Student Spotlight: Sam Arneson, MPH Public Health Practice

Sam Arneson is a Master of Public Health student in our fully online Public Health Practice program, with an expected graduation date of June 2026. With 10 years of experience as a dental hygienist, Sam brings a strong clinical foundation to her public health work. Her reflections demonstrate how growing up in a frontier community and later working in Tribal health shaped her understanding of rural community health as deeply relational work.

Q: What personal or professional connections do you have to rural communities, and how have these shaped your public health career path?

I grew up in Glasgow, Montana, which is often described as one of the most rural towns in the lower 48 states. We were hundreds of miles away from a city, a box store, or a freeway. If you needed something like oral surgery or a specialist of any kind, you either waited months for their quarterly or biannual visits or traveled hundreds of miles to receive care.

Working at the Tribal Health Clinic for the Santa Ynez Band of Chumash Indians was foundational in shaping the provider I am today. Community and connection were just as important as the actual medical care that was given. This experience taught me that in a small town, healthcare is relational. Knowing my patients and their families—and being there for them at all stages of their health journey—helped me prioritize how I communicate and present health information so patients feel safe, heard, and fully understand their health needs and options. Seeing familiar faces every day gave deep meaning and purpose to my work.

Q: What do you wish more people—inside or outside public health—understood about rural communities and health?

Sometimes outsiders view rural areas as “behind the times” or assume that isolation means fewer opportunities. My experience has been the complete opposite. Having close connections with my patients [when I was a dental hygienist] and seeing them at the grocery store or my son’s soccer games made me want to do my very best work. People in small communities are excited to support something new, whether it’s a community event or a local entrepreneur, and they show up in large numbers. I want others to see how much strength exists in these communities and how unique and meaningful it is to work where people truly care for one another.

Q: What kinds of learning experiences, support, or mentorship have prepared you for rural public health work?

Coming from a clinical background, I would love more preparation for administrative roles, especially grant writing and securing funding. I’ve seen how much good a rural health clinic can do, and I want to learn how to help keep these programs running long-term. I’m also very interested in support focused on Tribal health and Tribal sovereignty, so I can better understand how to navigate these systems and advocate for the resources these communities deserve. I want to transition from providing care to working upstream to ensure the funding and support are always there.

As part of our Rural Public Health Practice (PHP) Initiative, we are focused on strengthening connections and fostering a sense of belonging for students, particularly those rooted in rural communities. The initiative seeks to expand access to graduate public health education in rural Oregon and ensure that our programs reflect the voices, priorities, and lived realities of rural communities. As we build pathways and strengthen practice-based learning opportunities, student voices like Alessandra’s help guide and shape this work. To learn more about the Rural PHP Initiative and how it supports rural students and communities, visit our Rural Public Health Practice Initiative Webpage.