This paper illustrates an approach for using university-wide service-learning student outcomes to assess student work for the purpose of improving service-learning student and faculty learning and course design. The author and a colleague used this approach to study the author's service-learning course. The results of this study generated an accessible and engaging assessment framework that integrates basic quantitative analysis of collective student performance, Polin and Keene's (2010) ethnographic sensibility, and Cooks, Scharrer and Paredes' (2004) social approach to learning from a faculty learning perspective. (Contains 2 tables.)