Celebrating 50 Years and Beyond (1974-2024) at our International Conference June 5-9, 2024

Changing with the times: transportation

General
modern train station

We regularly revisit transit topics as visions of the future possibilities evolve and change.

Over the last 50 years, improvements in technology have driven advances in moving from one place to another. Transportation costs continue to decrease while comfort and ease increase.

Our Topic Timeline

1980: Transportation
1981: Transportation
1988: Space Travel
1991: Transportation
2011: Air Transport
2014: Land Transportation
2019: Mission to Moon, Mars, and Beyond
2019: Drones
2020: International Travel
2024: Autonomous Transportation

Our Topic Future Scenes

See how Future Problem Solving transportation related challenges evolved from past to present in space, air, and land transport. The imagined transportation future scenes presented creative and futuristic “what if” scenarios for students to solve. 

Space Transport

Past (1988)

The future scene is set on a Martian colony, where it takes 30 months for a round trip from Mars to Earth. For 20 of those months, crew members have to live with a roommate and every crew member represents a different nation. Students were asked to generate an action plan to support crew members through their missions to and from Mars.

Present (2019)

In the Mission to Moon, Mars, & Beyond future scene, a company combined the technology of NASA’s heliopause electrostatic rapid transit system with a new technology. It created a transport that will reach a speed of up to 200,000 mph for passengers on their way to Mars. In this scene, the transportation of Mars colonists is just one part of the future scene in which students are asked to analyze the first manned mission to Mars.

Air Transport

Past (1991)

The future scene is set on leap day, Feb 29 2016, and describes a Los Angeles choked with pollution. The SoCal airport the narrator describes used high tech air traffic control systems, explosive detection systems, automated check in, maglev passenger trains to and from the surrounding area, robot baggage handling, and more. Students were asked to examine the issues passengers and employees were experiencing at the airport and to fax an action plan to the commission.

Present (2011)

The future scene, set in 2061 features flycars, standing room only airplanes, circular planes with a thousand passengers, and AI powered body scan machines. Per-amenity pricing, passengers using air transport for short commutes to work, and brain fingerprinting also feature in this scene. Problem solvers were asked to analyze the challenges of world air transportation before an upcoming conference.

Land Transport

Past (2014)

Version 1

One of the scenes for this year focused on a futuristic Beijing of 2037, which has many different transportation needs and solutions. In the scene the technologies of the future include a solar powered bicycle, an autonomous hydrogen-powered bus, high rise parking structures, commercial delivery vacuum tunnels, and maglev trains. Passengers pay for transportation though a brain scan linked to their accounts. As our narrator pedals his solar powered bicycle, he explains that if his stress level readings on his brain implant microchip are too elevated, his route will change and force him into a mandatory rest station. Small electric car pods also whiz by in this scene where problem solvers are asked to examine the issues commuters face as they transport themselves around the megacity.

Version 2

The other future scene for this topic deals with a future of holographic news reports and a shipping company that has purchased an entire city to build an international transportation hub for all of North America. There are maglev and hyperloop trains, automated highways, and autonomous personal transport pods in this city of the future, located in Saskatchewan, Canada in the year 2049. Participants are tasked with generating challenges, solutions, and an action plan the city can use as the new transportation technologies are integrated into the community.

Present (2024)

Students are currently considering how society can balance utilizing the advancing technology for autonomous vehicles with safety and security concerns in the future. Their development continues to increase exponentially with advancing technological capabilities. Once the competitive season is over, we will update this article.

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Our Future Problem Solving topics represent important challenges from business, civics, society, science, and technology and serve as the thematic basis for given problem solving situations. Each year, students in grades 4-12 get to solve important near-future global issues and progress through local, regional, and international competitions. Through our programs, problem solvers learn how to think, not what to think, and gain skills they need to succeed in work and life. To learn more about Future Problem Solving visit fpspi.org.

Future Problem Solving Students – A Five Year Study

(2016)

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

(2017)

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

(2011)

“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.

Evaluation of the Future Problem Solving Program

(2011)

Data was obtained from 220 coaches, 633 students, 195 parents, and 34 affiliate directors nationally and internationally

The Center for Creative Learning, USA (Treffinger, Selby, and Crumel) completed an international evaluation of Future Problem Solving including three competitive programs (Global Issues, Community Projects, and Creative Writing). Surveys ascertained 1,082 respondents’ views of: the extent to which Future Problem Solving and its programs meet their stated goals, the strengths of the programs and areas for improvement, and the impact of the program on its participants.

All respondents with current experience participating in each program rated a comprehensive list of 11-12 skills using a 5-point Likert scale. The adult groups identified the impact on participating students’ learning and growth, and the students identified what skills their participation helped them with the most.

 
Top 5 Most Impactful Skills Identified by Program

GLOBAL ISSUES

Adults – Coaches and Affiliate Directors (151)

  • Learning about complex issues that will shape the future (4.60)
  • Developing teamwork and collaboration, working together and cooperating with each other (4.39)
  • Fostering critical thinking (the ability to sort and sift information or to focus one’s thinking) (4.29)
  • Developing an active interest in the future (4.29)
  • Developing the skills needed to manage time effectively (4.02)

 

Students (242)

  • Learning about topics that will have important effects on the future. (4.14)
  • Working together and cooperating with others (4.13)
  • Thinking of many different and unusual ideas (3.99)
  • Helping become a better leader (3.90)
  • Deciding on the best solution to a problem (3.87)

 

COMMUNITY PROJECTS

Adults – Coaches and Affiliate Directors (64)

  • Enhancing the skills of preparing and delivering materials and/or presentations that communicate ideas effectively (4.76)
  • Developing teamwork and collaboration (working together, cooperating with each other)(4.56)
  • Developing leadership skills (4.56)
  • Showing evidence that team members are able to apply FPS skills in other situations (4.30)
  • Developing the skills needed to manage time effectively (4.27)

 

Students (107)

  • Working together and cooperating with others (4.33)
  • Feeling that I can make a difference in shaping the future (4.13)
  • Deciding on the best solution to a problem (4.07)
  • Helping me become a better leader (3.97)
  • Thinking of many different and unusual ideas (3.96)

 

CREATIVE WRITING

Adults – Coaches and Affiliate Directors (82)

  • Enhancing and expanding writing skills (4.39)
  • Developing an active interest in the future (4.11)
  • Learning about complex issues that will shape the future (4.10)
  • Thinking and researching futuristically (4.06)
  • Fostering creative thinking (the ability to generate many, varied, and unusual options (3.98)

 

Students (146)

  • Thinking and researching futuristically (4.08)
  • Developing better writing skills (4.05)
  • Learning about topics that will have important effects on the future (3.99)
  • Thinking of many different and unusual ideas (3.92)
  • Finding information in many different places (3.69)

 

Note, 88% of parents were satisfied with the Future Problem Solving program their youngster(s) participated in and a majority of parents with eligible students anticipated a high level of interest in participating again next year (60.9%).

Alumni Top 5 Most Impactful Skills on Their Development

A group of 48 alumni also responded to surveys focused on their past experiences and the impact those experiences had on their development into adulthood. Approximately 8 in 10 reported Future Problem Solving was very helpful or extremely helpful in secondary school (81%), in academic work after high school (78%), and in other life experiences outside school or academic work (81%). Looking back on their experience, the aspects below were rated the five most important and valuable.

  • Learning ways to think of many different and unusual ideas (4.75)
  • Learning how to choose the best solution for a problem (4.42)
  • Learning how to work or collaborate with others (4.41)
  • Developing better writing skills (4.36)
  • Learning a specific process for solving problems (4.35)
 
Results indicated strong overall satisfaction with Future Problem Solving among all stakeholder groups, as well as evidence of positive impact on academic and real-life accomplishments and personal relationships.

 

5-point Likert scale:
Adults: 1 = Little or no impact, 2 = Limited impact, 3 = Moderate impact, 4 = High impact, 5 = Exceptional impact
Students: 1= Hasn’t helped me at all, 2 = Helped me just a little, 3 = Helped me = “Okay”, 4 = Helped me quite a bit, 5= Really a great help to me
Alumni: 1=Not Important, 2=Of Little Importance, 3=Somewhat Important, 4=Very Important, 5=Extremely Important

April Michele

April Michele Bio

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.