This article discusses results from a study to understand how a promotion and tenure policy at West Virginia University Extension allowing faculty to select service over research as their significant area of contribution would affect research and evaluation productivity. The results show that research expectations are related to job status and length of service, but evaluation expectations remain consistent across groups. The author suggests that administrators enhance evaluation skills and promote evaluation studies as a way to document service scholarship in the tenure process. The result would be a better understanding of how to document the scholarship of engagement
