CSCI 4333
Design of Database Systems
Applied Critical Thinking

by K. Yue

1. UHCL Quality Enhancement Plan (QEP) Motto: Applied Critical Thinking (ACT) for Lifelong Learning and Adaptability

This course has been authorized by UHCL as an Applied Critical Thinking (ACT) Course which means that in addition to learning about the specified course content, students will be engaged with some or all of the Elements of Thought and Universal Intellectual Standards of critical thinking. The objective of an ACT course is to develop the student's ability to become skilled at analysis and evaluation by applying a set of intellectual tools that may be effectively used across all disciplines (as well as to the student's personal life). Based on the Foundation for Critical Thinking model (http://www.criticalthinking.org/), critical thinking involves thinking for a purpose, asking questions, using information, applying concepts, drawing inferences and conclusions, identifying assumptions, anticipating implications and consequences, and recognizing points of view. The Universal Intellectual Standards that are applied to these Elements of Thought of critical thinking in order to develop Intellectual Traits include clarity, accuracy, precision, relevance, depth, breadth, logic, significance, and fairness.

Critical Thinking In Computer Science in General and Design of Database Systems in Particular

Computer science is the scientific and practical study of computation and its applications. Its scope is well agreed upon. For example, in Wikipedia, it is "the systematic study of the feasibility, structure, expression, and mechanization of the methodical procedures (or algorithms) that underlie the acquisition, representation, processing, storage, communication of, and access to information." A thorough understanding and precise specification of the problem domain through modeling, with a clear understanding of all underlying assumptions, is a prerequisite for effectively using computer science to construct computer-based solutions. All elements of thought of critical thinking are essential in every step of the elaboration and modeling of the problem, and the design, implementation, and maintenance of a computer-based solution.

In particular, information is usually stored permanently in database. In the design of database systems, critical thinking is integrated in the process. Database designers use principles of data modeling to thoroughly understand and specify the problem. Concepts of normalization theory and data manipulation are applied to infer and construct suitable logical design solutions. The implications and consequences of the design are realized through the effective uses of query languages. The central question in the design of database systems is how to store and retrieve permanent data effectively.

Fundamental and Powerful Concepts (FPC) of the Course

In ACT vocabulary, fundamental and powerful concepts form the foundation that permeates and unites a course. In this course, these concepts are:

1. Data modeling for thoroughly understanding and precisely specifying problem requirements, assumptions, and constraints.
2. Database design for constructing database solutions to satisfy the data model.
3. Data manipulation for updating and accessing information stored in the database solutions.

2. Applied Critical Thinking (ACT)

2.1 Vocabulary of Critical Thinking

We use the vocabulary of critical thinking described by Drs. Richard Paul and Linda Elder, including the eight elements of thought and nine universal intellectual standards:

Eight elements of Thought of Critical Thinking:

1. Purpose
2. Question at Issue/Problem
3. Information
   
4. Interpretation and Inference/Solution
   
5. Concepts
   
6. Assumptions
   
7. Implications and Consequences
   
8. Point of View

Nine Universal Intellectual Standards for Critical Thinking:

1. Clarity
   
2. Accuracy
   
3. Precision
   
4. Relevance
   
5. Depth
   
6. Breadth
   
7. Logic
   
8. Significance
   
9. Fairness

For more details, see:

[1] Paul, R. and Linda Elder, L., The Miniature Guide to Critical Thinking-Concepts and Tools (Thinker's Guide), 7th edition, Foundation for Critical Thinking, 2014.

[2] Paul, R. and Linda Elder, L., Critical Thinking: Tools for Taking Charge of Your Learning and Your Life, 3rd Edition, Prentice Hall, 2011.

2.2 Critical Thinking Process (CTP)

According to the ACT vocabulary we used, there are four major aspects of the Applied Critical Thinking Process, termed as the 4 C's: curiosity, connections, creativity and communication. In this course, the C in the student learning objectives is connections:

• Making connections to a particular issue or problem: students will use established academic and industrial methodology to model a problem, design a database solution, and manipulate the data.

5.3 Critical Thinking Activities and Assessment

Critical thinking activities are integrated in the course. Lectures will include examples to highlight CT elements and standards, and their applications. Homework and programming assignments contain ACT components. Both the mid-term and final examinations include ACT-oriented questions.

In particular, data of two assessment activities (AA) on ACT will be collected to assess how well critical thinking is incorporated into the course. These assessments will be used as input to the UHCL Critical Thinking database for internal assessment of Critical Thinking, and will not affect your grade of the course.

1. Homework on ER (HW-ER): Students will construct an ER model to specify a given problem. This homework requires the students to have a clear conceptual understanding of the theory of data modeling (ACT SLO #1) to construct ER diagrams to precisely capture problem constraints and assumptions (ACT SLO #2).
2. Programming on SQL (HW-SQL): Students will develop SQL solutions to accurately implement a set of database queries (ACT SLO #3).

The course assesses connections out of the four C's. The related Student Learning Outcomes (SLO) and Fundamental and Powerful Concepts (FPC):

The assessment criteria for the AA:

Overall, if 70% or above of students are evaluated to be acceptable or excellent in each activity, as well as the average of all activities, the outcomes will be deemed acceptable. Overall, the instructor will evaluate the ACT content, activities, and assessment of the course and make necessary adjustment.