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13090 CIVIL ENGINEERING - Programmes With Thesis
LEVEL: Master's Degree, TYYÇ: Level 7, EQF-LLL: Level 7, QF-EHEA: Second Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Define and formulate complex engineering problems at an advanced level in field of Civil Engineering. %97.75
2 Enhance theoretical knowledge in Mathematics, Sciences and Civil Engineering. %98.00
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Use modern software and hardware tools for Civil Engineering problems. %97.75
2 Design a system, component, or process to meet desired needs in field of Civil Engineering. %98.75
3 Design the required experimental work for carrying out the tests, data collection, analysis and interpretation of results. %98.75
4 Convert the basic knowledge in the field of Civil Engineering into practice. %98.50
5 Apply modern design processes to Civil Engineering problems. %97.75
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Contribute to individual and multidisciplinary works. %98.00
2 Complete the work as a responsible professional in solution and application of Civil Engineering problems. %98.00
3 Produce solutions to advanced level complex engineering problems. %98.00
4 Recognize professional ethical responsibility. %98.00
5 Lead a team-work. %98.00
Learning to Learn Percentage of Success
1 Search to reach knowledge of the field through the data bases and other resources. %97.75
2 Collect deep and breadth knowledge through scientific researches in field of Civil Engineering %97.75
3 Evaluate and criticize the gained knowledge. %98.25
Communication & Social Percentage of Success
1 Contribute to multidisciplinary teams. %98.25
2 Reveal his/her ideas apparently in a group. %98.25
3 Communicate both in his/her own and at least one foreign language in written and oral way. %97.75
Occupational and/or Vocational Percentage of Success
1 Follow the scientific and technological progress of the field for personal development %98.00
2 Compose scientific and technical presentations in the field of Civil Engineering. %98.25
3 Create research works in the field of Civil Engineering. %98.25
4 Evaluate and criticize a published paper in the field of Civil Engineering. %98.25
5 Paraphrase engineering problems and solutions in a written and oral way to specialized or non-specialized groups. %98.25
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.