"The strongest memory is weaker than the palest ink." (Chinese Proverb) MIST 7810: Advanced Business Software Applications (Excel) JE Aronson Syllabus Table of Contents
(Do not use these Links in WebCT. They are only valid from www.terry.uga.edu/~jaronson/mist7810/) (These are the initial files. All material updates are only available in WebCT for students enrolled in this course.)
Initial Weekly Course Schedule Weekly course schedule Instructor Contact Information Some ways to contact me and a bio sketch Class Times, Locations Class times, location(s), and my office hours and Office Hours The Student Online Textbook Web site link, from which Companion you can get to the Student Downloads: Textbook Web Site Student Data Files (www.course.com/NewPerspectives/) Internet Assignments Click on Student Downloads Lab Assignments at the bottom right of the page. PowerPoint Presentations, and Then, search on the Book's Links to the Microsoft Office Specialist Certification ISBN Number as Grids 1-4239-0585-1 Learning Objectives and General course overview and Course Description what you should get out of the course Grading Grading Method Text(s) Texts Course (Excel) Readings and Course (Excel) Readings and Tutorials Tutorials Course Policies Course (and procedural) policies Course FAQs Course Frequently Asked Questions Suggested Exercises Suggested Exercises (not Homework Assignments) These should be treated as homework assignments. You should do these after you complete the Chapter (Tutorial). Part A is relatively easy; Part B is not. Doing these will impact your learning in a positive way! Test Taking Strategies Some ideas to enhance exam performance. Forms: Forms (Personal Information, Midcourse Surveys) Personal Information Form Midcourse Survey Form Midcourse Survey Form2 Day 1 Activities Day 1 Activities
Most Course Materials (Data Files, Solutions, etc.) are Some Initial Course Material: ONLY available on Blackboard. True Colors Description True Colors Description and Form and Form True Colors is a useful, and easy to use personality temperament-type profiler. It can help you in forming groups to understand how to relate to others in the group and how each member works. It also will help you understand your own 'motivators' and your best ways of relating to others. True Colors Form Only True Colors Form Only True Colors PPT True Colors PPT Presentation Presentation My summary of the important material in Roger Birkman's Book.
Note: All filenames are case sensitive.
Course Materials are only available in WebCT in the Course Materials Section. Updates to these files are only in WebCT and only available to students registered in the course. MIST 7810: Advanced Business Applications Software (Excel) JE Aronson Course Schedule (Updated only on WebCT) <
At the Summit of Montserrate, Bogotá, Colombia, June 2007
This Course Schedule is tentative. Topics, assignments (details in the assignment document), and due dates are subject to change. This schedule is a general plan for the course, not a contract. Unexpected (and even expected) changes may occur.
This is a 1.5 credit hour course that meets twice per week for about 7 weeks. Holidays and Breaks appear just after the preceding class day.
Day Date Date Fall 2008 Spring 2000 Sanf 109 Sanf 109 Topic and Text Sections 1 T 8/19 R 1/8 Introductions Course Overview In Class Day 1 Activities [Read the Syllabus, Policies, etc.] 2 R 8/21 T 1/13 1.1 (means Section 1.1 of the text (POAC)) First steps in Excel 1.2 Ranges, Editing, and Spell Checking Basic Problem Solving in Excel. We will cover the basic Excel material through examples. On your own: 2.2 Formatting the (whole) worksheet: Styles AutoFormat Formatting Printed Output 3 T 8/26 R 1/15 Conditional Formats (Chapter 7) 3.1 Basics of Formulas and Functions Multiple ways of solving a problem using some functions in different ways. IF(), AVERAGE, VARIANCE, STDEV(), MAX(), MIN(), SUM(), SUMIF(), COUNT(), COUNTIF(), LOOKUP() and data manipulation. 4 R 8/28 T 1/20 More on VLOOKUP() and previous formulas and functions. Logical Functions (See Gips) including the IS...() functions to determine the state of cells and cell values. 5 T 9/2 R 1/22 Date and Time Formulas and Functions (See Gips) 3.2 Financial Formulas and Functions Introduction to What If Analysis and Goal_Seek (Chapter 10) 6 R 9/4 T 1/27 Financial Formulas and Functions 2 Regression Analysis (linear, multilinear, and nonlinear) Simple Charts and Catch Up 7 T 9/9 R 1/29 Regression Analysis 4.1 Basic Charts and Graphics 4.2 Additional Charting Techniques Forecasting directly in Charts Practice Exam 1 8 R 9/11 T 2/3 Exam 1 (Basics, Formatting, Functions, Regression) 9 T 9/16 R 2/5 (Data) Tables (Lists) 5.1, 5.2 Tables (Lists), More Tables 5.3 Pivot Tables and Pivot Charts (Introduction) 10 R 9/18 T 2/10 5.3 Pivot Tables and Pivot Charts 2 7 Using Advanced Functions, Conditional Formatting and Filtering Exam 1 discussion 11 T 9/23 R 2/12 10.1, 10.2 Optimization with trial-and-error and Goal Seek, and Solver in the Analysis Tool Pack 12 R 9/25 T 2/27 Optimization 2: Solver If time, start 11 Connecting to External Data 13 T 9/30 R 2/29 Catch Up 14 R 10/2 T 2/24 11 Connecting to External Data Review 15 T 10/7 R 2/26 Exam 2 (Comprehensive, but the focus is on Charts, Final Week Final Week Nothing Scheduled
There is not enought time in the course to cover even a rudimentary development of VBA (Visual Basic for Applications; i.e., macros). The text's Chapter 12: "Expanding Excel with Visual Basic for Applications," is an excellent introduction to programming and VBA. If you ever need to develop a program within Excel, this chapter is a complete programming class, using VBA as the implementation vehicle.
M T W R F S = Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
MIST 7810: Advanced Business Applications Software (Excel) JE Aronson
Instructor Contact Information <
On a Wire Cable Bridge over Rio San Luis, at UGA's Ecolodge in the Cloud Forest in San Luis, Costa Rica, Summer 2006
Contact Information: Dr. Jay E. Aronson, Professor of Management Information Systems
Department of Management Information Systems Terry College of Business The University of Georgia 307 Brooks Hall Athens, GA 30602-6273 U.S.A. Email: [email protected] Phone: + 706.542.0991 Fax: + 706.583.0037 URL: www.terry.uga.edu/people/jaronson/ URL2: www.jayaronson.com
Email Notes (Important): When you email me, always start the subject with "MIST7810: " and include a meaningful subject and put your name in the message (ideally as a signature). I might not respond to email without that information. (I teach other classes and need names and context beyond "Hey about what you said in class yesterday." Thanks for doing this.)
Office: Brooks Hall 307 (the third floor at the south end of the building facing Sanford Hall). My office is along the way to the Department of Management Information Systems Office. My mailbox is located in the Department of Management Information Systems Office, located down the corridor directly across from my office, then to the left. Mailboxes are inside the second office on the right.
MIS Department Phone: +706.542.3336
MIS Department Email: [email protected]
Brief Bio:
Jay E. Aronson (B.S., M.S., M.S., Ph.D., Carnegie Mellon University, Pittsburgh, PA, U.S.A.) is a professor of Management Information Systems in the Terry College of Business at The University of Georgia. Prior to this he was on the faculty at Southern Methodist University (Dallas, TX, U.S.A). At UGA, he teaches a variety of courses that include MIST 2090 (Introduction to Management Information Systems), MIST 4600 (Introduction to Computer Programming in Business), MIST 5620 (Building Effective Business Intelligence Systems), MIST 5630 (Building Effective Intelligent Systems), and graduate courses such as MIST 7810 (Advanced Software Development) specifically for MACC students, Business Intelligence, Knowledge Management, and Revenue Management. He regularly teaches in the undergraduate American Business Studies Program at the Institut d'Administration des Enterprises at Université Jean Moulin Lyon 3 (Lyon, France). He has taught in the M.B.A and Executive M.B.A. Program at the Rotterdam School of Management at Erasmus University [Universiteit] (Rotterdam, The Netherlands). He taught Revenue Management in the 2007 International Summer School at the Universidad de los Andes School of Management (UASM) in Bogotá, Colombia. Dr. Aronson is the author of over 50-refereed papers that have appeared in leading journals including Management Science, Information Systems Research, MIS Quarterly, and Decision Sciences. He is the author of four books (including Business Intelligence, Decision Support Systems and Intelligent Systems, also translated into Chinese and Indonesian), and contributes to several professional encyclopedias. He is frequently invited to present his research at national and international conferences. He is also a consultant to major international corporations and organizations that include Xerox Corporation, Procter & Gamble, IMERYS, The United Nations, The Asian Development Bank, and others. Dr. Aronson’s current areas of research include knowledge management (including storytelling as a means to capture and distribute tacit [experiential] knowledge), revenue management, collaborative computing, network optimization, and parallel computing.
Jay lives in Athens, Georgia, is married to Sharon Aronson; they have three children: Marla, Michael and Stephanie. By August 2008, Marla had earned her B.S. in Management from Georgia Tech and is an accountant at Oxford Industries in Atlanta; Michael had completed his third year in Chemical Engineering at Georgia Tech and continues to coop at Halocarbon Corp.; and Stephanie started college at UGA. From June 2003 through January 2004, Jay dropped 80 pounds (36.4 kg.) in weight. Since then, Jay has maintained a net loss of between 70 pounds (32 kg.) and 80 pounds. This was done through a lifestyle change that includes daily exercise and intelligent eating. (Essentially: "if you don't make time for health, you will have to make time for illness." [Marilu Henner, January 2005]). In early 2005, he discovered Carl Honore's book In Praise of Slowness. Have a look! Hobbies include learning languages (currently Dutch, French and Spanish), improvisational comedy (professionally), teaching improvisational comedy, sketch comedy, storytelling, bicycling, exercise, magic, music, reading, travel, and photography. MIST 7810: Advanced Business Applications Software (Excel) JE Aronson
Class Times, Location(s), and Office Hours
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At Laguna de Guatavita, near Guatavita-Sesquilé near Bogotá, Colombia, June 2007
Class Times/Location:
Fall: Tuesdays/Thursdays, 11:00 a.m. - 12:15 p.m., in Sanford Hall 109, from (Tuesday) August 19 through (Tuesday ) October 7. Spring: Tuesdays/Thursdays, 9:30 a.m. - 10:45 a.m., in Sanford 109, from (Thursday) January 8 through (Thursday) February 26. Note1: We will reschedule a class or two. Specific details are to be worked out and announced. Note2: There is nothing scheduled for this course during the Finals Period. The last class is the end of the course.
Terry Undergraduate Computer Classrooms: The Terry College does not have in house computer labs. Computers in the Student Learning Center are available. You may also use the Terry College Lab Classrooms in Caldwell Hall (305 and 306) only when no class or meeting is scheduled in them.
Office Hours (in 307 Brooks):
Fall: Tuesdays/Thursdays: 3:00 - 5:00 p.m., or by appointment. (Unfortunately I am unavailable directly before and after class. I have class preparation work beforehand, a class afterwards and meetings after that.) Spring: Tuesdays/Thursdays: 3:30 p.m. - 5:00 p.m., or by appointment. (Unfortunately I am unavailable directly before and after class. I have class preparation work beforehand and afterwards, and two classes after that.) Notes: I am never available on Mondays and Fridays from 12:00 noon - 2:00 p.m. Most of my other classes and meetings are on Tuesdays and Thursdays. MIST 7810: Advanced Business Applications Software (Excel) JE Aronson Learning Objectives and Course Description
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PNC Park (Home of the Pittsburgh Pirates), Looking across the Allegheney River, Pittsburgh, PA, August 2004
Learning Objectives
This course provides the foundation for immediate spreadsheet use and future development with an emphasis on creating formulas and efficiently managing Excel worksheets. Using Excel, students learn to create and manipulate worksheets (the tables within the spreadsheet software are called worksheets), and master basic and advanced commands and capabilities to gain a strong working knowledge of Excel for accounting purposes. Specific learning objectives include, but are not limited to the following basic and advanced features of Microsoft Excel:
• Fast data entry and navigation • Printing the spreadsheet • Creating simple formulas (calculations) • Using functions effectively • Copying and moving text and formulas to save time • Manipulating the professional appearance of the worksheet for maximum effect • Creating and manipulating charts to display data in a more involving and direct manner • Creating and using lists and pivot tables effectively • Effective worksheet design and development • Solving complex decision-making problems with Excel add-ins • Importing data into worksheets and linking to external data • If time permits, creating programs (i.e. VBA/macros) directly in the worksheet to enhance their use effectively
Course Description
This course is about the effective use of spreadsheet software for the development and use of worksheets. Electronic spreadsheet software (like Excel) is among the most powerful application programs available for PCs. This software provides users with a wide, valuable array of management tools (internally and externally) for many applications, especially those in accounting and finance (business), which include forecasting, budgeting, cash flow projections, and others, that involve manipulating and displaying numerical and textual data. The emphasis of this course is on hands-on learning with Excel 2007.
Students who have taken this course generally are in two categories, those who take it before a summer internship or permanent position, and those who take it after having had a summer internship. Students who take it after having had a summer intership generally report that there are Excel features that would have saved weeks of effort had they known about them; students who take it beforehand might not see the usefulness of any particular feature, but often return from internships and/or permanent positions to report the same thing. Some students take the course because the only formal Excel instruction they had was the short 2-3 weeks of MIST 2090 coverage or its equivalent. Even though all of the specific examples utilized in the class may not be strictly accounting-based, the topical material most certainly is. The course is well worth the time invested in it.
Prerequisites
There are no prerequisites other than that students in this course are in the MACC Program and understand the basics operation of a personal computer (the PC standard), and especially
• Know how to effectively use the Microsoft Windows Operating System, and • Can readily utilize Windows Explorer to manipulate (copy, move, delete, create, etc.) files as those that pertain to this course.
MIST 7810: Advanced Business Applications Software (Excel) JE Aronson Grading and Exam Policies
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Parc de la Tete d'Or (Golden Head Park) in Lyon, France February 5, 2005
Grading Policies
Scoring: Final overall scores are computed by a weighted average for each student as described below. There is a 100 point scale.
Item % Exam1 50% Exam2 50% Total 100%
Grading Scale: Letter grades will be assigned according to the weighted average of points accumulated on items listed above. Grades will be assigned based on your performance alone; not a curve. You will NOT be competing with other class members for a fixed number of A’s, B’S, C’s, etc. A 100 point scale will be used. University Policy requires +/- grading scales. Course grades are determined initially by the following scale:
Score Range From the Lower up to but less than Grade the Upper 93 - 101 A 90 - 93 (i.e., from 90 to A- 92.99999999) 87 - 90 B+ 83 - 87 B 80 - 83 B- 77 - 80 C+ 73 - 77 C 70 - 73 C- 67 - 70 D+ 63 - 67 D 60 - 63 D- 0 - 60 F
At my discretion, these ranges may be moved downward (in other words, an 88 or above might be an A-), but will under no circumstances will they be moved upward. The exact cutoffs will not be known until after all the materials are graded and recorded, because there is no way to determine how the boundaries will (if at all) move down.
Late Exams: If you are allowed to submit an exam file late, there are severe penalties unless otherwise indicated during or at the end of the test. In some cases, a late exam submission may not be accepted, or the times listed below will be modified. Initially, the penalties are:
Amount of Time Percent Exam File is Late Deduction 0+ to 10 minutes 10% 10+ minutes to 20 minutes 25% 20+ minutes to 30 minutes 40% Greater than 30 minutes 100%
If there are technical problems with submission, we will attempt to work through them without penalty.
Grading Complications: I want all grading in the course to be fair, accurate, and objective. I have put a lot of thought into how to do this. I will handle contested grades and/or scores received on any work, etc. promptly. All questions about grades that potentially involve a change in points must be submitted in person or in writing (not email or telephone). The write-up must include details about the requested change, your name and ID number, and information about the assignment or the hard copy. You must also sign the request.
Grade Reporting: To facilitate accurate and timely grade reporting, and to make them available to class members, anywhere/anytime, grades will only be posted electronically on the Course Blackboard Web Site (the Grading Area is secure). The weights reported by Blackboard may be meaningless.
Academic Honesty: The University's Academic Honesty Policies apply to all work submitted for grading.
Exam Policies
Exams: The purpose of the exams is to test your knowledge. They give you a chance to demonstrate true mastery of the material. They represent the actual performance or game. The outcome is judged on this performance, not on your preparation. There are 2 Exams which divide the course into two approximately equal parts. The material on the second exam will necessarily include some material from the first exam, so in that regard it is a comprehensive exam because the topics build on the previous ones. Instructions will be given at the beginning of the exam, but may also be available in advance via Blackboard. Any literacy parts of exams are closed book, closed notes with the computers (or just the monitors) off. The Excel implementation parts of exams are open book, open notes, no email, and Web access to Help Systems for our designated software. You may also use the book's files, and any files that you have developed. (Bring your book and USB jump drive to exams.) You may not use email or access Web sites that are not related to the approved Help Systems. Doing so is an Academic Honesty Violation. All files are to be submitted electronically with appropriate file names. Do NOT email the files to your Instructor. The exams never involve the use of printers. Initial files for exam problems will be in the Assignments area. The amount of time available to work on an exam is limited. Not all students may be proficient enough in Excel 2007 to complete the exam perfectly in the time available. There is partial credit . (The exams serve the dual purpose of testing you on your Excel knowledge in absolute terms, and also in relative terms, that is, relative to other members of the class.)
Missed Exams and Makeup Exam Policies: In fairness to the majority of students who do all their work on time, there is no special makeup exam for each exam. And, I never administer an exam early. However, valid complications due to illness, family issues, interviews (not an excessive amount, though), or other valid situations may cause missed class and consequently a missed exam. To accommodate missed exams, there is a single, comprehensive makeup exam at the end of the course. If you have a valid, documented excuse (ideally let me know beforehand, but definitely give me documentation within 5 working days of your return) for missing an exam, you must take the makeup exam. The documentation must be in writing.
Late Exams: Generally, you may not submit exam files late, that is, once the Instructor indicates that the exam has ended. However, when allowed, penalties may follow a sliding scale (see above). Penalties increase quickly.
Ballcaps: Because we want to see your smiling faces and get to know you, no ballcaps are permitted during exams (there is only one exception).
Soft Copy Exam File Format: Details appear in the Suggested Exercises and will be specified in exam instructions. Always ensure that your name appears in the worksheet, ideally close to cell A1, or at least on a separate sheet with your lastname, first initial as the Tab name, and your name in cell A1.
Lost Files: During an exam it is critical to back your work up regularly (perhaps every five minutes) to a jump drive.These are your responsibility. Backup your files early and often. And be sure to back up the exact, specific files that you submit for grading. Ideally copy them to a (USB) jump (flash) drive, CD, and/or a 3.5 inch floppy disk. When you get home, copy the files to your home PC. Instructors are not responsible for tracking down your lost files.
Extra Credit: Unless it is a specific exam question, I never administer extra credit work. To be fair, it must be available to everyone in the class. Exam Considerations: The exams cover the features of Excel 2007 assigned in POAC and expanded on in class, and may involve on-the-spot exploration (such as with on-line help) to learn additional features of Excel. They are challenging and fair.
Possible Ways to Prepare for an Exam:
• Read and do the tutorials before coming to class. • Do some of the Case Problems at the end of each chapter. • Review the workbooks used in the Lecture/Demos. • For each POAC tutorial, look at the "Objectives" box on the first tutorial page and ask yourself, "Do I understand that concept?" "Can I think of applications for the concept?" and "Do I have a sense of what moves are made operationally (menus and their menu items; various mouse clicks; and dialog boxes and options) to apply the concept in concrete situations?" Then create a new situation where you apply the concepts. (To the extent that any of the answers to the above questions are not "Yes," you then have a basis for scanning the tutorial itself to refresh your memory.) • Skim-read each POAC Case Problem, thinking about how the "Objectives" for that tutorial chapter come into play in that case. • Review the Quick Check questions for each POAC tutorial. • Study with your course buddies (peer learning works really well) by discussing the book and lecture and lab material. • Help each other in learning Excel. • When you are stuck in understanding something, contact your buddies to get over conceptual humps. • Don't start studying for an exam the night before it.
These last ideas may seem a bit off-the-wall, but have been proven empirically through psychological studies to boost exam scores and creativity in problem solving:
• Eat a high protein meal some time before you take an exam. • Smell peppermint (you can chew peppermint gum or suck on a mint) as the exam begins. • Don't wear revealing or provocative clothing to the exam. • Watch something funny before you come to the exam.
MIST 7810: Advanced Business Applications Software (Excel) J.E. Aronson Texts and Materials
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Along a Canal (Gracht) in Amsterdam, May 2003
Texts and Materials
1. Parsons, June Jamrich, Dan Oja, Roy Ageloff, and Patrick Carey, New Perspectives on Microsoft Office Excel 2007 Comprehensive, Thomson/Course Technology, Cambridge, MA, 2008 (ISBN: and 10-1-4239-0585-1 and 13-978-1-42390585-1; use the first one). The book’s Web site is accessible from www.course.com/NewPerspectives/ . We refer to this book as POAC in some of the course documents. There is no CD in the textbook. PLEASE MAKE VERY SURE YOU HAVE THE CORRECT EDITION OF THE TEXTBOOK AND THAT YOU BRING IT TO CLASS!!!
2. Textbook Web Site: Available at www.course.com/NewPerspectives/ Go to the bottom right of the page, select Student Downloads, then search on the book's ISBN number (use 1-4239-0585-1) to get the specific files that you need). This site is set up in several distinct areas. The Student Online Companion contains:
• Student Data Files • Internet Assignments • Lab Assignments • PowerPoint Presentations, and • Links to the Microsoft Office Specialist Certification Grids
Why I chose this textbook: Books in the New Perspectives Series by Course Technologies are well-known for their completeness, comprehensiveness, and excellent tutorials. This book and others in the series have been successfully used at many college campuses. Previous editions of this specific book has been used at UGA successfully, and the book came highly recommended by previous instructors. I read through it. I really like the structure, especially the step-by-step tutorial nature and comprehensive coverage [its case-based problem solving approach], the cases in the appendices, and the online materials. It is also extremely useful as a reference. We have used this or the previous editions of the book in the course often. Students in the class have liked it as a good learning tool. In short, it works. Finally, the book is designed to be the basis for becoming a Certified Microsoft Office Specialist (the Excel portion). This certification can be a valuable asset in any job search or career advancement. See www.microsoft.com/officespecialist/ for details. 2. PowerPoint Presentation Files: The PowerPoint Presentation Files for this class are available in the Course Materials in Blackboard. These include any Narrated Powerpoint Presentation Files, if we use them.
MIST 7810: Advanced Business Applications Software (Excel) J.E. Aronson Reading and Reference List
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In Athens, GA, September 2007
Excel Reading List
The textbook is the main source of material for the course. Some supplemental material from other books is posted to Blackboard. But, there are many, many(many, many, many) books on Excel ranging from the ... for Dummies and The Complete Idiot's Guide to ... , to serious introductory and advanced books and Web sites. Some of these books are descriptive and indicate "how-to" solve sets of specific problems (very helpful if you are also trying to identify a technique along with an Excel implementation of it, thus saving a lot of time), while others provide extensive tutorials. Although you probably won't need any of these books for this course, some of you might want to have a few of these on your bookshelf. Many are available from Amazon.com, the UGA Bookstore, Barnes & Noble and Borders Bookstore, as well as possibly from the Library. Here are some books, and as the need arises, and as we identify additional books and readings, they will be posted below. (Note, any prices listed are from Amazon.com as of the revision date of this page.)
The For Dummies Books:
Harvey, Greg, Microsoft Office Excel 2007 for Dummies, For Dummies (Press), 2007 ($14.95). Comment: These For Dummies books are generally pretty good, but do vary in quality by author. Harvey, Greg, Excel 2007 All-In-One Desk Reference for Dummies, For Dummies (Press), 2007 ($19.79). Comment: These For Dummies books are generally pretty good, but do vary in quality by author.
Here are the titles for many of the For Dummies Excel books (in alphabetical order by author; some are in other languages; bold means I have used it or previous editions):
Excel Formulas and Functions For Dummies by Ken Bluttman and Peter G. Aitken (Paperback - Jan 28, 2005) - Abridged Microsoft Office Excel 2go007 Formulas & Functions For Dummies (For Dummies (Computer/Tech)) by Ken Bluttman and Peter G. Aitken (Paperback - Jan 30, 2007) Excel 2007 For Dummies (For Dummies (Computer/Tech)) by Greg Harvey (Paperback - Dec 26, 2006) Excel 2007 All-In-One Desk Reference For Dummies (For Dummies (Computer/Tech)) by Greg Harvey (Paperback - Jan 3, 2007) Excel 2007 Workbook For Dummies (For Dummies (Computer/Tech)) by Greg Harvey (Paperback - Sep 4, 2007) Excel 2007 Just the Steps For Dummies (For Dummies (Computer/Tech)) by Diane Koers (Paperback - Feb 12, 2007) Excel 2007 For Dummies Quick Reference (For Dummies (Computer/Tech)) by John Walkenbach and Colin Banfield (Plastic Comb - Jan 10, 2007) Excel 2007 VBA Programming For Dummies (For Dummies (Computer/Tech)) by John Walkenbach and Jan Karel Pieterse (Paperback - Feb 20, 2007)
Other Languages:
Excel 2007 Formeln Und Funktionen Fur Dummies by Ken Bluttman, Peter G. Aitken, and Sabine Lambrich (Paperback - May 14, 2008) Excel 2007 Fur Dummies, Alles in Einem Band (Fur Dummies) by Greg Harvey, Martina Hesse- Hujber, and Sabine Lambrich (Paperback - Nov 7, 2007) Excel 2007 para torpes/ Excel 2007 for Dummies (Informatica Para Torpes/ Information Technology for Dummies) by Ana Martos Rubio (Paperback - Feb 28, 2007)
Plus:
Excel 2007 Dashboards & Reports For Dummies (For Dummies (Computer/Tech)) by Michael Alexander (Paperback - Mar 4, 2008) Excel 2007 Data Analysis For Dummies (For Dummies (Computer/Tech)) by Stephen L., CPA, MBA, MS Nelson (Paperback - Feb 20, 2007)
And, for Office 2007: Office 2007 For Dummies (For Dummies (Computer/Tech)) by Wallace Wang (Paperback - Dec 26, 2006) Office 2007 All-in-One Desk Reference For Dummies (For Dummies (Computer/Tech)) by Peter Weverka (Paperback - Jan 3, 2007)
Of course, there are many of the For Dummies books for every package within Microsoft Office 2007. Here are a few.
Word 2007 For Dummies (For Dummies (Computer/Tech)) by Dan Gookin (Paperback - Dec 26, 2006) Word 2007 All-in-One Desk Reference For Dummies (For Dummies (Computer/Tech)) by Doug Lowe (Paperback - Feb 5, 2007)
Cutting Edge PowerPoint 2007 For Dummies (For Dummies (Computer/Tech)) by Geetesh Bajaj (Paperback - Mar 26, 2007) PowerPoint 2007 For Dummies (For Dummies (Computer/Tech)) by Doug Lowe (Paperback - Dec 26, 2006)
Access 2007 For Dummies (For Dummies (Computer/Tech)) by Laurie Ulrich Fuller, Ken Cook, and John Kaufeld (Paperback - Dec 26, 2006) Access 2007 All-in-One Desk Reference For Dummies (For Dummies (Computer/Tech)) by Alan Simpson, Margaret Levine Young, Alison Barrows, and April Wells (Paperback - Dec 26, 2006) Access 2007 Workbook For Dummies (For Dummies (Computer/Tech)) by Joseph C. Stockman (Paperback - Dec 10, 2007) Access 2007 VBA Programming For Dummies (For Dummies (Computer/Tech)) by Joseph C. Stockman and Alan Simpson (Paperback - Feb 20, 2007) Access 2007 Forms & Reports For Dummies (For Dummies (Computer/Tech)) by Brian Underdahl and Darlene Underdahl (Paperback - Jan 10, 2007)
More on Excel 2007 (or earlier versions):
Microsoft Excel 2007 Quick Reference Card - Handy Durable Tri-Fold MS Office Excel 2007 Tip & Tricks Guide. 6 Total Pages. Stores Easily. Ultimate Reference for Shortcuts, Tips & Cheats for Microsoft Excel 2007 Spread Sheet Software. (Software Quick Reference Cards) by BrainStorm Inc. (Cards - 2007)
Excel Scientific and Engineering Cookbook (Cookbooks (O'Reilly)) by David Bourg (Paperback - Jan 17, 2006)
Dodge, Mark and Craig Stinson, Microsoft Office Excel 2007 Inside Out, Microsoft Press, ISBN 0-7356-2321-x ($28.34). Comment: "Inside Out" ... that says it all!
Excel 2007 PivotTables Recipes: A Problem-Solution Approach (Expert's Voice in .Net) by Debra Dalgleish (Paperback - Dec 10, 2007)
Pro Excel 2007 VBA (Expert's Voice in Excel VBA) by Jim DeMarco (Paperback - Feb 28, 2008)
Microsoft® Office Excel® 2007 Step by Step (Step By Step (Microsoft)) by Curtis Frye (Paperback - Jan 31, 2007)
Frye, Curtis, Microsoft Office Excel 2007 Plain & Simple (Plain & Simple Series), Microsoft Press, 2007, ISBN-10: 0735622914. Comment: This book goes deeper into Visual Basic for Applications (VBA, previously called macros) than our text does.
Excel Annoyances: How to Fix the Most Annoying Things about Your Favorite Spreadsheet (Annoyances) by Curtis Frye (Paperback - Dec 1, 2004)
GO! with Microsoft Excel 2007, Volume 1 (Go! Series) by Shelley Gaskin, Alicia Vargas, and Sally Preston, Prentice Hall (Spiral-bound - Aug 5, 2007), ISBN-10: 0135129869.
GO! with Excel 2007 Comprehensive (Go! Series) by Shelley Gaskin and Karen Jolly, Prentice Hall (Paperback - Jan 10, 2008), ISBN-10: 0132255596.
Mastering Excel 2007: A Problem-Solving Approach by James Gips, John Wiley & Sons, New York (Paperback - Aug 11, 2007) Comment: The previous edition has been used as a supplementary text in previous versions of this course. It is an small and excellent reference. I like all the material on functions. Gips presents simple, excellent examples of functions. I will definitely use some of this material for examples of functions.
Exploring Microsoft Office Excel 2007, Comprehensive (2nd Edition) (Exploring) by Robert T. Grauer, Judy Scheeren, and Keith Mulbery (Spiral-bound - Feb 2, 2008) Exploring Microsoft Office Excel 2007 Volume 1 (Exploring) by Robert T. Grauer and Judy Scheeren (Paperback - Jun 9, 2007)
Excel 2007 VBA Programmer's Reference (Programmer to Programmer) by John Green, Stephen Bullen, Rob Bovey, and Michael Alexander (Paperback - Mar 26, 2007)
Excel Hacks: Tips & Tools for Streamlining Your Spreadsheets (Hacks) by David Hawley and Raina Hawley (Paperback - Jun 20, 2007)
Hawley, David, and Raina Hawley, Excel Hacks: 100 Industrial-Strength Tips and Tools, O'Reilly, ISBN 0-596-00625-X. Comment: One hundred helpful little tricks.
VBA and Macros for Microsoft Office Excel 2007 (Business Solutions) by Bill Jelen and Tracy Syrstad (Paperback - Aug 19, 2007)
Charts and Graphs for Microsoft Office Excel 2007 (Business Solutions) by Bill Jelen (Paperback - May 4, 2007)
Special Edition Using Microsoft(R) Office Excel 2007 by Bill Jelen (Paperback - Dec 16, 2006)
The Unofficial Guide to Microsoft Office Excel 2007 (Unofficial Guide) by Julia Kelly and Curt Simmons (Paperback - Feb 5, 2007)
Excel 2007: The Missing Manual by Matthew MacDonald (Paperback - Dec 27, 2006)
Teach Yourself VISUALLY Excel 2007 (Teach Yourself VISUALLY (Tech)) by Nancy C. Muir 2007) ISBN-10: 0470045957
Microsoft Office Excel 2007: Comprehensive Concepts and Techniques (Shelly Cashman Series) by Gary B. Shelly, Thomas J. Cashman, and Jeffrey J. Quasney (Paperback - Aug 29, 2007)
Microsoft Office Excel 2007: Complete Concepts and Techniques (Shelly Cashman Series) by Gary B. Shelly, Thomas J. Cashman, and Jeffrey J. Quasney (Paperback - Aug 2007)
Excel 2007 for Scientists and Engineers (Excel for Professionals series) by Dr. Gerard Verschuuren (Paperback - April 1, 2008)
Excel 2007 Power Programming with VBA (Mr. Spreadsheet's Bookshelf) by John Walkenbach (Paperback - April 16, 2007)
John Walkenbach's Favorite Excel 2007 Tips & Tricks (Mr. Spreadsheet's Bookshelf) by John Walkenbach (Paperback - Jun 25, 2007)
Excel 2007 Formulas (Mr. Spreadsheet's Bookshelf) by John Walkenbach (Paperback - Feb 12, 2007)
Excel 2007 Bible by John Walkenbach (Paperback - Jan 3, 2007)
Mr. Spreadsheet's Excel 2007 Library by John Walkenbach (Paperback - Jul 30, 2007)
Excel 2007 Charts (Mr. Spreadsheet's Bookshelf) by John Walkenbach (Paperback - Oct 1, 2007)
Microsoft® Office Excel® 2007: Data Analysis and Business Modeling (Bpg -- Other) by Wayne L. Winston (Paperback - May 16, 2007)
Excel 2007 Advanced Report Development by Timothy Zapawa (Paperback - Mar 26, 2007)
In other languages:
Wenn Excel Nervt by Curtis Frye (Paperback - Jun 30, 2005)
Excel / Excel Hacks: Los Mejores Trucos / The Best Tricks (Anaya Multimedia/O'Reilly) by David Hawley and Raina Hawley (Paperback - Sep 30, 2005)
Excel 2007: Los Mejores Trucos/ the Best Tricks by Raina Hawley and David Hawley (Paperback - Jan 2008)
Free Online Tutorials (Do a Web Search)
TutorViaComputer Free Online Tutorials from Baycon Group (www.baycongroup.com/tutorials.htm). Microsoft Office Online (office.microsoft.com/en-us/training/default.aspx). Links to many online training programs: Internet 4 Classrooms [I4C] (www.internet4classrooms.com/on-line2.htm). Links to many online training programs: EducationOnlineForComputers.com (www.educationonlineforcomputers.com/links/)
More?
If you find any useful Excel books or tutorials, do bring them to my attention so I can add them to the list. Thanks!
Recommended Career and Life Reading: Honoré, Carl, In Praise of SLOWNESS: How a Worldwide Movement is Challenging the Cult of Speed, HarperSanFrancisco, A Division of HarperCollins Publishers, Inc., New York, ISBN: 0- 06-054578-x, 2004.
MIST 7810: Advanced Business Applications Software (Excel) JE Aronson Course Policies
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At Ernest Hemmingway's Home in Key West, FL, December 2004
Summary of the Most Important Course Policies
Active Learning: You are an adult and are responsible for your own learning. Take charge. I have given you a set of tools that work in practice. Use them. Attendance: You are an adult and are responsible for your own learning. Take charge. I am concerned with performance and participation. Lost Files: You are responsible for not losing your files. Back up your work and submit it on time. USB Flash Drive: You must own a USB Flash Drive (Key) and you must use it to back up your work. Makeup Exams: There are no individual makeup exams. There is a single comprehensive makeup exam at the end of the semester. Late Homework: There is no real homework, so don't worry about this. You'll have to work on self-motivation in doing suggested exercises. Cell Phone: If your cell phone or pager beeps in class, you must bring a bag of candy with enough in it for everyone in the course to the next class. We'll revisit this policy in class. Weather Class Cancellation: If the Clarke County Schools are closed due to bad weather, class is cancelled. And, obviously if The University is closed, class is cancelled. WebCT Announcements and Email: You must check WebCT for announcements, WebCT Email, and your official UGA email daily. Generally, I will use WebCT's email for coursework. Course Updates: Course updates are only done on the WebCT courseware site. Course Buddies: You need at least two course buddies to rely on if you miss class. Email: When you email me directly, your subject must start with "MIST7810: " followed by a meaningful subject; you must also include your name in the message (preferably as a signature). If there are multiple course sections and it is relevant to your message, indicate that, too. Articles and Materials: Course-relevant articles and material will be posted to the WebCT course site. These generally will cover material relevant to Excel, but may also include MIS or computing in general. Academic Honesty: The University's Academic Honesty Policy is strictly enforced in this class. Follow it. It is very unpleasant for all of us when infractions occur. Disclaimer: All documents related to the schedule and the syllabus should be viewed as a plan, not a contract. Note: Much of this stuff is essentially obvious to all of you, but is included for several reasons.
Table of Contents
Summary of the Most Important Course Policies Syllabus Disclaimer Quick Summary of What Generally Makes the Course Work and Worthwhile Attendance Policies Course Procedural Policies Learning Performance (Success) Policies, Issues and Ideas Guidelines for Doing POAC Exercises Recommended Courses and Activities for MIS and Other Business Majors Acronyms and Readings Final Notes
Syllabus Disclaimer
This syllabus, including Course Policies, FAQs, and other documents, outlines a plan and so it should be viewed as tentative. It is designed so that we can plan ahead. Thus, the syllabus is a guide as to how we shall proceed through the course; not a contract. Some University rules / guidelines may supersede information in this syllabus. We shall attempt to stay on track and minimize changes. I will attempt to be alert to anticipated changes, and be timely in announcing or considering them. Students are always responsible for staying up to date on changes (check your WebCT email, UGA email and WebCT Announcements daily). Be Alert! Details, as always, will be provided in class, by email, through WebCT, and/or through the Web.
Also, note that since this is a graduate course, much of this is blatantly obvious and second nature. This document exists mainly to clarify the subtle points and differences between expectation and reality; essentially to spell out the facts about the course.
Quick Summary of What Generally Makes the Course Work and Worthwhile (Note - I am sure you all know most of these and know your best approach towards learning; here is a set that works well in practice for most students.)
1. Take ownership of your learning: be active in your learning. 2. Come to every class - even if you are late. 3. Read the book and other material, in advance of class. Do the tutorials as well. 4. Keep up. 5. Turn your phone and/or beeper off before coming to class. 6. Pay attention and take notes (on paper by hand because it activates a learning center in your brain). 7. Don't surf the Web or check email or facebook or myspace in class. 8. Practice peer learning. Communicate regularly with your Course Buddies. 9. Commit to the class. 10. Try things out. Experiment. 11. Focus on learning the material, not on attaining a specific grade as a course goal. 12. Follow the instructions of the assignments, exams and quizzes. 13. Be flexible and honest. 14. Enjoy yourself.
Some additional things that are helpful to do and/or know:
1. Learn to write well. 2. Learn to present well. 3. Class is cancelled if either The University cancels classes, or Clarke County School classes have been cancelled due to bad weather. 4. Get at least two course buddies. 5. Check your email, course Announcements, and the course Calendar daily. 6. Follow the UGA Academic Honesty Policy.
DETAILS
Attendance Policies
Attendance: [Important, but I don't take attendance. The rest is commentary as to why you should come to class.] I do take attendance seriously and it is important to come to class. The University's attendance policy is officially in effect. Education research shows that the most reliable indicator of success in classes is attendance (especially on quiz and exam days). Class attendance is an essential part of your learning experience. This class relies on hands-on participation. You cannot participate unless you are in attendance. But because this is a graduate course, I will not be taking attendance. As far as I am concerned, students in this class are adults, and must decide whether or not to attend class. However, with freedom comes major responsibilities. If you are absent, you are responsible for obtaining the information, announcements, materials, schedule changes, etc. from other students in the class. That is why you will have at least two course buddies (see below). So clearly it is important to come to class to participate, and to contribute. You do not need to contact me to tell me you are going to (or did) miss a class, unless it is a quiz or an exam class, or unless there is an issue that causes you to miss several classes. So, please do come to class (unless you are ill), even if you don't pay attention, as this is the most important factor towards determining your grade. And do come in late instead of skipping class. I would rather have you there.
First Class Day: The first class is a real class. I will be there. I expect you to be there. Thanks for coming and showing your interest in the class. If you miss it, get with your course buddies to find out what happened (see below) (in WebCT, you have the capability to email anyone and/or everyone in the class). Also check for the completed files and audio files on WebCT within the appropriate Lecture Folder.
Extended Illness: We adhere to The University's Policies on Extended Illness - either physical or emotional. If this applies to you, get professional help first. Worry about this course later (do get documentation).
Course Buddies: This idea may seem a little unusual but has proved remarkably effective in enhancing class performance and learning. Identify at least two class members to be your course buddies. Exchange complete contact information with them. You should be able to rely on your course buddies if you miss class or come late (or leave early). They should pick up any material passed out (except for graded materials), give you copies of their notes, including announcements made in class, and discuss with you what we did that day. This is important because you should not simply wait to connect with your Instructor, nor should you expect him or her to replicate the class for you.
Assignment Policies - There are none, BUT...
Purpose: The primary purpose of the suggested exercises is to aid in learning the course material. They provide practice and exposure to relevant material, and demonstrate working knowledge of the course material. They are like the practice required before the big game or like the rehearsals required before a play. They vary in terms of complexity, where Part A is generally easy and straightforward, while Part B is deliberately somewhat difficult and vague (like the real world) - make assumptions. There is approximately one exercise per textbook chapter. These are not to be submitted for grading, but you really, really, really should do these. They will thoroughly enhance your learning; and that's what you are here for - not just to get a high grade (but just because you don't 'have' to do them, it doesn't mean that they won't influence your exam grades.). Most students, who either do not complete these or work on them right before an exam, perform poorly on the exams.
Course Procedural Policies
Lectures/Demos and Value Added: Lectures/Demos enhance material in the book. They • Provide an opportunity to work with the material hands-on in follow-along fashion, using the computer in front of you in a structured, monitored, cooperative and helpful setting, • Develop the material using scenarios that sometimes will differ from those in the book, • Illustrate shortcuts and other tips, and ways to work more effectively and efficiently with the skills the book introduces, • Extend book material, • Provide a chance to hear about the material (with the discussion supported visually), ask questions about it, and benefit from questions asked, and • Go beyond the narrow approach experienced by those who simply work with the textbook at a computer (the material in the book can be learned by self-discovery, but in many cases not as flexibly, readily, or easily).
We will spend some class time on in-class work as well.
Version of Excel Used in MIST 7810 (Excel 2007): Excel 2007 is used in MIST 7810, and in the Terry Computer Lab Classrooms. The exams are based on Excel 2007. The software is fairly inexpensive.
Other Versions of Excel: If you use a different version of Excel, some of the features, menus, etc. or requirements of exams may not work properly. The same may be true if you are using a Mac computer. From my past experience in instructing software, using other versions of software, either earlier or later, will definitely and eventually lead to disaster for several students in the class. There are always some compatibility problems, and if you do use another version, you will be the one responsible for handling those problems (which get very messy when trying to complete work). But, if you do use an alternate version, then work you started under an earlier version of Excel might have to be completed under Excel 2007 in one of the Terry Lab Classrooms or on a friend's or SLC computer. You are responsible for all aspects of Excel 2007 covered in the course textbook and in the Lectures/Demos. (Note, later versions of Excel can save files as earlier versions.)
Textbook Web Site: Though mentioned elsewhere, there is a textbook Web site available at www.course.com/NewPerspectives/ (use the book's ISBN number (ISBN: 0-1-4239-0585-1) to get into the specific areas you need). This site is set up in several areas. The Student Online Companion contains
• Student Data Files • Internet Assignments • Lab Assignments • PowerPoint Presentations, and • Links to the Microsoft Office Specialist Certification Grids
Electronic Communication (Web, WebCT and Email): Most course information and announcements will be electronic. Even though the syllabus and other material are online on the Web at www.terry.uga.edu/~jaronson/mist7810/ , this material will not be updated regularly. The official set of material for the course is on the course WebCT site at www.webct.uga.edu. By being registered in this course, you will have access to WebCT, but I have to add you to the course. Under Communication or Email, you will have the ability to email the entire class, the Instructor(s), or specific individuals. If you have a question about an assignment (understanding it, etc., but not about scoring), please email or call your course buddies first. If you cannot contact any of them, then email the entire class instead of just me (that way you'll get an answer quickly). And if you see such a message, answer it if you know the answer (and noone else answered it already). And one final point, if you think that you are about to email about something that is explicitly stated already in a course document, do try to look it up first (thanks).
EMAIL SUBJECT FIELD: This issue is hypercritical only if you expect me to understand and respond to your emails. It is important to indicate in every email message about or for the course, context about what you want or need information about. I teach several courses simultaneously, so when I see a message with a subject of "Re:" or a message asking about "the assignment due Tuesday," and the message isn't signed (and especially if there is no way to figure out from the email address who you are), I probably will have no idea what you are asking me about, and we may play email tag until I do. The reason is that the context and information about the question is hypercritical for me to understand what you want. So, precede the Subject field of all course emails to the class, and me with MIST7810: Subjects like "Assignment," or "I have a question," or "Hey!" or "Re:" indicate very little. In fact, the mailer client will probably automatically filter these out as spam and discard them before I even see them. Do put your name at the bottom of the message (always sign correspondence - in this case, electronically). These are simply common courtesies in business communication. The burden should never be on the recipient to figure out who you are and what you want.
Announcements will be regularly posted to the WebCT site (only) as will Assignments, Assignment solutions, worksheet and data files, Book Powerpoint files (I don't use these), etc. Check the WebCT site (including the Calendar) and your email daily.
Instructions on how to submit files electronically in WebCT are in the Assignments document.
Multiple Sections of the Course: There may be other sections of this course being taught concurrently by the same or different Instructors. Even though these courses may share common assignments, exams, etc., these are separate and independent courses. The schedules, topics, books, assignments, etc. should be assumed to be different. You may only attend the section for which you have registered unless your Instructor indicates otherwise. It is important to note that grade determination in each section should be considered separate and independent.
I want to develop a new policy on Cell Telephones, etc. with you. Cell Telephone, Beeper, Web Surfing and Email in Class: I recognize that there are sometimes compelling reasons to keep your cell phone or beeper on during class. Every once in a while I have to do so, too. If you have a silent or vibrating ringer, please turn it on, and the ringer sound off [silent mode]. The beeping does interrupt the flow of class. Consequently, if your cell phone or beeper rings in class (even if anyone in the class hears the ring or vibration [this includes ring tones set beyond the frequency that most people 25 or older cannot hear]), then for the next class you are responsible for bringing a bag of enough candy so everyone can have a piece. (Chocolate is a preference!) Cell phones may not be used during an exam. If you expect an important call during an exam, give me your phone. This rule also applies if I (or another student) catches you surfing the Web, using facebook (myspace, etc.), or using email instead of focusing on class. These rules also apply to me.
Computer Lab Classroom Use: It is disruptive to have others in the room during our class. (Note - you must respect other classes being held in the Lab classrooms as well.) When we are having class, the lab classroom is entirely devoted to our class. If you find someone from another class working in the room, ask him/her politely to leave, or let me know, so I can ask the person to leave (we generally do not have enough seats in the room for extra people). Some Lab classrooms are available for general use when no classes are using them, however students from classes other than ours also use the Lab classrooms to complete homework.
Withdrawal: If you drop this class before the end of Drop/Add, then it never appears on your transcript. Following this, you may withdraw from the class at any time, but you must receive a grade, which appears on your official transcript. If you withdraw up until The University's designated Withdraw Date (around the Midpoint of the Semester), you will receive a "W" if you have obtained at least fifty percent of the points to date in the course; otherwise you will receive a "WF." If you withdraw after that date, you must receive a "WF" grade (sorry - "Rules is Rules!" (Ayn Rand)). This presents an interesting complication for when this class starts in the middle of the semester.
Academic Honesty: We appreciate the fact that honesty runs rampant in our classes. We strive to have a culture of complete academic honesty. Thus, The University’s Academic Honesty Policy is in effect (available at www.uga.edu/honesty/). It is each student's responsibility to be informed and aware of The University's official academic honesty and dishonesty policies. Technically, this means that each student must read the policy and comply with it. Infractions cannot effectively be defended with statements such as "I didn't know that was prohibited." If an alleged incident occurs, the situation will immediately be documented and sent to the Office of the Vice-President for Academic Affairs for processing, and your grade in this course will be an NR (Not Reported) until the matter has run through due process. Officials in that Office will directly contact all parties involved. If you have any questions, refer to The University’s Academic Honesty Guidelines in The University of Georgia Publications for more details on the rules and procedures). If you have questions about specific acts and whether they are academically honest or not, please contact me or the Office of the Vice President for Academic Affairs. In general, if you think it might be dishonest, it probably is. Again, I do appreciate your honesty. Here are some specifics relating to this course:
When taking a closed book exam, everything except exam materials must be off the desk/table (Our exams are open book, open notes, open help system). You may not use email or cell phones during an exam. You may not surf the Web during an exam, unless you are accessing a permitted Web site.
I do want to point out that the Academic Honesty Policy does not apply to helping someone understand basic concepts, explaining to someone the interpretation of an assignment, or clarifying how to use software. It applies to direct intervention in producing materials turned in for grading (exams, quizzes, assignments, etc.). Please do help each other. This can save valuable time and aggravation, and really reenforce your own learning. If you have any questions, just ask.
Bad Weather Cancellation: If the Clarke County Schools are closed due to inclement weather like snow, ice, heavy thunderstorms or tornadoes, class is canceled. Unfortunately, The University's official policy does not consider the fact that I cannot get out of my driveway if the roads are so bad that the county schools are closed. We can reschedule canceled classes. WNGC's (106.1 fm) Web site (www.1061wngc.com) should have the cancellation announcement, as hopefully will the main UGA Web site (www.uga.edu), and any other related site.
Here is part of the official University statement about cancellation: When winter weather threatens, faculty, staff and students can learn of changes in UGA's hours of operation from a variety of sources. Up-to-date information will be posted on the UGA home page (www.uga.edu) and more detailed information can be found on the UGA Today Web site (www.uga.edu/news).
Athens-area cable subscribers can tune to channel 15 for further information, as well.
People can also tune to one of these Athens radio stations for up-to-date UGA closing information:
• 880 am, WBKZ • 960 am, WRFC • 1340 am, WGAU • 88.9 fm, WMSL • 90.5 fm, WUOG • 91.7 and 97.9, WUGA • 102.1 fm, WGMG • 103.7 fm, WPUP • 106.1 fm, WNGC.
Office Hours: Itake office hours very seriously and will make every attempt to be there. Occasionally events preventing me from being there do occur (illness, meetings, emergencies, etc.). If I know about these in advance, I shall announce this to the class, email you all, and set up a WebCT Announcement. If you need to see me outside of office hours, please check with me after class, or email or call to set up an appointment. Dropping by may or may not work, because generally all faculty have other teaching commitments, meetings and research activities. Please be patient. I will make every effort to help you out.
Physical (and Emotional) Disabilities: I adhere to The University's Policies on disabilities (in fact I go beyond them). If you have a disability (whether obvious or not), please inform me about it (details will remain confidential - in the case of emotional disabilities/issues, do not go into details beyond existence and what is necessary and how it can be handled within The University structures), and discuss any special needs that you have and how to go about meeting them. I appreciate additional information regarding your situation and suggestions as to how I can accommodate you.
Course Evaluations: We do run a course evaluation towards the end of the course, but I like to get feedback well in advance to improve the course as we go. I do use some course surveys midway through the semester. Though not every suggestion can be implemented, I do want your feedback, anytime, so, please provide it. [I appreciate the feedback.]
Questions: Just ask, either in or out of class. Don't be shy. If it's tangential to the course topics, we can discuss it later outside of class. Generally if I'm in the office, I'm available.
Problems/Issues: If you have any problem(s) or issues that may impede your performance in this course (especially medical, emotional, or learning complications), please bring it to my attention as soon as possible. I promise to be as flexible as possible to make this course work for you. And, I'm open to suggestions and observations at anytime.
Learning Performance (Success) Policies, Issues and Ideas
Take Responsibility for Your Learning: In a graduate course, you have reached a stage in your education where you are responsible for your learning, in terms of trying to figure out what works, and what does not work for you.
Active Learning is preferable to passive learning, because it has been shown through educational research to be more effective. Some parts of the course will be traditional lecture with or without demonstrations, but most will involve hands-on efforts. I am looking forward to working with you to provide as favorable a learning environment as is possible. There are a number of ways you can improve your course performance and learning. Most are based on the concepts of Active Learning, which implies that a student is responsible for his or her learning, and he or she commits to it. Here are some time-proven active learning tips.
Attend Class: Come to every class (unless you are ill). Attendance is critical for learning. Seriously, even if there are only a few minutes left, do come to class. It is important. See the Attendance Policies.
Take Notes: Education research indicates that taking notes involves a cognitive process that requires you to understand what you are writing. It reenforces the learning. This is true even in a computer/programming course. This tends to work best with paper and pen/pencil, though in this class you may want to type your notes in or on the Excel worksheet.
Plan on Paying Attention in Class: You would think this is a no brainer, but...... You really need to put yourself in the right mind frame in order to 'receive knowledge.' Assume that I'm trying to get you to learn in the best possible way, and go with it. This concept connects well with two areas that I have touched on in the past and present. The first is how in ancient Colombia and Peru the natives prepared to learn from their shaman/teacher. They actually took a specific stance on the ground that helped to put them in a meditative state that symbolically and physically prepared them to receive deep knowledge and understanding. The second is from a book written by a theater professor, Patricia Ryan Madson, who teaches at Stanford. In the book, Improv Wisdom: Don't Perpare, Just Show Up, one of her basic premises is to continually ask the question "What is my purpose right now?" And then focus on how this influences everything you should be currently doing in the here and now (this is basically a focus tool).
Get Course Buddies and Communicate with Them: Your Course Buddies are your best link with the class, especially if you miss a class.
Discuss Material with Peers: Discussing ideas and computer concepts may seem strange, but in practice, any discussion reenforces learning. One way to prepare for an exam or quiz is to get together with your course buddies and go through the solution of several problems together. By teaching each other, you all learn better.
Pace Yourself: Keep up. Put in the amount of time that you need to in order to master the material (this varies by individual). Do not fall behind. The course does move quickly and it is extremely difficult to catch up if you fall behind.
Learning Software: Software mastery improves with practice. The topic is like any tacit knowledge-based material. To master it requires repetitive experiential (hands-on) learning. This is why we hold classes in a Lab classroom.
Read Material in Advance: Educational research also shows that if you read (and do in the case of tutorials) the material before class you can perform better in class, and, gain a much more solid understanding about the material. Do read as much of the conceptual material as you can before class, not just after class or just before an exam. In general, do read the material before class, not after class. It is extremely difficult to engage in intelligent conversation when you know little or nothing about the topic being discussed. It is also difficult to ask intelligent questions about the material without reading it in advance. Please read the material and work through the tutorials before you come to class to maximize learning. Then, be prepared to actively participate in class. Time and again, I indicate at the start of a class that this is critical for learning. At the end of each course, I ask students "What could they do to improve their learning?" and around 80% indicate that they could "read the book before coming to class." So, believe me now or believe me later. Better yet, take this idea to heart and just do it. Also, if you ask questions in class about material in the text that you should have read and did not, you are wasting everyone else's time.
Faculty and Student Contracts: With active learning in mind, I have created a Faculty Teaching and Course Conduct Contract to outline my basic approach to teaching and conduct. I view these as a contractual agreement in describing what I will do to maximize your learning. Clearly, there are student-centered responsibilities as well. To truly maximize learning, you, as a student in the class, must take responsibility and for make a commitment to your learning. You own it. The first step is to create similar contracts that describe learning and conduct (yes - a promise to learn ). I want you to type them up, sign and date them, turn in a copy and keep one handy for reference. Faculty Teaching and Conduct Contract: I promise to try to do anything feasible to provide a constructive, positive learning environment so that you, the students in my class, can learn and master the course material and requisite skills. I shall attempt to keep us on schedule, and minimize disruptions and changes in the assignments, exams and course schedule. I shall attempt to do our best to test out the assignments, projects, exams, quizzes etc., and to notify the class about changes in a timely manner. I shall endeavor to report grades in a timely manner. I shall make every attempt to be in my office during office hours. I shall attempt to continuously improve this course and my teaching. I shall behave in a professional and honorable manner at all times when teaching this class, when meeting with students, and during office hours.
Student Course Learning and Conduct Contract: I expect that, as a student in this course, you can create clear goals and describe appropriate behavior so that this course will be a positive experience. I also expect that as a student in this course, you can express a clear and reasonable statement of conduct in this class. This is generally the first step towards commitment to the course. In the past, I have made this contract an assignment, but now I feel that it should simply be strongly recommended. I suggest that you actually think long and hard about this, type up this contract, turn it in and keep a copy to keep it in mind as we move together through the semester. Among other activities, I suggest that you promise to read the book material and work the tutorials before coming to class.
Course Success Tip: Technological Change: There is one very important aspect about technology - Change. Change is always with us. Change is inevitable. Change is constantly present. You always have change (unless you need it for the bus or a vending machine). Things change. Even implementing a new or updated information system (including a spreadsheet) at an organization introductes change. Hardware and software evolve. Concepts change. Web sites change consistently (a fact of life - just do a search if you find a "bad" link). Sometimes things that the textbook or your Instructor will demonstrate might not quite work the way you saw it. Please be patient about in-class demonstrations. At home or in the classroom or other on campus facilities, things may work slightly different. And, I like to learn from you, so I may try things (for the first time) that you suggest. The real key to succeeding in this environment is to expect change, be flexible, and go with the flow. I will do everything possible to minimize the risks of things not working. If things fail, I will try to develop quick, usable work-arounds. (That’s another good reason to come to class). Secondly, if the quick ones cannot be developed, I will look into what happened after class and let you all know.
Chinese Learning Success Proverb: This wise and ancient Chinese proverb about learning goes roughly like this:
1. Tell me and I’ll forget. 2. Show me and I might remember. 3. Involve me, and I’ll learn. The proverb exhibits incredible wisdom. It’s the best way to master the material about computers and computing. It really works. This is the essential philosophy that guides the design and functionality of the class. One issue in learning computing skills is that given enough time, anyone can master them. Some people take longer than others.
Guidelines for Doing POAC Exercises
Organization of the POAC Text: The POAC starts with chapters about File Management and Office. We assume prior knowledge of Windows (XP) in this course. Next, the POAC provides twelve Excel Tutorial Chapters and four Appendices. Each of these includes Quick Check Questions, Review Assignments, Cases, and Internet Exercises. Follow these guidelines when working your way through this material:
Mimicking the Tutorials: Do not confuse the simple mimicking of the tutorials with doing the Review Assignments that follow each tutorial. The purpose of mimicking the steps is to intensify your level of involvement with the material and to give you experience in making the operational moves needed to achieve the effects being illustrated in the tutorials. Depending on your personal learning style, some of you might decide to simply skim-read the tutorials, bypassing the process of mimicking them hands-on. If that works for you, fine.
Quick Check Questions: Answer the Quick Check Questions to your own satisfaction (either in your head or on paper), and then check your thinking against the answers given at the end of each corresponding POAC chapter. Answers to the Quick Check Questions are not to be handed in.
Review Assignments: At the end of each chapter, Review Assignments ask you to extend work done in the preceding tutorial. You are expected to do all the Review Assignments. They will not be assigned for grading. Some of steps in the Review Assignments ask you to answer questions and/or prepare written materials. You should do this work to your satisfaction and check your work against the “Selected POAC Results.”
Case Problems: Case Problem guidelines match those given above for the Review Assignments.
Internet Assignments: Internet Assignment guidelines match those given above for the Review Assignments. The Internet Assignments are to be read to pick up ideas for Internet use, and can be done informally on an optional basis for practice. (There are no hand-ins resulting from the Internet Assignments.)
When to Print? NEVER in this course. “Print the worksheet” directions are usually included in one or more of the POAC steps for mimicking Tutorials and doing the Review Assignments, Cases, and Internet Assignments. You do not ever have to "print the worksheet" when POAC says to do so. For me to check the work you did up to a "print the worksheet," I would want you to copy the entire sheet into a blank one in the workbook and name the sheet on its tab as "stepxx" where xx represents the step number. Degrees of Freedom in the POAC Exercises: Sometimes the POAC and/or BCI instructions for some aspects of the exercises might be a bit vague. In such cases, use your judgment, make reasonable assumptions, and proceed full steam ahead. There is no need to find out from the instructor "what exactly is wanted here." An understanding attitude will be taken in such circumstances when checking your work. If you do email me about an interpretation about what is meant, do include your interpretations/assumptions with your question. Keep in mind that the world is a large, ambiguous place. (Napoleon utilized this type of completed staff work to the nth degree).
Identifying Your Work: Print (or put) your name and course number on any paperwork or Excel worksheet turned in. Exams will have a designated place for your name. Put your name and course number on any email sent me. To lessen the likelihood of identity theft, never put your student ID or Social Security Number in or on any work.
Recommended Courses and Activities for MIS and Other Business Majors
This list will come as a bit of a surprise to many, but these courses are useful for MIS, and even any business major in his/her future careers. When you earn a degree with a major in the Terry College of Business, employers expect you to be competent in your discipline. These courses take you beyond that.
• Speech Communication • Interviewing (Journalism) • Reporting (Journalism) • Technical Writing • Creative Writing • Languages • Acting (Theater) • Courses that broaden your view of the world: art, history, literature, performing arts (music, etc.), political science, sports (golf, dance, etc.). • You should also read (not just business-oriented books) fiction, nonfiction, and current events.
Acronyms and Readings
Acronyms: Many people, especially computer novices, feel that the world of computers has a vast number of acronyms. It seems like computer people are using a whole different language (they probably are). I have put together a fairly comprehensive list of acronyms (www.terry.uga.edu/~jaronson/acronyms/acronym.html). Readings: Much of today’s technology appears in science fiction writings, movies, and television shows in the past (have a look at Jules Verne’s work). For example, many envisioned flying heavier than aircraft (first demonstrated in 1903 - and in Luckenbach, Texas around 1880), space flight (Verne wrote about it a long time ago), light beams with incredible power (lasers), time travel and teleportation devices. Recently, laboratory work produced: 1) successful teleportation of a beam of light (reported in December 1997 by a group of Swiss scientists), and 2) detection of very small particles traveling backward in time. I have put together a list of suggested science fiction (and managerial) works (www.terry.uga.edu/~jaronson/readings/readings.html).
Final Notes
What I have included in the Course Policies, Course FAQs, and the rest of the Syllabus and Course Materials is information about how to succeed in the course. I am very much looking forward to your (and a bit of my) learning advanced features and many subtleties of Excel, and know that together we can make this an enjoyable and beneficial experience!
I do recognize that there is a lot of material here. It is hard to be complete and concise. I have tried to push out any replicate information. Let me know if you find duplicates so I can improve this document. And if you have presentation ideas for this material, let me know.
Do check the course FAQ document for some clarification to 'frequently asked questions.' It is shorter than this document.
Finally, if you have ideas about what might work better for you or others in the class, bring them to my attention. I'm always open and to and appreciative of suggestions that will help you learn and for my continual learning. Do let me know. MIST 7810: Advanced Business Applications Software (Excel) JE Aronson
Course FAQs (Frequently Asked Questions)
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Sea Turtle Farm, Grand Cayman Island, December 2004
Course Information and WebCT
Q: Where is the course syllabus and all the course information? A: All the course information, including the syllabus and announcments, is on the UGA WebCT (courseware) site at www.webct.uga.edu . Initially, much of that material is available from www.terry.uga.edu/~jaronson/mist7810/, but this set of material is static; it will not be updated.
Q: How do I get to the course site? A: Go to the Web and log in.
Q: What is my WebCT ID? A: It is the same as your UGA myID.
Q: How about my WebCT password? A: It is the same as your UGA myID password.
Q: What if I want to change my WebCT password? A: Follow the process for changing your UGA myID password.
Q: Who do I contact if I have problems with WebCT? A: Check out EITS' site webct.uga.edu/www/student.html The Terry Help Desk [email protected] or 706.542.6799 might be able to help you out as well. EITS has a help desk as well (706.542.3106).
Q: I know you put announcements for the class on WebCT. Sometimes you email announcements and other class information. I haven't been getting those. What is going on? A: I don't know. If you are part of WebCT and have access to the course, once you connect to the course you can access its email. Ask me after class or in my office. Outside of WebCT, to change your UGA mail to go elsewhere, or rather to forward your mail to a different email address, you need to log into ugamail (www.ugamail.uga.edu) and under an options menu you may enter a different forwarding email address.
Course Issues - Textbook and Software Versions
Q: Is the textbook required? A: Yes. You cannot master the material without it. The text is organized as a set of well- structured tutorials. Take them seriously and you will learn.
Q: What if I already own Office 2003 or an earlier version? Can I use it at home? A: That would be extremely dangerous. Note that I said dangerous. Actually, when a student asked me about this once, three days before the first exam, I told her "You're doomed!" And I was being kind when I said that. I was thinking of several choice words that would have been more accurate. Don't do it. Microsoft has an extreme student discount for Office 2007 (around $100). Microsoft also has a free 60 day trial. Install it in parallel with your Office 2003.
Q: What if I have a McIntosh computer? A: You're doomed! Try to do all your coursework on a PC somewhere on campus (Terry or the SLC). Or borrow a notebook PC from a friend.
Q: Why is it so important that I don't use Office 2003 or a McIntosh? A: I'll describe in class how I upgraded to Excel 2007 and you'll see. At first it felt like the time I was in a small airplane that nearly collided with a large airliner. Later it was like when I learned to ski (also known as rolling down a hill). If you are familiar with Excel 2003, you'll see what I mean shortly after we get started.
Course Procedural Issues
Q: I haven't been doing the "Suggested Exercises" like you recommended right after completing covering each tutorial chapter of the text. What can I do? A: Start with the current chapter's Suggested Exercises, and then backtrack in time until you catch up.
Q: I haven't been doing the Tutorials in the Chapters in the text before or even after coming to class like you recommended. What can I do? A: Start with the current chapter's Tutorials, and then backtrack in time until you catch up.
Q: I was doing great and suddenly I fell behind. What can I do? A: Get with your course buddies and work on peer learning. Perhaps get a tutor, and do spend more time on the class. You can't rush the learning process. It does take time.
Q: What if I lose all my files that I was going to submit to you. A: Basically, you are out of luck. You were supposed to own a USB flash drive (it's required). If you didn't back them up and your system crashes or you are on campus and you logout, the files are probably gone. Back your work up regularly.
Q: How do I submit my work? A: ONLY through WebCT (never by email). There is an "Assignment" that you click on. You MUST Upload the file AND Submit it. Look for a button for Upload, and another button to Submit.
Q: What if I submit a file and want to change it? A: WebCT allows multiple submissions.
Q: So, if I like what I submitted, I only have to submit it once, right? A: Right!
Q: Why do I have an exclaimation mark (!) or three hyphens (---) as a score for an assignment or exam in the myGrades? A: That is how WebCT indicates that a file was submitted for grading. The ! or --- is meaningless as a score.
Q: Then, where can I see my assignment scores? A: The actual assignment scores may appear as a different entry in the myGrades.
Q: Why did the Excel file I submitted to WebCT not have the changes I made in it? A: You must have had Excel running with the file open when you submitted it. You made the changes in Excel, but did not Save the file. When you submitted the file, WebCT through the MS Windows File Manager goes to the hard drive to get the file, not to the open one. Just to be safe, always close your files before submitting them for grading.
Q: Why was the Excel file I submitted to WebCT empty? A: See the answer to the previous question. You need to save the file and close it before you submit it.(I have to check on this one. This is true for Access database files, and may hold true for Excel files in Excel 2007.)
Q: What are valid excuses for missing any in class exam? A: First off, you need proof. Valid excuses include illness (physical or emotional), serious illness of a family member, death in the family, getting drafted into military service, jury duty, court appearances, civic elections, and a few others. Even so, if you miss too many tests, it is as if you did not take the class, and therefore may earn a not such great grade.
Q: How is attendance handled? A: This is a graduate course. Attendance is not taken, but is expected.
Q: Should I contact you if I will or did miss class? A: Typically, no. There is no way to make up a missed class. Contact one of your course buddies first, or email the class to find out what we did. I post all completed files in the Lectures section of Blackboard, and do email information on a regular basis about what we did and will be doing. Do contact me if you miss an exam class. If you are involved in something life-threatening or emotionally draining, deal with the issues first. Contact me last.
Q: What happens if I get really sick and miss a lot of school? A: When you return to campus, bring me documentation and we will attempt to work something out to make the course work for you. You might have to complete the course in the following semester.
Q: Where are the course syllabus and other materials? A: Everything is on WebCT. Because you are enrolled in the class, you have access to them. This can be reached from www.webct.uga.edu . You must check your section's site for announcements daily.
Q: Where are grades posted? A: Only on the course WebCT site. You may have to activate that area to view it. It is a secure site.
Q: I don't know anyone in the class. How can I get a course buddy? A: Introduce yourself to the people around you and ask them to be your buddies. Don't be shy. If you ask me, I'll introduce you to the next two people who walk by to be your buddies.
Q: Is it possible for the grading scales to be different in from one section to another? A: Yes. Technically, each section of the course is a different course. Even though the Instructors are coordinating them, and the exams and assignments are essentially the same, the quizzes and exams, though comparable, may be different. And, because each instructor may emphasize slightly different topics, students in each section may perform differently. So grading cutoffs for As, Bs, Cs, etc. (and +/-) may be different.
Q: I heard great things about it, but why am I taking this course? A: This course provides many details about Excel that you will definitely find useful in your professional career. The return on investment from saving three weeks of implementation effort more than pays for the time and effort (and cost) of this course. I have asked students in the class both before and after to find out the answer to this question. I try to give you useful information about Excel in every class; on the whole, the knowledge you gain is definitely well worth the time investment.
Q: Why is class cancelled if the Clarke County Schools are closed even though the University may still be open? A: On the third day that I drove to campus when this occurred, a bus and a jackknifed tractor trailer slid down the hill on Broad Street near campus towards him. I realized that if it is too risky for me to get to campus because the roads are slick, it is too risky for you to get to campus, too. We don't need to risk our lives for learning. We can learn later.
This is the Current Policy and Subject to Change: Q: Why do I have to bring a bag of candy to class if my cell phone rings? A: It seems fair that since you disturbed everyone, you should have a penalty that involves everyone's benefit. If your phone rings and you don't answer it, I might look for it so we know it's yours. Own up to it if it happens.
This is the Current Policy and Subject to Change: Q: What about in-class computer, notebook computer and PDA use? A: If you're taking notes, that's fine. If you're playing games or checking email or surfing the Web - or basically doing anything not class-related, the bag-of-candy rule applies. It is extremely distracting to other students if you are tapping on keys. I found out that in the past some students find the Web distracting, both when they get on it or others do during class. Consequently as a learning enhancement, stay off the Web, email, facebook, etc. It'll help you out a lot.
Q: Why do you encourage active learning and note taking? A: These, along with attendance, are the most important criteria for course success.
Q: I sit in the back and can't hear you. What can I do? A: Sit in the front? Actually, the acoustics in the room can be an issue. Let me know if this is the case. I'll also be experimenting with an in-class cordless microphone if the Terry OIT Desk can get me one in there.
Contacting Me:
Q: How do I get in touch with you directly? A: The best bet is to send an email to me directly through WebCT's email. You must put "MIST7810: " at the start of the subject, and include a meaningful subject. You must include your name (ideally as a signature at the bottom of the message). You may also drop in during my office hours or schedule an appointment. If it is an emergency, try me at [email protected].
Q: Why do you want that information in the subject and my name? A: Your email is a business correspondence. If you were attempting to use email to get a job and indicated a subject of "Hey" and simply had the message "What about that job?" with no signature, there is no context for the recipient to determine what you are asking about (and you would not get the job; if you had it, you would probably be fired). Professional email etiquette demands what I am asking you for. In addition, good grammar and spelling is important. But, the most important issue is that I teach more than one course, each with multiple exams, quizzes and homeworks. I need context from you to be able to answer your question or request. Finally, I generally am teaching at least one other class during the semester. Sometimes there is common material, or the two classes use common names. Sometimes I have classes with as many as 330, othertimes as few as a mere 110 (in two sections). I need the context or I can't intelligently answer a question.
Q: What if I leave out that information? A: I won't know what you are asking or requesting. In the past, I spent untold hours trying either to figure out what was being asked in email, or I repeatedly asked for additional information. I have stopped doing that. It wastes your time and my time. I might simply delete the message.
Academic Honesty
Q: What is the deal with Academic Honesty and Academic Dishonesty? A: Those of us who have taught for a long time and new instructors realize that Academic Honesty is a critical issue here at UGA. We will remind you all on a regular basis, but it is your responsibility to conform to the Academic Honesty policies of The University. These are available at www.uga.edu/honesty/ . Among other things, that means that you cannot copy anyone else's work; you cannot give someone your work to copy; you cannot lie about taking an exam later because you are ill; you cannot copy exam answers from others; you cannot give anyone else exam answers; you canot presume that group work is appropriate unless it is specifically stated in the assignment or announced in class; you cannot put a group's nonperformer's name on an assignment for credit when he or she clearly did not do any of the work on a group project. Finally, if you have not been through the formal stages of the Academic Dishonesty Process here on campus, I can tell you that although it is an extremely fair process, it is also heart wrenching for both students and faculty to deal with a poor choice on the part of one or several students, face-to-face.
Miscellaneous
Q: Do you spend a lot of time preparing to teach? A: Actually, yes. A lot of work goes into making course material coherent/understandable, and producing a cohesive lecture/demo that makes sense, is timely, and is done on time. Most students don't realize that it probably takes about 6 hours of preparation for a single hour (a 6:1 ration) of in-class material used for the first time After that, the ratio may drop to 3:1, and finally, maybe to 2:1. This doesn't include replying to and creating course email, exam preparation and grading, etc.
Q: I notice that sometimes you seem to have difficulties with using software in class. How can this happen since you certainly must know everything about Excel? A: Sometimes there are subtle differences in the way Excel is configured in the classroom, versus how it configured in my office and even at home. Sometimes, a slightly newer software release operates differently than past ones did. When these events occur, please be patient. This is a given factor in using any technology and is not a result of lack of preparation. It is the result of surprise. This is a good example of how the real-world impacts technology use.
Q: What courses outside the major do you recommend for a busines or even an MIS major? A: Surprisingly, I recommend theater, public speaking, communications, and journalism courses on interviewing, reporting, technical and creative writing. These will help you pick up skills that you don't normally get within the MIS major or business courses. Recruiters look for these skills. They know that you know the business and/or MIS stuff. Also, take something that you really enjoy.
Q: Why don't you have standard, formal suit and tie photos of you on your Web and course Web sites? A: I got tired of using them. I thought it would be more interesting to show you photos of me in more interesting places around the world doing more interesting things (like in Grand Cayman Island, Key West, France, The Netherlands, Costa Rica, Colombia, etc.). MIST 7810: Advanced Business Applications Software (Excel) JE Aronson
EXCEL SUGGESTED EXERCISES (I.E., NONASSIGNMENTS) (Note, Exam problems tend to be tougher. Look at the Practice Exams for those.)
Some Important Notes on these Suggested Exercises:
1. This is set up such that the Review Exercise is always suggested, followed by two of the end of chapter cases. Generally the first one is an apply what you learned" case; while the second is more "challenging" and/or "creative." 2. There may be some ambiguity in the latter or last question. This is deliberate. The reason is that the real world can be ambiguous and this problem part is designed to test your ability to stretch beyond the 'standard' material in the text. There may be several ways to interpret the problem and sometimes you will have to develop reasonable assumptions to complete this part. Ambiguity in the real world is normal - get ready for it here. 3. These are not assigned to be turned in, but rather should be done to help in learning the material. 4. In the past, I have required these to be turned in. I have modified my classroom approach in that my expectation is that everyone in a class will be doing the homework and getting it done perfectly right, so it does not really impact anyone's grades. (Sometimes one or two students won't do them, and it does have a negative impact). That is why these are 'suggested' exercises. 5. It is to your benefit to do the tutorial (chapter) first; then do these exercises in a timely manner (i.e., as we cover the material in class; not right before we have an exam. 6. We can discuss these in class as we go. If we don't, just ask.
File Name Conventions for Material to Submit (Exams)
Any course files to be submitted for grading must be uploaded to the Blackboard site in the Assignments area (instructions below).
File Naming Conventions (this will be described in whatever exam Excel file you are to submit): (Note - please put your name inside the worksheet, somewhere near the top left of the first sheet with major work in it): LastFirstExamXY.xls
Where Last = Lastname First = Firstname, and X = The Exam Problem Number Y = The Second Problem Number Letter (A or B, etc.), if there is one.
So, Joe Gorganzola’s solution to Exam Problem 2, Part B is initially named GorganzolaJoeExam2B.xls.
If you want to submit a new version of something, because perhaps you realized that you had made an error and want to fix it and submit a new one before the due date and time, you will have to submit it (don't change the name of the file unless initially in error) to a second Assignment Folder, which will exist in Blackboard. Only use the 2nd and 3rd, etc. areas if you modify something, not if you want to submit separate pieces.. Do not use a different filename, simply upload it with the other files due at that time and date to the new folder. Please remember to submit all your files together, even if you are only resubmitting only one part. This helps us a lot and thank you.
You will have to submit updates into a second Assignment> Area in Blackboard. And a third version would go into a third Assignment> Area. This will be clear when you see how the Assignment> Area of Blackboard is structured.
There can also be an area for Late Assignments for each one, if needed.
Do make sure that you submit the file to the right place in Blackboard (see below).
How To Submit Assignments and Exams to Blackboard
Blackboard does not require you to be on campus to upload (or download) files because you access it through a Web browser. Do not email files to me as attachments. Please submit all your files (i.e., you can attach another file) together (please wait until you complete the entire set of problems). This helps us a lot and thank you.
Please follow these steps carefully. Each file that you must upload for grading will be listed as a separate assignment in the Assignments Area of Blackboard. This is true also for exam and quiz problems.
• Go to Assignments> • Choose the appropriate assignment (exam) by clicking on the View/Complete Assignment text. • Upload your file by browsing to it, and select it. • You may need to add a comment in the comment field (any text works). • Repeat for the other files that you need to upload. • Do make sure that you submit ALL required files for each exam together, each time. If you have to submit more than one, it is easier for us if you submit all of them into the same Assignment Folder at the same time. • Note that the actual scoring of each assignment in the Gradebook might NOT be in the column associated with its given assignment for submission. • DO NOT USE THE DIGITAL DROPBOX!
Exam Z Problem Z is for practice. Try to upload it long before you need to do a real one. Rename the file based on the naming convention above.
[[[ Please be sure that you are using the correct version of the textbook. ]]] [[[ There usually is more than one problem per Tutorial and Assignment. ]]]
ExamZ, Problem Z: An Upload Test **** WE WILL DO THIS ONE TOGETHER ****. Assignment Purpose: To practice changing a filename and verify that you can upload a file to the Assignments area of Blackboard.
Start with the Haley1.xls file in Tutorial 1 Case Problem 2. Rename the file using the appropriate naming convention (Joe Gorganzola's file would be GorganzolaJoeExamZZ.xls). Upload (submit) it to Assignment ZZ in Blackboard.
Even though these are Suggested Exercises, they are called 'Assignments' from here to the end.
Tutorial 1 (Getting Started with Excel). Review Exercise Case Problem 1 (2 is also pretty good) Case Problem 3
Tutorial 2 (Formatting a Workbook). Review Exercise Case Problem 2 Case Problem 4 (and highlight profit as a traffic light: green if more than 10%, red if less than 5%, yellow if between 5% and 10% inclusive
Tutorial 3 (Working with Formulas and Functions). Review Exercise Case Problem 1 Case Problem 3
Tutorial 4 (Working with Charts and Graphics). Review Exercise Case Problem 1 Case Problem 3 We will also work with a couple of alternative data sets for regression analysis.
Tutorial 5 (Working with Excel Tables, PivotTables, and PivotCharts). Review Exercise Case Problem 2 Case Problem 3 (both 3 and 4 are good, but) Case Problem 4 (4 is preferred)
Not assigned, but we might do this one: Tutorial 7 (Using Advanced Functions, Conditional Formatting, and Filtering). Review Exercise Case Problem 3 (challenge, type problem) Case Problem 4 (create-type problem)
Not assigned, but we might do this one: Tutorial 9 (Developing a Financial Analysis). Review Exercise All 4 cases are worth doing. Case Problem 1 Case Problem 4
Tutorial 10 (Performing What-If Analysis). Review Exercise Case Problem 2 Case Problem 3 Case Problem 4
Tutorial 10. Try this as well: Assignment Purpose: To further illustrate the concepts in Tutorial 10 (Solver [i.e., linear programming and modeling]).
The BullDawg PC Manufacturing Company makes two PC models in their small factory in Athens, a Home model, and a Professional model. Net Unit Profits for the Home and Professional PCs are $350 and $450 respectively. There are three basic departments (resources) that each PC requires before it goes to the customer. They are Assembly, Testing, and PackagingAndShipping [one department]. The respective number of hours (per week) for each resource is 600, 500, 600. Each PC 'consumes' these resources as follows:
Resource Home Professional Assembly 3 4 Testing 2 4 PackagingAndShipping 1.5 3
Of course, you cannot manufacture a negative PC.
1. Create and Excel worksheet to determine an optimal number of each PC model to manufacture each week. Save and submit your worksheet with a -Step01 designation after you have answered the following. Put your answers in the worksheet:
a. Try different values of the decision variables and indicate your best found solution using trial values. b. Should we run Solver assuming a Linear Model? Why or why not? c. Should we run Solver, assuming Nonnegative variables? Why or why not? d. Do we need to restrict the decision variables to be integer? Why or why not?
2. Set up this problem and Solve it using Solver. Make sure you save the three answer worksheets. Precede the name on the Tab of each with 'Part 2 '. In addition, determine what the effect on the profit would be if you must make at least 15 Professional PCs. Do not solve it again with solver. Instead use the sensitivity data to answer this. Put this answer at the bottom of your work in the main sheet. Save and submit your worksheet with a -Step02 designation.
3. Suppose BullDawg finally noticed that 10% of each model fails in the Testing operation, and must be Debugged. Ultimately every PC that failed does get through this Debug resource (hint, hint), but it does take time. 60 hours per week are available; the Home PC requires (on average) 4 hours, while the Professional PC requires (on average) 6 hours as:
Resource Home Professional Debug 4 6 Update your set up for Solver in Part 2 to include this new aspect. (Hint: there is an easy way, and a less than easy way. Think about it before you implement.) Can the existing solution work (i.e., is it feasible ?)? (Hint - it shouldn't work!) Solve the new problem in Solver and explain what happened. Make sure you save the three answer worksheets. Precede the name on the Tab of each with 'Part 3 '. Save and submit your worksheet with a -Step03 designation.
Tutorial 11 (Connecting to External Data). Review Exercise Case Problem 1 Case Problem 2 Case Problem 3
We will not cover this, but this is a good set of exercises: Not assigned, but worth knowing: Tutorial 12 (Enhancing Excel with Visual Basic for Applications).
Review Exercise Case Problem 1 Case Problem 4
MIST 7810: Advanced Business Applications Software (Excel) JE Aronson
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Test Taking Preparation, Approaches and Strategies
Here are a few ideas that have proved helpful in preparing, approaching and developing strategies for test taking in MIST 7810. The first set involves good practices for mastering the material. Like for sports practice, musical instrument practice and acting rehearsals, they prepare you for the big event: the game, recital, or performance! You have to practice so you can perform well when it counts!
Continuous Preparation:
Long before you approach a test, you should already have done the following:
• Determine the best approach for your learning and practice it continuously. Generally in this class, there is a lot of hands-on work: experiential learning. • Plan on spending extra preparation and homework (suggested exercise) time on this class. It can sometimes be more difficult than expected. • Come to every class, pay attention and participate. • Try the examples we developed in class on your own, from scratch. • Keep up with the class (don't fall behind) and put in the amount of effort it takes for you to master and apply the concepts. • Come to class with interesting questions. If you are not sure what to ask, chances are good that others will ask questions that will invoke your learning. • Read the chapters and do the tutorials. Try stuff out as you go. • Do as many of the end of chapter cases that you can. • Practice peer learning with the above. Go over each class with your course buddies and try out material with them. • Plan on spending extra time on the following, specific difficult Excel concepts: formulas and functions (the esoteric ones), pivot tables and pivot charts, Excel tables (lists), what if, goal seek, optimization, and external data access. • Do not plan on doing all of your exam studying the night before. It will not work. • If you had planned to coast through this course and do minimal work (i.e., little or none of the above), right before the first exam is a good time to withdraw.
Specific Preparation:
Now that you have an exam coming up in about a week, you can be thankful that you have done all of the above (except for the last one). You can now focus on the following:
• Focus on the latest material since the previous test. Even though new material almost always builds from the previous material, the focus on each exam is primarily weighted on the new material. • Review as much relevant material as you can from the texts, lectures, and help/review sessions. • Do any end of chapter cases and review exercises that you have not done yet. Review the ones you have done. • Reread the chapters/tutorials and do the parts that were troubling before: implement them alone and with your course buddies. There is no substitution for hands-on implementation. • Retry the examples that we did in class and that appear in the text. • Peer Learning: Discuss difficult conceptual and implementation ideas/concepts/issues/etc. with your couse buddies. Chances are good that most of you share the same difficulties. • Peer Learning: Work with your course buddies to dream up sample exam questions. Then solve them. • Plan ahead: Start studying a week before the exam and make up a study plan. Then follow it.
Some additional things to do (that have been empirically proven through psychological testing to work in practice):
• Well before you approach the exam, do not drink alcoholic beverages or take illegal drugs. • Likewise, adopt a healthy lifestyle that includes healthy eating habits and regular exercise. • Get a good night's sleep before the exam. • Eat a high protein meal (in our case, it could be breakfast, a snack, or lunch) before the exam (we're talking meat, chicken, fish, beans, soy, etc.). • Watch or read something funny right before the exam (scientifically speaking and empirically proven, this opens up the creative processes in your brain.). • As you are about to start the exam, smell some peppermint, eat a peppermint mint, or chew some peppermint gum (again, scientifially speaking and empirically proven, peppermint also opens up the creative processes in your brain). • Do not wear provocative or revealing clothing to the exam (proven empirically to distract both the wearer and observer).