Tag: student experience

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.

From RBT to BCBA: Michaela’s Applied Behavior Analysis journey

When Michaela Williams began working as a Registered Behavior Technician (RBT), she found herself building relationships, earning trust, and seeing change from the smallest steps. Working primarily with children with disabilities, including those with limited communication, was challenging, but it lit a spark. 

“For me, every day as an RBT feels like a defining moment,” Michaela says. “I’m constantly fascinated by the process of learning how to provide the best care and interventions for my clients. Seeing their progress, whether it’s a new skill or a reduction in challenging behavior, reminds me why I chose this field.” 

What she loved most was watching her clients become themselves. 

“I also really cherish watching my clients grow into their personalities. Many of my clients have started out reserved or shy, and over time, I have gotten to witness their confidence grow and their unique personalities shine through. It’s incredibly fulfilling and rewarding to see!” 

Some days were tough and filled with challenges. She used those times to strengthen her commitment. “Even on rough session days when maladaptive behaviors increase, my mind starts racing with new strategies or techniques to try in the next session.” 

Michaela knew she wanted to do more — design behavior plans, lead teams, and support families on a broader scale. That’s when she began exploring how to become a Board Certified Behavior Analyst (BCBA), and discovered her next step at Ohio State’s online ABA master’s program. 

Choosing Ohio State for her ABA master’s program

From the start, Michaela had a goal: become a BCBA, lead clinical teams, and contribute to research that supports individuals with limited verbal communication. She chose Ohio State’s Master of Educational Studies, Applied Behavior Analysis program to help her get there.   

“I’d already fallen in love with ABA while working as an RBT, but I wanted a program that paired cutting-edge research with practical tools I could bring straight to my clients,” she says. “Ohio State’s reputation, the flexibility of the online format, and the chance to learn from faculty who are leaders in special education made it the perfect fit.” 

Support beyond a curriculum

Michaela describes her experience at Ohio State as both “energizing” and “deeply supportive.” “The classes are challenging in the best way, the cohort feels like a close-knit community, and the faculty genuinely celebrate our wins!” 

One of those wins, completing her thesis, faced IRB delays outside her control. Her advisor stepped in and went the extra mile. “Dr. Matthew Brock consistently advocated for me and supported me in navigating the process. He also helped me secure a grant that covered my educational costs, which took a huge weight off my shoulders. Beyond that, he was always available to answer questions and provided invaluable support while I worked on my thesis.” 

That support helped elevate Michaela’s work. “He helped me develop my research questions, shared excellent resources, and gave thoughtful, detailed feedback on my drafts that really pushed my work to a higher level.” 

Her thesis, Functional Communication Training for Young Children with Autism: A Systematic Review of Single-Case Design Studies, draws directly from her clinical experiences. “I’ve always been passionate about communication interventions, especially for children with limited verbal skills, so this topic was a natural fit for me. I wanted to better understand the effectiveness of Functional Communication Training (FCT) specifically for children with autism under the age of 8, and explore which intervention components contributed most to successful outcomes.” 

She credits another faculty member, Dr. Sheila Morgan, for helping her grow as a clinician. “I had her for multiple courses, and she consistently provided helpful feedback on assignments that contributed to my growth as a practitioner. She also shared valuable resources to help me prepare for the BCBA exam, which I truly appreciated.” 

Across the board, Michaela says faculty were accessible and invested. “From quick email check-ins to in-depth mentoring on my thesis, the faculty have been incredibly accessible. They provide detailed feedback, share real clinical examples, and connect us with professional opportunities that I never would have found on my own.” 

Turning theory into immediate impact

One of Michaela’s favorite aspects of the program is how directly it applies to her day-to-day work. 

“Functional behavior assessment, data-based decision making, and behavior-change procedures like token economies and functional communication training show up in my sessions every day,” she says. “The program also sharpened my ethical decision-making and collaboration skills, which are essential when working with multidisciplinary teams!” The results came fast. One concept from class helped her identify a surprisingly effective reinforcer for a potty-training client. 

“One specific example was when we learned about different types of preference assessments. A few weeks later, I had a client starting potty training, and we needed to find a highly preferred edible reinforcer that would be effective and take advantage of deprivation. I recommended and conducted a Multiple Stimulus with Replacement (MSW) assessment using various candies with different textures and flavors.” 

The winner: sour candy. 

“Surprisingly, I found that my client absolutely loved sour Trolli candy. When I shared this with his mom, she was shocked. She said he’d never been given sour candy before! Without that assessment, I might’ve selected a less effective reinforcer, and I would’ve missed out on identifying something truly motivating for him.” 

It’s exactly the kind of client-centered, data-driven work Michaela wants to do more of. “The combination of real-world case studies, practicum experiences, and constant feedback from professors and classmates has given me a toolbox and confidence to design interventions that truly improve clients’ quality of life!” 

Balancing work and school

While earning her degree, Michaela continued working full-time as an RBT. Her success came down to discipline, structure, and keeping it simple. 

“I run very well on routines, so having structure has been key,” she says. “I work from 10 a.m. to 6 p.m., and during free moments, whether on breaks or in between clients, I use that time to complete smaller assignments. After work, I take care of dinner and any other personal tasks before starting classwork around 7 p.m. and continuing until about 9 or 10.” She relied on what she calls her “small bites” strategy. 

“I’ve learned that it’s much more manageable to break large assignments into smaller portions. So during the week, I’ll tackle part of a big project for one class, then switch to a different class and work on another piece. This ‘small bites’ strategy helps me stay motivated and prevents burnout. On weekends, I use longer stretches of time to knock out larger portions of those assignments.” 

The tool that made it work? A spreadsheet. 

“At the start of each term, I go through every syllabus and input all assignment due dates into one sheet, which I then sort by date. I keep it easily accessible so I can quickly see what’s due and take advantage of small pockets of time. This method has really helped me manage overlapping deadlines and prioritize my workload effectively.” 

Michaela’s message to future students

For RBTs considering their next step, Michaela has this advice: 

“Do it! You’ll gain a rock-solid foundation in ABA, be guided by passionate faculty, and join a community that genuinely wants to see you succeed. If you’re looking for a program that blends academic rigor with hands-on application and real-world impact, Ohio State is the place.”

How Ohio State can support your BCBA journey

If Michaela’s story resonates with you, you’re not alone. Many professionals start their ABA journey in the field, driven by compassion and a desire to make a bigger impact. 

Ohio State’s online ABA program offers a step forward with flexibility for working professionals and support from faculty who understand the field firsthand.

What you’ll experience in Ohio State’s online Applied Behavior Analysis program

  • Flexible, fully online coursework designed to fit your busy schedule 
  • Curriculum aligned with BACB® requirements to prepare you for the BCBA exam 
  • Experienced faculty who provide personalized mentoring and real-world insights 
  • Opportunities for supervised fieldwork that meet BCBA credential requirements 
  • Access to cutting-edge research and evidence-based practices in Applied Behavior Analysis

Ready to take the next step in your ABA career?

Ohio State’s online Master of Educational Studies, Applied Behavior Analysis program provides the flexibility and support you need to reach your goals. Get in touch with an enrollment advisor to learn more and take the next step in your ABA journey. 

Request information

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.

Request Info Today

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

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

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

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

Building the foundation to teach and lead 

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

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

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

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

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

Research experience that opens doors 

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

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

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

The flexibility of online learning 

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

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

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

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

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

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

Collaboration and national recognition

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

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

This collaborative approach led to national exposure as well. 

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

Why Chadleo recommends the program 

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

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

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

Start your journey in dental hygiene education 

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

Ready to take the next step? 

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

How Jennifer Barkans expanded her career with Ohio State online’s RDH to Bachelor of Science, Dental Hygiene completion program

Pursuing higher education is a powerful way for dental hygienists to broaden their impact—and that’s exactly what Jennifer Barkans did when she enrolled in Ohio State Online’s RDH to Bachelor of Science, Dental Hygiene (RDH to BS) program. 

After years of considering her next step, Jennifer decided in late 2021 to go back to school to open new doors in her profession. “I knew I wanted to expand my education, and completing my degree felt like the right first step,” she explained.

Why Ohio State and how the program fit her life 

Jennifer chose Ohio State for its flexibility and fully online format. “I liked that Ohio State offered the program entirely online,” she shared. “When I reached out to Margo Coates (Assistant Director of Academic Studies), she was incredibly helpful in navigating the application process, especially as I’m an international student.” 

Working full-time while completing the program part-time over five semesters, Jennifer found the flexibility crucial. “It was a challenge at first, especially after a 10-year break from school, but good organization made it manageable.”  

Courses, community, and career impact

Two courses were especially pivotal in Jennifer’s journey: 

  • Research Methods: “It was a challenge and my first course back, but it introduced me to the world of research and made me consider pursuing my master’s degree.” 
  • Capstone Project: “It was research-based and built on my earlier coursework. Although intimidating at first, it turned out to be an incredible experience that opened doors in dental hygiene.” 

Even electives outside dental hygiene helped her grow as a student and clinician, particularly those focused on public health and access to care. “I really enjoyed learning about access to care and publicly funded dental programs.” 

Despite being an online student, Jennifer felt well-connected through virtual office hours, video interactions, and weekly discussions. “Those connections made the learning experience feel more personal,” she said. 

Faculty support that made a difference 

Jennifer credits much of her success to the program’s supportive faculty: 

  • Margo Coates helped her stay organized and on track.  
  • Professor Messina inspired her to consider graduate school. 
  • Professor Chartier guided her return to academic writing. 
  • Professor Kissell supported her through mentorship challenges. 
  • Professor Henderson made time to meet in person and offer encouragement. 

Even when Jennifer encountered challenges with content access in Canada, faculty stepped in with flexible, alternative solutions. 

Growth beyond the classroom 

Jennifer’s learning translated directly into practice. “I’ve been more committed to evidence-based treatment and continuously expanding my knowledge,” she said. “This helps me better understand my patients’ medical conditions and needs.” 

The program also helped build her confidence and leadership skills. “Speaking with confidence to patients and colleagues is something that’s grown immensely,” she noted, adding that she now enjoys mentoring other hygienists.

Looking ahead 

Jennifer’s experience has sparked a new passion for advocacy and change. Her capstone thesis focused on the gap between hygienists’ education and their legal scope of practice—an issue she hopes to address through further research and policy work. 

Her advice to future students? “Go for it, but ease in slowly—especially if you’ve been out of school for a while. With the right balance and organization, it’s very doable. This program can transform your perspective and how you care for your community.”  

One word: passion 

“If I could describe this program in one word, it’s passion,” Jennifer said. “The faculty are passionate, the program is structured with purpose, and it reignites your own passion for dental hygiene.” 

Ready to learn more? Ohio State Online’s RDH to Bachelor of Science completion program offers the flexibility, support, and academic rigor to help you advance your career and make a meaningful impact. Whether you’re passionate about clinical practice, public health, or education, Ohio State can help you get there. Connect with an advisor today or start your online RDH-BS completion application. Your future advancement in the dental hygiene field awaits. 

A Pharmacy Leadership Journey: From MS HSPAL Online Grad to Program Director 

Since its inception in 1959, Ohio State’s Master of Science in Health-System Pharmacy Administration (sometimes known as the Master of Science in Health-System Pharmacy Administration and Leadership) program has prepared the next generation of pharmacy leaders, including past American Society of Health-System Pharmacists (ASHP) presidents, Harvey A.K. Whitney recipients, and more than 50 current directors of pharmacy across the country.  

When the College of Pharmacy was recruiting for a new Program Director to lead this program, they turned to online MS HSPAL graduate Lisa Mostafavifar, whose experience as a practicing pharmacist, working professional student, and leader in the field gave her a unique perspective to lead the program and its students.   

Lisa brings 15 years of clinical pharmacy experience, five years as a PGY1 Pharmacy Residency Program Director, and three years of leadership experience as a Clinical Operations Pharmacy Manager at OhioHealth. But it is Lisa’s experience as a student that motivated her decision to return to the program that helped her in her career.  

“I wanted to grow the program that afforded me new opportunities in my pharmacy career,” Lisa said.   

Experience as an online MS HSPAL student 

While Lisa was working as a Specialty Practice Pharmacist, she became interested in growing her career.  She knew she wanted to move into a formal leadership role, and the MS HSPAL online degree for pharmacists ended up being the perfect fit for her.  

“I knew that it was the right next step for my career, and I knew that if I put in the time, the rewards would be great,” she said. 

Lisa is all too familiar with weighing the pros and cons of deciding to go back to school, including how difficult it is for students to juggle school alongside all of life’s responsibilities.  

“I don’t think there’s ever a right time to go back to school. I entered the program right after I had my third child, so time management between working a full-time job, three kids, and school was challenging, but manageable. With everything I had going on in my life at that moment, I was really grateful that this program allowed me to self-pace myself in an asynchronous way,” she added. 

The program is designed with working professionals in mind, and the asynchronous coursework ended up helping Lisa manage her life, work, and studies.  

Learn more about Lisa’s experience as a working professional student.  

Preparing pharmacy leaders for their next steps 

Through the program, Lisa was able to view her organization’s operations through a new lens. “There was so much about my job that I had no idea went on in the background,” she explained. “As a pharmacy specialist, you spend much of your day in a niche area. As I moved through the program, I was learning about operations and finance, whereas my job on the floor wasn’t involved in all those aspects of pharmacy.”  Now as the Program Director, Lisa is committed to ensuring the curriculum prepares future pharmacy leaders for managing all areas of the healthcare system.  

Lisa earned a managerial position while she was still a student in the program, which opened her eyes to the benefits of being a working professional applying classroom learnings immediately to her job.   

“Everything that I was doing as a manager, I had learned about in the program and I was able to then apply it,” she said. “I got thrown a lot of challenging situations in my first year as a manager, but I knew how to execute on it because I had prepared for them it in the program.”  

Connecting future pharmacy leaders 

The program’s vast alumni network is often a selling point for future students.  

As Program Director, Lisa hopes to develop this network to benefit alumni and students alike.  

“I can use my existing relationships to collaborate with health-system leaders and residency program directors on the future direction of the program. I like to work closely with students as they progress through the program, with the ultimate goal to remain connected throughout their leadership journey as part of the alumni network,” she said.  

Recognizing the importance of building relationships, Lisa plans to introduce the INSPIRE (Inspiring Next-generation Students through Pharmacy Innovation, Relationships, and Excellence) program to partner first-year students with alumni mentors who will help guide students through the program and beyond.  

Alumni frequently join as guest lecturers so that students can see what the program is preparing them for.  

“We really try to engage with our alumni as much as possible,” she explained. “Our alumni work in over 30 different states throughout the country. We call them in as guest lecturers because we want students to establish those connections and for our alumni to share their expertise.” Lisa’s emphasis for building relationships between students, alumni, and industry leaders will help past, current, and future students build connections later in their careers.  

The future of the MS HSPAL program 

Now in her role as the Program Director, Lisa is excited to improve the program, adjusting the curriculum to prepare future pharmacy leaders to get the most out of the program. This includes identifying professional development opportunities for students and alumni as they look for their next step into formal administrative and leadership positions, much like she did when she was a student. “We can connect with organizations who identify potential leadership candidates who need formalized training,” she shared. 

Ultimately, the program’s goal is to prepare future leaders for their next opportunity.  

“This program sets students up for success in the future for any pharmacy administration and leadership position,” she said. “We want to prepare you to take on your next career step, whether that be a coordinator, manager, director, or a Chief Pharmacy Officer (CPO).” 

Take the next step

Ready to take your next step in your pharmacy leadership journey? Request more information about Ohio State’s online MS in Health-System Pharmacy Administration and Leadership program today.

Request Info

Alumni Spotlight: Lisa’s Experience in the MS HSPAL Program

We had the pleasure of connecting with Master of Science in Health-System Pharmacy Administration and Leadership  (MS HSPAL) graduate Lisa Mostafavifar to hear more about her experience in Ohio State’s online master’s in pharmaceutical sciences program. Hear about Lisa’s experience as a student in this master’s degree in pharmacy and what you can do with a master’s in pharmacy.   

Ohio State Online: Tell me a bit about your career pathway before you enrolled in Ohio State’s Master of Science in Health-System Pharmacy Administration?  

Lisa: In 2016, after practicing as a Specialty Practice Pharmacist for nearly five years at The Ohio State University Wexner Medical Center (WMC), I became interested in administration and leadership. After months of exploring ways to get more involved, an opportunity opened to interview for the PGY1 Residency Program Director (RPD) position.  

I was selected through a peer interview process and feel extremely grateful and fortunate to have served as the RPD for the five remaining years I was at WMC. This opportunity gave me experience managing an ASHP (American Society of Health-System Pharmacists) accredited residency program, working with a diverse group of preceptors that spanned inpatient, outpatient, and the Ohio State College of Pharmacy, as well as experience managing between four and six residents per year.  

As my time as the PGY1 RPD progressed, I knew I wanted to eventually move into a formal leadership role; however, I also realized I likely needed more education to be successful. I started by signing up for internal leadership courses led by the WMC Human Resources Department. I found these to be helpful, but far too basic for addressing where I felt my gaps were, which is what propelled me to explore the MS-HSPAL program. I entered the MS-HSPAL Program in January 2020 as a working professional student.  

Ohio State Online: Did you consider other degrees or training before enrolling in the master’s in pharmacy program?  

Lisa: I considered a working professional MBA, but it came down to one question: did I really see myself practicing outside of pharmacy? And the answer to that, for me at least, was no. I also looked into certificates through ASHP, and although those are really great, they [certificates] probably wouldn’t get me to that next level.  

Ohio State Online: Did you have any hesitations or concerns before joining the program?  

Lisa: As a working professional student, one hesitation was making sure that my cohort was large enough that I felt included as part of the program, and I ultimately felt like part of the cohort with the residents as well. It honestly made for a really good learning environment, because they brought things to the table that I wasn’t thinking about, and likewise the working professionals brought things to the table that maybe the residents weren’t thinking about.  

The other thing was that I hadn’t been in school for like…10 years. Did I really want to go back to school? And that’s a hump all working professionals have to work through on their own. But for me, I knew that it was the right next step for my career, and I knew that if I put in the time, the rewards would be great.  

Ohio State Online: How were you able to juggle your studies with work and the rest of your life? 

Lisa: This is one of the reasons why I chose this program. The assignments were transferrable to what you’re doing at work, so some of the projects that I did were projects that I was already working on as a pharmacist that I could apply to the program. It is not always easy, but something I really liked about the program is that I could pace myself appropriately, so I wasn’t staying up all night trying to get my work done on time. 

I don’t think there’s ever a right time to go back to school. I entered the program right after I had my third child, so time management between working a full-time job, three kids, and school was at time challenging, but overall manageable.  

Ohio State Online: How did this program help you in your career? 

Lisa: One big realization I had at the beginning of the program was there was so much about my job that I had no idea went on in the background. As a pharmacy specialist, you spend a large portion of your day in a niche area. As I moved through the program, I was learning about operations and finance, whereas my job on the floor wasn’t involved in all those aspects of pharmacy.  

I realized quickly that I was happy I was in the program because there was so much I still needed to learn about the profession that I’d been in for the last 10 years.  

While I was in the program, I was looking for the next step in my career and ended up getting hired as a manager before graduating, which to me showed a recognition of the value of the program that I was able to get hired into a managerial position while I was a student.  

Ohio State Online: What was your experience like as an online student? 

Lisa: With everything I had going on in my life at that moment, I was really grateful that this program allowed me to self-pace myself in an asynchronous way. And coming back into CarmenCanvas [after not being a student for 10 years], I was really impressed by the ways in which Ohio State could deliver education through modules. Quizzes, tests, and group work that can be done online through branching activities that could be developed to really engage everyone that’s online to make it feel like you’re in person.  

Ohio State Online: What did this program teach you most about leadership?  

Lisa: The value of concise communications (laughs about her long answers during this interview). When you’re a pharmacy leader, other leaders and people above you in the C-suite know each other’s time is valuable and limited. So, we practiced executive level communications and how to present complex topics in very short periods of time.   

Ohio State Online: What was something that surprised you about your experience as a student in this program?  

Lisa: I think people underestimate their own experience. I felt like in my role as a pharmacist within a health system, I was able to use my resources appropriately to then do really well in classes. My experiences in projects I’ve done in the past allowed me to apply those to some of the assignments I was asked to do. There wasn’t anything [in the coursework] that I was overwhelmed by. 

Ohio State Online: How would you describe your relationship with your classmates in the program?  

Lisa: I honestly feel like that was one of the best parts of the program: the support I felt through my cohort. There were some heavier times with the curriculum, assignments, and deadlines, but it was nice to have built in friendship with people in your classes to lean on when things were getting a little bit tough.  

Ohio State Online: What  was your most rewarding accomplishment as a student?  

Lisa: In one of my last projects in my Economic Evaluation course, I did a cost-benefit analysis of our TPN (total parenteral nutrition) compounder. It was something I had always wanted to look into, and when I took the course, I knew it was a project I could pick at my site that I could improve. Based on the analysis, I pushed for a change to make our operations more efficient, and then we made the change. It was a good example of how I could apply coursework to a real-world situation. 

Ohio State Online: Overall, what was your favorite part of this master’s in pharmaceutical sciences online program?  

Lisa: Getting to know the instructors. They’re administrators at the health systems that are part of the program, and not only are they great instructors, but they invite guest lecturers from their organizations to give lectures from time to time, so I met 30 to 50 leaders throughout my two years as a student, which allowed me to make connections for the future.  

Another thing was the excitement about being in the program. I was excited to apply what I was learning to a future position, and after I became a manager, it seemed like everything I was doing [as a manager] I had prepared for as a student in the program.  

Take the next step

Ready to have a story like Lisa’s and take the next step in your pharmacy leadership journey? Request more information about Ohio State’s online MS in Health-System Pharmacy Administration and Leadership program today.

Request Info

Meet Thandiwe: Shaping the future of ABA

When Thandiwe discovered Applied Behavior Analysis (ABA), she didn’t just find a career path; she found her purpose. As a student in Ohio State’s Master of Educational Studies, Applied Behavior Analysis program, Thandiwe is already making a meaningful difference in the lives of children with disabilities, and she’s just getting started.

Currently working as a registered behavior technician (RBT) and a school aide, Thandiwe’s day-to-day is full of opportunities to support young learners and put her training into action. But it was a job in 2024 that first sparked her passion for the field.

“I started working at an organization of Autism Centers that provides ABA therapy to children with Autism Spectrum Disorder, or ASD, in September of 2024,” she said. “I received comprehensive training on Applied Behavior Analysis, consistent support from the staff, and connections with great clients. I had confidently found the field that I loved and knew I could excel in.”

Thandiwe’s vision: Merging education, practice, and policy

For Thandiwe, the ABA master’s program is more than a means to a professional credential — it’s a launchpad for lasting impact. She’s focused on building a career that not only supports individual learners but also helps shape the systems that serve them.

“I want to work in special education and behavioral health, but I don’t just want to work. I want to bridge the gap between education, clinical practice, and policy,” she shared. “This program has enabled me to begin taking steps toward conducting research that I hope will make a difference in the lives of the children I will work with and the ABA community as a whole. It’s allowing me to dedicate time and resources to my studies and gain the knowledge I need to truly make an impact.”

Ohio State’s ABA master’s program: A truly exceptional experience

Thandiwe entered the program with the intention of achieving academic success, but has found the experience to be far more enriching than she expected.

“Overall, if I had to describe my experience in one word, I would say exceptional,” she said. “The word is defined as ‘unusually good or outstanding,’ which truthfully represents my time at Ohio State. I did not have many expectations going into this program, only to attend and complete my courses with high marks. However, I am happy to say that my experience has been everything I could have hoped for and more.”

According to Thandiwe, one of the most valuable aspects of the program has been the opportunity to apply what she’s learning directly to her job. She has already started putting her knowledge into action, deepening her understanding of evidence-based ABA interventions and translating her coursework into real-world impact. “In my current work as an RBT, I’ve applied a strong foundation in behavior intervention planning and understanding the functions of behavior,” she said. “Skills like implementing task analyses, using reinforcement effectively, and maintaining ethical standards have been especially valuable in providing consistent, individualized support to my clients. I also regularly draw on my training in communication and collaboration when working with families and my supervising BCBA.”

A supportive, encouraging environment

Faculty has also played a meaningful role in Thandiwe’s journey, supporting her and helping her explore opportunities outside the classroom.

“The College of Education and Human Ecology faculty have been incredibly supportive during my time at Ohio State,” she said. “They have introduced me to opportunities and events that I otherwise would not have known. They are open to meeting regularly and discussing my plans for the rest of my academic journey.”

One of those opportunities? Serving as the keynote speaker at the College of Education and Human Ecology’s scholarship celebration, a moment that recognized her dedication and passion for the field.

Advice for students considering an ABA master’s degree

To those considering the program, Thandiwe has one enthusiastic message: “GO FOR IT!”

“It is our duty as educators, current or aspiring, to help reduce the stigma surrounding children with disabilities. The support we provide for them and the advocacy we uphold can shape how they come to love learning and experience lives filled with support and opportunity.”

If you’re wondering, “Is a master’s in ABA worth it?”, Thandiwe’s experience is a powerful testament to the value this program brings, especially for those looking to make a difference in education and behavioral health.

Join the next generation of ABA leaders

Now offered in a flexible, accessible format, Ohio State’s online master’s in Applied Behavior Analysis is built for working professionals who are passionate about enhancing learning outcomes, fostering independence, and improving the quality of life for individuals with disabilities. The mostly asynchronous online courses enable you to balance your studies with work and life while gaining industry-relevant knowledge.

Whether you’re pursuing a career in clinical settings, education, or policy, this degree opens doors to a range of Applied Behavior Analysis jobs and empowers you to make a lasting impact.

Have questions? We’re here to help — reach out to us to learn more about Ohio State’s online ABA master’s program, and see if it’s the right fit for your goals.

What can you do with a Specialized Master in Business Analytics?

From the public to the private sector, organizations are drowning in data. Now, more than ever, companies need analysts who can make sense of complex information and provide meaningful insights. 

If you’re interested in mastering data analytics and are ready to become an in-demand expert, consider The Ohio State University’s Specialized Master in Business Analytics (SMBA). The 100% online, STEM-designated program is built for working professionals. Whether you want to elevate your existing business analytics knowledge, or execute a career shift into this growing field, the SMBA can help you get there. 

In this article, we’ll first describe the business analytics master’s program at Ohio State, and then explore what a business analyst actually does, as well as specific business analytics careers. 

What is the Specialized Master in Business Analytics? 

At this point you may be wondering, what is a Specialized Master in Business Analytics, and how does it differ from a data analytics degree or an MBA? What is so “specialized” about it anyway?  

Let’s break it down. The online Specialized Master in Business Analytics is an advanced business degree that equips students with the technical skills to harness, interpret, and analyze data. The SMBA’s curriculum is a unique blend of data science and business expertise. Put simply, you’ll learn how to extract insights from data and apply those insights to improve productivity, growth and business innovation.  

With courses in data management and statistics, as well as finance, leadership, and organizational behavior, you’ll become a well-rounded and sought-after data leader. You’ll also learn from the best: These courses are taught by industry experts, as the SMBA degree is offered through the Max M. Fisher College of Business – a highly-ranked, AACSB-accredited institution. 

For the final step in your program, you’ll put those new skills to work with a capstone project that utilizes real-world data from a corporate partner. By the time graduation arrives, you’ll be well-prepared for a career in business analytics. 

What can you do with a master’s in business analytics?

A master’s in business analytics will qualify you for a variety of data-focused roles, such as a business intelligence analyst, budget analyst or operations research analyst. You could also work in information security or intelligence. No matter the industry, organizations need analysts who can transform data sets into actionable insights and inform their decision-making. To decide if the field is right for you, let’s unpack what a business analyst does, how much money a business analyst makes, and other important details about the field of business analytics. 

What does a business analyst do? 

Business analysts may produce financial and market intelligence, using data to identify trends and make predictions. They can also use insights from data to help leaders develop policies or identify risks.  

Let’s get more specific with job titles. Operations Research Analysts, for example, formulate and apply mathematical modeling to guide managerial decision-making within a company. Budget Analysts may use those same skills to develop and monitor an organization’s budget and finances. 

Analytics skills are also critical to the security sector. For example, Intelligence Analysts use data to anticipate and prevent organized crime, while Information Security Analysts use their expertise to assess IT system vulnerabilities and implement solutions. 

What is the salary of a business analyst? 

Business analytics skills are highly valued, and as such, business analysts can reach six figures annually. While Budget Analysts earn around $88,000 a year on average, Information Security Analysts can make over $120,000 per year. Your annual salary depends, of course, on your industry and location, but it’s clear that business analytics expertise leads to competitive pay. 

What are the necessary business analyst skills? 

Business analysts must be equipped with both technical expertise and strong communication skills. In addition to using your analytical abilities to interpret data, you’ll also need to be strategic, detail-oriented and creative as you communicate predictions, make recommendations and solve problems for your organization. Ohio State’s SMBA will hone your descriptive, predictive and prescriptive analytics skills, while also strengthening your business administration know-how. 

Are business analytics careers in demand? 

As you might have guessed, business analysts are in high demand, as data becomes more accessible and foundational to an organization’s success. In fact, 87% of respondents in a recent McKinsey survey said their organizations are facing skill shortages in areas like data analytics.  

It should come as no surprise that many of the job titles we mentioned above are predicted to experience rapid growth in the next few years. The Bureau of Labor Statistics estimates that employment of Information Security Analysts is projected to grow 33% from 2023 to 2033, while Operations Research Analyst jobs will see 23% growth over the same period. 

To prepare students to meet this growing demand for business analysts across industries, the SMBA degree also requires the completion of elective courses. Students can drill down into specific areas of expertise or explore their personal interests. For example, if you’re interested in artificial intelligence (AI) and its impact on data analytics, there’s a class for that! You can take “Artificial Intelligence and Machine Learning” as part of your elective coursework to tailor your degree to the needs of the moment. Other elective courses include Sports Analytics, Customer Satisfaction and Loyalty Analysis, Data Driven Marketing, and Quantitative Product and Pricing Analysis. 

 
Ready to become an in-analytics expert and join this growing field? Contact our enrollment team today to get started. 

Why Pursue an RDH to BS in Dental Hygiene Degree?

As a licensed dental hygienist, you’ve already made a significant commitment to providing quality oral healthcare and improving patient outcomes. But have you ever wondered how advancing your education could elevate your career and open doors to new opportunities? Ohio State’s online RDH to Bachelor of Science, Dental Hygiene (BS) program is designed specifically for professionals like you, offering flexibility, prestige, and career-enhancing benefits that make going back to school a worthwhile investment. 

Why Go Back to School for a Bachelor’s Degree in Dental Hygiene?

1. Broaden Your Career Opportunities

While an associate degree in dental hygiene prepares you for clinical practice, a bachelor’s degree can expand your career prospects far beyond the dental chair. With a Bachelor of Science degree, you can pursue roles in education, public health, research, administration, and even corporate positions within dental-related industries. Whether you dream of mentoring the next generation of dental hygienists or influencing policy to improve public oral health, a bachelor’s degree provides the foundation to achieve those goals. 

2. Enhance Your Skills and Knowledge 

A bachelor’s program goes beyond clinical techniques to include advanced coursework in areas like community health, leadership, evidence-based practice, and healthcare systems. Enhance your skills and knowledge with courses like:  

  • DH 3870 – Current Concepts in Dental Care Delivery Models  
  • DH 4860 – Advanced Dental Hygiene Science 
  • DH 3880 – Principles of Interprofessional Practice in Dental Care Delivery System 
  • DH 4870 – Leadership in Profession of DHY 

This deeper understanding of the field equips you to take on leadership roles, engage in research initiatives, and contribute to the advancement of dental hygiene as a profession. 

3. Increase Your Earning Potential  

According to the U.S. Bureau of Labor Statistics, dental hygienists with advanced education in alternative career settings, often command higher salaries than their peers with solely an associate degree, which may limit to clinical practice. Employers recognize the value of a bachelor’s-level education and are willing to invest in professionals who bring added expertise and leadership capabilities to their roles. 

4. Stay Competitive in a Changing Field 

The field of dental hygiene is evolving rapidly, driven by advancements in technology, growing public health needs, and a stronger focus on holistic, patient-centered care. Today’s dental hygienists are expected to do more than provide routine cleanings—they play a crucial role in educating patients, identifying early signs of systemic diseases, and contributing to the overall healthcare team. As the profession places greater emphasis on evidence-based practice, interdisciplinary collaboration, and preventive care, the need for highly educated, adaptable professionals is growing. 

Earning a bachelor’s degree in dental hygiene equips you with the knowledge and critical thinking skills needed to stay at the forefront of these changes. You’ll gain deeper insight into industry trends such as teledentistry, oral-systemic health connections, and population-based care strategies. You’ll also learn to interpret and apply research, collaborate effectively with other healthcare providers, and lead quality improvement initiatives within clinical or community settings. 

In short, a bachelor’s degree not only enhances your clinical skills but also broadens your career options—opening doors to roles in education, public health, administration, research, and beyond. It’s a smart investment in your future, positioning you as a competitive and forward-thinking dental professional.  

The Benefits of Earning Your BS in Dental Hygiene From Ohio State 

The Ohio State University’s online RDH to Bachelor of Science, Dental Hygiene program stands out as a premier option for advancing your education. Here’s why:  

1. Flexibility for Working Professionals 

Ohio State’s RDH to BSDH program is intentionally designed with the demanding schedules of working dental hygienists in mind. The fully online format provides unmatched flexibility, empowering you to pursue your degree without putting your career or personal life on hold. Unlike traditional, in-person programs that require you to attend classes at set times and locations, Ohio State’s online program allows you to complete coursework whenever and wherever it fits your schedule. This asynchronous structure is ideal for professionals juggling patient care, family responsibilities, and other commitments. 

Whether you’re working full-time in a busy practice, part-time in a clinical or educational setting, or navigating shift-based work, the program adapts to your individual pace and needs. You can study in the early mornings before clinic hours, on your lunch break, or in the evenings after your day winds down—all while staying connected to experienced faculty and peers through a dynamic, virtual learning environment. 

What sets Ohio State online’s RDH to BSDH program apart is its deep commitment to student support and academic excellence, even in the online space. You’ll benefit from the same world-class faculty, curriculum, and resources that on-campus students receive, with the added convenience of 100% remote access. Plus, Ohio State’s long-standing reputation in healthcare education ensures that your degree carries weight—opening doors and building credibility as you advance in your career. 

With Ohio State, you don’t have to choose between your education and your life—you can have both, on your terms. 

2. World-Class Faculty and Curriculum 

As one of the nation’s top public universities, The Ohio State University brings academic excellence and innovation to every corner of its programs—including dental hygiene. The RDH to BSDH curriculum is led by expert faculty who are not only experienced educators and clinicians but also recognized leaders in the field. Many are actively involved in research, contribute to national policy discussions, and participate in professional dental hygiene organizations. 

You’ll gain access to a forward-thinking curriculum built around evidence-based practice, preventive care, and emerging trends in oral health. With the same academic rigor and resources that support Ohio State’s on-campus students, your online experience is both relevant and robust—preparing you to lead and adapt in a rapidly evolving profession.  

3. Prestigious Degree 

An Ohio State degree is more than a credential—it’s a mark of distinction recognized across the country and around the world. When you earn your Bachelor of Science in Dental Hygiene from Ohio State, you’re gaining more than knowledge—you’re gaining the credibility and respect that come with a degree from a Big Ten, Tier 1 research institution. 

This prestige can open doors in both clinical and non-clinical settings, whether you’re looking to move into leadership, public health, education, or research. Employers know and trust the Ohio State name, and it can give your résumé a competitive edge in a crowded job market. 

4. Networking and Professional Growth

Ohio State’s program connects you with a community of fellow dental hygienists and industry professionals. These connections can lead to mentorship opportunities, job prospects, and collaboration on projects that further your career. 

You’ll also become part of a powerful and supportive alumni network—one of the largest in the world—connecting you with fellow Buckeyes across healthcare fields and beyond. That network can be a valuable resource throughout your career, offering mentorship, job leads, and professional connections that last a lifetime. .   

5. Commitment to Your Success

Ohio State’s online students receive robust support, from enrollment assistance to academic advising. You’ll have the resources you need to succeed at every step of your educational journey.   

Is the RDH to BS Program Right for You? 

If you’re passionate about advancing your career, making a greater impact in the field of dental hygiene, and achieving your personal and professional goals, Ohio State’s online Bachelor of Science in Dental Hygiene program could be the perfect fit. Whether you’re looking to transition into a leadership role, increase your earning potential, or simply challenge yourself to grow, the program offers the tools and support to help you thrive. 

Still wondering if this program aligns with your goals? Our dedicated Ohio State Online Enrollment Specialists are here to help. They can guide you through every step of the decision-making process—answering your questions, helping you explore how the program fits your career path, and walking you through the application process. Whether you need help understanding admissions requirements or want to talk through your long-term objectives, our Enrollment Specialists are ready to support you one-on-one. 

Take the Next Step  

Going back to school is a big decision, but the rewards are worth it. With Ohio State’s online RDH to BS, Dental Hygiene program, you can achieve your dreams without putting your career on hold. Take the next step toward a brighter future and discover how Ohio State can help you reach your full potential. 

Ready to learn more? Visit Ohio State Online to explore all our program offerings, connect with an advisor, or start your application today. Your future advancement in dental hygiene awaits!