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This article offers faculty an innovative teaching approach for an experiential class project centered around design thinking. The basic processes of the project are detailed using a running example where the entrepreneurship instructor partners with corporate entrepreneurs from a leading financial technology firm to develop, teach, and team with student groups to design think solutions for three of the community’s greatest challenges: substance abuse, youth education, and technology. Learning objectives are identified and measures of the program’s effectiveness at achieving the learning objectives are collected, assessed, and reported. Analysis of the data suggests the program is effective at enhancing student empathy, complex problem-solving skills, felt-responsibility, and community self-efficacy. Further, students perceive that the corporate entrepreneurs properly supported them in the project and they were quite satisfied with working with real customers, the corporate entrepreneurs, and the program overall.


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