David is originally from Stamford, CT, and graduated from Westhill High School, where his parents often thought he concentrated 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 educational games and simulations in science learning.
He has been a member of the Science Education faculty at UGA for 28 years, has served as Graduate Coordinator for Science Education for 12 years, and served as Program Coordinator for Science Education and Associate Department Head for 3 years.
Courses he has taught at UGA include: (undergraduate level:) middle school science curriculum and methods, elementary science teaching; (masters/specialist level:) introduction to research in science education, technology in science teaching, conceptual physical science for middle school teachers, 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 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 as both Graduate Coordinator and individual instructor has been on the development of fully asynchronous online courses, with the (nearly achieved) goal of creating a fully online MEd program in Science Education.