The purpose of our study was to explore the effects of engagement on faculty members’ academic work, research, teaching, and service. We found that faculty were more open with their students about how their teaching plans work and do not work; faculty members’ initial commitments to providing service for communities were reinforced; and faculty viewed their research, teaching, and service as integrated, and not separate acts of scholarship. This article applies social identity and job characteristics theories to these three themes to explore why faculty members’ perception of their work changed as a result of their engagement in public scholarship.