A social ecological framework is proposed that identifies institutional supports to increase public scholarship. The framework offers an analytical structure for conceptualizing how motivations interact at multiple levels of influence, as well as utility to increase epistemic equity and encourage behavior change through institutional supports that reward and recognize multilevel motivations. The authors draw on prior work that analyzed data from 49 interviews detailing practice stories to understand motivations for public scholars and found that faculty report motivations at individual, interpersonal, organizational, community, and policy levels.