The study reported in this paper sought to clarify the nature and form of faculty scholarship by identifying its dimensions and components from the pont of view of faculty at a large public doctoral granting institution. A survey instrument was developed listing 249 attributes of faculty scholarship, and 340 faculty members (66% of the total surveyed) weighed each attribute in relation to its importance within their conception of faculty scholarship. Four significant and orthogonal dimensions of faculty scholarship were identified, accounting for 41.6% of the total variation. The four factors were identified as pedagogy; publication and professional recognition; intellectual characteristics of scholars; and creative and artistic attributes. Factors described not just what faculty scholars do, but the way in which they go about the activities they pursue, their general orientations, and values associated with activities, processes, and products. Several of the variables that loaded highly on the factors encompassed the outcomes and consequences of faculty members' activities and orientations, such as long-lasting positive impact of teachers on students and concern for the development of others. Includes 31 references. (JDD)