1. Collaborating with SAS, Inc. to Create an Innovative, Real-World Programming Course Leslie Keller Apex High School AoIT

2. The Beginning  Caroline McCullen  SAS Institute, Education Division  Director of AoIT  Apex High School  Teacher Meeting  Leslie Keller, Programming Instructor

3. The Team Apex High School AoIT SAS Institute SAS NC State University College of Education

4. The Team  Apex High  Leslie Keller, Programming Instructor  NC State University  Dr. Ellen Vasu, Dept. Head, Curriculum & Instruction  Dr. Lori Holcomb, Asst. Professor, Instructional Technology  SAS Institute  Caroline McCullen, Education Strategist, SAS InSchool  Elizabeth Ceranowski, Student Programs Manager, SAS Academic Program - Americas  Natalie Murray, Trainer, SAS Institute  Catherine Gihlstorf, Curriculum Resources Manager, Academic program  Colleen Jenkins, SAS Institute

5. What and Who is SAS?  SAS Institute  “With 30 years of experience, SAS delivers proven solutions to access relevant, reliable, consistent information throughout your enterprise, giving you the ability to make the right decisions and achieve sustainable performance improvement.”  SAS Software  “SAS software helps companies in every industry transform their data into predictive insights about company performance, customers, markets, risks and more.” from the SAS Institute web site

6. SAS Programming ?  SAS Base Programming Training  SAS Programming 1  http://support.sas.com/training/us/crs/prog1.html http://support.sas.com/training/us/crs/prog1.html  This foundation course focuses on the following key areas: reading raw data files and SAS data sets; investigating and summarizing data by generating frequency tables and descriptive statistics; creating SAS variables and recoding data values; subsetting data; combining multiple SAS files; creating listing, summary, HTML, and graph reports.  SAS Programming 2  http://support.sas.com/training/us/crs/prog2.html http://support.sas.com/training/us/crs/prog2.html  This intermediate course focuses on how to manage SAS data set input and output, work with different data types, and manipulate data. Specifically, the course discusses using the DATA step to control SAS data set input and output, combine SAS data sets, summarize data, process data iteratively with DO loops and arrays, and perform data manipulations and transformations.

7. Let’s take a quick look at SAS.

8. The Process  Existing training kit modified for high school audience  PowerPoint Presentations enhanced/modified  Chapter Materials Developed  Worksheets (Guided Lecture)  Exercises  Study Guides  Assessments  Projects

9. Guided Lecture Worksheets  Purpose  Enhance and engage student in material  Aide students in picking out important concepts and skills  Reinforce programming commands and terms  Study guides  Aligned with chapter sections

10. Guided Lecture Worksheets  Composed of  Objectives  Vocabulary/Code  Fill-in-the-blank Sentences  Short Answer Questions

11. Chapter Exercises  Purpose  Reinforce and apply the skills learned in the chapter section  Prepare student for performance part of the assessment  Exercises build upon each other  Skills are constantly being reinforced as the student not only applies the new programming skills, but continuously uses previously learned skills.

12. Chapter Exercises  Composed of:  The data needed  Instructions  Example of correct output

13. Assessments  Purpose  To determine if student has mastered the new material.  Comprised of multiple choice questions and application/performance exercises.  Multiple choice questions similar in format to the SAS Base certification test.  Performance exercises similar in format to the exercise questions.  Blackboard and MS Word formats

14. Assessments

15. Projects  Purpose  Determine if the student  Is maintaining programming skills learned over a period of time.  Can combine programming skills to solve an exercise.  Apply skills to real world situations relevant to the student  School survey  Individual student interest/course data  Cross-curriculular

16. Projects

17. Course Delivery Methods  PowerPoint Presentations  Lecture  Use of Guided Lecture Worksheets  Explicit Examples of Processes  Student Understands WHAT is Happening.  Available for students to use as needed

18. Course Delivery Methods  Blackboard Course Site  All Materials Available to Student  Learning Styles  IEP’s  Instant Feedback on Tests (Multiple-Choice Sections)  Teacher can make comments on code.

19. Teacher Materials  Guided Lecture Worksheet Solutions  Exercise Solutions  Project Solutions  Assessment Solutions  Including programming problem solution  Teacher Notes  Pacing Guide  Based on 90 days – 1.5 hour classes per day

20. Why Teach High School Students SAS Programming?  The SAS programming course prepares students to meet a real demand across many industries as well as prepares students for higher education.  It involves not only programming, but critical, higher-level thinking and problem solving skills.  “Through the Academies, educators and business people work as partners by investing in and developing America's youth”- NAF Website

21. Why Teach High School Students SAS Programming?  Shortage of SAS Programmers  Prepares students for an world-wide industry certification  SAS used in many colleges/universities, undergraduate and graduate levels  Not just for Statistics courses  Pertinent to many degrees  Business  Agriculture  Mathematics  Engineering  More, more, more

22. Who Should Take SAS?  Recommended Prerequisites  Algebra I  Logic, problem solving, word problems  Programming I  Knowledge of fundamentals of programming  Concepts, syntax  Recommended 10 th grade or higher

23. Many thanks to the people who made this course happen:  SAS Inc.  Caroline McCullen  Elizabeth Ceranowski  Catherine Gihlstorf  Natalie Murray  Colleen Jenkins  Apex High School  Robert Matheson  Julie Oster  Celeste Smith  NC State University  Dr. Ellen Vasu  Dr. Lori Holcomb

24. Questions & Answers  Leslie Keller  Caroline McCullen  Colleen Jenkins

25. Session Evaluation Forms Contact Information lkeller@wpcss.net