SCAD SafeRide
Since moving to Savannah, I have been intrigued by student's perceptions, reactions, and fears for their safety.
SCAD also senses that its students do not always feel safe living in Savannah and would like to improve student's actual and perceived safety.
This is especially tricky for SCAD since its campus is spread throughout the city and studios are open late, requiring students to travel in non-school areas throughout the night. One solution SCAD has implemented is the "SafeRide" system, which offers free rides to students around downtown Savannah at night. However, in reviewing this offering, massive gaps between student's needs and the service currently provided were revealed.
SCAD also senses that its students do not always feel safe living in Savannah and would like to improve student's actual and perceived safety.
This is especially tricky for SCAD since its campus is spread throughout the city and studios are open late, requiring students to travel in non-school areas throughout the night. One solution SCAD has implemented is the "SafeRide" system, which offers free rides to students around downtown Savannah at night. However, in reviewing this offering, massive gaps between student's needs and the service currently provided were revealed.
Roles & Key Activities
• Solo Project
• Ethnographic Research with multiple stakeholders
• Planning and Leading Workshops
• Prototyping and Iterative Testing
• Employee Scripting
• Project Roadmapping
• Storyboarding, Video Editing, and Presentation Building
• Ethnographic Research with multiple stakeholders
• Planning and Leading Workshops
• Prototyping and Iterative Testing
• Employee Scripting
• Project Roadmapping
• Storyboarding, Video Editing, and Presentation Building
The Challenge:
Redesigning the SafeRide service required research, insights, and testing around the following subjects:
Redesigning the SafeRide service required research, insights, and testing around the following subjects:
The Process
Part 1:
Using research methods such as shadowing, surveys, service safari, and interviews, I explored the
experiences (triggers, intents, and actions) of both students and staff. I created a stakeholder ecology, customer journey maps, and a service blueprint to help me glean key insights and refine focus questions.
Part 2:
To find the answers to these questions, and distill an idealized SafeRide goal, I ran two workshops: A "Forced Ranking" exercise with SCAD students in order to understand exactly how student stakeholders should experience this service, followed by a "5 Why's" session with faculty from SCAD's Department of Transportation and Security to understand current decisions and future constraints.
Part 3:
With my redesigned SafeRide target in sight, I began tweaking and testing aspects of the 5 P's Framework (People, Places, Props, Processes, and Partnerships) until I had developed a viable redesign of the entire SafeRide experience.
The Solution:
The final deliverable included a project roadmap and a corresponding video of the ideal SafeRide which highlighted many of these changes:
1. Tools and methods for streamlining the back-of-house communications, security documentation processes, and revealing employee needs
2. Opening channels of communication between students and drivers
3. Improving employee scripting
4. Clarifying the service offering through web, administrative, and social presence
5. Reducing student confusion by implementing brand uniformity on vehicles
The final deliverable included a project roadmap and a corresponding video of the ideal SafeRide which highlighted many of these changes:
1. Tools and methods for streamlining the back-of-house communications, security documentation processes, and revealing employee needs
2. Opening channels of communication between students and drivers
3. Improving employee scripting
4. Clarifying the service offering through web, administrative, and social presence
5. Reducing student confusion by implementing brand uniformity on vehicles
SafeRide Final Video:
