1. Preparing Leaders and Innovators Through Long-Term and Futures Thinking Dr. Stephanie Couch, CA State Univeristy, East Bay July, 2015

2. Key Participants Dr. Lonny Brooks, Professor, Communication, CSUEB Andrea Saveri, Consultant Dr. Elizabeth Yeager, Lead Researcher, CSUEB Dr. Stephanie Couch, Education Researcher/PI, CSUEB Azure Stewart, Project Manager/Researcher, CSUEB (former) Chris Rivers, University Advancement, CSUEB (former) Dr. Judith Green & Research Team, UCSB Board of Advisors Anonymous Donor and Future Thinker Extraordinary and creative minds of CSUEB students

3. Inspired by Our Partners at The Long Now Foundation Developing people’s capacity to think about the last 10,000 years like they would think about “last week”, and the next 10,000 years as they would think about “next week.” Thinking differently about familiar topics to gain new insights into historical patterns or practices that might not otherwise reach our consciousness level.

4. Primary Areas of Focus Building students’ capacity to engage in long term and futures thinking in ways that aligns with CSUEB’s institutional learning outcomes. Creating a framework for an academic field of study of defining, understanding and achieving long-term and futures thinking.

5. Significance of our Work: The Case for LTFT in Educational Environments Evidence to support a new approach for developing critical and creative thinking – an Institutional Learning Outcome for many colleges and universities Developed an alternate rubric for assessing critical and creative thinking that reflects LTFT, so that teaching this way of thinking can map on to what is valued in higher education contexts. Made visible the transdisciplinary knowledge that must be brought together as part of an over time design/development process.

6. Significance of our Work: The Case for LTFT in Educational Environments Beginnings of a framework for what we mean by domain knowledge related to long-term and futures thinking Telling case of how to go about the integration of LTFT into disciplinary coursework and methods for developing expertise among students

7. Significance of our Work: Formation of Innovative Teams in Education Telling case for ways prior histories and common research ‘lenses’ (interactional ethnography as a way of knowing) support the work of the team

8. Significance of our Work: Research on Expertise & Expert Performance Demonstrated that creativity, defined as an intentional production of novelty (Weisberg, 2006), can be generated over time through practice and the ongoing development of expertise. Creativity is not limited to those with hereditary ‘talents’ or sets of skills.

9. Who needs LTFT? Who needs to be part of the World Future Society? When? The Ten Year Rule: The development of superior performance demands approximately 10 years of study (Chase and Simon, 1973; Hayes, 1989; Gardner, 1993; Weisberg, 2006)

10. Managing Change – What Does it take?

11. Managing Change Right team members (histories, common frameworks) Domain knowledge vs. general knowledge and cultural guides Time (3 years) and resources for ongoing collaboration Support across the multiple layers of the institution Someone who can communicate across the multiple layers of the institution Embedded ethnographer within the team Understanding that instructional innovations may take multiple tries before ‘getting it right’ Documentation and opportunities to share new knowledge with others. Ability to extend support.