This GENERAL CARD explores how the Entrepreneurial Minded Learning (EML) model aligns with Constructivism Learning Theory (CLT) in a civil engineering project. While EML and CLT share common elements, EML’s focus on "Creating Value" and "Character" extends beyond traditional constructivism. The study uses the GENERAL CARD #3629 Styrofoam Beam Design from a junior-level civil engineering lab to illustrate how team-based projects can integrate both EML and constructivist principles, highlighting the project's role in promoting critical thinking and authentic learning experiences.

Anecdotally as instructors, we are comfortable applying pedagogical approaches such as active and collaborative learning, project-based learning, etc. These approaches are founded on learning theories such as constructivism. The goals of constructivist learning environments (Bada, 2015 from Honebein, 1996) are to:

• provide experience with the knowledge construction process (students determine how they will learn).
• provide experience in and appreciation for multiple perspectives (evaluation of alternative solutions).
• embed learning in realistic contexts (authentic tasks).
• encourage ownership and a voice in the learning process (student centered learning).
• embed learning in social experience (collaboration).
• encourage the use of multiple modes of representation, (demonstrations, graphics, video, audio, text, etc.)
• encourage awareness of the knowledge construction process (reflection, metacognition).

An analysis of the GENERAL CARD #3629 Styrofoam Beam Design shows by way of mapping how the components of a team-based project is designed to include all elements and attributes of EML while also covering all elements of constructivism. Note: The observations are limited to this particular case. The mapping is shown in the supporting document named Mapping of EML to CLT Example.xlsx in the sheet titled EML Mapped to CTL on CARD#3629.

The CARD #3629 Styrofoam Beam Design was used by this author in the junior level Civil Engineering Mechanics of Materials Laboratory in the fall of 2023. The laboratory was first added to the civil and architectural engineering curriculum in the fall of 2019. This course was later selected for formative assessment to demonstrate students’ ability to utilize critical thinking skills or engineering judgement to explain or justify observed differences between experimental measurements and models. The addition of a 3 - 4 week long, open-ended, project-based educational strategy designed around constructivism was initially selected for assessment.