David is originally from Stamford, CT, and graduated from Westhill High School, where his parents often thought he concentrated too little on academics and too much on baseball (real and simulated), soccer, and Hamlet.
At the undergraduate level he studied paleontology and evolutionary theory at Harvard with Stephen Jay Gould and served as laboratory research assistant under Dr. Gould, field research assistant under Charles Mitchell, and research fellow under Dr. Niles Eldredge at the American Museum of Natural History.
He taught General Science, Earth Science, and Physical Science in grades 5-9 for 4 years in private schools in Minneapolis and suburban Philadelphia, and taught part-time and helped to develop the Computer Applications Program curriculum for 4 years in the Detroit Public Schools.
His doctoral studies under Dr. Carl Berger at the University of Michigan focused primarily on the role of electronic technologies in science teaching, especially the use of computer-assisted graphical data analyis and the role of educational games and simulations in science learning.
He has been a member of the Science Education faculty at UGA for 30 years, served as Graduate Coordinator for Science Education for 13 years, and served as Program Coordinator for Science Education and Associate Department Head for 3 years.
Courses he has taught at UGA include: (at the undergraduate/preservice level) middle school science curriculum, middle school science methods, conceptual physical science for middle school teachers, elementary science teaching, secondary science curriculum; (at the masters/specialist level) introduction to research in science education, technology in science teaching, STEM integration in science classrooms, science teaching strategies, curriculum planning in science; and (doctoral-level) issues in the teaching of evolution, science curriculum, technology in science education, and the general seminar in science education research.
His primary areas of research presentation and publication have been the teaching of historical geology and evolutionary biology, the use of electronic technologies in science teaching, and aspects of middle school science teaching and teacher education.
Over the past four years his primary focus has been on the development of fully asynchronous online courses, recently resulting in the launch of the fully online MEd program in Science Education, and of site-based science methods courses, taught in conjunction with practicing middle school teachers in their classroms, in the Middle Grades teacher education program.