ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Gastronomy And Culinary Arts (English) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course Introduction and Application Information
| Course Code: | GCA010 | ||||
| Course Name: | Neurogastronomy | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. ÇAĞLA ÖZER | ||||
| Course Lecturer(s): | Çağla Özer | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The aim of this course is to understand the perception processes of taste, smell and other senses in the brain; to examine the eating experience from a neuroscience perspective and to integrate this information into gastronomy practices. It is aimed to make students understand the effects of taste, smell, touch, vision and hearing on eating behavior. |
| Course Content: | Neurogastronomy studies the processing of sensory perceptions in the brain that constitute the eating experience. This course covers topics such as the neurophysiological basis of taste and aroma perception, cognitive and emotional processes that influence eating behavior, sensory marketing and experience design in gastronomy. |
Learning Outcomes
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The students who have succeeded in this course;
1) Describe the neurophysiological processes of taste, smell and other senses. 2) Analyze the effects of sensory perception on eating behavior. 3) Integrates neurogastronomy knowledge into gastronomy applications. 4) Can design experience-oriented menus and environments. 5) Evaluates sensory marketing and neuroscience-based gastronomy approaches. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Introduction to Neurogastronomy: Definition, History and Importance | |
| 2) | Taste and Taste Mechanisms | |
| 3) | Sense of Smell and Aroma Perception | |
| 4) | Brain Processes in Taste-Odor Interaction and Aroma Perception | |
| 5) | The Sense of Sight: Color, Presentation and Perception | |
| 6) | Touch and Hear: Tactile and Auditory Perceptions in the Eating Experience | |
| 7) | Multisensory Integration: Interaction Between Senses | |
| 8) | Midterm | |
| 9) | Brain, Memory, and Taste: Nostalgic Tastes and Food Memories | |
| 10) | Culture, Emotion, and Cognition: The Psychology of Eating Behavior | |
| 11) | Neurogastronomy and Menu Design | |
| 12) | Experiential Gastronomy: Sensory Marketing Strategies | |
| 13) | Current Research and Applications in Neurogastronomy | |
| 14) | Project Presentations and General Evaluation |
Sources
| Course Notes / Textbooks: | Nörogastronomi,Gordon M. Shepherd |
| References: | Nörogastronomi,Gordon M. Shepherd |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
|---|---|---|---|---|---|
| Program Outcomes | |||||
| 1) - To have advanced theoretical and practical knowledge supported by textbooks, application tools and other resources containing current information in the field. | |||||
| 2) - To be able to use advanced theoretical and practical knowledge acquired in the field. - To be able to interpret and evaluate data using advanced knowledge and skills acquired in the field, to be able to identify and analyse problems, to be able to develop solutions based on research and evidence. | |||||
| 3) - To be able to carry out an advanced level study related to the field independently. - To be able to take responsibility individually and as a team member to solve complex and unforeseen problems encountered in applications related to the field. - To be able to plan and manage activities for the development of employees under his/her responsibility within the framework of a project. | |||||
| 4) - To be able to evaluate the advanced knowledge and skills acquired in the field with a critical approach, - To be able to determine their learning needs and to be able to direct their learning. -To be able to develop a positive attitude towards lifelong learning. | |||||
| 5) - Alanı ile ilgili konularda ilgili kişi ve kurumları bilgilendirebilme; düşüncelerini ve sorunlara ilişkin çözüm önerilerini yazılı ve sözlü olarak aktarabilme. - Alanı ile ilgili konularda düşüncelerini ve sorunlara ilişkin çözüm önerilerini nicel ve nitel verilerle destekleyerek uzman olan ve olmayan kişilerle paylaşabilme. -Toplumsal sorumluluk bilinci ile yaşadığı sosyal çevre için proje ve etkinlikler düzenleyebilme ve bunları uygulayabilme. - Bir yabancı dili en az Avrupa Dil Portföyü B1 Genel Düzeyi'nde kullanarak alanındaki bilgileri izleyebilme ve meslektaşları ile iletişim kurabilme. - Alanının gerektirdiği en az Avrupa Bilgisayar Kullanma Lisansı İleri Düzeyinde bilgisayar yazılımı ile birlikte bilişim ve iletişim teknolojilerini kullanabilme. | |||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | - To have advanced theoretical and practical knowledge supported by textbooks, application tools and other resources containing current information in the field. | 2 |
| 2) | - To be able to use advanced theoretical and practical knowledge acquired in the field. - To be able to interpret and evaluate data using advanced knowledge and skills acquired in the field, to be able to identify and analyse problems, to be able to develop solutions based on research and evidence. | 2 |
| 3) | - To be able to carry out an advanced level study related to the field independently. - To be able to take responsibility individually and as a team member to solve complex and unforeseen problems encountered in applications related to the field. - To be able to plan and manage activities for the development of employees under his/her responsibility within the framework of a project. | 2 |
| 4) | - To be able to evaluate the advanced knowledge and skills acquired in the field with a critical approach, - To be able to determine their learning needs and to be able to direct their learning. -To be able to develop a positive attitude towards lifelong learning. | 2 |
| 5) | - Alanı ile ilgili konularda ilgili kişi ve kurumları bilgilendirebilme; düşüncelerini ve sorunlara ilişkin çözüm önerilerini yazılı ve sözlü olarak aktarabilme. - Alanı ile ilgili konularda düşüncelerini ve sorunlara ilişkin çözüm önerilerini nicel ve nitel verilerle destekleyerek uzman olan ve olmayan kişilerle paylaşabilme. -Toplumsal sorumluluk bilinci ile yaşadığı sosyal çevre için proje ve etkinlikler düzenleyebilme ve bunları uygulayabilme. - Bir yabancı dili en az Avrupa Dil Portföyü B1 Genel Düzeyi'nde kullanarak alanındaki bilgileri izleyebilme ve meslektaşları ile iletişim kurabilme. - Alanının gerektirdiği en az Avrupa Bilgisayar Kullanma Lisansı İleri Düzeyinde bilgisayar yazılımı ile birlikte bilişim ve iletişim teknolojilerini kullanabilme. | 2 |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Midterms | 1 | 10 | 10 | ||||
| Final | 1 | 15 | 15 | ||||
| Total Workload | 25 | ||||||