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In the Press

Lanier Anderson stewards VPUE during leadership transition

Lanier Anderson


Lanier Anderson, the J. E. Wallace Sterling Professor in the Humanities

 and professor of philosophy, is currently serving as interim vice provost 

for undergraduate  education.  (Image credit: Andrew Brodhead)



Teacher. Scholar. Thinker. Leader. Mentor. Ask anyone at Stanford who knows Lanier Anderson – the newly appointed interim vice provost for undergraduate education and longtime philosophy professor – and these descriptors most often come to mind.

After stints teaching at Harvard, Haverford, Bryn Mawr, and Penn, Anderson joined the Department of Philosophy at Stanford in 1996 and has been guiding students in journeys of self-discovery ever since. Indeed, his faculty office is adorned wall-to-wall with deep thinkers, including Nietzsche, Kant, and Montaigne. Along the way, Anderson has been leading and inspiring colleagues to find innovative ways to improve the undergraduate experience. He served as a core member of the Study of Undergraduate Education at Stanford from 2010 to 2012, and more recently he co-chaired the Future of the Majors strategic planning team. Initiatives stemming from both efforts have left a monumental imprint on undergraduate education at Stanford.

These days, while he’s not chairing the Department of Philosophy, running the North American Nietzsche Society, or authoring his latest book about the essays of Montaigne, he has temporarily stepped in to guide and steward the Office of the Vice Provost for Undergraduate Education, the undergraduate experience nexus for both students and faculty for the past nearly 30 years.

Anderson, the J. E. Wallace Sterling Professor in the Humanities in the School of Humanities and Sciences, recently shared insights into his love of teaching, its connection to his scholarly work, and the state of undergraduate education at Stanford and beyond.


What prompted you to step into the interim vice provost role within VPUE and what have you discovered in the early weeks?

I believe deeply in the importance of [former Vice Provost for Undergraduate Education] Sarah Church’s initiatives as VPUE – particularly the implementation of the COLLEGE curriculum, the reintegration of the Center for Teaching and Learning into VPUE, and the many initiatives to support students who enter Stanford with widely different kinds and levels of high school preparation, which are organized under her Leveling the Learning Landscape (L3) project.

It has been a fascinating time in my first month on the job, learning about the many different projects under way across VPUE. One thing that stands out is that VPUE’s personnel are unified by their deep investment in pedagogy and engaging with students. Whether we are engaged in the delivery of crucial early career courses to students, or supporting high impact educational experiences like undergraduate research, study away, or service learning, or working to guide students through the opportunities Stanford makes available, all of us are intensely focused on student development.


What has been your favorite course to teach to undergrads?

Oh, there are so many. I have exhilarating teaching experiences every time I team-teach Philosophy and Literature with one of my colleagues like Joshua Landy, Blakey Vermeule, Ato Quayson, or Mark Greif. I will never learn enough from them. And of course, it is enormously special to work with the first-quarter Stanford students in Why College? It is impossible to choose just one!


What was it like teaching in COLLEGE last fall?

I had a splendid group of students in COLLEGE, who challenged me and each other and brought admirable curiosity and intelligence into the class week in and week out. I have loved teaching the Why College? curriculum ever since I was part of the year one pilot with Dan, Kathryn Gin Lum, and Sara Mrsny back in 2020. Some of the texts have changed since then – as is only right for a living curriculum – and I missed one or two of the old favorites, but the new materials were exciting and challenging. I also really loved my weekly meetings with a subset of the instructors (my “teaching pod”) to discuss the materials and our approach to it. That kind of intellectual engagement with colleagues over ideas makes the course a special treat, and of course, that is also the kind of experience we are hoping the students will get in their dorms and around campus.


What books come to mind that every undergraduate should read to help them consider and understand their journey after Stanford?

There are so many books to read that picking just a few seems really arbitrary. But one book I think could benefit students’ post-Stanford journey is Zadie Smith’s book of essays, Feel Free. She engages so many different topics, writers, and artists in the book that there will be something to grab most readers, and that very variety is an excellent model for how a person can remain intellectually alive and curiously engaged with the world in a lifelong way. That is something I really hope for our students to maintain as they go out into the world.


What do you see as the two or three biggest challenges facing undergraduate education?

First, the pandemic exacerbated a trust gap that was already developing. Without trust, we can’t create the kind of educational atmosphere that promotes learning. VPUE will be working to help faculty and students coordinate around a more transparent set of shared commitments that clarify what students can expect from faculty and what instructors can expect from students in turn.

Second, the American high school system is increasingly unequal, and that, together with the fact that we admit more and more international students who were prepared by altogether different systems, means that the differences in the preparation our students bring to Stanford are growing rapidly. We need to develop creative strategies to overcome these differences, which is a big part of the mission of the L3 project.

Third, the Faculty Senate has decided, with the approval of the COLLEGE program, that all Stanford students should have some common educational experiences that unify them in the first year and build intellectual community. We are fortunate to have energetic leadership from Dan Edelstein, director of Stanford Introductory Studies, in guiding COLLEGE, but it will take careful effort from all of us to implement the new vision successfully.


How do you take care of your physical and mental well-being with so many demands on your time?

I make time to exercise on the weekends, and I do my best to eat right and get enough sleep every night. I need to get a little better at saying no to some of the commitments though, so that the rest will be manageable. Probably the most important thing I do is to make sure to sit down for a nice meal with my wife, Katherine Preston, almost every night. Adding candles and a bottle of wine on the weekends doesn’t hurt either.