Jeremy is a college senior who switched his major from sculpture to political science to make a difference in the world. However, he realized too late that a 4-year degree would not be sufficient for his goals. He is worried that without money for graduate school, he will not be able to use his education effectively. The document summarizes Jeremy's situation and feelings of uncertainty about his future. It also notes that some careers require resources like funding for further education or unpaid internships that not all students have access to.

1. Redesigning the
school-to-work transition
PAMELA PEASE_VENTURE LAB EMPATHY CHALLENGE_DESIGN THINKING ACTION LAB
1

2. 2
DO: FEEL: PROBLEM STATEMENT:SAY: THINK:
■ Empathy map: SAY
[What has been the best part of your college experience at UNC?]
" Getting in. I never thought I'd actually have the
chance to get a college degree."
[What is your major?]
" Before my junior year, I switched my major from
sculpture to political science."
[Why?]
" I've always loved art, but as I meet people from
many cultures, my focus has shifted from personal
expression to trying to make a difference in the
world."
JEREMY S.
college senior

3. 3
DO: FEEL: PROBLEM STATEMENT:SAY: THINK:
JEREMY S.
college senior
■ Empathy map: SAY
[How did that transfer work for you?]
" Not all that well. I spent the last two summers
taking required courses so I can still graduate in four
years. I'm glad I made the change. . . I just hope it
works out OK in the long run."
[What do you mean?]
" Well, I learned that four years of college isn't suffi-
cient for what I want to do with my life. So I'm kind of
back in my same situation: without enough money to
go to grad school, and afraid that if I go to work in an-
other field when I graduate, I will never be able to use
the education my parents and I worked so hard for."

4. 4
DO: FEEL: PROBLEM STATEMENT:SAY: THINK:
OLD WELL
symbol of UNC-CH
■ Empathy map: THINK
[Inference 1]
Jeremy mentioned that his family did not have much
money; and that as a result, most other members
of his family had taken a more predictable path. It
seems that Jeremy really wanted his education to be
a meaningful entrée into doing important work.
[Inference 2]
It seems as if some careers are only open to students
who have someone to help them: so they can go to
graduate school or participate in internships to gain
experience without having to worry about a paycheck
to support themselves or their family.

5. 5
DO: FEEL: PROBLEM STATEMENT:SAY: THINK:
Head • Heart • Hand
■ Empathy map: FEEL
[What I imagine Jeremy is feeling]
I imagine Jeremy is feeling sad that he hasn't accom-
plished everything he hoped for from four years of
college; hopeful that things will work out in the long
run; and willing to take action if he can see a clear
path to realizing his goals.
[What I feel]
I feel there needs to be a way of leveling the play-
ing field so people of all backgrounds, abilities, and
circumstances have an equal chance of fulfilling the
goals and dreams they have for their lives.

6. 6
DO: FEEL: PROBLEM STATEMENT:SAY: THINK:
■ Problem Statement
STAKEHOLDER NEEDS INSIGHT
JEREMY S., a recent graduate who has worked hard to put himself through
school, needs to find a way to build upon his 4-year college experience, so
that he can pursue his interests and use his education as a springboard to
realizing the future he imagines.

7. PAMELA PEASE
pmpease@ncsu.edu
DESIGN THINKING ACTION LAB
GROUP: DESIGN IN SCHOOLS
VENTURE LAB EMPATHY CHALLENGE
05 AUG 2013