Schedules Reimagined
Design Research @ SUNY New Paltz
The "Schedules Reimagined" project delved into assessing how closely students' schedule needs and preferences aligned with the offerings provided by SUNY New Paltz. By exploring this alignment, the goal was to identify potential areas for improvement.
Through a combination of interviews and surveys, data was collected to gauge students' preferences and needs. This data was then visualized for analysis. The examination revealed the disparities between current schedules and the ideal schedules imagined by students, shedding light on potential stressors affecting mental health and overall well-being.
Project Type:
Design Research,
Data Visualization,Print
Tools:
Illustrator,
Indesign
Problem
The United Nations Sustainable Development Goal 3 (SDG 3) focuses on ensuring healthy lives and promoting well-being for all at all ages.
Identifying the discrepancies between students' current academic schedules and their preferred arrangements is a critical step in addressing the mental health challenges faced by many students today. By gathering data on students' experiences, preferences, and needs, we can gain a deeper understanding of the specific factors that contribute to their stress, anxiety, and overall dissatisfaction with their academic schedules.
Research
Question
To what extent do the class schedules given to SUNY New Paltz students align with their preferences, and what improvements can be made with the goal of supporting their academic success and well-being?
Methods
01.
Students were asked to share their current weekly schedules, including school, work, and any extracurricular activities they had planned. (Control) 02.
Students were asked to reimagine their current weekly schedule and make any adjustments to create a schedule that would better meet their preferences and needs. (Experiment)
Collecting Data
Method 1:
Twenty students were asked to share their current weekly schedules, including school, work, and any extracurricular activities they had planned using Coursicle.com—an online schedule maker.
Method 2:
Following an initial data collection where 20 students provided their current schedules, 10 of these students were selected for a reimagining exercise. These participants used dry-erase markers and a schedule maker to visualize their ideal schedules. They were instructed to mark online classes with distinct borders and add annotations to explain asynchronous coursework.
Analyzing Data
After collecting data from both methods, all information was consolidated into a Google Sheets spreadsheet for comprehensive analysis. The process involved three main steps
01.
Analysis of current schedules02.
Analysis of reimagined schedules
03.
Comparative analysis between current and reimagined schedules
For each set, we examined:
- Average time allocated to classes
- Typical course load
- Common patterns in daily start and end times
- Longest continuous class periods versus break durations
The final step involved a comparison between the current and reimagined schedules, highlighting key differences and trends. This comparative analysis aimed to uncover how students would prefer to restructure their time if given the opportunity, providing insights into potential improvements in time management and work-life balance.
Analyzing Data
(Comparative Analysis)
Design Solution
After exploring various (including some unconventional) approaches to represent the changes in schedules, I determined that creating data visualizations focused on comparative analysis would be the most effective solution. Rather than attempting to showcase every individual change, these visuals aim to clearly illustrate the key differences and trends between the current and reimagined schedules.
But I still think there’s something mesmerizing about this,
so here is some design eye-candy.
Design Process
After experimenting with various visualization techniques, I developed an effective method to represent the collected data. The design utilizes a color-coding system to distinguish between the two schedule types. Blue represents the "current" or original schedules, while yellow depicts the "reimagined" schedules. The yellow elements are often overlaid or positioned on top of the blue, creating a visual hierarchy that emphasizes the changes and new time allocations.
...and after some more refinement, I got to more finalized visuals:
Behind the scenes:
Yellow ink stress so Pantone chip matching before sending to print
Reflections
Comparing current and reimagined student schedules revealed significant disparities, highlighting potential sources of stress and dissatisfaction.
Analysis focused on changes in daily start/end times, class duration, and course load between the two methods. Key findings showed students prefer to avoid long time blocks, early morning classes (before 9 AM), and late evening classes (after 6 PM). This insight points to areas of current scheduling that may not be optimal for student success and well-being.
By aligning actual schedules more closely with student preferences, universities can take a more holistic approach to supporting academic achievement. This project underscores the importance of considering student input in academic planning.