orient new instructors to the essentials of the course.
TCH110 (Foresight Development) Teaching Template
This core course teaches foresight (how people create, discover, and manage the future) and personal foresight activities. It strives to give students context and methods for being “innovators of the future.”
TCH110 instructor prerequisites:
1. Already proficient in and willing to learn more about accelerating science, technology, and business trends.
2. Interested in teaching literature on the future of science, tech, environment, economics, politics, and society.
3. Motivated to help students become more foresighted and proactive in their professional and personal lives.
Key course components at present are: A. Required Texts, B. Lecture Slides, C. Videos, D. Supplemental Books, E. Essays, F. Online Discussions, G. Course Wiki, H. Student Presentations, I. Midterms, J. Personal Futures Portfolio.
A. Required Texts
a. Thinking About the Future: Guidelines for Strategic Foresight, Hines & Bishop, 2007 ($20).(Weeks 1-7)
This book introduces students to professional foresight methods and ideas.
b. Getting Things Done: The Art of Stress-Free Productivity, David Allen, 2001 (Weeks 8-14)
This book teaches a well-regarded system for building personal foresight (life organizing and planning).
c. StrengthsFinder 2.0, Tom Rath, 2007
This book and its online test predicts five prominent personality strengths for each student (out of 32 identified by Gallup profilers), and gives advice on using those strengths most effectively in social and collaborative situations.
B. Lecture Slides
Lectures follow the format below. From 20 to 60 slides are presented each week. Slides can be presented in dual-monitor mode, where the instructor can read private slide presentation notes off their laptop synchronized with each slide presented to the students.
Unit I. The Big Picture (Weeks 1-4)
Week 1 – Intro to Futures Studies
Week 2 – Evolution, Development, and the Future of Science
Week 3 – Accelerating Change and the Future of Technology, Part I
Week 4 – Accelerating Change and the Future of Technology, Part II
Unit II. Global and Societal Foresight (Weeks 5-9)
Week 5 – Global Trends, Scenarios, and Models
Week 6 – Global Problems and Priorities
Week 7 – Economics and the Future of Capitalism
Week 8 – Politics and the Future of Security and Democracy
Week 9 – Culture, Media and Education in a Network Society
Unit III. Business and Organizational Foresight (Weeks 10-11)
Week 10 – Biz-Org Leadership, Innovation, Learning, and Predicting
Week 11 – Biz-Org Planning, Consensus-Building, Benefiting, and Metrics
Unit IV. Personal and Career Foresight (Weeks 12-15)
Week 12 – Personal and Career Creativity and Visioning
Week 13 – Personal and Career Learning and Predicting
Week 14 – Personal and Career Planning and Negotiating
Week 15 – Personal and Career Benefiting and Measuring
C. Videos/Futures Movie Night
Roughly one video per week (up to 15 weeks) is shown on the TCH110 Futures Movie Night, and discussed for 30 minutes in class afterward. These videos are also available for student checkout in the UAT library, and some are also viewable online. Any videos shown should also be watched by the instructor either before or during class.
D. Supplemental Books
Ten books per week are introduced, briefly discussed, and handed around the classroom for student inspection. These 150 Great Futures Books (15 weeks) are in the TCH110 reference library, and most are also available for checkout from the UAT regular library. Some can also be browsed online through Amazon’s “Search Inside This Book” feature. Instructors don’t need to read these books but should be familiar with why each may be particularly useful to the student (instructors may also have their own substitutions to make here).
Students write an essay (teachback) for each of the four course units (50 points per essay). These essays must be related to and quote from one of the Great Futures Books for the unit. Students can A) check these books out from the instructor, or B) from the UAT library, or C) purchase them online (most recommended option, as this course is light on required books), or D) as a last resort, use “Search Inside this Book” to find relevant quotation sources for these essays. An Educational Assistant (EA) may be available to help with grading these essays.
F. Online Discussions
Eight Online Discussions (10 points per discussion) are assigned in the course shell, one roughly every two weeks. They involve online articles, videos, websites, games, responses to in-class films, etc. Five options are offered for each discussion and the students pick two items (4 points each, for 8 points) to complete. Students are also asked to post a colleague response to a fellow students post, containing both a compliment and a constructive critique (1 point each, for 2 points).
G. Course Wiki Contributions
Four times during the course (25 points each) students visit the public TCH110 Course Wiki to add futures articles, statistics, images, personal career forecasts, and other items to the wiki as public documents, available for future students of the course. Instructors need administrator access to the wiki, and they need to learn how to use it to check up on student contributions. At the end of every semester instructors need to take a few hours to cull through the student’s wiki contributions, editingor eliminating any that are less relevant or well crafted, in the instructor’s judgment.
H. Student Presentations
At the end of each of the four course units students form small teams (7 or less per team) and do 3 minute in-class presentations (no points given) on Great Futures Questions relative to the Unit. Students vote a “winning” team at the end of these presentations, and optional very low cost prizes are awarded to the winning team. Instructors may need to subsidize those prizes on their own or ask for reimbursement, if they are going to do them.
Two midterms (150 points each) are administered at the end of Week 6 and Week 11, to test the first six and the next five weeks of lecture, required text readings, and course video content. Midterms are open book for the student, are administered online, multiple choice (A-E) and are automatically graded. Instructors should give an evening review session (two and a half hours) on the Friday prior to each midterm. Student attendance at review sessions is optional but recommended.
J. Personal Futures Portfolio.
During the last seven weeks of the course students use the Personal Futures Wiki Template to create and work on their own 14 page personal futures wiki, including Getting Things Done pages, visioning and goal development, personality profile tests, career planning and mentoring, considering possible career paths, company and internship research, learning about financial planning, money management, consequences of poor financial foresight, even writing their obituary!A selection of these personal foresight projects is assembled into a written document and submitted as a Take-Home Final that is graded on completeness, not content (200 points).
Course grading is based on 1,000 points. All grading items and weights can be found in the course shell (and can be adjusted by instructors as desired). See the e-College Course Shell and the online Course Wiki for more on any of these topics.
Questions? Please contact the course developer, John Smart (firstname.lastname@example.org) any time for help with teaching this course.