OVERVIEW

The teaching unit, designed for first-year students, provides skills in using Excel as a tool for data analysis and problem solving to support decision-making in typical agri-food sector contexts.

AIMS AND CONTENT

LEARNING OUTCOMES

The main objective of the teaching unit is to provide students with the skills to use Excel effectively to analyze and solve decision-making problems. Through problem-solving methodologies and optimization techniques, students will learn to model and address decision-making issues and to carry out scenario analysis.

AIMS AND LEARNING OUTCOMES

The teaching unit  aims to develop students’ practical skills in using Excel for data analysis and problem solving, through the resolution of simple decision-making problems typical of the agri-food sector (e.g., production and blending problems).
Students will learn how to model real-life situations, identify efficient solutions using Excel functionalities, and conduct scenario analysis.

By the end of the teaching unit, students will be able to:

1. Understand problem modeling techniques, including parameters, variables, and constraints.
2. Apply scenario analysis and simulation techniques in Excel (Data Tables, Scenarios, and Goal Seek).
3. Use Excel Solver to solve optimization problems.
4. Interpret and communicate the results of analyses (reports, charts, and comparative analysis).

PREREQUISITES

None.

TEACHING METHODS

The approach combines theory, practical exercises, and contextualized applications, aimed at making students autonomous in the use of Excel for managing decision-making problems.
Lectures will alternate with computer lab sessions, where students will work in groups on assigned problems or case studies.
Teaching materials and updates are available on Aulaweb.

Students with valid certifications for Specific Learning Disorders (SLDs), disabilities or other educational needs are invited to contact the teacher and the School's contact person for disability at the beginning of teaching to agree on possible teaching arrangements that, while respecting the teaching objectives, take into account individual learning patterns. Contacts of the teacher and the School's disability contact person can be found at the following link University Committee for the Inclusion of Students with Disabilities or DSAs | UniGe | University of Genoa (https://unige.it/en/commissioni/comitatoperlinclusionedeglistudenticondisabilita)

SYLLABUS/CONTENT

• Basic Excel skills
• Introduction to problem solving, decision-making problems, and optimization models
• Linear Programming (LP) problems; graphical method for solving LP problems. Sensitivity analysis. Examples of production and blending problems
• Use of Excel tools for data analysis, decision analysis, and scenario analysis

RECOMMENDED READING/BIBLIOGRAPHY

The reference textbook will be communicated at the beginning of the lessons.
Teaching materials will be made available on Aulaweb.

LESSONS

LESSONS START

Lectures take place in the first semester.
Class schedule and classroom locations are available on EasyAcademy.
The timetable for this course can be consulted at Class schedule by course | Università degli Studi di Genova

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The final exam consists of a written test with open-ended and multiple-choice questions, as well as exercises involving the use of Excel tools covered during the course.

ASSESSMENT METHODS

Multiple-choice questions will assess knowledge acquisition; open-ended questions and exercises will evaluate students' understanding of course topics and their ability to apply Excel tools.
The assessment will also consider the correct use of technical language and reasoning skills.

FURTHER INFORMATION

Ask the professor for other information not included in the teaching sheet.

Additional information for students with SLDs (attending and non-attending):
At the beginning of the course, students are invited to contact the instructor to agree on the compensatory and dispensatory tools they intend to use.

Dispensatory tools:

• Oral exam as a substitute for the written exam
• Extended time for the written exam
• The written exam can be replaced by multiple assessments (to be agreed with the instructor)

Compensatory tools:

• Use of a computer with spell checker
• Use of a computer with text-to-speech software
• Audio recording of lectures
• Digital dictionary
• Calculator
• Tables / formula sheets / concept maps