Bachelor's degree in Security

Metodology

The Bachelor's Degree in Security follows a methodology based on teaching-learning, centered on the student, which promotes active participation and promotes the development of general and specific skills that demonstrate knowledge, skills and attitudes applicable in a future professional practice.

The teaching methodology is based on the use of ICTs as a support to collaborative work (forums, chats, meeting by videoconference), the teacher's directions (agenda, bulletin board, document folder, links) and the submission of assignments (task mailbox and work tools). The Blackboard Virtual Campus will be used for this purpose.

All these techniques mean that the student takes on an active role in his/her academic training. In addition, the work of the professor acquires a guiding dimension of support and guidance, which must be consistent with a transparent and formative evaluation system that faithfully reflects the knowledge and skills acquired.

The educational activities (EA) are carried out through different teaching strategies: theoretical classes, practical cases, online tutorials, and academic activities among which are the reading and analysis of jurisprudence, assignments through virtual resources, search and selection of jurisprudence and legislation; exams and activities for evaluation, individual or small group work.

Educational Activities

The educational actions of this Bachelor's Degree in their distance learning option are specified in the following:

AF1. Online theoretical classes

The students have online work sessions, which share some aspects of the in-person lectures and in others they are differentiated by their own nature.

The subjects in which studying in the Virtual Campus has more importance have a prepared EDUCATIONAL ITINERARY, in which the units of the curriculum are described. The structure of the Itinerary is hypertextual, since it has content Blocks, divided into Units. In each of these units, a complete lesson is provided; other related topics are referenced, hyperlinks are used to explain or present; complementary information on concepts, definitions, bibliography is added through sales and connections with the Documentation Center of the subject. The professor can also teach a lecture using the VIDEOCONFERENCE system.

The biggest difference between the in-person lectures and the realization of the platform's content units, in addition to being present or not, is the chronological sequence, since the student can connect to the platform for as long as he/she wishes, at the time he/she wishes. They can interrupt their work whenever they want, they can interact with the platform itself, using all forms of hypertextuality and connections to Internet sources through the documentation center. They can also interact with their classmates and with professors through the FORUMS, to ask questions or comment on some content; or in a more conventional type of learning, they can print all the lecture material of the unit and read it wherever they want.

The virtual Campus of each subject also allows the professor to display all kinds of documents, labeled, in the DOCUMENTS folder, with contents of the subject, in Word, Power Point, videos and audio formats, which explain the contents of the subject in question, they exemplify it, they expand on it.

The academic Forum of each subject allows to build theoretical and practical knowledge through the interaction of students with different groupings. There is the General Forum, in which all the students and the professor participate, and the Group Forum, in which the students work in small groups, always organized by the professor and supervised by his/her, in which they can share documents of all types with just the members of the group.

AF2. Online practical cases

The practical cases in the distance learning modality will be carried out using the Virtual Campus. The professor will upload the case that students must study in the DOCUMENTS folder, and they will submit it via the task mailbox for correction by the professor. There is a specific Forum for the discussion of the relevant issues of the case by all the students and the professor, and Debates will be held through the forum.

AF3. Reading and analysis of articles and solved cases

The professor, as in the previous case, will post the required reading texts in the Documents folder, and the students will have to analyze them according to the same methodology as in the work described below.

AF4. Distance tutoring sessions

The personalized nature of teaching at Nebrija University is based on the deep belief that teaching is not reduced to mere instruction. In this sense, the professor is not only a transmitter of knowledge but a trainer who guides and assists students in their needs, which are not limited to the acquisition of concepts, but also to the development of procedures and attitudes. The tutoring sessions are responsibility of the professors of the subjects.

Professors are responsible for guiding and assisting students with organizational and didactic difficulties, paying special attention to personalized advice on the skills and skills they must exercise to carry out academic work outside of class sessions. They try to create a space designed to listen and advise students about topics that are of concern, a quiet environment, free from interruptions, that favors dialogue.

In its distance learning modality, within the Virtual Campus, there will be a tutoring site, through which the students can bring up their questions with the professor of the subject, who will respond through the same channel.

In the same way, five mechanisms of assistance are implemented for the student in the tutoring sessions.

• The academic forums of each subject, moderated by the professor, with the participation of all the students, where they can consult and share the questions raised by the students and professor's answers.
• Individual email between student and professor, for individual clarification.
• Telephone tutoring at a pre-scheduled time for each subject.
• Telepresential tutoring using tools such as Skype, that allow direct visualization between teacher and student or the visualization of documents.
• Obviously, students who wish to and can travel can arrange a personal face-to-face tutoring session with the professor at the Campus of Nebrija University.

AF5. Assignments through virtual resources

The discussion of the specific aspects of these assignments is carried out in the "Forums" section, in which the students debate about these cases, as well as the related topics that the professor thinks is appropriate to bring up.

The presentation, individual or in groups, is made by the students through the Task Mailbox and/or by videoconference. Each subject has its own space in the Virtual Campus, which allows the sharing of documentation and images, and the holding of debates by real-time videoconference.

At the same time, in the ASSIGNMENTS tool, the professor and the students can share the work that everyone does, once they have been commented and evaluated by the teacher, so cooperative learning is clearly facilitated: everything done by each student can be available to the class group, if the teacher deems it appropriate.

AF6. Individual student work

This educational activity is exactly the same as in the classroom attendance modality, and consists of the student having to do the reading and study of manuals, articles, notes, legal texts, as well as the cases and individual assignments given to him/her. This individual work or study is reflected in the evaluation system in terms of ECTS credits.

AF7. Search, selection, organization and hierarchization of information, legislation and jurisprudence in different sources, through IT tools

The student must be able to locate, classify and analyze the different information sources found on the Internet. To this end, the professor will insert search exercises on legislation and jurisprudence on specific issues in the corresponding activities through the different existing databases and web pages that collect them.

In the subject sheets enclosed in this document are the new educational activities that are established in each subject with the corresponding ECTS credits that are awarded, without describing each one again, as we refer to what was just described.

As a general rule, in the distance learning modality, the individual work of the student and the cases and distance assignments will have a greater weight than the distance theoretical classes, unlike in the classroom attendance modality, where the lectures have a greater relevance.

AF8. Complementary educational activities

Seminars, specialized congresses and conferences on topics related to the areas of knowledge.

AF9. Professional practical activities

The students will carry out internships of a duration equivalent to 18 ECTS credits starting in the 6th Semester in companies with which the university has agreements. The students will carry out the tasks that are assigned by the tutor responsible for their follow-up in the institution in which the internships are carried out. These training activities will be supervised by the tutor of the University, who will be responsible, in coordination with the tutor of the center and the student in question, to evaluate their process of professional and personal evolution in the internship center. The practical activities will always be in-person, in the institution in which they are carried out. However, all will be followed by periodic tutorials, with the person in charge of the follow-up in person, at the university, or virtual, through communication by e-mail, video conference or Skype.

AF10. Preparation, presentation and defense of the Final Research Project

Academic paper equivalent to 18 ECTS credits on any of the topics proposed by the Department.

Grading System

The grading system of the distance learning modality does not change significantly with respect to that of the classroom attendance modality, in the sense that the same formative activities are evaluated, although, in its distance education option.

In this way, the evaluation procedures for the distance learning modality are:

• Participation in distance forums, chats, blogs and other collaborative media, and remote participation in the sessions.
• Preparation of individual and group work.
• Evaluation of complementary reading.
• Resolution of practical cases.
• Online and offline written tests: There are two types of online written tests:
• • a) Self-assessment test. These self-assessment tests will also be implemented on the online platform so that the student can repeat them and see the score obtained as many times as he/she wishes.
  • b) Knowledge exam. Longer than the tests and evaluated by the teacher. Your results will be published on the platform after a certain time.

The final exam of each subject, which will always be taken in person.

In the final grade of the subject, the grade of said final test is weighted with the rest of the assessment elements, with variable percentages of weighting of the different concepts, depending on the specific contents of the subject. The specific percentages of weighting in each subject appear in the documentation delivered to the student at the beginning of the course.

All grades will be accessible through the Internet, in the student's private area.

Grading examples:

Subject: Risk analysis and security planning
Grading system in ordinary call: Participation in remote forums, chats, blogs and other collaborative media, and remote participation in teaching sessions: 10%. Preparation of individual and group work: 15%. Resolution of practical cases: 15%. Knowledge test: final exercise 60% (a minimum of 5 is required in the exam).