Rate My Professor David McLaughlin

David McLaughlin serves as Associate Professor of Education and Department Head at Susquehanna University. His teaching centers on the intersection of science, K-12 education, and teacher preparation, where students investigate the nature of science and methods to support children in accessing new scientific content. Classes incorporate hands-on science activities, leveraging facilities such as the Natural Science Building's lab spaces and teaching technology, along with partnerships with local public schools and the community. Small class sizes enable close faculty-student relationships, allowing McLaughlin to guide preservice teachers through laboratory courses, methods classes, and senior student-teaching placements. This journey fosters their growth in knowledge, skills, and confidence as scientists and science teachers within early childhood education programs. McLaughlin values these extended interactions, witnessing student development across diverse learning contexts.

McLaughlin holds a Ph.D. and M.A. in Curriculum, Instruction, and Teacher Education from Michigan State University, a Bachelor of Education from Queens University of Charlotte, and a B.S. from the University of Western Ontario. Before joining Susquehanna University, he lived and taught abroad in Colombia, Turkey, and Thailand, pursuits that sparked his interests in travel and photography. His research specializations encompass teacher training, science teaching, pre-service teachers, teacher education, teaching and learning, professional development, early childhood education, pedagogy, and education. Notable publications include 'Investigating Preservice Teachers’ Self-Efficacy Through Saturday Science' (2015), 'Listening: To Thine Own Self Be True' (2014), 'Preservice Teachers’ Uptake and Understanding of Funds of Knowledge in Elementary Science' (2012), 'Designing science instruction for diverse learners' (2008), and 'A Study of CCMS Procedures in Curriculum Design and Teacher Education in Support of Diverse Learners in Science.' His scholarly work has garnered 72 citations.