Six MIT SHASS educators receive 2026 Levitan Teaching Awards

Six educators have received the James A. (’48) and Ruth Levitan Award for Excellence in Teaching for 2026. The award, given annually by the MIT School of Humanities, Arts, and Social Sciences (SHASS), honors superlative teachers across the school. Winners are nominated by MIT students.

“These educators are some of the finest instructors at MIT. Their dedication to our students makes a real difference and is deeply appreciated,” says Agustín Rayo, Kenan Sahin Dean of SHASS.

Learn more about the honorees below, including comments from the student nominators:

Muna Ibrahim Bruce, Lecturer in Arabic, Global Languages

“One of the most distinctive aspects of her teaching is the way [Bruce] brings culture and history into the language classroom in a deeply immersive way. Her Andalusia musical nights, for example, go far beyond a typical “cultural event.” She curates songs, historical background, and discussion in a way that shows where Arabic meets other cultures—how languages, traditions, and musical forms have influenced each other across time.”

“Since meeting with Muna in the summer for a placement test, I instantly felt at home. It is the first time in my 10-year journey studying Arabic I have an equal opportunity to study Arabic as an Israeli, especially considering my Yemenite Jewish origins. Muna highlighted the Arab history and culture in classes and promoted Arabic as a language of dialogue and not of disagreement or religion. In this sense, Muna is not merely an Arabic teacher, she’s a bridge builder.”

Andreas Karatsolis, Senior Lecturer, Comparative Media Studies/Writing and Director, WRAP Program

“Professor Karatsolis structured his class around small group workshops held after practice runs of major presentations and writing assignments. Rather than simply grading a final draft or a polished performance, he created structured opportunities for peer review at exactly the right moment, when students had already invested effort and were genuinely ready to hear feedback, but still had enough time and motivation to act on it. I went through this cycle three or four times across the semester, and each time I came out the other side with a sharper argument, a cleaner delivery, and a better understanding of why the revision mattered.”

Hiromu Nagahara, Mitsui Career Development Professor, History

“Professor Nagahara has been a wonderful teacher, in both pedagogy and in course content. I remember sitting in my first-ever history class freshman year and feeling (for the first time) really engaged with an intellectual project in college. We were studying WWII in Asia, which was an incredibly difficult topic, and yet in every seminar I was moved by the grace and compassion in which we had our discussions, even when the reading contents became very emotionally heavy.”

“I look back at my final paper for the class as one of my proudest works in undergrad, despite being written in my first year, because it was my first experience writing a gargantuan history paper (6,000 words!) and listening to sources in multiple languages, and it introduced me to a whole lot of different methodologies that later came into my history major – oral history, disciplinary divisions (cultural, intellectual, political, and so on), and how to do serious research.”

Jay Scheib, Section Head, Music and Theater Arts and the Class of 1949 Professor

“Coming in with no background in directing or performance, I was unsure how much I could contribute. Jay’s teaching style changed that completely. He is relaxed and approachable, yet professional, and he genuinely encourages unconventional ideas without making anyone feel judged for trying something new. For a student starting from zero, that kind of environment made it possible to take creative risks and actually enjoy the process of learning both acting and directing.”

“In 21T.100, our class mounted a 6.5-hour theatrical production — an almost unimaginable undertaking for a student course. We all joke that ‘Jay has magic.’ But behind that magic is someone who quietly spends countless hours preparing every detail, tending to each performer’s emotional state, making sure everyone on set feels seen and cared for.”

Amadou Lamine Touré, Lecturer, Music and Theater Arts, Director of Rambax

“Rambax (Senegalese Drums Ensemble) is definitely one of the most unique classes I’ve taken in terms of teaching style since, as a performance-based class, the course consists of listening to and following Lamine’s rhythms. [He] maintains a deep awareness of each and every student’s progress, and when he can see that a student is struggling with a certain rhythm, he slows down on that section. This connection with students extends to performances, where he helps us learn how to improvise and match the audience’s energy.”

“His teaching doesn’t simply revolve around drumming in a circle, but also incorporates deep histories. I feel that I have learned a great deal about the musical and cultural traditions of Senegal, and it’s extremely cool to know that some of the pieces we play have been passed down from the 18th, 17th or even 14th century!”

David Yagüe González, Lecturer in Spanish, Global Languages

“When my work inevitably started to pile up on me or when I went through a deeply difficult time in my personal life last year, [González] showed so much compassion and understanding. He met me where I was and always told me not to worry and to take time for myself. This is an anecdote that multiple other students in my classes have also shared—he wants you to do well, not just in class but in your personal life.”

“I’ve grown confident in my speaking and listening skills in Spanish because he helps to create a fun and stress-free environment for everyone. He remembers things the students are interested in, which shows he cares about the students on an individual level.”