Background and Purpose. While clinically trained educators are critical to the success of our educational endeavors, many new physical therapist faculty are not academically prepared to maintain ongoing track records of scholarly contributions. The University of the Pacific, along with the majority of accredited physical therapy programs in the country, was out of compliance with the accreditation criterion regarding faculty scholarship. This case report shares how 1 institution used an external accreditation requirement as a stimulus for program enhancement. Method/Model Description and Evaluation. The Scholarly Activity Plan (SAP) incorporates the department's and individual faculty member's commitment to developing a sustained record of scholarly accomplishments. The SAP consists of several steps, including: (1) identifying a senior research mentor; (2) creating a research plan; and (3) regularly evaluating performance consistent with criteria published in the Faculty Handbook of the University and accreditation scholarship requirements. The second step, creating a research plan, culminates in a rubric with intermediate and terminal timelines for ultimate dissemination of results through peer-reviewed presentations and publications for each research project. In addition, faculty members meet with the Scholarly Activity Committee each term to discuss progress and potential problems. Outcomes. Responding successfully to the accrediting body met a short-term goal. Still in progress are the faculty members' success rates with promotion and tenure; however, 2 faculty have submitted successfully their dossiers for third-year retention reviews. Faculty have related that the SAP assists with their own strategic planning for success with promotion and tenure by helping them keep track of short-term goals and progress. Discussion and Conclusion. Creating this model to enhance our program brought an awareness and sense of ownership to the department as well as individual faculty regarding the issue raised by an external accountability agent. Sharing this model with the educational community in the form of a case report may assist others new to academia in identifying current work products and processes that are worthy of sharing as scholarship of integration. Key Words: Scholarship, Promotion and tenure, Accreditation, Change, Commission on Accreditation in Physical Therapy Education. INTRODUCTION Nearly all workplace settings are faced with the challenges of responding to external accountability issues while confronting their own unique internal realities. Academia is no different. The accountability external to the individual in higher education has many sources, including accreditation criteria (both regional and specialized), institutional promotion and tenure guidelines, and the desire to maintain or achieve a quality reputation for the institution or program. The internal realities are the competing work loads involving teaching, scholarship, service, administrative, and clinical responsibilities. In addition, academic preparation and personal priorities confound the balance of external accountability and internal realities. As physical therapy faculty and administrators, we are facing a challenge: While it is not new, the accountability expectations for scholarly productivity have risen. The impetus for this is likely a combination of the need to train evidence-based practitioners, validation of our call for autonomous practice, the move to doctoral-level education, institutional demands, stakeholder demands, and others. More critical than identifying the sources of our anxiety is developing a response and successfully meeting this challenge, because failure to do so may have drastic consequences to the profession, the institution, the program, and/or the individual. The University of the Pacific was among the majority of physical therapist education programs (66. …