David L. Henzi, Ed.D.

• Professional Background

  Education

  • 2006 - EdD - Education - Texas Tech University Lubbock , TX
  • 1996 - MEd - Education - Texas Tech University Lubbock , TX
  • 1994 - BA - Psychology - University of Texas at San Antonio San Antonio , TX

  Appointments

  • 6/2015 - Present - Associate Dean for Academic and Student Affairs - University of Texas Health Science Center at San Antonio, School of Health Professions, San Antonio, TX
  • 9/1/2020 - Present - Associate Professor - University of Texas Health Science Center at San Antonio, Health Sciences, San Antonio, TX
  • 8/2015 - 9/2020 - Associate Professor - University of Texas Health Science Center at San Antonio, Occupational Therapy, San Antonio, TX
  • 09/2013 - 08/2015 - Associate Professor - University of Texas Health Science Center at San Antonio, Health Sciences, San Antonio, TX
  • 02/2014 - 6/2015 - Interim Associate Dean for Academic and Student Affairs - University of Texas Health Science Center at San Antonio, School of Health Professions, San Antonio, TX
  • 06/2011 - 02/2014 - Assistant Dean - Student Affairs - University of Texas Health Science Center at San Antonio, Long School of Medicine, San Antonio, TX
  • 05/2007-06/2011 - Director - Office of Academic Enhancement - University of Texas Health Science Center at San Antonio, Long School of Medicine, San Antonio, TX
  • 06/2004 - 05/2007 - Educational Development Specialist - University of Texas Health Science Center at San Antonio, San Antonio, TX
  • 08/2001 - 06/2004 - Special Education Consultant - Northeast Independent School District, San Antonio, TX
  • 12/1998 - 08/2001 - Education Specialist - Iowa Braille and Sight Saving School, Des Moines, IA
  • 12/1996 - 12/1998 - Consultant - Senior Services, Memphis, TN

• Instruction & Training

  • 8/2020 - 12/2020, HSCI 7001 Foundations of Education

• Research & Grants

  Grants

  • Facilitated Acceptance to Medical Education (FAME) Program

  The mission of the Transormation in Medical Education (TIME) initiative is to offer a student-centered, clinically-focused curriculum that is one to two years shorter than the traditional eight years required to get an undergraduate and medical degree..

• Service

  School

  Chair, Teaching Excellence Committee

  Chair, Scholarhip Committee

   

   

  Institutional

  ADA Committee

  Behavior Intervention Team (BIT) Committee

  LINC Academic Affairs Council

  National

  President - Texas Society Advacning Health Professions (TSAHP)

  Association of Schools Advancing Health Professions (ASAHP)

  Southern Group on Educational Affairs (SGEA)

  Southern Group on Student Affairs (SGSA)

  American Association of Medical Colleges (AAMC)

  American Dental Education Association (ADEA)

  American Educational Research Association (AERA)

   

   

   

  Global

  ASAHP - Global Rehabilition Task Force

• Publications

  • Global Rehabilitation Health Worker Certification Global Agenda, Local Imperative
  • Medical School Students’ Knowledge of and Familiarity with Visual Impairments
  • Faculty and student perceptions of academic integrity at U.S. and Canadian dental school
  • Preparation course for Part I of the National Dental Boards: lessons learned.
  • In the students‘ own words: what are the strengths and weaknesses of the dental school curriculum?
  • North American dental students‘ perspectives about their clinical education.
  • Appraisal of the dental school learning environment: the students‘ view
  • The Intro of Nutrition Education into the Medical School Curriculum: Elective Course to Teach Students the Fundamentals
  • Specialized Onboarding—The Effect of EMR Training on Student Clinical Education Experiences
  • Factors Influencing Career Choice in Occupational Therapy
  • Students' Perspectives about Occupational Therapy Education and the Occupational Therapy Program Learning Environment
  • Beyond Borders: International Certification for Rehabilitation Workers
  • Predictors of Student Satisfaction with the Quality of Health Professions Educational Programs
  • Using Role Reversal in an IPE Experience with OT and Medical Students
  • Faculty Demographic Factors Associated with Improved Allied Health Course Evaluations
  • Grand Rounds: Interprofessional Learning Using Common Maladies

  Henzi DL. Predictors of Student Satisfaction with the Quality of Health Professions Education Programs; 2019 Nov. (Journal of Allied Health; vol. 48, no. 4).

  Henzi DL. Using Role Reversal in an IPE Experience with OT and Medical Students; 2019 Nov. (Journal of Allied Health).

  Henzi DL. Faculty Demographics Factors Associated with Improved Allied Health Course Evaluations; 2019 Nov. (Journal of Allied Health; vol. 48, no. 4).

  Henzi DL. Beyond Borders: International Certification for Rehabilitation Workers Washington, DC; 2018 Nov. (Journal of Allied Health; vol. 47, no. 4).

  Henzi DL. Students` Perspective About Occupational
  Therapy Education and the Occupational Therapy Program Learning
  Environment Washington, DC; 2018 Nov. (Journal of Allied Health; vol. 47, no. 4).

  Henzi DL, Piernik-Yoder B. Factors Influencing
  Career Choice in Occupational Therapy Washington, DC: Association of
  Schools of Allied Health Professions; 2017 Nov. (Journal of Allied Health; vol. 46, no. 4).

  Henzi DL. Specialized Onboarding?The Effect of EMR
  Training on Student Clinical Education Experiences Washington, DC:
  Association of Schools of Allied Health Professions; 2016 Nov. (Journal of Allied Health; vol. 45, no. 4).

  Henzi DL. Grand Rounds: Interprofessional Learning
  Using Common Maladies Washington, DC: Association of Schools of Allied
  Health Professions; 2016 Nov. (Journal of Allied Health).

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