The "little blue book"--an affectionate title used by admirers of Student Assessment-as-Learning at Alverno College--is written (rather stunningly) "by the Alverno College Faculty." The story behind this paradigm-shifting work on assessment underscores the vital role faculty inquiry plays in institutional and system-wide educational reform--if this inquiry is organized to think through pressing questions. In this article, the authors examine how a set of questions from a collaborative assessment protocol used by teachers in the Harvard Graduate School of Education's Project Zero--and adapted by Veronica Boix-Mansilla for Washington Center's National Project on Assessing Learning in Learning Communities--led to valuable insights regarding the fourth essential learning outcome associated with college learning for this century: integrative learning. (Contains 15 resources.)