In this commentary, author Dwight Giles, Jr. reflects on his 2008 article, "Understanding an Emerging Field of Scholarship: Toward a Research Agenda for Engaged, Public Scholarship," reprinted in this 20th anniversary issue of "Journal of Higher Education Outreach and Engagement." In his original article, Giles argued that engaged public scholarship should draw from the lessons learned from the emergence of service-learning, both through adopting a unified term for the field and by using research agendas to advance its definition and boundaries. Giles points out that one element that has changed since 2008 is the national context to which the work has had to respond. At the time of that writing, the Carnegie Foundation's Community Engagement Classification was just beginning, and the 2008 engaged campuses had not been selected. Thus, "community engagement" is now the common term for the overall work, and the evidence suggests that "community-engaged scholarship" is emerging as the major term in regard to the scholarship dimension of the movement. Giles goes on to discuss an additional effect of the Carnegie Classification for Community Engagement--a redefining of the nature of scholarship itself. Specifically, as engagement has emphasized mutuality or reciprocity, scholarship has become more relational (J. Saltmarsh, personal communication, January 8, 2016). Lastly, in Giles' volume 12 article, he valued Lorilee Sandmann's empirical analysis of the emergence of the terms and "the national scholarship of engagement movement" (Sandmann, 2008, p. 91) over the decade from 1996 to 2006. In this 2016 reflection, he calls for similar scholarship to be undertaken covering the last 10 years, 2006-2016. [For "Understanding an Emerging Field of Scholarship: Toward a Research Agenda for Engaged, Public Scholarship" (2016), see EJ1097273.]