Restructuring changes in higher education may be affecting how faculty conduct the scholarship of engagement. As faculty increasingly face uncertain futures, the limits of service-learning need to be better understood in order to maximize the pedagogical possibilities. One way of exploring limitations is to focus on sustainable faculty-community collaborative relationships since sustainability recognizes both constraint and possibility. This article presents a Curricula-as-Research Model as a risk-reduction strategy for faculty involved in Scholarship of Engagement. According to the model, the sustainability of research collaborations can be strengthened if a multicourse collaborative project is integrated into course sequencing. The model is developed with an autoethnographic prestudy of a service-learning collaboration between Indiana University, Purdue University Fort Wayne and Blackford County Concerned Citizens in Indiana (Fall 2014-Spring 2016). Prestudy findings indicate that curricular content may be a factor influencing the evolution, and community impact, of collaborative relationships between the university and the community.