259 CHEMICAL ENGINEERING

GENERAL INFORMATION
Chemical Engineering Department, was established in 1992 with the establishment of the university. Our long has supported the engineering faculty of Chemistry other departments. In 2012 began the MBA program, qualified personnel needed by our industry continues to grow. Our department has a long history, lecturer and laboratory facilities in terms of updating itself strives to renew and development. The department, one associate professor, three assistant professors, three research assistants (OYP) and continues its educational activities with one specialist. Our goal at local, national and international project-oriented section is produces studies on technology and value-added products. More detailed information can be obtained from the personal web page of the faculty.

Objective
Chemical Engineering, all of the materials used in every aspect of our lives, it covers all transactions should be done in the transformation from product to raw materials. In this context, chemical technology, chemical reactions, process control, separation processes, transport phenomena, contains a number of issues such as cost and efficiency. Previously it was thought that the chemistry be limited to a production engineering technology where the chemical reactions and unit operations. However, it is necessary to cooperate with other disciplines in order to meet today's technological world needs. In this case; Engineers surpassing the classic definition, biotechnology, energy, environment, materials production, such as recycling and conservation should be developed to cover many subjects.


Admission Requirements
Chemical Engineering students who want to enroll in the department to have a secondary school diploma, they must also have taken enough points to score in the placement test related to higher education institutions.

Graduation Requirements
Upon successful completion of the undergraduate program in our area of core and elective courses in the curriculum, performing their compulsory internship and students are eligible to receive the diploma of the conditions stated in Pamukkale University's undergraduate academic regulations.

Career Opportunties
Chemical engineering; The basic engineering disciplines in engineering science, today is a profession needed in almost every manufacturing process from raw materials. Depending on the location of the property business, employment in the public and private sectors is very wide. A chemical engineer, all the companies where production, management, research and development, innovation, design, technical services, can work in the marketing field. In addition, they can work as taking technical and administrative tasks, have the opportunity to give production or service in their particular business.

Qualification Awarded
Chemical Engineering

Level of Qualification
First Cycle (Bachelor's Degree)

Recognition of Prior Learning


Qualification Requirements and Regulations
Upon successful completion of the undergraduate program in our area of core and elective courses in the curriculum, performing their compulsory internship and students are eligible to receive the diploma of the conditions stated in Pamukkale University's undergraduate academic regulations.

Access to Further Studies
Candidates who have successfully completed their undergraduate studies can study in post-graduate programs provided that they receive valid grades from ALES and have sufficient knowledge of English.

Mode of Study
Full Time

Examination Regulations, Assessment and Grading
Measurement and evaluation methods that is applied for each course, is detailed in "Course Structure&ECTS Credits".

Contact (Programme Director or Equivalent)
PositionName SurnamePhoneFaxE-Mail
HEAD OF DEPARTMENT Prof. Dr. NECİP ATAR+90 258 296 3159 natar@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Assoc. Prof. Dr. ABDULLAH AKDOĞAN+90 258 2123788 1139 akdogan@pau.edu.tr
DEPUTY HEAD OF DEPARTMENT Asts. Prof. Dr. HAVVA BOYACIOĞLU+90 258 296 3095 hboyacioglu@pau.edu.tr


PROGRAM LEARNING OUTCOMES
1Chemical Engineering in the field of knowledge through scientific research to expand and achieve in-depth knowledge of the evaluation, interpretation and application skills.
2Recognition of modern equipment and techniques used in the laboratory, materials and supplies are safe and effective use of data collection, assessment results and bring awareness to find solutions.
3The study of the processes and results, national and international environments or areas outside the systematic and clearly written or oral transfer skills.
4The basic areas of Chemistry, Analytical, Inorganic, and Organic Chemistry issues in physico won a good basis to be able to win synthesis and analysis using a variety of methods.
5Identify engineering problems related to Chemical Engineering, reasoning, modeling, taking initiative and solving skills.
6Informatics required level of chemistry with computer software and to use information and communications technologies, thereby gaining access to the right scientific competence sources.
7Work in the laboratory and in the chemical industry, innovation, having the ability to do research and development.
8Social engineering applications, environmental, health, safety and legal aspects of project management and know the business life of the application and awareness of the constraints imposed on their engineering applications.
9Ability to research resources to gain access to information, ability to access databases and other information sources.
10By adopting the importance of lifelong learning, science and technology and self-development by following the latest developments.
11Ability to work effectively with disciplinary and interdisciplinary teams, to provide leadership can and skills about solutions to complex situations.
12Taking professional and ethical responsibility, being conscious of quality.
TEACHING & LEARNING METHODS
NameComments
LecturingLecturing is one of the methods that come first, where the teacher is in the center. It is a method where the teacher actively describes topics and the students are passive listeners. With this method, lesson proceeds in the form of report, description and explanation.
DebateDepending on the situation, debate is a tool that allows all students, or a specific portion of the class to participate in the lesson. In this method, members of the group discuss a topic by addressing the various points of view and discuss alternative opinions about problem-solving.
DemonstrationIn this method the teacher demonstrates, an experiment, test, in front of the class. And then assists students to do so too. Students learn not only by just by looking and watching, but also by taking part and participating. This method is usually applied when teaching skills.
Case Study Case studies require students to actively participate while using an analytical perspective to think about real and problematic events. The problematic event may be real or very close to real life. Student(s) working on the documents that include the necessary data and descriptions of the
Problem SolvingThe name given to any doubt or ambiguity that arises is, a problem. Problems which usually have a role in human life, that have preventing or annoying aspects are solved by considering the stages of scientific methods. (a) Problems are determined. (b) The problem is identified. 
Cooperative LearningCooperative Learning is; a kind of learning that is based on the students working together for a common purpose. Children with different skills come together in heterogeneous groups to learn by helping each other. Students gain experiences such as becoming aware of the unity
Questions –AnswersThe different types of Questions used (associative, differential, assessment, requesting information, motivating, and brainstorming) although students get in to more active positions during the process; the method is teacher-centered. If possible Questions, that serve a purpose and
Concept MapsExpress a relation network, based on figures, graphics and words propositions and principles. It enables visual learning. These steps are followed: 1) Concepts about the subjects to be taught are listed. 2) The name of the subject that will be taught is written at the top.3) Relations between
Meaning Analysis ChartsThe Meaning Analysis Charts is a method that allows students to participate actively in class. Students learn by working on a two-dimensional table. For example, if in one dimension there are animals and in the other dimension food is shown, students have the opportunity to learn by
Scenario-based teaching Although it is similar to the Case Study method, there is a fictional approach in the scenario. The subject can be presented by inserting it in to a fiction and can also lead the student’s to producing their own scenarios.
Simulation Expresses situations where in real life learning is dangerous, difficult to reach and expensive and where students work on models which are very similar to the real thing. For example, before airplane pilots and astronauts embark their aircrafts and spacecrafts, they perform applications
Role Playing Role-playing is a learning way which helps students to express their own feelings and thoughts by playing the role of other personalities. It is necessary that students use creative thinking to succeed. Students put themselves in someone’s place by purifying themselves from their actual
Drama Drama is a method in which students learn a skill or situation by reenacting in front of the class. As well as gaining knowledge by experience, it has important effects on the development of verbal expression and socialization. It enables us to bring up individuals who are creative, productive,
ProjectProject-based learning is a learning way which leads students to deal with interesting problems and to create extraordinary products at the end of this. It allows students to use their creativity and it requires them to look at events perceptively.
Technical TourIs a method that takes learning to the out of the classroom. It is a method that provides students to make direct observations and to gain information by taking them to places, such as factories, museums, libraries, various government agencies, mountains, forests, lakes, parks and gardens.
Observation Although we generally get information related to the nature through observations, the Observation method can also be used for other situations and under other conditions. We try to reach certain generalizations by thinking about our findings which we gather from our observations.
Testing Means reaching results by using various information with certain mechanisms, which are set up to imitate natural events in artificial environments and to have students take a certain topics and applying them to reach certain aims/objectives. Nature researchers, scientists, and educators
InterviewThis is when the teacher brings in (writers, artists, designers, writers, illustrators, etc.) because he/she is not equipped with the adequate facilities to do with certain issues or situations. It is a technique that triggers the senses of students. In some cases, students interview certain people
Programmed InstructionAt its basis lays the Individualization of instruction. Programmed instruction is an individual teaching technique, guided by the reinforcement principles of Skinner. Its Basic principles are: the principle of small steps, the principle of effective participation, the achievement principle, the
Brainstorming Brainstorming is a group work process that has been regulated to reach solutions for a problem without limitations or evaluation. The purpose of brainstorming is to make it easier for students to express themselves and to generate ideas. This technique is used as a high-level discussion

Learning Outcomes - NQF-HETR Relation
NQF-HETR CategoryNQF-HETR Sub-CategoryNQF-HETRLearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESCompetence to Work Independently and Take Responsibility 03
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
    

Learning Outcomes - Fields of Education Relation (Academic)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCommunication and Social Competence 05
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESCompetence to Work Independently and Take Responsibility 02
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESField Specific Competencies 03
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence 03
COMPETENCIESLearning Competence 04
COMPETENCIESLearning Competence 05
COMPETENCIESLearning Competence 06
COMPETENCIESLearning Competence 07
    

Learning Outcomes - Fields of Education Relation (Vocational)
FOE CategoryFOE Sub-CategoryFOELearning Outcomes
INFORMATION  01
SKILLS  01
SKILLS  02
SKILLS  03
SKILLS  04
SKILLS  05
SKILLS  06
COMPETENCIESCommunication and Social Competence 01
COMPETENCIESCommunication and Social Competence 02
COMPETENCIESCommunication and Social Competence 03
COMPETENCIESCommunication and Social Competence 04
COMPETENCIESCompetence to Work Independently and Take Responsibility 01
COMPETENCIESField Specific Competencies 01
COMPETENCIESField Specific Competencies 02
COMPETENCIESLearning Competence 01
COMPETENCIESLearning Competence 02
COMPETENCIESLearning Competence