1. Introduction
The health crisis caused by the Covid-19 pandemic has had an enormous impact on the development of academic activities at universities since Royal Decree 463/2020 of 14 March, declaring a State of Alarm, established the suspension of on-campus and face-to-face educational provision and the adoption of extraordinary measures for off-campus teaching and learning, for as long as the current health emergency lasts.
The joint communiqué of 2 April 2020 by the Rectors of the Andalusian Association of Public Universities (AUPA) and the Regional Minister of Economy, Knowledge, Enterprise and Universities (CECEU) of Andalusia, established the agreement to maintain off-campus teaching and learning for the remainder of the academic year 2019-20. This joint communiqué also established the need to prepare a General Contingency Plan defined by broad perspectives in terms of its duration — not only for the remainder of the academic year — but also considering the modes of assessment which could be applied in the event that these exceptional circumstances were to continue until the dates established for final assessment.
The guidelines of this Contingency Plan for Off-Campus Teaching, Learning and Assessment have been designed bearing in mind the University of Granada’s commitment to the academic quality of the training that students will receive in this new context.
Guaranteeing this quality is one of the general criteria established in the following documents:
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Agreement of the Spanish Network for Quality Assurance Agencies in Higher Education (REACU) in light of the exceptional circumstances caused by Covid-19 (3 April 2020).
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Framework document for the adaptation of teaching, learning and assessment at Andalusian universities to the exceptional circumstances caused by Covid-19 for the academic year 2019-20 (11 April 2020).
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Guidelines on information gathering and documentary records for the adaptation of teaching, learning and contingency plans deriving from the Covid-19 pandemic (Direction of Evaluation and Accreditation of the Andalusian Knowledge Agency DEVA-AAC, 14 April 2020).
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Recommendations on general criteria for the adaptation of the Spanish university system to the Covid-19 pandemic for the academic year 2019-20 (General Conference for University Policy, 15 April 2020).
These exceptional circumstances entail temporary changes, not only in the way teaching and learning processes are addressed, but also in the university guidelines and regulations that facilitate the implementation of teaching activities (degree programme reports, course guides, assessment regulations, etc.).
The decisions taken and the adjustments made for each degree programme shall be established and included as addenda to the degree programme reports, course guides, specific UGR regulations and guidelines, and in the procedures that make up the Internal Quality Assurance Systems for the degree programmes. In this sense, the vertical and horizontal coordination mechanisms established in these systems between the academic and quality assurance committees of the degree programmes, department boards, coordinators of master’s degree programmes, and management teams of the faculties and schools — for the purposes of which agile and transparent procedures have been put in place — are essential. This coordination between all the bodies involved in the decision-making processes will ensure coherence and consistency in the changes and adaptations made.
This Contingency Plan for Off-Campus Teaching, Learning and Assessment at the University of Granada covers six core areas:
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I. Teaching activities: Adaptation of course guides
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II. Curricular and extracurricular work placements
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III. Undergraduate dissertations, master's dissertations and doctoral theses
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IV. Assessment of learning
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V. Training of teaching staff
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VI. Support and services for students
2. Teaching activities: Adaptation of course guides
The UGR is aware of, and recognises, the enormous effort of our student body, teaching staff, and administrative and support staff in responding with the greatest responsibility and rigour to this new context of off-campus training. The Resolution of 14 March 2020 by the Rector on the suspension of face-to-face and on-campus teaching at the UGR establishes in section 6.I.I that teaching and research staff (PDI), in line with their teaching duties, must seek alternatives in order to carry out their work off-campus. The fulfilment of these teaching duties entails the implementation of the following measures to improve teaching activities and students’ learning:
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To continue with the development of teaching activities in a remote, off-campus mode. This mode entails continuous contact with students and cannot be limited to providing slides or study notes for courses. Classes delivered through videoconferencing and a weekly synchronous (live) lecture facilitating interaction with students, where possible, are also recommended.
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To maintain constant communication with students, and carefully monitor students with special educational needs or other socio-economic needs.
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To pay special attention to UGR students participating in outgoing mobility programmes who, due to the health crisis, have had to alter their enrolment to include UGR courses.
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To pay special attention to international students; both those participating in international mobility programmes and those enrolled on full degrees at the UGR.
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To immediately communicate, especially to students, changes introduced in any aspect of teaching activities.
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To tailor the adaptations to the connectivity conditions and technology available to students.
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To maintain the course timetable initially scheduled for synchronous activities, unless prior agreement is reached with the students involved. Teaching staff are also advised to record their lectures, thereby enabling students to follow classes asynchronously.
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To avoid overburdening students, bearing in mind the effort they are currently making to adapt to remote teaching and learning, as well as the fact that, generally speaking, they are enrolled in a minimum of 30 credits in this second semester.
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To offer appropriate guidelines to students from the first semester who have any subject pending evaluation from an extraordinary assessment session (convocatoria extraordinaria) at faculties and schools with an open semester model (con semestres abiertos).
The change from on-campus to off-campus teaching and learning requires the adaptation of the course guides. These adaptations, carried out by the teaching teams responsible for each course, will be supervised by the corresponding department in charge and communicated to the coordinators of the degree programme (in the case of undergraduate degree programmes), and supervised by the academic or quality assurance committees (in the case of master's degree programmes).
With a view to facilitating these adaptations and determining the scope of the possible changes to be introduced in the course guides, specific guidelines will be provided to the teaching teams responsible for each course. These guidelines will be included in an addendum (see Annexe I) to the course guide, which must be approved by the boards, management teams or academic committees, as appropriate, and communicated as soon as possible (at the latest before April 30).
The following descriptors included in the course guides must be adapted as appropriate:
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a) Tutorials must be included in the timetable established in the addendum to the course guide, using the available synchronous tools (videoconferences, phone calls, etc.) and asynchronous tools (forums, emails, etc.), thereby enhancing the guidance and monitoring of students.
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b) With regard to the detailed course syllabuses, especially those related to practical activities carried out in laboratories, workshops or fieldwork, whatever their nature is; it is necessary to reorient these activities to allow students to achieve the intended learning outcomes included in the course guide.
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c) Teaching methodologies: Teaching staff will specify the new teaching methodologies and the online tools to be used.
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d) The assessment system should preferably be aimed at continuous assessment. Guidelines on assessment, alternatives to face-to-face assessment based on online tools, as well as the teaching and assessment calendar, are provided in section 4 of this document.
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e) Resources and links recommended for distance learning and assessment, such as alternatives to the basic and complementary readings (many of which cannot be accessed by students due to the circumstances), must also be included in the addendum to the course guide.
3. Curricular and extracurricular work placements
1. Extracurricular work placements at companies, external organisations or at the University which have been interrupted by the State of Alarm can only be continued online, until the health authorities allow their face-to-face or on-campus resumption, and as long as the companies or organisations are not involved in a temporary labour force adjustment plan known as an “expediente de regulación temporal de empleo” or ERTE, and the development of a training project agreed upon by the collaborating organisation and the student can be ensured. A sworn declaration will be requested from all companies and organisations, except public administrations, stating that they are not involved in an ERTE.
No new extracurricular work placements may be initiated, nor may extracurricular work placements be extended, while the heath emergency continues. Only work placements whose training activities are related to support services tackling the Covid-19 pandemic can be initiated or extended. These exceptional cases will be assessed by the Vice-Rector for Student Services and Employability and the Director of the Employment and Work Placement Office (CPEP), upon reception of a technical report from the staff responsible for managing these work placements.
2. Curricular work placements in companies, organisations or at the University, whether interrupted or not yet initiated by the student, can only be carried out online while face-to-face modes are not allowed, and as long as the development of a training project can be ensured.
3. Interrupted international work placements carried out by students who have returned to Spain can only be continued online, and as long as the development of a training project can be ensured and the collaborating organisation/body and student agree to do so.
4. The faculties and schools of undergraduate degree programmes and the academic committees of master's degree programmes can adopt the following measures for curricular work placements which cannot be carried out online, paying special attention to the characteristics of the academic degree in question and the motivation and personal circumstances of the student:
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To adapt the work placement to a remote, off-campus mode through the development of diverse training activities which facilitate the acquisition of the corresponding skills and fulfil the training project. In the event that students have already initiated their work placement without finishing it, the activities that will complement their learning must be established in accordance with the percentage of the work placement that they would have carried out through a face-to-face mode before the declaration of the State of Alarm.
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To consider as relevant training activities which can substitute the curricular work placement, totally or partially (where applicable): professional activities; work placements related to the academic degree undertaken by the student; volunteering activities; as well as complementary training, which ensure the acquisition of the skills and intended learning outcomes for the work placement. However, in order to be assessed, the student must submit a detailed report on the tasks undertaken, aside from the specific contents established by the faculties and schools (in the case of undergraduate degree programmes) or the academic committees (in the case of master’s degree programmes) responsible for this assessment.
In the event that this option can only substitute the work placement partially, in addition to the report, the complementary training activities that the students will have to carry out must be established with a view to guaranteeing the intended learning outcomes.
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To postpone face-to-face or on-campus work placements until the months of June, July, August, and September, provided that the evolution of the health emergency permits this. The working hours for the placements may be extended to up to 8 hours a day if this is required and as long as the student and the collaborating organisation or company agree to do so. However, if necessary, the work placement may be extended until the end of the year, as long as its completion can be made compatible with the work placements scheduled to take place in the 2020-21 academic year and it does not cause overlap on the degree programme or at the collaborating organisation. In this latter case, it will be deemed that students have passed the course in the 2019-20 academic year, and therefore they will not have to pay new enrolment fees.
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If the curricular work placement is optional, students can make an exceptional modification to their enrolment (alteración extraordinaria de matrícula), which will allow them to undertake (in the case of undergraduate degree programmes) other courses from the second semester, provided they can take a single final assessment (evaluación única final) — an assessment method that only takes a final exam into account — for the course replacing the curricular work placement. Regarding master’s degree programmes, this modification can be only made when the courses to be undertaken have not begun yet. These courses may belong to the curriculum of other master’s degree programmes, as long as their recognition has been approved by the competent body in question.
5. With regard to work placements for licensure undergraduate and master’s degrees for regulated professions (grados y másteres habilitantes), the same criteria will be applied as for non-licensure undergraduate and master’s degree (grados y másteres no habilitantes), provided this is possible and complies with the corresponding ministerial order. The recommendations of the Conferences of Directors and Deans may also be considered.
4. Undergraduate dissertations, master's dissertations and doctoral theses
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Undergraduate and master's dissertations based on experimental work, data collection, laboratory work, or other work which cannot be carried out during the current national State of Alarm may be reoriented towards other modalities based on case studies, bibliographic or research work, etc. which can be developed in the current circumstances. The faculties and schools, in the case of undergraduate degree programmes, and the academic committees, in the case of master's degree programmes, will establish the procedures to carry out this change of orientation.
However, these types of undergraduate and master's dissertations may be conducted, at the student's request, between the months of September and December 2020. In these cases, the student will be considered to have passed the course in the 2019-20 academic year, and therefore will not have to pay new enrolment fees.
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Dissertation tutorials will be carried out using the available online tools, thereby enhancing the guidance and monitoring of students.
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The submission of undergraduate and master's dissertations will be adjusted to the adapted version of the assessment calendar included in this Contingency Plan for Off-Campus Teaching, Learning and Assessment.
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The defence and evaluation of dissertations will be conducted via remote media, unless health guidelines allow face-to-face defences.
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If technical difficulties prevent or hinder an online defence, the coordinators of undergraduate programmes and the academic committees of master’s degrees may decide to substitute written reports for the public defence, unless state regulations governing the degree programme prohibit this.
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The online submission and defence of doctoral theses will be carried out in accordance with the protocol established in the Resolution of 26 March 2020 by the Vice-Rector for Teaching and Learning establishing the necessary organisational measures and instructions for the procedures to submit and defend doctoral theses (English version of the Resolution: https://escuelaposgrado.ugr.es/doctorado/phdonline/resolutionof26march2020bythevicerectorphdthesisonline/! ).
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This protocol will be applicable to doctoral students whose thesis defence is approved by the committees of the doctoral schools and who request to use the videoconference system to defend their thesis. By making this request, students automatically declare that they agree to the resumption of the relevant administrative deadlines, in accordance with section 3 of the third additional provision of Royal Decree 463/220 of 14 March declaring a State of Alarm with regard to the management of the health emergency triggered by the Covid-19 pandemic.
5. Assessment of learning
- 5.1 General guidelines for off-campus assessment
- 5.2 Alternatives and tools for off-campus assessment
- 5.3 Calendar for off-campus teaching, learning and assessment
5.1. General guidelines for off-campus assessment:
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Changes to the assessment system must ensure equity, quality in the evaluation process, and its adaptation to the nature of the course, content, and teaching methods. These changes shall be indicated in the corresponding addendum to each course guide, which must be approved and communicated as soon as possible and in any case before 30 April.
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Students shall be consulted and informed well in advance of changes to the systems of continuous assessment and single final assessment (evaluación única final) — an assessment method that only takes a final exam into account, clearly specifying:
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the evaluation criteria and procedures;
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the weighting assigned to each activity or aspect to be assessed;
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and the requirements established (if applicable).
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The assessment must focus on the essential aspects of the subject (taking the intended learning outcomes as a reference point).
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The preferred type of evaluation in this new setting of university teaching and learning is continuous assessment; the training activities carried out during face-to-face teaching must constitute substantial assessment evidence in the evaluation of learning outcomes. Off-campus training activities must enable students to continue their learning and facilitate their assessment.
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We suggest considering the possibility of dispensing with traditional exams/tests. If this is not possible, the weighting initially established for these traditional exams/tests in the course guide must be respected. However, it is recommended that alternatives to traditional exams/tests be provided, adapting them to the nature of the course (depending on whether it is theoretical/practical); off-campus teaching and learning modes; the size of the group; the technology available; and the connectivity conditions of students. Likewise, these alternatives must not overburden students, so sequencing the submission of the different tasks is highly recommended.
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The methods and techniques for continuous assessment shall be diverse, complemented by continuous assessment techniques in virtual sessions that are held synchronously (at the same time) and asynchronously (at different times).
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We recommend teaching staff to be flexible regarding the deadlines for the different tasks and activities to be assessed.
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Special difficulties must be taken into account and exceptional cases must be dealt with. In this sense, it is necessary to consider the exceptional circumstances of international students on incoming mobility programmes and enrolled on full degree programmes at the UGR, as well as those on outgoing UGR mobility programmes who, due to the health emergency, have had to modify their enrolment to include UGR courses.
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Students maintain their right to review their assessment exercises and their marks by videoconference or email.
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Students must be provided with prior and precise instructions regarding the completion of the tests or tasks which are subject to assessment.
5.2. Alternatives and tools for off-campus assessment
In order to facilitate this adaptation process for teaching staff, the University of Granada has provided a list of possible alternatives to face-to-face assessment (see Annexe II). We recommend taking into account the following considerations in order to implement these alternatives:
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We suggest using anti-plagiarism software and communicating its use to students.
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All students have a duty to act in accordance with the principles of individual merit and authenticity in assessment exercises, as well as to guarantee the authorship and originality of their work.
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The connectivity conditions of students in synchronous (live) assessment tasks should be taken into account.
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On-campus setting: |
Off-campus assessment alternatives: |
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Written tests |
Criterion-referenced test |
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Essay, problem solving, case study or practical case |
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Oral tests |
Oral presentation of work |
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Individual or group interviews |
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Assignments and seminars |
Portfolio (individual or group) |
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Report writing and journals |
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Searching for, reading and reviewing publications |
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Audiovisual productions |
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Mind maps |
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Work placements |
Work placements |
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Observation |
Observation |
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Participation |
Participation |
With regard to these alternatives for conducting off-campus assessment exercises, teaching staff shall bear in mind the recommendations included in the Report on Off-Campus Assessment Procedures: Study of the Impact of their Implementation in Spanish Universities and Recommendations (Informe sobre Procedimientos de Evaluación no Presencial. Estudio del Impacto de su Implantación en las Universidades Españolas y Recomendaciones) and the Report on the Regulatory Impact of Online Assessment Procedures: Data Protection and Guaranteeing Students’ Rights (Informe sobre el impacto normativo de los procedimientos de evaluación online: protección de datos y garantía de los derechos del estudiantado), developed by the Intersectoral Working Group (General Secretariats, Teaching and Learning, ICTs and Student Affairs) of the Conference of Rectors of Spanish Universities (CRUE).
5.3. Calendar for off-campus teaching, learning and assessment
5.3.1 Calendar for off-campus teaching and learning
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UNDERGRADUATE DEGREES
Second semester teaching period
Degrees with an open semester model (con semestres abiertos): Until 12 May 2020
Degrees with a closed semester model (con semestres cerrados): Until 27 May 2020
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MASTER'S DEGREES
Second semester teaching period: Until 19 June 2020.
In exceptional cases where it is not possible to adapt practical teaching and learning methods to a remote, off-campus mode, the course will be rescheduled for the period when the health authorities allow contact teaching again, which could be during the months of July or September (in an intensive mode), if this were possible.
5.3.2 Assessment calendar
To ensure the proper development of the academic year 2019-20, the following calendar for off-campus assessment has been established. If the evolution of the current health emergency were to permit on-campus assessment for both assessment sessions, or solely for the extraordinary assessment session, they will be carried out following the calendar below:
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UNDERGRADUATE DEGREES
Taking into account the possible evolution of the Covid-19 pandemic and the unlikely scenario that face-to-face assessment exercises can be held on the scheduled dates in the academic calendars — as indicated in the Framework document for the adaptation of teaching, learning and assessment at Andalusian Universities to the exceptional circumstances caused by Covid-19 for the academic year 2019-20 — the following considerations have been stipulated with regard to the evaluation period covering ordinary and extraordinary assessment sessions for the second semester (for degrees with a closed semester model) and the evaluation period covering the ordinary assessment session for the second semester, and an extraordinary assessment session for the first and second semesters (for degrees with an open semester model):
1. All degrees will give priority to continuous assessment, including suitable off-campus evaluation alternatives adapted to the characteristics of the courses.
2. When it is not possible to use continuous assessment for the off-campus evaluation of courses, the following stipulations have been established:
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The deadline for notifying faculties and schools, through the department boards and programme coordinators, of off-campus evaluation in ordinary and extraordinary assessment sessions, is 30 April 2020.
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The calendar for off-campus evaluation in ordinary assessment sessions and for single final assessment (evaluación única final) for all degrees with an open semester model is from 1 to 24 June 2020.
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The calendar for off-campus evaluation in ordinary assessment sessions and for single final assessment (evaluación única final) in all degrees with a closed semester model is from 8 June to 1 July 2020.
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The calendar for off-campus evaluation in extraordinary assessment sessions for the first and second semesters for all degrees at faculties and schools with an open semester model is from 6 to 24 July 2020.
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The calendar for off-campus evaluation in extraordinary assessment sessions for the second semester for all degrees at faculties and schools with a closed semester model is from 13 to 24 July 2020.
3. The faculties and schools will schedule the assessment calendar in an ordinary assessment session — including the single final assessment (evaluación única final) — and in an extraordinary assessment session for courses in which it is not possible to establish continuous assessment as the only alternative regarding off-campus assessment. Students must be informed of this calendar once it has been approved.
4. The deadline for teaching staff to submit the marks for the ordinary assessment session of the second semester is 1 July 2020 (for all degrees of faculties and schools with an open semester model) and 8 July 2020 (for all degrees of faculties and schools with a closed semester model).
5. The deadline for teaching staff to submit the marks for the extraordinary assessment session of the first and second semesters (for all degrees of faculties and schools with an open semester model) and for the extraordinary assessment session of the second semester (for all degrees of faculties and schools with a closed semester model) is 11 September 2020.
Given the nature of the work placement and undergraduate dissertation, the deadline for teaching staff to submit the marks for the extraordinary assessment sessions of these courses has been extended until 18 September 2020. However, if necessary, the work placement may be extended until the end of the year, as long as its completion can be made compatible with the work placements scheduled to take place in the 2020-21 academic year and it does not cause overlap on the degree programme or at the collaborating organisation. In this latter case, the deadline for teaching staff to submit the marks for the extraordinary assessment session for the 2019-20 academic year will be extended until 18 December 2020.
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MASTER'S DEGREE STUDIES
Taking into account the possible evolution of the Covid-19 pandemic and the unlikely scenario that face-to-face assessment exercises can be held on the scheduled dates in the academic calendars — as indicated in the Framework document for the adaptation of teaching, learning and assessment at Andalusian universities to the exceptional circumstances caused by Covid-19 for the academic year 2019-20 — the following considerations have been stipulated with regard to the evaluation period covering ordinary and extraordinary assessment sessions for master’s degree studies:
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All degrees will give priority to continuous assessment, including suitable off-campus evaluation alternatives adapted to the characteristics of the courses.
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The deadline for the ordinary assessment session (first session) for all courses of the second semester, including master's dissertations, is 24 July 2020.
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Teaching staff must submit the marks for the ordinary assessment session within ten days following the exam review period and no later than 30 July 2020.
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The extraordinary assessment session (second session) for all courses, including the master’s dissertation, is from 1 to 25 September 2020.
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Teaching staff must submit the marks for the extraordinary assessment session within ten days following the exam review period and no later than 28 September 2020.
Given the nature of the work placement and the master’s dissertation, they may be carried out between the months of September and December 2020. The work placement may be postponed until these months as long as its completion can be made compatible with the work placements scheduled to take place in the 2020-21 academic year and it does not cause overlap on the degree programme or at the collaborating organisation. The deadline for teaching staff to submit the marks for the extraordinary assessment sessions of these courses has been extended until 18 September 2020. The deadline for teaching staff to submit the marks for the extraordinary assessment sessions of both these courses for the 2019-20 academic year has been extended until 18 December 2020.
6. Training of teaching staff
In order to maintain the quality of our educational provision and facilitate a quick and smooth transition for the University community to this new context, various initiatives have been launched to provide support and training in the field of remote teaching, e-learning and teleworking. Firstly, an official information space has been set up on the https://covid19.ugr.es website, offering detailed information for teaching staff and the student body on online teaching and learning, including a section with the answers to frequently asked questions (FAQs) about remote teaching; online training courses; resources for classes; seminars; tutorials; a guide on how to record classes; and support material to adapt contact teaching to virtual settings, among others materials.
The Resource Production Centre for the Digital University (CEPRUD) has made two online training courses (a basic and an advanced course) available to teaching staff on the use of the Platform for Teaching Support Resources (PRADO). These courses will serve as reference materials for teachers to learn about the most important functionalities of the Platform. Through specific forums, technicians at the CEPRUD are also providing support to help resolve doubts and queries that arise during these courses.
In addition to these courses, the CEPRUD, in collaboration with the Quality, Teaching Innovation and Planning Unit (UCIDP), has launched a series of web seminars with the aim of delving into the didactic uses of the proposed tools, as well as helping teaching staff in the transition to off-campus teaching and learning modes.
Moreover, a collaborative virtual space called “Covid-19: Adaptación a la docencia no presencial. ¿Cómo lo puedo hacer?” (How to adapt to off-campus teaching and learning) has been provided on PRADO and is supported by experts in online teaching from the UGR. This new space enables users to access recordings of the training delivered in the web seminars and features discussion forums related to the adaptation of face-to-face and contact teaching, resources, monitoring activities, etc.
The actions included in the UGR Plan for Teacher Training and Innovative Teaching Practice (FIDO) that are focused on the digitalisation of teaching practices will be prioritised and a virtual space for sharing experiences will be launched.
7. Support and resources for students
In order to facilitate access to off-campus teaching, learning and assessment for the entire UGR student body, the following actions have been taken:
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A new UGR Study Grant Fund with new requirements that take into account the effects of the crisis.
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Provision of computer equipment and internet cards.
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Implementation by the Educational Psychology Office (GPP) of psychological and pedagogical support mechanisms through the creation of tutorials and mini-workshops on study skills, mindfulness, and techniques to overcome anxiety before exams and fear of public speaking.
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Provision of a collaborative virtual space in PRADO called “Covid-19: Adaptación a la docencia y evaluación no presencial” (How to adapt to off-campus teaching, learning and assessment), which is managed by expert volunteers in computer science and offers discussion forums where students can resolve their queries related to adapting to the new strategies in off-campus teaching, learning and assessment (creation of resources, use of specific programmes…).
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Greater flexibility in administrative procedures, as well as other support actions, for students participating in both incoming and outgoing international mobility programmes.
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The UGR will study the specific situations of students with justified and unexpected problems owing to the current health emergency.
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Regarding the procedures for the accreditation of language skills, the Directorate for Language Policy of the Vice-Rectorate for Internationalization and the Modern Languages Centre (CLM) are preparing a call for the organisation of recognised English language exams, which will be included in the UGR’s free examination offerings. This measure will ensure that the student body can certify the required B1 or B2 level to obtain their degree certificate in the 2019-20 academic year, as well as for other cases that require the accreditation of language skills.
ANNEXE I: Addendum model for undergraduate and master’s degree course guides
ANNEXE II: Alternatives and tool for off-campus assessment
Download ANNEXE II in PDF format here
The implementation of this Contingency Plan for Off-Campus Teaching, Learning and Assessment at the UGR, which is exceptional and temporary in nature, requires regulations to be suspended in some cases, in favour of those established in the Plan, in other cases a change in the way in which regulations are normally applied or, in others, a flexible interpretation of existing regulations, which will be made public through the corresponding resolutions and instructions. In this sense, the Plan will expire once the State of Alarm is lifted and permission is given to continue face-to-face, on-campus teaching activities.
This Contingency Plan for Off-Campus Teaching, Learning and Assessment at the UGR will come into force once approved by the Governing Council and it will be adapted depending on the evolution of the situation and on the possible measures to be taken.
Other documents of interest
FAQs
You can access the list of frequently asked questions about the Contingency Plan for Off-Campus Teaching, Learning and Assessment at the University of Granada here.