LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First 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:

(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Having sufficient background in mathematics, chemistry and food technology issues, he can use theoretical and practical knowledge in these areas to solve problems. %83.25
2 They can convey to their working environment that they have learned about nutritional values, product components and additives in working environment. %85.50
3 It can interpret food microbiology and food chemistry knowledge and microbiological and chemical analyzes through experimental investigations and determine whether a food is at risk for human health. %84.50
4 They may have risk management skills in line with legislation related to the conduct of food processing, production and laboratory work. %85.00
5 They have knowledge about food processing, production, storage and sales methods and hygiene and sanitation conditions. %85.50
6 They can ensure that occupational health and safety conditions in the working environment are adequately applied. %85.50
7 They can follow current developments in food business and laboratory work techniques that can make appropriate method selection using information technologies and carry out R&D activities. %85.00
(Described in terms of cognitive and practical skills) Percentage of Success
1 Ability to design, conduct experiments, collect data, analyze and interpret results related to food science %85.00
2 Ability to work effectively in multi-disciplinary areas as well as to work individually, self-confidence to take responsibility. %85.25
3 The ability to access knowledge about food science and to do resource research for this purpose, the ability to use databases and other sources of information. %86.00
Autonomy & Responsibility Percentage of Success
1 It has enough knowledge to ensure the continuity of healthy and reliable production and can take an active role in laboratory and quality control studies. %85.00
2 Food industry can take responsibility at various stages of production. %85.25
3 In the laboratories in the food sector, they recognize and use the necessary devices. %85.50
4 The food industry conducts a given task independently using the basic information it receives. %85.50
Learning to Learn Percentage of Success
1 Lifelong learning has a cultural product. %86.00
2 Participates in training, seminars, fairs, etc. related to the food field. %85.75
3 It has the ability to follow the agenda for professional development, to gain access to information, to monitor developments in science and technology. %86.50
4 It gains the ability to constantly renew itself. %85.25
Communication & Social Percentage of Success
1 They present presentations (both verbally and in writing) using information technology effectively. %86.00
2 Professional ethics and responsibility gain consciousness. %86.00
3 Contemporary research can be used to prepare and implement projects related to food science using literature. %85.50
4 Who can prepare social responsibility projects. %86.75
5 Will be able to follow literature related to food science and have knowledge of foreign language to communicate with colleagues. %86.75
6 The fairs and professional developments related to the field are followed. %85.50
Occupational and/or Vocational Percentage of Success
1 Has the competence to harmonize the studies carried out in the field of food with the legislation. %85.50
2 They can plan hygiene and sanitation trainings in order to create a healthy working environment in food sector. %86.00
3 They can take precautions for critical control points in work areas. %85.00
4 They can support the execution of the works with the quality assurance for the sector and can follow the documentation. %85.50
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.