DISTRIBUTE PRE-COURSE SURVEY BEFORE START OF COURSE

The survey is to gauge expereince of the learner in database design. 

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***Lecture is to be pre-recorded an posted in the Student view each week on the assigned class day***

Performance Objective:

Upon completion of this lesson, the student will be able to create a database by entering data into a table orform.

Specific Objectives:

Define terms associated with the lesson

• Explain the benefits of a database compared to a workbook or spreadsheet
• Describe why businesses use databases
• Identify the main parts of a database
• Build a preliminary database 

Teaching Suggestion:

• The purpose of this lesson is to introduce the course by explaining that database processing is the heart of all applications today. It points out that the demand for knowledgeable people (both users and technicians) is high, but the supply is low. The knowledge gained in this course will be valuable at job-hunting time. Internet technology has tremendously amplified the need for database knowledge—that technology can be used inside organizations as well as outside for e-commerce applications.
• Another important idea that may be new to students is the fact that storing a relationship is just as important as storing a data item. The fact that a particular supplier can supply a particular part, or that an advisor is assigned to a particular student, is a “relationship fact” that needs to be recorded.
• Today’s Internet world relies on Web database applications and their mobile app counterparts, which rely on Big Data non-relational databases (so called NoSQL databases), often stored “in the cloud”. Because Facebook, Twitter and Instagram are all great examples of this, use these as your examples as you introduce these topics.

Resources:

Lesson 1 - Source: (Kroenke, Auer, Vandenberg, & Yoder, 2017)

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***RELEASE RUBRIC, PROJECT OUTLINE AND GROUP ASSIGNMENTS***

Final Project Rubric

Final Project Instructions

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AACSB International – The Association to Advance Collegiate Schools of Business

Standards: AACSB: Information Technology

1.  Introduce Big Data and cloud computing  - Classification: Concept
2.  Know the components of a database system - Classification: Concept
3.  Learn the elements of a database  - Classification: Concept
4.  Learn the purpose of a database management system (DBMS) - Classification: Concept

***Lecture is to be pre-recorded an posted in the Student view each week on the assigned class day***

Performance Objective:

Upon completion of this lesson, the student will be able identify all types of keys, their use, and how to diagram tables and relationships.

Specific Objectives:

• Explain why the relational model is important
• Explain use of the different keys
• Define specific terms
• Draw an ERD of tables and their relationships

Teaching Suggestions:

• The goal of this lesson is to present an overview of the major elements of the relational model. This includes the definition of a relation, important terminology, the use of surrogate keys, and basic design principles.
• Students often misconstrue the statement that only a single element is allowed in a cell to mean that the cells must be fixed in length. One can have a variable length memo in a cell but that is considered, semantically, to be one thing. By the way, there are a number of reasons for this restriction. Perhaps the easiest to explain is that SQL has no means for addressing sub-elements in a cell.
• When students execute SQL SELECTs, they may generate relations with duplicate rows. Such results do not fit the definition of relations, but they are considered relations nonetheless. This is a good example of “theory versus practice”.
• You may want to emphasize that foreign keys and the primary key that they reference need not have the same name. They must, however, have the same underlying set of values (domain). This means that the values not just look the same; it means that the values mean the same thing.
• Referential integrity constraints are important. You might ask the students to think of an example when a foreign key does not have a referential integrity constraint (answer: whenever a parent row is optional, say, STUDENTs need not have an ADVISER).

Resources:

Lesson 2 - Source: (Kroenke, Auer, Vandenberg, & Yoder, 2017)

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AACSB International – The Association to Advance Collegiate Schools of Business

Standards: AACSB: Information Technology

1. Learn basic relational terminology -  Classification: Concept
2. Learn the conceptual foundation of the relational model  - Classification: Concept
3. Learn the meaning and importance of keys, foreign keys, and related terminology -  Classification: Concept
4. Learn the meaning of functional dependencies - Classification: Concept

***Lecture is to be pre-recorded an posted in the Student view each week on the assigned class day***

Performance Objective:

Introduction to the SQL language in Access to create tables, structure and queries.

Specific Objectives:

• Complete appropriate SQL statements in MS Access to create a DB
• Complete appropriate SQL statements in MS Access to make, change, or delete information.

Teaching Suggestions:

The goal of this lesson is to prepare students to use SQL for database designing and coding. This initial exposure will help build stills that will be necessary to use in more advanced database building with other system. While MS Access will allow for some SQL statements to be directly coded, there are a few key points for students to remember:

• If you are using Microsoft Access, remember that Microsoft Access SQL will read and properly run most statements written in SQL Server 2016 SQL. Have your students write SQL Server 2016 SQL statements, especially the CREATE TABLE statements. Microsoft Access will properly translate most data types (for example, Char(10) to Text(10)).
• If you are using Microsoft Access, you may need to take some time to motivate this material because the students may think there’s no need for anything other than the Microsoft Access QBE query generation tool. Reasons for learning SQL are:

1. You may not always be using Microsoft Access
2. Some SQL keywords, such as DISTINCT and GROUP BY with HAVING are easier to key into the SQL View window than to remember how to do it in Microsoft Access
3. If you want to construct SQL programmatically, which is common, especially with SQL SELECT and ADO.NET or PHP, you must know SQL.
4. If you are using Microsoft Access, you can use it as a teaching tool. Have the students use the graphical facility for creating a query and then right click in the top frame of the query window and select SQL View. They can then check how Microsoft Access interpreted their query and learn SQL syntax in the process.
5. Microsoft Access will automatically translate standard SQL data types of CHAR and VARCHAR into the Access Short Text (less than 256 characters) or Long Text data type. It will also automatically translate (for strings less than and ) DATE columns into the Access Date/Time type.
6. The best way to learn SQL is to do it.

Resources:

Lesson 3 (Kroenke, Auer, Vandenberg, & Yoder, 2017)

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AACSB International – The Association to Advance Collegiate Schools of Business

Standards: AACSB: Information Technology

1. Learn basic SQL statements and options for processing a single table -  Classification: Concept
2. Learn basic SQL statements for adding to a database - Classification: Concept
3. Learn basic SQL statements for creating database structures -  Classification: Concept

***Lecture is to be pre-recorded an posted in the Student view each week on the assigned class day***

Performance Objective:

Students will learn the basics of system analysis and design and the role of ERD diagrams.

Specific Objectives:

• Understand the stages of DB development and how to create a data model
• Know, understand and demonstrate

Teaching Suggestions:

• A good way to introduce the lesson is by discussing the relationship between systems analysis and design and database design.
• If a systems analysis and design course is a prerequisite for the course, make the connection to what the students covered in that class. If you do not have such a prerequisite, you may want to add a lecture or two that introduces some of that material.
• Very important in this chapter is that a database is a model of a user’s view of the world.
• The best way to learn data modeling is to do it.

Lesson 4 - Source: (Kroenke, Auer, Vandenberg, & Yoder, 2017)

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AACSB International – The Association to Advance Collegiate Schools of Business

Standards: AACSB: Information Technology

1. Know how to construct E-R diagrams -  Classification: Concept
2. Know how to represent 1:1, 1:N, N:M, and binary relationships with the E-R model -  Classification: Concept
3. Know how to represent recursive relationships with the E-R model -  Classification: Concept
4. Know how to represent subtype entities with the E-R model  - Classification: Concept

***Lecture is to be pre-recorded an posted in the Student view each week on the assigned class day***

Performance Objective:

Students will be able to develop E-R data models with normalized and denormalized data, and be able to identify strong and weak entities/

Specific Objectives:

• Create E-R models with normalized data
• Show how weak entities and strong entities relate

Teaching Suggestions:

• Very important in this chapter is the understanding of primary and surrogate keys. A relatively easy way to introduce surrogate keys is to remind students that most keys we conceptually understand today were at one time surrogate keys. For example, social security numbers were surrogate keys when they were originally created. We need a way to identify each person in the country. Other examples of surrogate keys that we accept as keys now are credit card numbers, telephone numbers, invoice numbers, etc.
• Referential integrity is a term that students will hear virtually every day they work in the database field. It determines whether certain things can be done and the order in which things must be done. Virtually any change to a database will be impacted by a referential integrity constraint. Spend plenty of time discussing this. Remind students that when they begin creating databases (and especially populating databases) referential integrity appears to be a headache.
• The companion to referential integrity constraints is referential integrity actions. Discuss cascading updates, cascading deletes, and “no action” (the DBMS default when a cascading action is not specified).
• Work especially hard to get students to understand many-to-many relationships and the referential integrity actions. This will help them understand the true purpose of the intersection table. If they understand the requirement that no part of a primary key can be null, they will understand why the cascading behavior for intersection tables need to be set as it is.
• Make sure you cover what happens when you use a delete cascade integrity action with a database structure that has several levels. You can have the cascade action at level one, but the cascade may violate a referential integrity constraint at the next level. This makes the first level fail. Also, if you use enough delete cascade actions, you could think you are deleting a single row and potentially delete the entire database.

Resources:

Lesson 5 - Source: (Kroenke, Auer, Vandenberg, & Yoder, 2017)

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AACSB International – The Association to Advance Collegiate Schools of Business

Standards: AACSB: Information Technology

1. Know how to represent 1:1, 1:N, and N:M binary relationships -  Classification: Concept
2. Chapter Obj: Know how to represent 1:1, 1:N, and N:M binary relationships  - Classification: Concept
3. Learn how to represent weak entities with the relational model -  Classification: Concept

DISTRIBUTE LINK FOR FINAL PROJECT TO STUDENTS FOR SUBMISSION

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***Lecture is to be pre-recorded an posted in the Student view each week on the assigned class day***

Performance Objective:

The goal of this lesson with regard to backup and recovery is to raise the students’ consciousness to these issues. They should get a general idea of the importance of backup and recovery and the general nature of backup and recovery tools and techniques.

Specific Objectives:

• Demonstrate understanding of database management and administration
• Demonstrate understaninf of security controls
• Be able to assess and correct issues within DB security.

Teaching Suggestions:

• This lesson introduces the topic of database administration by describing the fundamental concepts, technology, and terminology used for multi-user database management.
• This text distinguishes between database administration and data administration. The latter is an organizational activity that typically sits high in the enterprise organization chart and may be concerned with much larger issues than the maintenance of a particular database. This chapter is concerned with database administration, a more pedestrian function that occurs at a much lower level in the organization. Every multi-user database needs a database administrator. The administrator may only have a few tasks to perform and may work on them only a few hours a week, but someone needs to be given the responsibility for ensuring that the database administration tasks are accomplished on a timely basis. This is especially true for Internet technology databases where the users may be far away or even anonymous, and where the consequences of failures and mistakes will be difficult to correct.
• Concurrency control is important and sometimes seems obscure. If users do not learn the concepts and techniques, however, the DBMS will use default settings. These defaults may be perfect, but they also may be terrible. Thus, even though these issues can be ignored, their ramifications cannot be avoided.
• Security is becoming more and more important. As implied in the text, for Internet applications, security tasks are accomplished by both the Web server and the DBMS. Students should look into these issues when they have had both Web server and database classes.

Resources:

Lesson 6 - Source: (Kroenke, Auer, Vandenberg, & Yoder, 2017)

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AACSB International – The Association to Advance Collegiate Schools of Business

Standards: AACSB: Information Technology

1. Know basic administrative and managerial DBA functions -  Classification: Concept
2. Know the difference between recovery via reprocessing and recovery via rollback/rollforward -  Classification: Concept
3. Know the meaning of ACID transaction -  Classification: Concept
4. Learn about typical problems that can occur when multiple users process a database concurrently -  Classification: Concept