Universal, effective, fair, and consistent methods for evaluating faculty scholarly activities have remained elusive for years. This research utilized the Analytic Hierarchy Process (AHP) to assess the professoriate’s own perceptions of the appropriate assessment of faculty research. The paper also incorporated the Boyer model of scholarship as one of the main criteria for scholarship evaluation. We addressed the “how” and “how much” in the weighting of scholarship output based on a survey of faculty at five Canadian teaching-intensive universities. The surprising lack of weighting value assigned to the Scholarship of Teaching and Learning, and the overall structure of the AHP model present interesting results.