Morgan Robinson Honored for Excellence in Teaching and Service

Written by
Denise Valenti for the Office of Communications
April 23, 2018

The Graduate School has presented eight graduate students with its annual Teaching Awards in recognition of their outstanding abilities as teachers.

The awardees are Ingrid Brioso Rieumont from the Department of Spanish and Portuguese, Antonio Iannarone from the Department of Comparative Literature, Annabel Lemma from the Department of Chemical and Biological Engineering, Anders Nielsen from the Department of Economics, Morgan Robinson from the Department of History, Danielle Schlesinger from the Department of Geosciences, Jessica Schwab from the Department of Psychology and Pierre-Yves Taunay from the Department of Mechanical and Aerospace Engineering.

Winners were selected by a committee chaired by Cole Crittenden, deputy dean of the Graduate School, and comprising the academic affairs deans and staff from the McGraw Center for Teaching and Learning. The nominations were made by academic departments and programs.

On April 19, the Graduate School presented the awards at the Tribute to Teaching Reception, which was hosted by Sarah-Jane Leslie, dean of the Graduate School. Each winner receives $1,000.


Morgan Robinson

Morgan Robinson

Robinson is a seventh-year doctoral candidate in history and a recipient of the Quin Morton Graduate Teaching Award for instructors in the Princeton Writing Program. Her writing seminar, “Justice After Empire,” invites students to explore questions about justice and reconciliation in post-colonial Africa in the late 20th century. 

“Morgan has demonstrated remarkable skill at leading her students to cultivate their critical curiosity and to deepen their sense of why scholars research and write the way they do,” said Amanda Irwin Wilkins, director of the Princeton Writing Program. “With her guidance, Morgan’s students gain a very real sense of how their arguments, as junior scholars, can join wider conversations at both the university and in public life.” 

Said one student: “I now know how to engage with other authors and understand exactly where my contribution to the academic discussion starts.” Another student commented, that with Robinson’s guidance, “my writing has changed from just regurgitating information to contributing to the scholarly debate.” Robinson expects to finish her degree this year.

Read more at News at Princeton.