This project set out to tackle the challenges students face when enrolling on modules and planning their academic pathways at the University of Leeds. My research, combining student interviews, literature reviews, and service blueprinting, revealed a process that was fragmented, overly complex, and emotionally stressful — particularly for first-year and first-generation students who lacked the insider knowledge the system seemed to assume.

Students reported high cognitive load, uncertainty around module eligibility, and frustration at the lack of feedback or opportunity to revise decisions. Many described toggling between Minerva, the module catalogue, and timetables, relying on guesswork and peer advice to fill in the gaps. This aligned with literature highlighting how service fragmentation and lack of clarity undermine student confidence and engagement.

Drawing on this insight, I developed and tested the Pathway Sketchpad, a visual planning tool designed to:

• Integrate enrolment, timetabling, and academic planning into one platform

• Provide real-time clash detection, prerequisite checks, and confidence feedback

• Allow drafting, reflection, and revision rather than one-off, high-pressure decisions

• Incorporate peer insights and advisor input to support a sense of belonging and transparency

Using scenario mapping, user journeys, and iterative prototyping, the concept evolved to directly address the system’s key failures. It reframed module selection as a guided, iterative process rather than a one-time administrative task, giving students both the tools and the reassurance to make informed, confident decisions about their academic futures.