This year I am extremely fortunate to teach an elective class called Design Thinking. Last year, through the support of my principal and district, I was able to attend many professional development sessions focused on Design Thinking. In this elective, modeled after Stanford's Institute of Design, teams of students are introduced to the creative process of designing meaningful solutions to problems at a local, domestic, and global level. Students are encouraged to think and go “big,” while focusing on the key stages of the design cycle: empathize, define, ideate, prototype, and test. Students are guided to identify needs, design solutions, collaborate with peers, and present their findings to a meaningful audience. As my colleague and I designed our Design Thinking curriculum over the summer, I would often second-guess my decisions: Will the students enjoy the class? Will they understand the importance of the Design Cycle? Will they be engaged? Will this elective be meaningful