Course Description


This low-intermediate to intermediate level course (CEFR A2-B1) teaches English language skills and academic literacy in three levels, namely; Listening and Speaking 1, 2, and 3. Students will learn basic language skills to deal with interactions of general topics of interest, as well as academic skills for giving short presentations, expressing opinions, describing things and people, among others.
Listening practices for main ideas and details (such as listening to lectures, talks, conversations or presentations) emerge where students learn to use vocabulary and language expressions in real contexts. Students will also be familiarised with critical thinking skills by making inferences, evaluating options, supporting arguments, among others.

This intermediate-level course (CEFR B1-B2 ) teaches English language skills and academic literacy as the second of the three levels. Students will further develop their language competence to successfully comprehend academic interaction contexts such as case studies, problem-solution scenarios, group discussions, and presentations.
Listening practices for main ideas and details (such as listening to lectures and guest speaker’s talks or radio interviews) emerge where students learn vocabulary and language expressions used in academic contexts. Speaking skills in conducting surveys, expressing emotions, delivering presentations, and explaining answers are further enhanced. They will also sharpen their critical thinking skills, by making inferences, drawing conclusions, relating content to personal experience, evaluating options, supporting arguments, among others.

An upper-intermediate to advanced listening and speaking course, CEFR B2, C1
The course provides teaching and learning of the necessary language for interaction and discussion in authentic contexts. It offers exploration of high-interest subject areas such as: health science; history/archaeology; anthropology/sociology, earth science; and economics, using content from National Geographic publications. The course focuses on the effective use of essential, high-frequency vocabulary, reviews important grammatical structures, and provides for the practice of listening and speaking skills which are essential for academic and social settings. The course aims to increase learners’ visual literacy and nurture critical thinking, to enhance academic success.

This is a skill-development course designed to enhance the student’s reading and writing abilities. Its focus is on the application of reading techniques for organization, analysis, and retention of in- formation/materials and writing academic texts suited to the target audience, intended purpose, ap- propriate situations and length. Assignments are integrated, both reading and writing, with specific stress on reason and response to the assigned materials.

As an integrated course, this is designed to prepare students for university level critical reading and academic writing. They will learn to produce logical paragraphs and essays; use comprehension strategies, and begin to analysise, and synthesise text. The two macro skills are addressed equally in the course with the essays serving as the main vehicles for the integration of reading and writing.

This course aims to provide students with knowledge of academic topics, vocabulary, reading skills and writing skills. In the part of Reading, students train to brainstorm ideas, predict ideas, and read for main ideas and details (skimming and scanning). The reading passages mainly give students chances to learn vocabulary at an advanced level. They also train students to think critically (evaluating and analyzing) and understand figurative language. In the part of writing, students train to write different academic essays in various genres using the vocabulary and ideas from the reading passages.

This upper-intermediate to advanced level course of English grammar serves as a groundwork for other courses involving aspect of English language construction such as writing, speaking, translation, language analysis, discourse studies, etc. The course focusing on the connection between form, meaning, and use of English structures with all grammar points presented in discourse will provide students with a true understanding of how grammar is used in authentic contexts. With an abundance of both controlled to communicative practice provided in a variety of contexts, the course will help students internalize the language structures and use them properly and effectively.

This course provides students with fundamental aspects and the mechanism of public speaking, and practical skills and frameworks for delivering a presentation, a speech, in public, of different functions and genres (with video demos). Accomplishments of all these should aim, firstly to build up confidence amongst students when talking in front of people, and secondly to hone productive language skills, particularly speaking, with accuracy and appropriateness.

Getting involved into the academic world at higher educational level, learners are believed to be in bad need of enhancing their knowledge and shaping their critical mind to make a good preparation for their studying path and their future careers. To satisfy this need, this course provides the learners with a wide set of practical and efficient approaches to acquire critical reading, critical writing, and researching skills. Additionally, students will have an opportunity to read extensively and critically in this course to gain useful skills and techniques in preparation for writing academic reports, especially Project 1.


Using another language means interacting with the culture that speaks the language, so teaching and learning a language should always make explicit references to the culture. Such interplay of language and culture stimulates the development of intercultural competence, especially for learners of English as a global language. Therefore, students in the English Language Studies program will first investigate how cultures influences on human behaviors with critical self-reflection to formulate a solid background for lifelong culture learning and intercultural communication competencies. Students will then employ that background knowledge to explore different cultural and socio-economic aspects of the United States and the Great Britain such as people, education, economy, environment, media and lifestyles.

As an introductory course to American literature, this course focuses mainly on the fundamental elements of literature. It introduces students those elements of how to read (and write) fiction such as plot, character, setting, point of view, style (tone and language), symbol, and theme. The vehicle for carrying these elements is mostly the works of short fiction drawn from American Literature. In addition, students will have the opportunity to analyze and explore translated literatures from other countries. This course not only intends to create the foundation for students to read and research languages, histories of different societies and periods, but also attributes to their critical and cultural analysis. As the result, it will open for students the windows on literary works written by Asian Americans including Vietnamese American writers.

The course is offered based on the assumption that students of English studies need to be equipped with fundamental background of culture and need to understand the factors of culture contributing the success of communication between people coming from different backgrounds. The course also enhances students’ understanding in the relations between language and communication and helps them to distinguish the basic principles of culture that can have influences on communication when people of different cultural backgrounds get engaged in interaction.


This course offers a concise and accessible introduction to basic theories in two of linguistic subfields concerning the structure of English language: Morphology and Syntax. It focuses on practical aspects of application rather than exploring theories. With reference to English Morphology, the course helps students explore the internal structure of words with basic concepts of morphemes, lexemes, word formation, and word classification. In terms of English Syntax, the course first draws out the connections between syntax and meaning before discussing fundamental concepts of English phrases, clauses, and sentences as well as the relationships among these parts.

The course provides students with knowledge of English speech sounds at the segmental and suprasegmental levels. At the segmental level, students will be introduced to the way vowels and consonants are properly made and how those segments combine to produce syllables or words. At the suprasegmental level, students will be introduced to such factors as stress, weak forms, rhythm, and intonation patterns and functions. After the course, students can explain by themselves why it’s difficult to comprehend native English speakers, and they know how to project their continual studies to improve their pronunciation and comprehension.

As a branch of English Linguistics, this course introduces basic notions of word meaning, sentence meaning and utterance meaning. Specifically, it aims to familiarize its participants with (1) semantic features; (2) sense relations of words: hyponymy, synonymy, antonymy, polysemy, and homonymy; (3) sense properties of sentences: analyticity, syntheticity, contradiction, anomaly, ambiguity, paraphrase, entailment, and figures of speech; (4) the distinction between sense and reference, sentences and utterances, presuppositions and implicatures, performatives and constatives, and different types of speech acts.

Contrastive Linguistics is a course designed to provide the students with a fundamental knowledge of linguistics, based on which the students may have a critical look at two natural languages, namely English and Vietnamese from contrastive and comparative perspectives. The students train to be skillful at examining the similarities and differences between the two languages at various linguistic levels such as phonemes, morphemes, words, phrases, and sentences. In this course, the students also study the theory of language learning in the light of contrastive analysis. The practicality of the course is to shed light on second language teaching methodology and practice as well as translation practice.

The course introduces ways in which people make meaning and make out meaning in texts as well as in social practice via such key concepts as formal links, cohesion, discourse structure, discourse types, general discourse activities, discourse as dialogue, ways to develop discourse skills, and senders and receivers.

This course is an introduction to English Pragmatics, the study of the use of language in context. It provides students with a theoretical foundation to explore how speakers use words and sentences to convey meaning in context. Core concepts such as deixis, presupposition, implicature, speech acts, etc. are explained and illustrated to help students understand and apply in their social interaction.


The course provides an overview of the main features of translation and interpretation. The course starts with the translation section and ends with the interpreting one. Concerning translation, the course provides participants with general stages a translator has to go through if s/he wants to be successful. Besides the general methods of translation , s/he has to be aware of the process of translating and problems related to equivalence. Last but not least, categories of translation will also be introduced so that participants may have an idea of the differences between general translation and specialized translation. With reference to interpretation, participants will be introduced to consecutive interpreting without note-taking and then with note-taking. Simultaneous interpreting will also be introduced so that participants can get a feel for what it is.

This course is designed to help participants get basics in the translation field – for both from English into Vietnamese and from Vietnamese into English. Also, during the course, participants will have chances to practice translating such matters in the real life both inside and outside the company.

This course is designed to help participants get basics in the interpretation field – for both from English into Vietnamese and from Vietnamese into English. Also, during the course, participants will have chances to practice interpreting such matters in the real life both inside and outside the company. Besides, basic principles and techniques of the interpreting field and how to apply them in real – life situations will be introduced. It is the first time that participants have chances to get in touch with the interpreting matter so the aim is rather simple but necessary for the interpreter.

Translation keeps an important role in the society when we are in the time to open door to the world. With this reason, the course is designed to provide basic concepts and theories in translation studies. Throughout the course, learners will read texts and then discuss important issues in the field. A focus of the course involves learner’s using theories and concepts to comment on published translations. The course draws upon theories from different disciplines: linguistics, cultural studies, gender studies, literary studies, media studies, etc.

This course is designed to help participants get basics in the translation field – for both from English into Vietnamese and from Vietnamese into English. Also, during the course, participants will have chances to practice translating such matters in the real life both inside and outside the company.

Concerning to translation, the course provides participants with general stages that a translator has to go through if s/he wants to be successful at producing the last translated version.
Besides the general methods of translation, s/he has to be aware of the process of translating and problems related to equivalence (i.e. at word level and above word level).
Last but not least, all matters involving to the process of translation as culture, categories, procedures … would also be introduced so that participants may have an idea of the differences between general translation and specialized translation (e.g. literary translation, commercial translation, legal translation, etc.).

This course is designed to help participants practice interpreting in the Commerce and International Trade fields so as to apply techniques, forms as Consecutive Interpreting. Also during the process of practicing, participants will improve their listening and speaking skills and problem solving skills during their interpreting.

This course provides a practical study of computer-assisted translation (CAT) tools. It aims at giving an overview of the major CAT tools used in the industry, the components and their functions of CAT tools, and hands-on experiences in creating, using and enriching translation memories (TMs) and termbases (TBs), as well as using parallel concordance analysis tools during the process of translation. The course also provides students with opportunities to work with SDL Trados and SDL Multiterm, one of the most popular software package for professional translators, including handling a variety of file formats, translating a single file or different files in the same translation project. It also provides the skills required to work as a project manager, a reviewer and a translator in the workflow of a translation project.

This course is designed to help students practice interpreting in the financial, economic and social fields so as to apply techniques, forms as Simultaneous Interpretation & Consecutive Interpreting. Also during the process of practicing, students will improve their listening and speaking skills and problem solving during their interpreting.

Students will be exposed to issues related to the translation of business texts from Vietnamese into English and vice versa. Drawing attention to the linguistic features of these texts, the course will show students, through examples, ways of translating these texts. The course also helps students boost their confidence in the art of translation in business settings. For aspects of translation, the course focuses on texts related to business environments such as formal and informal correspondence, speeches, company profiles, job descriptions, simple business contracts and business articles or promotional texts. This course also provides students with intensive training in consecutive interpreting from Vietnamese to English and vice versa. Students are trained to take on consecutive interpreting for official functions from the source to the target languages. Exercises of increasing difficulty are introduced to equip students with the basic techniques to increase their confidence and competence in consecutive interpreting in business context.

This course offers an overview of audio-visual translation modes and techniques, with an emphasis on subtitling and dubbing. It provides participants with the main theoretical and practical issues involved in audiovisual translation and some necessary skills to work as a translator in the field. Participants will also be introduced to the practice of subtitling through the use of professional software (WinCAPS).

This course provides students with an insight into the theory and practice of official and legal documents translation between Vietnamese and English, including the legal knowledge needed while translating. The course lays down a foundation upon which students will be able to translate a varied range of official and legal texts including certificates, academic transcripts, wills, MOUs, contracts, agreements, court judgments and common documents needing notarized translation.

This course is designed to help students get more professional knowledge in the interpretation field, especially in conference interpreting workshop. Besides, methods as simultaneous and consecutive interpreting, as well as techniques, ethics, behaviors of interpreting; moreover, knowing how to apply them in real – life situations will be introduced.

Although the title of the course is ‘Literary Translation’, it is not suggested for those students who first approach translation. This course is an application of what has been introduced in foundational courses of translation. This course, though mentioning in passing some aspects of translating poetry and song lyrics, is designed for those students who have an interest in translating literary works, namely fiction and drama. The focus of the course is on discovering and analyzing aspects of textuality and applying it into the procedures of translating English literary works into Vietnamese.


This course is intended to help students become aware of and familiar with simple business-related contexts through English language learning (CLIL). In the light of helping learners enhance their employability and career prospects in prospective multinational businesses or organizations, this course will equip learners with basic knowledge and understanding of business theories in various fields. In addition to enhancing students’ academic language skills at upper-intermediate level (i.e. summary, report writing, listening and note-taking, problem-solving skills, etc.), this course aims at developing essential skills such as making presentations, networking, negotiating, cold-calling, resolving conflicts and dealing with communication breakdown.

Distinct from previous course(s) on academic writing skill, this course focuses on business-related writing skill. Specifically, this course provides students with a comprehensive understanding of forms, formats, and styles of different business written texts such as emails, letters, memos, announcements, reports and proposals. It also offers extensive practices where students use their acquired language competence to compose those business written texts that meet international standards, taking into account not only the business and ethical aspects but also linguistic aspects namely coherence and other linguistic devices.

Introduction to Corporate Communication is a fundamental course for corporate communication students. This course provides students with an approach to the essential theories and knowledge in order to understand the structure, network, factors, and other forms of corporate communication. Students are also introduced to the modern technology of communication and challenge of organizational communication.

Engaged workforce shall deliver innovative products and excellent customer services, drive satisfaction and convert customers to brand loyalty, which is a key outcome for effective internal communication (IC). Through a thorough investigation of relevant factors that have impacts on the effectiveness of internal communication, students will practice developing a real IC plan for an organization/a company that they work(ed) for, including identifying IC issues, analyzing and segmenting the audiences, crafting powerful messages, selecting appropriate media vehicles, and gauging the outcomes of the plan.

This course will enable students to comprehend the content, structure and language features of, and compose various English media messages such as news releases, feature articles, blogs, broadcasting news, etc. through model text analysis and extensive practices. Not approaching public mass media from the perspective of journalism, nor focusing on the technical aspects of media production, this course is specifically designed for would-be executives in public relations, sales and marketing department, who wish to apply their language competence to facilitate the establishment of an organization’s English communication channel. Besides, this course also reinforces and supplements the student’s academic- or business-related writing skills in previous courses.

As a successor course of English for Business Studies, this course introduces to students further business topics such as business ethics, consultancy, business strategies, online business, start-up, project managements, employment trends and training, conflicts, organizational behaviors, business planning, etc. through authentic reading and listening materials at advanced level (C1). Different from its predecessor course or other skill-specific courses in the program, this course requires students to use higher forms of thinking to analyze and synthesize different factors in given case studies, present and evaluate feasible solutions to the business issue in question. Students will have to demonstrate not only more comprehensive business-related knowledge and reflection, but also higher level of English competence when presenting and defending their arguments.

This course will provide students with fundamental knowledge and with ample opportunities to improve their ability in various selling and marketing activities in service industry. It also emphasizes importance of language skills to enhance the learning outcome.
For aspects of Marketing, students will be exposed to basic sets of activities like identifying consumer needs and ends with positioning the product or service to satisfy those needs and differentiate it from competition, rigorous analysis of the competition, customers, the environment, and the company’s own capabilities, the “marketing mix”, positioning, etc.
Knowledge and skills in Sales cover principles, problems and techniques of one to one selling of ideas, products and services in today’s domestic and international markets with a practical experience through guided role-playing with techniques for success in sales.

Trust plays a crucial role in securing the success of a business/an organization and Public Relations (PR) helps with bridging the trust-gap between the business/organization and its key stakeholders. Students in business and communication training will explore the contemporary PR in practice by learning the PR Planning Process and analyzing successful PR case studies in different business sectors, then planning their own PR campaign to solve a real-world issue. Students will also practice relevant language skills essential for PR writing in various contexts e.g. composing messages for print and digital media, and produce PR texts for their campaigns.

This course provides students with fundamental aspects in business environment, and the functional mechanism of communication in setting up the corporate reputation, along with offering knowledge and practice in most essential of corporate communication strategies in the practice of analyzing and composing recognized proposals in this field. The course also emphasizes the importance of other fields in corporate communication such as communication strategy, risk management, crisis communication management with various constituencies (i.e., investors, employees, governments, consumers, and clients). The course encompasses basic precepts of public affairs, investor relations, community engagement, and governmental relations to integrate the insights of practicing corporate communication professionals with the concepts and academic approaches of communication theory. Ultimately, students will have a broad understanding of the different roles and functions involved in strategic corporate communications within contemporary global society.

The ever-changing world of economy and media technology has urged businesses to strategically integrate various communication disciplines e.g. advertising, direct marketing, sales promotions, public relations to maximize the return on their investments in marketing programs. Students in this course will firstly review the marketing mix, related promotional tools, buyer behaviors, and major changes in the media landscape by discussing selected real-world case studies. Then students will plan an Integrated Marketing Communication (IMC) campaign that has clearly and consistently set objectives and synergizes the promotional mix for the highest possible marketing communication impacts.

This course encourages students to develop their language skills in situations and contexts relevant to their professional work of meetings and negotiations. The program will focus on developing language skills through practice in business meetings and negotiations, enhancing vocabulary and terminologies, language analysis, active listening practice, extensive role-plays and frequent groups, individual feedback, cultural aspects of meetings and negotiations and their expectations of how these skills work and the associated decision-making process. Essential knowedge and skills include preparation and planning, conducting successful meetings and negotiations, and evaluation as well as with communication skills and persuasion.

This course is designed to develop the necessary skills for success as a customer service provider. The course examines various service situations and develops an attitude of superior customer service which is critical to success in all organizations and provides guidelines and best practices for providing excellent customer service that will enable frontline associates and service staff in back-up and support roles to build, maintain, and increase a loyal customer base. Essential aspects include understanding customer service, focusing on the customer, handling complaints, delivering excellent customer service, upgrading customer satisfaction and loyalty, and maintaining quality control.


This course provides theoretical knowledge as well as practical strategies on educational psychology that prospective teachers will need to become effective instructors. Various theories of development, teaching, and learning such as human development, cognitive and behavioral development, learner differences, information processing, and learning environments are presented with clear examples and illustrations. Upon building up their understanding of these psychological concepts and principles, the course helps students to make relevant connection between the theories learnt and typical educational situations they will deal with later in their own teaching practice.

This introductory training course aims to equip English trainee teachers with fundamental knowledge and skills in the field of English teaching and learning. The first half of the course provides essential background issues in ELT including knowledge of the leaners, theories of second language learning, and different teaching methods. The second half, on the basis of applying the theoretical knowledge in first phase, develops students’ classroom techniques and skills in organizing and managing tasks in teaching the language aspects through hands-on activities. Students apply those techniques and skills on designing a language lesson, and demonstrating it to their teacher and peers for evaluation and feedback. This course is a pre-requisite for most of the subsequent ELT courses.

This course is designed to provide trainee teachers with a profound theoretical background and practical knowledge of English language teaching and learning. The course also aims at exploring the key principles of teaching the English language skills, the stages and the structure of a language lesson. It first focuses on analyzing some background issues related to the teaching and learning of grammar and the four key ‘macro-skills’ of listening, speaking, reading, and writing. Then, it moves on to scrutinizing the stages of a skill lesson, the classroom techniques and tasks appropriate to each stage. Besides, while equipping teachers-to be with the principles for teaching the four skills, the course further develops their practical classroom techniques and skills.

CLIL, which stands for content-language intergrated learning, is a way of teaching school subjects in the students’ second language with dual focus: subject content mastery and English language improvement. Since its birth in Europe in 1990s, CLIL has become a fast-growing trend in English teaching in non-native English speaking countries, including Vietnam, especially in big cities. This course, therefore, gives students opportunities to explore key aspects regarding CLIL methodolgoy, its pros and cons, and provides them with practical ideas and guidelines to teach a CLIL class.

The course introduces undergraduate-level students with information and communication technologies (ICTs) for use in language learning and teaching. There are three components to cover for this course: using technology to teach language skills, using technology to create teaching materials and designing language tests. Students are advised to have their own laptop computers with common or universal MS operating system installed.

This course strengthens students’ teaching skills and knowledge in three common English learning contexts, namely large multilevel classes, business English classes and exam preparation classes. It focuses on students’ application skills. While providing the general framework and principles for teaching in each context, the course allows students to make their own choices regarding activities, learners, and settings to prepare for their future teaching classes. It has a strong emphasis on sharing and learning from each other.

This course is designed to meet the needs of language-teachers-to-be by providing the students with both underpinning theoretical background and practical knowledge on application of activities in teaching English to children. In terms of theory, the course will first introduce the significance of activities in classroom; then present the difference between young learners and adult learners in order to choose appropriate activities; next explain the ways to create, adapt, and evaluate activities; and finally scrutinise into activities suitable for each language skills. The course also provides chances for learners to exploit the advantages of songs, stories and teaching aids as well as integrate them into a lesson for children. In terms of practice, this course will build up students’ practical skills in using activities to enhance learning process through a good number of periods for hands-on experience.

This course introduces learners to ways of planning a lesson and general principles of developing and adapting materials for use in the classroom. The bits of knowledge that constitute the course are: learner differences, lesson aims, components of a lesson and a lesson plan, classroom management, and ways of selecting and adapting textbooks or other materials. Some core principles of evaluating a textbook will also be presented and practiced along with a review of the knowledge of methods and techniques of teaching language and skills. All of those components are applied in making a decent language and skills integrated lesson plan.

This course is designed to offer a comprehensive survey of essential principles and tools for second language assessment. First, students will be introduced important notions and fundamental principles of language assessment. Then students have opportunities to explore various types of assessment popularly used in class and large-scale standardized testing formats employed worldwide. Next, students will study the process of writing specifications for a test and designing test items for assessing language skills and language aspects. Most importantly, the course provides students hands-on experiences of designing various formative and summative assessment activities for a specific course. Finally, the focus will be shifted to the stage of grading, interpreting the results, and making evaluation.

This course is designed to provide trainee teachers with a fundamental knowledge of and theoretical background in Service-Learning. The course focuses on developing students’ awareness of their social responsibility in order to be able to take part in helping the surrounding community’s problems. Trainee teachers need to work with a specific group of community to understand their needs. Based on prospective students’ needs, trainee teachers will use their ELT knowledge and skills to select appropriate teaching materials, design lesson plans, and choose suitable teaching methods and techniques to deliver successful English lessons to the students. Through directly teaching learners from different social backgrounds, trainee teachers will build up their confidence in teaching and be more flexible and spontaneous in dealing with classroom problems. Students also develop their own independent learning skills through progressive reflection.


This project is to enable students to do desk research (secondary research) and finally write a report of about 6,000 words on a chosen topic. It trains students how to conduct secondary research from planning, organizing tasks, sorting out and analyzing the information collected. To fulfill the project, students are not only able to identify, describe, explain or restate the information they obtain from many different sources such as books, periodicals, newspapers, library database and some websites but also to process those kinds of information in order to reach a conclusion or response(s) to a research question and basically use MS-Word to write the report. More importantly, they have an opportunity to learn to work in teams.

In the continuation of Project 1 course, this course provides students with an opportunity to do primary research into their major filed, which helps improve their research skills on collecting and presenting data, as well as enhance students’ critical thinking on analyzing and recommending solutions to a problem in question. Under supervision of an advisory lecturer, students are also instructed to become acquainted with qualitative or/and quantitative methods at a basic level. This course highly emphasizes students’ autonomy and independence in thinking and performing their own work in contribution to the group’s complete report of about 7,000 – 8,000 words. Advisory lecturers merely play the role of a facilitator and will not impose his/her opinion on students’ thoughts or solutions.

As an alternative to Project 2 “Specialized Field Data Collection”, this course focuses on knowledge application by offering students opportunity to transfer the professional knowledge and skills acquired in to live projects. Undertaking this kind of project will expose students to real-life challenges which then earn them practical skills and firsthand experience in their major field. The course allows students to plan and implement their own major-related projects under the supervision of lecturers in School of International Languages and Cultures or take part in equivalent projects developed and supervised by students and lectures from other schools of Hoa Sen University. The outcomes assessments of the course are based on the proposal, event preparation, implementation, transferrable skills, and a reflective paper.

This seven-week internship aims to give the student intern opportunities to familiaize themselve with the real working environment as well as accumulate work experience at an education organization (for ELT the intern) and at a business organization (for the other majors) so as to better prepare them for their future job after graduation.

This fifteen-week internship offers the intern the opportunity to apply knowledge and skills learned in the classroom to the professional work environment as well as to gain experience related to a specific career. The goal is to assist the intern in making the transition from school to work by providing hands-on, “real world” learning experiences and practical application of classroom theory.

This course is designed to assist students in the completion of their research paper or graduate project. The expectation is that students have completed and made full use of their professional knowledge gained through their Bachelor’s degree study programs. The graduation paper reflects the result of the process of studying and carrying out the research of an approved topic under the guidance of a supervisor. It is supposed to satisfy all of the following factors: the requirements, the review of what has been related to the topic, the ways to conduct the study, the outcomes and evaluations of its advantages, disadvantages, and conclusion.