David L. Stoloff

David L. Stoloff is a Professor of Educational Technology and the Social Foundations of Education at Eastern Connecticut State University. In his 40th year as a full-time professor, Dr. Stoloff coordinates the university's online M.S. in Educational Technology program and serves as president of the Connecticut State Conference-American Association of University Professors.

Dr. Stoloff received his academic credentials from prestigious institutions:

• Ph.D. in Comparative and International Education from UCLA
• M.S. in Educational Technology from Concordia University in Montreal
• B.S. in Biology from SUNY, Brockport

His research focuses on innovative approaches to education, particularly in alternative assessment methods, personal learning archives, and culturally responsive teaching. He has extensive experience in international education contexts including service in the Peace Corps in Zaire, teaching in Israel and California, and as a Fulbright scholar in Thailand. His work bridges educational theory with practical applications across diverse cultural settings.

Dr. Stoloff's recent publications demonstrate his interdisciplinary approach, examining connections between educational technology, philosophical foundations of education, and cultural influences on learning. His work explores how societies reflect themselves through digital spaces and the historical evolution of educational thought.

Professional highlights include:

• Fulbright Scholar in Thailand
• 12-year leadership of a grant-funded summer residential program for aspiring educators
• Weekly contributor to community radio writing project since 2020
• President of Connecticut State Conference-American Association of University Professors

Dr. Stoloff has mentored over 400 students through his summer program, many of whom became educational leaders in the region. His teaching philosophy emphasizes student ownership of learning and finding meaningful connections in educational content, reflecting his belief that 'learners should manage and own their own learning and should find meaning in what they study.'