Dr. David W. Brennan

Dr. David W. Brennan
Title: 
Associate Professor of Education; Director of Student Teaching and Undergraduate Education
Department: 
Office: 
Loyola Hall 222
Phone Extension: 
3164
Email Address: 
dbrennan@immaculata.edu
Education: 

Ed.D., Educational Leadership, Immaculata University, 2003

M.S., Professional Education, St. Joseph’s University, 1993

B.A., English/Theatre, St. Joseph’s University, 1974

Certifications:

Secondary Principal Instructional II

Supervisory Curriculum and Instruction

Instructional II/Secondary School English

Catholic School Management

Instructional I/Secondary School English

Teaching Philosophy: 

Teaching is a service occupation, but more accurately, teaching is a vocation. Built into my philosophy of teaching is the idea that I will be contributing to the lives of others. My decision to become a teacher is deeper than a love of subject matter; I believe it is a calling. It is the motivation and the desire to assist, mentor, model, etc. that sustains me through difficult times.

Biography: 

Dr. Brennan has been a full-time faculty member at Immaculata University since 2006. He started as an adjunct in the Education Department in 2003. In 2009, he was promoted to the position of director of the Undergraduate Education program, and in 2010 was promoted to director of student teaching. Dr. Brennan is the advisor to senior and junior education majors, and he serves as the moderator of Kappa Delta Pi, the undergraduate education honor society.

Courses Taught: 
  • Strategies for Academic Success
  • Educational Psychology (undergraduate and graduate)
  • Social Foundations of Education (undergraduate and graduate)
  • Creative Thought and Expression (undergraduate and graduate)
  • Curriculum and Instruction
  • Psychology of Learning
  • Administration
  • Curriculum Management
Grants: 

Awarded a mini grant from Immaculata University to conduct a research project on creating an e-portfolio. This research was completed with undergraduate education student teachers in 2011.

Awarded a mini grant from Immaculata University to conduct a research project on planning a healthy menu. This research was completed in 2009 with elementary students from two elementary schools as well as undergraduate education students.

Awarded a mini grant from Immaculata University to conduct a research project on how the theory of multiple intelligences can affect a learning center environment at the elementary level. This research was conducted using elementary students from several elementary schools as well as secondary and elementary education students from Immaculata University.

Conferences attended:

Understanding the needs of students with learning disabilities. Commonwealth of Pennsylvania, 2005

Implementation of the Arts, Part 1. Commonwealth of Pennsylvania, 2005

Positive Behavior Support. Commonwealth of Pennsylvania, 2006

Arts across the Curriculum. Commonwealth of Pennsylvania, 2008

It’s our future: Investing in each and every child. Commonwealth of Pennsylvania, 2009

RtII: Teaching and Learning. West Chester University, 2010

Pre-Service Teacher Symposium. Commonwealth of Pennsylvania, 2010

SAS 101 for Higher Education. Commonwealth of Pennsylvania, 2011

Collaboration for Excellence in Quality Teacher Preparation. Pennsylvania Association of Colleges and Teacher Educators, Penn State University, 2012

Professional Memberships: 
Dissertation: 

"Effects of Theatre-Related Activities on Students’ Self-Esteem Levels and the Parental Perceptions of These Effects."

Committee: Sr. Anne Marie Burton, IHM, Ed.D., Chair; Rev. Msgr. Michael J. Matz, Ed.D.; Rev. Thomas F. O’Brien, Ph.D., Ed.D.

Abstract:

The study investigated the effects of theatre and theatre-related activities on students’ self-esteem levels in a secondary school setting and the parental perceptions of these effects as evidenced in the home setting. An analysis of student experience and reaction to participation in theatre and the description of the effects of involvement through surveys, inventories, and interviews by both students and their parents elicited implications regarding self-esteem, adolescence, and theatre.

The research revealed that the theatrical process has the ability to strengthen individual self-esteem. It helps to build community, not only within the school, but also in society in general. Theatre and theatre related activities help students hone their problem-solving skills, learn responsibility, work as part of an ensemble, and sharpen communication skills.


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