Augmenting Degree Pathways Recommendations with Course Metadata

Abstract

Community college students face a variety of challenges when registering for courses, including limited advising access, inconsistent information sources, and cognitive overload. This study explores how course metadata can be leveraged to augment degree pathways recommendations, aiming to simplify the registration process and improve student decision-making. A functional web-based prototype was developed and iteratively tested with students at a midwestern technical college. The prototype integrated course order, prerequisites, term availability, and enrollment status considerations into a user-friendly interface. Through moderated usability testing with 13 diverse participants, results demonstrated that strategically surfaced metadata and streamlined interactions helped students make more informed registration decisions. Sufficient digital tooling can support deeper and more sustainable holistic advising practices.