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13210 FOOD SAFETY - 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 complex scientific problems at an advanced level. %91.25
2 Develop research on food chemistry, food microbiology and food technology. %91.25
3 Expand background in mathematics, sciences and food engineering. %88.25
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Apply typical engineering methodologies to the design and operation of food processing plants. %91.25
2 Apply theoretical knowledge in solving engineering problems in food engineering. %91.25
3 Apply modern technology in food engineering. %88.00
4 Conduct experiments in food engineering. %88.00
5 Manipulate all food engineering applications (production, processing, storage, packaging, and quality management). %88.00
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Work as a responsible professional in the field of food engineering. %91.25
2 Display self-motivation as a member of a team that designs and conducts experiments. %91.25
3 Utilize most recent techniques in data analysis and in written-oral communication. %91.25
Learning to Learn Percentage of Success
1 Comprehend the basic principles and techniques of many disciplines, including chemistry, physics, economics, engineering microbiology, management, nutrition and public health. %91.25
2 Operate at the theoretical and practical branches of the food industry.theoretical Operate at the theoretical and practical branches of the food industry. %91.50
Communication & Social Percentage of Success
1 Contact with the community in an intellectually stimulating and professional environment. %91.75
2 Plan with the members of the community. %91.75
Occupational and/or Vocational Percentage of Success
1 Manipulate the food chain from the production of raw materials to the ultimate product. %91.00
2 Participate in designing and manufacturing safe, high quality, value added food products and in the distribution system itself.in %91.00
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.