Wayfinding Case Study

Wayfinding Maps for Central Piedmont Community College.

At Central Piedmont Community College’s Harper Campus, navigation challenges created friction for new students, ESL learners, and visitors. Building layouts lacked clarity, signage was inconsistent, and essential destinations — including stairways, restrooms, and classrooms — were difficult to locate.

I led the design of a bilingual wayfinding system to improve clarity, accessibility, and campus navigation for over 1,000 daily users.

  • To understand user needs, I conducted:

    • Campus walk-throughs to evaluate navigation flow

    • Informal interviews with 15+ students and staff

    • Documentation of recurring problem areas across multiple buildings

  • From the research, several core requirements emerged:

    • Clearly defined building zones

    • A consistent labeling hierarchy

    • High-contrast graphics for readability

    • Bilingual accessibility (English and Spanish)

    • Inclusion of essential features (rooms, restrooms, elevators, stairs)

    These insights shaped a print-friendly navigation system centered on clarity, accessibility, and visual hierarchy.

  • The final system translates research into a simplified, grid-based building layout that reduces visual density and improves scanning.

    Key design decisions include:

    • Color-coded zones to support quick orientation

    • High-contrast graphics for visibility

    • Universal icons for restrooms, elevators, and stairways

    • A structured typographic hierarchy for labeling and room numbers

    • Alignment with CPCC brand standards

  • The English version prioritizes clarity and legibility through:

    • High-contrast color zones for quick navigation

    • Clearly labeled buildings, pathways, and room numbers

    • Universal iconography for essential amenities

  • The Spanish version maintains the exact layout structure to ensure equal usability across languages.

    • Full translation of all navigational content

    • Identical hierarchy and spatial organization

    • Careful review for cultural clarity and contextual accuracy

    This reinforces accessibility for ESL and bilingual users without altering usability or visual flow.

  • The system improved navigation for new and ESL students while reducing reliance on staff for directional support.

    The maps provide a tangible tool that can be integrated into welcome materials, advising packets, and campus outreach initiatives.

  • User interviews directly shaped the information hierarchy and feature prioritization.

    The project reinforced that spatial layout must be tested rather than assumed — small adjustments in labeling and alignment significantly improved readability.

    It also clarified that bilingual design extends beyond translation; it requires maintaining equal usability and structural consistency.

    Finally, the work demonstrated that printed wayfinding remains essential in large educational environments, particularly for ESL students navigating unfamiliar systems.

  • Harper I (eng.)

  • Harper I (eng.)

  • Harper IV (eng.)

  • Harper IV (eng.)

  • Harper I (spanish)

  • Harper I (spanish)

  • Harper IV (spanish)

  • Harper IV (spanish)

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