications. He added that many faculty members are attracted to the professoriate because of their passion for teaching and service, and this narrowed view of scholarship created a false dichotomy between teaching and research and limited service in the academy. Since that time, there has been confusion about what constitutes knowledge and what it means to be a scholar. This study adds to Boyer's (1996) discourse by defining what it means to be an engaged scholar in the context of private higher education institutions. It was a single site case study and was performed with faculty members from a private institution involved with engaged scholarship (i.e., civic engagement, service learning, community based research, experiential learning, etc.) Their input about their experiences was compared to the institution's answers on the Carnegie Foundation Elective Civic Engagement Classification Application and its critical documents in engaged scholarship. The results helped provide a clearer definition of engaged scholarship on campus and a template of how to build a faculty centered culture of engaged scholarship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]