College of Advanced Technologies

First: Department of Robotics and Artificial Intelligence Engineering
Knowledge Scope
Upon completion of the program, students are expected to be able to:
1. Explain the fundamental principles of mathematics, physics, and programming related to robotics and artificial intelligence systems.

2. Clarify the concepts of automatic control, embedded systems, and the sensors and actuators used in robots.

3. Analyze artificial intelligence algorithms, machine learning, neural networks, and their engineering applications.

4. Explain the mechanisms of image processing, computer vision, and signal processing in intelligent systems.

5. Demonstrate the principles of designing and programming industrial, service, and mobile robots.

6. Understand the safety, cybersecurity, and professional ethics standards related to artificial intelligence and autonomous systems.

7. Absorb the latest trends and technologies in the fields of robotics and artificial intelligence.

Learning Competencies
Upon completion of the program, students are expected to be able to:
1. Design and implement robotic systems using modern engineering software and tools.

2. Develop artificial intelligence algorithms to solve engineering and applied problems.

3. Programming microcontrollers and embedded systems and connecting them to sensors and actuators.

4. Using appropriate programming languages ​​such as Python and C++ in artificial intelligence and robotics applications.

5. Analyzing data, training intelligent models, and evaluating their performance using machine learning tools.

6. Conducting experiments and practical tests, analyzing results, and drawing scientific conclusions.

7. Employing simulation and modeling software in the design and testing of intelligent systems.

8. The ability to manage and implement technical projects.

9. Preparing technical reports and presentations and documenting projects professionally.

Values ​​Area
Upon completion of the program, the student is expected to be able to:
1. Adhere to professional ethics and scientific responsibility in the development and use of artificial intelligence technologies.

2. Respect safety and quality principles during the design and operation of robotic systems.

3. Foster a culture of innovation, creativity, and entrepreneurship in modern technological fields.

4. Commit to lifelong learning and keep abreast of scientific and technological advancements.

5. Work effectively as part of a team and communicate effectively with colleagues and the professional community. 6. Considering human and social aspects when developing intelligent systems.

7. Upholding intellectual property rights and academic integrity in research and development.

8. Utilizing modern technologies to serve society and achieve sustainable development.

A comparison of learning outcomes was conducted between our Robotics and Artificial Intelligence Engineering program and its counterpart at Kingston University in the UK. The results show a clear academic convergence in core scientific objectives, with differences in application philosophy and professional focus. Both programs aim to produce engineers with a strong foundation in robotics, artificial intelligence, and intelligent systems. However, Kingston's program leans more towards applied learning linked to industry and future skills, while your program maintains a robust academic engineering character based on theoretical and analytical foundations.

In terms of knowledge and understanding, our Robotics and Artificial Intelligence Engineering program focuses on building a strong scientific foundation in mathematics, physics, electrical circuits, programming, and control systems. It then gradually progresses to more specialized topics such as machine learning, deep learning, computer vision, aerial robotics, and bio-inspired robotics. This progression closely aligns with Kingston University's program, which also emphasizes grounding students in engineering and software science before moving on to advanced artificial intelligence and robotics applications. However, the Kingston program distinguishes itself by integrating modern applications earlier, with students beginning to engage with intelligent robotics and machine learning concepts through practical projects from the early stages of their studies. This expansion becomes even more pronounced in the later years of our program.

In terms of educational and skills competencies, our program aims to empower students to design and program robotic systems, utilize appropriate programming languages, develop artificial intelligence algorithms, analyze data, and construct specialized engineering projects. These outcomes align closely with those of the Kingston program, particularly in programming skills, intelligent systems development, microcontroller use, and computer vision and deep learning applications. Both programs rely heavily on project-based learning, industrial labs, and collaborative design, ensuring that practical skills are continuously developed throughout the years of study. Both programs emphasize developing teamwork, professional communication, and engineering project management skills as core learning outcomes, requiring students to execute integrated design projects that simulate real-world industrial environments.

Regarding values ​​and attitudes, both programs share an emphasis on professional ethics, engineering responsibility, and a commitment to quality and safety. This is evident in the inclusion of Professional Ethics in our college's program, which corresponds to the concepts of Professional Practice at Kingston University. However, Kingston's program expands this aspect to include issues of responsible artificial intelligence, sustainability, the societal impact of new technologies, and working towards the Sustainable Development Goals (SDGs).

Second: Electrical Engineering Technology Department
Knowledge Scope
Upon completion of the program, students are expected to be able to:
1. Understand the fundamental principles of electrical and electronic engineering, and power and energy systems.

2. Interpret electrical circuit theories and analyze DC and AC systems.

3. Identify the components of electrical control and protection systems and their operating mechanisms.

4. Understand the operation and maintenance of electrical machinery, transformers, and substations.

5. Utilize modern engineering software in the analysis and design of electrical systems.

6. Be familiar with the principles of renewable energy and its applications in modern electrical systems.

7. Understand occupational safety and quality standards in electrical projects.

8. Comprehend the technical aspects of electrical distribution and transmission systems.

Learning Competencies Scope
Upon graduation, students are expected to be able to:
1. Analyze, design, and operate various electrical circuits and systems.

2. Use electrical measuring and testing equipment efficiently.

3. Perform preventive and corrective maintenance on electrical equipment.

4. Operate and maintain electrical power and energy systems. 5. Preparing technical drawings and reports using engineering software.

6. Diagnosing electrical faults and finding appropriate solutions.

7. Applying programming and automation skills in industrial applications.

8. Managing small and medium-sized electrical projects efficiently.

9. Working effectively within multidisciplinary engineering teams.

10. Utilizing modern technologies and renewable energy in practical applications.

Values ​​Area

Students are expected to:
1. Adhere to professional ethics and engineering responsibility.

2. Maintain occupational safety standards during laboratory and field work.

3. Promote a culture of teamwork and professional collaboration.

4. Embrace the values ​​of discipline, commitment, and respect for time.

5. Demonstrate initiative and creativity in addressing engineering problems.

6. Contribute to community service and environmental protection through the rational use of energy.

7. Respect professional and academic regulations and instructions.

8. Believe in the importance of continuous learning and keeping pace with technological advancements.

A comparison of learning outcomes was conducted between the Electrical Engineering Technology Department at our college and its counterpart at Middle East Technical University in Turkey. Our Electrical Engineering Technology Department aims to prepare technical personnel with scientific and practical knowledge in the fields of electrical systems, power, control, and maintenance, with a focus on the applied aspects required by the local labor market. The learning outcomes in the knowledge and understanding domain clearly emphasize equipping students with the ability to understand electrical circuits, operate electrical equipment and systems, and use modern engineering software, as well as providing them with a grasp of renewable energy and occupational safety requirements. In contrast, Middle East Technical University in Turkey adopts a broader vision of knowledge, focusing on advanced engineering analysis and the application of mathematics and science to address complex engineering problems, while linking engineering solutions to economic, environmental, and social dimensions. Thus, our Electrical Engineering Technology Department leans towards the applied technical aspect, while Middle East Technical University leans towards analytical and research-based depth.

Regarding educational and skills competencies, our Electrical Engineering Technology Department focuses on developing students' practical skills, such as operating and maintaining electrical systems, using measuring and testing equipment, diagnosing faults, preparing technical reports, and applying industrial programming and control technologies. This approach reflects the nature of technical education, which aims to prepare graduates for direct integration into the industrial and service sectors. Middle East Technical University (METU), on the other hand, places greater emphasis on engineering design skills, scientific research, and experimental analysis. METU strives to empower students to design complex engineering systems, conduct experiments, analyze data, and utilize modern modeling and simulation tools, in addition to developing communication, project management, and research skills. Therefore, it can be said that our college focuses on building direct operational and professional competencies, while METU works to cultivate a research-oriented engineering personality capable of innovation, development, and producing advanced engineering solutions.

Regarding values ​​and attitudes, our Electrical Engineering Technology Department emphasizes commitment to professional ethics, discipline, teamwork, and respect for occupational safety standards, as well as fostering a sense of responsibility towards society and environmental conservation. These aspects represent a crucial foundation in preparing technicians capable of working within industrial and service institutions. In contrast, METU expands the concept of professional values ​​to include the engineer's global responsibility and the impact of their decisions on society, the economy, and the environment. METU also focuses on developing leadership skills, continuous learning, and working within multidisciplinary and multicultural teams. This comparison reveals that both sides share an emphasis on professional ethics and teamwork.

Third: Department of Smart Digital Health Technologies
Knowledge Domain
Upon completion of the program, the student is expected to be able to:
1. Explain the fundamental concepts of smart digital health and modern healthcare systems.

2. Understand health information systems, electronic medical records, and their management mechanisms.

3. Interpret methods for analyzing big health data and supporting medical decision-making.

4. Be familiar with the principles of cybersecurity and protecting the privacy of health data.

5. Explain the fundamentals of communications and networks used in smart health systems.

6. Know the international standards for health data exchange and interoperability.

7. Understand telemedicine applications and remote health monitoring.

8. Be familiar with the ethical and legal aspects related to digital health technologies.

Learning Competencies Domain
Upon completion of the program, the student is expected to be able to:
1. Operate and manage health information systems efficiently.

2. Design health databases and develop digital applications to support medical services.

3. Implement cybersecurity procedures to protect health systems.

4. Develop remote healthcare solutions using modern technologies. 5. Preparing technical reports and analyzing digital health performance indicators.

6. Using modern software and tools to manage and operate smart health systems.

7. Implementing applied and research projects in the field of digital health.

8. Communicating effectively with medical and technical staff to support health decision-making.

9. Solving technical problems related to health systems using scientific methodologies.

10. Evaluating the efficiency of digital health systems and proposing appropriate improvements.

Values ​​Area
Upon completion of the program, the student is expected to:
1. Adhere to professional ethics in handling health data and information.

2. Respect patient privacy and the confidentiality of medical information.

3. Promote a culture of innovation and digital transformation in the health sector.

4. Work collaboratively within multidisciplinary healthcare environments.

5. Take professional responsibility in operating and managing smart health systems.

6. Adhere to quality and safety standards in digital health applications.

7. Demonstrate an awareness of the importance of continuous learning and keeping pace with technological advancements. A comparison was made of the learning outcomes of our Smart Digital Health Technologies program with its counterpart at Mohawk College in Canada. Our Smart Digital Health Technologies program reflects a broad and integrated knowledge structure spanning four main areas: programming, software engineering, networking and database technologies, and health sciences such as anatomy, physiology, medical terminology, and public health. The program gradually expands to include advanced topics such as artificial health intelligence, data analytics, systems architecture modeling, cybersecurity, and digital medical imaging. This diversity indicates that the program aims to produce graduates with a deep technical foundation alongside a supportive medical and health understanding. In contrast, Mohawk College's program in Canada takes a more specialized and applied approach, building knowledge about the Canadian healthcare system itself and how technology is integrated within it. The program there focuses on health information systems, health data management and analysis to support clinical decision-making, as well as understanding the legal and regulatory framework, such as health data protection laws. Knowledge at Mohawk is less broad in terms of general programming disciplines but deeper in the context of direct healthcare application within healthcare institutions.

Our Smart Digital Health Technologies program at our college demonstrates a strong focus on building advanced technical skills, from fundamental programming and data structures and algorithms to the design of complex healthcare systems such as healthcare applications, smart medical device management, and data analysis using statistics and artificial intelligence. The program also includes advanced skills in cybersecurity, systems administration, and health geographic information systems, in addition to multiple graduation projects that reflect its simultaneous research and applied focus. In contrast, the Mohawk College program places greater emphasis on directly applied skills within the healthcare environment, such as developing digital health solutions that integrate with existing healthcare systems, analyzing data to support clinical decision-making, designing telemedicine systems, and assessing the needs of healthcare institutions.

Our Smart Digital Health Technologies program at our college is based on a value system that combines professional ethics in the healthcare field with technological awareness, promoting respect for patient privacy, commitment to data security, and support for innovation in digital healthcare solutions. The curriculum also demonstrates a clear focus on character development through supporting courses such as human rights, democracy, and humanities, indicating a holistic educational vision aimed at producing graduates with social and ethical awareness alongside their technical skills. At Mohawk College, values ​​are more directly linked to the Canadian legal and regulatory framework, emphasizing the protection of health data as a strict legal obligation, not merely an ethical principle. Teamwork is fostered within clinical simulations and applied laboratories, cultivating a culture of professional collaboration in a realistic healthcare setting. Furthermore, professional responsibility in managing digital health systems within a structured institutional context is emphasized.

Fourth: Department of Radiology and Nuclear Medicine
Knowledge Area
At the end of the program, the student will be able to:
1. Understand the fundamental principles of radiation physics used in medical imaging.

2. Explain the mechanism of action of various imaging devices such as X-rays, computed tomography (CT), magnetic resonance imaging (MRI), and nuclear medicine imaging.

3. Identify the anatomy and physiology of human organs relevant to radiological diagnosis.

4. Understand the principles of radiation protection and safe radiation doses for patients and staff.

5. Explain the basics of radioactive materials used in nuclear medicine and their decay mechanisms.

6. Be familiar with the medical and technical terminology associated with medical imaging techniques.

Learning Competencies Area
At the end of the program, the student will be able to:
1. Operate various radiologic imaging devices efficiently and safely.

2. Prepare and guide the patient before and during imaging procedures.

3. Apply appropriate imaging protocols based on the clinical situation.

4. Use nuclear medicine techniques in diagnostic and minimally invasive imaging.

5. Analyze the quality of radiologic images and ensure their suitability for diagnosis. 6. Implement radiation protection procedures in the workplace.

7. Handle emergencies related to radiological procedures.

8. Accurately and systematically document medical data and procedures using digital systems.

Values ​​Area
At the end of the program, the student is expected to:
1. Adhere to professional ethics in dealing with patients and respecting their privacy.

2. Strictly apply occupational safety and radiation protection principles.

3. Demonstrate a high level of professional responsibility in a healthcare work environment.

4. Respect teamwork and collaboration with the multidisciplinary medical team.

5. Maintain accuracy and integrity in performing examinations and reporting results.

6. Commit to continuous learning and keeping abreast of developments in imaging technologies and nuclear medicine.

A comparison of learning outcomes was conducted between the Department of Radiological Technologies and Nuclear Medicine at our college and its counterpart at Georgia Southern University in the United States. In terms of knowledge, our program focuses on enabling students to understand the fundamentals of radiation physics, anatomy and physiology, and the principles of various types of medical imaging, such as X-rays, CT scans, MRI, and nuclear medicine, in addition to the principles of radiation protection. This approach closely aligns with that of the University of Georgia South (UGS) program, which is based on building a solid scientific foundation encompassing basic sciences like physics, chemistry, and anatomy, integrated with an advanced understanding of medical imaging and nuclear medicine techniques. Thus, both programs strive to achieve integration between basic sciences and medical radiation applications.

In terms of practical skills and competencies, our program focuses on training students to operate various imaging equipment, perform radiological and nuclear examinations, evaluate image quality, prepare patients for diagnostic procedures, apply radiation protection principles, and use digital systems for medical documentation. This directly complements the UGS program, which emphasizes intensive clinical training within hospitals and medical centers, where students are trained to operate advanced imaging equipment, interact directly with patients, analyze medical images, and apply safety and quality protocols in a realistic work environment. It is noteworthy that both programs rely on clinical training as a fundamental component of competency development, with a significant overlap in the targeted skills. However, the American program is distinguished by its increased number of field training hours and the diversity of clinical training environments.

In terms of values, our program focuses on instilling professional ethics, respecting patient privacy, and adhering to radiation safety standards, in addition to fostering teamwork and professional responsibility within the healthcare environment. This approach aligns with the University of Georgia South's program, which places great importance on professional conduct and healthcare ethics, emphasizes working within multidisciplinary teams in the healthcare sector, and focuses on responsibility towards patients and the community. It can be said that both programs share the goal of developing a professional character committed to ethical values.