This article describes the design and implementation of a sensors-based entrepreneurial-minded learning (EML) module in a large (>150 students) first-year General Chemistry II course. Students worked in groups create a novel sensor that solves an existing scientific problem or improves upon an existing sensor. Students proposed and explained the chemical background of their sensors as well as presented their final products to the class in the style of a brief elevator pitch. This module necessitates that students think innovatively, integrate knowledge from varied sources, and collaborate with their peers. The aim of implementing this EML module is to spur creative thinking, innovation, and entrepreneurial learning among first-year undergraduate chemistry students. We conducted course surveys to gauge students' reception of this module and found that the majority of students enjoyed this activity and learned valuable skills from their experience. Moving forward, we advocate that these and similar learning modules are implemented in large, introductory course settings due to the many benefits that they offer to students.