This study at a small Canadian university describes the student-centered re-design of a course about social entrepreneurship. The project was aimed at improving students' engagement and satisfaction. Our data suggests that the course redesign improved students' learning experience, clarity of course requirements, and students' self-directed learning. Further studies are necessary to glean generalizable data and form more robust conclusions, but this paper may be helpful for other scholarship of teaching and learning projects aiming at adult learner-oriented and evidence-based course redesign in other fields of study.