University faculty is typically evaluated on their teaching, service and scholarship. Recent literature, faculty comment and legal rulings have called for the inclusion of collegiality as a fourth evaluation category. Collegiality may be thought of as any extra-role behaviour that represents individuals' behaviour that is discretionary, not recognized by the formal reward system and that, in the aggregate, promotes the effective functioning of the educational organization. There is not professoriate agreement about the inclusion of collegiality in faculty evaluations. The American Association of University Professors (AAUP) recommended against including collegial behaviours in faculty evaluations stating that the inclusion could hinder academic freedom by not allowing for dissent. Other critics have stated that the construct of collegiality is amorphous which prevents the creation of an effective tool available to evaluate collegial behaviour. This paper suggests that both of these concerns could be reconciled by delineating and validating behavioural indicators of collegiality. The delineation would allow faculty to reject any behaviours that threaten academic freedoms and add behavioural precision to the construct. The indicators could provide a basis for an effective tool for use in job descriptions and faculty reviews. Indicators were derived from education evaluation and organizational literature and reviewed for validation by a national random sample of 740 Research University I and II professors. A list of 27 indicators of collegiality were subsumed under five organizational categories and compiled for use. (Contains 2 tables.)