The purpose of the "Bringing Theory to Practice" May 15th seminar was to examine and explore a wide range of faculty rewards (including promotion criteria, awards, faculty development support, and policies at various levels) that provide incentives and recognition to faculty for undertaking community-engaged scholarship (CES). The central problem the seminar addressed is that most universities lack a system of incentives and supports for faculty who undertake (or are considering) community-engaged scholarship addressing broad social impact. Thirty individuals participated in the seminar, primarily faculty and administrators from the five campuses in the University of Massachusetts system representing a range of disciplines and various levels of faculty rank. The seminar offered an opportunity to examine what is being done to reward community engagement across the campuses of the University of Massachusetts system within the context of national efforts and change initiatives, and in light of some emergent campus discussions. This paper briefly describes the seminar structure and findings and concludes with recommendations.