Degree Curriculum

The University of Michigan School of Dentistry provides a baccalaureate degree program in dental hygiene, designed to offer students an expanded education resulting in increased career opportunities after graduation. The program consists of a year of prescribed college courses followed by three years of enrollment in the School of Dentistry. During the three years of education in the School of Dentistry, the student will complete the required dental hygiene courses, and additional courses will be offered through the College of Literature, Science, and the Arts and the schools of Business Administration, Education, and Public Health. At the completion of the program, each student will receive a baccalaureate degree.

Sophomore Year First Term
210. Clinical Dental Hygiene
220. Survey of Dental Hygiene
242. Oral Anatomy
252. Behavioral Science I
272. Dental Practice Emergencies
291. Oral Histology & Embryology
401. Anatomy
 Sophomore Year Second Term
209. Radiography
211. Clinical Dental Hygiene
212. Biochemistry
224. Periodontics
234. Special Patients
243. Head and Neck Anatomy
321. Dental Specialties
Junior Year First Term
310. Interpretive Radiology I
312. Clinical Dental Hygiene
335. Biomaterials
344. Community Dentistry
382. Nutrition
422. Pain Control
429. Dental Pharmacology
 Junior Year Second Term
301. Microbiology
313. Clinical Dental Hygiene
324. Periodontics
345. Research Methods
362. Gerontological Dental Hygiene
393. General and Oral Pathology
440. Internal Medicine
Electives*
Senior Year First Term
100. Introductory Statistics
335. Biomaterials
410. Interpretive Radiology II
414. Clinical Dental Hygiene
425. Periodontics
446. Scientific Communication
Electives*
 Senior Year Second Term
415. Clinical Dental Hygiene
430. Practice Management
450. Practicum
455. Medically Compromised
470. Dental Implants
Electives*

Some of the opportunities provided by the new curriculum include work with special population groups such as the medically compromised, mentally impaired, and geriatric patients. There are also opportunities for independent study and research activities, as well as interaction with other health care professionals.

This preparation should increase possible career opportunities in nontraditional settings such as:

  • federal, state, and local health departments
  • hospitals and nursing homes
  • school districts (as a consultant or on the staff)
  • educational programs for dental auxiliary students
  • convalescent hospitals
  • health maintenance organizations
  • private industry