Teach & Learn: Professor Margaret Menzin, Simmons University

Thalita Carrico

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Unlocking potential: Integrating MongoDB to enhance learning in the classroom

Photo of Margaret Menzin

Professor Margaret Menzin is a dedicated educator at Simmons University, where she was instrumental in developing one of the first undergraduate data science majors in the United States. With a keen eye on industry trends, she revamped her database course to include NoSQL technologies like MongoDB, recognizing their growing importance in the professional world. Her approach blends practical skills with theoretical understanding, ensuring her students are well-prepared for real-world challenges.

Professor Menzin also fosters a vibrant student community around MongoDB technology, empowering students to use these skills in their academic projects and future careers. Her MongoDB insights on curriculum and student engagement offer valuable perspectives for educators adapting to the evolving tech landscape, as you’ll see in our interview.

1. Tell us about your educational and professional journey and what initially sparked your interest in databases and MongoDB.

At Simmons, we were one of the first US universities to offer an undergraduate major in data science, so we were very aware of the importance of NoSQL for handling big data. In 2017, I returned to teaching databases after a hiatus of about seven years—and when I looked at the textbooks, they hadn’t changed. But the world sure had. So, I checked the Stack Overflow survey of what professional developers were using and found that 25% of them were using MongoDB. With my colleague’s permission, I revised our course to be about one-third on NoSQL, and I had to develop my own materials. But my students adore using MongoDB.

2. What courses related to databases and MongoDB are you currently teaching?

I teach a one-semester database course that’s required for all students majoring in computer science, data science, and information technology/cybersecurity. I also teach a course in full-stack web development, and students learn how to access MongoDB from Node.js.

3. What motivated you to incorporate MongoDB into your curriculum?

I was motivated by what is happening in the real world, but as an instructor, I find that having students learn something else in addition to relational databases makes the discussions much livelier about atomicity, consistency, isolation, and durability (ACID) transactions and concurrency in relational database management systems (RDBMSs). Now, students see where ACID transactions are important and where they’re not. (Yes, I know that MongoDB supports ACID transactions.) Similarly, the design process is different for MongoDB and for entity-relationship design, and that highlights the strengths of each.

Figure 1. Professor Margaret Menzin's students at Simmons University.
Photo of one of Margaret Menzin's class of students.

4. You have successfully built an active student community around MongoDB on your campus. Can you share some insights into how you achieved this and the impact it’s had on students?

First, I tell students to put MongoDB on their curricula vitae because it gives them an edge. Second, students are so enthusiastic about MongoDB that they turn to it when they have to build projects for senior courses. I do require that students install the MongoDB Community Edition on their own computers, and—without any data to back this claim up—I think that makes it more likely that they will turn to it. And they do. This year, a group of four seniors built a complete software system for a nonprofit on our campus, and they chose to use MongoDB. (I was not the supervisor; they chose MongoDB because they liked it and thought it was the best choice.)

5. How do you design your course content to integrate MongoDB in a way that engages students and ensures practical learning experiences?

In my course, I give students a set of comma-separated values (CSVs) for the Northwinds example (a pretty standard project with files for customers, products, orders, line items, etc.), and they denormalize the data. That is, they embed the line-item documents into the orders documents and do some computations, then embed the orders documents into the customers’ documents. They timed various operations with and without indexes. One thing I have learned is to put the exam on MongoDB before the project, so everyone on the team is ready to contribute to the project. I have a file of the approximately 5,000 restaurants in New York City that I use for the exam.

6. How has MongoDB supported you in enhancing your teaching methodologies and upskilling your students?

First, my students make extensive use of the MongoDB documentation. Reading documentation is an important skill for students to learn, and MongoDB’s is excellent. Second, I have gone through all the MongoDB videos for teachers, and I especially use the ones on the design process. For the aggregation pipeline, we use the book Practical MongoDB Aggregations, linked to on your site, and the Mosh Hamedani videos on YouTube. And because I was one of the very early adopters among professors, I’ve had to develop a lot of my own materials, which I’ve shared.

Figure 2. Professor Margaret Menzin's students at Simmons University.
Another photo of some of professor Menzin's students at Simmons University.

7. Could you share a memorable experience or success story of a project from your time teaching MongoDB that stands out to you?

After the first year I taught MongoDB, I asked my colleagues for feedback, and they suggested that I see what other people were doing on the Association for Computing Machinery (ACM) Special Interest Group on Computer Science Education (SIGCSE) LISTSERV. The result was a panel called “NoSQL is No Problem” for SIGCSE 2020. And there was a curated bibliography for various NoSQL platforms.

8. How has your role as a MongoDB educator impacted your professional growth and the growth of the student community at your university?

As a faculty member, I am always trying to see what’s going to be important next and find out how to learn it. Students respond to that attitude. I also lean very heavily on small-group work and team projects in all my courses. Most of my database students are sophomores, and they don’t know each other well yet. So in any small-group work, I say, “Even if it’s your roommate, begin with ‘Hello, my name is…’” and they laugh, but it works. It happens that the database course (occurring fall of the sophomore year) is when we try to build a sense of cohesion among our majors. I also require my students to take out an ACM student membership so I can assign a variety of readings and videos, and that helps them build professional identities. And my students love the fact that this is cutting-edge and that they are moving away from textbooks. I’m sure that listing MongoDB among their skills on LinkedIn and elsewhere also helps them find internships.

9. What advice would you give to educators who are considering integrating MongoDB into their courses to ensure a successful and impactful learning experience for students?

Allow about 30% of a first database course for the MongoDB work. It takes me about one and a half to two weeks to get students to install and learn basic MongoDB, and then another week and a half for the project. After that, use MongoDB as a jumping-off point to circle back to topics like forms of consistency, the CAP Theorem, design trade-offs, design decisions for distributed databases, and the choice of a database model. Comparing and contrasting MongoDB with an RDBMS is a very powerful way to summarize many of the key concepts in a database course. Finally, spending the last week on these high-level issues, when all of the students’ other courses are rushing to finish their projects, will make students very grateful.

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