A sample of seven colleges was chosen for a study on the research activities of community college faculties in Ontario. Faculty (N=394 out of a possible 865) were asked to indicate how often they participated in 22 different research activities and how characteristic these activities were of their role as community college faculty. The primary interest of the study was to determine the structure underlying the data to see whether community college faculty were using the university definition of what constitutes research (publishing) as a basis for defining their research role as compared to a broader definition of what constitutes research in the community college environment (applied expertise). Results showed that a small core of community college faculty were engaged in traditional university research activities such as reviewing proposals for funding agencies, publishing or editing books and monographs, and delivering papers to professional society meetings. Community college faculty were, however, more apt to engage in research activities related to the applied mission of the community college. These data suggest that continued research should examine what these results might mean in terms of teaching effectiveness, institutional quality, and overall faculty job satisfaction and productivity. Contains 20 references. (GLR)