Alumni Archives

Cal King’s Master of Public Administration and Leadership capstone experience: Making technology accessible and experiential at Ohio State

At The Ohio State University’s John Glenn College of Public Affairs, Cal King found the perfect opportunity to turn her professional expertise into meaningful student impact. As program director for the Informal Learning Program, OHI/O within the College of Engineering at The Ohio State University, she focuses on experiential learning: Creating programs and events that foster a thriving tech community across campus and empower students to apply the skill they learn in the classroom to real world problems. Through her Master of Public Administration and Leadership (MPAL) Capstone, Cal explored how to break down barriers to tech education and develop hands-on opportunities for both engineering and non- engineering students to leverage technology for community impact.

Her Capstone project centered on designing pathways for students who might feel intimidated by technology, ensuring that programs were inclusive, interdisciplinary, and aligned with real-world industry needs.

“One of the things I leveraged the Capstone was to address that issue of bringing accessible tech and breaking down some of those barriers to entry for students who might not consider themselves ‘tech people,’” she said.

By creating these pathways, Cal aimed to empower students to explore, experiment, and innovate in ways that directly complement their formal coursework.

Tech for all: The Capstone challenge

For her MPAL Capstone, Cal tackled the challenge of making technology more accessible to students who might otherwise feel intimidated by tech or see it as out of reach. She focused on creating interdisciplinary opportunities, where students with strong tech backgrounds could collaborate with peers from diverse fields, reflecting real-world problem-solving.

Cal is the director of OHI/O, The Ohio State University’s premier program dedicated to nurturing and advancing dynamic tech culture through hands-on, inclusive events. Run by students and for students, they have opportunities to innovate, collaborate, and solve real-world problems, OHI/O organizes a series of hackathons, make-a-thons, and tech-centered events from K-college throughout the year.

“At OHI/O, it’s important to create these interdisciplinary environments,” Cal explained. “We want students to explore technology not just for tech’s sake, but to create projects that improve the world.”

Her Capstone involved envisioning multiple futures for her program, identifying variables within her control, and designing actionable plans for each path. One outcome was support for students exploring AI, including those new to the technology.

Implementing the Capstone: AI Studio and student-led hackathons

The Capstone was far from theoretical. It directly informed the development of an “AI Studio” embedded within OHI/O fall hackathon weekend at Ohio State, which brings together roughly 800 students to rapidly prototype tech solutions to industry informed challenges, and is led by the students for the students.

“We provided training in AI tools in a single-day program to create prototypes, geared toward non-engineering students,” Cal said. “Fifty students participated, and the results were incredible. Students were asking for more resources and more time. We’re going to be expanding that AI Studio program at other hackathons that we host to potentially give it its own showcase where we can bring it to students in other departments and colleges on campus. It was really exciting to see something I planned in the Capstone actually play out in real life.”

Reflecting on the experience, Cal shared advice for students starting their own Capstone projects. “Choosing something that was immediately applicable really made a big difference,” she explained. While she noted that students could pick an organization outside of their workplace if they were passionate, having access to data and professional networks made her project not only easier to accomplish, but more impactful. “At every step, I wasn’t just applying theory,” she said, “I was getting real-time feedback from other professionals and exploring how I could see this applied in my career.”

Cal credits the MPAL program with giving her the framework to structure and plan projects effectively. “Future planning is really important,” she said. “The Capstone forces you to lay out goals in a structured way. You understand not just what you want to accomplish for the organization, but also for yourself. If the work isn’t important to you personally, it won’t be as good as it could be.”

Leadership and collaboration in student-led technology projects

Beyond planning and strategy, the MPAL experience reinforced the importance of community. “Even though the MPAL community is mostly online, I felt like I had an experience equivalent to in-person college experiences,” Cal said.

Despite being at different stages of life, Cal said there was still a thread to bring fellow classmates together.

“We all found ways to connect and support each other that was relevant to the work that we were doing, supported our education, and fit our lifestyles. I really appreciated that people were supportive and wanted to participate and were also, we’re all on the same page, and we need to be respectful of everybody’s time,” she said.

“That was really nice and maybe not something that I was expecting. I didn’t come to this degree program to necessarily build community. I wanted my piece of paper, I wanted to get my degree, but I got a lot more than that.”

In addition, Cal also emphasized the flexibility of the program, starting with the John Glenn’s Leadership Certificate for Public and Nonprofit Professionals, a way to explore graduate coursework without committing to the full degree immediately while also earning credits that can be applied into the MPAL program. “The L-Cert helped me get comfortable with being a grad student again and prepared me for the Capstone,” she said.

Creating lasting impact through the MPAL Capstone and experiential learning opportunities

Cal’s Capstone created a practical, ongoing initiative for Ohio State students. The AI Studio, along with other experiential learning programs, allows students to apply technology creatively, gain hands-on experience, and collaborate across disciplines.

“The students lead much of this work,” she said. “It’s their influence and energy that really make it successful, and it’s rewarding to see them take ownership while still benefiting from the structure and planning we put in place.”

Cal’s story highlights how the MPAL program equips professionals to translate leadership, strategy, and planning into real-world impact. “The Capstone allowed me to bridge my education with my career and make meaningful contributions to the community I serve,” she said.

Ready to take your leadership to the next level?

See how you can serve your community in new, transformative ways. If you have questions or need help getting started, complete our intake form with your contact information. An Ohio State Online Enrollment Advisor will reach out to provide personalized guidance, walk you through the application process, and support you every step of the way.

Discover the MPAL program

Catherine Farina-Molnar’s Master of Public Administration and Leadership Capstone: Transforming Parks and Public Service in North Canton

For Catherine Farina-Molnar, earning her Master of Public Administration and Leadership (MPAL) from The Ohio State University’s John Glenn College of Public Affairs wasn’t about credentials. It was about learning and applying real skills to make her community better.

Catherine became City Manager of North Canton in March 2024, stepping into a demanding role that oversees every department in the city, from police and fire to streets, water, parks and administration.

“I almost dropped out of the program. But then I was like, ‘No, I need this. Just stick with it. I can do this, I got this.’ And so, I did,” she recalled. “It is a time management commitment for a working professional, but it is manageable. When you get that diploma, and walk across that stage, it is all worth it.”

Transforming the Parks Department

Before taking on the city manager role, Catherine served as deputy director and led a project that would become an inspiration for her capstone: developing an adaptive playground for children with special needs, the Possibility Playground at Dogwood Park.

“It won the State of Ohio’s Ohio Parks and Rec Association Governor’s Award as the best park development in the state of Ohio in 2022,” she said. “This was a $1.8 million project … all covered with grants.”

But she also recognized a bigger gap in North Canton’s services: “We just have parks. We don’t have parks and recreation. A lot of cities have parks and recreation. So they have programming. They’re bringing in revenue, and then they have a strategic person guiding all of this, getting grants and sponsorships, and finding revenue sources, or running levy campaigns.”

This gap became the focus of her MPAL Capstone.

“My capstone is going to … analyze how we go from just cutting the grass, cleaning the bathrooms, to creating a new parks and recreation department. What’s the cost? What’s the feasibility of it?” she explained.

During her project, she analyzed staffing models, seasonal programming, aquatics, leagues, and long-term funding considerations, with a focus on sustainable revenue.

Leveraging Walsh University for MPAL Capstone course

A unique part of her graduate capstone project was exploring a partnership with Walsh University, which offers a sports management degree program. Catherine saw an opportunity to integrate student learning into hands-on city services while addressing operational needs.

“That’s where I could explore the potential of utilizing Walsh students who are pursuing that degree field, real-world recreation, sports management experience,” she said. By embedding Walsh students in city programming, Catherine aims to provide hands-on experience in recreation management, support city programs with skilled interns, and create a pipeline of future professionals familiar with municipal operations.

“This partnership not only builds capacity for our parks and recreation programming but also strengthens our connection to the community and the university,” she explained. It aligns with the city’s master plan goal of collaborating with Walsh to expand engagement, resources, and innovation in public services.

Applying MPAL leadership and data skills in city management

Catherine’s capstone didn’t just remain a classroom exercise; it informed her work immediately. “One of the key starts … before, we used to just try to make decisions at City Hall in a vacuum,” she said. “I never realized how important stakeholder analysis is. First identification, who is your stakeholder group? Then really analyzing and using the power grid chart.”

She launched a citywide parks survey, conducted community engagement sessions at fairs and festivals, and met with local youth organizations. “I conducted and finished up stakeholder meetings and found out a ton of information from them,” she said, noting the youth leagues’ struggles with limited green space.

Catherine also drew directly on the MPAL statistics coursework to interpret survey data and create evidence-based recommendations. “Everybody in the MPAL program will say the stats class almost killed us, like, stats are hard, but the class was good because obviously it helps you interpret a lot of data.”

Leadership lessons from MPAL coursework

Leadership training was a central takeaway.

“It’s the ‘people stuff’ that’s always so hard,” she said. She credits her MPAL leadership courses for teaching her authentic and caring approaches to management.

“Authentic leadership was a really big [takeaway] for me … how to connect with people, how to be authentic and intentional and really spend that time and listen to your people, show up for them.”

She described a recent snow event where she personally delivered food and drinks to staff working long shifts.

“One guy even said he’s been here 44 years … and in 44 years, no city manager has ever come down to the service garage and personally delivered food. “It was such a little thing, but that’s one way you show up for your people.”

Public value as a guiding principle

Another core lesson from the MPAL program was public value. “I’m conscious of it all the time that my salary is taxpayer dollars,” Catherine said.

She encourages her staff to ensure every citizen interaction reflects this principle. “Every single person we come in contact with has to go away feeling they got good public value for their money…that’s value. That’s good value.”

She illustrated this with her staff helping residents navigate permit processes, ensuring compliance, and providing clear guidance. Even taking steps to walk them through routine processes that, for some, may prove challenging. It’s that extra step of kindness and courtesy that provides value for others.

Strategic leadership and collaboration in practice

Catherine’s capstone project continues to guide the City of North Canton’s work. The City Council recently approved funding for a parks master plan consultant, and the team is exploring staffing structures to implement the plan. She is also spearheading projects like the possibility of a new swimming pool, demonstrating the ongoing integration of her MPAL skills into real city projects.

Reflecting on the program, Catherine emphasized collaboration, project-based learning, and peer networks.

“I loved the teamwork. Those were great. The project work we got to do with people … you learn really quickly about different personalities.”

She also highlighted the value of MPAL’s network.

“Even though it’s online, I have made connections with city managers and other public employees from around Ohio, and in other states like Arizona and New York. I still talk to them frequently, and we’re all connected on LinkedIn.”

Catherine’s experience underscores exactly what the MPAL program aims to do: equip professionals to apply leadership, strategy, and analysis in real-world public administration.

“I’m like the spokesperson for highly recommending that everybody does it, no matter what age you are or where you are in your career,” she said.

Her capstone project didn’t just contribute to a degree; it laid out the foundation for lasting community impact, integrated leadership, and a city administration informed by strategic, evidence-based public service.

Ready to take your leadership to the next level?

Discover the MPAL program

Amy’s journey: Graphic design to teacher with an MA in Art Education

For Amy Goins, the journey to becoming an art educator has been anything but traditional. With a background in graphic design, a master’s in instructional design and technology, and years spent working in creative roles, including seven years in interior design and merchandising, teaching wasn’t part of her original plan. She had always wondered how to become an art teacher, so when an art teaching position opened at a local Indiana school, Amy decided to take a leap.

“I interviewed thinking I wasn’t qualified,” she said. “But they offered me the job on the spot. It was a very quick — and stressful — transition into teaching.”

After stepping into the role, Amy entered a transition-to-teaching program but soon realized the curriculum didn’t align with the needs of an art educator. “If I’m putting all this work in, I want it to be meaningful to my practice,” she said. That realization led her to search for a dedicated master’s in art education at Ohio State.

Why Amy chose Ohio State

Amy enrolled in the online Master of Arts in Art Education in January 2024 and immediately found the coursework transformative.

“I wouldn’t say it was one course — truly every course taught me something I could immediately apply to my classroom,” she shared. “There were things I would have never thought about as an art educator without this program.”

One defining moment for Amy came in a course focused on essential questions and big-idea lesson planning. “It really made me reconsider what I was teaching,” she said. “As teachers, it’s easy to fall back on filler lessons when you’re overwhelmed. This program helped me build a more intentional, meaningful curriculum.”

Balancing work, family, and full-time study

Amy is a full-time teacher, a mom, and the leader of multiple extracurriculars, including clubs and yearbook. She has found the fully online format along with strategic time management to have been essential to her success as a student.

“The online structure works perfectly for me,” she said. “It’s a lot of work, but if you make a schedule and stick to it, it’s absolutely doable. It fits my life as a teacher and a mom.”

Even with a busy schedule, Amy accelerated her progress, taking five summer classes to stay on track to graduate earlier than expected — a reminder that how long it takes to become an art teacher can vary based on commitment and course load. “It was intense,” she said. “But the work is so rewarding.”

A supportive community of artists and educators

One of the most meaningful parts of the program is the community.

“It’s so inspiring to engage every week with other artists and educators who work as hard as you do,” Amy said. “The discussions, the feedback from instructors — it all helps you grow. There’s no judgment. It’s welcoming no matter your background.”

The program’s intentionally small cohort model also creates space for students to genuinely connect. “I’ve actually become friends with classmates. I follow some on social media, we email, we check in about lesson plans,” she said. “I’ll definitely stay in touch after graduation.”

Preparing for what’s next

When considering her future career path as an art teacher, Amy plans to complete the program in December 2025 and apply for her Indiana teaching license shortly thereafter. She hopes to continue teaching in public schools for another decade before transitioning into higher education.

“I think this program prepares you for that next step,” she said. “If I had stayed in the transition-to-teaching program, I wouldn’t be the educator I am today. The content here is so valuable.”

Long-term, Amy also hopes to pursue doctoral study.

Advice for future online Master of Art Education students

For anyone considering the Master of Arts in Art Education, especially those wondering how to become an art teacher, Amy has clear advice:

“This program is the perfect fit. The instructors give personal feedback, the environment is supportive, and you gain new perspectives that truly shape your practice. If you want to grow as an art educator, I would highly recommend it.”

Take the next step in your art teacher career path

The online Master of Arts in Art Education at The Ohio State University is designed for educators and creative professionals who want to strengthen their impact in classrooms, museums, and community spaces. Through advanced study, students explore new approaches to teaching, curriculum design, and their creative practice. Graduates of the program are equipped to advocate for the value of the arts and create meaningful learning experiences that inspire students in a variety of settings. Please note: the Master of Arts in Art Education does not lead to teaching licensure.

Wondering how to become an art teacher or take your teaching to the next level? Learn more about Ohio State’s online Master of Arts in Art Education and contact an Enrollment Advisor today!

From sonographer to operational lead: How Liz advanced her career with a bachelor’s degree in radiologic sciences

Thinking about your next promotion in ultrasound?

Many imaging professionals reach a point where they want more, more responsibility, more impact, and more opportunities. Liz’s story shows how earning a bachelor’s degree can provide advancement opportunities for ultrasound technicians looking for long-term career growth.

A new chapter begins with education

After nearly ten years as a vascular sonographer at The Ohio State University Wexner Medical Center, Liz wanted more than technical expertise; she wanted to become a leader her peers could rely on. That’s when she discovered the AS to BS in Radiologic Sciences online program, designed for imaging professionals like Liz, ready for ultrasound leadership roles.

“I’ve always wanted to be someone my coworkers could rely on, not just for technical help, but for anything. I knew this program would open up opportunities I could grow into.”

From practicum to promotion

One of the most valuable parts of the program was the practicum experience. Liz tackled a real challenge in her department: improving scan assist protocols to reduce missed images during unfamiliar exams.

“It helped us become more efficient and accurate. That project didn’t just help my department. It helped me earn a clinical ladder promotion.”

That promotion positioned Liz for her current role as operational lead for the general ultrasound department, where she combines technical expertise with leadership.

Liz’s leadership style is rooted in her years of hands-on experience. She understands the challenges technologists face and uses that insight to advocate for her team.

“Your coworkers know you’ve been in the trenches. You understand how decisions from leadership affect the front line, and that helps you advocate for them.”

She acts as a bridge between departments, guiding change with empathy and clarity.

Building analytical and problem-solving skills

Liz credits the online radiologic sciences program with sharpening her ability to think critically and solve problems, a skill set that has become essential in her leadership role.

“This program really strengthened my analytical thinking. It taught me how to identify problems and quickly move toward solutions. Using root cause analysis, I learned to step back, understand what’s driving the issue, and then develop an effective plan. That approach helps me troubleshoot more efficiently and make data-informed decisions every day.”

She explains that this mindset applies to both technical and interpersonal challenges:

“In this operational lead role, there’s a lot of problem solving, whether it’s technical or emotional. You can really think of everything in that analytical sense: find the problem, identify the cause, and then move towards the solution.”

Flexibility that makes education possible

Balancing full-time work and parenting while pursuing a degree wasn’t easy, but the program’s online format made it achievable.

“I would not have been able to do this without the flexibility. That’s what makes this realistic for people who are working and really want to get their bachelor’s.”

Support from faculty and classmates added to the experience, creating a sense of community among working professionals, something she was not expecting from an online program.

“It truly felt like a culture built around helping every student succeed.”

Invest in yourself and your future

For Liz, going back to school was about believing in her potential and preparing for career advancement as an ultrasound technician.

“It’s absolutely worth the effort you have to put in. It’s a very minute amount of time in your life, and that time will pass whether or not you go back to school. So why not use it to open up endless opportunities?”

Whether you want to lead, grow, or simply open new doors, the AS to BS in Radiologic Sciences program is designed to meet you where you are and help you get where you want to go.

Take the next step

Explore detailed information about the AS to BS in Radiologic Sciences program—including admission requirements, curriculum, and tuition. If you have questions or need help navigating your next steps, submit your contact information to connect with an Ohio State Online Enrollment Advisor. They’ll provide one-on-one guidance, help you understand the application process and support you in taking the next step with confidence.

Learn more about the AS to BS Radiologic Sciences program

Expanding smiles across borders: How Ohio State’s Master of Science in Dental Hygiene program brings global oral health learning to life

When it comes to advancing oral health worldwide, Danielle Rulli, RDH, MS, DHSc, program director of Ohio State’s online Master of Science in Dental Hygiene (MSDH) program, knows that education and compassion can make a global impact.

For more than a decade, Rulli has been partnering with colleagues at Tokyo Medical and Dental University — now the Institute of Science, Tokyo — to strengthen access to dental care for underserved populations in Japan. Her international collaboration is not just transforming lives abroad; it’s also shaping how students at Ohio State learn about and engage with global oral health.

Building international partnerships in dental hygiene

Rulli’s work in Japan began unexpectedly. “My daughter has practiced a traditional Japanese martial art for many years,” she recalls. “When she was 13, her dojo traveled to Japan for training. Not wanting to watch six to eight hours of martial arts every day, I connected with a colleague at Tokyo Medical and Dental University and was lucky enough to have a visit organized.”

During that first visit, Rulli presented on dental hygiene education in the United States and learned firsthand about Japan’s approach to oral health care delivery. “Things really clicked with some of the people I met, and it naturally evolved from that point on,” she says.

Since then, she has been visiting and collaborating with her Japanese colleagues for over 10 years, facilitating student and faculty exchanges and helping expand access to care through home-based oral health services.

Delivering smiles where they’re needed most

One of Rulli’s most memorable moments came during her most recent trip in June. “I had the opportunity to go with a colleague and his team as they delivered dental care to a 95-year-old woman at her home,” she says. “They were doing a denture delivery, and the whole process had been conducted through these home visits. The fact that people can qualify for oral health care to be provided at home is amazing to me.”

She notes how this contrasts with challenges in the U.S., where access to oral health care can be limited. “Being able to meet people where they are and provide home visits would be an enormous game changer,” she adds. “We have such an access problem in the U.S., and seeing these solutions in action is incredibly inspiring.”

Turning global experience into student opportunity

Rulli’s international experience has become a foundation for the MSDH curriculum. “In today’s health care reality, it’s really important for students to have a more global perspective on health care delivery,” she explains. “It helps them become better providers and educators, and equips them to make impactful changes within their sphere of influence.”

To give students this global perspective, the program now offers two new elective courses:

DENT 5798.01 – Exploring Global Oral Health

DENT 5798.02 – Global Oral Health Field Experience

These courses provide students the opportunity to travel to Japan, immerse themselves in dental education and oral health care delivery, and even participate in faculty and student exchange programs with the Institute of Science, Tokyo.
Learn more about this Global Initiative program →

Study abroad and global outreach opportunities

Through the College of Dentistry’s new Global Initiatives program, MSDH students have the opportunity to participate in the Japan global initiative, which is designed to immerse students in dental hygiene education and oral health care delivery abroad. While the Japan experience prioritizes students in the Master of Science in Dental Hygiene program, it is also open, when space allows, to RDH-BS completion students, undergraduate dental hygiene students, and other students within the College of Dentistry.

In addition to the Japan program, MSDH students may also apply for outreach experiences in Guatemala and Brazil, expanding opportunities to learn from diverse health systems and communities around the world. These experiences help students gain cultural competency, broaden their understanding of oral health delivery, and strengthen the leadership and advocacy skills they bring back to their own professional settings.

“Any opportunity to broaden their perspective on oral health care and education will better prepare students to be leaders and advocates,” Rulli says. “A more global understanding is humbling—it reminds us that the way we do things may not always be the best way, and that we can always do better.”

Empowering students to lead and innovate

Ohio State’s online MSDH program is built for licensed dental hygienists who want to advance their careers as educators, researchers, and leaders in oral health.

“The required thesis, internship, and elective courses give students the chance to take a deep dive into their area of interest,” Rulli explains. “If a student wants a more immersive experience in advocacy, public health, or another sector of oral health care, we work with them to make that happen.”

Faculty in the program are nationally and internationally recognized, connecting students to a global professional network that supports their academic and career goals.

A global perspective for a local impact

For Rulli, global outreach and education go hand in hand. “Once your eyes are opened to the potential of doing the same thing differently, you never look at it the same again,” she says. “It makes the world smaller and reminds you that even on the other side of the planet, people have the same needs and challenges. That broader knowledge and perspective equips you to lead and facilitate change.”

Ready to take the next step?

Ohio State’s online Master of Science in Dental Hygiene program empowers hygienists to expand their reach, elevate their expertise, and create change—locally and globally. The MSDH program offers the flexibility, support, and academic rigor to help you advance your career and make a meaningful impact.

Whether you’re passionate about clinical practice, public health, or education, Ohio State can help you get there. Connect with an advisor today or start your Master of Science in Dental Hygiene application. Your future advancement the dental hygiene field awaits!

How MPH-PEP students shape public health

Public health challenges are complex, urgent and deeply personal. For students in Ohio State’s Master of Public Health Program for Experienced Professionals (MPH-PEP), these challenges are more than academic — they’re what drive their careers and advocacy.

Designed for working professionals, the online MPH program empowers students to deepen their expertise, expand their influence and become leaders in advancing public health. Here are four powerful stories from current students who are using their MPH-PEP experience to lead meaningful improvements in health systems and community well-being.

Angela Lee: Bridging media and medicine with public health leadership

Angela Lee, a physician with a passion for cardiovascular health, returned to school to amplify her impact. Inspired by her work with the CDC/CMS Million Hearts® initiative, Angela enrolled in the Program for Experienced Professionals to become a more effective advocate for public health policy and equity. With a unique background in both media and medicine, she’s using her MPH studies to bridge the gap between cardiovascular health and public health communication — ensuring that vital health information reaches the communities that need it most.

“It’s my goal to learn more about the public health system and health policy to ultimately be an effective advocate and advisor for public health initiatives and health policy as they relate to cardiovascular health.”

Jamie O’Leary: Advancing early childhood public health

Jamie O’Leary’s path into public health was shaped by personal experience. Growing up without consistent access to health care, she developed a strong interest in improving health systems and communication. As an early childhood policy leader, Jamie chose MPH-PEP to strengthen her ability to support maternal and health initiatives.

“Studying public health has complemented my interests and work experiences, and deepened my interest in public messaging, health promotion, and intersections between health and education.”

Read the College of Public Health’s interview with Jamie

Paul Matherny: Turning advocacy into public health action

With a background in nonprofit work and a deep commitment to improving public health, Paul Matherny sought his MPH degree to focus on reducing stigma around addiction and expanding access to care. The program has helped him channel personal frustration into strategic leadership, equipping him to contribute to more responsive and inclusive health systems. Through his coursework and collaborations, Paul is helping shape public health efforts that reflect the needs of communities.

“I’m excited to be learning new things, gain new perspectives, and to employ different techniques in the volunteer work I’ve already been doing.”

Read Paul’s story on the college website

Olivia Nathan: Championing public health on the front lines

As a board-certified HIV pharmacist, Olivia Nathan has long been on the front lines of community health. She chose MPH-PEP to strengthen her ability to improve access to care and support broad community engagement. Olivia has led grassroots efforts to increase COVID-19 vaccine access and health education in central Ohio. Her MPH studies are helping her turn frontline experience into policy advocacy, positioning her as a leader in health equity and public health innovation.

“I decided to pursue the MPH to enhance my competencies to better serve patients in the community where I work. This program will give me the knowledge to effectively advocate on behalf of my patients.”

Advance your career in public health leadership

These student stories capture the heart of the MPH-PEP curriculum: empowering students to lead with purpose and strengthen communities. Ohio State’s online MPH for working professionals provides the flexibility to continue advancing your career while gaining the tools to lead in public health.

Ready to take the next step? Connect with an enrollment advisor to explore how Ohio State’s MPH-PEP can help you turn your professional experience into lasting public health impact.

Blending veterinary medicine and research: How Sydney Leon found her path with the Ohio State’s online MS in Translational Pharmacology

For Sydney Leon, MS – Senior Research Technician and DVM Candidate, c/o 2029 at The Ohio State University College of Veterinary Medicine, science has always been a calling. From childhood veterinary visits with her pets to hands-on research in oncology labs, her academic journey reflects a deep passion for both animal health and biomedical discovery. Along the way, she discovered how the Ohio State Online Master of Science in Translational Pharmacology program could strengthen her research skills, broaden her perspective, and set her apart as a future veterinarian.

A foundation in veterinary medicine and research

Sydney earned her Bachelor of Science in Animal Sciences at Ohio State before taking two gap years to explore her interests. During that time, she worked as a Senior Research Technician in a lymphoma research group composed of the Lapo Alinari, Robert Baiocchi, and Polina Shindiapina labs at Ohio State.

Her role—nicknamed the “mouse technician”—immersed her in translational research. She was responsible for in vivo experiments, including colony maintenance, drug administration, monitoring, necropsies, and mentoring undergraduate and high school students interested in veterinary careers.

“Sometimes the lymphoma manifests in really bizarre ways, so the necropsies were certainly the most interesting aspect of this role,” Sydney recalls. “It was an amazing opportunity to collaborate with graduate and postdoctoral researchers across so many projects.”

Before that, Sydney had her first exposure to research while at the Cleveland Clinic, working on the veterinary services team that supported biomedical research. The experience blended animal care with laboratory science and sparked her curiosity about the broader role veterinarians can play in advancing medicine.

Why the online MS in Translational Pharmacology?

While working in the lymphoma labs, Sydney wanted to continue her education in a way that complemented her career goals. The Ohio State’s online MS in Translational Pharmacology program checked all the boxes.

It offered the flexibility of online learning while she worked full time.

The curriculum aligned with her research interests—focusing on drug mechanisms, pharmacokinetics, pharmacodynamics, toxicology, and trial design.

Tuition assistance made it a practical choice.

“I knew I needed a flexible program, and the MSTP program seemed like an excellent fit,” Sydney explains. “The program objectives covered topics I was interested in related to research but not necessarily things I would have had the chance to explicitly study in veterinary school.”

Learning that translates

Balancing work, veterinary school preparation, and graduate classes wasn’t easy, but Sydney developed a rhythm. She dedicated specific days of the week to coursework so she could avoid feeling overwhelmed.

Her favorite course? Pathophysiology.

“While this class wasn’t directly related to veterinary medicine, I really enjoyed learning about basic mechanisms of disease and organ system dysfunction,” she says.

The program gave her both breadth and depth in pharmacology and translational science. She notes that she gained a “wide variety of fundamental pharmacology principles” and a stronger understanding of why experiments are designed the way they are, how data are analyzed, and how trial safety is evaluated. These insights directly enhanced her contributions in the lab and now inform her path as a veterinary student.

Looking ahead: From veterinary student to pathology specialist

Sydney is now pursuing her Doctor of Veterinary Medicine (DVM) at Ohio State and has her eyes set on a pathology residency after graduation.

“There are many subspecialties of pathology, but given my training in this program, I am leaning toward toxicologic pathology,” she says. “This field studies the effects of toxins and chemicals on tissues—often in the context of drug safety or environmental exposure. It’s certainly a career path I can see myself in.”

Her background in translational pharmacology not only sets her apart from other veterinary students but also strengthens her ability to integrate clinical practice and biomedical research in the future.

Advice for future students

Sydney encourages other veterinary and pre-veterinary students to carefully consider why they might pursue an additional graduate degree.

“I would recommend pre-veterinary students not to pursue a master’s just to make themselves seem more competitive,” she advises. “Instead, pursue a program you’re genuinely interested in and one that will enhance your abilities as a veterinarian or researcher. For me, the Ohio State MSTP program was that stepping stone.”

She also emphasizes that while the program is fully online and non-thesis based, it provides a strong foundation for anyone interested in veterinary medicine, biomedical research, or drug development.

Beyond the lab and classroom

Outside of her studies and research, Sydney finds balance in weightlifting and swimming—activities that help her stay grounded when academic demands are high.

She is also proud of her ability to remain financially independent while completing her degree and working full time:

“I am proud that I was able to work full time and complete this degree while remaining financially dependent completely on myself.”

Final reflections

For Sydney Leon, the Ohio State’s online Master of Science in Translational Pharmacology has been more than just another academic credential. It has provided her with a solid foundation in pharmacology, research design, and translational science—all while supporting her broader career goals in veterinary medicine.

“Yes, I would recommend this program to students interested in either veterinary medicine or biomedical research,” she says. “There are so many foundational concepts in this degree that can prepare you for research careers or serve as a checkpoint for veterinary students.”

As she moves toward a future in toxicologic pathology, Sydney’s journey demonstrates how flexible, career-focused graduate programs like Ohio State’s MSTP can empower students to bridge disciplines and shape the future of medicine.

Ready to take the next step?

Interested in exploring how the Ohio State Online MS in Translational Pharmacology can support your career in veterinary medicine, biomedical research, or drug development? Connect with an advisor today or start your MS in Translational Pharmacology application.

Master of Learning Technologies graduates create course focused on generative AI in K-12 education

For Jason Hazel and Jason Johns, graduates of the Master of Learning Technologies (MLT) program, their journey reshaped their understanding of instructional design and educational technology. Their experience with educational theory and their collaborative research led to the development of a course designed to assist K-12 educators in how best to understand and utilize emerging AI technologies.

From media production to educational theories

Both Hazel and Johns began the Master of Learning Technologies at Ohio State in the spring of 2021, seeking a deeper understanding of educational technology theories and instructional design. Having both spent years in media production for instructional content, they wanted to explore the overlap between content creation and pedagogical effectiveness.

Reflecting on the beginning of their academic journey, Hazel shared, “I’d been working at the university [Ohio State] for seven years doing media production for promotional and instructional media, and it was kind of like I need to get a better grasp of learning theories and answering the question, ‘why am I creating this?’”

“The program helped me understand why I was making instructional materials and how they fit into the larger learning experience,” he shared. “When I first started the program, I wasn’t as concerned with the learning theory… Once I finished it, I was like ‘This is a big deal’ and it was also really interesting.”

A flexible, collaborative learning experience

One of the defining aspects of the MLT online degree is its flexibility, allowing students like Hazel and Johns to balance coursework with personal and professional responsibilities. “There were times I was attending class on an iPad while giving my daughter a bath,” Hazel recalled. “Everyone in the program understood that we all had busy lives.”

Despite being an online educational technology program, both graduates emphasized the strong sense of community fostered through collaborative learning. From the first class, they had structured group discussions, office hours with instructors, and peer learning opportunities.

“We designated times to meet and talk about all the readings or whatever we’re going over. Being able to have that that support right there was fantastic. Even though it was online learning, it really didn’t feel that way,” Hazel shared.

The structure of the MLT program facilitated collaboration and peer learning. As Johns noted, “It was nice to have that support with each other to be like, ‘did you know what this means? Can we find an example of this thing?’”

Developing a course on generative AI for K-12 educators

For those wondering “what can I do with an educational technology degree,” Hazel and Johns offer a clear example. For their capstone project, they worked under the guidance of Dr. Rick Voithofer to create an online course on generative AI for K-12 educators. The course aimed to empower teachers by demonstrating how AI can be effectively utilized in their teaching methods, as well as helping students harness AI for learning. The self-paced course, Generative AI Multimedia for Education, is available on Ohio State’s Professional and Continuing Education portal.

Dr. Voithofer was already developing AI-focused courses at the undergraduate and graduate levels, so their project aligned well with his work. The capstone involved months of research, content creation, and instructional design. “We acted as both subject matter experts and designers,” Hazel said. “It was a lot of late nights, but it was fun.”

The role of AI in teaching and active learning

In discussing the role of AI in teaching and active learning, the duo emphasizes that AI cannot replace the foundational aspects of learning, but it can serve as a valuable tool to enhance the learning experience. “It’s just another tool for the same kind of learning and teaching that the instructors are already doing,” Johns shared.

They also emphasized active learning strategies in their course design, such as designing activities where students collaboratively created AI-generated content. For example, students would imagine a character and setting, then the teacher would use AI to generate a scene based on their input.

Johns explained, “It’s a way to get students to understand this is what generative AI is without having to have elementary school students go and generate material.”

Ethical considerations with AI in education

The course also incorporates discussions on AI ethics, digital security, and data privacy. Hazel and Johns integrated ethical considerations throughout, ensuring that educators understand the potential risks and responsibilities.

Hazel highlighted, “We try to have at least one kind of [ethical] highlight in every single one of the different modalities. So for AI imagery, we added discussions on AI inaccuracies and hallucinations, especially with anything with text.”

Another aspect highlighted in the course is implicit bias in content generation, “We even have a comparison of if you generated an image of a ‘professional looking doctor’. Firefly gives you a bunch of diversity, but Canva will give you 3 white men instead,” Johns shared.

Leaving a lasting impact

Their work has already influenced education at Ohio State, with faculty incorporating elements of their project into ongoing educational technology curriculum development. “Rick has already started to pick and choose different things that he wants to take from this,” Hazel shared, “One thing we wanted to walk away with was something that we could point to, to be like, this is still being put to use within the university.”

The pair have even considered adapting lessons from their online course to other formats, “There are some things in this that would be fun to do in a workshop, in-person format or in a hybrid situation,” Hazel stated.

Hazel and Johns’ journey through the MLT program highlights the impact of combining theoretical knowledge with practical application. Their work in generative AI for K-12 education demonstrates how instructional designers can empower educators with innovative tools while addressing ethical challenges. As artificial intelligence continues to shape the future of learning, projects like theirs ensure that educators remain at the forefront of these advancements.

Want to learn more about the Master of Learning Technologies? Contact an enrollment advisor today.

How Hasan used Ohio State’s online RDH to BS, Dental Hygiene program to launch his academic career

For Hasan Al-Safi, RDH, pursuing a Bachelor of Science, Dental Hygiene at The Ohio State University was more than a degree—it was a stepping stone toward a future in academia and dentistry. A 2025 graduate of the Ohio State’s online RDH to BS completion program, Hasan shares how the experience shaped his career path, opened professional doors, and connected him to a strong network of mentors and peers.

Choosing Ohio State: Reputation, flexibility, and a path to dental school

Hasan’s journey began with a passion for teaching, which he discovered during his time in the traditional dental hygiene program at Columbus State Community College.

“My main motivation to pursue the RDH to BS program was to transition into the academic side of dental hygiene,” he says. “I saw the program as an opportunity to open the door to teaching clinical and possibly didactic dental hygiene courses in the future.”

When it came time to choose where to earn his online dental hygiene bachelor’s degree, Ohio State stood out for its reputation and comprehensive support. “Ohio State’s reputation precedes it,” Hasan explains. “It meant I would get a quality education, valuable connections in the dental field, and the resources to succeed. The Ohio State University’s College of Dentistry is the only dental school in Ohio with a dental hygiene program, and since I plan on attending dental school at Ohio State, it was the perfect fit.”

Supportive faculty, practical experience, and immediate impact

Throughout the program, faculty support played a critical role in Hasan’s success. He credits Denise Messina, Clinical Assistant Professor, BSDH, MDH as one of the most influential people in his journey.

“Early on, I shared my aspirations of becoming a dentist with Mrs. Messina, and she became an incredibly valuable resource,” he shares. “She introduced me to others in the field, connected me with dental students who were formerly hygienists, and even wrote a recommendation letter for my dental school application. I wouldn’t be where I am today without her.”

The impact of the RDH to BS completion program became immediately clear during Hasan’s final year, when he completed his capstone as a teaching assistant. He was able to apply his RDH-BS coursework from Ohio State in a real academic setting at Columbus State Community College, helping teach dental materials labs, local anesthesia, and clinical courses.

“I also presented lectures on advanced instrumentation and dental whitening,” Hasan says. “After graduation, I was hired as an adjunct clinical instructor at Columbus State Community College. I’ve been working there since the summer, and I feel well prepared for the role thanks to what I learned at Ohio State.”

Online connections, career growth, and words of advice

While fully online, the Ohio State Online dental hygiene program is designed to foster community and connection. Hasan found that Zoom meetings, discussion boards, and collaborative class projects helped him stay engaged.

“Faculty were always accessible and supportive,” he says. “Professor Messina even met with me in person during one of her courses and invited me to Ohio State’s dental hygiene networking events. Through those events, I met current students, alumni, local dentists, and agencies. I even ended up working with one of my classmates in a clinical setting.”

Reflecting on how far he’s come, Hasan believes the RDH to BS completion program gave him the tools to grow both personally and professionally.

“It allowed me to transition into academia, build relationships with faculty and peers, and provide higher-quality care to my patients. It opened so many doors.”

For licensed dental hygienists considering the next step, Hasan offers clear advice:

“Do it. This program changed my life. A degree from Ohio State opens many doors that would have been closed otherwise. Whether you’re interested in becoming an EFDA, working in public health, or pursuing dental school like me, this program provides the foundation. Plus, the flexibility of being online made it possible for me to work full-time while succeeding academically.”

If you’re a licensed dental hygienist ready to advance your career, Ohio State’s online RDH to Bachelor of Science program offers the flexibility, support, and academic excellence to help you reach your goals.

Take the next step in your dental hygiene career

Hasan’s journey is just one example of how Ohio State’s online RDH to BS completion program empowers licensed dental hygienists to grow in clinical practice, public health, education, and beyond. Whether you’re pursing advanced roles or preparing for academia, this program is designed to fit your schedule and support your ambitions.

Connect with an advisor or start your application today to take the next step.

Advancing a Career in Academia with an Online Master of Science in Dental Hygiene

For many dental hygienists, a passion for patient care often grows into a desire to teach, lead, and contribute to the field in new ways. For Chadleo Webb, RDH, MDH, The Ohio State University’s online Master of Science in Dental Hygiene (MSDH) was the turning point that transformed his career trajectory. Now an Associate Clinical Professor of Dental Hygiene at Northern Arizona University, Webb shares on how the program provided the skills, knowledge, and experience he needed to succeed in higher education.

“As I reflect on my six years in this position, I realize that the MSDH program prepared me for every aspect of my current role in academia,” said Webb. “I teach an array of subjects each year, from dental radiology to local anesthesia.”

Webb’s experience showcases how earning a dental hygiene master’s degree online can open doors in both teaching and academic leadership—especially for hygienists who want to advance their careers in dental hygiene or become dental hygiene educators.

Building the foundation to teach and lead

Ohio State’s online dental hygiene graduate program offers more than theoretical coursework. It immerses students in practical, applicable knowledge designed to build teaching and leadership skills for real-world academic and professional settings.

“The program equipped me with the teaching tools to be effective in classroom, laboratory, and clinical settings,” Webb said. “A series of courses that focused on course development, educational methodology, effective feedback, and impactful evaluation built my foundation as an educator.”

These elements are critical for hygienists who want to pursue careers in dental hygiene education programs, where teaching methods, evaluation techniques, and curriculum design are part of everyday responsibilities.

The program also supports leadership development. Webb now leads faculty committees and coordinates initiatives within his department—skills he attributes to coursework focused on policy, management, and leadership.

“Whether chairing a faculty committee or serving as the coordinator of a specific initiative, I had the confidence to lead and adapt. The program inspired growth on this path.”

Research experience that opens doors

Another standout aspect of the Ohio State’s online MS in Dental Hygiene program is its emphasis on evidence-based practice in dental hygiene and scholarly research. Students gain real-world experience through a thesis project and internship—experiences that Webb said were essential in preparing for doctoral study.

“The program’s focus on research prepared me to further my education in a rigorous doctoral program,” he explained. “Courses focused on research design and statistical analysis provided skills and knowledge to meet the scholarly demands of academia.”

For hygienists seeking dental hygiene research opportunities, this program lays a strong foundation. The thesis requirement, in particular, challenges students to ask meaningful questions, analyze data, and contribute new insights to the field.

The flexibility of online learning

Webb completed the program fully online in just two years—all while working.

“I graduated from Ohio State’s Master of Science in Dental Hygiene online program 10 years ago in 2015. I completed the program in two years, taking courses full-time,” he said. “Although I took a full-time load each semester, I was able to balance work responsibilities with academic demands.”

Ohio State designs the program to support the lives of working professionals and even international students seeking online programs. Through a blend of asynchronous assignments and live evening sessions, students can engage deeply with the curriculum without pausing their careers.

“I valued the connection between faculty and students cultivated through synchronous online meetings and interactive assignments. Synchronous meetings were intentionally held in the evenings to accommodate the schedules of busy students. Faculty were widely available and responsive to email inquiries.”

This flexible format not only supports better work-life balance—it also offers a financial advantage.

“Looking back, I am very grateful that I was able to gain experience as a dental hygienist and earn a living while in classes. This flexibility can mitigate the necessity of taking out large student loans to fund graduate education.”

Collaboration and national recognition

Ohio State’s online Master of Science in Dental Hygiene program also offers robust opportunities for collaboration and networking. For Webb, his thesis project became a gateway to building connections that still benefit his career today.

“Collaboration is a cornerstone of this program that presents itself through the thesis project,” he said. “The thesis project requires original research advised by a committee of faculty. My classmates and I expanded our networks by forming diverse thesis committees comprising faculty from various colleges and departments.”

This collaborative approach led to national exposure as well.

“My thesis advisor encouraged and guided me to present my thesis findings at a national dental hygiene conference in Nashville and to present my internship experience at a national dental education conference in Boston,” Webb said. “These conferences led to many lasting, impactful connections that continue to enhance my career.”

Why Chadleo recommends the program

When asked whether he would recommend the program, Webb offered clear advice for other professionals considering graduate school:

“I recommend this program to any dental hygienist with a desire to enter higher education,” he said. “This program will build a strong educational foundation in a flexible format that makes right now the right time to pursue your passion.”

“Supportive faculty, like-minded classmates, and online courses make this path exciting, enriching, and achievable.”

Start your journey in dental hygiene education

Whether you want to teach, lead, or conduct research, the Ohio State online Master of Science in Dental Hygiene prepares you for meaningful impact in the profession. With a fully online format, expert faculty, and a strong network of alumni like Chadleo Webb, this program is your pathway to the next level in your dental hygiene career.

Ready to take the next step?

Ohio State’s online Master of Science in Dental Hygiene program offers the flexibility, support, and academic rigor to help you advance your career and make a meaningful impact. Whether you’re passionate about clinical practice, public health, or education, Ohio State can help you get there. Connect with an advisor today or start your Master of Science in Dental Hygiene application. Your future advancement the dental hygiene field awaits!