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Behar-Horenstein, Linda

Distinguished Teaching Scholar and Professor

School of Human Development and Organizational Studies in Education
College of Education
Affiliate Professor, College of Dentistry
Department of Community Dentistry and Behavioral Science
Norman Hall, Room 1212
PO Box 110746
Gainesville, FL 32611-7046

My website

Phone: 352 682-0768
Fax: 352 846-2697

Research Biography

My research agenda focuses on the intersectionality between pedagogy and outcomes. Three sub-themes define my research. The first sub-theme is faculty development, particularly in relationship to professional education. For more than a decade, I have explored how instructional practices could be improved among educators in the professions, particularly in the health sciences. Three qualitative research articles directly address this issue. The first article, “Cultivating Critical Thinking in the Clinical Learning Environment” was co-authored and published in 2000 in the Journal of Dental Education. Previous to my work, the journal published mostly quantitative studies. The second article, “Promoting the Teaching of Critical Thinking Skills through Faculty Development,” was published in the Journal of Dental Education in 2009. The third article, “Observation and Assessment of Faculty Development Learning Outcomes,” was also published in the Journal of Dental Education in 2010. In the second and third articles, I focused on the question of how participation in faculty development workshops or teaching seminars influenced their instructional practices in the classroom. Those studies utilized a qualitative research design that included both focus group interviews and direct observations of teaching practices. In the 2009 study, the workshop I designed was structured around the principles of critical thinking and andragogy (“the art and science of helping adults learn” – a term coined by Malcolm Knowles) while in the 2010 study, participants were interviewed and observed while teaching more than a year after taking the seminars. The results of the 2010 study clearly indicated discernible changes in their teaching practices were observed, especially in relation to developing students’ critical thinking skills. The latter two articles represent significant contributions to the literature on adult learning in higher education. By studying this group, I have mapped new territory. One notable aspect of my scholarship is its application to clinical settings and its application to adult learning principles. This body of work led to a collaboration with Frank Catalanotto in the College of Dentistry. We co-authored and were awarded a $25 million, five year (2012-2017) US Department of Health and Human Services, Human Resources and Services Agency (HRSA) grant. The central aims of this grant are to study how promoting changes in instructional beliefs and practices among dental faculty might: 1) support the teaching of critical thinking and cultural competency skills, and 2) enhance faculty’s implementation of curricular changes aimed at helping students recognize connections between biomedical topics and patient care.

The second sub-theme focuses on cultural and moral beliefs and educational outcomes. Studies in this area have examined educators’ perceptions of the culture in which they work. A study describing ethical decision-making beliefs among dental faculty and students is forthcoming in the Journal of the American Dental Colleges. Another study measured students’ and faculty’s cultural beliefs and moral judgment. Evidence-based studies of cultural beliefs among students and faculty in the health professions are historically lacking, yet are essential to the training of pre-doctoral dental students. My work resulted in the development and validation of an instrument that measures oral health providers’ cultural-centered knowledge and practice, and efficacy of assessment. A manuscript describing this study appears in the Journal of Dental Education, the association’s flagship educational research publication. This work has been supported by a five year (2010-2015), $35 million grant to study how the instruction in the pre-doctoral curriculum can promote cultural competence, moral reasoning and judgment among students.

The third sub-theme centers on instruction and the development of critical thinking and addresses the paucity of evidence-based research in this area. Recent studies have explored the impact of instruction that aims to improve critical thinking in undergraduate, graduate and professional students. For example, our meta-analytical study explored whether instructional interventions influence college students’ critical thinking skills and appears in Educational Research Review. Another study explored the role played by critical thinking skills measurement in understanding the relationship between critical thinking skills instruction and development was published by the Journal of College Teaching and Learning.


Loyola University of Chicago–Curriculum and Instruction (major)–Ph.D. 1992
Supervision (minor), Counseling (minor)

Roosevelt University–Guidance & Counseling–MA 1985

Lawrence University–Psychology–BA 1977

Key Professional Appointments

Affiliate Professor August 2008 – Present

University of Florida. College of Dentistry

Department of Community Dentistry and Behavioral Science

Distinguished Teaching Scholar and Professor August 2006 – Present

University of Florida. College of Education

School of Human Development and Organizational Studies in Education

Department of Educational Administration & Policy Gainesville, FL

Certified Executive Leader Program Facilitator April 2008

Activities & Honors

Sustained Performance Pay Award, University of Florida 2011

Scholarship of Engagement Award, University of Florida, College of Education 2011

Graduate Teacher of the Year, University of Florida, College of Education 2010


Behar-Horenstein, L S Assessing Researchers’ Awareness of Epistemologies and Methods:  A Review of JDE Publications from 2001-2010 American Dental Education Association Awarded $3,050 2011-2012.

Behar-Horenstein, L S, & Niu, L (2012) Choosing a STEM Major in College: Family Socioeconomic Status, Individual, and Institutional Factors American Institute of Research  $20,00000.

Catalanotto, F (PI) & Behar-Horenstein, LS (co-PI), Tomar, S, Gibb, M, Lense, E, Merlo, E, Culp, D Faculty Development Supporting Academic Dental Institution Curriculum for 21st Century Human Resources Service Administration Awarded $2,552,191 2012-2017 Award # 1 D86HP24477-01-00.

Catalanatto, F (PI), Logan, H, Tomar, S, Gibbs, M, Probert, P,  Silva, D, Nichols, K, & Behar-Horenstein L S (co-investigators) Enhancement of predoctoral dental education at UF to meet oral health needs of diverse populations Human Educational Resources Service Administration Awarded $3,500,000 2010-2015 Award # D85HP30030-01-00.

Selected Publications

Behar-Horenstein L.S., Catalanotto F.A., Garvan C.W., Hudson-Vassell C.N*. (forthcoming). An Assessment of Faculty and Dental Student Decision-Making in Ethics. Journal of the American College of Dentists.

Fernandez, M., Nimmo, A.m & Behar-Horenstein, L.S. (accepted for publication). Digital Denture Fabrication in Predoctoral and Postdoctoral Education: A Survey of US Dental Schools Journal of Prosthodontics.

Isaac, C., Behar-Horenstein, L.S., Lee, B,. & Catalanotto, F.A. (accepted for publication). Impact of Interviews on Dental Students’ Expressions of Cultural Competency.  Journal of Dental Education

Rey, R., Nimmo, S, Childs, G.S., & Behar-Horenstein, L.S.  (accepted for publication). A Preliminary Study of Curriculum Time Compared to Clinical Procedures in Amalgam and Composite Posterior Restorations” (accepted for publication. Journal of Dental Education

Behar-Horenstein, L. S., Hudson-Vassell, M.*, Hudson-Vassell, C. N.*, & Garvan, C. W. (2014). Curriculum-Based Assessment, Socio-Demographic and Educational Measures as Predictors of Mathematics FCAT: Implications for Emancipatory Inquiry. Multicultural Learning and Teaching

Behar-Horenstein, L. S., Garvan, C. W., Catalanotto, F. A., & Hudson-Vassell, C. N.* (2014). The Role of Needs Assessment for Faculty Development Initiatives.  Journal of Faculty Development, 28(2), 75-86.

Behar-Horenstein, L.S., Garvan, C. W, Moore, T. E.*, & Catalanotto, F. A. (2013).The Knowledge, Efficacy, and Practices Cultural Competency Instrument: A Validity Study Journal of Dental Education 77(8), 998-1005

Behar-Horenstein, L.S,  & Niu, L.*  (2013). College Teachers’ Instructional Practices: Exploratory and Confirmatory Factors Journal of Faculty Development 27(2), 38-45

Behar-Horenstein, L.S., Roberts, K.W., Hudson-Vassell C.N. & Zafar, M. A.* (2013). Promoting Physical Therapists’ Instructional Expertise and Teacher Efficacy Journal of Faculty Development 27(3), 1-8

Naugle, K. E., Behar-Horenstein, L. S., Dodd, V. J., Tillman, M. D., & Borsa, P. A. (2013). .Perceptions of Wellness and Burnout Among Certified Athletic Trainers: Sex Differences Journal of Athletic Training, 48(3), 424-430

Niu, L.*, Behar-Horenstein, L.S., & Garvan, C.  (2013). Do instructional interventions influence college students’ critical thinking skills? A meta-analysis Educational Research Review http://dxdoiorg/101016/jedurev201212002

Archer-Banks, D. A. M.,* & Behar-Horenstein, L. S (2012). Ogbu revisited: Unpacking high-achieving African American females high school experiences Urban Education 47(1), 198-222 DOI 101177/0042085911427739

Behar-Horenstein, L.S. (2012). Editor’s Column Florida Journal of Educational Administration and Policy 5(2), 57

Behar-Horenstein, L.S., Roberts, K.W. *& Zafar, M. A.* (2012). Dental school student and faculty perspectives about changing to comprehensive patient-care clinic management Journal of Healthcare Communication 5(1), 40-50

Behar-Horenstein, L.S., Roberts, K.W.* & Zafar, M. A.* (2012). Factors that advance and restrict programme change and professional development in dental education Professional Development in Education 39(1),  65-81 DOI:101080/194152572012692701

Behar-Horenstein, L.S. West-Olatunji, C.A., Moore,* T E, Houchen, D.*, & Roberts, K. W.* (2012). Resilience post tenure: The experience of an African American woman in a PWI Florida Journal of Educational Administration and Policy 5(2), 68-84

Behar-Horenstein, L.S., Zafar, M.A.*, & Roberts, K. W. *(2012). Impact of faculty development on physical therapy professors’ beliefs Journal of Faculty Development 26(2), 37-46

Zafar, M. A.* Roberts, K. W.* & Behar-Horenstein, L.S.  (2012). Mentoring perceptions and experiences of culturally diverse tenure-accruing faculty Florida Journal of Educational Administration and Policy 5(2), 58-67

Behar-Horenstein, L. S., Garvan, CW, Bowman, B*, Bulosan, M*, Hancock, S,* Johnson, M*, & Multu, B* (2011). Cognitive and learning styles as predictors of success on the National Board Dental Exam Journal of Dental Education 75, 534-543

Behar-Horenstein, L. S., & Leite, W. L. (2011). The Student-centered teachers beliefs survey: An initial validity study based on a unified latent variable framework Curriculum and Teaching 26(1), 57-72

Behar-Horenstein, L. S., & Niu, L.* (2011). Teaching critical thinking skills in higher education: A review of the literature Journal of College Teaching and Learning 8(2), 25-42

Issac, C. A.*, Behar-Horenstein, L. S., Davis, C.A.*, & Graff, R. A.* (2011). Hospital safety: Perceptual paradox Journal of Healthcare Communication 4(2), 118-125

Behar-Horenstein, L. S. (Spring, 2010) Complementary Methods In C. Kridel (Ed.). Sage Encyclopedia of Curriculum Studies, 132-133

Behar-Horenstein, L. S. (2010) Mixed Methods In C Kridel (Ed.). Sage Encyclopedia of Curriculum Studies, 575-579.

Behar-Horenstein, L .S. (2010) Objectives and Goals in Curriculum Planning In C Kridel (Ed.). Sage Encyclopedia of Curriculum Studies, 615-616.

Behar-Horenstein, L. S. (2010). Reliability In C Kridel (Ed.). Sage Encyclopedia of Curriculum Studies, 738-739.

Behar-Horenstein, L. S., & Dix, A. C.* (2010). Education In Caroline S Clauss-Ehlers (Ed.). Encyclopedia of Cross Cultural Psychology Springer Publications, 407-412.

Behar-Horenstein, L. S., & Dix, A. C.* (2010). Learning styles among undergraduate ‘Science for All’ student scholars Educational Theory and Practice 31(1), 57-71

Behar-Horenstein, L. S., & Johnson, M. L.* (2010). Enticing students to enter into undergraduate research: The instrumentality of an undergraduate course Journal of College Science Teaching 70-78

Behar-Horenstein, L. S., Mitchell, G. S., & Graff, R.* (2010). Observation and assessment of faculty development learning outcomes Journal of Dental Education 74(11), 1245-1254

Behar-Horenstein, L. S. Roberts, K.,* & Dix, A. C.* (2010). Mentoring undergraduate researchers: An exploratory study of students’ and professors’ perceptions Mentoring & Tutoring: Partnership in Learning 18(3), 269-291

West-Olatunji, C., Sanders, T., Mehta, S., & Behar-Horenstein, L.S. (2010). Parenting practices among low-income parents/guardians of academically successful fifth grade African American Children Multicultural Perspectives 12(3), 138–144

Behar-Horenstein, L. S., Mitchell, G. S., & Graff, R.* (2009).  Promoting the teaching of critical thinking skills through faculty development Journal of Dental Education 73(6), 665-675

Isaac, C. A,.* Behar-Horenstein, L. S., & Koro-Ljungberg, M. (2009). Women deans: Leadership becoming International Journal of Leadership in Education 12(2), 135-153

Lefave, M.,* Behar-Horenstein, L. S., & Dix, A. C.* (2009). Productivity and relevance of the curriculum professors’ research Journal of Faculty Development 22(3), 179-190

Selected Links

HRSA Faculty Development website: http://cod-faculty-development.sites.medinfo.ufl.edu/

My critical thinking skills website: http://www.adea.org/adeacci/Resources/Critical-Thinking-Skills-Toolkit/Pages/Critical-Thinking-and-Assessment.aspx

MY ACADEMIC WEBSITE: https://education.ufl.edu/behar-horenstein/