future problem solving step 3

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.

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.

Problem 

“opening doors to the future”, the future problem solving process, the future problem solving model serves as the foundation to dynamic, creative thinking process and includes the following six steps:, step 1: identify challenges, generate issues, concerns, and problems, applying background knowledge to the future scene, consider major issues and categories of problems in order to think of more challenges, select the sixteen best challenges, write the sixteen best challenges clearly and concisely, showing cause and effect and tying directly to the future scene, step 2: select an underlying problem, consider the major issues in the sixteen challenges, select the issues, one that will have a major impact on the future scene, for the focus of the underlying problem, be forward-looking and proactive, not regressive and reactive, in developing the underlying problem, write the underlying problem in correct format, beginning with the future scene conditions that are the basis for the idea, indicate a desired action to be taken, a purpose for the desired action, and parameters tying the problem to the future scene, step 3: produce solution ideas, generate multiple solutions to the underlying problem, think futuristically and consider the use of technological advantages, select the sixteen best solution ideas, check each solution for its relevance to the underlying problem, write the sixteen solutions clearly, elaborate by telling who will implement the solutions, what action will be taken, and how or why the action will be taken, step 4: generate and select criteria, generate possible criteria that could be used to evaluate the solutions, consider the underlying problem and the future scene in developing criteria, select five important criteria, write criteria in question format, with a superlative and in the desired direction, step 5: apply criteria, select the eight most promising solutions to include in the grind, rank the solutions based on each of the criteria separately, identify the best solution as the one with the highest number of total points, step 6: develop an action plan, plan how the best solution can be implemented, describe the actions and steps of the plan, make clear how the plan will address the underlying problem's key verb phrase and purpose..

Future Problem Solving teaches students how to think, not what to think.

What is FPS?

• Registration

Welcome to MassFPS.

We've added new problem solving features, better team collaboration, and improved coach and evaluation pages, along with the unmatched digital creativity tools you've come to expect from MFPSP.

FPS Login Create Student Account -->

Registration Now Open. To register click on the link on the "Registration Page " --> Registration Closed Registration will begin Monday --> --> --> Interested? See what we're brewing in FPSLabs: Reactor Beta Demo: demo/demo K12 Classroom Demo: classroom/classroom -->

Research, access, and complete FPS topics within a cloud-based, collaborative work environment.

Create Your Student Account

Download FPS resources, manage teams, and follow the progress of your students.

Register now

Score booklets using the latest online evaluation tools.

Forgot password?

A new password can be created and immediately sent to your registered email account. this password can later be changed using your personal student page. in order to validate your identity, please enter the following information:.

Student Coach Evaluator Judge

E-mail Address

Students: To login, you must first create a student account using your assigned Team Code and Team Password.

Instructions:, to begin, you must register for a new account or login directly using your existing linkedin, facebook,google, or twitter account., create new student account, to create your student account, please complete all fields below, entering your assigned team code and team password. please contact your team coach if you do not have a team code and team password., the future problem solving program.

Future Problem Solving (FPS ) is a terrific way to create more creative students and improve a youngster's oral and written communication, research, and teamwork skills. FPS challenges students to apply information they have learned to some of the most complex issues facing society. Students are asked to think, to make decisions and, in some cases, to carry out their solutions. FPS is a yearlong program, open to students in grades 4-12, in which teams of four students learn a six-step problem solving process which they can then use to solve social and scientific problems set in the future. At regular intervals, the teams submit their work online to evaluators, who review it and return it with suggestions for improvement. Teams participating in the competitive aspect of the program will complete the third problem at a Qualifying Bowl in February. The top teams in the state are invited to the State Bowl in March, where they compete for the opportunity to represent Massachusetts at the International FPS Conference. Most schools participate in the team competition. Teachers can also incorporate the FPS process into curriculum units in the classroom, or participate in the Community Problem Solving, Scenario Writing or Scenario Performance components of the program. We invite you to learn more about the program by watching the video below or by contacting one of our Co-Affilaite Directors:

Bob Cattel, Co-Affiliate Director Email: [email protected] Phone (617) 834-4743 Renée Hanscom, Co-Affiliate Director Email: [email protected] Phone: (781) 799-4826

For more infromation about Future Problem Solving Program International in Melbourne Florida, contact April Michele at (321) 768-0074 or check out their website www.fpspi.org

To purchase Resources/Tools and yearly Program Materials related to the Future Problem Solving Program International go to www.fpspimart.org .

2023-24 MassFPS Calendar

Schedule of events, 2023-2024 fps topics, practice problem #1:  tourism.

Tourism not only benefits host locales but those on holiday. Travel enriches their lives, expands their understanding of people and cultures, while also serving as a respite from daily life. The economic stability of such destinations depends on the sustainability of their tourist trade. As the popularity of such destinations grows, international corporations and developers typically flock to these growing places, trying to capitalize on the financial possibilities. There is money to be made in building hotels, restaurants, and in developing an area’s growing tourism industry. As outside groups seek to attract tourists and the revenue they generate, locals often struggle to maintain their location's unique appeal and ability to support local venues. As this build-up occurs, local people can have their cultures exploited, lands destroyed, and their local businesses put in jeopardy. As the tourism sector grows and expands, we are seeing the expansion of the Special Interest (SIT) market - tourists wishing to match their vacations with their interests (e.g., ecotourism, wellness tourism, event tourism, ancestry tourism, etc.) How will changing forms and trends of tourism impact tourists and hosts alike? How can the advantages of expanding tourism be balanced with the protection of destinations?

Practice Problem #2:  Urbanization

Today nearly half the world's population lives in an urban area. By 2050, that number is expected to reach 70% due to this increase in Urbanization. Urban areas and their large populations often hold power over governance, economic development, and international connectivity beyond their immediate regions. With proper planning, urban centers can provide educational and economic opportunities to residents not found elsewhere. However, they can also easily give rise to slums and increase income inequality. With growing footprints, cities are also struggling to provide basic needs, essential services, and safety. Future urban planners must address tough questions: What qualities in society should be valued most? What is fair and equitable? Whose interests will be served first? Planners must balance the speed of decision-making with the need for thoughtful, well-considered programs for development. As urban areas expand, how can we develop areas that are efficient, resilient, and inclusive? Future urban planners must address tough questions: What qualities in society should be valued most? What is fair and equitable? Whose interests will be served first? Planners must balance the speed of decision-making with the need for thoughtful, well-considered programs for development. As urban areas expand, how can we develop areas that are efficient, resilient, and inclusive?

Qualifying Problem:  Antarctica

Affiliate bowl (state bowl):  autonomous transportation.

Our transport needs, desires, and realities are rapidly changing due to global growth and increased connectivity. As modes of transportation continue to evolve, increasing levels of complexity and efficiency are pursued. What role will autonomous vehicles, cars, airplanes, ships, etc., which operate without human intervention, play in this pursuit? Their development continues to increase exponentially with advancing technological capabilities. Since all scenarios are not programmable, autonomous vehicles must learn and react. They do this by surveying their environment with multiple sensors and utilizing artificial intelligence (AI) to process vast amounts of data. Autonomous vehicles can deliver on demand, refuel, park, and store themselves. By creating a network of these vehicles, entire systems of transport could become autonomous, controlled by a central AI. How will the efficiency of autonomous vehicles affect the development of transportation, on land and sea, in the air, and possibly space? How will autonomous transport cope with unexpected risk situations and ethical decisions? In what ways will autonomous transport impact jobs, industries, infrastructure, and lifestyles?

International Conference: Topic to be announced March 1, 2024

Fps programs, promoting creative and critical thinking, global issues problem solving - individual / team competition.

Global Issues Problem Solving (GIPS) is the Individual / Team competition component of the program and is open to students in grades 4-12. An Individual student or Teams of up to four students learn the six-step future problem solving process which they then apply, along with their research on specific topics, to solve social and scientific problems. With the six-step FPS process, students are presented with a "Future Scene", which is a story set at least 20 years into the future. For the first step, students brainstorm challenges that the Future Scene presents. This step helps students refine their critical and creative thinking skills. The second step has the students focus one or more challenges generated in step one down to a clearly written problem statement referred called an Underlying Problem. In step three students brainstorm solution ideas intended on solving the Underlying Problem. In steps four and five, the students generate criteria used to evaluate their step three solutions. In step six the students take the top rated solution from step five and develop a detailed action plan. Students using the six-step process develop brainstorming and focusing skills while working cooperatively and collaboratively in groups. GIPS Individuals and Teams work on two practice problems during the Fall and early Winter each year. Then in February, those students will complete a Qualifying Problem in two hours without their coach's assistance. GIPS Individuals and Teams who receive the highest evaluation for their Qualifying Problem will be invited to compete at the State Bowl in March.

The three grade level divisions are:

    • Junior Division: Grades 4-6     • Middle Division: Grades 7-9     • Senior Division: Grades 10-12

Final registration deadline: December 31, 2023

Community Problem Solving

Community Problem Solving (CmPS) individuals and teams identify a local or global problem, and work with community leaders and residents to research the problem and implement solutions. As an example, Leominster students have worked with town officials to explore the feasibility of a sludge composting plant, which would save the cost of trucking sludge to Fitchburg. Funds saved could pay for methane gas recovery from the closed landfill and other civic projects.

Deadline for submitting Project Proposal: December 31, 2023 Deadline for submitting Project Report: March 9, 2024

Scenario Writing

Scenario Writing (SW) gives students the opportunity to combine their problem solving and creative writing talents. Individual students are invited to write scenarios: short stories (maximum length 1500 words) set at least 20 years in the future and dealing with the any of the following topics (Tourism, Urbanization, Antarctica and Autonomous Transportation). For additional information, contact Joanne Bianco at [email protected] or (978) 534-0163.

Scenario Performance - For thinkers who are also Storytellers !

Scenario Performance (ScP) was designed and developed to sustain oral traditions of storytelling, Scenario Performance is ideally suited to students who prefer oral communication to showcase their creativity. In Scenario Performance, students choose the FPS annual topic that interests them to make a prediction of the future (20‐30 years from now) and perform as though the future were the present. Futuristic concepts and trends are incorporated into the story, but a specific date is not required. Scenario Performance encourages students to enlarge ideas, enrich personal style, and predict accurate images of the future. The Performance is not written out in full; it is “told,” and should be more “natural” and “spontaneous” in nature. Whether presented for the camera or in front of a live audience, Performances should be creative and entertaining. The stories do not have to be written, rather they are performed!

Fee: $30 per student entry Postmark deadline for scenario performance video: January 20, 2024 The following video is the Middle Division 1st Place Scenario Performer from last year's International Conference.

Coach Registration

Registering your teams with fps, registration now open, registration is now closed, registration will begin monday september 18, 2023.

Click Here to Register for FPS team competition and other MassFPS programs

Coach and Team Materials

Accessing fps materials, all fps materials are available within registered coach and student accounts..

Register now for FPS team competition and other MassFPS programs

Capture new insight into essential 21st Century Skills.

Fpsls provides accessible and research-based tools to identify and build individual and team skills and increase classroom and workplace efficiency..

A structured approach

Occupation-specific tasks and challenges are completed within a cloud-based assessment environment.

Authentic tasks, valid results

Simulations vary in difficulty, substance, and presentation, reducing the bias and inaccuracies of self-reporting.

Analytics on process and product

Next-generation analytics capture the results (product) and overall approach (process) utilized to solve challenges.

Essential, formative assessment

Analytics detail individual and team strengths and weaknesses, providing recommendations for optimizing identified skills.

   NYFPS    |           FPSONLINE    |         VOLUNTEER   |         DONATE   |         

We teach critical thinking skills, stimulate creativity, encourage development of a vision for the future, and prepare students for leadership roles.

The New York Future Problem Solving Program, Inc. (NYFPS) is a 501(c)(3) education nonprofit organization and an affiliate of Future Problem Solving Program International (FPSPI).

NYFPS administers and manages the future problem solving program in New York State. We are dedicated to  teaching students (K - 1 2th grade) creative problem solving, collaboration, critical thinking, research, and effective communication skills by providing resources, engaging in outreach, conducting training, organizing the annual state competition, as well as supporting school participants.

Dr. E. Paul Torrance

A trip down memory lane.

1982 Snapshot

1995 Snapshot

2000 Campaign

2008 Snapshot

Decades of teaching problem solving.

Creativity research pioneer, Dr. Ellis Paul Torrance, created future problem solving (FPS) in 1974 to stimulate critical and creative thinking skills, encourage students to develop a vision for the future, and prepare students for leadership roles. Dr. Torrance taught at the University of Minnesota and later at the University of Georgia, where he was Professor of Educational Psychology. He is also known for creating the Incubation Curriculum Model and the Torrance Tests of Creative Thinking. 

FPS grew out of a month long curriculum unit that Dr. Torrance designed for Clark Central High School with the help of his graduate students at the University of Georgia. This new program was aimed at tackling two pressing education concerns that Dr. Torrance was concerned about: the decline of creativity and the lack of interest in the future. Dr. Torrance adapted the Creative Problem Solving process, developed by Alex Osborn and Sidney Parnes in Buffalo, NY for the business world, for students through the FPS process and added short scenarios that presented situations 20-30 years into the future (the "future scene"). The FPS process taught students a six-step problem solving process and students applied the key concepts of this approach to the future scenes.

By 1978, the program involved 300 schools across 26 states, including from New York, and  the first National Bowl was held at the University of Georgia. That same year, Scenario Writings were compiled into the  Images of the Future: Scenarios and Soliloquies of Future Careers  publication, including those by authors from New York. The FPS program continued to expand within the United States as well as gain traction abroad. In 1986, the National Bowl became the International Conference to reflect the participation of students from other countries such as Australia. The New York program became a thought leader throughout the 1990s and 2000s as New York's Affiliate Director during the period, Dr. Richard L. Kurtzberg, published a number of academic research papers regarding the FPS process. 

New York State continues to be a leading FPS program; learn more about how NYFPS continues to adapt to the future here .

Explore Our   International Network 

A global community.

NYFPS has affiliate FPS programs in more than 29 states and 12 countries/regions. We are a community making an impact felt across the world.

Students annually from across the globe including countries such as Australia, South Korea, Hong Kong, China, Thailand, Canada, New Zealand, France, Turkey, India, Portugal, Singapore, and many states within the United States are positively impacted by learning future problem solving.

NYFPS At Work

In fulfilling  our mission , we serve and impact a diverse population of New York students. The diversity of students reached by our program helps ensure a broader impact by our program. Participants benefit from a learning environment with a range of perspectives, backgrounds, and ideas. Recognizing the need to provide underserved low-income communities with more educational opportunities, especially a program which teaches essential skills such as critical thinking and problem solving, we have focused on expanding the reach of FPS to these areas. 

of participating schools are Title I Schools

Of students impacted are students of color, gender ratio of impacted students:.

* Title I schools are schools which receive federal financial assistance due to a high percentage of students from low-income households. The federal program aims to provide all children a significant opportunity to receive a fair, equitable, high-quality education, and to close educational achievement gaps.

Our program focuses on three key areas to enable us to succeed in our mission:

Our program provides educational materials and teaches the six-step problem solving framework  applied to globally relevant annual topics through a futuristic lens .

Competitions

Through the competitive components offered by our program, we provide students with opportunities to apply the six-step problem solving process while challenging themselves.

Our active community promotes engagement between participants and motivates outreach; thus generating a greater positive impact from creative problem solving.

I am extremely thankful to have Future Problem Solvers at Meadow. It has not only allowed me to support our students with improving their critical thinking skills, problem solving, and peer collaboration, but has also enabled me to strengthen my connections with the Meadow students and community – which is something I value deeply. I know that FPS is an exceptional program to support students as producers, pioneers, explorers, and innovators.

Since my first year at Meadow, we have grown the program to include Global Issue Problem Solving, Community Problem Solving, and now, Scenario Writing.

FPS is a part of who I am as an educator.

- Dr. Emily Clark

5th Grade Teacher

The program has provided me with a distinct treasure chest.

I learned to not only critically think, but also discovered a plethora of skills to help solve any issues I encounter.

From analytical skills to teamwork skills, I am forever grateful to this program for all it has taught me. 

Isabelle Menjivar NYFPS Alumna

FPS has significantly improved my ability to solve complex and unique problems not only in the classroom, but in real life as well.

As I prepare to attend Columbia University, I am forever thankful for my time as an FPS member.

Jeffrey Hernandez

I’ve been a member of Future Problem Solvers since the 7th grade and it has been a wonderful learning experience.

I’ve developed my communication, critical-thinking, and problem-solving skills. 

Amber Marquez

NYFPS Alumna

SHARE YOUR STORY

Nyfps media features.

Our participants are often recognized and highlighted in the news for their achievements. Features range from highlighting the impact our CmPS teams have made in their communities to the recognition of students' achievements in competition events.

REGISTER TO PARTICIPATE TODAY

Start Your Journey To Solve Future Problems 

Scenario Writing

Global issues, competitive components, register now, how to start, non-competitive option, get involved, program areas, call to action, media coverage, our commitment, discover more, about nyfps, mission & values.

Registration Form

How to get started, why be an advisor, inspire the future, on-site training, fps value-add, the classroom, integrate fps into your teaching, six-step method, create parental buy-in, parents' guide, fps pedagogy.

Team/Club Tools

Program info, virtual center, competition info and resources, annual topics, component info, quick access, scholarship.

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.

What's up at VAFPs in the Month ahead?

Future Problem Solving of Virginia

Blank Team GIPS Booklet

Need to print practice booklets for your teams and students to work from? Look no further! This includes 4 challenge sheets, one UP sheet, 4 solution sheets, one sheet for criteria, and 2 action plan pages.  

Blank Individual GIPS Booklet

Need to print practice booklets for your individuals to practice and prepare with? Look no further! This includes 2 challenge sheets, one UP sheet, 2 solution sheets, one sheet for criteria, and 2 action plan pages.  

Challenge Fact Sheets

This Challenge fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 1 (Challenges). Useful for all FPSers, novice to accomplished.   

Underlying Problem Fact Sheet

This Underlying Problem fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 2 (Underlying Problem). Useful for all FPSers, novice to accomplished. 

Solutions Fact Sheet

This Solutions fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 3 (Solutions). Useful for all FPSers, novice to accomplished. 

Criteria Fact Sheet

This Criteria fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on steps 4 and 5 (Criteria). Useful for all FPSers, novice to accomplished. 

Action Plan Fact Sheet

This Action Plan fact sheet gives tips and tricks, along with vital step information, to your students to do their best work on step 6 (Action Plan). Useful for all FPSers, novice to accomplished. 

Quick Reference Guide

Use this guide for a quick reference to the important information and scoring items for each step in the FPS process and booklet!   

• (321) 768-0074
• mail@fpspi.org
• 2015 Grant Pl, Melbourne, FL 32901

• FPS Academy Virtual Lessons
• PP2 Urbanization

Urbanization

Welcome! In this course, you’ll explore the topic of Urbanization, which is Practice Problem 2 in the 2023-24 competition season. By the end, you’ll be able to use these skills to tackle any problem that comes your way!

Please Note: If you have purchased this course, you need to log into your account using the My Account link in order to access the course.

This course will begin with an overview of the problem-solving process and some resources to get you started on your research on the topic of Urbanization. The following lessons will break down each step of the process, teaching you to:

• Identify Challenges
• Write an Underlying Problem
• Develop Solutions
• Establish Criteria
• Fill out the Evaluation Matrix
• Develop an Action Plan.

You’ll use a practice Future Scene throughout the course, check out scoring guidelines, and build knowledge of the topic and the problem-solving process.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Modal title

Our site is BRAND NEW . Using our creative problem-solving skills we have repositioned ourselves. FPSPI is now using the Future Problem Solving name. A new cleaner look. More content. Easier navigation. More upgrades to come!

• Global Issues
• Community Projects
• Creative Writing
• Storytelling
• Problem-Solving Method
• Real World Issues
• Future Scenarios
• Authentic Assessments
• 5Cs of Learning
• Youth Protection
• DEIB Commitment

International Conference

• Find FPS Near Me
• Partner With Us

At a Glance

World finals​.

Each year our International Conference, and highest level competition, brings together over 2,000 champion problem solvers and supporters from around the world.

Where: Indiana University

Participants will gather on the campus of Indiana University Bloomington this year.

When: June 5-9, 2024

The event, on June 5 - 9, 2024, connects a diverse group of passionate, dedicated, and successful students, coaches, staff, evaluators, parents, volunteers, alumni, and supporters.

Who: Affiliate Champions

We invite all regional affiliate champions to attend our in-person International Conference and compete alongside their peers.

What: Air Quality

Announced March 1, Air Quality is the topic area problem solvers will address in this year’s International Conference event.

How: Tips and Resources

Visit our Resource Library for competition details, registration information, a tentative schedule, FAQs, and more. Updates added regularly.

Thank You to our 2024 Sponsors

Global Network

A lifetime moment.

7% of Students Qualify

2,000+ participants, 14+ countries, 34+ u.s. states, special events, magic and fps experience opportunities.

Past Winners

Student showcase.

Antibiotic Resistance Action Plan

Global Issues 2022 Middle Team Champion Caroline, Sijia, Siqi, and Xin (Singapore)

Online Crimes Against Children

Community Project 2023 Beyonder Award Winner Fatuma and Shyla (Minnesota)

Gamification - Easy Money

Creative Writing 2020 Senior Champion Kaitlyn (Illinois)

Future Problem Solving Students – A Five Year Study

A comparison of reading and mathematics performance between students participating in a future problem solving program and nonparticipants.

Data from the The Minnesota Comprehensive Assessment (MCA) was collected by Grandview Middle School and provided to Scholastic Testing Service, Inc. for statistical analysis.

Findings reported by Scholastic Testing Service, Inc. Performance data on the MCA was collected from 2010-2014 for students in grade 6 at Grandview Middle School in Mound, MN (Westonka Public School District). Students were identified as either FPS: students participating in a Future Problem Solving program, or Non-FPS: students not participating in the program. Summary statistics using Reading and Mathematics Scaled Scores were developed for each group of students by year and across years. To determine if the mean scores across the years were significantly different, t-tests were used. A Cohen’s d test was then performed to measure the effect of the size of the found differences.

In all cases, students participating in the Future Problem Solving Program performed significantly higher on the MCA in both areas of Mathematics and Reading.

Effects of Group Training in Problem-Solving Style on Future Problem-Solving Performance

The journal of creative behavior (jcb) of the creative education foundation.

Seventy-five participants from one suburban high school formed 21 teams with 3–4 members each for Future Problem Solving (FPS). Students were selected to participate in either the regular FPS or an enhanced FPS, where multiple group training activities grounded in problem-solving style were incorporated into a 9-week treatment period.

An ANCOVA procedure was used to examine the difference in team responses to a creative problem-solving scenario for members of each group, after accounting for initial differences in creative problem-solving performance, years of experience in FPS, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem-solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem-solving style significantly contributed to creative performance.

In the comparison group, a total of 47% had scores that qualified for entry to the state competition. In contrast, 89% of the students in the treatment group had scores that qualified them for the state bowl. None of the teams from the comparison group qualified for the international competition, while two teams from the treatment group were selected, with one earning sixth place.

The results of this study suggest that problem-solving performance by team members can be improved through direct instruction in problem-solving style, particularly when there is a focus on group dynamics.

The Journal of Creative Behavior, Vol. 0, Iss. 0, pp. 1–12 © 2017 by the Creative Education Foundation, Inc. DOI: 10.1002/jocb.176

Future Problem Solving Program International—Second Generation Study

“how important was future problem solving in the development of your following skill sets”.

In 2011, a team of researchers from the University of Virginia submitted a report titled “Future Problem Solving Program International—Second Generation Study.” (Callahan, Alimin, & Uguz, 2012). The study, based on a survey, collected data from over 150 Future Problem Solving alumni to understand the impact of their participation in Future Problem Solving as students or volunteers.

Percentage of Alumni Rating Important and Extremely Important in Developing Skill Sets

• 96% Look at the “Big Picture”
• 93% Critical Thinking
• 93% Teamwork and Collaboration
• 93% Identify and Solve Problems
• 93% Time Management
• 90% Researching
• 90% Evaluation and Decision Making
• 86% Creativity and Innovation
• 86% Written Communication

The report captured alumni’s positive experiences as students in Future Problem Solving and documented that the alumni continued to utilize the FPS-structured approach to solving problems in their adult lives.

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in gifted education. She earned the National Board certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board assessor for the certification of others. In addition, April facilitated the Theory and Development of Creativity course for the state of Florida’s certification of teachers. She has also collaborated on a variety of special projects through the Department of Education. Beyond her U.S. education credentials, she has been trained for the International Baccalaureate Middle Years Programme (MYP) in Humanities.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem-solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.