华体会

Associate Vice President for Student Success & Lecturer

Aaron Stoller is a transdisciplinary philosopher with a specialization in critical pragmatism. His research contributes broadly to the field of critical university studies where he focuses on questions pertaining to the sociopolitical and organizational contexts of learning, the role of universities within democratic knowledge economies, and the epistemic cultures of the disciplines. 

He is the author of Knowing and Learning as Creative Action (Palgrave MacMillan, 2014) and editor, with Eli Kramer, of Contemporary Philosophical Proposals for the University (Palgrave MacMillan, 2018). He also serves on the editorial boards of Research in Education and Learning Communities Research and Practice, and is on the Coss Dialogue Committee of the Society for the Advancement of American Philosophy.

Please visit his for more information on his research, community engaged projects, and teaching.

Professional Background

Associate Vice President for Student Success, 华体会, Colorado Springs, CO (2022-present)

Assistant Vice President for Student Success, 华体会, Colorado Springs, CO (2020-2022)

Director of Academic Programs, 华体会, Colorado Springs, CO (2016-2020)

Director of the First Year Program, 华体会, Colorado Springs, CO (2016-2018)

Research & Teaching Interests

Curriculum and Instruction (particularly inquiry-based and experiential learning); Disciplinary and Interdisciplinary Literacy; Undergraduate Student Success.

Publications (Selected)

Books and Edited Collections

Stoller, A. (Ed.). (2023). Academic labor in the third space [Special issue]. Workplace: A Journal of Academic Labor.

Stoller, A. & Kramer, E. (Eds.) (2018). Contemporary philosophical proposals for the university: toward a philosophy of higher education. (Palgrave MacMillan). [Reviewed in Critical Questions in Education; American Journal of Theology and Philosophy; Eidos: A Journal for Philosophy of Culture]

Stoller, A. (2014). Knowing and learning as creative action: a reexamination of the epistemological foundations of education. (Palgrave MacMillan). [Reviewed in Educational Theory]

Peer Reviewed Articles & Chapters

Stoller, A. (2023). Interdisciplinarity and citizenship. In R. Szostak (Ed.), Handbook of Interdisciplinarity Teaching and Administration. (Forthcoming).

Stoller, A. (2022). The critically reflective practicum. Honors in Practice, 18, 97-119.

Stoller, A. (2021). Critical and traditional mentoring: Toward a critical theory of undergraduate peer mentorship. Radical Teacher, 119, 52-60.

Stoller, A. (2021). Honors as a third space occupation. Journal of the National Collegiate Honors Council, 22/1, 43-52.

Stoller, A. (2020). Dewey’s naturalized epistemology and the possibility of sustainable knowledge. The Pluralist, 15/3, 82-96.

Stoller, A. (2020). A case for critical interdisciplinarity: Critical interdisciplinarity as democratic education. Issues in Interdisciplinary Studies, 38/1-2, 33-56.

Stoller, A. (2018). The flipped curriculum: Dewey’s pragmatic university. Studies in Philosophy and Education, 37/5, 451-465.

Other Publications & Media

Pickett, E. (Host) (2022). Setting your college-bound student up for success: Interview with Aaron Stoller [Audio podcast]. National Association for College Admission Counseling.  

Stoller, A. & Stansel, S. (Sept 30, 2021). “Why we need to teach students how to think about disciplines,” AAC&U Liberal Education Blog.  

Conference Presentations & Workshops (Selected)

Curriculum & Instruction

Stoller, A. & Veale, C. (2023). “Anti-Racism, Diversity, Equity, and Inclusion in the Honors Curriculum,” National Collegiate Honors Council Annual Meeting, Chicago, IL.

Stoller, A., (2023). “Tomorrow’s Toolkit: Leveraging AI to Change What Work Looks Like for Honors Educators and Staff,” roundtable discussion, National Collegiate Honors Council Annual Meeting, Chicago, IL.

Stoller, A. (2021). “Critical Inquiry As Transitions Pedagogy: Changing How Incoming Students Relate To Knowledge in the Disciplines,” AAC&U Conference on General Education, Pedagogy, and Assessment, Online.

Stoller, A. (2020). “Using Signature Pedagogies Across the Disciplines,” 华体会, Crown Center for Teaching, 华体会, CO.

Disciplinary & Interdisciplinary Literacy

Stoller, A. (2022). “Creating Meaningful Cross-Disciplinary Experiences in General Education,” AAC&U Conference on General Education, Pedagogy, and Assessment, San Diego, CA.

Stoller, A. (2022). “Using Critical Disciplinary Literacy to Change How Students Relate To Knowledge in the Disciplines,” National Collegiate Honors Council Annual Meeting, Dallas, TX.

Stoller, A. (2022). “Using Critical Reflection to Foster Disciplinary Literacy,” National Collegiate Honors Council Roundtable, Online.

Undergraduate Student Success

Stoller, A. (2020). “The Creative University: The Task Before Us,” Roskilde University, Research Centre for Problem-Oriented Project Learning, Denmark.

Stoller, A. (2017). “Decolonizing the Liberal Arts,” Crown Center for Teaching, 华体会, CO

Organizational Leadership

Stoller, A. (2021). “Pragmatist Perspectives on Shared Governance and Reform in Higher Education,” Society for the Advancement of American Philosophy Annual Meeting, Online.

Stoller, A. (2021). “Facilitating Curricular Reform and Organizational Change,” Small Liberal Arts Writing Program Administrators Annual Meeting, Franklin & Marshall College.

Stoller, A. (2021). “Innovative Responses to Ongoing Crises,” panel discussion with colleagues from Warren Wilson College and Antioch College, Consortium for Innovative Environments In Learning Annual Meeting, Online.

Regular Classes

PH249/ED250: Philosophy of Education

GS120: Critical Approaches to the Liberal Arts