Tag: career outcomes

Discover the Clinical Pharmacology and Clinical Trial Design Track at Ohio State’s Online Master of Science in Translational Pharmacology

Are you passionate about bringing therapeutic discoveries from the lab to the patient’s bedside? Do you envision a career at the intersection of clinical research, drug development, and regulatory science? The Clinical Pharmacology and Clinical Trial Design track within the Ohio State Online Master of Science in Translational Pharmacology program may be the perfect next step in your professional journey. 

In this article, we’ll explore what makes this specialized track stand out, who the ideal student is, and what you can expect to learn throughout the program. 


What is the Clinical Pharmacology and Clinical Trial Design Track?

The Clinical Pharmacology and Clinical Trial Design track prepares students to design, implement, and analyze clinical trials with a strong foundation in clinical pharmacology, ethics, and regulatory principles. This online track is one of the most comprehensive graduate-level offerings in the country focused on translational pharmacology — the bridge between preclinical research and patient-centered application. 

Students in this track learn to: 

  • Understand drug mechanisms and interactions in humans 
  • Design and manage effective, ethical clinical trials 
  • Analyze clinical trial data using current biostatistical methods 
  • Navigate FDA regulations and good clinical practice (GCP) 
  • Apply translational research concepts to real-world healthcare challenges 

The program is delivered fully online, offering flexibility for working professionals and students with diverse backgrounds in life sciences, healthcare, and research. 

Who is this track designed for?

The Clinical Pharmacology and Clinical Trial Design track is ideal for: 

  • Pharmacologists, nurses, physician assistants, and other healthcare professionals seeking to advance in clinical research roles 
  • Pharmaceutical industry professionals aiming to specialize in clinical trial development and regulatory affairs 
  • Medical professionals interested in gaining expertise in drug development and human pharmacology 
  • Pre-med or pre-PhD students who want to strengthen their credentials for advanced study 
  • Researchers looking to transition into clinical or regulatory-focused roles 

If you’re analytical, detail-oriented, and interested in how therapeutics progress from the laboratory to widespread clinical use, this track provides the tools and training to make meaningful contributions in your field. 

What will you learn?

As a student in the Clinical Pharmacology and Clinical Trial Design track you will take courses focused on core areas of translational pharmacology and research methodology. Some key topics include: 

  • Clinical Pharmacology: Deep dive into how drugs act in the human body, including absorption, metabolism, and pharmacokinetics 
  • Clinical Trial Design and Analysis: Learn to construct well-designed trials that meet scientific, ethical, and regulatory standards 
  • Ethics and Regulations in Clinical Research: Understand the principles of research ethics, informed consent, and compliance with FDA and ICH-GCP guidelines 
  • Translational Pharmacology Concepts: Explore the translational pipeline from discovery to approval and implementation 
  • Biostatistics for Clinical Researchers: Gain hands-on experience analyzing trial data using modern statistical tools 

Electives and applied projects allow you to tailor your studies to areas of professional interest, including drug safety, regulatory writing, or personalized medicine. 

Why choose Ohio State for your Online Master’s in Translational Pharmacology?

Ohio State is a leader in life sciences, education, and research. Here’s what sets this program apart: 

  • National reputation: Ohio State is a top-ranked public research institution with a long history of excellence in pharmacology and clinical research. 
  • Expert faculty: Learn from experienced clinical pharmacologists, regulatory experts, and translational science researchers. 
  • Flexible format: 100% online courses designed to fit the schedule of working professionals. 

Career preparation: Build skills that align with high-demand roles in clinical trial management, regulatory affairs, and pharmaceutical development. 

Ready to advance your career in Clinical Pharmacology?

Whether you’re aiming to lead clinical research teams, transition into drug development, or strengthen your credentials for medical or doctoral programs, the Clinical Pharmacology and Clinical Trial Design track at Ohio State provides the academic foundation and practical expertise to move forward with confidence. 

Ready to learn more? The MS in Translational Pharmacology has a rolling admission and three start terms a year. Connect with an Enrollment Advisor or start your MS in Translational Pharmacology application today. Your future advancing in the medical field awaits!

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.

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 Arts in Educational Studies, Special Education – 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 Arts in Educational Studies, Special Education – 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. 

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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

Summary:

  • To become a Board Certified Behavior Analyst® (BCBA®) through Pathway 1, you must earn a relevant bachelor’s degree, complete an ABAI-accredited master’s in Applied Behavior Analysis, gain 1,500–2,000 hours of supervised fieldwork, and pass the BCBA exam.
  • Some states require additional licensing, depending on the laws and guidelines for practice at the state or local level.
  • Demand for BCBAs is increasing, with job postings rising significantly in recent years and continued projected growth.
  • Online, ABAI-accredited Applied Behavior Analysis master’s programs, like Ohio State’s, meet coursework and degree requirements needed to sit for the BCBA exam, and incorporate supervised field experience hours into the curriculum.

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. 

Note: Certification requirements are established by the Behavior Analyst Certification Board (BACB). We recommend reviewing the Board Certified Behavior Analyst Handbook for the most current information about fieldwork, supervision, and certification requirements.

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 Arts in Educational Studies, Special Education – 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: 

  • 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. According to the Behavior Analyst Certification Board’s Workforce Demand Report, nationwide job postings for BCBA and BCBA-D roles increased by 102% from 2023 to 2025. Additionally, the U.S. Bureau of Labor Statistics projects 17 percent job growth for behavior-related roles through 2034, outpacing the growth rate for most other careers. That equates to nearly 81,000 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. 

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. 

What can I do with a master’s in Applied Behavior Analysis?

Individuals with developmental disabilities or behavioral challenges can benefit a great deal from interventions that are rooted in science and understanding. Applied Behavior Analysis (ABA) professionals deliver just that, using evidence-based methods to provide customized treatment and improve learner outcomes. By earning a master’s degree in ABA, you’ll gain a high-demand skill set that opens doors to many life-changing careers.

Let’s explore where graduate study can take you — the career paths you could pursue, the settings you might work in, how ABA plays a central role, and what to expect in terms of job growth and salary potential with a master’s in applied behavior analysis.

What is Applied Behavior Analysis used for?

Applied Behavior Analysis is the science of understanding how behavior is influenced by environments — and how positive behaviors can be taught, reinforced, and sustained over time. Practitioners use observation, data collection and research-based interventions to help individuals across a wide range of populations and settings build academic, social and daily living skills. They also support growth in confidence, independence and emotional regulation.

While ABA is widely known for its effectiveness in supporting individuals with autism and other developmental disabilities, its strategies also apply to mental health, education, addiction treatment and other areas focused on promoting positive behavior.

In any field where human behavior plays a role, ABA provides a structured, measurable approach to helping people build strengths and achieve meaningful outcomes.

Becoming a Board Certified Behavior Analyst®

While earning the Board Certified Behavior Analyst® (BCBA®) credential isn’t required for all ABA-related careers, it can open the door to clinical work, leadership opportunities, and long-term career growth.

What does a Board Certified Behavior Analyst do? BCBAs are credentialed professionals who apply the science of behavior to help individuals build meaningful skills and reduce challenging behaviors. They assess behavior, design personalized interventions, and monitor progress to improve outcomes in areas like communication, social skills, and daily living.

While many BCBAs work with individuals with autism or developmental disabilities, others practice in schools, mental health centers, healthcare settings or even businesses — anywhere behavior change can make a meaningful impact.

The BCBA job outlook continues to rise nationwide as more families, schools and businesses recognize the benefits of behavior analysis. According to the Behavior Analyst Certification Board’s 2025 Workforce Demand Report, annual job postings for BCBA and BCBA-D roles surged by 102% from 2023 to 2025 — confirming widespread demand for qualified professionals

To become a BCBA through Pathway 1, you must earn a graduate degree from an Association for Behavior Analysis International (ABAI)-accredited program, complete BCBA-supervised fieldwork, and pass the national certification exam. Programs like The Ohio State University’s online Master of Arts in Educational Studies, Special Education – Applied Behavior Analysis include built-in fieldwork and exam support, preparing students for certification and success in the field. Learn more about how to become a Board Certified Behavior Analyst.

6 career paths with an Applied Behavior Analysis master’s degree

One degree. Many directions. Some careers open immediately after graduation. Others might require additional experience, certification, or licensure. What connects them all is a strong and sustained application of the learning, tools, and experiences developed in graduate study. Whether or not you pursue BCBA certification, the knowledge and skills developed in graduate-level ABA study can help you succeed in a range of roles across education, healthcare, and behavioral services.

Which path feels right for you?

1. Behavior analyst

The central role of an ABA career path is a behavior analyst. Behavior analysts assess behavior, design and oversee behavior‑change interventions, and evaluate outcomes using applied behavior analysis. They work across settings such as clinics, schools, healthcare organizations, and community programs.

This role typically requires BCBA certification, supervised fieldwork, and, in many states, separate state licensure. Behavior analysts commonly supervise Registered Behavior Technicians® (RBTs®) and other direct‑care staff. Graduates of an ABA master’s program often pursue this path as a primary career outcome.

2. Behavior specialist

“Behavior specialist” is a broad job title used by many employers, particularly in schools and community programs. Behavior specialists support individuals with behavioral needs and may help implement behavior intervention plans in collaboration with care teams. Unlike special education teachers, they do not typically hold a teaching license and focus on behavioral rather than academic needs.

Some employers, especially school districts or clinical providers, may require or prefer the BCBA credential for this role. While salaries for behavior specialists vary by employer and region, comparable positions in behavioral and mental health services report a median salary of $59,190, with strong projected job growth in mental health-related fields (U.S. Bureau of Labor Statistics).

3. Clinical supervisor or director of ABA services

Supervisory roles allow you to combine your clinical expertise with skills in management, training and program oversight. As a director or supervisor, you could oversee treatment teams, mentor new professionals, manage operations and ensure ethical, high-quality care.

These roles are commonly found in clinics, schools, residential programs, and healthcare systems.

While salaries vary by setting and region, directors and senior administrators earn a median $117,960 (U.S. Bureau of Labor Statistics). BCBA certification and field experience are often key — and Ohio State’s online ABA master’s program includes both, with built-in supervised training that puts leadership roles within reach.

4. Organizational Behavior Management (OBM) consultant

ABA can make a huge impact in business settings. As an OBM consultant, you’ll use scientific approaches to improve workplace performance, streamline processes, and shape organizational culture. You might design systems for better training, safety, productivity or employee satisfaction.

Whether you work for a consulting firm or within a large organization, this field offers strong growth potential and a median salary of $101,190 (U.S. Bureau of Labor Statistics). While certification isn’t always required, having the BCBA credential can give you a competitive edge in the job market.

5. Private practice behavior analyst

If autonomy and entrepreneurship appeal to you, consider starting a private practice. As a certified behavior analyst, you can build a caseload that aligns with your interests, whether that’s early intervention, family coaching, mental health or education.

You’ll set your own hours, determine your service model and manage your own business operations. Earnings vary widely based on your location, specialization and business structure, but experience and certification give you a strong foundation for long-term success. Keep in mind that this path may require some business acumen in addition to state licensure.

6. ABA researcher or academic faculty

If you’re passionate about advancing the science of behavior, a career in research or higher education may be the right fit. ABA researchers explore topics like intervention effectiveness, ethics, systems-level support and more, contributing to the field’s growth through scholarship and teaching.

Many faculty and research roles are based at universities, research centers, or nonprofit institutions. While salaries depend on role and institution, these careers typically require additional graduate study, but they offer the opportunity to guide the next generation of practitioners.

A note on careers and licensure

Completion of an ABA master’s degree supports preparation for a wide range of professional roles, but outcomes vary by individual goals, certification, licensure, and state requirements. Students are encouraged to review applicable BCBA® certification and state licensure standards when planning their careers.

Why choose Ohio State for your master’s in ABA?

With a legacy in special education and behavior analysis that dates back to the 1970s, Ohio State offers a career-focused education backed by experience and research excellence. Our fully online Master of Arts in Educational Studies, Special Education – Applied Behavior Analysis offers the flexibility working adults need, with 100% online instruction and a curriculum grounded in both research and real-world application.

Accredited by the Association for Behavior Analysis International (ABAI), the program meets the BCBA certification coursework and degree requirements, including built-in BCBA-supervised field experience. You’ll learn from experienced faculty and benefit from a dedicated support team committed to helping you thrive academically, professionally and personally.

Whether you’re looking to make an impact in schools, clinics, or the community, Ohio State’s online ABA master’s program helps you move forward and opens the door to a wide range of rewarding roles.

Ready to start your Applied Behavior Analysis career?

With so many ways to apply your passion and skills, Ohio State’s online Applied Behavior Analysis master’s degree brings fulfilling, future-focused career opportunities within reach, preparing you to pursue any of these paths with confidence.

Reach out to request more information — or apply today to start closing the distance between you and your future. We’re here to help open doors and support your success, wherever your path leads. 

How Lauren is using an MSL with a Health Law focus to drive Medicaid strategy

When Lauren saw how fragmented Medicaid systems were across the country, she knew she needed more than policy experience. She needed legal insight. That’s when she turned to the online Master in the Study of Law (MSL) program at Ohio State’s Moritz College of Law. 

Today, as a Medicaid growth strategy analyst for a large corporate health care organization, Lauren navigates an intricate web of state-specific regulations, insurance contracts, and market opportunities. The MSL program, with its Health Law concentration, equips her with the tools to interpret laws and regulations and apply them to real-world strategy.

Why health law matters in Medicaid and beyond

Medicaid is one of the most complex areas of U.S. health care. For professionals like Lauren, success depends not just on understanding policy but also on interpreting legal language, compliance requirements, and the ripple effects of court rulings.

“Every state has its own rules and regulations for its Medicaid program,” Lauren explains, with many states putting programs out to bid for private insurers. “We assess various policies across markets to inform our strategy.”

That’s where health law expertise comes in. Courses in areas such as regulatory compliance, contracts, and mediation provide a framework for understanding how legal structures can shift health systems—knowledge that’s valuable for health law careers in compliance, insurance, pharmaceuticals, and public health.

Building on a public policy foundation

Lauren started her journey at Ohio State with a bachelor’s degree in public policy analysis from the John Glenn College of Public Affairs, paired with minors in biology and pharmacy. That background gave her a strong foundation in pharmaceutical policy, bioethics, and the connection between government and industry. The MSL added a critical layer.

“I’ve always been interested in the intersection of government and business,” she says. “I decided to go into the master’s program when I absolutely knew how I wanted to pursue my career.”

Courses that connect directly to the job

Health Law was one of the most impactful courses Lauren took.

“I learned a lot about the background of Medicaid, different lawsuits that have tried to lessen its impact, and how it continues to exist,” she says. “It gave me a critical background for my current role.” 

Other electives gave her a deeper perspective on innovation in health care, including a course on women’s health that examined how investment banking and legal frameworks shape new treatments and services. It was one of Lauren’s favorite courses, a testament to the MSL program’s range and relevance. 

For Lauren, the biggest payoff has been the ability to bridge disciplines:

“I knew it would be a perfect complement,” she says. “The classes are actually helping me with my job, and my job is helping me with the program.”

With health law expertise shaping her day-to-day decision-making, Lauren isn’t just interpreting regulations—she’s influencing the direction of Medicaid strategy.

“I wanted to learn more of the legal language, help translate legal stuff we might not need a lawyer for, and be that contact or go-to person in my job.”

What can you do with an MSL degree in health law?

The MSL program at Moritz is designed for professionals who work in law-adjacent roles but don’t plan to become practicing attorneys. Health care is one of the fastest-growing areas where this expertise is in demand.

Graduates pursue careers such as: 

  • Health care compliance officer 
  • Health policy strategist
  • Medicaid or Medicare analyst
  • Legal operations specialist 
  • Regulatory affairs manager 
  • Risk management consultant 

These roles exist in health systems, insurance companies, consulting firms, pharmaceutical companies, and government agencies—all sectors where understanding the legal side of health care is essential.

Ready to explore health law for yourself?

If you’re considering a career in health care, compliance, or policy (and you want to expand your legal knowledge without earning a JD), the online Master in the Study of Law program at Ohio State offers the flexibility and depth to help you take the next step.