There is an abundance of research concerning the definition measurement, and promotion of engagement across various work-related organizations. However, little is known about how we might begin to understand and facilitate engagement among community college faculty. Community college faculty face a unique set of challenges that render them at potentially high-risk for becoming disengaged with their institutions, less concerned with students' learning, and less motivated to make contributions to the larger academic community. Thus, this paper focuses on three equally important tasks. First, I seek to develop a working definition of "engagement" within the community college setting. Second, I propose alternative ways of measuring this construct. And finally, this paper enhances the, newly defined engagement construct.