Purpose Discussion of a 2015-16 University of Washington Libraries project focused on understanding the needs and challenges of transfer students on the Seattle campus and developing innovative ways to support transfer student success. Design/methodology/approachThe study employs design thinking methods, including interviews and rapid iterative prototyping and feedback, to understand and emphasize the user experience. FindingsTransfer students at the Seattle campus identify themselves as a unique group separate from other undergraduates because of their prior experience, shortened timeline at the university, and their need to balance academic, work, and family commitments. Because transfer students often have little time to learn about and effectively use campus resources, the authors found that working with campus partners to enrich transfer-specific student orientations and events with educational and practical content was the most effective means of supporting new students. Research limitationsThis pilot study was conducted over an 11-month period with a small number of participants, but the iterative nature of design thinking allowed the authors to gather new feedback from a variety of students and staff at each phase. Originality/valueThis study showcases how design thinking methods can increase understanding of transfer student and other user needs. The design thinking approach can also enable the rapid development of library and campus services, as well as outreach efforts, to meet user needs.

The undergraduate library at major research universities, an historic product of the 1960s and 70s, now provides opportunities for leadership on numerous levels, particularly as universities deepen their commitment to the holistic experience of undergraduate students. Instead of focusing heavily on disciplinary research help or building research-level collections, the undergraduate library’s focus on teaching, learning spaces, and community fosters a crossroads of interdisciplinary collaboration and innovation that inspires change across campus. Featuring examples drawn from Odegaard Undergraduate Library of the University of Washington, this article explores the value of leading from unexpected places to collaborate and build services and programs with lasting and catalyzing impacts.