Students do not always realize that after graduating they will be expected to apply what they have learned. For accreditation purposes, most universities survey graduates to assess and evaluate the perceived relevance of the curriculum, but these assessments often occur years after graduation. Assessment of applied learning should occur earlier when it can create an environment that requires students to work on projects with direct relevance to the campus and community and that involves students in the activities that will be expected and required in their profession. This article is designed for non-business professors who are interested in social entrepreneurship, one of the fastest growing areas in entrepreneurship education. The author will propose strategies designed to transform students from classroom spectators to campus and community activists and change agents. This article provides details designed to replicate a project-based course.