Developing system level capacity to design student-centered technology tools is a vital part of transforming the student experience. Although student-facing technology platforms are used throughout the community college system, most of these tools prioritize institutional needs rather than student experience.
Addressing the Vision for Success commitment to “Always design and decide with the student in mind,” student journey maps begin with student personas that delineate a student’s higher education pathway, with a specific focus on unaddressed challenges. Digital touchpoints are examined throughout the student journey, focusing on whether technology interactions elicited positive or negative experiences. The maps help identify strategies and tactics for better addressing student needs.
We have worked to not only tell the stories of the current student experience but have also created a series of Experience Vision Stories. These stories depict systemwide changes that could improve the student journey through college, including both technology solutions and increased in-person interactions. Experience Vision Stories can help shape future projects and initiatives and help us to create goals for continual improvement.
Paul Feist Vice Chancellor for Communications and Marketing pfeist@CCCCO.edu
Bryan Miller Vice President, Communications and Technology bmiller@foundationccc.org
I planned to get my degree when I left the military, but I don’t know where to start.
I was an honor student in high school but I don’t know how to set myself up for similar success in college.
I’m excited to be a college student, but there are so many steps to figure out.
College is really hard for working students and I wish there were more services available in the evenings.
I'm worried that without more training in my industry I won't be able to keep my job.
I have experience running businesses in other countries, but I don’t know how to get started here in the U.S.
Navigating the college system is really hard for Spanish-speaking students.
