School’s out, but STEM's in

Summer break is in full swing for most students, but many parents and those who volunteer in the classroom continue to be interested in ways to keep the momentum going.

That desire brought together a panel of SAS Curriculum Pathways staff at an education-based event last month at SAS world headquarters in Cary, North Carolina. The focus?  Providing insight and practical ideas for a smarter summer.

The panel featured three staff members:

  • Lee Ellen Harmer, Customer Solutions Manager
  • Lucy Kosturko, Curriculum Development Specialist
  • Jennifer Sabourin, Software Developer

Moderator Jessica Marquardt speaks with (L to R) Jennifer Sabourin, Lucy Kosturko, and Lee Ellen Harmer.

They focused on five important ways to keep students actively engaged throughout the summer.

  1. Integrate personal interests.

Kosturko, whose first official STEM project was creating a “Guide to Ballet” HTML website, said it’s important to discover what students’ interests are and to create challenges and projects around those. “There was something so powerful about being able to share something I had made,” she said.

But if you’re going to bring interests in as a motivator, she added, you must do so intentionally to create a meaningful learning experience.

“We know that all of our kids and students differ. They’re not one-size-fits-all,” said Harmer. Some students may be challenged in a particular area and need more practice; others may be excelling and looking for more of a challenge.”

“What you wouldn’t want to do is engage girls in STEM by putting it in a story and engage the boys in STEM by doing it [another] way,” said Sabourin. “What you really should do is figure out what the students’ interests are and let them bring in their own interests in a meaningful way.”

“As domains and other disciplines continue to rely on technology to advance and innovate, the range of STEM careers is ever expanding,” said Kosturko. “This breadth helps students identify with a STEM career regardless of their interests, strengths, or weaknesses.”

  1. Be aware of learning styles, but focus on the learning objective.

Kosturko warned that if you try to teach to a student’s preferred learning style (visual, verbal, procedural, and semantics) but don’t present the information in a way that allows the student to best encode that information and remember it later, learning will be difficult for them. For instance, if you want students to locate the Big Dipper, they need to see an image even if they tend to be a verbal learners.

Panelists also cautioned against the belief that males learn differently than females. “It’s just not true,” said Sabourin. For example, some suggest putting the context into a story for female students because girls tend to like stories. “You are doing them a disservice because the ultimate task you might be performing in your STEM career isn’t necessarily tied to a story,” she said. "Think about what they need to know or accomplish and whether the teaching method supports that need."

Kosturko shared a humorous example of the need to focus on the learning objective, recalling an activity she planned for a middle school computer science camp for girls. She had each student convert the digits of their birthday to binary numbers and create colored-bead necklaces to represent those numbers. They spent a few minutes on the binary numbers worksheet but another two hours stringing elaborate necklaces, bracelets, jewelry for friends. Later, none of them could recall how to convert the number five to binary. “We remember what we think about. And what were the girls thinking about for two hours versus five minutes for the worksheet?” She recommended centering on the learning objective and teaching toward that.

  1. Form a small group in addition to working one-on-one.

Research shows that working with peers helps students stay more motivated.

“I had lots of STEM mentors…role models and peers of all different genders,” said Sabourin. “I really had a STEM community.”

Her ideal mentoring situation would combine three or four same-gender students from the same school. She would meet with them one-on-one as well as with the full group to help guide them and show them what is possible: “To have them in a group that they can rely on themselves when they’re in school – day to day – would be the most powerful takeaway rather than just one-on-one time with me.”

  1. Find the STEM in everything.

“You don’t have to go out and buy a science lab or robotics kit to expose students to STEM,” said Kosturko. “Simply find activities that involve creation or innovation.”  She believes that will help diversify some of the stereotypes of careers in STEM.

Even the simple act of getting children to help cook dinner introduces many STEM-based concepts. “Cooking is science,” said Sabourin, noting that it gets them thinking about the effect of different oven temperatures and chemical reactions in baking.

  1. Meet students where they are, and get started now.

The panelists agreed that it’s never too early to begin building foundational skills that support STEM and that the summer is a perfect time to try new ideas.

SAS Curriculum Pathways, demonstrated by Harmer during the event, caters to learners at every level in grades K-12. The resources in SAS Curriculum Pathways, she said, are designed to augment instruction and meet students where they are. Five disciplines are available (English Language Arts, mathematics, science, social studies, and Spanish), and the product is free to everyone. “We’re helping students with some of these foundational skills in the K-12 arena that they can carry with them through college and career.”

Sabourin was adamant that it’s never too late to begin some of these activities, and there’s no such thing as being bad at math. “Anybody can develop the skills,” she said. “Encourage this growth mindset: I don’t have these skills yet, but I can get them, and there are steps I can take to learn these skills. That’s what is going to set you up for success in any career.”

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It's time to renew SAS® University Edition

It's time to renew your SAS® University Edition license. Don't worry, it's not as hard as renewing your driver's license and just like the software the renewal process is FREE! Check out an overview of how to renew.

For those new to SAS University Edition, it's a FREE and easy way to learn SAS!  SAS University Edition includes SAS Studio, Base SAS, SAS/STAT, SAS/IML, SAS/ACCESS and several time series forecasting procedures from SAS/ETS.   To download visit the SAS University Edition website.

Still not convinced? Check out SAS Programming 1 and Statistics 1, two  free e-learning courses to help you get started.

If you have any questions feel free to contact us at



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Calling all students! Win a FREE trip to the Analytics 2015 Conference!

The Analytics 2015 Conference is now accepting abstracts for the Poster Competition. This is a fantastic opportunity for you to showcase your talent and have your work recognized by nearly 1,000 analytics professionals. This competition is open to any full-time student from an accredited post-secondary academic institution. The top six posters will be chosen, and winners will receive an all-inclusive trip to the conference to present their research, including airfare, hotel, meals and free conference registration! Submit your abstract today!
Important Dates to remember:
• Abstracts must be submitted by September 4, 2015.
• If your submission is accepted, you must submit your completed poster no later than September 14, 2015 for judging.
• Posters will be judged by a committee, and applicants will be notified of results by September 21, 2015.
Visit the Poster Contest site to submit your abstract and for more information.

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6 Learning Opportunities You Don’t Want to Miss

I just returned from SAS Global Forum, where more than 250 students took advantage of the opportunity to participate in this annual gathering of analytically-minded SAS lovers.

While the learning experiences at SAS Global Forum are bountiful, there are a wealth of opportunities available to students year-round. When I first started drafting this blog post, I wanted to provide you with a nice, round list of the Top 5 learning opportunities for students. But 5 was too few and 10 was too many to get you started (just call me Goldilocks). Six turned out to be just right.

The Top 6 Learning Opportunities You Don’t Want To Miss:

  1. Download free SAS software for learning. SAS® University Edition has been downloaded more than 252,000 times. If you haven’t checked out this learning tool, start here.
  2. Join the SAS Analytics U Community. You’ll find more free learning resources and be able to ask questions of and connect with fellow SAS users. If you have specific interests in data management, analytics or business intelligence, we offer user communities for those, too.
  3. Apply for a scholarship to attend a Regional User Group Meeting this fall. Some Regional User Group student scholarship applications are already available. Student scholarships help offset the costs of attending – a great opportunity for students looking to expand their SAS knowledge and connect with industry representatives. Find details and application deadlines on your region's website:
  4. Present at the Analytics Conference Series. Participate in the Student Poster Contest for a chance to win an all-inclusive trip to attend Analytics 2015 and present your research. This year’s conference will be Oct. 26-27 in Las Vegas.
  5. Subscribe to SAS Blogs. If you’re reading this, you’re in the right spot! Be sure to also check out and subscribe to the SAS Training Post and SAS Users blogs for great tips and case studies.
  6. Start making a plan for SAS Global Forum 2016. If you got a chance to see the 2016 SAS Global Forum Conference Preview with incoming Conference Chair Jennifer Waller, you know next year will be a big one for students. It’s your time to step into the limelight and be recognized for your amazing work using SAS to solve real-world problems. Start thinking now about these options to earn a free ride or free registration to the conference in Las Vegas:
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Get it, learn it, love it: SAS University Edition continues to gain momentum

If you follow this blog, I am sure that you have heard that SAS® University Edition is free SAS software that can be used for teaching and learning statistics and quantitative methods. Now, we are celebrating its 1st Anniversary! In this time, it has been downloaded over 252,000 times. Thus, thousands of users have realized that it's the quickest way to start using the world's most powerful analytics.

As I mentioned in my previous blog, Analytics Careers are HOT, HOT, HOT, and throughout the world - in both public and private sectors - there is an analytics skills gap. SAS is helping to build the statistical knowledge needed to fill this gap and provide the workforce with high-demand skills to solve problems with analytics. SAS University Edition is designed for those who want to learn statistical software and perform quantitative analysis. This includes teachers, professors, students, academic researchers and independent learners. Why not give it a try?

Given the momentum that has been achieved in the first year, we wanted to make SAS University Edition even more readily available. In addition to being able to download it directly from SAS, we are excited to share -- as it was announced yesterday at SAS Global Forum -- SAS University Edition is now available on AWS Marketplace.

With more options than ever to access free SAS software, users now have the opportunity to learn and engage with SAS in the way that best fits their learning style.

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Congratulations SAS Student Scholarship and Faculty Scholarship Winners!

In today’s data-driven world, companies are looking for more analytical talent coming out of college. SAS helps by providing universities and colleges the tools to teach students these skills so they can be successful. One way for students to get a jump-start on their future career is to attend SAS Global Forum. Each year, the SAS Global Academic Program provides 20 students with scholarships to attend the annual conference. This includes waived conference registration, a pre-conference workshop, and conference meals. Congratulations to this year’s students!

Piboon Banpotsakun
National Institute of Development Administration (TH)
Degree Pursuing: MS Business Administration

Katherine Cai
Arizona State University (US)
Degree Pursuing: PhD Statistics

Sharat Dwibhasi
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Lauren Hall
University of North Texas Health Science Center (US)
Degree Pursuing: PhD Epidemiology

Kathryn Hillebrandt
Florida State University (US)
Degree Pursuing: PhD Mathematics

Jessica Jackson
University of North Texas (US)
Degree Pursuing: MS Economic Research

Karush Jaggi
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Opeyemi Jegede
University of North Texas Health Science Center (US)
Degree Pursuing: MS Epidemiology & Biostatistics

Keegan Johnson
University of North Texas (US)
Degree Pursuing: MS Economic Research

Verlin Joseph
Florida Agricultural & Mechanical University (US)
Degree Pursuing: MS Epidemiology & Biostatistics

Danny Leonard
Texas A&M University (US)
Degree Pursuing: MS Analytics

Chelsea Lofland
University of California, Santa Cruz (US)
Degree Pursuing: PhD Applied Mathematics and Statistics

Patrick McGowan
Vanderbilt University (US)
Degree Pursuing: MS Business Administration

Zabiulla Mohammed
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Denys Osipenko
University of Edinburgh (UK)
Degree Pursuing: PhD Management Science

Katie Pattison
Wake Technical Community College (US)
Degree Pursuing: Certificate, Business Analyst

William Pe
University of California Berkeley (US)
Degree Pursuing: MS Public Policy

Ryan Scolnik
Florida State University (US)
Degree Pursuing: PhD Biostatistics

Vijay Singh
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Christopher Yim
California Polytechnic State University, San Luis Obispo (US)
Degree Pursuing: BS Statistics

In order to provide new talent for the corporate world, university and college professors need to stay ahead of the curve and be able to teach their students the latest and greatest technologies. Each year, SAS offers 10 Faculty Scholarships for professors, instructors and adjunct faculty to attend SAS Global Forum. The scholarship includes waived conference registration, pre-conference workshop and conference meals. Congratulations to this year’s SAS Faculty Scholarship Winners!

Thomas Brandenburger
Assistant Professor
South Dakota State University
Department of Mathematics and Statistics

Kelcey Ellis
University of Central Florida
Department of Statistics

Mohammad Faysel
Assistant Professor
SUNY Downstate Medical Center
Department of Medical Informatics

Sharon  Jones
High School Teacher
Phillip O. Berry Academy of Technology
Career and Technical Education

Laura Kapitula
Assistant Professor
Grand Valley State University
Department of Statistics

Subhro Mitra
Assistant Professor
University of North Texas at Dallas
School of Business

Tony Ng
Associate Professor
Southern Methodist University
Department of Statistical Science

Alan Silva
University of Brasilia
Department of Statistics

Jim Wan
University of Tennessee Health Science Center
Department of Preventive Medicine

Taras Zlupko
Associate Director, Academic Research and Analytics
University of Chicago
CRSP, Booth School of Business

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Congratulations 2015 SAS Student Ambassadors!

SAS Global Forum brings thousands of SAS users together to share ideas with their peers and learn new things that SAS has to offer. Students have the opportunity to attend the conference and present their work as part of the SAS Student Ambassador Program. Each year, the SAS Global Academic Program chooses the top students who are using SAS to creatively solve problems. SAS is proud to announce the 2015 SAS Student Ambassador Winners. If you are attending SAS Global Forum, come and meet these students as they present at the annual conference.

Unable to attend SAS Global Forum? Check out the student brochure for information on the students and how they are using SAS.

Congratulations 2015 SAS Student Ambassadors!

Ashley Collinsworth
Tulane University (US)
Degree Pursuing: PhD Health Systems Research & Policy

Lauren Cook
Phillip O. Berry Academy of Technology (US)
Degree Pursuing: High School Student

Mihaela Ene
University of South Carolina (US)
Degree Pursuing: PhD Educational Research and Measurement

Betty Johanna Garzon Rozo
University of Edinburgh (UK)
Degree Pursuing: PhD Management Science

Ila Gokarn
Singapore Management University (SG)
Degree Pursuing: BS Information Systems

Lisa Henley
University of Canterbury (NZ)
Degree Pursuing: PhD Statistics

Gibson Ikoro
Queen Mary University of London (UK)
Degree Pursuing: PhD Computer Science

Ramcharan Kakarla
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Catherine LaChapelle
University of North Carolina Chapel Hill (US)
Degree Pursuing: BS Political Science & Women's and Gender Studies

Isabel Litton
California Polytechnic State University (US)
Degree Pursuing: BS Statistics

Juan Ma
Oklahoma State University (US)
Degree Pursuing: PhD Industrial Engineering and Management

Balamurugan Mohan
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Jun Neoh
University of Southampton (UK)
Degree Pursuing: PhD Management Science

Narmada Panneerselvam
Oklahoma State University (US)
Degree Pursuing: MS Management Information Systems

Deanna Schreiber-Gregory
National University (US)
Degree Pursuing: MS Health and Life Science Analytics

For more information about the SAS Global Academic Program and how we can help you develop or find SAS skills, visit the website or contact

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Preparing for Big Data Careers: Interview with Business Professor

Numerous studies and statistics point to the fact that in just a few short years the need for people with analytics skills could significantly outpace supply.

With so much talk around the analytics skills gap and the growing market for analytic talent, we wanted to highlight a variety of avenues students and learners of all ages can explore to prepare for big data jobs. This blog series features interviews with professors, department leads and other educators who are seeding the market with analytical talent and directly impacting the talent management pipeline in this area.

Dr. Dursun Delen teaches in the Department of Management Science and Information Systems in the Spears School of Business at Oklahoma State University. Prior to his academic career, Delen worked for a private company as a research scientist to develop analytics solutions for government agencies including Department of Defense, NASA, Department of Energy and the National Institute of Standards and Technology. He has published seven books and more than 50 peer-reviewed journal articles on analytics-related topics. Additionally, Delen serves in editorial roles for a dozen reputable academic journals.

Why do you choose to teach with SAS?
SAS is the creator of the most powerful and most widely used analytics software tool. I want my students to develop skills in a software tool that has the best reputation in the business world so they can find well paying, exciting jobs.

What does the analytics skills gap mean to you?
We live in a business world defined by globalization and increasingly more challenging competition. Success—or mere survival—requires solving problems and taking advantage of opportunities rapidly and accurately. The key enabler of such effective and efficient decision-making capability is the analytics, which can simply be defined as using data and models to derive actionable insight. Companies are now well aware of the fact that they need analytically savvy people to add value to their organizations. The need is great and the supply is having hard time to keep up.

Realizing this gap, many universities around the U.S. and abroad have started degree programs specific to analytics both at the graduate and undergraduate level. Having a degree in analytics or a closely related field has become a significant differentiator in the job market. Coupled with hands-on experience and technical skills in SAS, my analytics students often receive multiple attractive job offers even before they graduate.

You’ve been a strong advocate for using SAS® Visual Analytics in the classroom. What advantage does this tool offer your students?
SAS Visual Analytics makes analytics approachable to less technical students across a wide variety of degree programs. It provides a visually appealing user interface to easily and rapidly query the data; create charts and graphs; and ultimately discover the insight that we all need to make faster and better decisions. The exciting part is that SAS makes this software available to professors and students for free via the Teradata University Network. I’ve been an advocate for teaching students to use SAS Visual Analytics for several years because I believe it provides them a distinct advantage in their job search.

What’s the most impactful thing you’ve done using analytics?
Analytics has been very good to me. I teach it and I practice it. The coolest thing that I did in analytics is undoubtedly the box-office success prediction project for Hollywood movies before their production. With a colleague of mine, we have worked on this project since 2001. We have published several papers, and have delivered numerous presentation at conferences and symposiums. For a short while we got famous with interviews on television and radio. In fact, I had a 15 minutes of fame on Discovery Channel talking about this very project in 2006. Students love this analytics project, because they can readily relate to it, and enjoy learning about it and developing their own analytic models.

What advice would you give students or adult learners interested in pursuing an analytics career?
They should have no doubt that with analytics knowledge and skills, they will have no problem finding a great job and having a rewarding and enjoyable career. Once called ‘geeks’, these analytically savvy individuals are now the coolest in the business world. As the authors of the popular article on Harvard Business Review called it, data scientist is the sexiest job of the 20th Century.

SAS provides a wealth of resources for teaching and learning SAS. Check out the links below to learn more:

We'd love to hear from you. Tell us about your experiences with SAS in the classroom. And check back soon for more upcoming interviews and videos on this topic.

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Preparing for Big Data Careers: Interview with Dean of Culverhouse College of Commerce

Numerous studies and statistics point to the fact that in just a few short years the need for people with analytics skills could significantly outpace supply.

With so much talk around the analytics skills gap and the growing market for analytic talent, we wanted to highlight a variety of avenues students and learners of all ages can explore to prepare for big data jobs. This blog series features interviews with professors, department leads and other educators who are seeding the market with analytical talent and directly impacting the talent management pipeline in this area.

Dr. J. Michael Hardin is Dean of the Culverhouse College of Commerce and Professor of Statistics at The University of Alabama. First introduced to SAS as an undergraduate student, Hardin has used and taught with a wide range of SAS applications. For the past decade, he has focused on helping SAS develop corporate and academic training materials for SAS® Enterprise Miner™.

Why do you choose to teach with SAS?
My job is to equip students with skills to optimize their career options. According to Gartner Consulting Group’s annual survey, SAS Enterprise Miner has become the business analytics standard for corporate America. Although more than 90 percent of Fortune 500 companies use SAS software, governmental agencies (including the FDA and U.S. Census Bureau) also employ Enterprise Miner. So to prepare students to add value as they work for the best employers in the world, we need to be equipping them with the knowledge and tools they need. In order to do that, we teach with SAS.

What does the analytics skills gap mean to you?
Analytics drives business today. Several years ago, Tom Davenport’s now-classic book, Competing on Analytics, outlined the competitive advantage business analytics skills could bring to every market, from health care to retail. About a year ago McKinsey and Company reported the current analytics talent gap, counting three jobs available for every person with data-driven skill sets. That gap is expected to expand, as ever-higher demand outpaces supply.

We anticipated those trends more than a decade ago. That’s why the Culverhouse College of Commerce at The University of Alabama established its business analytics program in 2002. That program has been a point of differentiation for our College for more than a decade. Our analytics emphasis has allowed us to recruit some of the best and brightest students in the nation. When they leave us, they are equipped to help fill those talent gaps, sometimes starting with Alabama companies, but often extending to the entire world.

What’s the most impactful thing your students have done using analytics?
One of my earliest examples is from a class I taught in 2002 or 2003. My students developed models to help the University identify which students were most likely to drop out after their freshman year. Since student retention affects college rankings and resources—and can have a devastating impact on individuals and families—that study proved so valuable that our provost implemented many of my students’ suggestions.

The next year, another group of students produced predictive models for Wise Alloys, a steel coil manufacturer in Muscle Shoals, Alabama. Those students used SAS Enterprise Miner to predict which coils required post-production reworking to prevent what had become a costly pattern of customer returns. After independent testing of the students’ models proved their accuracy, Wise Alloys successfully implemented the students’ suggestions, resulting in significant savings for the firm.

What are you most excited about in the next year? In the next 5 years?
I believe the biggest impact of analytics at Culverhouse is yet to come, through our upcoming Business Analytics Lab. The creation of this lab is the next evolution in our analytics emphasis.

Lockheed Martin and Healthcare Business Solutions are among the firms so impressed with the results of our programs—our MBA Analytics concentration introduced in 2004, our popular annual Business Analytics Symposium, our STEM Path to the MBA, and the analytics integration across our entire instructional spectrum—they became sponsors of our lab.

Those companies are making significant investments so they can bring their big data problems to our student-hosted research center for “proof of concept” work. The work in this lab will fulfill our mission of not only engaging students in experiential learning and furthering faculty research, but providing new solutions to industry and the world it serves.

What advice would you give students or adult learners interested in pursuing an analytics career?
I would encourage them to explore the diversity of this field. I tell students that part of the fun of an analytics career is the opportunity to meet so many different people and learn about so many different things. I’ve watched as students brief distinguished executives, benefitting even as undergraduates from remarkable executive-level access.

Adult learners should understand that, thanks to SAS tools, they no longer need a strong math background to complete these studies. The true skills required for analytics careers center on critical thinking and the ability to ask data-driven questions. Our Executive MBA program with an analytics concentration provides excellent opportunities for managers at mid-career and beyond. That degree allows adult learners to use their acquired knowledge in new ways. They may choose to contribute next-generation expertise to their current field or use their new skills to gain access to entirely new areas of interest.

SAS provides a wealth of resources for teaching and learning SAS. Check out the links below to learn more:

We'd love to hear from you. Tell us about your experiences with SAS in the classroom. And check back soon for more upcoming interviews and videos on this topic.

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Youngest-known SAS® University Edition user sets sights on sports analytics career


Ryan Chase

A soccer enthusiast for most of his 11 years, Ryan Chase loves everything about the game – watching it, playing it, poring over players’ stats, applying his soccer prowess in fantasy leagues. It all started when he was much younger, watching TV games with his dad. Before long, he understood what was happening and was hooked.

“I just love looking out at the field,” said the Holly Springs Elementary fifth grader, a goalkeeper for his Wake Futbol Club team. “I can visualize the game so well.”

Using SAS University Edition to create a science fair project allowed Ryan to see his favorite sport in a whole new way – as a budding data scientist.

With encouragement from his mom, SAS Senior Marketing Director Jennifer Chase, Ryan began by gathering data online. He found World Cup and European Football League data on players, teams and game attendance.

Next, he merged, cleaned and prepped the data for analysis, finally loading it into SAS University Edition (with a little help from mom).

Video tutorials, like this one on creating bar charts in SAS Studio and this one on how to create bar-line charts, helped him display the results of his analyses. He found that the highest World Cup attendance was in 1994, when the US hosted.

But when he looked at which continent had the most attendance over time, Europe “crushed all other continents,” he said. North America was a distant second.

He also analyzed data on players’ home countries, including countries with the most high-scorers and countries with the most goals scored. The biggest surprise? “Colombia,” he said. “They have a lot of big scorers.”


Making math more interesting

Ryan’s mom enjoyed seeing how the project sparked his imagination and caused him to dig deeper into the data. “When he started looking at countries that win the most, he wondered what would happen if he viewed the data by continent,” she said. “He was able to append the data to add the continents."


“That’s what I loved about it. He kept asking, ‘What else can I ask of the data? What else can I learn? What if I looked at it this way?’ What was rewarding for me was to see his curiosity grow as he went along.”

She’s thrilled that the project reinforced his interest in math, his favorite school subject. “If we’re going to inspire kids to be more interested in math, we have got to make it interesting,” she said.

Ryan’s interest in math and computers is ingrained. He participated in his school’s Hour of Code event and still talks about it. Now he’s as excited about sports analytics as he was about soccer when the game first captured his attention.

Crunching data for SportsCenter sounds like his ideal job, he said. “I think I’d like to have a career in data analysis – making graphs, looking at standings, predicting what team might win the World Cup.”



Be like Ryan

Download SAS University Edition for free and lay a foundation for a recession-proof skill set! Free online tutorials make it easy to get up to speed, and helpful fellow users in the SAS Analytics U Community provide great installation and usage tips.


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