Speech and communication requirements for Dental Hygiene Programs is the third leg of CODA Standard 2-8a’s required general education stack (“oral and written communications, psychology, and sociology”)— and the leg most applicants overlook even more often than they overlook sociology. The American Dental Education Association explicitly lists speech as one of the typical dental hygiene prerequisites alongside chemistry, English, psychology, and sociology, but most online pre-dental-hygiene content barely mentions it. Programs vary in which specific communication course they require: some specify Public Speaking, others accept Interpersonal Communication, and a meaningful subset accept either. This guide disambiguates the options and shows how to satisfy the requirement at every CODA program on your application list.
| Quick answer: communication requirement for dental hygiene• Required by: The vast majority of CODA-accredited dental hygiene programs in the United States, mandated by Standard 2-8a• Most common requirement: Public Speaking (3 credits) OR Interpersonal Communication (3 credits)• Strict programs: Some programs (notably UAMS) specifically require Speech Communication and explicitly disallow substitutions• Flexible programs: Most programs accept either Public Speaking or Interpersonal Communication; many accept any college-level communication course• CODA basis: Standard 2-8a mandates “oral communications” content; Standard 2-8d mandates patient management content building on communication skills• Substitutions: Most programs do NOT accept fine arts, humanities, or theater performance courses as substitutes for speech communication• Recency: Generous — most programs have no recency rule on communication coursework, similar to English Composition and Sociology• Minimum grade: C or higher at most programs |
Most applicants underestimate the central role of patient-provider communication in dental hygiene practice. Cleaning teeth is a small part of the job. Conducting effective patient education, motivating behavior change, navigating difficult conversations about home-care compliance, explaining complex treatment plans to patients with limited health literacy, and presenting findings to dentists in language that drives clinical decisions — that’s the actual work. None of it is intuitive, and none of it is taught from scratch in a dental hygiene program. CODA assumes you arrive with foundational communication skills and builds dental-specific patient communication content on top.
The Commission on Dental Accreditation (CODA) makes this explicit in two places. Standard 2-8a of the Accreditation Standards for Dental Hygiene Education Programs requires every accredited program to deliver content in “oral and written communications, psychology, and sociology.” Standard 2-8d further specifies that “Dental hygiene science content must include oral health education and preventive counseling, health promotion, and patient management” — all of which depend on competent communication skills. The recent Hasan et al. study published in the Journal of Dental Education makes the case that public speaking education specifically is increasingly relevant to patient-provider communication training in CODA programs, supporting growing emphasis on speech communication as a foundational prerequisite.
How communication skills show up in dental hygiene practice
Specific communication situations that practicing dental hygienists navigate daily:
Each of these requires specific communication competencies that most adults haven’t developed naturally. The communication prerequisite is the program’s mechanism for ensuring entering students have the foundational skills that the dental-specific patient communication coursework will build on.
The two communication courses most frequently required by CODA dental hygiene programs differ substantially in scope, content, and clinical application. Some programs treat them as interchangeable; others specify one or the other; a few accept either but with different points-based admissions implications.
| Aspect | Public Speaking | Interpersonal Communication |
|---|---|---|
| Also called | Speech, Speech Communication, Oral Communication, Fundamentals of Speech | Interpersonal Communication, Communication Studies, Small Group Communication |
| Course content focus | Speech organization, presentation delivery, audience analysis, extemporaneous speaking, persuasive speaking | Dyadic communication, listening skills, conflict resolution, verbal/nonverbal communication, relationships |
| Clinical application | Community oral health presentations, treatment plan presentations, patient education in group settings | One-on-one patient counseling, motivational interviewing, difficult conversations, team communication |
| Required at… | Strict programs (UAMS), and some programs that prefer it for community oral health preparation | Programs emphasizing chairside patient communication; often preferred for clinical-focused associate’s programs |
| Credits | 3 credits | 3 credits |
| Format | Traditionally in-person; online versions use video-recorded speeches with peer review | Adapts well to online format; reading-, writing-, and discussion-based |
Why some programs require Public Speaking specifically
Programs that require Public Speaking specifically — and reject Interpersonal Communication substitutions — typically justify the policy on community oral health and patient education grounds. CODA-accredited dental hygiene programs include community oral health rotations where students deliver presentations to schools, senior centers, community groups, and corporate wellness programs. Public speaking is the underlying skill for those rotations.
The UAMS Bachelor of Science in Dental Hygiene program exemplifies this approach with explicit published policy: “Due to rules set forth by the Commission on Dental Accreditation of the American Dental Association, Speech Communication is a required prerequisite and cannot be substituted by an additional fine arts or humanities course.” UAMS treats Speech Communication as a CODA-driven requirement rather than an optional gen-ed elective.
Why some programs prefer Interpersonal Communication
Programs that prefer Interpersonal Communication — or accept it as the primary communication prerequisite — typically justify the policy on chairside patient communication grounds. Most patient interactions in dental hygiene practice are one-on-one conversations, not group presentations. Interpersonal Communication coursework directly serves these dyadic communication needs: active listening, motivational interviewing foundations, conflict resolution, nonverbal communication awareness, and rapport-building. Programs emphasizing direct patient care often see Interpersonal Communication as more clinically relevant than Public Speaking.
Programs that accept either
The largest group of CODA programs accepts either Public Speaking or Interpersonal Communication, treating them as functionally equivalent for admission purposes. The Diablo Valley College Dental Hygiene program lists “COMM C1000-Introduction to Public Speaking (formerly COMM 120) or COMM 130-Small Group Communication” — explicitly allowing either path. The Columbia Basin College Dental Hygiene program includes a 10-credit “select from” list including CMST 101 Introduction to Communication Studies, CMST 220 Public Speaking, CMST 210 Interpersonal Communication, and CMST 260 Multicultural Communication — applicants can satisfy the requirement through any combination of these courses.
Six representative programs illustrate the variation:
UAMS — Speech Communication strictly required, no substitutions
As noted above, the UAMS Dental Hygiene program requires Speech Communication and explicitly states the requirement “cannot be substituted by an additional fine arts or humanities course.” UAMS additionally restricts AP credit and other forms of non-coursework substitution for math and science prerequisites; the same rigor applies to communication. Applicants targeting UAMS must complete a Speech Communication course from a regionally accredited institution before applying.
Diablo Valley College — Public Speaking OR Small Group Communication
The Diablo Valley College Dental Hygiene program accepts “COMM C1000 Introduction to Public Speaking or COMM 130 Small Group Communication.” DVC’s policy reflects a flexibility many programs adopt: applicants can choose between traditional public speaking and small group communication, with both treated as satisfying the requirement. Notably, DVC does not list Interpersonal Communication as an explicit option — applicants targeting DVC should choose Public Speaking specifically rather than Interpersonal Communication.
Columbia Basin College — 10 credits from a communication studies pool
The Columbia Basin College Dental Hygiene program requires 10 credits selected from a communication studies pool: CMST 101 Introduction to Communication Studies, CMST 220 Public Speaking, CMST 210 Interpersonal Communication, and CMST 260 Multicultural Communication. The 10-credit requirement is unusually high — applicants need 3–4 communication courses, not just one. CBC’s approach reflects programs that emphasize communication competence as a core professional skill rather than a single-course checkbox.
Collin College — Speech as one of five core gen-ed prerequisites
The Collin College Dental Hygiene program treats Speech as one of five core general education prerequisites alongside Psychology, English Composition, Sociology, and a Humanities or Fine Arts class. Collin allows applicants to take either Public Speaking or Interpersonal Communication, with grades contributing to the program’s points-based admissions calculation. Like Collin’s policy on other gen-ed prerequisites, communication coursework has “no expiration date” and falls outside the 5-year recency rule applied to sciences.
Portland Community College — One communication course required, CODA-driven
The Portland Community College Dental Hygiene program requires “One Communication course” alongside one psychology and one sociology course — directly mapping to CODA Standard 2-8a’s three-part requirement. PCC publishes a comprehensive list of approved communication courses; applicants can satisfy the requirement through Public Speaking, Interpersonal Communication, or other approved options including Small Group Communication.
Southwestern College — Speech and oral communication as a category
The Southwestern College Dental Hygiene program lists “speech and oral communication” as one of the six prerequisite subject areas, alongside life sciences, reading and composition, psychology, sociology, and college-level math. Southwestern’s published policy on communication is broad — applicants can satisfy the requirement through any approved speech or oral communication course at the college level. The key constraint: the course must come from a regionally accredited institution and meet recency requirements.
The takeaway: variation requires per-program verification
The communication requirement varies less than the math requirement but more than the English requirement. Most programs accept either Public Speaking or Interpersonal Communication, with a strict minority requiring Public Speaking specifically. Before enrolling in a communication course, verify each target program’s policy: (1) whether Public Speaking is required specifically or whether Interpersonal Communication is acceptable; (2) whether the program accepts a category of “any communication course” or names specific course numbers; (3) whether multiple communication credits are required (some programs need 6–10 credits in communication, not just 3); and (4) whether AP or CLEP credit can substitute.
The strategic decision depends on which target programs you’re applying to. Four common scenarios:
Scenario 1: At least one target program requires Public Speaking specifically
Take Public Speaking. Programs like UAMS that require Public Speaking specifically reject Interpersonal Communication substitutions, while programs that accept Interpersonal Communication will also accept Public Speaking. Public Speaking is the universal-acceptance choice for applicants with even one strict program on their target list. COMM 105 Public Speaking through PrereqCourses is a 3-credit, fully online, self-paced option satisfying this requirement at every CODA program that accepts regionally accredited prerequisite coursework.
Scenario 2: All target programs accept either, with no points difference
Choose based on personal preference and clinical relevance. Interpersonal Communication often feels more immediately applicable to chairside patient care; Public Speaking provides preparation for community oral health rotations and treatment plan presentations. Both satisfy the requirement equally. Many applicants choose Interpersonal Communication when given the choice because the format adapts well to online study (reading-, writing-, and discussion-based) without the video-presentation requirement of Public Speaking.
Scenario 3: Target programs require multiple communication credits
Take both Public Speaking and Interpersonal Communication. Programs like Columbia Basin College that require 10 credits in communication studies need multiple courses to satisfy the requirement. Taking both Public Speaking and Interpersonal Communication covers 6 credits and demonstrates breadth of preparation, which is often what programs requiring multiple communication courses are looking for.
Scenario 4: You’re applying to bachelor’s-level programs that emphasize community oral health
Lean toward Public Speaking. Bachelor’s-level dental hygiene programs (BSDH, BS in Dental Hygiene, RDH-to-BS completion) often include capstone presentations, community oral health rotations with formal presentations, and research presentations that build directly on public speaking foundations. Public Speaking preparation pays disproportionate dividends in these programs. Many bachelor’s-level applicants take both courses — Public Speaking for the program’s quantitative communication content and Interpersonal Communication to round out chairside patient communication preparation.
Public Speaking core content
Most college-level Public Speaking courses cover broadly similar foundational content:
The PrereqCourses COMM 105 Public Speaking course “increases the ability of students to make effective speeches and includes speech organization, presentation and extemporaneous talks” — directly mapping to the standard Public Speaking curriculum at virtually every U.S. institution. Students completing the course leave with the public speaking foundation needed for community oral health rotations, treatment plan presentations, and other group-communication situations during the dental hygiene program.
Interpersonal Communication core content
Most college-level Interpersonal Communication courses cover:
The PrereqCourses COMM 200 Interpersonal Communication course “provides an introduction to communication between individuals” with content focused on identifying and evaluating interpersonal communication patterns. The curriculum maps directly to the foundational Interpersonal Communication content programs expect entering students to have completed before tackling motivational interviewing, difficult conversations, and other dental-specific communication content delivered during the program.
Communication coursework is treated leniently at virtually every CODA program. The reasoning is similar to English Composition and Sociology: foundational communication concepts (speech organization, listening skills, audience analysis, conflict resolution) don’t change rapidly. A Public Speaking course completed 10 years ago covers substantially the same foundational content as one completed today.
Most CODA programs apply one of three approaches to communication recency:
Career changers with old communication coursework typically don’t need to retake it. A bachelor’s degree in any field from 10 or 15 years ago, with Public Speaking or Interpersonal Communication completed at that time, will typically satisfy the communication requirement at the vast majority of CODA-accredited dental hygiene programs without retaking. Verify each target program’s specific recency policy, but the practical default is that communication credit ages well.
To make the abstract concrete: here’s how the prerequisite communication content shows up in the daily work of a practicing dental hygienist.
Patient education and motivational interviewing
The single most measurable dental hygiene practice metric is patient compliance with home care recommendations — flossing, brushing technique, dietary modifications, smoking cessation. Compliance rates correlate strongly with communication quality, not with information content. Patients overwhelmingly know they should floss; they don’t actually do it. Motivational interviewing — a structured communication approach that uses open-ended questions, reflective listening, and rolling with resistance — measurably improves compliance compared to traditional information-delivery approaches. Hygienists trained in interpersonal communication enter the program prepared to learn motivational interviewing efficiently; hygienists without that foundation often struggle with the technique.
Treatment plan presentation and shared decision-making
Modern dental hygiene practice emphasizes shared decision-making — presenting findings, treatment options, costs, risks, and benefits to patients and supporting them in making informed choices. This is harder than it sounds. Effective treatment plan presentations require structuring information for audience comprehension (drawing on public speaking organization principles), reading patient nonverbal cues for confusion or concern (drawing on interpersonal communication observation skills), and adjusting language to match patient health literacy levels. Hygienists who completed both Public Speaking and Interpersonal Communication coursework typically deliver more effective treatment presentations than those who completed only one.
Community oral health presentations
Most CODA dental hygiene programs include community oral health rotations: students deliver oral health education presentations to elementary schools, senior centers, corporate wellness programs, and community organizations. These rotations are structured public speaking situations — a 20–30 minute presentation to a specific audience with specific objectives. Students who completed Public Speaking arrive prepared; students who didn’t often struggle with audience analysis, message organization, and delivery anxiety. Programs requiring Public Speaking specifically often justify the requirement on community oral health grounds.
Difficult patient conversations
Hygienists routinely navigate difficult conversations: addressing severe non-compliance, explaining the consequences of declined treatment, having tactful conversations about findings suggesting eating disorders or substance use, communicating with frustrated or angry patients, and addressing payment or insurance disputes. These are interpersonal communication situations, and the structured approaches taught in Interpersonal Communication coursework — managing defensive communication, listening before responding, separating people from problems — are directly applicable. Hygienists trained in interpersonal communication handle these situations more effectively, with better patient retention and lower professional stress.
Cross-cultural patient communication
U.S. dental practices increasingly serve patients from diverse cultural backgrounds with different communication preferences, beliefs about pain management, expectations about provider-patient power dynamics, and family decision-making structures. Effective cross-cultural communication requires awareness of these variations rather than treating all patients identically. Both Public Speaking (audience analysis principles) and Interpersonal Communication (cultural variation in communication norms) provide foundations for cross-cultural competence; programs requiring multi-credit communication coursework typically justify the requirement on cross-cultural communication grounds.
Team communication in clinical practice
Dental practice is fundamentally team-based: hygienists work alongside dentists, dental assistants, front office staff, and other hygienists. Effective team communication requires both formal presentation skills (case presentations, treatment recommendations to dentists) and interpersonal communication competence (negotiating schedules, resolving conflicts, providing constructive feedback). Programs that emphasize professional team functioning often require both Public Speaking and Interpersonal Communication; programs focused on chairside patient care typically accept either.
Five criteria matter:
1. Regional accreditation
Communication coursework must come from a regionally accredited U.S. institution to be accepted at virtually every CODA program. The seven recognized regional accreditors are HLC, MSCHE, NECHE, NWCCU, SACSCOC, WSCUC, and ACCJC. Coursework from any institution accredited by one of these seven bodies will transfer broadly. Nationally accredited programs and unaccredited online providers will not satisfy the requirement at most CODA programs.
2. Course title alignment
For Public Speaking requirements, look for courses titled “Public Speaking,” “Speech,” “Speech Communication,” “Oral Communication,” or “Fundamentals of Speech.” For Interpersonal Communication requirements, look for “Interpersonal Communication,” “Communication Studies,” “Small Group Communication,” or “Communication and Human Relations.”
Avoid taking specialty communication courses (Mass Communication, Media Studies, Communication Theory, Rhetoric and Composition) as substitutes for Public Speaking or Interpersonal Communication unless the target program explicitly accepts them. These specialty courses cover different content than the standard prerequisite expectations.
3. Format compatibility
Public Speaking courses are traditionally in-person because the format requires live speech delivery. Online versions handle this through video-recorded speeches with peer review and instructor feedback. Both formats produce transcripts that satisfy CODA programs equally — the in-person/online distinction doesn’t affect prerequisite acceptance. Interpersonal Communication adapts more naturally to online formats since the content is reading-, writing-, and discussion-based rather than performance-based.
4. Pacing flexibility
If you’re working full-time, raising children, or balancing other prerequisites, fixed-semester pacing at a community college can be unworkable. Self-paced online communication courses let you work through the content at your own speed — typically 6–10 weeks at a focused pace, or up to a full semester at a slower pace. Communication courses are among the easier prerequisites to compress because the workload is reading- and writing-based rather than memorization-heavy.
5. Cost
| Provider type | Typical cost | Notes |
|---|---|---|
| In-state community college | $400–$900 | Subsidized; semester pacing; in-person Public Speaking format |
| Out-of-state community college | $1,200–$2,500 | 2–3x in-state pricing; same scheduling constraints |
| Four-year university extension | $1,200–$2,400 | Often requires institutional admission; recognized name |
| Dedicated online prerequisite provider | $650–$700 | Self-paced; regional accreditation through partner |
In-state community college is often the cheapest option for communication prerequisites. The savings narrow significantly for out-of-state students or those without easy community college access, where dedicated online providers become competitive on cost while offering substantially better pacing flexibility. For Public Speaking specifically, online versions allow students to record speeches at home rather than scheduling around fixed in-person class meeting times — a meaningful advantage for working adults.
Take it early — alongside English, Psychology, and Sociology
Communication, English Composition, Psychology, and Sociology are the four general-education prerequisites that should be completed before tackling the science stack. They have lower workloads, give you immediate skills you’ll use during the application process (especially in writing your personal statement), and free up bandwidth for the more demanding science prerequisites. Many applicants complete all four during a single semester or summer, which is feasible because none of them has a heavy memorization or laboratory component.
Take it before clinical observation hours
Most CODA dental hygiene programs require applicants to complete observation hours — typically 8–20 hours of shadowing a practicing dental hygienist — before applying. Completing communication coursework before your observation hours dramatically increases what you’ll get out of the shadowing experience. You’ll observe specific communication techniques in real time: how the hygienist opens conversations with anxious patients, how they structure treatment recommendations, how they handle non-compliance discussions, how they communicate findings to dentists. Observation hours completed without communication background tend to be passive watching; observation hours after communication coursework become active analysis you can write about meaningfully in your application essay.
Use it to develop application essay material
Communication coursework provides excellent material for dental hygiene application essays. Programs are looking for evidence that applicants understand the communication-intensive nature of dental hygiene practice. Applicants who can articulate specific communication competencies — drawing on Public Speaking principles or Interpersonal Communication frameworks — produce stronger personal statements than applicants who write generically about “liking to work with people.”
| Career changer reality check on communicationIf you completed Public Speaking or Interpersonal Communication as part of a bachelor’s degree (in any field) earlier in your life, you likely don’t need to retake it. Communication recency rules are typically among the most lenient of any prerequisite category — most CODA programs have no recency limit on communication coursework, and those that do typically apply 10-year windows.This is the prerequisite category where existing credit most often carries forward without issue. Career changers from communication-heavy fields (teaching, sales, management, marketing, ministry, performing arts, journalism) often find that their old communication credit still satisfies the dental hygiene prerequisite — and that their professional experience makes them stronger communication-skill candidates than recent college graduates. The strategic implication: focus your time and money on rebuilding the science stack, not on retaking foundational communication coursework you completed years ago. |
Can I substitute Theater or Acting for Public Speaking?
Almost universally no. CODA programs that require Public Speaking specifically typically reject Theater, Acting, Drama, and other performance-based courses as substitutes. The UAMS published policy — “Speech Communication is a required prerequisite and cannot be substituted by an additional fine arts or humanities course” — exemplifies the standard restriction. The reasoning: Public Speaking emphasizes structured communication for informational and persuasive purposes, while theater performance emphasizes character interpretation and creative expression. The skills overlap somewhat but the courses serve different purposes.
Can AP credit count for Public Speaking?
There is no AP exam for Public Speaking, so AP credit can’t substitute. CLEP credit may substitute at some programs (the College-Level Examination Program offers tests in some communication areas), but acceptance varies widely. Most CODA programs require completed coursework rather than examination credit for the communication prerequisite. Verify each target program’s policy before relying on examination credit.
Does Communication Theory count?
Sometimes, but verify carefully. Communication Theory is typically an upper-division course covering communication research, theoretical frameworks, and analytical methods — different content than Public Speaking or Interpersonal Communication. Some CODA programs accept Communication Theory as a substitute (especially programs with broad “communication studies” requirements), while others specifically require the introductory courses. Don’t assume Communication Theory satisfies the requirement; verify with each program.
If I’m a communication major from college, do I need to take a specific communication course?
Almost certainly you’ve already taken Public Speaking or Interpersonal Communication — both are typically required as foundational courses in any communication major. Verify the specific courses appear on your transcript with grades and credits, and that’s your prerequisite satisfied. If your communication degree somehow lacks these specific courses (some programs allow students to specialize in non-introductory areas), contact target programs to discuss substitution options. Specialty communication coursework (Public Relations, Media Studies, Strategic Communication) may be acceptable as a substitute, but verify case-by-case.
How long does Public Speaking take to complete online?
With self-paced online Public Speaking, motivated students complete the course in 8–12 weeks of focused study — typically 8–12 hours per week including reading, speech preparation, recording, and instructor feedback cycles. Public Speaking pacing is somewhat more constrained than other communication courses because each speech requires preparation time, recording, and feedback before moving to the next assignment. Students balancing work and other prerequisites can take up to a full semester at a slower pace.
Should I take both Public Speaking and Interpersonal Communication?
It depends on your target programs. If any target program requires multiple communication credits (like Columbia Basin College’s 10-credit communication studies requirement), take both. If your target programs accept either, taking both is unnecessary unless you specifically want the additional clinical preparation. Many bachelor’s-level applicants take both to strengthen competitive applications, since communication competence is increasingly emphasized in evaluation criteria. Associate’s-level applicants typically take one and use the time for other prerequisite or competitive admissions preparation.
What if my target program lists “speech” but accepts “interpersonal communication”?
Verify the published policy carefully. Some programs use “speech” as a generic category descriptor that includes both Public Speaking and Interpersonal Communication; others use “speech” specifically to mean Public Speaking. The wording matters. If the published prerequisite list says “Speech Communication or Interpersonal Communication,” either is acceptable. If it says “Speech” without qualifiers, contact the admissions office to clarify whether Interpersonal Communication is acceptable; don’t assume.
Communication is the prerequisite where applicants most often pick the wrong course because they don’t realize the difference between Public Speaking and Interpersonal Communication matters. The strategic discipline is to verify each target program’s specific communication policy before enrolling, then complete the right course or courses through a regionally accredited institution.
PrereqCourses.com offers both communication courses required by CODA dental hygiene programs:
Both courses are issued through Upper Iowa University, regionally accredited by the Higher Learning Commission.
The two-course strategy for maximum flexibility
For applicants applying to multiple CODA programs with varying communication requirements, the optimal strategy is taking both COMM 105 Public Speaking and COMM 200 Interpersonal Communication. Combined cost is roughly $1,300–$1,400 — substantially less than taking equivalent courses through community college out-of-state or four-year university extension. The dual-course approach satisfies:
If your application list is mostly associate’s-level programs that accept either communication course, taking just one is cost-effective and sufficient. If your application list spans multiple program types or includes any strict program, taking both removes the requirement-mismatch risk that costs many applicants an application cycle.
Pairing with the rest of the prerequisite stack
Communication pairs cleanly with the rest of the dental hygiene prerequisite stack at PrereqCourses: ENG 101 English Composition I, PSY 190 General Psychology, SOC 110 Principles of Sociology, MATH 107 College Algebra, BIO 270 (A&P I), BIO 275 (A&P II), BIO 210 Microbiology, and CHEM 151 General Chemistry I. A complete dental hygiene prerequisite stack through PrereqCourses costs a fraction of community college tuition for the same coursework, with self-pacing flexibility that lets working adults complete the entire prerequisite sequence in 12–18 months alongside their existing responsibilities.
Communication is the prerequisite where strong preparation pays the largest professional dividend during the dental hygiene program itself and throughout your career as a hygienist. Patient education, motivational interviewing, treatment plan presentations, community oral health rotations, difficult conversations, cross-cultural communication, and team functioning all build on the communication foundation laid in the prerequisite courses. Don’t treat communication as a checkbox — treat it as foundational preparation for the communication-intensive content the program will deliver throughout your time as a dental hygiene student.
Visit PrereqCourses.com to enroll in COMM 105 Public Speaking, COMM 200 Interpersonal Communication, or both — and complete the third leg of CODA Standard 2-8a’s general education requirement at every CODA-accredited dental hygiene program in your application list.
