Degree | Type | Year | Semester |
---|---|---|---|
2500257 Criminology | FB | 1 | 2 |
None.
The General objectives to be achieved in the course of pedagogy are the following:
In this context, the subject of education has the following specific objectives;
On the other hand, it must be borne in mind that this matter serves as the basis for the deepening and achievement of established objectives in the areas of crime prevention and the evaluation of public programs and policies.
The methodological characterization of the subject follows the principles of methodical multivariance, flexibility and interrelation, and is characterized by:
a) Progressive sliding of the explanatory intervention from the teacher to the students.
b) Group and individual activities by the students.
c) Learning based on reading, self-discovery, exchange of experiences and reflection on practice.
The teaching and learning methods are student centred
Activities
The calendar will set weekly all the activities of the course and will be available in Moodle before the start of teaching.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Lectures. | 18 | 0.72 | 3, 4, 2 |
Seminars. Cooperative learning (small group work) and mixed methodology (bi-directional). | 18 | 0.72 | 3, 4, 5, 6 |
Type: Autonomous | |||
Planning and developing a project as a criminologist | 23 | 0.92 | 4, 2, 1, 6 |
Work in group (search for material, discussion and preparation of presentations, lecture classes) | 17.5 | 0.7 | 3, 4, 2, 6 |
Work planning. Reading, reflection of materials and preparation of individual works and tests. | 44 | 1.76 | 3, 4, 1, 5 |
Work the theory on the blog | 29.5 | 1.18 | 3, 2, 1, 5 |
System of Evaluation
The marks of each assessment activity will be published via campus virtual in the next 20 days after delivering. Students that would like to revise them should do it in the next 15 days after publishing the marks. Students should arrange an appointment with the professor of the course.
The evaluative evidences of the subject are de following:
The seminary practices usually involve the reading of readings and the viewing of documentaries, audio-visual material that will be discussed and worked in small and large group in the seminar.
Attendance
Attendance at theory classes and seminar classes are compulsory. An attendance control will be kept for all sessions. The minimum attendance is 80% in the whole of the subject. If you do not attend a minimum of 80% of the classes, you cannot be evaluated.
Absences can only be justified for reasons of illness or force majeure and for academic reasons previously authorized by the teaching staff.
It is important to remember the regulations of the Degree in relation to punctuality in accessing the classroom.
Requirement to pass
In order to pass the course, it is necessary that each of the evaluation activities obtain a 5. The qualifications of each of the evaluative evidences will be made public in Moodle in the 20 calendar days following its completion. Students who want to review their grade will haveto do so within 15 calendar days after their publication in the tutoring hours that the teaching staff has established for this subject and that are specified in the syllabus.
All evaluable activities will be subject to formal criteria, including spelling, writing and presentation. Regardless of the languageof the group (Catalan, Spanish or English), students must be able to express themselves fluently and correctly and to read with high degree of comprehension of long texts.
Fraudulent conducts
Copying and plagiarism are intellectual thefts and therefore constitute reprehensible conduct that will be sanctioned with a zero throughout the block where the work is located. In the case of copying between two students, if it is not possible to know who copied from whom, the sanction will be applied to both students.
We want to remember that a work that reproduces all or most of the work of another classmate is considered a "copy". "Plagiarism" is the act of presenting any part of a text by an author as one's own, that is, without citing its sources, whether published on paper or digitally on the Internet. See documentation on plagiarism http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html To pass this subject, the student must show, in the activities proposed, a good general communicative competence, both orally as in writing, and a good command of the vehicular language or languages listed in the teaching guide.
In the event that the presence of copying students is detected during an exam, they will be automatically suspended without the possibility of access to recovery. A student who submits a practice in which there is evidence of plagiarism or who cannot justify the arguments of his practice will get a 0 and receive a warning. In case of repetition of the behaviour, the student will suspend the subject(0) and will lose the right to recovery.
Other important aspects for the evaluation:
No practice beyond the term or form will be accepted, except in situations of force majeure. Students will obtain a 0 in that practice / work without the possibility of recovering it.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Elaboration and presentation of the project | 40% | 0 | 0 | 4, 2, 1, 6 |
Blog | 30 % | 0 | 0 | 3, 1, 5 |
Individual work (practical seminar and theory) | 20% | 0 | 0 | 3, 2, 1, 5, 6 |
Mndatory readings
Lorenzo, M., Aroca, L., & Alba, J. (2013). La pedagogía penitenciaria en España: luces y sombras. Revista de Educación, 360, 119-139.
Hikal, W. (1986). Hacia una pedagogia criminológica: diagnóstico y propuesta (teoría del caos). Internacional e-Journal of Criminal Sciences, 6, 1-28.
Bibliografia recomanada:
Bolívar, A. (2000). Globalización y cambio educativo. La sociedad del conocimiento y las claves del cambio. In A. Estebaranz (ed.), Construyendo el cambio: Perspectivas y propuestas de innovación educativa (pp. 17-36). Publicaciones de la Universidad de Sevilla.
Collet, J. (2013). ¿Cómo y para qué educan las familias hoy?. Los nuevos procesos de socialización familiar. Icaria.
Fandos, M., Jiménez, J. M. y González, A. P. (2008). Los medios y recursos en la formación. En V. Giménez y J. Tejada (eds.), Formación de Formadores, Tomo I (pp. 271-369). Thomsom.
Mille, J. M. (2015). Útil pràctic 25. Manual d'elaboració i avaluació de projectes. Ajuntament de Barcelona (6ª ed., por Equip Técnic Torre Jusana). http://tjussana.cat/doc/publicacions/UP_25.pdf (Original edition, 2002).
Jiménez, J. M., González, A. P., & Fandos, M. (2008). La programación en proceso de enseñanza-aprendizaje. In V. Giménez y J. Tejada (eds.), Formación de Formadores. Tomo I. (pp .209-265). Thomsom.
Jurado, P. (2008). Condicionantes en el proceso de Enseñanza-Aprendizaje. In V. Giménez & J. Tejada (coords.), Formación de Formadores. Tomo I. (pp. 429-481). Thomsom.
Mile, J. M. (2015). Útil pràctic 25. Manual d'elaboració i avaluació de projectes. Ajuntament de Barcelona (6ª ed, per Equip Técnic Torre Jusana). http:/tjussana.cat/doc/publicacions/UP_25pdf (Ed. Original, 2002).
Navío, A. (2008). Análisis y detección de necesidades. In V. Giménez & J. Tejada (eds.), Formación de Formadores. Tomo I. (pp.71-145). Thomsom.
Navío, A., & Ruiz, C. (2008). Habilidades didácticas del formador. In V. Giménez & J. Tejada (eds.), Formación de Formadores. Tomo I. (pp. 377-424). Thomsom.
Tejada, J., & Navío, A. (2008). Elaboración de planes, programas y cursos de formación. In V. Giménez & J. Tejada (eds..), Formación de Formadores. Tomo I. (pp. 153-201). Thomsom.
It is not required