In the study discussed in this article, a group of six faculty members from Weber State University’s Telitha E. Lindquist College of Arts and Humanities tested and applied the Self-Assessment Rubric for the Institutionalization of Community Engagement at the Level of the College Within a University as part of a pilot program. Based on this application of the rubric, the group found that the college tended toward the “Emerging” stage (i.e., Stage 1) for most items, indicating a need to continue developing programs and practices that center on community engagement (CE) within the college. The primary finding from this activity was that CE is fragmented in the college, within its constituent departments, and at the university level. This fragmentation limits the effectiveness of community-engaged learning, teaching, and scholarship. The authors discuss the group’s findings and interpretations of the rubric elements and offer recommendations for future use of the engaged college rubric.