This study examines how community-engaged scholarship (CES) was defined and described in promotion and tenure policies at a university. Examining 67 policies across university, school, and department levels, findings show meaningful variability with regards to whether and how CES was defined or described. Analysis categorizes descriptions of CES as outputs, outcomes, and/or processes. We highlight the insufficiency of policies that name but do not describe CES and address the importance of fully describing the core values of CES in policy text. We discuss the importance of process, particularly as it relates to relationships and epistemology, as a definitional characteristic, and the importance of continuing to explicate the interconnectivity and distinctions between CES and diversity, equity, inclusion, and epistemic justice.