Presentation Poster
Our final deliverables of this project included this poster and our final presentation, which was given on December 4th, 2017.
I was responsible for organizing the visual layout of the poster, as well as that of the service blueprint map. The content is a result of our team's collaborative work and research.
To supplement the final solution and the presentation poster, we generated physical artifacts to prototype the experience.
1. Sample Budget Form
2. Sample Teacher and Student Lesson Modules
3. Example Event Cards
Sample Budget Form link
An example of a budgeting project that a student may complete in our service platform's curriculum.
Sample modules
Student Module (Below, Left) link
Teacher Module (Below, Right) link
An example of the lesson modules that the teachers would administer to students through our service platform. The modules are presented from both the teacher's and student's points of view.
Example Event Cards
Event Cards that have varying levels of positivity/negativity, cost, and urgency. The students would draw from the deck periodically to add a shift in their budgeting project, to acquaint them with the unpredictability of life in the theme of finance.
Schools and PNC alike are interested in educating high school seniors about financial literacy, but existing educational resources and methods are insufficient.
O Lessons learned in high school personal finance classes don't stick.
O Financial literacy exams intimidate students.
There is no standard measure of financial literacy.
How can PNC help high school seniors become better-prepared for life after graduation?
Through EduPortal, PNC partners with high schools to deploy a financial education program in a high school math class.
Students complete regular financial literacy modules facilitated by a PNC web app.
Students participate in a PNC-designed year-long simulation exercise facilitated by teachers.
PNC monitors student portals, collects course data as is appropriate, and sends representatives to the classroom for occasional presentations.
Sample Curriculum
●  Module 1  - Dream Me & Budgeting
●  Module 2  - Credit & Debt: Building Credit
●  Module 3  - Credit & Debt: Car
●  Module 4  - Spending & Saving: Evaluating Income
●  Module 5  - Spending & Saving: Judicious Spending
●  Module 6  - Investment & Inflation: How to Plan for the Future
●  Module 7  - Investment & Inflation: Should I Risk It?
●  Module 8  - Risk Management and Insurance: What If?
●  Module 9  - Financial Decision Making: Rent or Buy?
●  Module 10 - Financial Decision Making: Looking Forward
Sample Lesson Module & Sample Budget Assignment
(links to these are listed above in the artifacts section)
Initial Research
Our team sifted through articles about the relationship between youths and financial education. We peer-reviewed significant/interesting findings. With our general understanding of the relationship, we interviewed parents and teens to better understand the current "state of the world" of teenagers' knowledge.
Findings from Interviews
● Teens typically use cash for payment, they do not have credit/debit cards.
●  However, there are teens with jobs who have opened bank accounts as a result, have cards, and seem to be more financially aware.
●  Teens make unhealthy financial decisions influenced by the behavior of people around them.
●  Parents don't know what their teens don't know.
● The way parents talk with their children about money has changed significantly with the presence of online shopping.
●  Often times, teaching methods that work for traditional academic subjects don't work when applied to financial education. 
●  Financial literacy seems to be largely dependent on sociodemographic, peer, and family characteristics of the household.
●  There's a preference for creating targeted programs (either targeted in the material it covers, or targeted to specific sociodemographic groups), rather than generic financial literacy programs.
●  Interviews, which focused on teens and their current knowledge, financial independence, financial situation, and their wants/needs
●  Concept modeling (mapping out the space & interactions & value flow)

●  Unwillingness of interviewees to share personal finance information
●  Diversity of pool of interviewees (in terms of not not only race and culture but also socioeconomic background)
●  Evaluating the effectiveness of past financial education programs is challenging since there has not been a set standard for measuring and evaluating these programs.

●  Make it social (i.e. try to have better spending habits than your friends). Since our target audience age includes adolescents, individuals are highly influenced by their peers.
●  Move away from providing a lecture-style experience. There seems to be a lack of hands-on experiences in these services, but based on literature, there is a strong preference for this education to be active and personalized.
●  Use metaphors and analogies.
Initial Research
After initial research, we made analysis and synthesis, generating conceptual models.

1. Stakeholder Models
2. Generated conceptual models
3. Extracted concepts to develop storyboards
In the beginning, we brainstormed to map out our perception of the current situation.
Relationships of stakeholders in reference to each other
PNC and its relationship with teens and other stakeholders

The current relationship between teens and PNC, focused on teens

Concept Generation

1. Brainstormed a wide-ranging set of concepts
2. Developed personas
3. Extracted concepts to develop storyboards
Personas // Our team brainstormed personas and scenarios we wanted to design this service for. Our personas include two students, a parent, and a teacher.
Concept Scenarios // We brainstormed 31 concepts of possible scenarios and chose the best eight scenarios to refine and illustrate. We then "speed-dated" these concepts with suitable interviewees; we read the scenarios to them and asked them what they thought with leading questions to guide the conversations without pointing them to certain answers.
Our pivot...
< Scenario 6 >
From our speed dating sessions, we concluded that while Scenario 6 ("In-School Activities") was promising and interesting to parents and teens, situating financial literacy activities in a seemingly unrelated context (like the history class represented here) wouldn't be the most effective implementation of the program.
We decided to preserve the simulation, mini-activity, and classroom aspects of the concept, but modify our vision of the activity materials such that they could be used in any classroom. This led to the idea of PNC EduPortal: a digital financial education platform that can be integrated into any classroom.

Over the course of one year, EduPortal guides students through a series of financial education modules and activities that educate them about the "real-world" financial issues they may encounter after graduating from high school. We modeled the idea as a service blueprint and developed mockups and sample activities.
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