NOVA Field Log

FIELD LOG

Thesis hypothesis, experiments and solutions.

An MFA Thesis Project

by Carmen Zagazeta Iturrizaga

Copyright Š 2020 by Carmen Zagazeta Iturrizaga.

All Right Reserved. No part of this publication can be reproduced without expressed permission from Carmen Zagazeta Iturrizaga. NOVA is an MFA thesis project designed by Carmen Zagazeta Iturrizaga at Academy of Art University.

FIELD LOG

Thesis hypothesis, experiments and solutions.

An MFA Thesis Project

by Carmen Zagazeta Iturrizaga

“We’re staying in his class out of spite! We wanna prove to him that he’s wrong about us”.

— ELISE, 9th grader

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Field Notes

Chapter name

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Table of Contents

01 THE PROBLEM.............................. 08 The issue............................................ 10 Research............................................ 12 Insights.............................................. 18

02 THE SOLUTION............................. 20 Objective............................................ 24 Strategy.............................................26 Personas............................................28 Materials............................................30

03 BRAND GUIDELINES..................... 32 Logo information...............................34 Logo anatomy and construction........36 Logo clear space and minimum size..38 Logo variations..................................40 Logo misuses.................................... 42 Typography....................................... 44 Color palette.......................................46 Sub-brand logos.................................48 Type setting...................................... 50 Type treatments ................................ 52 Illustration style.................................54 Photography...................................... 60 Voice................................................. 68 Putting it all together........................ 70

04 USER TESTING............................. 72 Journey map...................................... 76 User flows.......................................... 78 App map.............................................80 Task flows..........................................84 App initial sketches............................88 App wireframes..................................90 App user testing.................................94 Camp workbook sketches................ 104 Camp workbook initial design.......... 106 Camp workbook testing................... 108 Website user testing........................ 116

05 FINAL DESIGNS .......................... 118 Core Camp ....................................... 120 Poster Series................................. 122 Digital Ads..................................... 124 Workbooks.................................... 128 Landing Kit................................... 140 Event signage................................ 144 Nova App......................................... 146 Nova WEBSITE ................................ 172

06 CONCLUSIONS............................ 192

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Field Notes

THE PROBLEM The Issue Research Insights

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THE ISSUE

Connectin to their po

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Field Notes

ng girls otential The issue Our society has negative gender stereotypes for both men and women.

These notions can be detrimental to an individual’s development and happiness, as well as society’s advancement. In particular, there is little encouragement and interest among young women to seek STEM related careers. This lack of enthusiasm is often times a response to persistent gender bias, such as the notion that women are inferior in male dominated fields, like science.

What do we know?

A study published by the Journal of Social Sciences of the University of Nebraska-Lincoln confirms that, between elementary and high school, many girls loose interest in STEM related subjects. This happens even though girls and boys in K-12 do not significantly

differ in their abilities in mathematics and science. According to research, this drop emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. The evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations.

Middle School aged girls tend to modify their behaviors to fit in4 and conform to society’s stereotypes of femininity, sexuality and beauty. They become preoccupied with their appearance, specially in terms of peer pressure and expectations. They are forced to choose between popularity and their passions, resulting in many times an abandonment of STEM interests.

Some of them even “dumb themselves down” in order to not alienate other girls or intimidate the boys.

The Problem

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WHAT DO WE KNOW?

“You see, most teachers in elementary school are women. In Middle School that changes”.

— AMANDA

Additionally, there are hormonal changes during puberty that exacerbate the problem6. Certain biochemical and neurological differences can set girls apart. The production of estrogen, early growth of the amygdala and anterior cingulate cortex, all contribute to a tendency toward caution, worry and emotional reactivity that increases during puberty. Girls are more geared towards relationships, they are more interactive to faces and even smile at an earlier age on average than boys.

However, attributing the gender gap to biology misses the obvious contribution of societal and institutional biases. The “girls are not interested in STEM” mantra is itself an example7. Knowledge of a prejudicial stereotype can lead to enough anxiety that it becomes a self-fulfilling prophecy. Although initially

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Field Notes

applied to racial bias in IQ tests, ‘stereotype threat’ can be extended to gender as well. Reminding girls that they are girls just before a math test can impede their performance8.

This effect can be seen in children as young as age five. The key point is that as adults, we are able to view stereotypes as generalizations about a group. Unfortunately, young children are more accepting of stereotypes, and may implicitly believe that girls are indeed poor at STEM subjects. As girls grow up, these stereotypes affect their identities as STEM professionals.

The Stone Center at Wellesley College introduced the concept of “self-inrelation”. This concept proposes that women develop through their relationships with others. They also observed that women are often rewarded for being care-takers as opposed to other roles. This social construct can create problems, when assertiveness is required for success. Many girls can be labeled as “bossy” or ‘overbearing”, and this will have a great effect on their personal development.

The Girls’ Index surveyed girls from 5th through 12th grade and found that the percentage of girls who would describe themselves as confident declines more than 25% throughout the middle school years, from 86% to 60%. By 9th

grade, confidence is as its lowest point, and then it levels off for the next three years. Girls reported confidence does not return to pre-middle school levels for the remainder of high school.

Research supports that adolescent girls often develop a lack of confidence in their changing bodies and can become withdrawn and unsure of themselves. Puberty accounts for some of these confidence challenges; however, girls also receive intense messaging from media and society regarding ideal body shape, size and image.

These internalized messages can impact the way that a girl feels about herself, which can contribute to a lower level of confidence.

Stereotypes about girls’ abilities persist beyond peer relationships and influence household and educational environments. Teachers11 and parents tend to underestimate girl’s innate abilities. They assume that the girls just work harder, while the boys are inherently good at “classically male” subjects, while there’s no scientific evidence to support those claims.

Middle School girls know themselves to be capable and talented, but they are also aware of the stereotypes and social stigma associated with their success.

are successful in STEM fields, and who can balance work and family life. These role models can include computer programmers or aerospace engineers. Furthermore, when social or group activities are in place, girls tend to show off their talents. When science is normalized, the social stigmas and stereotypes don’t influence the gender dynamic as much.

It has been repeatedly found that, when girls are able to not conform to negative gender roles, they can achieve great success in STEM fields.

Much research has also been done on how to combat this paradigm.

It has been found that girls can benefit from meeting women who

Sixty six percent of elementary school girls say the like science and math, yet only twenty eight percent of all STEM workers are women.

The Problem

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FIRST FOCUS GROUP

What are girls saying?

I conducted two focus groups with middle school girls, parents and teachers. Then, I tested my research to see whether the chosen participants agreed or disagreed with the findings. It was important to gauge whether they felt these facts were relevant to their real world experiences or not.

Isabel 36, Mother of two. 911 dispatcher. Practices Brazilian Jiu Jujitsu and enjoys baking and decorating cakes.

Elise 14. Freshman in High School.

Likes science but prefers history. Loves to draw and watch Supernatural.

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Field Notes

Amanda

Oscar

29. Elementary School Teacher. Has a degree in History and Education. She likes practicing yoga and using essential oils.

34. High School Math Teacher.

Married with four children.

Enjoys soccer and traveling.

April

Jim

34. Middle School Science Teacher. Has a degree in Education. Likes to sing and is an avid reader

33. High School Science Teacher. Single, no children.

Has a degree in Chemistry.

The Problem

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SECOND FOCUS GROUP

Top photo – seating from left to right: Paige, Christina, Eileen, Jane, Neihm and Brittany.

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Field Notes

“When you brought out that first card I was really upset — boys are good at math”.

— OSCAR

Takeaways

Both Focus Groups followed the same format. The discussion began by presenting Persona Cards.

This is a group of physical cards, each containing the information of a fictitious person that has a stake in the problem at hand.

After we discussed the Persona Cards, I presented the subjects with the following questions and statements: “What is your favorite subject?”, “Boys are good at math” and “Girls try harder”. The “subject” question was discussed first and when the conversation turned to

the STEM fields, the second pair of statements were introduced.

After discussing the questions and statements, the subjects were presented with the statistic: “66% of 4th grade girls say they like science and math, but only 28% of all STEM workers are female”.

Finally, we wrapped by discussing what things we can do to help breech the gender gap in science —question was brought up only if conversation got there organically—.

The Problem

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INSIGHTS

Insights

GIRLS WILL FIGHT FOR THEIR PLACE

REPRESENTATION MATTERS

Many young girls do encounter people that will ignore and discourage them. However, if they have the opportunity to form social bonds they will fight for what they consider is their rightful place.

Participants were highly enthusiastic about how good teachers influenced on the subjects they pursued in college. They also noted that seeing people of their same gender doing science was comforting and relatable.

IF GIRLS FEEL SAFE, THEY BLOSSOM

A safe and caring environment will encourage young girls to continue with pursuits that might not be considered popular. Additionally, when puberty hits and hormones might propel girls to lose focus, a safe environment makes the world of difference.

BOYS GET PUSHED TO SCIENCE

There was a clear distinction on how the participants interacted with their parents and teachers in regards to science. Boys were often supported, even pushed towards science, while girls were not.

MOST SCIENCE TEACHERS ARE MALES

It was noted by all the participants in both focus groups that the gender of teachers seems to change radically when going from Elementary School to Middle School.

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Field Notes

HORMONES PLAY A PART

The younger participants were very emphatic on the fact that puberty and the home environment made an impact on academic focus.

SEVENTH GRADE IS KEY

All teachers agreed that they see the greatest decline in girl’s participation during the seventh grade.

YOU EITHER GET IT OR YOU DON’T

There’s a prevalent myth that you are either naturally good at math (and other scientific subjects), or you’re not. So many kids and teachers don’t try if there are no “immediate results”.

Sources

1.

Nature vs Nurture: Girls and STEM by

G. Cornell. http://jeg.sagepub.

halts girls’ interest in science by Deann

Zuleyka Zevallos. http://blogs.nature.

com/content/17/1/53.short

Gayman. March 21, 2017. http://news.

com/soapboxscience/2014/09/04/

unl.edu/newsrooms/today/article/

nature-vs-nurture-girls-and-stem

Study examines how, why adolescence

7.

in the Development of Gender-

study-examines-how-why-adolescenceCan salience of gender identity

Related Math Attitudes by Elizabeth

impair math performance among

A. Gunderson, Gerardo Ramirez,

The Potential Scientist’s Dilemma:

7–8 years old girls? The moderating

Susan C. Levine and Sian L. Beilock.

How the Masculine Framing of Science

role of task difficulty by Emmanuelle

2012. https://link.springer.com/

Shapes Friendships and Science Job

Neuville AND Jean-Claude

article/10.1007%2Fs11199-011-9996-2

Aspirations. G. Robin Gauthier, Patricia

Croizet https://link.springer.com/

Wonch Hill, Julia McQuillan, Amy N.

article/10.1007%2FBF03173428

halts-girls-interest-in-science/ 2.

8.

14. PISA 2012 results: The ABC of Gender Equality in Education: Aptitude,

Spiegel and Judy Diamond. 2017. http:// Women’s Growth In Connection:

Behaviour, Confidence. http://

Writings from the Stone Center by

www.oecd.org/pisa/keyfindings/

3The State of Girls and Women

Judith V. Jordan PhD, Alexandra G

pisa-2012-results-gender.htm

in STEM by the National Girls

Kaplan. 1991. https://www.amazon.

Collaborative Project. 2013. https://

com/Womens-Growth-Connection-

ngcproject.org/sites/default/files/

Writings-Center/dp/0898624657

www.mdpi.com/2076-0760/6/1/14/htm 3.

13. The Role of Parents and Teachers

9.

documents/ngcpstemstats_web.pdf 10. The Girls’ Index: New Insights 4.

Gifted children need a place to belong by

into the Complex World of Today’s

Gail Post, Ph.D. https://giftedchallenges.

Girls by Hinkelman, L. 2017.

blogspot.com/2013/11/gifted-children-

https://static1.squarespace.com/

need-place-to-belong.html

static/597249b6d7bdcec54c7fdd10/t/59c ec40132601ed2cee562bd/1506722842794/

5.

Math Doesn’t Suck: How to Survive

Girls%27+Index+Research+Brief+Final.pdf

Middle School Math Without Losing Your Mind or Breaking a Nail by

11.

Social and Emotional Issues Faced

Danica McKellar. 2008. https://www.

by Gifted Girls in Elementary and

amazon.com/Math-Doesnt-Suck-

Secondary School by Sally Reis.

Survive-Breaking/dp/0452289491.

2011. http://sengifted.org/archives/ articles/social-and-emotional-

6.

The Teenage Brain: A Neuroscientist’s

issues-faced-by-gifted-girls-in-

Survival Guide to Raising Adolescents

elementary-and-secondary-school

and Young Adults by Frances E. Jensen and Amy Ellis Nutt.

12. Parent Influences on the Mathematics

2015. https://www.amazon.com/

Self-Concept of High Ability Adolescent

dp/0062067842/?tag=saloncom08-20

Girls by Margie N. Dickens, Dewey

The Problem

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Field Notes

THE SOLUTION Personas Strategy Materials

Chapter name

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Field Notes

“I don’t think boys are better at math. Some of them are, but it’s really down to the individual”.

— NEIHM, 8th grader

Chapter name

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OBJECTIVE

A larger percentage of girls pursue STEM subjects beyond Middle School.

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Field Notes

The Chapter Solution name

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STRATEGY

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Field Notes

Topic Area

Outcome

Gender Equality .

Women in Stem.

A larger percentage of girls pursue STEM subjects beyond Middle School.

Primary Audience

Secondary Audience

Young women in middle school and early high school that have an interest in the sciences. They're technologically savvy, very loyal to their close friends and highly inquisitive and curious.

Parents of young women that are in middle school and early high school and have an interest in the sciences. They may inadvertently underestimate their daughter's aptitude for science.

Insights During Middle School, many girls loose interest in academics, in particular STEM subjects.

Teachers and parents assume that the girls work harder, while the boys are inherently good at "typically male" subjects.

Girls are heavily influenced by positive role models of their same gender, especially in a field that is not traditionally accepting of women.

Create resources for teachers and parents so they can support their scientifically inclined girls without gender bias and become role models.

Include girls in science programs, that emphasize female empowerment and role models, in order to create optimal peer and role model dynamics.

Website, including a Scholarship Finder Database.

Mentor/Mentee Science Camp for girls and mentors.

Strategies Encourage girls in Middle School to be interested in STEM and overcome their inner struggles.

Deliverables Tutorials, Mentorship and Community app.

The Solution

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PERSONAS

Clara “The Loner” Clara is a shy girl who is introverted and hesitant. She is brilliant but can doubt herself and be afraid of ridicule.

In spite of this, she is determined and brave, she just needs to find the right group of friends in order to blossom.

Olivia “The Mathlete” A very responsible girl who takes her classes and school work very seriously. She likes to ask questions and will always try to find the answers. Although she doesn’t often to speak out loud, she will do so when it’s important. Has a small group of friends with very strong attachments to them. She dedicates herself entirely to the activities she likes.

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Field Notes

Alice “The Fashionista” She’s an outgoing girl who’s constantly gets in trouble for talking during class. She hides her insecurity behind false bravado and pretends to be dumb and not like to study to fit in. However, she’s very good at using technology, especially her phone.

Joan “The Volunteer” A 39 year old dental assistant. She loves crafts and “hands-on” projects for the home. She’s s constantly worried about her daughter and her future. She loves to interact with other women her age, especially those who have daughters like herself. She’s incredibly optimistic and is quick to find solutions to problems.

The Solution

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MATERIALS

NOVA App 3 points A mobile app that partners middle school girls with mentors that will help them with STEM homework.

The app also features tutorials, and a community space.

The goal is to marry the social and community nature of modern technology with scientific activities in order to encourage the practice and enjoyment of STEM. Pages as follows XD prototype with 6 pages: Tutorials (as proof of concept, with limited entries), Choose a Mentor, Community, Profile, Messaging, Sign up screens.

NOVA.com 3 points Homepage explaining the entire thesis problem and proposed solution. In addition, the site houses a scholarship bank and career guidance page.

Pages as follows Live prototype with 6 pages: Home and about us video; home page with about information and a 30 second typographic and/or motion graphic intro video.

Scholarship finder and career advice page (as proof of concept, with no live search functionality). Mentorship program sign-up and 30 second typographic and/or motion graphic explanation video. Tutorials Library (as proof of concept, with limited entries). Science camps information and sign up. App information and download links.

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Field Notes

Core Camp 4 points Four-day event where women in science (mentors) and stem-minded middle school girls (mentees) meet and spend time building social bonds and creating positive associations with science through experiments, activities and games.

Deliverables as follows 1. Event Program (12 pages, describing the event activities and schedule, digital comp).

2. Workbooks (4 books organized by subject. Combined 24 pages + enclosure belly band).

3. Digitally comped mailer box: Lab coat, goggles, name badges, lab coat personalization kit, and branded covetable packaging.

4. Event signage and environmental graphics, digitally comped.

5. Event advertising. 4 print ads, 4 digital ads and social media posts.

The Solution

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Field Notes

BRAND GUIDELINES Logo information Logo anatomy and construction Logo clear space and minimum size Logo variations Logo misuses Typography Color palette Sub-brand logos Type setting Type treatments Illustration style Photography style Voice Putting it all together

Chapter name

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LOGO INFORMATION

Becoming the brightest stars.

The logo is formed out of concentric circles, with three orbiting planets around the main round figure.

A nova is a strong, rapid increase in the brightness of a star. The word comes from the latin for "new star," because often a star previously too dim to be seen with the naked eye can become the brightest object in the sky (besides the sun or moon) when it becomes a nova.

The logo and name channel the power of this phenomenon by visually representing the orbit of a planet against the nova star; an apt metaphor for the transformation we want to encourage in the girls that are part o the program.

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Field Notes

The main shape orbiting the logo, is a symbol of the relationship between the mentors and the girls; a representation of the relationships and connections that the girls will form. The smaller circles or “satellites� symbolize the influence girls have with each other and how this project aims to let girls influence each other and become each other’s support system.

Brand Guidelines

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LOGO CONSTRUCTION AND ANATOMY

0.3x

0.5x

x x

0.25x x

0.5x x

0.5x

x

Horizontal variation of the logo, for when the stacked version can't be used or the layout requires a longer version. This is not the preferred logo and should only be used if necessary.

Tagline is to be set in three lines with enough leading so that the height of the lockup is twice the size of "x". Tagline is to be placed on the same baseline as the main wordmark and so that the ascender of the "l" touches to top of the crossbar on the "A".

0.25x

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Field Notes

Brandmark

Logotype Tag line

Signature

Brand Guidelines

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LOGO CLEAR SPACE AND MINIMUM SIZE

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Field Notes

Minimum height with tagline is 1.25” in print and 75px on screen

Minimum height without tagline is 1” in print and 72px on screen

Minimum height with tagline is 0.75” in print and 50px on screen

Minimum height of brandmark is 0.5” in print and 36px on screen

x

x x

x

Brand Guidelines

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LOGO VARIATIONS

Brandmark only

Full color

One Color

Reversed

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Field Notes

Stacked

Horizontal

Stacked with tagline

Horizontal with tagline

Brand Guidelines

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LOGO MISUSES

These are a firm Na

1. Don't eliminate elements 2. Don't use any other color 3. Don't stretch the logo 4. Don't place a drop shadow behind it 5. Don't outline 6. Don't change the typeface 7. Don't enlarge the tag line 8. Don't place the tag line in more than one line 9. Don't use at an angle

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Field Notes

1

2

3

Nova 4

girls shine in science 7

5

6

8

9

girls shine in science

Brand Guidelines

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TYPOGRAPHY

FF Ernestine Pro Designed by a woman

The premise for Ernestine came from the search for a versatile mono-linear text face whose design could transmit seemingly opposite feelings. Its designer, Nina StÜssinger, hoped to develop a solution that would feel inviting, but also serious; somewhat feminine, but not too swirly-girly – at once both charming and sturdy.

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Field Notes

Star Regular.

AaBbCcDdEeFfGgHhIiJjKLlMmNnOo PpQqRrSsTtUuVvWwXxYyZz 0123456789 (&?!/,:;-_*”)

Italic.

AaBbCcDdEeFfGgHhIiJjKLlMmNnOo PpQqRrSsTtUuVvWwXxYyZz 0123456789 (&?!/,:;-_*”)

Bold.

AaBbCcDdEeFfGgHhIiJjKLlMmNnOo PpQqRrSsTtUuVvWwXxYyZz 0123456789 (&?!/,:;-_*”)

Brand Guidelines

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COLOR PALETTE

The colors of bonding The nova sub-brands use the secondary colors, each one for each subject of science covered in Middle School: Life Science, Math & Tech, Physical Science and Earth Science.

Space Plum CMYK: 83, 91, 0, 0 RGB: 78, 64, 162 HEX: #4e36a2

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Field Notes

Amoeba Green

Polygon Red

CMYK: 6`4, 0, 68, 0 RGB: 1, 191, 126 HEX: #5bbf7e

CMYK: 0, 81, 51, 0 RGB: 239, 87, 100 HEX: #ef5764

Galaxy Yellow

Ozone Blue

CMYK: 0, 34, 100, 0 RGB: 255, 177, 0 HEX: #ffb100

CMYK: 56, 0, 0, 0 RGB: 73, 205, 255 HEX: #49cdff

Brand Guidelines

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SUB-BRAND LOGOS

A galaxy of sub-brands

Across all the deliverables, NOVA will be organized visually by subject. The colors will indicate which section of science is being taught. Main titles will be stacked, with the main word used in an accent color, and the secondary word in Space Purple. The "multiply" effect is to be applied to both lines. Do not alter the color juxtapositions, but let them interact freely with each other and the chosen background. It is to note, that this treatment should only be used over a solid color background that provides enough contrast.

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Field Notes

SCIENCE LIFE

EARTH SCIENCE PHYSICAL SCIENCE MATH &TECH Brand Guidelines

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TYPESETTING

The coolest stars are red in color.

During a chemical reaction, matter is conserved

Header 1 Size & Leading: 49/56 Weight: Bold Tracking: -50

Header 2 Size & Leading: 28/30 Weight: Bold Tracking: -50

CHEMICAL REACTIONS

Chapter indicator Size & Leading: 25/30 Weight: Bold Tracking: -50

The PH Scale

Header 3 Size & Leading: 15/18 Weight: Bold Tracking: 0 No lead in on the body copy below

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Field Notes

The Moon A MOON is an object that revolves around a planet. A moon is a natural satellite, which is any object that orbits a planet. Our moon was most likely formed early in Earth’s history when our young planet collided with debris about the size of Mars. Gravity pulled the debris into a large ball that became our moon.

THE MOON’S SURFACE AND COMPOSITION When you look at the moon on a really clear night, you can see different types of surfaces.

The moon has mountains, craters, and smooth, dark regions composed of hardened lava from volcanic eruptions.

A light year is the distance it takes light to travel in one year and we use it to measure distances between the Earth and the stars.

Our galaxy, the Milky Way measures about 50 light years across.

Body Size & Leading: 9/13 Weight: Light 6.5pt space between Tracking: +10 Bold lead in, used only on the fist paragraph of a new section or topic with no sub-heading.

Subheading 1 Size & Leading: 11/14 Weight: Color + bold Subheading 2 Size & Leading: 11/14 Weight: Bold

Quote/Call-out Size & Leading: 15/18 Weight: Bold Tracking: +01

Caption Size & Leading: 7/9.5 Weight: Light Italic Tracking: +10

Brand Guidelines

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TYPE TREATMENTS

SHIN

“It’s like a self-fulfilling prophecy. They think they can’t do math and science, so they don’t.”

— JIM, science teacher

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Field Notes

NE BRIGHT Large titles for posters, splash pages and chapter openers will feature the overlap of two words. The main word to be highlighted will be set at a large point, with the other at 50%. The second word will overlap the last letter of the first, both sitting on the same baseline.

Additionally, the blend modes will be set to multiply and the smaller word will have the darkest color. As an option, the smaller word will be accompanied by an expression graphic.

Large quotes are set with a tint with a point size of 20 and bigger. The quotes should hang and a word needs to be accented by using the full color. Finally, the accented word will be accompanied by an expression graphic.

Brand Guidelines

53

ILLUSTRATION STYLE

Overlapping orbits of change

The geometric ribbons symbolize the orbit of planets, electrons, equations; they are the bonds that tie girls together. These graphic elements are to be used in large scale, and using overlay or multiply blending modes.

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Field Notes

Brand Guidelines

55

ILLUSTRATION STYLE

Geometric Ribbons

Graphic treatment: 1. When using the geometric ribbon paired with an image of a girl, use only one ribbon and put it behind her.

2. When using the ribbon on a flat colored background - use two ribbons, one significantly bigger in the background and with lower opacity (20-40%) and one in front of it (60-80%). Make sure they overlap and that you can clearly see the ribs of the ribbon.

3. Make sure the ribbon shows a continuous flow without any sharp turns and abrupt changes in direction.

4. Only one ribbon is used on graphics dedicated to smaller screens such as phones.

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Field Notes

1

2

3

4

Brand Guidelines

57

ILLUSTRATION STYLE

Hand Crafted

An organic style with no clean lines or perfect edges.

The illustrations are created by hand, then scanned and traced into vector art. The edges are to be kept rough in order to allow the imperfection of a handmade graphic to show.

The illustrations are not to be used as a background element or pattern. They are to be used as accents and utilitarian elements. For example, to accent a phrase or in a figure in a workbook.

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Field Notes

Brand Guidelines

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PHOTOGRAPHY

CHOICE: Girl in location

When showing single girls, they need to be the focus of the composition; they are standing out from the crowd and looking into the camera. They are happy, engaged, dynamic.

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Field Notes

Brand Guidelines

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PHOTOGRAPHY

CHOICE: In the lab

When teaching about science, it is often necessary to show images of scientific equipment and materials.

These images are to be taken with a shallow depth of field and have an elegant layouts that emphasizes the main subject of the image.

When including humans in the lab, the photo must be an organic shot of real students. Avoid fake looking stock imagery.

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Field Notes

Brand Guidelines

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PHOTOGRAPHY

Alkynes of trouble

1. Don't use overly posed stock images 2. Don’t use elementary school girls 3. Avoid cute poses 4. Don’t stylize the photo in the studio 5. Avoid girls facing away from the camera 6. Don't use cartoons 7. Don't use girls with heavy makeup 8. Don't cut off faces 9. When there’s just one girl, break the 4th wall

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Field Notes

1

2

3

4

5

6

7

8

9

Brand Guidelines

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PHOTOGRAPHY

TREATMENT: geometric ribbons

For images of girls in ads and other deliverables, a geometric ribbon is used in the background to depict the fun scientific environment that NOVA brings.

1. Original photo 2. Object is cut out 3. Background is turned space purple or white 4. A single ribbon behind the object

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Field Notes

1

3

2

4

Brand Guidelines

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VOICE

We’re humerus

NOVA’s voice is fun, young and playful. We use puns, approachable language and keep it scientific. We avoid using slang and always keep it clean. As fun as NOVA is, we don’t forget that we exist in the academic world, so our communication always classroom ready.

Our puns are constructed in a couple different ways: either by switching a word with a phonetically similar scientific word or by matching up two words to make it sound scientific.

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Field Notes

Pun formulas and examples The puns are made phonetically and meant to replace a word or two in a sentence to create a fun effect. See a series of examples below: 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

So dang + Sodium = “Sodium Smart.”

At 'em + Atom = “Up and atom.”

Quadratic + Squad = “Squadratic Goals.”

Plan it + Planet = “Who’s going to planet?”

Come at + Comet = “Comet me, bro.”

Humorous + Humerus = “We're humerus.”

Are + Star = “All bets star off.”

Hello + Halo = “You had me at halo.”

Comical + Chemical = “A chemical situation.”

Eye on + Ion = “Keep your ion the prize.”

Best + Test = “Test friends forever.”

Photo + Photon = “A photon finish.”

Dab + Lab = “Smack lab in the middle” or “Just a lab will do it.”

14. Thank + Zinc = “Zinc you very much.”

15. Plan it + Planet = “No time to planet.”

16. Pity + Petri = “I petri the fool”, “More’s the petri” or “For petri’s sake.”

17. Petty + Petri= “Petri cash.”

18. Putty + Petri = “Silly petri” 19. First + Force= “At force blush”, “Force among equals”, “Force and foremost” or “Force come, force served.”

20. Tack + Tech= “Sharp as a tech.”

21. No + NA= “It's a NA for me.”

22. Trial + Vial= “Vial and error.”

Brand Guidelines

69

PUTTING IT ALL TOGETHER

Disrupting the status quo

A juxtaposition of a traditional look with youth and irreverence. The background is the space plum flat color. Over the image, we see the main subject in color, being in front of a geometric-shaped ribbon of color.

Finally, the headline is in front of the subject and consists of the brightly colored type. When putting together the composition, make sure the girl occupies at least 70% of the layout.

SQUADR 70

RATIC GOALS Brand Guidelines

71

USER TESTING Journey map User flows App map Task flows App initial sketches App wireframes App User Testing Camp workbook sketches Camp workbook initial design Camp workbook user testing Website user testing

PRODUCT SPEC: APP

The NOVA app

A volunteer based application that connects girls in middle school that are interested in science with female mentors that can help them pursue their dreams.

Whether it’s with homework help, career advice or book recommendations, the mentors guide the girls in a safe and fun virtual environment. Additionally, the girls have access to a community forum where they can post messages, exchange images and get to know each other. Finally, the app has a robust library of video and written tutorials for the typical coursework in Middle School STEM courses.

74

Field Notes

An important part of the design process is benchmarking and research of competitors.

There are several apps and tutorial services such as the featured Khan academy (left) and Chegg (below). However, there were no apps that specialized in girls in STEM or offered mentoring one to one.

User Testing

75

JOURNEY MAP

Persona

Scenario

Clara is a shy girl who is introverted and hesitant. She is brilliant but can doubt herself and be afraid of ridicule.

In spite of this, she is determined and brave, she just needs to find the right group of friends in order to blossom.

Clara is a 13 year old girl that is taking a very challenging geometry class. She needs help but is afraid to reach out.

Struggle in Class

Goals and Expectations To get help with geometry. Find a place to discuss challenges. Gain a support system.

Self-Directed help

Uses NOVA 1

2

3

Clara is taking a geometry class and is having a little trouble

She tried asking a classmate but felt embarrassed

She goes to YouTube looking for tutorials

YouTube is extremely saturated and full of confusing information

Looking in YouTube she finds and ad for NOVA. She checks out the app and downloads it

Clara quickly finds a tutorial.

She watches it on the app but still has some questions left

“I don't get any of this”

“It’s so embarrassing for me to ask questions to the other kids, they all think I’m a big nerd”

“Maybe I can find help on line. I’ll try on YouTube”

“There’s way too many tutorials, I can’t tell which one is right”

“Oh wow, this looks cool. I like how easy to follow it is and it lets me ask questions to a real person”

“The tutorial was great, but I still had a couple questions, it’s so awesome that I was able to ask someone!”

76

Field Notes

Opportunities 1

You tube is a saturated market, confusing to navigate and as a lot of bad information.

4 The community is a place to find answers quickly without having to wait on a mentor.

2 Ads can be placed in the social media channels children this age frequent (snap chat, Instagram, you tube, t ik tok and others.)

5

3 After watching tutorials, girls might still have questions. After the tutorials, perhaps there can b e a prompt asking if you still need help and promoting the mentorship program.

6 Girls that live in the same town are more likely to attend camp together.

Completing a profile and posting regularly increases the chances for a community to bond and go beyond the app.

7 When girls form friendships around science, they are more likely to pursue it as a career.

Creates Community 4

5

7

6

She sends a mentor request.

Mentor accepts and answers and suggests the community feed for more info.

Clara joins the community section. She has a complete profile and posts regularly in the feed.

Clara uses the app to find girls in her city.

Clara and her friends decide to attend a local CORE Camp.

They sign up for the camp on NOVA.com

Clara attends CORE Camp with her friends.

They make cool experiments and get ahead for next year.

Carla and her friends decide to make a local science club.

“v April is the absolute best!

I’m totally signing up for the community”

“I love the feed, it’s so fun watching little videos of my friends and seeing what their homework is like”

“I found a group of girls in town that they all use the app, a couple of them even go to my school!”

“This is way better than the wilderness camp they signed me up for last year”

“Our experiment was absolutely the best, I’m so happy we won that prize!”

“Making science together is so much fun. I don’t care if some kids call me a “nerd”, me and my friends think it’s cool and we own it!”

User Testing

77

USER FLOW

Math homework is assigned, Clara doesn't understand something

Clara opens the app for the first time

Creates a profile

Taps on tutorials icon

Taps on search and searches for her subject

Taps on the chosen tutorial

She updates her profile

She scrolls down the feed

Clara comments on a post

Other girls comment and respond back to her

Using NOVA

Clara's mentor suggests she joins the community

Clara taps on the community section

Creating Community

78

Field Notes

Watches the chosen tutorial

Clara uses the DM section to message her new friends

Clara still has a question, so she taps on the "Do you still have a question? Get a mentor to help!" link at the end of the video.

Clara signs up for a mentor and picks an available one from the suggested list

She sends a question to her chosen mentor

Clara receives an answer for her question

She and her friends decide to sign up to an upcoming NOVA Camp

Clara taps on the Events tab and chooses agreed upon NOVA Camp

She fills in her information and has her mom enter payment info

Clara receives a confirmation message for her enrollment in the Camp

User Testing

79

MENTEE APP MAP

FAQ Support

Edit

Saved Tutorials

History

Legend LEVEL 1, Level 2, Level 3, Level 4, N E W U S E R

80

Field Notes

From Inbox Mentor

Sent

SIGN UP

Main Feed

Mentor’s Bio/Blog

CHOOSE A MENTOR

Sub-feeds

Mentor List

Posts

Tutor’s Bio/Blog

Choose: Student

Choose a Search/ Subject Browse all

Life Science

Earth Science

Physical Science

Math & Tech

Tutorial List

Tutorial Page

User Testing

81

MENTOR APP MAP

FAQ Support

Legend LEVEL 1, Level 2, Level 3, Level 4, N E W U S E R

82

Field Notes

SIGN UP

Edit

Post List

Saved Tutorials

New Post

History

From Inbox Mentee

Sent

SIGN UP

Choose: Mentor Wait for approval

Main Feed

Sub-Feeds

Mentee’s Mentee Bio/Blog Requests

Mentee Profile

Choose a Search/ Subject Browse all

Make an Edit

Life Science

Earth Science

Physical Science

Math & Tech

Posts Tutorial List

Tutorial Page

User Testing

83

TASK FLOWS

Sign Up

MANUAL SIGN UP

SIGN IN WITH GMAIL

84

Field Notes

Choose Mentor

Legend

SCREEN

DECISION OR ACTION

User Testing

85

TASK FLOWS

Access a Tutorial

86

Field Notes

Update Profile

User Testing

87

MOBILE APP: INITIAL SKETCHES

Initial app designs. At this stage, I started exploring horizontal scroll in addition to vertical scroll Additional I explored moving the hamburger menu into the navigation bar at the bottom.

88

Field Notes

User Testing

89

MOBILE APP: INITIAL WIREFRAMES

NOVA

90

Field Notes

NOVA

User Testing

91

MOBILE APP: INITIAL WIREFRAMES

92

Field Notes

User Testing

93

MOBILE APP: USER TESTING

The Users

User testing this app has been an interesting and difficult process. I originally met with my five testers in order to go through the prototype and get their impressions. I met with three 13 year old girls and two women that have STEM jobs.

The first hurdle I encountered was getting them to speak sincerely about the app. The older women had no real problems going through the tasks. However, the girls seemed to have gotten stuck more, but were hesitant to give their opinion. On a later day, I started asking questions to the girls via text-message, just to corroborate their answers and perhaps get a couple more thoughts from them. What a difference that made! Via text the girls were a lot more forth coming and gave me several notes and insights that I used to substantially improve the app.

This process reinforces my findings that girl at this age are comfortable establishing relationships on line and that my “message your mentor� strategy will be a great way to get the relationship between girls and mentors established.

94

Field Notes

Amelia Age: 13 years old Grade: 8th Interests: Martial arts and math

Jazmin Age: 13 years old Grade: 8th Interests: Reading and anime

Lily Age: 13 years old Grade: 8th Interests: Makeup and crafting

Alyssa Age: 33 years old Profession: Engineer Interests: Baking and politics

Vanessa Age: 34 years old Profession: Chemist Interests: Beer brewing and tattoos

User Testing

95

MOBILE APP: USER TESTING

Insight 1: Click on notifications

Users were asked to Choose a Mentor through the app.

This task flow requires the user to tap on a notification. One user missed the notification button on the Mentor icon on the navigation bar. It was suggested to either use a push notification or to move the icon over to the Messages icon.

KEEP AN ION YOUR INBOX Your mentor has received your request and should be accepting it shortly!

APRIL ZENDEJAS

Oakland, CA

Cancel Request

50

Push notification over mentor screen

Photos

12

Blog Posts

3

OK

Tutorials

Su jects Life Science

First digital Wireframe: Mentor Carousel with notification badge

Earth Science

Physical Science

Bio

I decided to be a mentor because I wanted to make an impact on my world! My interest in science developed at an early age when I became obsessed with the statistics on the back of baseball and football cards. I attended CSU Stanislaus and graduated in 2010 with a degree in Education. In the fall of 2015, I was hired to teach th grade science at the School of T e Madeline in Berkley, and I’ve been in the Bay Area ever since!

96

Field Notes

My favorite things

I love all things Disney, Harr Potter, Doctor W o, Star Wars, Star Trek. I also love singing and hanging out with my friends and fami y.

User Testing

97

MOBILE APP: USER TESTING

Insight 2: Choose Mentors

Most users struggled with the “Choose a Mentor” task calling it a “hard button to find”. When asked again, users relayed that this function seemed confusing.

Although I think a mechanism for acquiring new mentors is necessary, I don’t think a button is the correct way to address it. I found that a + sign was a much more intuitive way to for my target users.

Users couldn’t locate this message

APRIL ZENDEJAS

Oakland, CA

50

Photos

12

Blog Posts

3

Tutorials

Su jects Life Science

First digital Wireframe: Choose a new mentor

Earth Science

Physical Science

Bio

I decided to be a mentor because I wanted to make an impact on my world! My interest in science developed at an early age when I became obsessed with the statistics on the back of baseball and football cards. I attended CSU Stanislaus and graduated in 2010 with a degree in Education. In the fall of 2015, I was hired to teach th grade science at the School of T e Madeline in Berkley, and I’ve been in the Bay Area ever since!

98

Field Notes

My favorite things

I love all things Disney, Harr Potter, Doctor W o, Star Wars, Star Trek. I also love singing and hanging out with my friends and fami y.

“It was hard to find where to change mentors.

I would make it bigger or something” –JAZMIN, 13

User Testing

99

MOBILE APP: USER TESTING

Insight 3: Easier posting

A very important task flow that was tested was the messaging and community systems. The users found these screens easy to use, except for the task of composing messages and posting. With this feedback I revised the prototype and administered further remote testing via text message. This was incredibly successful and I added several pop-up screens thanks to their input.

This button gave the users a hard time and had to be redesigned

First digital Wireframe: Community Main Feed

100

Field Notes

User Testing

101

MOBILE APP: USER TESTING

Insight 4: Labels on icons

When testing the app, users had trouble reading the type in the navigation bar. These labels were removed when going from the initial prototype to the refined one and the icons were revised to match the illustration style established in the visual system.

New prototype without icon titles

TEST FRIENDS FOREVER Get quick answers from a real woman in science!

Choose a mentor

FEATURED BLOG

FEATURED TUTORIAL

UP

Biology Teacher

SC IENC E EARTH

Jan

Apri Zendejas

Old prototype with icon titles

OBSERVE A CELL

Follow the experiment step by step and learn more about living organisms.

Learn More

102

Field Notes

Lifecycle of a Star

N

User Testing

103

CAMP WORKBOOK: SKETCHES

Initially I explored more geometric visuals with lines and shapes that implied geometry and measurements. These visuals, however, were too cold and not as young as I needed them to be so they would speak to my audience’s age range.

104

Field Notes

User Testing

105

CAMP WORKBOOK: INITIAL DESIGN

106

Field Notes

User Testing

107

CAMP WORKBOOK: USER TESTING

The Users

For testing the workbook, I needed to make sure I give the book to not only girls, but most importantly to a qualified potential mentor. I gave the book to April Z, a 35 year old middle school science teacher. She kept it for about a week and made several observations and ideas for improvement. Additionally, I sent digital copies of the book to the app testers, although only the girls gave me commentary on it.

108

Field Notes

Amelia Age: 13 years old Grade: 8th Interests: Martial arts and math

Jazmin Age: 13 years old Grade: 8th Interests: Reading and anime

Lily Age: 13 years old Grade: 8th Interests: Makeup and crafting

April Age: 35 years old Profession: Science Teacher Interests: Disney and reading

User Testing

109

CAMP WORKBOOK: USER TESTING

Insight 1: Include technology

Users were able to see about 24 pages of the camp workbook, both in print and digitally. In general, the book was found to be successful, but it was noted that two sections were missing. It was suggested by some users to add a technology section instead of math, since it has more practical applications that will work better in a camp setting “Girls really love technology at this age. Their day to day lives revolve around their tables and phones. That is a great opportunity to get them started on STEM, and I think it’s a must for a camp”, said April. It was also suggested to make the camp only 2 days, with two subjects per camp, instead of a 4 day camp with 4 subjects.

Digital flat.

Table of Contents Users suggested to split into more than one workbook

110

Field Notes

User Testing

111

CAMP WORKBOOK: USER TESTING

Insight 2: Room for activities

When going through the activities, both the girls and teacher said the experiments seemed fun and doable for a camp setting. However, there were questions about the materials and if they would be provided at camp. In response to that feedback, I made sure I listed that all materials will be provided when girls receive their participant materials, as well as noting it on the book intro.

Finally, it was noted that the amount of space on the page to write answers wasn’t enough for the amount and complexity of the questions. Thanks to that observation I was able to reformat the pages and allow for ample space for writing and drawing.

Digital flat.

Activity section: Life Science Users suggested this section needed more room to write on

112

Field Notes

User Testing

113

CAMP WORKBOOK: USER TESTING

Insight 3: More illustrations

April noted that the illustrations were “wonderful and actually remind me of how the girls themselves draw on their books and assignments.” She suggested illustrations or photos were needed along the assignments to break up the monotony of the page, although she noted that at this age level they don’t need illustrated guides, as they are expected to be able to digest larger amount of text. Thanks to this feedback I added fun illustrations that set the scene for the activities and create movement and rhythm on the spread.

Below: Digital flat.

Activity section: Earth Science after revisions from feedback

Above: Digital flat.

Activity section: Earth Science before revisions from feedback

114

Field Notes

User Testing

115

WEBSITE: USER TESTING

Insight 1: Sign Up button

User testing for the website went very smoothly. They were able to follow all task flows tested and had an easy time navigating through the site. Testers noted that since the event is not listed as “San Francisco Core Camp” but rather just “Core Camp”, it allows for change in location and further branding opportunities with that name. Girls also liked that there are common questions listed at the bottom, since it makes the hunt for answers easier. One area of improvement was a quicker way to sign up for Core Camp; it wasn’t understood the difference between signing up for NOVA and attending a Camp, so I added a specific CTA on the Core Camp page to address this feedback.

Sign up button added below camp info.

116

Field Notes

User Testing

117

118

Field Notes

FINAL DESIGNS Core Camp Poster Series Digital Ads Workbooks Landing Kit Event Signage NOVA App NOVA Website

119

CORE CAMP 120

Field Notes

Final Designs

121

POSTER SERIES

122

Field Notes

To be displayed in classrooms, rec. centers and other places where young girls gather. These will also be distributed digitally when signing up as a Mentor.

Final Designs

123

DIGITAL ADS

124

Field Notes

Final Designs

125

DIGITAL ADS

Digital ad promoting Core Camp. This is how the app will be displayed in YouTube. Placement will be on competitor tutorials and related STEM videos.

126

Field Notes

Digital ad promoting a specific camp location. These will be placed on local pages and will target users that have visited summer camp pages, STEM tutorials and homeschooling sites.

Final Designs

127

WORKBOOKS

Four workbooks, one for each subject. They are the study and experiment guides for Core Camp.

Depending on which subjects the attendees sign up for, they will get the corresponding book. When signing up for the four day camp, they will get all books with a belly band to enclose them all.

128

Field Notes

Final Designs

129

WORKBOOKS

130

Field Notes

Final Designs

131

WORKBOOKS

132

Field Notes

Final Designs

133

WORKBOOKS

134

Field Notes

Final Designs

135

WORKBOOKS

136

Field Notes

Final Designs

137

WORKBOOKS

138

Field Notes

Imagine.

Invent.

Inspire.

Core Camps are a place to learn, make friends and have heaps of fun. Dive into exciting experiments, collaborate, and let your brightest ideas shine. In this 2-day camp you will explore concepts on all four of your grade level STEM courses. Each section will have a related experiment and at the end of the camp that will challenge your skills and bring on the fun!

Introduction insert to accompany belly band with four pack of books.

Final Designs

139

LANDING KIT

1

2

140

Field Notes

A parcel shipped out to participants of Core Camp in advance of their participation. It includes information and necessities for the camp.

1

Camp program and kit instructions

2

Tye dye kit to customize lab coat

3

Vacuum sealed mailer package

4

Goggles

5

Lab coat

6

ID badge and lanyard

3

4

5

6

Final Designs

141

CORE CAMP PROGRAM

142

Field Notes

The camp program is a brochure that outlines the topics, schedule, location and activities the girls will participate in during Core Camp.

Along with learning and group experiments, Core Camp allows for ample recreation time in order to foster friendship and bonding between participants.

Final Designs

143

SIGNAGE

144

Field Notes

Final Designs

145

NOVA APP

146

Field Notes

Final Designs

147

NOVA APP

148

Field Notes

Final Designs

149

NOVA APP

150

Field Notes

Final Designs

151

NOVA APP

152

Field Notes

Although not initially planned, as I began to develop the prototype, it became apparent that an on boarding was necessary. These screens are meant to introduce the users to the sub-brand colors and to give a quick overview of what’s available in the app.

Final Designs

153

NOVA APP

154

Field Notes

Final Designs

155

NOVA APP

156

Field Notes

Final Designs

157

NOVA APP

APRIL ZENDEJAS

Oakland, CA

50

12

Photos

3

Blog Posts

Tutorials

Su jects Life Science

Earth Science

Physical Science

Bio

I decided to be a mentor because I wanted to make an impact on my world! My interest in science developed at an early age when I became obsessed with the statistics on the back of baseball and football cards. I attended CSU Stanislaus and graduated in 2010 with a degree in Education. In the fall of 2015, I was hired to teach th grade science at the School of T e Madeline in Berkley, and I’ve been in the Bay Area ever since!

My favorite things

I love all things Disney, Harr Potter, Doctor W o, Star Wars, Star Trek. I also love singing and hanging out with my friends and fami y.

Ski ls tech physics

158

chemistr co i g

Field Notes

biology

AI

Final Designs

159

NOVA APP

160

Field Notes

Final Designs

161

NOVA APP

162

Field Notes

Mai boxes

Edit

Inbox APRIL ZENDEJAS So happy to be your mentor!

Hi Clara! I’m ver excited to have received your mentor request. I’m looking for ard to helping you

NOVA Eureka!

Your mentor has accepted your request. Start communicating now!

NOVA Welcome to NOVA

T ank you for downloading the NOVA app. We’re excited to start on this journey with you and can’t

1

Final Designs

163

NOVA APP

Mai boxes

Edit

NOVA

5:00 PM

To: Rachel Jones

OUT OF PHASE YOUR MENTOR HAS

ALREADY BEEN TAKEN.

Wanna tr again?

Check out some o our brightest mentors and get personalized guidance today.

JOAN WATSON

KAROL CASTILLO

ZAIDA YSLA

ALYSSA LAWRENCE

Astronomer

Biologist

164

Field Notes

Physicist

Engineer

Mai boxes

Edit

Inbox NOVA Oh NA!

Your mentor request was cancelled.

NOVA Welcome to NOVA

T an you or downloading the NOVA app. We’re excited to start on this journey with you and can’t

Mai boxes

Edit

NOVA

5:00 PM

To: Rachel Jones

OH NA! YOUR MENTOR REQUEST WAS CANCELLED.

Wanna tr again?

Check out some o our brightest mentors and get personalized guidance today.

JOAN WATSON

KAROL CASTILLO

ZAIDA YSLA

ALYSSA LAWRENCE

Astronomer

Biologist

Physicist

Engineer

1

Final Designs

165

NOVA APP

Mai boxes

Edit

Inbox NOVA Welcome to NOVA

T ank you for downloading the NOVA app. We’re excited to start on this journey with you and can’t

166

Field Notes

Final Designs

167

NOVA APP

168

Field Notes

Final Designs

169

NOVA APP

Star up a conversation

POST TO MAIN FEED

170

Field Notes

Post

Final Designs

171

NOVA.COM 172

Field Notes

Final Designs

173

NOVA.COM

174

Field Notes

Final Designs

175

NOVA.COM

176

Field Notes

Final Designs

177

NOVA.COM

178

Field Notes

Final Designs

179

NOVA.COM

180

Field Notes

Final Designs

181

182

Field Notes

Final Designs

183

NOVA.COM

184

Field Notes

Final Designs

185

NOVA.COM

186

Field Notes

Final Designs

187

NOVA.COM

188

Field Notes

Final Designs

189

NOVA.COM

190

Field Notes

Final Designs

191

192

Field Notes

CONCLUSIONS

193

CONCLUSIONS

Conclusions

1. It works!

One of my most satisfying and incredibly rewarding conclusions has been to see the NOVA app in action, even as a prototype. Through this process my tester mentors and mentees got many chances to interact and bond while using the app prototype, and even in this early stage, it was clear that the dynamic was incredibly powerful. Girls have reached out to me to say how much it impacted to know someone was out there listening and trying to connect them with a mentor. Mentors have taken it upon themselves to reach out to participants and offer guidance. The core idea behind NOVA is sound, and it works!

2. The volunteer model is the way to go.

I feel very strongly that NOVA must be a volunteer based organization that offers its services

194

Field Notes

to girls for free. Discrimination and gender bias affect women differently, and financially struggling homes bear the grunt of this issue. Offering NOVA for free is a powerful way to level the field and make sure that truly the brightest everywhere get their chance to shine.

3. Fun language is powerful.

Once I landed on the voice for the brand, user testing sessions were a true delight.

It was extremely powerful to see my target audience react positively and even giggle at the tastefully sprinkled puns.

It took some fine tuning and editing —it was very tempting to put puns in every headline!— but I found the perfect amount to cheer up the deliverables, without going over the top.

“You have brains in your head.

You have feet in your shoes.

You can steer yourself in any direction you choose.’

— OH, THE PLACES YOU’LL GO, DR. SEUSS NOVA is a project that unites women and creates lasting bonds. These relationships are defined by the love for STEM and the resilience to pursue hard to accomplish dreams.

As I developed NOVA, I saw how girls and women interacted and began to help each other, inside and outside the classroom; this community is something I treasure as the reflection of every hope and dream I had when starting this project.

very easy place to start, and is the most interactive and transformative of all the experiences created.

I end this journey in the MFA Thesis program with an uplifted heart and a renewed faith in people, and with a clear path to see my dreams of equality and diversity in STEM come true.

As NOVA moves into the future, I hope to be able to recruit volunteers in earnest and keep the chain of support, mentorship and friendship alive. Core Camp is a

195

DESIGNED BY

Carmen Zagazeta Iturrizaga nova-stem.org crzagazeta@me.com (209) 756-2069

PRINTED & BOUND BY Blurb blurb.com PAPER Proline Uncoated 100 lb. (148 gsm) SOFTWARE Adobe Creative Suite Final Cut Pro SCHOOL

Academy of Art University The School of Graphic Design 79 New Montgomery Street, San Francisco, California.

TYPEFACE FF Ernestine INSTRUCTOR

Jeremy Stout