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Summary of the Most Important Course Policies

Overall Statement: Be Responsible for your actions.

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.
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.
USB Flash Drive: You must own a USB Flash Drive (Key) and you must use it to back up your work.
Lost Files: You are responsible for not losing your files. Back up your work and submit it on time.
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. Self-motivation to learn will get you going on doing the Suggested Exercises.
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.
eLC Announcements and Email: You must check eLC for announcements, and your eLC Email. I use the eLC email system exclusively for course issues and coursework.
Course Updates: Course updates are only done on the eLC courseware site.
Course Buddies: You need at least two course buddies to rely on if you miss class.
Email: When you email me, 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 eLC course site. These generally will cover material relevant to Excel; it 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. It is included for several reasons.

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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

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Syllabus Disclaimer

'The course syllabus is a general plan for the course; deviations announced to the class by the instructor may be neccessary.'

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 eLC email, UGA email and eLC Announcements daily). Be Alert! Details, as always, will be provided in class, by email, through eLC, and/or through the Web.

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.

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Quick Summary of What Generally Makes the Course Work and Worthwhile

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.
   

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DETAILS

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Attendance Policies

Attendance: [Important. 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. 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 eLC, you have the capability to email anyone and/or everyone in the class). Also check for the completed files and audio files on eLC 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: Though this idea seems a little unusual, it 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.

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Assignment Policies - There are none,...

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. 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 (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.

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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; 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 an Apple MacIntosh computer. From my past experience in instructing software, using other versions of software, either earlier or later, definitely and eventually leads to disaster.There are always some compatibility problems, and if you do use another version, you will be the one responsible for handling those problems (this gets very messy when trying to complete work). 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, eLC 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 is on and all course email correspondence for the course is at the course eLC site at www.eLC.uga.edu. By being registered in this course, you will have access to eLC. I may 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.; 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).


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.

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, receiving a grade that 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: 'As a University of Georgia sudent, you have agreed to abide by the University's academic honesty policy, "A Culture of Honesty," and the Student Honor Code. All academic work must meet the standards described in "A Culture of Honesty" found at: www.uga.edu/honesty. Lack of knowledge of the academic honesty policy is not a reasonable explanation for a violation. Questions related to course assignments and the academic honesty policy should be directed to the instructor.'

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:

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: I take 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 eLC 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. 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.

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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. 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, implying 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. 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. Note taking 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...... 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 sat in a particular way on the ground 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. 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. 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 introduces 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.

One issue in learning computing skills is that given enough time, anyone can master them. Some people take longer than others. Be patient and Don't Panic!

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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.

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Recommended Courses and Activities for MIS and Other Business Majors

This list will come as a bit of a surprise to many. 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.

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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). There was an article about a development of a cheap, consumer product for scanning brainwaves in the Atlanta Journal-Constitution on Saturday, August 9, 2008. The product was released for video games in mid 2008. In the Atlanta Journal-Constitution on Monday, August 11, 2008, there was an article about "Being invisible closer to reality." Scientists at UC Berkeley have developed a mechanism that can currently cloak small 3-d objects.

Information Technology Situation Comedy: The Independent Film Channel (www.ifc.com) broadcast the TV Sitcom The IT Crowd in the Spring 2009. How many other of the Terry College majors have their own TV show?

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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.