Tag: student experience

What Can You Do With a Master’s in Health Science?

FAQs about Ohio State’s online Master of Science in Health and Rehabilitation Sciences (MSHRS)

If you’re passionate about advancing health, wellness, and rehabilitation but aren’t sure what your next academic step should be, a Master of Science in Health and Rehabilitation Sciences (MSHRS) from The Ohio State University may be the perfect fit. 

Many prospective students wonder: What can you do with a master’s in health science? or What can I do with a rehabilitation science degree? This flexible, fully online graduate program allows you to specialize in research, education, or advanced practice, preparing you to make a meaningful impact in healthcare innovation, administration, or community health. 

Below, we’ve compiled answers to some of the most common questions about the program — from how long it takes to complete a master’s in science, to what makes Ohio State’s online rehabilitation science degree unique. 

What can you do with a master’s in health science?

Graduates with a master’s in health science can pursue diverse career paths in healthcare administration, research, education, and leadership. The MS in Health and Rehabilitation Sciences program is designed to help you build expertise that extends beyond clinical practice — preparing you for roles such as clinical research coordinator, rehabilitation consultant, academic educator, or program manager. 

Whether your goal is to advance in your current role or transition into a new field, this degree provides a strong foundation in evidence-based practice, health systems, and research methodology. 

Does this program prepare students for clinical practice or licensure?

No. The MS in Health and Rehabilitation Sciences program is not designed for clinical licensure or hands-on patient practice (e.g., physical or occupational therapy). Instead, it emphasizes developing leadership and analytical skills that support rehabilitation science research, policy, and education — ideal for professionals wondering what you can do with a rehabilitation science degree beyond clinical care. 

What’s the difference between the research and advance practice tracks?

Students can choose between two pathways: 

  • Research Track: Best for those interested in research or academic careers. You’ll complete a traditional thesis that builds advanced skills in study design and data analysis. 
  • Advanced Practice Track: Designed for professionals who want to apply evidence-based knowledge to real-world problems. You’ll complete a culminating project rather than a thesis. 

Both tracks offer flexibility to customize your coursework in alignment with your professional goals in health and rehabilitation sciences. 

Can I take courses outside of the School of Health and Rehabilitation Sciences?

Yes! With advisor approval, students can take electives in other areas such as public health, healthcare administration, or education. This flexibility helps you tailor your studies to your career aspirations and broaden your skill set — making the MS in Health and Rehabilitation Sciences program one of the most customizable online health science master’s degrees available. 

Specialized areas of interest for the degree can include (but are not limited to): 

  • Aging 
  • Assistive and Rehabilitative Technology 
  • Food/Nutrition Science 
  • Health Care Education 
  • Health Care Informatics 
  • Health Care Leadership 
  • Health Care Management 
  • Injury Biomechanics 
  • Medical Coding and Health Care Data Analytics in Practice 
  • Medical Laboratory Science 
  • Research (within various applied health professional fields) 
  • Sports Biomechanics
  • Usability and User Experience in Health Care

What does a non-research thesis or culminating project involve?

In the advanced practice track, your capstone project might include initiatives like quality improvement plans, leadership portfolios, systematic reviews, or curriculum design. These projects translate your classroom knowledge into real-world impact within healthcare or community-based settings. 

How long does it take to get a master’s in science?

If you’re wondering how long does it take to get a master’s in science, it’s really up to you and how quickly, or slowly, you want to go and what pace makes sense for you, but most students complete Ohio State’s MS in Health and Rehabilitation Sciences program in about two years. The flexible online format allows you to progress part-time or full-time, depending on your professional and personal commitments. 

How many credit hours are required?

The program typically requires 30 credit hours for completion. Students pursuing additional certifications or electives may take slightly more. Your academic advisor will help create a plan that fits your timeline and goals. 

How many courses will I take each semester?

Students usually take 1–3 courses per semester. Many courses are asynchronous, meaning you can complete them on your own schedule. This flexibility makes Ohio State’s MS in Health and Rehabilitation Sciences one of the most accessible and affordable options for those seeking an online health science degree without compromising academic rigor. 

Are summer classes available?

Yes, summer enrollment is available and can help accelerate your degree progress. Students often use summer terms to complete independent study or capstone project hours under faculty mentorship. 

Will this program help me get into a professional program like OT or PT?

While the MS in Health and Rehabilitation Sciences degree itself doesn’t lead to licensure, it can strengthen your application for occupational therapy (OT) or physical therapy (PT) programs. It demonstrates your mastery of rehabilitative science, critical thinking, and evidence-based practice — all of which are valuable assets in advanced professional studies. 

Is this program a good fit if I want to work in sports rehabilitation?

Absolutely. The MS in Health and Rehabilitation Sciences program can be tailored to your interests in sports rehabilitation, performance science, or biomechanics. Through electives and projects, you can focus your studies on athletic recovery, injury prevention, or human performance to prepare for specialized roles in sports and wellness settings. 

Is the MS in Health and Rehabilitation Sciences program offered online or on campus?

Students can choose between on-campus or fully online options. The online master’s in rehabilitation science provides maximum flexibility for working professionals who want to earn their degree from a respected, accredited university. 

What makes this online MS in Rehabilitation Science program unique?

Ohio State’s online Master of Science in Health and Rehabilitation Sciences stands out for its balance of flexibility, affordability, and customization. With only 30 required credit hours, students can focus up to 16 of those credits on an area of specialization — from assistive technology to injury biomechanics or medical coding. 

As one of the top-ranked universities in the nation, Ohio State offers a research-driven, affordable online health science degree that empowers students to elevate their careers and improve the health outcomes of their communities.

What are the admission requirements?

Applicants must hold a bachelor’s degree from an accredited institution (or international equivalent) with a minimum GPA of 3.0. A background in a health-related discipline is preferred, but applicants from diverse fields are welcome — especially those who demonstrate clear professional goals aligned with health and rehabilitation sciences.

Ready to take the next step?

Whether you’re exploring what you can do with a master’s in health science or searching for a flexible online rehabilitation science master’s degree, Ohio State’s MS in Health and Rehabilitation Sciences program offers a nationally respected, affordable path to advance your career.

Learn more about how this degree can prepare you for leadership, research, and innovation in the health and rehabilitation professions. Connect with one of our expert Enrollment Advisors who can help you navigate your next steps or apply to start your next chapter today.

How MPH-PEP students shape public health

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

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

Angela Lee: Bridging media and medicine with public health leadership

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

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

Read more about Angela from the College of Public Health 

Jamie O’Leary: Advancing early childhood public health

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

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

Read the College of Public Health’s interview with Jamie

Paul Matherny: Turning advocacy into public health action

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

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

Read Paul’s story on the college website

Olivia Nathan: Championing public health on the front lines

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

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

Read more about Olivia’s journey 

Advance your career in public health leadership

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

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

Meet Sharon: accomplished nurse leader & DNP graduate

Meet Sharon Heaton, DNP, MA, BSN, RN, NEA-BC, a graduate of The Ohio State University’s online Post-Master’s Doctor of Nursing Practice (DNP) program. With over 40 years of experience in nursing, Sharon currently serves as a Service Line Administrator at the Ohio State University Wexner Medical Center. Passionate about mentoring the next generation of nurses, she plans to apply everything she learned in the DNP Nurse Executive track to support, encourage, and lead by example, demonstrating what’s possible through commitment to leadership and lifelong learning.

We had the pleasure of speaking with Sharon to learn more about her journey, her experience in the program, and her plans for the future. 

Can you tell us more about your background?

With over four decades in nursing, I’ve taken on a variety of roles. I earned my associate degree in 1985, bachelor’s in 1995, master’s in 2005, and my doctorate in 2025. I spent 31 years as a flight nurse with Grant LifeFlight and MedFlight of Ohio. In 2008, I transitioned into leadership at The Ohio State University Wexner Medical Center, collaborating with Dr. Ernie Mazzaferri to launch the STEMI program. Now, as Service Line Administrator, I oversee strategic operations for the Neurological Institute and Trauma and Burn Programs, championing team collaboration, quality, and innovation—all informed by years of frontline experience.

What led you to Ohio State’s online DNP program?

To be honest, the faculty drew me in. I had previously worked with Dr. Tussing and Dr. Buck at Wexner, and their dedication and expertise left a lasting impression. Witnessing their dedication, depth of knowledge, and commitment to elevating nursing leadership made it clear that I wanted to be part of a program where they played a role. So, I began my DNP journey as a non-degree student in autumn 2021 and was officially admitted into the DNP Nurse Executive track in autumn 2022.

What is a unique aspect of the online Nurse Executive track?

Initially, I was uncertain about joining a program that included both seasoned nurse leaders and those fresh out of their undergraduate studies, as I had hoped to primarily network with fellow executives. However, the mix of experience levels sparked fresh ideas and broadened my perspective on the challenges new nurses face. I found fulfillment in offering guidance and support, and in return, I gained valuable insights from [fellow nurses in the program]. This reciprocal relationship sets the Ohio State program apart, creating a truly inclusive leadership community.

What was it like to study online at Ohio State?

Adapting to online learning felt natural after adjusting to remote work during COVID-19. I was already familiar with virtual platforms professionally, so moving to an academic environment was seamless, especially with Carmen, Ohio State’s platform. While I’m a bit old–school and feel in-person interaction can’t be fully replaced, I appreciate its benefits. The program’s national reach let me connect with peers from diverse healthcare systems, and its flexibility allowed me to attend classes when traveling for conferences. Support from faculty was exceptional — they saw me as both a student and a professional balancing many responsibilities. Their compassion and willingness to accommodate challenges, especially when I became my mother’s caregiver, created a nurturing environment where I could thrive.

Did you feel connected to the Ohio State community as an online student?

Absolutely — I felt a genuine connection to the DNP program, the faculty, and fellow students. Starting with Medical Center colleagues provided me with immediate support, and the program promoted inclusivity, helping me build strong relationships even from a distance. Faculty were approachable and invested in our growth, always offering opportunities for engagement that sparked conversations with classmates and introduced new perspectives. Meeting my classmates in person at convocation and sharing the genuine joy we all experienced made those bonds even more meaningful, proving that our virtual connections were real.

How will your degree help your career and next steps?

Rather than open doors to new roles, this will deepen the impact I make in my current position. It has strengthened my ability to lead with evidence, mentor with purpose, and advocate for both patients and professionals. 

“I intend to use everything I’ve learned to lift up the next generation of nurses—supporting them, encouraging them, and showing by example what’s possible when you commit to leadership through learning.”

What advice would you have for those considering this program?

If you’re considering Ohio State’s DNP program, know that balancing work and school is no small feat, especially for professionals already navigating demanding careers. So, my biggest advice? Give yourself grace. Life doesn’t pause just because you’re in a program. Take breaks when you need them, and don’t hesitate to lean on the support system built into this experience. The faculty and advisors truly care, and they’ll walk beside you at your own pace.

Take your next step.

Ready to create your own success story, just like Sharon? Take charge of your future and contact an enrollment advisor about the online Post-Master’s DNP – Nurse Executive track to learn more. We can’t wait to support you in your journey at Ohio State.

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

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

A foundation in veterinary medicine and research 

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

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

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

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

Why the online MS in Translational Pharmacology?

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

  • It offered the flexibility of online learning while she worked full time. 
  • The curriculum aligned with her research interests—focusing on drug mechanisms, pharmacokinetics, pharmacodynamics, toxicology, and trial design. 
  • Tuition assistance made it a practical choice. 

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

Learning that translates 

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

Her favorite course? Pathophysiology. 

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

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

Looking ahead: From veterinary student to pathology specialist 

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

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

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

Advice for future students 

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

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

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

Beyond the lab and classroom  

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

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

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

Final reflections

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

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

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

Ready to take the next step?

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

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

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

Five students share their experiences

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

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

Q: Tell us a little about your family.

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

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

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

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

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

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

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

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

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

Q: Are you working while pursuing your degree?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Q: What has been the most rewarding part?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A degree that fits your life

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

Ready to take the next step?

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

Reach out today

*Interviews have been lightly edited for length and clarity. 

Advancing care: Chris’s journey as a BSN to DNP-FNP graduate

Meet Christopher H. Connors, DNP, APRN-CNP, FNP-C, EBP-C, a graduate of the online BSN to Doctor of Nursing Practice – Family Nurse Practitioner program at The Ohio State University. Currently a nurse practitioner at MetroHealth, Chris chose this flexible program due to its outstanding faculty, rigorous curriculum, and exceptional support with preceptor matching. Grateful for the mentorship he received at OSU, he now looks forward to transitioning into education to help train the next generation of nurses. 

We had the pleasure of speaking with Chris to learn more about his journey, program experiences, and future plans.

Can you tell us more about your background?

Currently, I serve as a Family Nurse Practitioner at MetroHealth in Cleveland, Ohio, but my route to health care was unique; I first earned bachelor’s and master’s degrees in Oboe Performance, working in music, real estate, and instrument repair before discovering my passion for nursing. I pursued an accelerated 15-month ABSN, followed by roles in the Cardiac ICU and Traumatic Brain Injury rehab. After moving to Columbus for my spouse’s graduate studies at OSU, I joined a neurological multispecialty clinic on campus. Eventually, I transitioned to full-time study in Ohio State’s inaugural three-year BSN to DNP–NP track, completing my FNP in 2022 and earning my DNP in 2023—a truly life-changing experience.

What attracted you to Ohio State’s BSN to DNP program?

The Ohio State University stood out because of its strong reputation and its unique focus on wellness-oriented, evidence-based training. I was impressed by the quality of the faculty, the strength of the curriculum, and the solid support around preceptor matching, which made Ohio State the obvious choice for me.

What is a unique aspect of this online BSN to DNP-FNP program?

What makes the BSN to DNP–FNP program truly unique is its combination of world-class faculty, cutting-edge clinical training, and a strong emphasis on evidence-based practice. The skills and mindset I’ve developed through the program continue to guide my practice every day, helping me embody The Ohio State University’s College of Nursing’s mission to dream, discover, and deliver.

Tell us a bit about your experience in the online program.

Although I enrolled in person, much of my early coursework shifted online due to the pandemic. This adjustment worked surprisingly well for foundational classes like pathophysiology, pharmacology, and assessment. The faculty remained accessible, responsive, flexible with meeting times, and consistently offered personalized support, which made a significant impact. Group projects helped build meaningful relationships with classmates, and a business planning course, in particular, provided valuable teamwork experience. While connecting virtually and balancing life with school presented challenges, the program’s mentorship, wellness resources, and holistic approach helped me stay grounded.

How did earning your DNP with a Family Nurse Practitioner specialization help your career?

Becoming an FNP opened the door for me to start my journey as a health care provider. Long term, I aim to transition into education and help train the next generation of nurses. With the increasing demand for skilled, compassionate providers, I want to give back by mentoring others, just as my mentors at Ohio State supported me.

What advice would you have for those considering this program?

You won’t regret choosing Ohio State. It’s not just a top-ranked school; the faculty genuinely care about your success. My advice is to stay curious, ask questions, and speak up if you have ideas or need help. This program isn’t just about checking boxes — it’s about becoming the kind of provider who can lead, innovate, and make an impact.

Transform your passion into a rewarding career.

Are you ready to follow in Chris’s footsteps and take a bold step forward in your nursing career? Request more information about Ohio State’s online BSN to Doctor of Nursing Practice – Family Nurse Practitioner program today and start building your own success story.

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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