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How to transfer your college credits into a meaningful career path with a Human Development and Family Science degree

Do you hold an associate degree and feel ready for the next step in your career path? Or do you have college credits sitting unused that you’d like to put to work? The online Bachelor of Science in Human Development and Family Science (HDFS) degree at The Ohio State University was designed with students like you in mind.

You have already built a strong academic foundation — now you can carry that progress forward and prepare for a career supporting individuals, families, and communities.

Why earn a bachelor’s degree?

If you already hold an associate degree or have earned college credits, you may be wondering if it’s worth the investment to finish a degree online. Here are a few things to consider:

Increase your salary

Employees with a bachelor’s degree tend to out-earn those without one. According to the National Center for Education Statistics, in 2022, the median annual earnings for a full-time worker were:

$45,200 for a full-time worker with no degree
$49,500 with an associate degree
$66,600 with a bachelor’s degree

Finishing your bachelor’s degree can make a meaningful difference in your long-term earning potential.

Advance your education

The same report puts the median annual earnings for a worker with a master’s degree or higher at $80,200. If you are considering continuing your education, a bachelor’s degree is a key step toward pursuing a master’s or other advanced degrees.

Expand your leadership opportunities

Even if you love the work you are doing now, a Human Development and Family Science degree can open doors to leadership or management roles in fields that help others. These opportunities may translate to higher salaries, increased responsibilities, and new ways to make a difference.

Build on your progress

Make the most of what you’ve already accomplished! You’ve made progress toward a bachelor’s degree, and now you’re positioned to save time and tuition while moving closer to your goals. Credits you’ve earned through your associate degree or other college coursework may be transferred* into the HDFS program.

*Transfer credits must be evaluated for eligibility. Students must complete at least 30 credit hours through the HDFS program.

What kind of credits do I need to get started?

To begin the online Bachelor of Science in Human Development and Family Science program, you’ll need at least 30 post-high-school semester hours (or 45 quarter hours) of college credit*. Beyond that requirement, our program welcomes students from many academic paths. There’s no single “right” background needed for admission.

Associate degrees that commonly transfer well into Human Development and Family Science include, but are not limited to:

Early Childhood Education
Child Development
Health Services
Humanities
Associate of Arts
Individualized Studies
Teacher Education
…and many more

If you have questions, like how to know if your college credits will transfer, our enrollment advisors can help you understand your next steps.

What can I do with an HDFS degree?

An HDFS degree prepares you for a wide range of careers, including roles in education, human services, health-related settings, and nonprofit and community organizations. Through the program, you’ll develop skills in communication, critical thinking, problem-solving, and understanding family systems — all highly valued across multiple fields.

Here are some examples of what you can do with a human development degree:

Education and youth development

Youth service coordinator
Childcare director
Family engagement specialist
Teaching assistant
Academic advisor
Admissions counselor

Human services assistant
Human support specialist
Community outreach coordinator
Case manager

Health and allied health

Child life specialist
Patient or family advocate
Health education specialist
Community health worker
Public health educator

Nonprofit and community outreach

Program manager
Volunteer coordinator
Community engagement specialist
Development or fundraising coordinator

Key takeaway: No matter your background, an HDFS degree opens doors to meaningful careers where you can apply your skills and experience to make a real difference. Learn more about potential career paths with an HDFS degree and explore real-life examples of graduates’ journeys.

Why choose Ohio State’s Human Development and Family Science degree online program?

Ohio State’s online HDFS degree combines flexibility, support, and academic excellence to help you achieve your career goals, all while fitting into your busy life.

Flexibility

Ohio State’s online HDFS degree program is a transfer-friendly bachelor’s degree that’s designed for exploration. With flexible elective options, we encourage you to focus on the areas that interest you and best align with your dream career.

Designed with working adults in mind

We understand: you are working, raising a family, or juggling other responsibilities. Ohio State’s online HDFS program is 100% online and nearly entirely asynchronous, meaning you can manage your classes alongside your busy life.

Supportive learning environment

The supportive faculty in the HDFS program understand that students are humans with other demands on their time and energy, and they are committed to providing guidance and flexibility to help you succeed. All online students have access to dedicated advisors who help from start to finish: enrollment advisors can guide you through the application process, while student success coordinators are ready to help throughout your time as a student and through graduation.

Become a Buckeye

When you enroll in an online program through Ohio State, you become a Buckeye, connecting you to the state’s largest university system and all of its resources, such as our alumni network and career placement tools.

Reputation

Ohio State’s online HDFS degree program is accredited by the Higher Learning Commission. In addition, our College of Education and Human Ecology, which houses this degree, is a top-ranked education school (U.S. News and World Report).

Keep moving forward with a bachelor’s degree

When you’re ready to continue your journey and upgrade your career, we’re here!

Curious about the HDFS bachelor’s degree? Explore the possibilities.
Want to connect with an enrollment advisor? Request information any time.
Questions about how transferring college credits works? Read about how to transfer college credits.

How to balance career, family, and school through online learning

For parents, family will always come first. But raising a family doesn’t mean you have to put your ambitions on hold. A flexible online degree program lets you invest in yourself and your career while staying present at home, learning at your own pace, and working toward your goals on a schedule that fits your life. That’s one of the biggest benefits of online learning for adults — the freedom to learn without putting life on pause.

We spoke with five students* (and parents!) from The Ohio State University who have learned firsthand how to balance career and personal life with education, and discovered why online learning can be a better fit for many working adults. Though it may not always be easy, these students share how they persevere, why it’s worth it to them, and how it feels to have their children watch them succeed.

Photos of five students who have learned to balance their personal life and careers with their online education — *Pictured from left to right: Catie with her husband and daughter; Precious; Todd; Elena, Andrew, and their son*

Q: Tell us a little about your family.

Catie (Working Professional MBA, online): I have one child who is 13 – she was 10 when I started the program.

Precious (Bachelor of Science in Health Sciences, online): I have 5 kids. Their ages are 13, 12, 6, 5, 5 (the 5-year-olds are twins).

Todd (Master of Healthcare Innovation, online): When I started the MHI program, my oldest was 5 and my youngest was about 4 weeks old. Now they are 9 and 4. I couldn’t have done it without the support of my wife and the understanding of my professors and classmates. There were many times I attended classes holding my newborn son or was interrupted in group meetings by “dad duty.”

Elena (Master of Learning Technologies, online): I have a son named Luka who is two years old, and I have a fur baby (golden retriever) named Layla. My husband, Andrew, is also a student at The Ohio State University.

Andrew (Bachelor of Integrated Science Education, on campus): We [Andrew and Elena] have a two-and-a-half-year-old son named Luka. He is smart, hilarious, and loves all things sports.

There were many times I attended classes holding my newborn son or was interrupted in group meetings by “dad-duty.”

Q: Why did you decide to pursue an online degree program?

Precious: For years, I wanted to continue my education beyond my associate degree and pursue my bachelor’s and possibly a master’s. However, with the busy lifestyle I had as a mother, wife, and full-time employee, it was nearly impossible to pursue a degree on campus. I decided I would wait until all my kids were in school, then go back and pursue a degree. As time went on, online degree programs started to become an option. This is what motivated and allowed me to pursue my bachelor’s online. It allows me to still do my duties as a mother, wife, and full-time employee while working toward my degree.

Elena: I am a full-time middle school PE teacher, soccer coach, MS athletic director, and parent to a toddler. My husband and I are on different schedules, so I solo-parent most of the week. I would not be able to take my courses in person while still juggling my day-to-day requirements [without the online degree option].

Q: Are you working while pursuing your degree?

Catie: Yes, I am working full-time at Ohio State in human resources.

Precious: Yes, I am currently working while earning my degree. I am a program coordinator for the Department of Cancer Registry at an institution called MD Anderson Cancer Center.

Todd: I worked throughout my time in the [Master of Healthcare Innovation] program. Prior to graduating, I was the clinical manager for rehabilitation at a Level 2 trauma hospital, working 40+ hours a week. Since graduating, I’ve moved on to a role as the director of clinical registry solutions for the Academy of Orthopedic Surgeons.

Elena: Yes. I am a middle school physical education teacher with Columbus City Schools, working 40 hours per week. I am also the soccer coach at my school (World Language Middle School), dedicating anywhere from 8–15 hours per week to coaching.

Andrew: I work as the director of hospitality (general manager) for Watershed Kitchen + Bar. My average work week is 40–50+ hours.

Q: What does a typical day or week look like for you?

Precious: I usually drop the kids off at school, then work my 8-hour shift, pick the kids up after school, help with homework, attend sports practice, cook and eat dinner, manage bath time, put the kids to bed, and then log in to Carmen to do my assignments before bedtime. Then I do it all over again the next day. I would say the best way to manage time for both schoolwork and family is to have a schedule and routine.

Catie: I work 8–5, balancing school and activities for my child, and attending classes. I remarried right before starting the program, and my spouse helps me juggle everything.

Todd: When I was a student, I used my lunch hour at work to do some sort of learning — typically reading, watching lectures, or working on projects. Otherwise, I was in synchronous classes for about three hours each week. I tried to preserve my time with my kids as much as possible and utilized nap times and time after bedtime for schoolwork.

Q: What has been the hardest part of balancing school and family life?

Todd: The hardest part was getting started. Initially, I thought I had a handle on all of my assignments and work, but I missed a deadline early in my first semester. This felt like a huge let-down, having to rush to get the assignment done in a single day, submitting it a day after it was due in the late hours of the night. I started to question whether I could manage school, work, and a family, but after submitting the assignment and moving on, I regrouped and made a better plan for how to handle my workload week by week and month by month.

Andrew: Not having quality time with my family is draining, especially with the added stress of work and school. That is the main reason I decided to switch careers. I handle it by trying to make sure that any free time we have together is used to the fullest. Sundays have become sacred to our family, and we do everything in our power to make them count.

Elena: The hardest part is always having to think one step ahead. I have to always be in preparation mode so that I don’t get behind. I want to make sure my son is at the top of my priority list, even though I have so many other responsibilities. I like to keep a bag, swim clothes, etc., in the car so that when I pick him up from daycare, I can still have special and fun moments with him.

Q: Has the program faculty been supportive of your needs as a parent?

The faculty emphasized the importance of managing our workload and priorities our way, and that there was no one “right” way to be an MHI student.

Todd: The [Master of Healthcare Innovation] faculty were immensely helpful in supporting every student’s life outside of school. Many of the students in the class were parents, and you would often see kids enter the screen to ask a question during class, or see a student walk off camera and come back holding a baby. The faculty emphasized the importance of managing our workload and priorities our way, and that there was no one “right” way to be an MHI student.

Catie: The majority of the [Working Professional MBA] faculty acknowledged that most students are working full time and juggling families, and they were extremely understanding. They had flexibility with attendance requirements and never had issues with babies making appearances during Zoom classes or students logging in from different locations.

Q: What has been the most rewarding part?

The light at the end of the tunnel – the prospect of a new career, better work-life balance, and more time with my wife and son – is very exciting.

Todd: Taking my then 7-year-old son to my graduation to show him the reward of all my hard work. I treasure the pictures I took with him on campus more than the pictures from my previous two traditional graduations.

Precious: Good grades and gaining more knowledge. I really doubted myself because it had been so long since the last time I was in school.

Andrew: Just being back at school has been rewarding. I went to Ohio State right out of high school and really struggled with the transition to college. I beat myself up for a lot of years for not succeeding in college as an initial undergrad, so being able to complete what I started has meant the world to me. The light at the end of the tunnel – the prospect of a new career, better work-life balance, and more time with my wife and son – is very exciting.

Q: What does earning your degree mean to you as a parent?

I think it is important to teach our kids that nothing is permanent, and you can always change your life for the better.

Catie: It helps enforce lifelong learning with my daughter — my dad always said to try to learn one new thing every day, and I say the same to my daughter.

Precious: It means that I didn’t give up and that I can show my kids that anything is possible when they don’t give up and put their mind to it. It also means I can provide a better life for them.

Andrew: I think showing my son that you can always change the path that you’re on is very important. Not every decision you make in life is going to move your needle in the right direction for you or your family. I think it is important to teach our kids that nothing is permanent, and you can always change your life for the better. It might require some really hard work, but that just means it’s worth it.

Q: What advice would you give to other students who are parents?

Online education allows you to continue the busy lifestyle of a parent while also pursuing your degree and furthering your education.

Catie: Know your limits. Don’t feel like you have to push yourself. Take a lighter course load or even take a semester off if you need it.

Todd: Take an honest inventory of your time, think outside the box about how to get it done, and then commit to starting, knowing that you are going to have to be flexible because things won’t go exactly according to plan.

Andrew: If you are at all questioning going back to get your education or a different education, I say go for it. Start small with a few classes so you can understand the demand it will have on your life outside of coursework. Try to find asynchronous courses in the beginning that fit your schedule. Also, understand that it may take longer to finish your degree or program than “normal.” The goal is the degree, not the race to finish it. I have found that returning to school as an adult and a parent has made learning so much more important and impactful to me now that I am at an age to appreciate it.

Precious: Just do it! You have nothing to lose, and I’m quite confident you won’t regret it. Online education allows you to continue the busy lifestyle of a parent while also pursuing your degree and furthering your education.

A degree that fits your life

Balancing family, career, and school is no small feat, but it can bring incredible rewards and fulfillment. Ohio State’s flexible online degree programs put your goals within reach, and with the guidance of our dedicated student support team, faculty, and fellow students, you’ll have a community behind you every step of the way.

Ready to take the next step?

Ohio State’s enrollment advisors are here to help you find the path that works for you.

Reach out today

*Interviews have been lightly edited for length and clarity.

Which cybersecurity program is right for me?

Cybersecurity impacts nearly every part of modern life — from protecting personal data to securing critical infrastructure in business and government. As threats become more complex, the need for professionals with advanced knowledge has never been greater.

But it’s not just cybersecurity professionals who need this expertise. Leaders in law, policy, and management also play a crucial role in shaping strategies and compliance. That’s why Ohio State offers multiple online cybersecurity programs to fit different career goals and backgrounds – the Master of Cybersecurity and Digital Trust, Cybersecurity Offense and Defense Graduate Certificate, and the Cybersecurity Law, Policy, and Management Graduate Certificate.

Whether your goal is to advance in a technical cybersecurity career or to understand how cybersecurity affects law and policy, building knowledge in this area is essential. In this guide, we break down the differences between these three programs to help you decide what degree you need for your cybersecurity goals.

Master of Cybersecurity and Digital Trust

Ohio State’s online master’s in cybersecurity is a professional graduate degree that equips students with both foundational and advanced expertise to secure systems, protect sensitive data, and build digital trust. It provides the deepest dive into technical and applied cybersecurity concepts, making it well-suited for cybersecurity professionals aiming for long-term career growth or leadership roles. Courses are taught in a live online format by faculty from Ohio State’s College of Engineering and Institute for Cybersecurity and Digital Trust, giving students direct access to expert instruction and real-world insights.

What you’ll learn

Combining theory and practice, the program gives you the skills to anticipate, prevent, and respond to real-world cybersecurity threats. You’ll experience:

Engineering-focused, rigorous coursework that builds a solid technical foundation.

An interdisciplinary curriculum that blends foundational and emerging topics, including network security, cryptography, software security, offensive computing, and malware analysis.

Two specialized track options – Offense & Defense or Design & Implementation – allowing you to tailor your education to your career goals and areas of interest.

Courses include:

Ethics in the Information Age

Introduction to Cybersecurity

Design & Implementation track: Introduction to Hardware Security, Securing Autonomous Systems

Offense & Defense track: Software Security, Information Security

Elective courses: Network Security, Cryptography, Offense Computing, and Reverse Engineering & Malware Analysis

Who is it for?

The Master of Cybersecurity and Digital Trust is designed for professionals with a strong technical foundation who want to advance their cybersecurity careers. Applicants should have an undergraduate degree in computer science, cybersecurity, electrical or computer engineering, information technology, or a related field, along with at least one year of relevant professional or training experience. The program is ideal for those seeking engineering-focused, technically rigorous coursework that prepares them for leadership or advanced technical roles in cybersecurity.

Outcomes

This degree prepares you to take on critical cybersecurity roles across industries where cybersecurity expertise is essential, including finance, government, healthcare, energy, and technology. Cybersecurity jobs you can pursue include chief information security officer, cybersecurity engineer, information security analyst, information security engineer, cybersecurity consultant, computer network architect, digital forensics analyst, and more.

Credit hours and time to completion

Credit hours: 30 credit hours, with courses offered in the autumn and spring semesters.

Time to completion: It can typically be completed in about two years full-time (assuming 8 credit hours per semester) or 2.5 years part-time (assuming 6 credit hours per semester).

Cybersecurity Offense and Defense Graduate Certificate

Ohio State’s online Cybersecurity Offense and Defense Certificate equips students with specialized skills to address the offense and defense of cybersecurity measures in digital systems. This four-course, 100% online program is designed for those with engineering or STEM backgrounds who want to broaden their knowledge or transition into cybersecurity roles, with a focus on practical, real-world applications. Like the Master of Cybersecurity and Digital Trust, courses are taught live online by faculty from Ohio State’s College of Engineering and Institute for Cybersecurity and Digital Trust, giving students access to expert instruction and applied, industry-relevant insights.

What you’ll learn

Upon completion, you will be able to:

Understand fundamental cybersecurity concepts and how they are applied in real-world scenarios.

Apply advanced techniques in tasks such as reverse engineering, malware analysis, and designing secure hardware or software systems.

Develop critical thinking and problem-solving skills to identify challenges, design methodologies, and evaluate solutions.

Apply cybersecurity principles across industries including healthcare, business, education, and government.

Courses include:

Introduction to Cybersecurity

Information Security

Software Security

One elective of your choice: Network Security, Intro to Cryptography, Offensive Security, or Reverse Engineering & Malware Analysis

Who is it for?

This program is ideal for individuals looking to broaden their cybersecurity knowledge or transition into roles addressing cybersecurity challenges in government, business, or other industries. Applicants should have at least a bachelor’s degree in engineering (preferably computer science or electrical/computer engineering) or another STEM field. Other technical or non-engineering degrees may be considered depending on prior experience.

Outcomes

As a graduate, you will be prepared to apply cybersecurity skills in real-world workplace tasks across multiple sectors. The certificate provides foundational and practical knowledge that can support roles such as cybersecurity analyst, ethical hacker, digital forensics analyst, or cybersecurity consultant.

If you choose to continue your education, all courses in the Cybersecurity Offense and Defense Certificate transfer directly into Ohio State’s online Master of Cybersecurity and Digital Trust program, allowing you to build on your certificate and work toward a full master’s degree without repeating coursework.

Credit hours and time to completion

4 courses, 12 credit hours

Students progress at their own pace, typically completing the certificate in about one year part-time. Courses are offered in the autumn and spring semesters.

Cybersecurity Law, Policy, and Management Graduate Certificate

Ohio State’s online Cybersecurity Law, Policy, and Management (CLPM) Graduate Certificate equips students with the knowledge and skills to navigate the legal, policy, and managerial aspects of cybersecurity. This fully online, 15-credit program is designed for professionals seeking to strengthen expertise in cybersecurity governance, compliance, and strategy. Courses are taught by faculty from Ohio State’s John Glenn College of Public Affairs and Moritz College of Law, providing access to interdisciplinary, real-world insights.

What you’ll learn

Throughout the curriculum, you will gain a comprehensive understanding of:

The technical foundations of cybersecurity threats and defenses.

Legal frameworks governing data privacy, cybersecurity regulation, and compliance.

Public policy and governance structures at the federal and state levels.

Organizational strategies for managing cybersecurity risks.

Socio-technical approaches to mitigating human error in cybersecurity.

Courses include:

Introduction to Cybersecurity

Cybersecurity Law, Policy, and Management

Data and Information Governance

Law of Cyberspace

Data Privacy, Cybersecurity Regulation, and Compliance

Who is it for?

This cybersecurity law program is ideal for public, nonprofit, or private sector managers responsible for cybersecurity strategy or compliance, technologists seeking to expand their knowledge of governance and policy, attorneys or legal professionals specializing in cybersecurity law, and career changers or recent graduates entering the cybersecurity field. No prior technical or legal experience is required, though applicants must have a bachelor’s degree with a minimum 3.0 GPA.

Outcomes

Upon completion, you will be prepared to develop and manage data governance strategies, navigate legal and regulatory compliance, and collaborate across sectors to address cybersecurity challenges. The certificate enhances credentials for roles in cybersecurity management, policy advising, legal compliance, and related fields.

Courses in the CLPM graduate certificate can be applied toward related master’s programs within the Master of Public Administration and Leadership, Master of Public Administration, or Master in the Study of Law.

Credit hours and time to completion

5 courses, 15 credit hours
Students progress at their own pace, typically completing the certificate in about one year part-time.

How to choose the right cybersecurity path

Choosing the right program depends on your career goals, background, and time commitment.

Consider these questions:

Are you looking to build a career in cybersecurity or gain a deeper understanding of how cybersecurity affects law, policy, and management?

Do you want specialized knowledge now or a broader, long-term education?

How much time and investment can you commit to your program?

	Master of Cybersecurity and Digital Trust	Cybersecurity Offense and Defense Graduate Certificate	Cybersecurity Law, Policy, and Management Graduate Certificate
Degree Level	Master’s Degree	Graduate Certificate	Graduate Certificate
Credit Hours Required	30	12	15
Tuition Range*	$37,410 –$38,854	$15,142-$15,541	$15,823-$16,423
Admissions Criteria	Bachelor’s degree in computer science, cybersecurity, electrical or computer engineering, information technology, or similar degrees is recommended. Minimum 3.0 cumulative GPA on a 4.0 scale.	Bachelor’s degree in engineering, specifically computer science or electrical and computer engineering, recommended. Minimum 3.0 GPA.	Bachelor’s or advanced degree. Minimum 3.0 GPA highly recommended.
Course Delivery	Online; mostly synchronous, live format; courses offered in the autumn and spring semesters	Online; mostly synchronous, live format; courses offered in the autumn and spring semesters	Online; asynchronous; courses offered year-round in the autumn, summer, and spring semesters
Enrollment period	Autumn and Spring with application deadlines in December and July	Autumn and Spring with application deadlines in December and July	Autumn, Summer, and Spring with application deadlines in November, March, and June

*The tuition shown is an estimate and not an official bursar’s bill. Tuition and fees are subject to change. For a personalized estimate, use our tuition calculator or connect with an Enrollment Advisor.

By comparing the three pathways, you can choose the program that aligns with your career ambitions, technical background, and areas of interest:

The Master of Cybersecurity and Digital Trust is ideal for professionals seeking comprehensive, technical expertise and long-term career growth in cybersecurity.

The Cybersecurity Offense and Defense Certificate is perfect for professionals who want to build practical cybersecurity skills specifically in the realm of offense and defense, with the option to transfer courses into the master’s program.

The Cybersecurity Law, Policy, and Management Certificate is best for those interested in the policy, legal, and managerial aspects of cybersecurity, helping leaders across sectors understand and manage cybersecurity challenges.

Ready to get started?

With Ohio State’s online programs, you can gain the knowledge and credentials needed to thrive in today’s evolving digital landscape. Both the master’s program and the certificates offer flexible, online learning designed for working adults.

If you have questions about which program to pursue, Ohio State’s dedicated support team can help you determine the best program for your experience and goals. Reach out today – and if you know what you’re looking for, get started on your application!

Is a master’s degree in cybersecurity worth it?

As cybersecurity threats grow increasingly complex and targeted, the demand for skilled professionals is skyrocketing. If you are ready to begin a profitable and fulfilling cybersecurity career, an online cybersecurity master’s degree can prepare you for the pressing challenges you’ll face in the field.

Are cybersecurity jobs in demand?

The cybersecurity job outlook is incredibly strong. According to the Bureau of Labor Statistics, the demand for roles such as Information Security Analysts will experience a 33% increase in demand from 2023-33 — this is much faster than average growth, which hovers around 4%. If you’re wondering how much a cybersecurity professional makes, median annual wages in the field are well above the national average: $105,990 for Computer and Information Technology occupations, more than twice the overall median of $49,500.

$124,910: 2024 Median Pay* for Information Security Analysts
$130,390: 2024 Median Pay* for Computer Network Architects
$140,910: 2024 Median Pay* for Computer and Information Research Scientists
$171,200: 2024 Median Pay* for Computer and Information Systems Managers
*Data courtesy of the U.S. Bureau of Labor Statistics

Industries where cybersecurity is critical

Students pursuing a career path in cybersecurity have no shortage of opportunities ahead of them, across a variety of fields. Explore just a few of your future career options below.

Finance

Nearly all financial institutions come under attack by cyber criminals; some sources say that “financial firms are 300 times more likely than other institutions to experience” such attacks. With customers paying bills, shopping online, and sending money to one another, the need for cybersecurity grows higher every day.

Government

The government holds some of the most sensitive information possible — is it being protected as well as it should be? Cybersecurity professionals are needed to help improve the security of our country and its citizens — it is a form of national defense.

Healthcare

Much like our government, hospitals, and healthcare systems safeguard sensitive and private information, cyber criminals target these locations through ransomware and data breaches. The cybersecurity job outlook in this sector is strong.

Energy and Utilities

The U.S. depends on electricity, oil, natural gas, and other resources. Without a stable energy supply, the economy and daily life cannot function. Cyber criminals know this, and the country’s energy sector is constantly on guard from their evolving attacks.

Manufacturing

The online elements of manufacturing can often be overlooked, but not by cyber hackers, who know how outdated manufacturers’ infrastructures can often be. Cybersecurity professionals are needed to help develop and implement strong security practices.

Retail

As more and more retail moves online, new vulnerabilities open up. In this modern landscape, every retail company is dedicating resources toward cybersecurity to cut down on data breaches, opportunistic hacking, identity theft, and much more.

Is cybersecurity a good career path?

If you want to be on the forefront of a dynamic industry, in a role with a competitive salary, advancement opportunities, and job security, then a master’s in cybersecurity can open all the right doors. Consider these benefits:

Opportunity: An advanced degree helps unlock specialized cybersecurity leadership roles to help you climb the ladder of your career; within cybersecurity careers, specialized fields include cloud security and digital forensics.

Job security: The cybersecurity job outlook is future-proofed, as new and evolving tech continues to attract new threats, and a cybersecurity graduate degree can prepare you to lead the way as the industry adapts.

Fulfillment: Cybersecurity professionals protect systems, data, and infrastructure. In other words, you can have a rewarding job where you can see the impact you are making in the world.

Earning potential: The annual median wage for cybersecurity careers can be twice the national average for all occupations, and a master’s degree can help you increase your salary even further

Why choose Ohio State’s online Master of Cybersecurity and Digital Trust?

Offered through the College of Engineering and Institute for Cybersecurity and Digital Trust, The Ohio State University’s fully online Master of Cybersecurity and Digital Trust helps you gain the practical skills you need to keep up with — and lead! — the constantly evolving field of cybersecurity.

With a unique focus on digital trust, this degree offers two specialized tracks: Offense & Defense, and Design & Implementation. Both tracks offer a practical, interdisciplinary curriculum taught by the expert faculty from Ohio State, a university that holds National Centers of Academic Excellence designations in Cyber Defense (CAE-CD) and Cyber Research (CAE-R).

The Master of Cybersecurity and Digital Trust is offered fully online, with live sessions. Earn your degree from any location, and more easily balance your schoolwork with the demands of your life.

Once you’ve earned your degree, tap into Ohio State’s robust alumni network, which spans the globe. You’re part of the Ohio State family, so let our graduates help you get your foot in the door.

Who should consider a cybersecurity master’s degree?

Ohio State’s online Master of Cybersecurity and Digital Trust program is part of the College of Engineering, so students should expect technically rigorous coursework focused on the engineering aspects of cybersecurity. This program is ideal for students who have already built a strong technical foundation, including an undergraduate degree in computer science, cybersecurity, engineering (electrical or computer), information technology, or a related technical field. At least one year of professional work or internship experience is recommended.

Military-affiliated? The professional world of cybersecurity has proven to be a strong fit with military personnel and veterans seeking to transition into civilian careers related to cybersecurity and digital trust. (Ohio State’s online programs also help you learn no matter where you are based, and can help you make the most out of your military education benefits.)

How do I begin my online Master of Cybersecurity and Digital Trust degree?

We’re excited to help you move forward! Connect with an Enrollment Advisor for more information, or begin your application to Ohio State’s online Master of Cybersecurity and Digital Trust when you’re ready.

What can I do with a Human Development and Family Science degree?

Are you looking for a degree that opens doors to a wide range of career opportunities, especially jobs helping families? Are you searching for the perfect stepping stone toward a graduate degree? Wherever you are in your journey — job-ready or seeking a flexible grad school pathway — a flexible online degree program in Human Development and Family Science (HDFS) can set you up for success.

What is Human Development and Family Science?

How does a person grow, change, and thrive within a family, a career, or a society? Human Development and Family Science is a field focused on how people evolve across all ages and navigate their lives.

Students interested in Human Development and Family Science often pursue jobs helping families and careers within education, healthcare, and the social sciences — fields where human connection, support, or advocacy are central to their important work.

Coursework for this degree often includes psychology, developmental theory, and classes focused on relationships, family dynamics, and human well-being across the lifespan.

Human Development and Family Science careers

Which careers can you pursue with a degree in Human Development and Family Science? With such a versatile foundation, the better question might be: What can’t you do Students of this dynamic field may work to solve social challenges, begin careers in family science or within child/family advocacy, and much more. Explore just a few of the Human Development and Family Science careers available below. You can also dive deeper into potential HDFS career paths and see real examples of where our graduates have landed.

Careers in the social sciences include counseling, advocacy, program development, and case management. Graduates may seek employment at community centers, family service agencies, nursing homes and assisted living facilities, rehabilitation centers and group homes, shelters and emergency housing, and adoption agencies, just to name a few.

$78,240: 2024 Median Pay* for Social and Community Service Managers
$64,520: 2024 Median Pay* for Probation Officers and Correctional Treatment Specialists

Healthcare

Human Development and Family Science careers in healthcare include health, nutrition, and safety education as well as hospital-based family support, such as providing emotional support to patients and their families. Hospitals, doctors’ offices, public health clinics, hospice programs, funeral homes, and government agencies are all potential employment avenues.

For students interested in pursuing a pre-med or allied health (i.e., physical therapy, occupational therapy, medical imaging) path, a Human Development and Family Services degree can provide a strong foundation. However, these paths require additional specialized education.

$63,000: 2024 Median Pay* for Health Education Specialists

Education and childcare

If you are considering working with or administering a childcare center, recreation program, or pre-school, then Human Development and Family Sciences is the degree for you. Other opportunities include work with health clubs, au pair services, jobs helping families, extended school programs and camps, and religious organizations.

$65,140: 2024 Median Pay* for School and Career Counselors and Advisors

Advocacy

Countless organizations are in need of educated advocates, including disability services, juvenile justice, child safety, humanitarian relief, and more. Advocates work within policy development for economic, community, and housing-related causes, both domestically and internationally, as well as with faith-based organizations and non-governmental organizations such as the Red Cross.

$42,120: 2024 Median Pay* for Social and Human Service Assistants

Business

Graduates of a Human Development and Family Science program may consider work in management, sales, administration, market research, product testing and development, and customer service.

$93,500: 2024 Median Pay* for Labor Relations Specialists
$76,950: 2024 Median Pay* for Market Research Analysts
$72,910: 2024 Median Pay* for Human Resource Specialists

Communication

Writing, editing, research, journalism, public relations — there are countless employment opportunities within Communications for Human Development and Family Science graduates, particularly for organizations geared toward families and children, such as book publishers, media organizations, and consumer protection agencies.

$159,660: 2024 Median Pay* for Advertising, Promotions, and Marketing Managers
$75,260: 2024 Median Pay* for Editors
$69,780: 2024 Median Pay* for Public Relations Specialists
$60,280: 2024 Median Pay* for News Analysis, Reporters, and Journalists

*Data courtesy of the U.S. Bureau of Labor Statistics

Why choose The Ohio State University’s online Human Development and Family Science program?

Flexible for real life

Ohio State’s online Human Development and Family Science bachelor’s degree is 100% online and almost entirely asynchronous. With a flexible online degree program, there’s no need to put the rest of your life on hold while you study.

Tailored to your unique goals

Did you know you can shape the Bachelor of Science in Human Development and Family Science degree to your individual interests? Students choose electives along their degree path, allowing them to focus on their specific career goals.

Support from day one

Faculty support is a critical component of this program. Expect to be treated like a person, not a number. All online students are assigned dedicated enrollment advisors to help with the application process, as well as student success coordinators to guide you to the graduation you’ve worked so hard for.

Entryway to grad school

Does your long-term plan include graduate school in a field involving social sciences, children and families, communication, or business? Many graduates from Ohio State’s Human Development and Family Science degree continue on to graduate school, as this bachelor’s degree is the perfect stepping stone.

Transfer-friendly bachelor’s degree

A minimum of 30 post-high-school semester hours (45 quarter hours) is required for admission into Ohio State’s online Bachelor of Science in Human Development and Family Science program. That also makes it an ideal program to transfer into if you have already begun your education elsewhere.

Proven track record

Ohio State’s Bachelor of Science in Human Development has existed for 45 years! Now it is available online in a flexible, convenient format, but it includes the same expert faculty who have made this program a success for decades.

How do I begin my Human Development and Family Science degree?

We are happy to help you begin your journey into this flexible degree with a wide range of career and graduate school opportunities. Find more information on Ohio State’s online Bachelor of Science in Human Development and Family Science, and connect with an Enrollment Advisor if you have questions.

When you’re ready, begin your application — we look forward to helping you reach your goals!

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.

Empowering Lives Through Technology: Inside Ohio State’s Online Assistive and Rehabilitative Technology Certificate

Technology plays a transformative role in the lives of individuals with disabilities—and at The Ohio State University, students can become leaders in this space through the Assistive and Rehabilitative Technology Certificate. Whether you’re an aspiring professional or a seasoned expert in health care, engineering, or education, this online certificate can expand your impact, sharpen your skills, and open new doors in a growing field.

We sat down with Dr. Carmen P. DiGiovine, PhD ATP/SMS RET RESNA Fellow and Program Director of the Assistive and Rehabilitative Technology Certificate program at Ohio State, to explore what makes this program unique and why it might be the right choice for you.

What is the Assistive Rehabilitative Technology Certificate program and who is it for?

“This online program at Ohio State is available at both undergraduate and graduate levels,” says Dr. DiGiovine. “It’s designed for professionals and future professionals interested in technology that supports individuals with disabilities.”

Students can choose the track that best fits their background.

The undergraduate certificate introduces core concepts in assistive and rehabilitation technology, ideal for those entering the field or someone still working on their undergraduate degree.

The graduate certificate, meanwhile, is geared toward working professionals who want to apply these concepts directly in clinical, educational, or engineering settings and someone that has completed or who is currently in a graduate degree program.

Explore a flexible, relevant curriculum

The Assistive and Rehabilitative Technology certificate curriculum is structured to provide you with both foundational knowledge and customizable depth.

“There are five courses,” DiGiovine explains. “Everyone starts with Introduction to Assistive Technology, which sets the stage for four specialty areas: augmentative and alternative communication, computers and control systems, seating and wheeled mobility, and adapted sports technologies.”

You will select three specialty courses and can finish the program in as little as two semesters, with the flexibility to move at your own pace—perfect for working professionals.

A virtual lab experience, anywhere you are

One of the standout features of the ARTC program is its Virtual Assistive Technology Lab, which bridges the gap between theoretical learning and real-world application—no travel required.

“The lab allows students to experience the OSU Wexner Medical Center’s Assistive Technology Center remotely,” says Dr. DiGiovine. “They’re immersed in a simulated clinical setting where they can explore equipment, observe assessments, and gain insight into how assistive technology is applied in real life.”

This virtual environment is especially valuable for students located across the country who want hands-on exposure without needing to relocate or take time off work. It’s not just a video library or passive content. Students engage with interactive materials, demonstrations, and case-based learning modules that replicate the problem-solving and decision-making they’d encounter in a clinical or educational setting.

The Virtual Lab experience helps:

Build student confidence in applying assistive technology concepts
Reinforce skills in device selection, assessment, and customization
Prepare students to translate these skills to their own communities, workplaces, or clinical settings

“Students consistently tell us that the Virtual Lab makes the coursework feel more tangible,” DiGiovine explains. “It’s easier to see how everything connects when they can visualize and interact with the technology being discussed.”

This immersive learning component sets the ARTC program apart—combining the convenience of online learning with the depth of real-world exposure.

Career impact and certification readiness

A major draw of the this online assistive technology certification program is how well it prepares students for Assistive Technology Professional (ATP) and Seating and Mobility Specialist (SMS) certifications through RESNA.

“We designed the program using the RESNA code of ethics and standards,” DiGiovine says. “We even based our curriculum on the ATP exam outline, then expanded it to cover innovations like artificial intelligence and virtual reality.”

Graduates can pursue careers in:

Complex rehabilitation technology

Education systems (K–12 and higher ed)

Engineering and product design

Rehabilitation counseling

Research and advocacy

“Whether you’re working in a school, clinic, or engineering firm, this certificate gives you a competitive edge,” he adds.

Accessibility and real-world relevance

Inclusivity is more than a goal—it’s a guiding principle. The program welcomes students from diverse backgrounds and experiences.

“We practice what we teach,” says DiGiovine. “Our faculty work directly with students to identify and address accessibility needs. And many of our students with disabilities have gone on to make significant impacts in the field.”

The program also helps students connect theory with action. From internships with wheelchair suppliers to clinical fellowships, the students in the assistive technology program are applying what they learn in ways that change lives.

Why choose Ohio State’s Assistive and Rehabilitative Technology Certificate program?

What sets this program apart?

“It’s the people,” DiGiovine says. “We’re clinicians, engineers, educators, and researchers, and we bring that real-world experience to the classroom.”

Through innovative technology, cross-disciplinary education, and a focus on community impact, the online assistive technology certificate reflects Ohio State’s broader mission in health and rehabilitation sciences—to improve lives through science and technology.

Ready to make an impact?

Whether you’re looking to advance in your current field or break into the world of assistive technology, Ohio State’s online Assistive and Rehabilitative Technology Certificate provides the tools, training, and flexibility to help you succeed. Connect with an advisor today or start your application for the undergrad program or the graduate program. Your future advancement in the rehabilitative technology field awaits.

Discussing the Value of Professional Development in Nursing Education

Nursing professional development (NPD) practitioners hold a wide range of degrees at the doctoral level, from EdD to PhD to DNP, but until recently, none of the available degrees have specialized in NPD. The Ohio State University Doctor of Nursing Education program directors Tara King and Tara O’Brien recently joined the Association for Nursing Professional Development’s NPD Forecast Podcast to share insights into Ohio State’s Doctor of Nursing Education specialized track for nursing professional development practitioners and staff development nurses. Take a listen and find out how this ground-breaking online doctorate in nursing education got started and how it was created with nursing professional development professionals in mind.

Change the future of nursing education.

Whether you’re looking to become an expert nursing educator in academia or a healthcare setting, Ohio State’s Doctor of Nursing Education program will equip you to lead the future of nursing education.

Request Info Today

Transcript

Click here for the full transcript

Naomi Fox: Hello, welcome to the NPD Forecast. I’m Naomi Fox, Director of Education at ANPD.

Stephanie Zidek: And I’m Stephanie Zidek, a current member of the ANPD Board of Directors and also serving as a Director of Nursing Education and Professional Development at a large health system.

Naomi Fox: We are your hosts of the NPD Forecast podcast. We are nurses and nursing professional development specialists and are passionate about providing you with information that will spark ideas, provide you with a sense of community, and motivate you to continue to excel in NPD practice. The NPD Forecast seeks to deliver topics that are relevant to assessing current needs reflective of the healthcare climate, as well as environmental scanning to forecast future trends for NPD practice.

Today’s episode discusses The Ohio State University’s program, the Doctor of Nursing Education (DNE), and key change agents for the program.

Our first guest is Dr. Tara Spalla King. She’s the director of the Doctor of Nursing Education Program. Dr. King has experience in acute care nursing practice and nursing education, and is an experienced on-site evaluator for the Commission on Collegiate Nursing Education, a team leader, and an accreditation review committee member. She is a peer reviewer and member of the editorial board for the Journal of Nursing Education, a national publication, and is a peer reviewer for Nursing Education and Practice, a publication based in the UK. Dr. King’s prior research activity focuses on utilizing web conferencing technology to connect disparate groups of college students and their faculty.

Currently, she mentors faculty in global education projects utilizing collaborative online international learning. Dr. King was the principal investigator for a national needs assessment for terminal degrees for nurse educators and led curriculum development for a novel terminal degree, Doctor of Nursing Education. And she is currently the director of the DNE program.

Our second guest is Dr. Tara O’Brien. Dr. O’Brien is a nurse educator and researcher dedicated to enhancing patient care and transforming nursing education. She has over 30 years of experience in nursing. Her journey began in rural healthcare settings where she witnessed the profound impact of social determinants of health on patients’ lives. This fueled her lifelong commitment to advancing equitable healthcare and education. Dr. O’Brien serves as an assistant professor of clinical practice and co-director of the Doctor of Nursing Education program at The Ohio State University College of Nursing. She empowers the next generation of nurses and educators by equipping them with the knowledge, skills, and compassion to succeed in today’s healthcare setting. Her scholarly work focuses on self-management education for kidney transplant recipients and fostering innovation in teaching and learning with nursing education. As a dedicated mentor and advocate, Dr. O’Brien’s mission is to inspire and prepare future nurse leaders.

Stephanie Zidek: Well, thank you, Naomi, and welcome to our two Taras. We’re so excited to meet with them both today and for our listeners to hear more about this exciting program. So we’re going to dive right in, if that’s okay with our guests. And we have a question to start us off. Could one of you share with our listeners your role and a little bit about your journey on how you got to your current position within the DNE program?

Tara Spalla King: Sure, this is Tara Spalla King. So I began my career as a staff nurse in Philadelphia and then went back to graduate school there, and then moved to Miami, Florida, and then finally to Columbus and was a staff nurse at all of those places in a variety of acute care settings. And then I transitioned to academia and worked as a clinical instructor before completing my PhD, and then was academic dean of a private Catholic college before being recruited back to Ohio State College of Nursing.

Tara O’Brien: And hi, everyone. I’m Tara O’Brien. I’m the co-director of the DNE program. I’ve been a registered nurse for 31 years and an educator working in the academic setting for 18 years. My journey for my current role as the co-director of the DNE program is a result from my love for nursing education and educating nursing students.

Stephanie Zidek: Great. Thank you so much for joining us today. You’re obviously in good company with many, many listeners who are NPDs and nurse educators, so really exciting to hear more about this program. I’m going to turn it over to Naomi.

Naomi Fox: So this is a pretty novel terminal degree, and I think our listeners and audience are really excited to know, in addition to your passion for the topic, what caused the creation of the Doctor of Nursing Education degree, and if you can also address any key individuals that you worked with for the support of this program and any challenges that occurred toward the development.

Tara Spalla King: Thanks, Naomi. That’s a great question. People in nursing education recognize that existing doctoral programs like the PhD, DNP, and EdD do not have sufficient content in teaching learning practices related to the practice degree of nursing, specifically curriculum development and nursing education assessment. And so those gaps highlighted the need for a degree that was new that would prepare, at the highest level, nurse educators to tackle those things in both academic and clinical settings.

The person that we collaborated with the most, it was her vision, was Bernadette Melnick. And she was the dean of our college at the time. And she was noticing a trend in our DNP students who were identifying projects they wanted to do for their DNP, but they were education projects with their feet in the academic setting. And so their advisors had to help them shift to doing education projects in the practice setting. And so we just found that, when we know that the DNP degree, the primary role is to translate evidence at the bedside, but all of these students wanted to do education degrees, that there was a gap. And so [Bernadette] put together a task force at our college, of which both of us were involved, to look at this issue about a potential new doctoral degree.

And so we led a nationwide needs assessment survey, had 843 respondents. And we published this work in Nurse Educator, and it was called Doctoral Degree Preferences for Nurse Educators: Findings from a National Study. And we found through there that the respondents really did believe that there weren’t adequate options for them. If their passion was about teaching and learning and nursing, the PhD helped people create and disseminate new knowledge, and the EdD was more focused generically on education, but not specifically the practice of nursing. And then we already discussed the DNP. So, we set about to do that. And our study says that the respondents said that this bottleneck of lack of nurse educators was what was causing highly qualified applicants from getting a spot in a nursing program, because there simply aren’t enough nurse educators. And so, we decided we were going to do something about it in our corner of the U.S. instead of letting the problem get bigger and bigger. We’re going to try to solve it.

Naomi Fox: That’s absolutely amazing. I mean, gosh, Dr. Melnick, so many people that she has influenced and touched who have never met her or never heard of her, but she really has influenced the work that you are both doing. I know myself, you know, when considering the terminal degree, really struggled multiple times as a student with trying to, you know, communicate to the DNP team what my project was about and what impact it was having in the practice setting. And I’m pretty sure any of our listeners that have experienced that can agree. And so certainly making huge strides and opportunities for people in nursing professional development practice and nursing education.

Stephanie Zidek: I would agree. I’m actually precepting two DNP students right now, one from Chicago and one from Charlotte. So two very different schools and backgrounds. And both of these projects are very much education-based. That’s my role, but yet, not in necessarily an educational facing type of DNP program. So love that you were able to create this space. I know really pioneers, but [it] will be exciting to see kind of where things go, especially since this is a very much growing interest in the doctoral space. So kind of growing off of that, can you expand a bit more on the actual degree in the program, the DNE?

Tara O’Brien: Sure. So our program for the DNE, it’s 50 credit hours, post-master’s degree. The part-time track takes eight semesters. The full-time track takes five semesters. Our program, the degree, includes 450 immersion hours. And we have within our DNE degree, we have two tracks. We have one for the Academic Nurse Educator, and the other track is for Nursing Professional Development.

Naomi Fox: Well, truly not to be biased, but here I personally am really excited about the Nursing Professional Development track. Can you expand a little bit more about that, and if that was reflected also in the 843 respondents to the study?

Tara Spalla King: Yes, that’s a very good question. So interestingly, yes, there were lots of open-ended responses that said you should really consider nurses in professional development when they were answering those questions that we had. And then I will share with you that it really wasn’t on our radar at first. We are all academicians. And so we were ready to go in the academic nurse educator track, except national leaders from ANPD, Mary Harper and Patsy Maloney, they sent to [Bernadette] an email, and it was from all of ANPD. And they said, I’m greatly paraphrasing here without reading their two-page email to her.

Naomi Fox: Only two?

Tara Spalla King: I know. [laughs] It was really a great point. What they said is, if we’re reading the tea leaves right, we are anticipating you’re developing a new terminal degree in nursing education. And if that is indeed what you are doing, we would like a seat at this table because the current terminal degrees do not speak to the needs of our constituents. And so [Bernadette] really took this to heart and gave it to us to run with. And for two years, I worked with both Mary and Patsy, and we looked at everything we had developed for the ANE (Academic Nursing Education) students, and they helped us to put curricular threads in there through all the classes for the Nursing Professional Development students, and then they also helped to develop two track-specific courses for the NPD students. And so it was really exciting because it was an opportunity to hear from these experts who actually wrote or edited the Scope and Standards of Practice book, and so we feel really good about that collaboration and feel like we’re delivering a very fine product to students in that track.

Stephanie Zidek: Absolutely. What an exciting opportunity and kind of a Kismet connection there. I’ve had the great opportunity to work with both Dr. Harper and Dr. Maloney. I sat on the last open standards committee, and so to kind of see that evolve and now be able to impact students in this new way is even more exciting. So just exciting that you took up their challenge, and now you have students within this track that are continuing to thrive. So, with that, could you share a little bit specifically about the track? How many students might be in it, and how do you anticipate any further growth?

Tara O’Brien: Sure. So, in addition to the other courses that both the academic track and the Nursing Professional Development students take together, there are two courses that are designed for the Nursing Professional Development track students. And one of those courses is called Leading, Mentoring, and Collaborating Partnerships in Nursing Professional Development. And the other course is Program Management for Nursing Professional Development Practitioners.

So currently we have 16 students that are enrolled in our program that are in the NPD track. And as far as what is our prediction regarding the demand for the NPD track, well, the sky really is the limit. There’s a great need for the NPD track, and there’s a great need to link theory and evidence-based practice in the clinical setting. Not only that, but for a strategy to have more communication between our academic partners and our clinical practice partners as well.

Stephanie Zidek: And I’m not sure if you have this offhand, but does it seem as though those 16 students, are they more acute care based? Are you happening to see more across the continuum? Is there any trends in kind of the areas they’re coming from?

Tara O’Brien: So, I can tell you this might give you more of an idea of some of the current final projects that some of our NPD students, what they’re currently working on or developing. Some of those include implantation of an evidence-based mentoring program for new graduate nurses. Increasing confidence of nurses teaching and testing in a cancer center. Comprehensive evaluation of a nurse preceptor certificate program. Using gamification and simulation to teach and to practice civility in a multidisciplinary healthcare team. Using gamification to teach and test for telemetry competencies across the healthcare system. So that kind of gives you an idea in some of the settings from not only helping orient nurses in the setting, but to maintaining their clinical competencies in the healthcare setting.

Stephanie Zidek: Definitely. It sounds like a really diverse mix and very timely topics. Naomi and I sit on our editorial committee, and these are topics that we just were talking about very recently in terms of preceptor cert gamification opportunities. So love to see that there is opportunity here for these students to really dive in with their projects. So thanks for sharing.

Naomi Fox: I’m also really excited that it sounds like they all fit into the big six throughputs of the NPD practice model, you know, which are really competency management, education, some role development there with the EBP, a mentorship you stated, collaborative partnerships from the extra class you talked about, inquiry and onboarding and orientation. This is all our love language. And so hearing that sky’s the limit, really, you know, I won’t write a two-page letter yet, [laughter] but I’m wondering if in the future may hold a perfect case scenario where people who already have terminal degrees can get a certificate in this. Because there are some of us who have devoted our careers to nursing education and nursing professional development practice, and have whole degrees in executive leadership or nursing leadership for the practice setting, because that was the option that was available. So [you] never know, maybe in a few years, something like that could be considered.

The next question I have is really, you mentioned some of the final projects that the students have developed, and I believe they’ll resonate a lot with our listeners. And so just hearing all of this, what advice would you give any of our members or listeners who are in a nursing professional development to consider this program?

Tara O’Brien: Sure. So, one thing is just to consider that we are pioneering this online program that’s designed to prepare nurses for leadership roles in nursing education within the academic and healthcare settings. So, for the nursing professional development, that track is really tailored for nurses who wish to educate and develop nursing staff within healthcare organizations to enhance patient care outcomes.

So, considering this track, some of the key aspects that I would suggest or my advice is number one is the flexibility of our program. So our DNE program, as we said earlier, offers both full-time and part-time study options. So students can complete the program in two years. That’s approximately five semesters, or the part-time is eight semesters, which is about three years. This does include summer coursework.

The program is developed so that it’s an online delivery. So the courses are delivered in synchronous sessions, meaning that you will need to participate in live class times that are scheduled. However, we typically hold these scheduled times once a week. And we try once the track, once you’ve started in a certain cohort, we try to keep those days as best as we can within a certain day, so that students will have enough time to arrange the time with their organization to have that period of time off to be devoted for classes.

And again, we try to hold those in one day. So they are not attending classes on multiple days. And I really encourage for those that are interested to visit our website. We have our curriculum that’s on the website. We also have some testimonials from students, which I feel like really speak volumes compared to what we’re saying as the director and co-director of the program. We are the most proud of the students and their work that they’re doing.

Stephanie Zidek: Well, I think it’s a true testament because one of the initial ideas of how this podcast idea started was we had some reach-outs from your students in the fall that were really encouraging us to reach out, see if this could be a podcast topic. So I think that speaks volumes in itself. Those were folks I didn’t have any personal connections to, but they reached out via The Neighborhood, which is our NPD community, and really wanted other NPD professionals to hear about this great work happening, especially if they were unfamiliar or outside of the OSU area. So I think that speaks volumes, and I know that you have a lot of kind of boots on the ground promoters too outside of the school.

Naomi Fox: I also want to share that I do know one of the students. I’m not going to say names, but I’m just super, super proud of that student for joining this program and have no doubt that they are going to be equipped with all the knowledge and skills that they need to do the best in the practice setting and also the academic setting. There are a lot of folks who have a foot in each world. And so I do feel that this will be a place that they’ll benefit from, regardless of the track… But there are a lot of folks that also work in academia and work in the practice setting.

Tara O’Brien: And I will just add along those lines that we do for the projects, we do see a lot of overlap in the types of projects that the students are addressing from the academic setting to the nursing professional development setting. So again, it gives us another avenue to really address these problems or issues or opportunities, whatever you would like to call them, you know, across settings. Where we haven’t in the past always had the best communication across settings, from the academic to the practice world.

Naomi Fox: Well, thank you so much for sharing with our audience listeners all about your program. Is there anything else you would like to add?

Tara Spalla King: We thank you for the opportunity. This has been wonderful to share about our program. And we encourage everyone to get on the website. There are a couple places you could look, one is Ohio State Online. There are actually student testimonials that those folks at the university level reached out to our DNE students, and there are some on there that gave really nice testimonials, actually in their own words about our program, and some are in the NPD track. Then also there is an NPD student that is highlighted in a video on our DNE page, OSU College of Nursing, and his name is Rob, and he did a great job explaining what he’s learning in the program, and he’s in the NPD track.

Stephanie Zidek: Thank you so much for highlighting. I have it up on my screen so I can see him, and excited to watch. And a lot of great information. It also looks like you have a lot of distance learner students too, which I know will be really helpful to our listeners.

Tara Spalla King: The guy that you see in that video, named Rob, he’s the one doing the serious gaming for serious problems, and it’s the telemetry one across a whole healthcare system in Texas. And so it really does have the potential to impact patient care on a big level because they’re doing then this telemetry competency through gamification. So we’re really proud of him. You know, since we both practiced for a long time, Tara and I, we get it. And the great thing, I think that, you know, that we can’t make a two-hour-long podcast. But the one thing that we didn’t mention is just some of the things we’ve seen. And in class, when you combine those two [tracks of] students and most of their classes are together. And because Mary and Patsy helped us put those threads of NPD in all the courses, eyes are opened and perspectives are shifted when the ANE (Academic Nursing Education) students see what NPD students do and what that role is. And then they start talking about how they can do handoffs and how they can do transition to practice. And so, I think those conversations are so important, and we’re starting them in this DNE program. So I think it has the potential to do things that we maybe don’t even know are happening yet.

Stephanie Zidek: I had the opportunity to do a little bit of class crossover with our DNP track. And those were some of my most preferred experiences just because we were able to melt in such a different way. And I come from, you know, more of a very practice-based setting versus the research and PhD world. So that was already a stretch. But I think anytime you can cross-pollinate and kind of get nurses thinking together, sharing experiences, you’re always going to have a richer product. So I love that your students from both tracks get the opportunity to really learn together and share off of each other. So thank you for making that a priority. And it’ll be exciting to see how that continues to flourish.

Tara Spalla King: Yes, it is. It is.

Naomi Fox: Absolutely. Thanks so much for joining us.

[music]

Stephanie Zidek: Thank you for joining us along with our panelists of NPD practitioners. The NPD Forecast podcast analyzes information gathered through environmental scanning. Our goal at ANPD is to be your leading resource for NPD practice. If you like what you heard, please leave us a review or a rating on your preferred podcast platform. Tag and share each episode with your friends and colleagues on social media. We would love to hear from you and encourage you to reach out to editors at anpd.org with topic recommendations. For more information, please visit our website at anpd.org.

3 impacts of an online Master of Healthcare Innovation degree

Today’s healthcare environment is complex, fast-moving, and in constant need of transformation. That’s why The Ohio State University’s online Master of Healthcare Innovation (MHI) program is designed to go beyond theory and make an immediate impact. It empowers professionals like you to lead change, implement new ideas, and take bold steps forward in their careers across a wide range of medical disciplines.

We sat down with several Ohio State Master of Healthcare Innovation alumni to hear why innovation is important in healthcare. They also shared how they use what they learned in the online MHI degree to transform their careers, lead their healthcare organizations, and create positive change.

Career transformation

For many Master of Healthcare Innovation graduates, the knowledge, skills, and tools they gain in the program lead directly to new career opportunities and increased salaries that weren’t available through job experience alone. For others, a healthcare innovation master’s opens careers in a completely different industry.

Laura Potts is now the Senior Quality Manager at Harding Hospital, but that wasn’t always the case. “I was working in substance abuse and mental health on the floor and since completing the MHI program, I have taken the step to a quality position.”

Amy Whittington shared that she is now a Clinical Informatics Consultant for The James Cancer Hosptial which is “a completely new role for me. I had 14 years of neonatal and ICU bedside experience and I actually went completely from neonatal to adults and from bedside nursing into the role of training and helping to drive innovation for IT.”

Jeff Frantz II, who works as the Training and Development Leader for Jazz Pharmaceuticals, had a background in the sales industry before transitioning into the pharmaceutical side of healthcare.

“After I finished my bachelor’s degree. I didn’t know what I wanted to be when I grew up. So, I followed a career in professional sales. Getting into the pharmaceutical industry made me want to learn to like learning again.”

And that’s when the puzzle pieces started falling into place for Jeff. “Our company rolled out the opportunity to get tuition reimbursement. I had never really considered going back to school. But because of that time I had spent within pharmaceuticals and learning to like learning again, I reached out and said, ‘I haven’t been in school for a very long time. Would I even be a serious candidate for something like this?’ Because as I reviewed the course content, it aligned with a lot of my company’s goals and a lot of my professional goals.” Jeff then decided to enroll in the Healthcare Leadership and Innovation Graduate Certificate, and after doing well in those courses, he rolled those credits into the full Master of Healthcare Innovation program.

Leading through innovation

Everyone likes to talk about healthcare innovation, but what is innovation in healthcare and what does it look like to implement it? Allison Beedy, a Clinic Nurse Manager at the Total Health and Wellness Clinic in Columbus, Ohio, discovered what innovation in healthcare truly means.

“Innovation was like a buzzword that everyone thought they knew but in order to really fully understand it, you would have to go through this program. Innovation takes on so many different components that people don’t quite understand. The program definitely helped me understand where healthcare is going and how I could be an innovator within healthcare. Whether it was with leadership, program development, or product development, those are some things that it really helped me understand.”

Allison also described how the healthcare innovation master’s gave her a broader understanding of “what were the necessary steps for innovation in healthcare, using evidence-based practice, how it would work in groups, and how you can communicate effectively. Those are some things that really helped me in my work now.”

Goldie Moritz, a Nurse Manager at The Ohio State University James Cancer Hospital, completely transformed the way she leads her staff. “I’ve had up to 109 employees and change is very difficult for people. So one of my guiding principles has been design thinking. I always start with my team and I present them things and say, ‘help me make it work. What do you guys think we should do here?’ So I think that has always helped me be successful with my team.”

For Amy Spurlock, the Strategy Director at Elevance Health, her master’s in healthcare innovation gave her a completely new way of thinking about problem-solving. “The idea of looking holistically and not only where we can innovate and renovate, which is always where we seem to focus, but it was ‘exnovate’ that really caught my attention. We are constantly building on top of old processes and old ways of thinking, but really looking at where we can exnovate, where there’s maybe no longer value added. It’s something that I have carried forward.”

Amy Whittington, Jeff Frantz II, and Laura Potts all echoed the sentiment that just because something isn’t completely broken doesn’t mean it should stand in the way of finding a better solution. For Amy, the online MHI degree helped her find her voice. “I think that going through the healthcare innovation program helped me prepare for a lot of things in my career. It really helped me feel that my voice can be heard and that I do not always have to be satisfied with the status quo. We can go against the grain, whether that be trying to implement new knowledge, implement new technologies, develop practice, or advance the technology that already exists. We don’t have to be satisfied with the way things are,; we can use our voices and work with leadership to push through to get these ideas further.

Jeff was frustrated by a common excuse, but his healthcare innovation master’s taught him a better response. “I’m sure we’ve all heard the phrase ‘the way we’ve always done it’, right? Just because ‘the way we’ve always done it’ might work sometimes and it might not work all the time, but I think just having the interest in seeing, well, could it be done better? That’s just like a small niche of the program that I use daily.”

Laura summed up the idea succinctly.

“I think outcomes are much more important than the process. If we can get to those outcomes, we can change the process.”

Real-world tools

One thing that sets the Master of Healthcare Innovation program apart is how applicable it is to day-to-day healthcare challenges. Unlike an MBA in healthcare innovation, this degree focuses on developing innovative solutions and real-world applications, rather than just understanding traditional healthcare management. Graduates pointed to specific concepts they now use regularly to lead teams, guide strategy, and drive improvement.

- Design thinking – Jeff Frantz found design thinking extremely applicable. “I would say in training and development, design thinking is something that I use very regularly. We talk a lot about not reinventing the wheel just to create new content or a workshop. But having practicality to it and the gap analysis is a big piece of that, and determining what’s needed. My boss leans on me a lot to bring some of the creative, new, and innovative ideas because a lot of that stems from design thinking.”

- Emotional intelligence – Amy Spurlock pointed to emotional intelligence as very important for future healthcare leaders. “Having that self-awareness, that relationship management, I think are so important. The other thing is appreciative leadership. It was a term that I learned through the MHI program that I love and that I really latched on to.”

- Mind maps – Julia expressed that the mind map framework is something that really stuck with her. “I find myself jotting things down or taking notes in any setting. And frequently I’m like, ‘I just made a mind map.’ It’s kind of ingrained in me, but I reference it frequently.” Jeff was able to share mind maps and create value within his organization. “We actually brought mind maps into our work, and you’d be surprised how many people in senior leadership have never seen one. It’s like you’ve invented bread to them.”

Parting advice

We also asked what advice they would give someone in the online MHI program or considering applying to the program.

Jeff spoke to how applicable the coursework is to everyday job tasks. “When I decided to pursue a master’s in healthcare innovation, I wanted some of that business of healthcare to align with it. What I see, having finished the program and then taking on a leadership role, is that these themes and the curriculum translates to the real world and in the workforce. So there’s just so much that comes organically. When you really try to implement some of the very specific learnings, it translates very, very well for us.”

Julia spoke to fellow nurses who are wondering what to do next.

“With a new degree comes new opportunities. So, once you achieve that new degree, you make a change… Don’t overanalyze it. Don’t think, ‘what am I supposed to do next?’ Go with your gut. This program is preparing you interdisciplinarily. You already have great experience as nurses. And this program is just building on that. So, no matter what you do, you’re going to have different opportunities present themselves.”

Allison shared that, just like any type of innovation, sometimes you can break new ground through the job role you fill. “I think as an MHI graduate, you have to take some responsibility for educating people about what you can do with the degree. That was something that I found when I was interviewing. You kind of have to tell them what you can do with it, or what you hope to do with it, but I think you can create your own job too… and mold it to what you want to do with healthcare.”

Ready to transform healthcare?

If you’re ready to lead innovation in your healthcare organization and take your career in a bold new direction, the 100% online Master of Healthcare Innovation at The Ohio State University offers the real-world tools, mindset, and flexibility to get you there. Apply today or connect with an Enrollment Advisor when you request more information.

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How to become a Board Certified Behavior Analyst

If you’re interested in a meaningful career helping others through the science of behavior, becoming a Board Certified Behavior Analyst (BCBA®) may be the right path for you.

But what are the requirements to become a BCBA? In this guide, we’ll walk you through how to become a BCBA — including what degree you’ll need, how to meet BCBA fieldwork requirements, and what to expect from the exam and certification process.

What is a BCBA?

A Board Certified Behavior Analyst is a highly trained professional who specializes in understanding and improving human behavior using the principles of Applied Behavior Analysis (ABA). BCBAs are independent practitioners or educators who use evidence-based strategies to support individuals with behavioral, developmental or learning challenges.

BCBAs bring a full complement of scientific tools and compassionate care to their work in homes, schools, research centers, private clinics, community organizations and other environments. They are trained to observe and record behavior, determine its function, design and implement individualized interventions based on assessments, monitor progress toward individualized goals and make ethical, data-based decisions. Depending on individual learning needs, BCBAs may also provide instruction in communication, social skills, academic skills, functional skills and daily living skills.

Ultimately, their work helps improve learning outcomes, independence and quality of life.

Why the BCBA credential matters

The BCBA credential signifies a high level of expertise in Applied Behavior Analysis, trust, ethical responsibility and a commitment to making a meaningful impact – opening doors to careers across education, health care, human services and beyond. It’s a respected professional credential that empowers practitioners to work independently, supervise others and support meaningful progress in those they serve.

Steps to become a BCBA

The eligibility pathways to becoming a BCBA are outlined in the Behavior Analyst Certification Board’s (BACB) BCBA handbook. In this guide, we’ll walk through the requirements to become a BCBA using Pathway 1, which includes earning a master’s degree from an ABAI- accredited program, completing supervised fieldwork and passing the BCBA exam.

Step 1: Earn a relevant bachelor’s degree

So, what degree does a BCBA need? An undergraduate degree in education or psychology is a common starting point. The foundational knowledge in behavioral sciences prepares students for the advanced concepts covered in the graduate-level coursework and their careers as BCBAs. An undergraduate program that provides relevant practicum experience working with individuals with learning challenges can be valuable when pursuing BCBA certification.

At the undergraduate level, students may also pursue the BCaBA (Board Certified Assistant Behavior Analyst) credential.

Step 2: Enroll in a master’s program in Applied Behavior Analysis

To qualify for BCBA certification, candidates must complete a master’s degree in Applied Behavior Analysis from a program accredited by the Association for Behavior Analysis International (ABAI). Accredited program coursework covers:

Basic principles of behavior

Theory and philosophy in behavior analysis

Research methods in behavior analysis

Behavior assessment and intervention

Ethics in Applied Behavior Analysis

Organizational behavior management

At The Ohio State University, students can complete this requirement online through the Master of Educational Studies, Applied Behavior Analysis — an ABAI-accredited program designed to prepare students for BCBA certification.

Step 3: Complete the required fieldwork

Candidates must also complete hands-on experience supervised by a BCBA to build skills and expertise they’ll exercise throughout their careers. The BACB requires either:

2,000 hours of supervised fieldwork, or

1,500 hours of concentrated supervised fieldwork

The fieldwork experience is intended to build core professional skills, such as:

Conducting behavior assessments

Creating and implementing behavior change plans

Making data-based instructional decisions

Practicing ethics and professional standards

Working in collaborative teams

Participating in research

Supervising and training others

Some programs, like Ohio State’s online ABA master’s degree, integrate BCBA fieldwork requirements directly into the curriculum. Students complete coursework 100% online while gaining supervised, hands-on experience working with individuals with disabilities. They apply skills learned in class, such as assessment, intervention, data collection, analysis, and ethical decision-making, in real-world settings. Fieldwork can often be completed at the student’s current place of employment (such as a school), as long as it meets BACB criteria.

Step 4: Pass the BCBA exam

Now, all that separates you from national certification is a 175-question, multiple-choice exam. The four-hour timed test is administered via Pearson VUE testing centers and allows you to demonstrate your knowledge of behavior analysis, ethics and professional conduct.

Pro tip: Students often succeed with support from prep courses, mock exams, peer study groups and faculty mentorship.

Step 5: Credentialing and state licensure

Once you pass the exam, you’ll apply for national certification through the BACB.

Some states require additional licensing, depending on the laws and guidelines for practice at the state or local level. For example, in Ohio, BCBAs must:

Apply through the State Board of Psychology

Pass a background check

Complete a pre-certification workshop

Be sure to check with your state’s licensing board for the most current requirements.

How long does it take to become a BCBA?

The process to becoming a BCBA typically takes six to eight years from the start of undergraduate education. However, if you already hold a relevant bachelor’s degree, you may be able to earn certification in as little as two years, especially through a master’s program that integrates supervised fieldwork into the curriculum.

As the need for BCBAs continues to rise, starting the process now can lead to a wide range of meaningful, in-demand careers.

Is a BCBA career worth it?

There’s work out there – and there’s a need. The U.S. Bureau of Labor Statistics projects 19 percent job growth for behavior-related roles through 2033, outpacing the growth rate for most other careers. That equates to nearly 50,000 openings expected each year in schools, research institutions and private practice.

Beyond demand, it’s a deeply meaningful career path that impacts the lives of individuals with disabilities. BCBAs bridge scientific tools and methods with compassion — “the head and the heart” — to their work to help others thrive.

Why choose Ohio State for BCBA preparation?

Between earning your bachelor’s degree and becoming certified, you need a trusted bridge. Ohio State’s online ABA master’s program is designed for working professionals seeking rigorous academics, practical experience and BCBA certification support.

Program highlights:

100% online instruction with flexibility for working professionals

Accredited by the Association for Behavior Analysis International (ABAI)

A course sequence that aligns with BCBA certification requirements

Built-in supervised field experience working directly with individuals with disabilities

A rigorous curriculum and expert faculty committed to your success

The resources and reputation of a Big Ten research institution with longstanding special education and Applied Behavior Analysis programs

Ready to take the next step in your BCBA career?

Wherever you are, we’re here to help. Feel free to request more information or apply today to begin your path toward becoming a certified, in-demand BCBA.

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Increase your salary

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Master of Cybersecurity and Digital Trust

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Cybersecurity Offense and Defense Graduate Certificate

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Human Development and Family Science careers

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Why choose The Ohio State University’s online Human Development and Family Science program?

Flexible for real life

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

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What is the Assistive Rehabilitative Technology Certificate program and who is it for?