Mitchell Robinson is associate professor and chair of music education, and coordinator of the music student teaching program at Michigan State University. Robinson has held previous appointments as assistant professor and coordinator of the music education area at the University of Connecticut; assistant professor of school and community music education at the Eastman School of Music in Rochester, N.Y.; and director of wind activities and wind ensemble conductor at the University of Rochester. Robinson’s public school teaching experience includes 10 years as an instrumental music teacher, music department facilitator and high school assistant principal in Fulton, N.Y.
Robinson was awarded the 1997 Reston Prize from Arts Education Policy Review for his analysis of arts education policy, and the 1999 Research Award from the International Network of Performing and Visual Arts Schools. He recently concluded a term as Editor of the Music Educators Journal, and has served on the editorial/advisory boards of Arts Education Policy Review, the Journal of Music Teacher Education, the Bulletin of the Council for Research in Music Education, the Music Educators Journal, the International Journal of Education and the Arts, Research and Issues in Music Education, and the Desert Skies Research Symposium. His publications have appeared in Arts Education Policy Review, Music Educators Journal, Bulletin of the Council for Research in Music Education, Journal of Music Teacher Education, American Music Teacher, and the American School Board Journal. He was a chapter author for Great Beginnings for Music Teachers: Mentoring and Supporting New Teachers, published by MENC: The National Association for Music Education in 2003, and contributed a chapter to Teaching Music in the Urban Classroom, Volume 2: A Guide to Survival, Success, and Reform, published by Rowman & Littlefield Education. Robinson also contributed two chapters to the new Oxford Handbook of Qualitative Research in American Music Education, wrote the chapter on music (Music Teaching and Learning in a Time of Reform) for What Every Principal Needs to Know: Instructional Leadership for Equitable and Excellent Schools, which was published recently by Teachers College Press, and contributed a chapter (A Tale of Two Institutions: Or . . .Myths and Musings on Work/Life Balance) for On The High Wire: Education Professors Walk Between Work And Parenting, recently published by Information Age Press.
Robinson also served for two years as scholar-in-residence for music for the Connecticut State Department of Education, where his work focused on beginning music teacher induction and support. A founding member of the Instrumental Music Teacher Educators Association (IMTE), Robinson received B.F.A. degrees in music education and trumpet performance from the State University of New York at Buffalo, the M.M.Ed. from Hartt School of Music, a Certificate of Advanced Study in Educational Administration from the State University of New York-Oswego, and a Ph.D. in music education from the Eastman School of Music. He also pursued post-graduate studies in music education and conducting at Northwestern University.