Overview

I taught Fundamentals of Databases as the sole lecturer for six years (2003-2009), delivering core database concepts to cohorts of 130-240 second-year students. The course covered relational database theory, SQL, database design, and transaction management.

Evaluation Scores

The unit consistently received strong evaluation scores, particularly outperforming the university average in terms of quality:

Unit Average: Q: 7.69, S: 7.06
Comparative Average: Q: 7.45, S: 7.41

The unit consistently outperformed the university average in terms of quality (7.69 vs 7.45), demonstrating sustained teaching excellence over the six-year period.

Key Innovation: Specialist Publications

A significant innovation during this period was pioneering the “specialist publication” concept in partnership with Pearson Education.

The Problem

Traditional approach:

• Lecturers created handouts each year
• Materials quickly became outdated
• Inconsistent quality across sections
• Students struggled to find comprehensive resources
• Photocopying costs and environmental impact

The Solution

Partnered with Pearson to produce bespoke textbooks specifically for the Manchester course:

• Custom-written for our curriculum
• Professional editing and production
• Annual updates incorporated
• Student-friendly pricing
• Comprehensive coverage aligned with lectures

Impact

For Students:

• Single, authoritative resource
• Professional quality materials
• Better value than multiple textbooks
• Portable and accessible
• Clear alignment with course

For Teaching:

• Reduced preparation time
• Consistent year-on-year delivery
• Professional standard materials
• Easier to maintain and update
• Focus on teaching rather than material production

For Institution:

• Reduced photocopying costs
• Environmental benefits
• Professional reputation
• Sustainable teaching materials
• Model for other courses

This innovation was ahead of its time, predating the modern open textbook movement and custom course materials now common in many institutions.

Course Content

Core Topics

Relational Database Theory:

• Relational model fundamentals
• Relational algebra
• Relational calculus
• Normalization (1NF through BCNF)
• Functional dependencies

SQL:

• Data definition language (DDL)
• Data manipulation language (DML)
• Complex queries and joins
• Subqueries and views
• Stored procedures

Database Design:

• Entity-Relationship modelling
• ER to relational mapping
• Design methodology
• Constraints and integrity
• Schema refinement

Transaction Management:

• ACID properties
• Concurrency control
• Locking mechanisms
• Recovery techniques

Physical Database Design:

• Storage structures
• Indexing strategies
• Query optimization
• Performance tuning basics

Practical Component

Laboratory Sessions:

• SQL practice using Oracle/MySQL
• Database design exercises
• ER diagram development
• Normalization problems
• Query optimization tasks

Assessment:

• Written examination (theory)
• Practical SQL assessments
• Database design project
• Regular problem sheets

Teaching Approach

Lecture Style

Structured Delivery:

• Clear learning objectives each lecture
• Theory with practical examples
• Live SQL demonstrations
• Interactive problem-solving
• Q&A sessions

Visual Teaching:

• ER diagrams and schemas
• Query execution visualization
• Transaction timeline diagrams
• Normalization step-by-step examples

Support Materials

In addition to the custom textbook:

• Comprehensive lecture slides
• SQL reference guides
• Practice problem sets with solutions
• Past examination papers
• Office hours for individual support

Student Cohort Challenges

Large Class Size

Managing 130-240 students required:

• Clear communication channels
• Structured lab sessions with GTAs
• Efficient marking schemes
• Scalable assessment approaches

Varied Backgrounds

Students entered with different programming experience:

• Some had database exposure
• Others were complete beginners
• Varied mathematical comfort levels

Solution:

• Foundational lectures accessible to all
• Extension material for advanced students
• Support sessions for struggling students
• Peer-learning encouraged in labs

Mathematical Content

Database theory includes significant mathematical components:

• Set theory for relational algebra
• Logic for relational calculus
• Graph theory for ER modelling

Approach:

• Gentle introduction to mathematical concepts
• Practical examples before formal notation
• Visual representations
• Relate to familiar programming concepts

Evolution During Tenure

The course evolved over the six years:

2003-2004: Initial delivery

• Established baseline curriculum
• Standard textbook and handouts
• Traditional lecture format

2004-2006: Refinement

• Custom textbook developed with Pearson
• Assessment structure improved
• Lab exercises enhanced

2006-2008: Maturity

• Consistent high-quality delivery
• Peak satisfaction scores (2007/08: 8.16)
• Teaching materials polished
• Strong GTA support system

2008-2009: Transition

• Preparing for handover
• Documenting best practices
• Training successor
• Final refinements

Industry Relevance

Database skills remain highly sought after:

• Enterprise database administration
• Data engineering roles
• Full-stack development
• Data science foundations

Students who excelled in this course often went on to:

• Database administrator positions
• Data analyst roles
• Backend development careers
• Advanced database research (PhD)

Challenges Faced

Scale

Issue: 200+ students in lectures Solutions:

• Microphone for clear audio
• Readable slides visible from back
• Recorded lectures (later years)
• Multiple lab sessions

Mathematical Abstraction

Issue: Some students struggled with formal notation Solutions:

• Practical examples first
• Visual representations
• Multiple explanations of concepts
• Study groups encouraged

SQL Dialectic Variations

Issue: Different SQL implementations (Oracle vs MySQL) Solutions:

• Focus on standard SQL
• Highlight dialect differences
• Choose portable examples
• Document vendor-specific features

Keeping Current

Issue: Database technology evolving rapidly Solutions:

• Annual curriculum review
• Industry guest speakers
• Textbook updates
• NoSQL trends discussed (late years)

Pedagogical Approaches

Concrete Before Abstract

Introduce practical applications before formal theory:

1. Show SQL query solving real problem
2. Explain relational algebra equivalent
3. Connect to theoretical foundations

Repetition with Variation

Core concepts revisited throughout:

• SQL in multiple contexts
• Normalization across different schemas
• ER modelling for various domains

Active Learning

Encourage student participation:

• In-lecture problem solving
• Think-pair-share activities
• Lab exercises requiring creativity
• Group discussions on design choices

Real-World Context

Connect to authentic applications:

• Banking systems for transactions
• E-commerce for database design
• Social networks for relationships
• Library systems for ER modelling

Legacy

Although I stopped teaching this course in 2009, the innovations introduced have had lasting impact:

Custom Textbook Model:

• Adopted by other courses at Manchester
• Became a template for course material development
• Influenced department approach to teaching resources

Teaching Materials:

• Slides and exercises continue to be used (adapted)
• Problem sets remain relevant
• Design examples still valid

Pedagogical Approaches:

• Concrete-before-abstract method
• Visual teaching techniques
• Active learning components

Reflections

Teaching Fundamentals of Databases for six years was formative for my teaching career:

What Worked:

• Custom textbook partnership (major innovation)
• Clear structure and progression
• Balance of theory and practice
• Strong GTA support system
• Consistent quality over time

Lessons Learned:

• Scale requires different approaches
• Materials quality matters immensely
• Industry connections add value
• Mathematical content needs gentle introduction
• Textbook innovation can transform teaching

Skills Developed:

• Large-scale course management
• Material development and publishing
• Complex topic simplification
• Scalable assessment design

Successor

The course continues to be taught at Manchester, building on the foundation established during my tenure. The custom textbook model, though eventually replaced by newer approaches, demonstrated that innovation in course materials delivery could significantly enhance student experience.

Conclusion

COMP20312 Fundamentals of Databases represented a significant teaching commitment during 2003-2009, consistently achieving above-average evaluation scores across all six years of delivery.

The specialist publication innovation – partnering with Pearson to create custom textbooks – was a key contribution that:

• Improved student experience (single, comprehensive resource)
• Enhanced teaching efficiency (reduced material preparation)
• Provided institutional benefit (sustainable, professional materials)
• Pioneered an approach later adopted more widely

With an average quality score of 7.69 versus institutional average of 7.45, and serving between 130-240 students annually, the course made a substantial contribution to undergraduate computer science education at Manchester.

The experience of teaching at this scale, developing innovative teaching materials, and maintaining consistent quality over multiple years established foundations for my subsequent teaching career and ongoing commitment to teaching excellence.