Abstract
The panel on data(base) education at VLDB2021 [13] drew attention to important challenges in choosing how database classes are constructed for students in a world where data is being used in novel and impactful settings. This paper aims to present one view of a process for making these pedagogy decisions. We don't aim to present a best-possible design of the subject, rather we want to illuminate the space of possibilities, to encourage reasoned choices rather than simply teaching the subject as it was previously offered, or spending time on the latest innovations without considering the "opportunity cost" of doing so. We hope to guide the perplexed instructor or departmental curriculum committee.
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