Sample syllabus
Contents
CSC300: Spring 2020
Course Description
In this course, we will be covering basic principles of database management systems (DBMS) and of DBMS application development. DBMS objectives, systems architecture, database models with emphasis on Entity-Relationship and Relational models, data definition and manipulation languages, the Structured Query Language (SQL), database design, application development tools. 3 lectures, 1 laboratory. This course prepares you to as a database developer to gain an understanding of the place of databases in software development. We will learn the principles of data storage and retrieval and how this skill is used in business.
Course Instructor
My name is Allan Gitobu. I will be your instructor for this course. I am a PhD candidate at Claremont Graduate University. I also work as a software Engineer at a Pharmacy Benefits Management company in San Diego, CA. My research interest is in healthcare IT. I have about twenty years’ experience in software development especially in the area of software development. I have worked broadly in system design and mobile application development for IOS.
Contact Information
Office: ACB 999
Phone:858 231 5809
E-mail: allan.mugambi@cgu.edu
In-person Office Hours: M, T 9:00 AM to 10:30 AM
Phone/Skype Hours by appointment: Skype address allangitobu
Learning Outcomes - Destinations for Your Learning Journey
Course Goals
Have you ever considered that you access and manipulate data on a database almost every time you do anything on a mobile phone? Looking up a contact or creating a new one on the phone is a database manipulation activity. Yet many people will respond that they have never used a database. Businesses run on data, so that places those who manage data or control its access at a central and important place in data management. In this class, we will learn how to exercise control over data and position ourselves as ones with absolute authority with how businesses are to access and use data. Much of what we do in computer information system revolves around how to acquire, store, and retrieve data. We are in charge.
Learning Outcomes
In successfully completing this course, you will be able to:
- Design a database system framework showing how computer systems store data.
- Demonstrate and understanding of entity-relationship models in database design.
- Illustrate how to create a database on a relational database management system (RDMS)
- Demonstrate knowledge of retrieving data from a database using structured query language (SQL)
CAPACITY DEVELOPMENT OUTCOMES
In addition to mastery subject matter, you will be able to:
- Work in a team to develop a business-class database.
- Demonstrate the value of the database design to a business use.
- Communicate orally and in writing to both academic and non-academic audiences.
MID-TERM OR END OF COURSE REFLECTION
Part way through the class, we will reflect on how you are moving toward these outcomes or goals. What have you enjoyed? What have you most struggled with (this can be the same as the things you enjoyed!), and how are you working to help yourself succeed? How can I help you? You will post these reflections on the discussion board on the Canvas.
Course Texts & Resources
Required:
BOOK: Vidhya, V., et al. Database Management Systems, Alpha Science International, 2016. ProQuest Ebook Central
https://ebookcentral.proquest.com/lib/claremont/detail.action?docID=5248352.
You may access this book as an e-book from the university library
Course Outline
Date | Topic | Reference |
---|---|---|
January 7, 2020 | Introduction to DBMS, File processing systems, database systems structure | Vidhya et al (2016) chapter 1 |
January 14, 2020 | Introduction to data models | Vidhya et al (2016) chapter 2 |
January 21, 2020 | Relational Algebra, basic operations, relational calculus | Vidhya et al (2016) chapter 3 |
February 4, 2020 | SQL fundamentals | Vidhya et al (2016) chapter 4 |
February 11, 2010 | Joins, constraints, and advanced SQL | Vidhya et al (2016) chapter 5 |
February 18, 2020 | Mid-term exam and project presentation | |
February 25, 2010 | Relational database design | Vidhya et al (2016) chapter 6 |
March 3, 2020 | Transactional processing | Vidhya et al (2016) chapter 7 |
March 10, 2020 | Query processing | Vidhya et al (2016) chapter 13 |
March 17, 2020 | PL/SQL | Vidhya et al (2016) chapter 14 |
March 24, 2020 | Final project presentations | |
March 31, 2020 | Final exam |
Assignments & Assessments - Gauging Your Progress
Detailed instructions for doing and submitting assignments are on Canvas. Here is your first assignment and rubric
Assignment 1
Measure | Description |
---|---|
Goal | The goal of the assignment is to illustrate the relational database model. In this assignment, we will select an area of our own interest and show data for that area on a Microsoft Excel spreadsheet (or any other flat table method) and identify how identical data may be meaningfully grouped together to form database tables. |
Purpose | To help learners realize the value of a relational database model and the relative ease of querying data from it. |
Instructions | Follow the following steps in your project
|
Submission | Upload the spreadsheet with the main listing, the group listing, and the main listing with attributes replaced by identifiers. These should be on the same spreadsheet to ease cross-referencing. |
Assessment | See rubric |
Rubric for Assigment 1
Measure | Good: 3 points | Fair: 2 points | Poor: 1 Point |
---|---|---|---|
Data attributes | You have provided more than 5 data attributes | You have provided 3 or 4 data attributes | You have provided 1 to 3 data attributes. |
Data records | You have provided more than 10 data records | You have provided 6 to 10 data records. | You have provided 1 to 5 data records. |
Data grouping | You have created more than 5 data groups | You have provided 4 to 5 data groups. | You have provided 1 to 3 data groups. |
Identifier referencing | You have provided data references for more than 5 data groups with their corresponding identifiers. | You have provided data references for 3 or 4 data groups with their corresponding identifiers. | You have provided data references for 1 to 3 data groups with corresponding identifiers. |
We will have a mid-term exam, a final exam, and a database (group) project. The group project will be in groups of two to work on a database project throughout the course (If the number of registered students is an odd number one group will have three members). Below is an outline of the milestones of your project throughout the semester. You will receive a grade and feedback for your project in the middle and at the end of the semester.
Semester long class project
Project Milestone | Specific Requirement | Due Date |
---|---|---|
Group formation | Form a team of two students and let the instructor know how you will work together. Document how you will meet. | The second week of class |
Project identification | Identify the subject area of the database you will be designing. What is the business environment where your database will be used? | The third week of class |
Database design | What data areas will be represented in your database? What will be the main tables in your database? | The fourth week of class |
Database tables and views design | What will be the data columns in your database? What is the source of the data? How will data be entered? What queries will be used to create the database tables? | The sixth week of class |
Queries | What queries will be used for data manipulation? | The seventh week of class |
Reports | Visualize and show possible reports that can be drawn from your database | The ninth week of class |
Lessons learned and final presentation | Document lessons learned and show your database design to the rest of the class. Be innovative. | The tenth week of class |
Semester long class project grading
Item | Points per item | Total points | Weight |
---|---|---|---|
Database project – 5 milestone tasks | 10 | 50 | 20% |
Midterm exam | 100 | 40% | |
Final exam | 100 | 40% |
Computing final grades
Percentage | Letter Grade | GPA |
---|---|---|
98-100% | A+ | 4.33 |
93-97% | A | 4.00 |
90-92% | A- | 3.67 |
87-89% | B+ | 3.33 |
83-86% | B | 3.00 |
80-82% | B- | 2.67 |
77-79% | C+ | 2.33 |
73-76% | C | 2.00 |
70-72% | C- | 1.67 |
67-69% | D+ | 1.33 |
63-66% | D | 1.00 |
60-62% | D- | 0.67 |
0-59% | F | 0.00 |
The minimum grade point average (GPA) for continual matriculation at Example College is 2.0. Read details of university policy in the student handbook
Assignment Descriptions
I will give you detailed assignment sheets and rubrics as we launch each assignment. These are also available on Canvas in each Assignment tool.
Course Policies & Expectations
Beyond my own class expectations and policies, Example College’s policies apply to all our courses. A few are detailed below. In addition, please review all policies within the college bulletin on the Registrar’s pages: http://url.college.edu, as well as the Student Handbook at www.url.edu.
Instructor Feedback and Communication. The best way to contact me or your TA is via email. We will respond to email within two business days.
Class Procedures and Expectations
- Consistent effort. The secret of achievement is consistent effort throughout the semester. To do makeup work to improve.
- Lecture preparation. Our learning process will always be active and so I will not just lecture at you but work interactively with you to build knowledge. View the lecture slides on Canvas before coming to class so you are better prepared to participate in interactive lectures to maintain your participation grade.
- Learning Community Contributions is more than speaking in class. Class participation is also: Coming to class prepared, doing polls and discussions on Canvas, in-class writing, and quizzes, listening actively when others speak, working with others collaboratively. Even if you are shy or not confident about speaking, I encourage you to try a bit at a time so that by semester end you will be speaking more than when you began.
- Discussion posts. We will be using the Canvas discussion tool. This is your opportunity to practice critical thinking, reading and responding to ideas, and to check how well you have prepared. I will count 3 discussion posts in your participation grade.
Timeliness: Attendance and Work Submission
I expect you to attend every class and do your best to be on time. Each class connects to the next one and so missing class will make it hard for you to keep up. We begin promptly at 10 am. If you know you are going to be late or absent, let me or the TA know via text or email. If you miss a class, make arrangements with your classmates and with me to catch up. Submitting work. Submit work on time so I can give you good feedback to help you improve your work. If you need flexibility with deadlines, please talk to me as far in advance of the deadline as possible. The night before (barring emergencies) does not give me an opportunity to help you.
Learning Management System: Canvas
Our Learning Management System (LMS) is called Canvas. If you are not familiar with using Canvas, please ask the TA to show you the ropes or let me know. It is important that you are comfortable and competent in using this as all course material and communication will be done via Canvas. You can also view a simple How-To Guide available here.
Use of Digital Tools
I understand that you might want to use a digital device like your tablet or computer, your cell phone, or an e-book reader in class. Please only use these for active engagement in our work together. Be aware that these devices can be distracting for your classmates so use them with discretion and consideration of others. If there is an emergency and you need to use your phone, then please step away or out of the room to take that call.
Scientific and Professional Ethics – And Plagiarism
Cal Poly does not tolerate academic cheating or plagiarism of any form. Learning to think and work independently is part of the educational process. Cheating and plagiarism in any form is considered a serious violation of expected student behavior and may result in disciplinary action. The work you do in this course must be your own. Feel free to build on, react to, criticize, and analyze the ideas of others but, when you do, make it known whose ideas you are working with. You must explicitly acknowledge when your work builds on someone else's ideas, including ideas of classmates, professors, and authors you read. If you ever have questions about drawing the line between others' work and your own, ask me. University policy can be summarized simply: As a student, you are responsible for your own work and you are responsible for your actions.
Resources
Writing Center
The University Writing & Rhetoric Center is a free service for Cal Poly students, faculty, and staff designed to support writing and writing education across campus. The University Writing & Rhetoric Center offers one-to-one consultations to all Cal Poly students on any writing task. The CSU system-wide Graduation Writing Requirement (GWR) is administered through this office, including the upper-division Writing Proficiency Examination (WPE). The Writing & Rhetoric Center Office also oversees the placement of students into the appropriate first-year writing courses based on the results of their standardized test scores. The Director Bldg. 10, Room 130 Phone: 805.756.2067 https://url.college.edu
Library services
Dean of Library Services Library Building Phone: 123.456-9021 lib.university.edu University Library supports The University's mission by promoting open and informed inquiry, fostering collaboration and innovation, supporting the unique needs of every student and scholar at The University, and contributing to the cultural life of our town. University Library selects and delivers quality information in all formats, provides active learning environments, promotes the skills that are needed for student success, and collects and preserves unique collections.
Computer Labs on Campus
In partnership with Information Technology Services, the library offers students, faculty, and staff many free services including access to the campus high-speed wireless network, technology available for checkout, and 300 computers with more than 120 software applications. Oversized and specialty (CAD) printing services are also available for a fee from the campus print and copy service located in the library. Student technicians are on staff to help.
Food Pantry
At University we recognize that students can sometimes go hungry. To address this, we have a number of resources on campus. The University Food Pantry is a part of the Hunger Program and is available for students in financial need of healthy nutritious food.
Well-Being and Mental Health Resources
Campus Health & Wellbeing supports student success through timely, holistic care and the promotion of lasting wellness. A variety of services are offered for students including primary medical care and walk-in medical services, laboratory testing, onsite X-rays, prescription medications, individual and group mental health counseling, health education programs, and wellbeing services. Campus Health & Wellbeing assists students by minimizing class time lost due to illness, injury, or personal concerns. The Health Services Fee, built into the tuition, covers most of these services. An After-Hours Nurse Advice Line and a Psychological Crisis Line are available at no cost when the Student Health Center is closed. Students may reach the After-Hours Nurse Advice Line by calling the regular Health Center’s phone number (123.456.7890). The Psychological Crisis Line may be accessed by calling the regular Counseling Services phone number (123.456.7896). Health Services: Phone: 123.456.7896 (24/7 Advice Nurse Line) Counseling Services Phone: 123.456.7897 (24/7 Crisis Line) Wellbeing Services Phone: 123.456.7897 Safer (Sexual Assault Advocacy): 123.456.7898
Accommodations for Students with Disabilities
I design my courses to make them as inclusive as possible to all learners in terms of abilities, disabilities, backgrounds, learning modes, and interests. My goal is to make this class fully accessible and as meaningful as I can to you. If you have specific circumstances or needs, please contact the center for accessible education for possible accommodations so we can work out how best to make adjustments for you. The University System does not discriminate on the basis of disability (physical and mental) – as this term is defined in University Executive Order – in its programs and activities, including admission and access. Federal and state laws, including sections 504 and 508 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, prohibit such discrimination. The Assistant Director of Equal Opportunity has been designated to coordinate the efforts of the University to comply with all applicable federal and state laws prohibiting discrimination on the basis of disability. Inquiries concerning compliance may be presented to this person at The Science Building (33-290) AND 123.456.7890. Executive Order 1097 Revised March 29, 2019 ( http://url.college.edu/eo/EO-1097-rev-3-29-19.pdf) (or any successor policy) is the systemwide procedure for all complaints of discrimination, harassment or retaliation made by students against the CSU, a CSU employee, other CSU students or a third party.
Title IX
If I learn of any potential violation of our gender-based misconduct policy (rape, sexual assault, dating violence, domestic violence, or stalking) by any means, as a reporting member of this community, I am required to notify the Cal Poly Title IX Coordinator at tilittle@calpoly.edu or (123) 456 7899. You can request confidentiality from the institution, which I will communicate to the Title IX Coordinator. If you want to speak with someone confidentially, the following resources are available on and off campus: Cal Poly Counseling Center 123.456.7890 https://url.college.edu/content/counseling/counseling-home Speaking with a Confidential Resource does not exclude you from also making a formal report to the Title IX Coordinator if and when you are ready. Confidential resources can walk you through all of your reporting options. They can also provide you with information and assistance in accessing academic, medical, and other support services you may need.