• Expected Learning Outcomes
• Objectives (for the students): (1) Become familiar with the terminology and fundamental concepts of relational databases and database management systems. (2) Learn SQL well. This includes relational algebra and relational calculus as the basis for SQL queries. It also includes embedding SQL in a high-level programming language, and it includes triggers and transaction processing. (3) Understand performance issues and optimization strategies. This includes query rewriting, secondary storage characteristics, and access strategies. (4) Be able to design and develop database applications. This includes conceptual modeling and normalization theory. (5) Become familiar with some of the current challenges facing database professionals (e.g. semistructured data management, XML databases, information extraction, and semantic-web technology).
• Objectives (for the instructor): (1) Provide a learning environment in which students can achieve the course objectives. (2) Meet student expectations.
• Objectives (for all): D&C 50:17–22, so that all "are edified and rejoice together."

• Many database textbooks are available; commonly used textbooks include:
  • Database Systems: The Complete Book, by Garcia-Molina, Ullman, and Widom
  • A First Course in Database Systems, second edition by Ullman and Widom
  • Database System Concepts, sixth edition, by Silberschatz, Korth, and Sudarshan
  • Fundamentals of Database Systems, sixth edition, by Elmasri and Navathe
  All are expensive and cover a wide variety of topics beyond what we can possibly cover in a semester, and none cover topics currently challenging database professionals well enough to be useful.
• Text material will come from four sources: (1) on-line reference manuals and tutorials, (2) selected chapters from textbooks (used by permission of publishers), (3) journal articles, and (4) Wikipedia. See the class schedule for links to this material.

                 Homework Assignments	20%
                 Projects		30%
                 Midterm Examinations	25%
                 Final Examination	25%

			A  93.3–100%	A- 90–93.2%		
	B+ 86.7–89.9%	B  83.3–86.6%	B- 80–83.2%
	C+ 76.7–79.9%	C  73.3–76.6%  	C- 70–73.2%
	D+ 66.7–69.9%	D  63.3–66.6%	D- 60–63.2%
			E  Below 60%
	I & W: given according to university policies

• Homework Assignments: Written homework assignments are due as specified in the schedule. Submit assignments by handing them in in class or by slipping them under your instructors door (3332 TMCB). Unless otherwise explicitly stated on the schedule, assignments are to be submitted on (or before) the due date before the Talmage Building closes for the night. (Late homework assignments receive zero credit. However, you may always turn in late homework assignments to be "graded" for feedback. Further, some late homework assignment may receive credit, but only if the circumstances warrant an exception and are discussed with the instructor in advance or within reasonable time soon after receiving the zero score.)
• Projects: There will be several projects, designed to help meet the objectives of the class. All requirements specified in the project descriptions are to be met by the due date as specified on the schedule. Up to 90% credit may be received for late projects turned in within one school day of the due date, up to 80% for late projects turned in within two school days of the due date, and up to 70% for late projects turned in within three school days of the due date. Projects turned in more than three school days late may receive up to 60% credit.
• Examinations: There will be two midterm exams. These tests will be given in the Testing Center as specified on the schedule. The final exam will be comprehensive, but weighted somewhat towards the material in the last third of the class. The final exam will be taken in the class room, as scheduled by the university. Examinations are closed book/notes/calculators/laptops. Midterm examinations have no time limit; the final has a time limit as scheduled by the university.
• Handback Box: Homework, project write-ups, and examinations not picked up when returned in class will be in a CS452 Handback Box in the the instructors office. You can pick up items during office hours.

• Learning to Learn: In today's rapidly changing world, the ability to acquire knowledge and skills and then use them is more important than the ability to store knowledge and facts and then recall them. How do you learn to learn? You probably already know a lot about learning to learn, but here are some reminders.
  Reminders for Students: Learning to learn requires doing—not just thinking; and it requires being responsible—not expecting knowledge and skill to be attained without effort. Responsible learners
  • ask questions ("Ask and ye shall receive."),
  • pursue learning diligently,
  • realize that learning is largely under their own control,
  • know when they do and do not understand, and
  • have the ability to get help from learning material and from other people.
  Although taking responsibility for learning is largely internal, it does have external manifestations. Responsible learners engage in the learning process during class—they listen, ask questions, and help clarify points their classmates may not understand. They do not multi-task during class (e.g., they do not read a newspaper, surf the web, or do homework). Responsible CS learners start projects early enough to ensure that technical difficulties with tools can be resolved and that they can "sleep on" programming difficulties when a resolution is not immediate. Responsible learners start their homework early enough to leave themselves time to get any needed help from TAs, instructors, or classmates. Responsible learners, realizing that explaining or teaching a concept to someone else deepens learning, are willing to help others learn and understand class material.
  Reminders for Instructors: Recall the old maxim: "It is good to give a hungry person a fish to eat, but it is even better to teach a hungry person how to fish." Apply the maxim: Provide students with fish (subject knowledge), but also teach students how to fish (how to learn subject knowledge). Then give students opportunities to fish (to acquire knowledge and skills) and to enjoy catching fish (to use their newly acquired knowledge and skills in meaningful ways).
• Working Together: You may work together with other members of the class; however, do not turn in other people's work. There is a fine line here that requires judgment on your part. Your objective when working with others should be to maximize your learning and the learning of others. You maximize everyone's learning when you help each other come to a greater understanding, but not when you accept or provide an unacceptably easy way to complete an assignment. (There are no shortcuts to learning.) Examples of acceptable collaboration: discussing ideas and concepts related to assignments and projects; developing high-level pseudo-code for a project; and working on homework problems in a study group in a way that enhances everyone's learning. Examples of unacceptable collaboration: copying homework answers; allowing someone to copy your homework; using a copy of the provided homework answers; using some of another person's code to complete an assignment; allowing someone else to use some of your code to complete an assignment; and accepting help from a TA or classmate without really internalizing the material yourself so that you cannot fully claim the work you turn in as your own.

• Disabilities: If you have a disability that may affect your performance in this course, you should get in touch with the office of Services for Students with Disabilities (1520 WSC). This office can evaluate your disability and assist the professor in arranging for reasonable accommodations.
• Children in the Classroom: The serious study of the physical and mathematical sciences requires uninterrupted concentration and focus in the classroom. Having small children in class is often a distraction that degrades the educational experience for the entire class. Please make other arrangements for child care rather than bringing children to class with you. If there are extenuating circumstances, please talk with your instructor in advance.
• Zero Tolerance: Be sure you know and comply with the Computer Science Department's systems abuse policy and university's honor code and sexual harrasement policies.
  • Honor Code Standards. In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work. Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action by the university. (Faculty members in the Department of Computer Science are encouraged to report academic dishonesty to the honor-code office.) Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation, and my own expectation in class, that each student will abide by all Honor Code standards. Please call the Honor Code Office at 422-2847 if you have questions about those standards.
  • Preventing Sexual Harassment. Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education and pertains to admissions, academic and athletic programs, and university-sponsored activities. Title IX also prohibits sexual harassment of students by university employees, other students, and visitors to campus. If you encounter sexual harassment or gender-based discrimination, please talk to your professor; contact the Equal Employment Office at 801-422-5895 or 1-888-238-1062 (24-hours), or http://www.ethicspoint.com; or contact the Honor Code Office at 801-422-2847.

• The Computer Science Department is working to prepare students for influential positions in industry. In order to accomplish this goal, we encourage students to begin preparation for their future careers early in their educational experience.
• The Department and University offer services and resources that will be invaluable in this preparation. Among these are the following.
  • The university's career and internship placement site eRecruiting (www.byu.erecruiting.com), which gives students access to all of the coporate recruiters who come to BYU.
  • For career advisement students may visit the "Counseling and Career Center" (www.byu.edu/ccc/placement), a site with information on careers, salary ranges, resume writing, and preparation for the work environment.
  • For personal help, visit career advisors in the College of Physical and Mathematical Sciences (N-179 ESC) and in the Computer Science Department (3361 TMCB).