what does the future problem solving program offer

Washington Future Problem Solving

What is FPS?

Future Problem Solving (FPS) is an international program involving thousands of students annually from around the world. WA FPS is the Washington State affiliate of Future Problem Solving Program International (FPSPI).

By learning the FPS six-step process, students learn critical and creative thinking skills, develop a vision for the future, and prepare for leadership roles.

Students in grades 4 through 12 in Washington State are eligible to participate in the four competitive components: Team and Individual Global Issues Problem Solving (GIPS), Team and Individual Community Problem Solving (CmPS), Scenario Writing, and Scenario Performance.

The FPS Process: The FPS process encourages and develops thinking skills and enables students to adapt to a changing world. 

Six-Step FPS Process

* Identify Challenges related to a topic or future scene

* Select an Underlying Problem

* Produce Solution Ideas to Underlying Problem

* Generate and Select Criteria to Evaluate Solution Ideas

* Develop the Action Plan

FPS Competitive Components

​Team and Individual Global Issues Problem Solving (GIPS)

Under guidance of a coach, participants use the FPSPI six-step model to explore, challenge, and propose action plans to complex societal issues. A specific topic is presented, using a "future scene" as a catalyst for generating and focusing ideas. Teams complete two practice problems and one qualifying problem throughout the school year. Trained evaluators score student work and give feedback, including suggestions for improvement. The winner of each level at State advances to the International Conference in June, along with 2,000 students and coaches from around the world.

Scenario Writing (ScW)

An FPSPI Scenario is a 1500-word, short story where one possible future outcome is developed through character and plot. Each scenario must have a recognizable relationship to one of this year's FPSPI topics. Participants may submit one scenario per academic year. First place winners in each division will be invited to compete at the International level.

Scenario Performance (ScP) A relatively new component, Scenario Performance allows scenario writers the opportunity to perform their stories aloud. This is a great option for more outgoing or theatrically-minded participants. Scenario Performances are submitted by video recording and are evaluated on both their story and the strength of their story telling. Performers who qualify will present their performance for evaluation live at the State Bowl, and the first place winners in each division will be invited to compete at the International level.

​Team and Individual Community Problem Solving (CmPS)

CmPS teams and individuals apply problem solving skills to a current problem in their local area. Using the FPSPI six-step problem-solving model, students implement an Action Plan as a part of their CmPS experience. Teams move from hypothetical issues to real world, authentic concerns. A CmPS team can be composed of as few as one student or up to 50. Projects can span several years, if necessary. State winners are eligible to participate at the International Conference. This can be a significant Service Learning opportunity.

2019 State Bowl, CmPS projects, Cathcart Elementary.

Scenario Performance by Sidhya Ganesh, who has placed multiple times in the top three at Internationals.

Future Problem Solving Program of Connecticut

• International FPS
• Frequently Asked Questions
• 2019-2020 Topics
• 2018-2019 Topics
• State Conference – 2019
• State Conference – 2018
• International Conference – 2017
• Public Files
• Coach Files (Log-In)
• All Things State Conference (Log-In)

What is FPS?

Future Problem Solving (FPS) is an activity that allows students to be challenged while learning how to solve problems and look at the future. FPSPofCT offers several options to teachers or parents who want to provide their students with the opportunity to be involved in FPS. The future problem solving process allows students to develop critical thinking skills while encouraging their creativity and can be incorporated into the curriculum in a variety of subject areas for students from grades 4-12.

FPS’s components can be used in the classroom, in an after school program, as a TAG program, by home- schooled students and by youth groups. FPSPofCT offers training and materials to adults working with FPSers.

Where can I find evaluation results?

All scoresheets will be sent via the FPSPI online system after the competitions.  If you have any questions, please contact our evaluations director [email protected] 

How do I register?

Download a registration form from the FPS web site.  If you have any questions, please contact the FPSPofCT office .

What does it cost to participate in FPS?

FPSPofCT strives to keep the cost of participation in the program affordable. Download a cost form from the Form Center to see a list of the components we offer and the cost of each.  Form also available below

How do I become involved in FPS?

For parents or teachers interested in coaching an FPS team, FPS offers coaches training. The FPSPofCT Board of Directors is happy to provide experienced coaches to help mentor new coaches as they learn the FPS process and bring it into their classroom. For more information contact Karen Castiglione .

FPSPofCT is always looking for volunteer evaluators to help give feedback to students. E-mail evaluation director, [email protected] , for information on free evaluator training.

When is the FPS State Conference?

The 2022 FPSPofCT State Conference is scheduled for March 25 and 26 in North Haven, Connecticut. The conference may be held in person or digitally based on CT’s Covid rules. More to come in the coming months.

Future Problem Solving Program of California

"The genius of the future will be the creative mind adapting itself to the shape of things to come."

— E. Paul Torrance, Creativity Pioneer and FPS Founder

Future Problem Solving of California is an Affiliate of Future Problem Solving Program International [ http://www.fpspi.org ], an educational nonprofit focusing on the development of critical, creative and futuristic thinking skills.

Although FPS enhances students’ awareness of current issues, the main goal is to develop higher order thinking skills. By challenging students to apply their minds to some of the most significant issues facing the world of today and in the future, we help equip them with the vision, skills and tools to design and promote positive outcomes for society at local, regional and global scales.

The History of FPS

In 1974, when Dr. E. Paul Torrance accepted an invitation to work with a group of gifted youngsters at Clarke High School in Athens, Georgia, he was unaware that the activities he had developed would grow into an international program reaching approximately 250,000 students globally each year.

The skills developed through participation in FPS will last a lifetime — not only academically but throughout students’ lives and careers.

Creativity.

Leadership.

Critical thinking.

Time management.

Social responsibility.

Friendly competition.

Research and analysis.

Academic achievement.

Effective Communication.

Competitive Divisions

Under the guidance of a teacher/coach, teams of four students use the FPS six-step process to explore challenges and propose action plans to solve complex societal problems.

There are three divisions for all components:

Junior - Grades 4 - 6

Middle - Grades 7 - 9

Senior - Grades 10 - 12

FPS Components

Global Issues Problem Solving (GIPS). Click here for more info. [link to GIPS description]

Community Problem Solving (CmPS). Click here for more info [link to CmPS description]

Scenario Writing. Click here for more info.  [link to Scenario Writing description]

Scenario Performance. Click here for more info. [link to Scenario Performance description]

Action Based Problem Solving (AbPS) - noncompetitive classroom-based component. Click here for more info  [link to description]

FPS Six-Step Problem-Solving Process

The FPS Process mirrors the linear approach of the scientific method, focused on; Understanding the Problem (via background research & asking multiple questions), Generating Ideas (hypothesis), and Planning for Action (developing conclusions/solutions & reporting results in writing).

Identify Challenges - Generate challenges or issues related to global research, Future Scenes, or a specific need area.

Select an Underlying Problem - Identify the key issue to be resolved.

Produce Solution Ideas - Brainstorm solutions to solve the underlying problem.

Generate & Select Criteria  - Develop criteria to evaluate the merit of the best solution ideas.

Apply Criteria - Evaluate each solution using your selected criteria and assign a ranking order.

Develop an Action Plan - based on the highest scoring idea, develop an Action Plan explaining how the solution will be deployed and how it solves the underlying  problem.

Future Problem Solving

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Future Problem Solving (FPS) engages students in futuristic thinking through annual academic competitions at local, state, regional, and international levels. Hosted through Future Problem Solving Program International (FPSPI), its mission develops the ability of young people globally to design and achieve positive futures through problem solving using critical and creative thinking . Founded by E. Paul Torrance in 1974, the education program uses a six-step Problem Solving Model based on the Osborne-Parnes Creative Problem Solving Model. E. Paul Torrance promoted positive futures through the construct of creative problem solving. Organized geographically as local FPSPI affiliates, participants select one of four competition components that include Global Issues Problem Solving, Community Problem Solving, Scenario Writing, and Scenario Performance. Students prepare annual topics throughout the school year with qualifying competitions leading to the next level. At the end of the school year, a four-day International Conference (IC) hosts champions during a culminating competition organized as Junior (grades 4–6), Middle (grades 7–9), and Senior (grades 10–12) divisions. Participants address a Future Scene as a hypothetical situation set 20–30 years in the future such as Antibiotic Resistance (2022) and Neurotechnology (2021), and participants receive constructive feedback from trained evaluators. The Global Issues Problem Solving (GIPS) component challenges participants to design positive futures, apply the six-step Problem Solving Model, and create a detailed Action Plan. Possible futures emerge as participants (1) Identify Challenges, (2) Select an Underlying Problem, (3) Produce Solution Ideas, (4) Generate and Select Criteria, (5) Apply Criteria, and (6) Develop an Action Plan.

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Creative Education Foundation. (2014). Creative problem solving resource guide . https://bit.ly/3FXEW64

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Phelps, C. (2022). Future Problem Solving. In: Glăveanu, V.P. (eds) The Palgrave Encyclopedia of the Possible. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-90913-0_262

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Six Steps Demystified

The six-step approach offers a framework for creative problem solving. Although each step is critical, it is important that participants don't forget that conducting RESEARCH on a topic sets up a strong foundation. Being knowledgeable about a topic allows for better understanding of the bigger picture and is a key part of identifying problems as well as generating solutions. Successful problem solvers always have conducted research on the topic.

There are two essential Pre-Steps before starting the six-step process.

Research the topic

Read and analyze the future scene

Underlying Problem

Evaluate Solutions

Action Plan

Develop an Action Plan

The solution idea (which receives the highest total from STEP 5) is described in detail within the action plan. Develop your action plan by relating the idea back to the U.P. Demonstrate how your action plan will achieve what you set out to accomplish in STEP 2 (the KVP and Purpose).

Tips: 

Explain in detail the  who, what, how why, where,  and  when  of your action plan. Who will carry out the plan or be involved? What will be done to solve the problem? When will the results begin and will it continue? Where will the plan be implemented? Why will this idea positively impact the future scene? How will the action plan be carried out? How does it positively impact the U.P.? 

New facts to your action plan may be added, as long as each addition represents a subpart of your action plan.

Sample Format:  One approach might be to write five complete paragraphs in elaboration of your action plan.

 An overview of the plans steps and stages of implementation ( Who  and  What ).

Discuss the reasons or logic behind the solution being the best choice ( Why  and  How  the plan solves every aspect of the U.P.).

Discuss potential roadblocks or challenges that will likely confront this action plan, along with ideas or actions for overcoming these obstacles.

Highlight the strengths which Action Plan possess.

Underscore the many positive impacts that the action plan will provide to the whole situation described in the future scene. Provide a justification ( Why  and How ) for each positive impact and benefit derived from the implementation of the action plan.

Produce Solution Ideas to the Underlying Problem

Solutions are detailed plans to solve all aspects of the team’s U.P.

Elaborate by indicating  WHO  will implement the solution idea,  WHAT  will be done,  HOW  the solution idea will work, and  WHY  the solution idea will solve the KVP and Purpose of the U.P.

Elements of the future should be incorporated within these action proposals by utilizing new or special technologies, methods, or procedures that would be effective.

Solution ideas are to be stated as definite proposals (e.g. "will").

Incorporate futuristic aspects in your writing of the solution idea.

Attempt to produce solutions for every relevant category of thought for the future scene as possible.

Generate and Select Criteria to Evaluate Solution Ideas

Brainstorm criteria that question the creative potential and importance of solution ideas. Create criteria which will measure the comparative quality (relevance and/or validity) of your STEP 3 solutions.

Only identify one concern/dimension with each criterion. Avoid the use of "and" in a criterion.

It is helpful to include  superlatives words (e.g. least, most, greatest, fewest, etc.).

You can create advanced criteria by considering various aspects of the future scene or your U.P. (KVP or Purpose) within a criterion.

Include the phrase, "which solution will" and phrase each in the form of a question.

Identify Challenges Related to the Topic or Future Scene

Challenges note important concerns, problems, issues, or challenges that have a strong possibility of occurring within the future scene. 

Written in statement form.

Stated in terms of possibility (e.g. may, could, might).

Must have relation to the future scene by containing terms or phrases that describe the topic, place, and/or individuals detailed in the future scene.

Challenges may either cause the future scene or result from the future scene.

Explain WHAT the challenge is, WHY it is a challenge, and HOW it relates to the future scene.

Phrase your challenges as cause and effect logic statements.

Attempt to find as many challenges as you can for every relevant category of thought for the future scene (about 12 categories should be your goal).

Incorporate ideas or concepts found during your research when writing the selected challenges from your group’s brainstorming whenever possible.

Select an Underlying Problem

The Underlying Problem (U.P.) is a statement of the most important challenge identified in STEP 1. The selected challenge, if solved, might solve many of the other challenges identified in the Future Scene. A challenge causing other concerns to occur in the scenario is much preferred as the U.P. rather than a challenge resulting from the future scene’s situation.

How To Structure A U.P.:   A U.P. should be stated in one question containing the following five basic components.

Condition Phrase: A beginning sentence that describes the most significant challenge selected from STEP 1 that may be causing many other challenges in the future scene. The conditions should describe an effect and a cause arising from the future scene. The conditions are the impetus for the area of concern that the team has chosen for their solution finding. Since and due to (or because) could be a format used to write the condition phrase.

Stem: Phrased as "How might we" or "In what ways might we"

Key Verb Phrase (KVP): One main verb which is active, descriptive, and clear which describes the action that must be done to solve the problem.

Purpose: The what you aim to accomplish by doing the Key Verb Phrase.

Future Scene Parameters (FSP): The geographic location, time, and topic described within the future scene.

The U.P. should address only one issue (one action in the KVP and one goal in the Purpose).

The action stated in your KVP should be clear and the goal or outcome described in your Purpose should be measurable.

Evaluate Solution Ideas to Determine the Better Action Plan

Select your 8 most promising solution ideas and list them in the 8 solution idea blanks of the grid. If you have fewer than 8, list them all. Rank order your solution ideas from 8 (best) to 1 (least effective) relative to each criterion from STEP 4. Ensure that you use each number between 8 and 1 only once in each vertical column. Sum the ratings across the grid to total the ranks given to each solution. The solution with the highest total rank is the solution used to develop your action plan in STEP 6.

It is always helpful to familiarize yourself with the six steps by looking at the full blank booklet and understanding how evaluators review each step through the GIPS Evaluation Scoresheet which can also be found under at the Virtual Center . 

The GIPS Key Tips packet found under at the Virtual Center offers more in-depth explanation of each step. If you have any questions about the six steps never hesitate to reach out to our Evaluation Director, so we can offer more insight. Always remember to review the evaluators' scoresheet after each submission and read the feedback which can offer advice on how to further improve.

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Renzulli Center for Creativity, Gifted Education, and Talent Development

The National Research Center on the Gifted and Talented (1990-2013)

Future problem solving program.

Marion Rogalla University of Connecticut Storrs, CT

Imagine yourself observing an enrichment classroom. In the middle of the room, a team of four, 5th graders is arguing about the effects Virtua Tech, a virtual corporation in the year 2056, has on the mind and body of its employees. In the back corner of the room you notice a fourth grader in deep thought. It almost looks as if his head is steaming. As you get closer, he jumps up and says: “Yes! I’ll use the roaches as an endless energy supply.” While you are listening to his ideas six, 11th graders enter the classroom and present with pride business cards created for their cyberphobia group of adults. Amazed by the students’ creativity, problem solving skills, and excitement for learning, you decide to investigate the problem solving model they are using.

The Future Problem Solving Program (FPSP), started in 1974 by E. Paul Torrance, today reaches approximately 250,000 students in 43 Affiliate Programs (coordinated by the international office in Lexington, Kentucky) throughout the United States, Australia, New Zealand, Korea, and Canada. Full time staff members prepare all materials and topics: practice problems, qualifying problem, affiliate bowl, and International Conference. Teams and individuals successful in the qualifying problem advance to the affiliate bowl and bowl winners in each division (i.e., junior, grades 4 to 6; middle, grades 7 to 9; and senior, grades 10 to 12) are invited to participate at the International Conference. Trained evaluators review and compare student work of the same age division on all topics (Future Problem Solving Program Coach’s Handbook, 2001).

To best meet student interests, the selection of FPSP topics is guided by the results of a poll of the students participating in grades 4 to 12 (Torrance & Safter, 1999). Student votes overwhelmingly center around the newest cutting-edge frontiers of humankind. The topic areas of these frontiers seem to change with age. Younger students’ (grades 4 to 6, junior division) preferences center around innovative instrumentation and processes such as solar energy, computer education, pedestrian conveyor-belt travel, intelligent machines, and mass use of electric cars. These topics may be categorized as human control over the physical environment. Students in grades 10 to 12 (senior division) show more interest in psychological frontiers, such as genetics, human engineering, hypnosis, and mind-altering drugs, than younger students. Middle division students (grades 7 to 9) seem to be in transition between interests of junior and senior division students. Their interests are similar to the younger age group. They do not seem to share the introspection of the seniors (Torrance & Safter, 1999).

The wide variety of extra-curricular topics chosen every year provides students with opportunities to find their area of passion. Torrance (1981, as cited in Torrance & Sisk, 1999), found in his longitudinal studies of creative achievement, that adult creative achievement was influenced by students’ experiences of falling in love with something during their elementary school year. Most adults however, including teachers and parents, do not have much information about these frontier topics to teach the background knowledge necessary for solving problems related to these topics. The FPSP coach’s role includes facilitation of learning and the modeling of processes whereby new knowledge is acquired. Students have to be prepared for self-directed learning (Torrance & Safter, 1999). FPSP goals, therefore, center around the acquisition of problem solving skills.

Although the FPSP provides students with opportunities to enhance their awareness of everyday issues and increase their knowledge base, the main goal of the FPSP is to teach students how to think. The development of higher order thinking skills will help students use their knowledge to solve problems. The program focuses on the creative problem solving process and futuristic issues to develop the skills necessary to adapt to a changing world and shape the future (Future Problem Solving Program Coach’s Handbook, 2001). Specifically, the creative problem solving process:

• helps students to improve their analytical thinking skills
• aids students in increasing their creative thinking abilities
• stimulates students’ knowledge and interest in the future
• extends students’ written and verbal communication skills
• encourages students to develop and improve research skills
• provides students with a problem-solving model to integrate into their lives
• guides students to become more self-directed and responsible
• promotes responsible group membership (for team Future Problem Solving and Community Problem Solving)

The Future Problem Solving Program:

• provides students with unique opportunities to enhance their awareness of everyday issues
• models effective processes that can be used throughout their lives
• incorporates the basic skills taught in the classroom by extending students’ perceptions of the real world
• promotes responsible group membership
• encourages real-life problem solving experiences
• promotes continuous improvement through the evaluation process
• offers authentic assessment in the product produced (p. 11)

The FPSP also extends students’ perceptions of the real world and helps them apply the skills learned to real life issues. The experience of implementing a proposed solution is provided through the Community Problem Solving (CmPS) component. Students learn to continuously improve their problem solving skills from the feedback provided in the evaluation process.

Students are expected to apply a 6-step creative problem solving model when solving a problem in each of the three FPSP components: Team Problem Solving, Scenario Writing, and Community Problem Solving. The mastery of these 6 steps is therefore at the heart of the FPSP.

Guided instruction of the 6 steps seems to be easiest within the team problem solving component. The international office of the FPSP releases the curricular topic for all problems before the related Future Scene is given to the participating students. This allows students to conduct in-depth research to acquire a strong knowledge base on the general topic related to the Future Scene. Once the future problem solvers receive the Future Scene, they work through it using a 6-step model, based on the Creative Problem Solving (CPS) process (see Figure 1). Students complete a booklet that guides them in a linear, sequential way through the creative problem solving process.

Understanding the Problem (1) Identify Challenges, (2) Select an Underlying Problem, Generating Ideas (3) Produce Solution Ideas, Planning for Action (4) Generate and Select Criteria, (5) Applying Criteria, and (6) Develop an Action Plan.

Source: Future Problem Solving Program. (2001). Future Problem Solving Program coach’s handbook. Lexington, KY: Author, p. 15.

Figure 1. The 6-step model.

During step 1, students are asked to carefully analyze a specific situation given—the Future Scene—related to the general topic. They learn how to use macro and micro analyses to gain a good understanding of the complex and ill-defined situation. Thereafter, they identify the 16 most promising challenges, issues, concerns, or problems imbedded in the situation that needs consideration. The Future Scene describes a fuzzy situation projected 20 to 30 years into the future, a time when the students might obtain leadership roles. Students are required to use the knowledge gained and project it far into the future. In step 2, the students go through the list of challenges, consider possible underlying problems, and formulate a key underlying problem that is neither too broad nor too narrow. Students are required to follow a standard format in formulating the underlying problem they intend to solve throughout the remaining steps. The standard format helps students to focus on one challenge only and proceed with further analysis of the problem as well as a uniform structure that helps evaluators make comparisons across student booklets. In step 3, students are asked to generate 16 varied and unusual solution ideas that have potential for solving the underlying problem. Students, in step 4, generate the five most appropriate criteria for judging the solutions, which they apply in a evaluation matrix to select the solution with the highest total rank (step 5). Finally, in step 6, students write an action plan based on their highest scoring solution idea. The students have to complete the whole booklet within 2 hours.

The Coach’s Handbook suggests and explains tools for generating options—using divergent thinking—such as Brainstorming, SCAMPER, and Morphological matrix. The acronym SCAMPER stands for: Substitute? Combine? Adapt/Add/Alter? Minify/Magnify/Modify? Put to Other Uses? Eliminate or Elaborate? Reverse/Rearrange/Reduce? The Morphological matrix consists of 4 columns and 10 rows. Team members identify four major aspects (people, place, obstacle, and goal) of the topic and/or future scene (one per column) and list (in the rows) 10 elements of each aspect. Then they explore random combinations and make new and interesting possibilities.

For convergent thinking, the handbook includes tools such as: Hot Spot and Paired Comparison Analysis. A Hot Spot is the common element that clusters of promising ideas share. Paired Comparison Analysis is used in comparing one possibility or idea against another idea, one pair at the time, until all possible pairs have been examined. A number is assigned to each pair as the option is chosen and rated for importance, 1, 2, or 3. The ratings for each possibility can be totaled to provide a rank ordering or prioritizing of the options.

The FPSP includes different components: Future Problem Solving (FPS), Community Problem Solving (CmPS), and Scenario Writing (SW). The primary emphasis of the academic year program (October to June) is on instruction with feedback offered to the teams. FPS asks students to solve complex scientific and social problems of the future.

An example of a future scene focusing on a virtual corporation, an approach to solving a local community problem related to the use of technology, and a response to a scenario involving the increasing need for energy are provided on the insets that follow.

One scene, for example, pertains to a virtual corporation Virtua Tech in the year 2056. The scene is based on facts and projections about virtual corporations and their organizational structure with a focus on the dynamics of a corporation existing in virtual space. The scene opens with Aluui, a programmer, who shares her excitement about her prospective work place with her mother via her Holographic Mailbox and explains that her work partners will be from all over the world. “Virtua Tech is run by an impressive executive team, a group of individuals from leading universities, governmental bodies and traditional corporations around the world,” Aluui explains. During this conversation with her mother, Aluui receives a message from Virtua Tech saying that her software program was accepted and 25,000 Digital Monetary Units have been deposited into her account. However, the scene goes on to raise concerns about the operation of this virtual corporation, including effects on the mind and body of employees that are not fully understood. Therefore, concerned nations, industry groups, and Virtua Tech representatives have created an advisory group. This group is asking the International FPS Alliance to direct its very best problem solving teams across the globe to help them examine important issues involved with the operation of this unique corporation. The FPS teams’ task is to identify possible challenges relating to Virtua Tech, formulate an underlying problem, generate solution ideas, and develop an appropriate action plan.

The goal of the project was to educate adults in the computer field and also to eliminate cyberphobia. The team did so by offering complimentary computer classes to the adults in their community because it felt that the amount of computer knowledge obtained by adults was not sufficient for the technological demands of today’s society. The team was very successful in their efforts and was asked to teach office computer skills to the clerks at the Hockley County Clerk’s office. The project brought multiple benefits to the small rural community of Whitharral, TX. Besides decreasing “cyberphobia” among the adult population, it helped to bridge the gap between generations. The CmPSers learned how to research, plan, and adjust a curriculum to fit the needs of their students—from farmers and secretaries to local business owners and senior citizens. The adults created business, cards, mailing labels, and greeting cards. They learned how to use various software applications, save hundreds of hours in documenting expenses, and safely navigate the Internet. With the aid of grant money awarded by Learn and Serve America, the CmPSers plan to expand the class offerings as well as recruit and train new teachers.

Josh sat at his desk thinking and pondering in the darkness. The only thing moving during the blackouts were the roaches. Josh knew he had to find an alternative energy fast. Why were humans so dependent on electricity? Almost everything ran on solar power or rechargeable batteries now (year 2051). Unfortunately, the ozone layer is being depleted more and more each year, which affects solar power. Rechargeable batteries became every hospital’s savior and every asthmatic person’s life improved.

Reaching for his keys, Josh went to the hovercraft. On the ride home, he swerved to miss the tow craft explosion right in front of him. Swooping to street level, he knew he had seen his share of crashes. There are no rules of the road in the air. He thought of how many times he had been here before. Falling fast and low, he wished his craft could run off the glides alone.

“Why not?” thought Josh. “Why can’t we somehow harness the power of movement? Kinetic watches have been around for over five decades. Surely there could be enough power in everyday movements to power a battery. Is it possible to reconfigure kinetic power into a battery as a source of energy? How about using a pendulum-like movement to harness the power into a battery? That way it will let us have less power plants.”

Josh went into the assembly room and found an old rechargeable unit. “I wonder if it will work?” he thought. For the next week, Josh continued to look at his belt attachment. At first, it was every few minutes, later every few hours. He was determined this would work. By the ninth day the rechargeable unit registered enough power. Over the course of the next few weeks, Josh recharged a dozen batteries. His ideas formulated like fireworks, thinking of what he could attach this device to, and how much more power he could generate.

Then the idea struck him like a rocket. YES! I’ll use the roaches. Josh constructed a large circular platform with a rotating basis. It was kind of like a hamster wheel turned on its side. Finding the roaches was not a problem. It was catching them that was difficult.

Josh placed the platform in a large, clear, round tube and added the roaches. Immediately, the roaches crawled and moved to the platform. This turned the platform, creating a way to transform movement, kinetic energy, into a stored source. The roaches ate little, and the old ones were eaten by the others. It took Josh a few more months to perfect his assignment. In the next few years, he was awarded a Nobel Prize for his efforts in creating a new and virtually endless energy supply that renews itself.

Training in problem solving skills facilitates situational creativity (i.e., students can be creative within prescribed activities related to a specific topic), whereas CmPS fosters real product creativity. Students in the CmPS identify a problem they would like to solve in their school, community, or state. Then, they use the 6-step Future Problem Solving process to solve the problem, (i.e., to develop an action plan and implement the plan).

The scenario writing component encourages students to use their imagination in creating a futuristic short story based on an FPSP topic. The scenarios must be placed at least 20 years into the future and are limited to a length of 1,500 words.

Selected teams and individuals participate at regional, state, and international competitions. During the 2-hour competition of the FPS component, teams of four students or individuals analyze a Future Scene and complete a problem booklet that guides the students through the 6 steps as described above. The Future Scene relates to the topic the students were encouraged to research prior to the competition. No research materials or notes may be used during the actual competition session. Students have to be very time conscious and pace themselves at each step to complete all steps within the very limited time frame. Following this session, students are asked to persuade others of the merit of their idea. Having a good idea is not enough, one must be able to “sell” it. During a 5-minute skit presentation, students can demonstrate their creative, persuasive, and oral communication skills (Steinbach, 1991).

Scenario writers may also compete against one another. They select a topic for their story from the pool of five FPS topics for the respective academic year, research the topic, and write a short story of a maximum of 1,500 words (Shewach, 1991). Students individually write drafts of a futuristic scenario. Editing and revising occurs under the guidance of a coach, who decides whether to submit the scenario to the contest or not. Winning scenarios are awarded at the FPSP competitions and published thereafter.

Any number of students from one to a whole classroom can become a team of community problem solvers. Students identify real problem situations in their school, neighborhood, or community and use the 6-step model to develop and implement the solution idea over an extended period of time (i.e., 6 months to 3 years). The students’ report describes the full process including the area of concern, action plan, the efforts to solve the problem, and reflections. The evaluators examine the report and display at the competition and interview the students to secure their ownership of the product.

The FPSP provides educators with enrichment activities that can take place in a pullout program, after school program, resource center, or with students in a regular classroom. The high level challenge of the activities is especially appropriate for intellectually and creatively gifted students. Future Problem Solving takes students into new worlds. They gain new knowledge about cutting-edge research and use it in combination with higher order thinking to create original solutions for futuristic problems. Most gifted students love this kind of intellectual challenge. Seeing Community Problem Solvers grapple with real life problems and grow in their awareness of their capability to have a positive impact on the world around them is also gratifying to educators. The most obvious effect of Scenario Writing is improved writing skills. However, all FPSP components help students develop their written and oral communication skills. Improved communication skills and a thorough understanding of the 6-step problem solving model can greatly benefit the students far beyond the program (e.g., in other curricular activities and in their future careers).

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Missouri Future Problem Solving Program

Teaching students how to think, not what to think., about fpspi, costs and due dates, registration form, officers and directors, coaching information.

WISCONSIN FUTURE PROBLEM SOLVING 

Click HERE for  information

What is Future Problem Solving (FPS)?

We are a nonprofit educational program for K-12 students

and adults. Founded in 1974 by Dr. E. Paul Torrance,

our goal is to inspire creativity and encourage

the development of a positive vision for the future.

Through participation in FPS students:

Develop and enhance creative and critical thinking abilities

Increase global awareness of and interest in the future

Learn and apply problem-solving strategies

Develop teamwork skills

Improve oral and written communication

Exercise critical and analytical thought

Extend perceptions of the real world

Explore  and problem solve complex societal issues

Develop, utilize and improve research techniques

For a quick overview of our program, click here 

WHAT'S NEW?

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2023 State Bowl 

The 42nd Wisconsin State Bowl was held in person at the Green Lake Conference Center on April 20 and 21.  Find a list of all winners here!

Click below  for a short video of the Bowl!

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2023 International Conference

Congratulations to Wisconsin winners at the 2023 FPSPI International Conference!

Junior Global Issues Team -- 8th place:  Anna Ellenberg,         Iris Tia , Lily Potts, Neha Seshadri.  Hamilton Middle             School, Madison, Kris Bauer coach

Junior Global Issues Individual -- 9th Place:  Max Yablon.  Shorewood Elementary, Talia Richmond coach

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A HUGE THANK YOU!

Our deepest thanks to Alpha Delta Kappa who provided a generous $1000 grant.  Their contribution will help us continue to offer programming to many students throughout Wisconsin.  

2023-24 TOPICS

Tourism    (Practice Problem #1)

Urbanization    (Practice Problem #2)  

Antarctica   (Qualifying Problem)

Autonomous Transportation   (State Bowl)

Become an Evaluator

Helping to provide feedback to students is a way to give to our program. Adult evaluators may be FPS coaches, other teachers, parents or any interested individual.  Senior division students in grades 10-12 who have been on a GIPS team for at least 2 years may also evaluate.  Click on our "Evaluation" page for more information or click on the  button below. \

FPS Alumni -- Please Keep in Touch!

We continue to make a concerted effort to get in touch with as many Wisconsin FPS alumni as possible.   Click here  for the alumni page.

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Thanks for submitting!

               Non-Discrimination Policy Wisconsin Future Problem Solving does not discriminate in violation of the law on the basis of race, religion, creed, color, sexual orientation, age, physical challenge, nation of origin, gender, or any other trait. All participants are welcome in Wisconsin Future Problem Solving.

We teach students how to think,

not what to think!

The pandemic continues to impact our program. Please support Wisconsin FPS by clicking the button below.

DONATE TODAY!

Click the button above to find out more and to donate!

TO OUR LEGACY FUND'S POWER OF 100 DONORS!

*  Orange Tree Imports

* Studio 924 Hair Design

* Wussow Chiropractic (yearly donor)

* Buttonwood Partners, Inc.

* Neuhauser Pharmacy

* Anonymous Donor

* Madcity Homes

* Sabine Hintze

* David & Amy Williamson

* Dan & Kathryn Olszewski 

* Jason & Sheri Fetting

* Alpha Delta Kappa-Delta Chapter

* Andy & Kristen Pethan

* Mary Hall

* Steven Entine

* Pat Schoonover

* Laurie Koenecke

* Kris and Tom Bauer

* Kitty Kocol

* Bill Hartje

* Lynn Buckmaster

* David Buerger

* Barbara Widder

* Kristen Tranmal

* Wenda Mincberg

* Heidi  Pankoke

* Felix Beilin

* Sherry & Norm Malmon (yearly donors)

* Dan Jonovic

* Jennifer Hess

* Becky Stellmacher

* Dave Riley

* Ally Gundrum

* Naia Marten

* Fiona Nicolaisen

* Peter Putz

*  Evan  Wolf

* Emma Hudson-Mairet

* Joel Sommerville

* Patrick Bresnan

* Courtney Barnes

* Matt Caywood

Our Partner

WATG is dedicated to fostering a climate that allows each individual to reach their unique potential

"FPS helped me to develop critical thinking skills in middle school and high school that helped prepare me for engineering courses.  The process also contributed towards my involvement in extracurricular activities at college."

Dan Jonovic, Integration Engineer at Epic

Click on the logo above to access Future Problem Solving International

What's up at VAFPs in the Month ahead?

Future Problem Solving of Virginia

Future Problem Solving is a yearlong educational program which combines the rigorous intellectual challenge  of creative problem solving with an interdisciplinary study of the future.

Future Problem Solving of Virginia is affiliated with Future Problem Solving Program International

2015 Grant Place

Melbourne, Fl 32901

Toll free: 800.256.1499

Local: 321.768.0074

E-mail: [email protected]

Website:   www.fpspi.org

VAFPS Board of Directors

Patty Haskins

LeeAnn Van Vranken

State Director and GIPS Coordinator

Joanne Stanley

Scenario Writing Coordinator

Rose Browning

Action Based Problem Solving Coordinator

Katie Conner

Scenario Performance Coordinator and Webmaster

Programs  >  Key Dates

All dates are for receipt of work, via email, prior to or on the day it is due.

All dates are for receipt of work, via email prior to or on the day it is due.

All dates are for receipt of work, via email/mp4 file prior to or on the day it is due.

National Finals are held in the second week-end of Victoria's Term 4 (October) each year in different states of Australia. Based on their performance in their respective programs, the top 10 - 15% of Junior, Middle and Senior Australian teams or individuals, registered in the program, qualify to participate in the National Finals.

The planned date for the 2024 National Finals is October 18th - 20th in Melbourne

The top teams and individuals from the National Finals are issued invitations to attend the FPSPI International Conference, which is held at a US University in June the following year. 

2024 International Conference 5th - 9th June 2024 Indiana University Bloomington Indiana, USA

2022 National Finals (Globe Photography)

  " Future Problem Solving teaches students a process driven approach to creative problem solving and helps them develop essential life-long skills. "  

Future Problem Solving Australia acknowledges the traditional owners of this land. We recognise their continuing connection to land, waters and community. We pay our respects to Elders past and present.

2024 Global Learning Challenge

Ride Forward Mentorship Program

Toni Frallicciardi

Our Organization

Surf Skate Science

What is the name of your solution?

Provide a one-line summary of your solution..

Bridging equity gaps in STEM education through inclusive action sports-integrated mentorship experiences.

In what city, town, or region is your solution team headquartered?

In what country is your solution team headquartered.

• United States

What type of organization is your solution team?

Film your elevator pitch., what specific problem are you solving.

The problem we are addressing with the Ride Forward Mentorship program is multifaceted and has significant implications both locally and globally. At a global level, there is a staggering disparity in access to quality STEM education, with underserved and marginalized communities disproportionately affected. 

According to UNESCO, an estimated 250 million children worldwide are not in school, and many of those who do attend lack access to adequate learning materials and resources. Furthermore, there is a significant shortage of STEM professionals globally, exacerbating the problem of equitable access to STEM education and careers. In the communities we are working in, such as urban areas with high rates of poverty and limited educational resources, the scale of the problem is pronounced. In these communities, students often face barriers such as inadequate infrastructure, limited exposure to STEM opportunities, and a lack of inclusive mentorship and support networks. 

According to the National Center for Education Statistics, disparities in STEM achievement persist among students from low-income families and minority backgrounds, contributing to the cycle of inequality and limiting opportunities for upward mobility. Several factors contribute to the problem, including limited access to quality education, lack of inclusive design, shortage of mentors and role models, and socioeconomic barriers. 

The Ride Forward Mentorship program addresses these factors by providing inclusive, action sports-integrated STEM mentorship experiences that empower students from diverse backgrounds. By leveraging the universal appeal of action sports and integrating STEM learning into engaging and accessible activities, we aim to break down barriers and create pathways for underserved students to thrive in STEM fields. 

Through mentorship, hands-on learning experiences, and access to resources and support networks, we seek to level the playing field and ensure that all students have the opportunity to succeed in the rapidly evolving world of technology and innovation.

What is your solution?

Our solution, the Ride Forward Mentorship program, is an innovative initiative that combines action sports with STEM education and mentorship to empower underserved youth. It provides students with hands-on learning experiences in STEM subjects such as science, technology, engineering, and math, while also incorporating activities like skateboarding or surfing to make learning fun and engaging. Through the program, students are paired with mentors who guide them through educational activities, help them develop essential skills, and inspire them to pursue STEM careers. The program utilizes technology platforms to facilitate virtual mentorship sessions, access educational resources, and track student progress. By integrating action sports with STEM learning and mentorship, Ride Forward equips students with the skills and confidence they need to succeed in the 21st-century workforce.

Who does your solution serve, and in what ways will the solution impact their lives?

The Ride Forward Mentorship program, serves underserved youth, particularly those from low-income communities and marginalized backgrounds. These students often face barriers to accessing quality STEM education and mentorship opportunities, limiting their potential for academic and career success. Many of them lack exposure to STEM fields and role models, and they may experience disengagement or lack of confidence in pursuing STEM-related paths.

The target population includes students who are currently underserved in STEM education, often due to socioeconomic factors, limited access to resources, or inadequate support systems. These students may come from urban areas with high rates of poverty, where educational opportunities are scarce, or from minority communities where disparities in access to STEM programs persist.

Ride Forward Mentorship aims to directly and meaningfully improve the lives of these students by providing them with access to high-quality STEM education and mentorship experiences. Through the program, students receive hands-on learning opportunities in STEM subjects, coupled with engaging activities such as skateboarding or surfing. By integrating action sports with STEM education, Ride Forward creates a dynamic and inclusive learning environment that appeals to diverse interests and learning styles.

Additionally, the mentorship component of the program pairs students with supportive mentors who guide them through their educational journey, offer encouragement and advice, and serve as positive role models. This personalized support helps students build confidence, develop essential skills, and explore future career paths in STEM fields.

The Ride Forward Mentorship addresses the needs of underserved youth by providing them with access to equitable and inclusive STEM education opportunities, fostering their academic growth, and empowering them to pursue fulfilling and successful futures. Through the program, students gain the knowledge, skills, and confidence they need to thrive in the 21st-century workforce and contribute meaningfully to their communities.

How are you and your team well-positioned to deliver this solution?

Our team at Surf Skate Science is uniquely positioned to design and deliver the Ride Forward Mentorship program to the target population of underserved youth. As founders Uli and Toni, we have personal experiences and insights that closely align with the communities we serve. Uli's own struggles with traditional classroom learning and subsequent discovery of hands-on, experiential education through action sports resonate deeply with many students who face similar challenges. Toni's background in science education and her journey as a parent advocating for her children's diverse learning needs further inform our approach to designing inclusive and effective educational experiences.

Our team's proximity to the communities we serve is evident in our deep understanding of the unique challenges faced by underserved youth, including those related to socioeconomic barriers, learning differences, and lack of access to quality educational opportunities. Through our years of experience working at skateparks and engaging with youth from diverse backgrounds, we have built trust and rapport within these communities, allowing us to meaningfully engage with students and understand their needs and perspectives.

The design and implementation of the Ride Forward Mentorship program are guided by input, ideas, and agendas from the communities we serve. Our approach is rooted in the belief that learning should be accessible, engaging, and relevant to students' lives. By turning local beach breaks and skate parks into classrooms, we create a learning environment that feels familiar and welcoming to students, making STEM education more accessible and relatable. Additionally, our curriculum is developed in collaboration with students, mentors, and community stakeholders, ensuring that it reflects the interests, cultural backgrounds, and learning styles of the target population.

Through our commitment to spreading our success and making our curriculum virtual and sharable, we aim to inspire and empower educators and students worldwide. By leveraging technology and innovative teaching methods, we seek to expand access to hands-on, experiential STEM education and mentorship opportunities, ultimately transforming the lives of underserved youth and equipping them with the skills and confidence to succeed in the 21st-century workforce.

Which dimension of the Challenge does your solution most closely address?

Which of the un sustainable development goals does your solution address.

• 1. No Poverty
• 3. Good Health and Well-Being
• 4. Quality Education
• 5. Gender Equality
• 8. Decent Work and Economic Growth
• 10. Reduced Inequalities
• 11. Sustainable Cities and Communities
• 13. Climate Action
• 14. Life Below Water
• 15. Life on Land
• 17. Partnerships for the Goals

What is your solution’s stage of development?

Please share details about why you selected the stage above..

At Surf Skate Science, we have built and tested a comprehensive program that integrates action sports with STEM education and mentorship, tailored to the needs of underserved youth in South Florida communities. Through our established solution, we have successfully served 2500 students each year, providing them with hands-on learning experiences, mentorship opportunities, and exposure to STEM concepts in engaging and accessible ways.

Our program design has been carefully crafted and refined based on years of experience and feedback from students, mentors, educators, and community stakeholders. We have developed a consistent approach to delivering our curriculum, which includes turning local beach breaks and skate parks into classrooms, incorporating action sports into STEM learning activities, and pairing students with supportive mentors who guide them through their educational journey.

By focusing on hands-on, experiential learning and leveraging the universal appeal of action sports, we have created a program that resonates with students from diverse backgrounds and learning styles. Our curriculum covers a wide range of STEM topics, from physics and marine biology to engineering and architecture, allowing students to explore their interests and discover their potential in STEM fields.

Through our established set of donors and revenue streams, we have been able to sustain and expand our program, reaching more students and communities each year. Our track record of success in serving 2500 South Florida students annually demonstrates the impact and scalability of our solution, paving the way for further growth and expansion into multiple communities or countries in the future.

Why are you applying to Solve?

We are applying to Solve because we believe in the power of collaboration and partnership to amplify the impact of our Surf Skate Science Mentorship program. While we have made significant strides in serving underserved youth in South Florida communities, we recognize that there are still barriers that limit our ability to reach our full potential and expand our impact.

Specifically, we hope that Solve can help us overcome several barriers, including financial constraints, technical challenges in scaling our program, legal considerations related to expansion into new communities or countries, and cultural barriers that may impact the adoption of our solution in different cultural contexts. Additionally, we believe that Solve's network of partners and mentors can provide valuable expertise, resources, and support to help us address these barriers and accelerate the growth and sustainability of our program.

By participating in Solve, we seek to leverage the platform's connections and resources to access new funding opportunities, technical assistance, legal guidance, and cultural insights that will enable us to scale our program effectively and reach more underserved youth worldwide. We are committed to building meaningful partnerships and collaborating with like-minded organizations and individuals to advance our mission of empowering underserved youth through hands-on, action sports-integrated STEM education and mentorship.

In which of the following areas do you most need partners or support?

• Human Capital (e.g. sourcing talent, board development)
• Product / Service Distribution (e.g. delivery, logistics, expanding client base)
• Technology (e.g. software or hardware, web development/design)

Who is the Team Lead for your solution?

What makes your solution innovative.

Our Ride Forward Mentorship program stands at the forefront of innovation in STEM education and mentorship by seamlessly integrating action sports with academic learning. Unlike traditional approaches, Ride Forward transforms local beach breaks and skate parks into vibrant classrooms, where students engage in hands-on, experiential learning experiences that bring STEM concepts to life. By leveraging the universal appeal of action sports, Ride Forward captures students' interests and passions, making learning fun, relevant, and accessible to all. 

Plus, the program's inclusive design ensures that students of all backgrounds and abilities feel welcome and supported, fostering a culture of diversity and belonging in STEM education. Central to Ride Forward's success is its mentorship component, where students are paired with supportive mentors who guide them through their educational journey, offering encouragement, advice, and inspiration along the way. This personalized mentorship approach empowers students to build confidence, develop essential skills, and pursue their academic and career goals with resilience and determination. 

With scalability and impact at its core, Ride Forward has the potential to catalyze broader positive impacts in the STEM education landscape by expanding access to high-quality education and mentorship opportunities for underserved youth worldwide. As the program continues to grow and evolve, it has the power to transform the market and create a more equitable and inclusive future for generations to come.

Describe in simple terms how and why you expect your solution to have an impact on the problem.

At Surf Skate Science, we believe that our unique approach to integrating action sports with STEM education and mentorship will have a significant impact on the problem of educational inequity and disengagement among underserved youth. By providing hands-on, experiential learning experiences in familiar and engaging settings such as local beach breaks and skate parks, we aim to capture students' interests and passions, making STEM education more accessible and relevant to their lives. 

Through our Ride Forward mentorship program, we offer personalized support and guidance to students, empowering them to build confidence, develop essential skills, and pursue their academic and career goals with resilience and determination. We expect that these activities will lead to immediate outputs such as increased student engagement, improved academic performance, and enhanced social-emotional skills. In the longer term, we anticipate that our program will yield outcomes such as higher graduation rates, increased enrollment in STEM fields, and greater career readiness among participants. 

This theory of change is supported by evidence from our pilot programs, which have shown promising results in terms of student outcomes and satisfaction. Additionally, research on experiential learning, mentorship, and the benefits of action sports in education provides further support for the effectiveness of our approach. We believe that Ride Forward has the potential to positively impact the lives of underserved youth by equipping them with the skills, confidence, and opportunities they need to succeed in school, careers, and life.

What are your impact goals for your solution and how are you measuring your progress towards them?

Our impact goals for the Ride Forward Mentorship program revolve around empowering underserved youth to excel in STEM education and careers while fostering inclusivity and belonging. 

We aim to increase student engagement in STEM learning and enhance academic performance, measured through attendance rates, participation levels, and academic assessments. Additionally, we seek to bolster social-emotional skills like resilience and teamwork, assessing progress through pre- and post-program surveys on self-confidence and communication. 

Our ultimate goal is to inspire students to pursue further education and careers in STEM fields, tracked by enrollment in STEM-related courses or careers post-graduation. We are committed to promoting diversity and inclusion in STEM by reaching underserved communities and ensuring representation from underrepresented groups. 

To measure progress, we collect both quantitative and qualitative data via surveys, interviews, and observations, aligning our goals with relevant UN Sustainable Development Goal indicators to contribute to broader global objectives for social and educational development.

Describe the core technology that powers your solution.

Our solution, Ride Forward Mentorship program, harnesses the power of experiential learning and mentorship to ignite students' passion for STEM education and action sports. While we may not utilize cutting-edge technology in the traditional sense, our approach integrates modern and ancestral knowledge systems to create meaningful impact. We leverage the technology of human connection, using personalized mentorship to guide students through their educational journey. 

Our curriculum incorporates centuries-old principles of hands-on learning, fostering creativity and innovation in a way that transcends conventional classroom settings. Additionally, we embrace the technology of nature itself, immersing students in the dynamic environments of local beach breaks and skate parks to explore scientific concepts firsthand. By blending traditional wisdom with contemporary educational practices, Ride Forward empowers students to thrive in both their academic pursuits and their broader communities.

Which of the following categories best describes your solution?

A new application of an existing technology

Please select the technologies currently used in your solution:

• Ancestral Technology & Practices
• Audiovisual Media
• Crowd Sourced Service / Social Networks
• Manufacturing Technology
• Materials Science
• Robotics and Drones
• Virtual Reality / Augmented Reality

If your solution has a website or an app, provide the links here:

@surfskatescience

In which countries do you currently operate?

How many people work on your solution team.

2 Full-Time and 15 contractors

How long have you been working on your solution?

Tell us about how you ensure that your team is diverse, minimizes barriers to opportunity for staff, and provides a welcoming and inclusive environment for all team members..

At Surf Skate Science, we are deeply committed to fostering diversity, equity, and inclusion within our team and creating a welcoming environment for all team members. Our leadership team reflects the diversity of the communities we serve, with members from various racial and ethnic backgrounds, genders, and abilities. We recognize the importance of diversity in driving innovation and ensuring that our solutions are truly representative of the populations we aim to support.

To further promote diversity and minimize barriers to opportunity for staff, we have implemented several initiatives and practices. Firstly, we prioritize equitable hiring practices, actively seeking candidates from underrepresented backgrounds and providing equal opportunities for advancement and professional development. Additionally, we offer flexible work arrangements and accommodations to support individuals with learning challenges or disabilities, ensuring that all team members can thrive in their roles.

Our team's goals for becoming more diverse, equitable, and inclusive are multi-faceted. We aim to continue diversifying our staff at all levels of the organization, including leadership positions, to reflect the rich tapestry of our communities. We are committed to creating a culture of belonging where every team member feels valued, respected, and supported in their contributions. To achieve these goals, we regularly assess our practices and policies, seeking input from team members and external experts to identify areas for improvement.

We have implemented diversity and inclusion training for all staff members to raise awareness of unconscious biases and promote cultural competence. Additionally, we actively seek feedback from team members on their experiences and suggestions.

What is your business model?

At Surf Skate Science, our business model revolves around providing value to underserved youth through our Ride Forward program. Our key customers and beneficiaries are students from marginalized communities, including those facing economic hardship, learning challenges, or limited access to STEM education opportunities. We offer a comprehensive program that combines hands-on STEM learning experiences with mentorship from professionals in the field, as well as access to action sports activities such as surfing and skateboarding.

Through Ride Forward, students receive personalized support and guidance to develop essential skills in STEM, social-emotional competencies, and problem-solving abilities. They gain real-world exposure to STEM concepts and careers, fostering a deeper understanding and appreciation for these fields. Additionally, our program empowers students to explore their passions and interests in a supportive and inclusive environment, building confidence and self-efficacy.

We provide these products and services through a combination of in-person and virtual delivery methods, leveraging partnerships with local schools, community organizations, and STEM professionals. Our program curriculum is designed to be flexible and adaptable to the needs of each community, ensuring relevance and engagement for all participants.

Surf Skate Science serves not only traditionally educated students but also non-traditionally educated students who choose schooling outside the public and private sectors. Many opt for alternative education due to challenges in the traditional classroom, such as bullying, health issues, or other factors impacting their ability to thrive in traditional educational settings.

Our students want and need our program because it offers them opportunities for personal and academic growth that may not be available to them otherwise. Many of our participants come from backgrounds where access to STEM education and mentorship is limited, and our program fills that gap by providing hands-on learning experiences and exposure to diverse STEM careers. Additionally, our focus on inclusivity and diversity ensures that all students feel welcome and supported, regardless of their background or educational path.

In terms of revenue, Surf Skate Science operates as a nonprofit organization and relies on a combination of grants, donations, and partnerships to sustain our operations. Program revenue has been a significant source of income, particularly with the availability of School Choice Funding in our area. We seek funding from philanthropic organizations, government agencies, corporate sponsors, and individual donors who share our vision and values. Our goal is to secure sustainable funding streams to support the continued growth and expansion of Ride Forward, ensuring that we can reach and impact more underserved youth in communities around the world.

Do you primarily provide products or services directly to individuals, to other organizations, or to the government?

What is your plan for becoming financially sustainable, and what evidence can you provide that this plan has been successful so far.

Our plan for financial sustainability revolves around a combination of revenue streams and strategic partnerships. We primarily fund our programs through program revenue generated by offering our Ride Forward internship and mentorship programs to students and schools. Additionally, we seek investments from companies and organizations that align with our mission and recognize the value of our internship programs in promoting STEM education and inclusivity.

Our revenue model is designed to cover our operational expenses while also allowing for program expansion and impact growth. We aim to diversify our funding sources to mitigate risks and ensure long-term sustainability. This includes pursuing sustained donations and grants from philanthropic organizations, as well as exploring opportunities for service contracts with governments or educational institutions.

To date, our financial sustainability plan has shown promising results. We have successfully generated revenue through program fees, allowing us to cover our operating costs and invest in program enhancements. Additionally, we have secured grants from various foundations and government agencies to support specific initiatives and pilot programs. These funds have enabled us to reach more students and communities with our STEM education programs, demonstrating the effectiveness of our revenue model in generating impact.

We have also established partnerships with companies and organizations that provide financial support and in-kind contributions to our programs. These partnerships not only contribute to our financial sustainability but also enhance the quality and reach of our initiatives. By leveraging these diverse revenue streams and strategic collaborations, we are confident in our ability to achieve long-term financial sustainability while continuing to make a meaningful difference in the lives of underserved youth through STEM education and mentorship.

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AI Prompt Engineering Isn’t the Future

• Oguz A. Acar

Asking the perfect question is less important than really understanding the problem you’re trying to solve.

Despite the buzz surrounding it, the prominence of prompt engineering may be fleeting. A more enduring and adaptable skill will keep enabling us to harness the potential of generative AI? It is called problem formulation — the ability to identify, analyze, and delineate problems.

Prompt engineering has taken the generative AI world by storm. The job, which entails optimizing textual input to effectively communicate with large language models, has been hailed by World Economic Forum as the number one “job of the future” while Open AI CEO Sam Altman characterized it as an “amazingly high-leveraged skill.” Social media brims with a new wave of influencers showcasing “magic prompts” and pledging amazing outcomes.

• Oguz A. Acar is a Chair in Marketing at King’s Business School, King’s College London.

Partner Center

Creating The Future Scholarship

The “Creating the Future” scholarship was established in 2010 in honor of Dr. E. Paul Torrance, creativity guru and founder of Future Problem Solving Program. FPS is an international competitive program in which students apply a problem solving process to situations involving global issues, to current issues in schools and communities, and to visions of the future through storytelling. The scholarship recognizes a current FPS student who is graduating from secondary school. Applicants generally have many years of participation in competitive Future Problem Solving, often in more than one component. In addition, they have shown exceptional dedication to the program through actions that embody the skills of a creative problem solver and/or support the program in their geographic area.

2024 Scholarship application window is now closed.

2023 creating the scholarship recipients.

Michelle Li Minnesota 2023

Arnav Shah Michigan 2023