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Scenario-Based Learning

The successful practice of engineering in today’s workplace requires the integration of a broad range of skills that often extend beyond standard engineering curricula. This involves interpersonal skills such as teamwork, communication and persuasion, and business skills such as entrepreneurship, cost management and marketing.
 
Scenario-Based Learning (SBL) curriculum has been developed by Sheri Sheppard (as the engineering content expert) and Mark Schar (as the entrepreneurial content expert) and tested for the past four years at Stanford University. The SBL curriculum is designed to support an introductory solid mechanics or statics course. In 2014-2105 two partners have joined this research effort - Dr. Bob Witt and Jonathan Green at the University of Wisconsin-Madison and Dr. Bob Rice and Duval Johnson at the University of California-Merced.

SBL Learning Theory

 Effective learning occurs when the student shifts internal cognitive processes along these continuums. The perception continuum encourages the learner to transition between “thinking,” a process of abstract conceptualization and “feeling,” largely based on experiences.

SBL Curriculum

Scenario-based learning curriculum moves beyond previous case method curricula by incorporating a four-module pedagogical process.

Scenarios and Content

Click here to learn more about the available SBL curriculum and curriculum under development.

SBL Research

Published research on SBL.

SBL Materials

Click here to view some of the SBL materials used in classes.