Sarah Babbitt has over 20 years of experience as an English instructor and writer. She holds advanced degrees in English education, creative writing, and Italian language and culture. Currently she teaches developmental writing and college composition courses at North Hennepin Community College. She has also taught at several secondary schools and guest lectured at the college level. Her areas of research interest include American literature, urban literature, and Dante's Inferno. She is working on a book of poems and translating the works of Eugenio Montale.

1. SARAH BABBITT
2122 Jefferson Avenue, Saint Paul, MN 55105
651.295.3964
sebabbitt@uwalumni.com
EDUCATION
City College of New York, New York, New York
Master of English Education, May 2003
THESIS: “Pleasure in the Expanded Text: A Study of 10th
Grade Reception”
Sarah Lawrence College, Bronxville, New York
Master of Fine Arts in Creative Writing, May 2001
THESIS: “The Hummingbird and the Hawthorn: poems”
TRANSLATION: Eugenio Montale’s Ossi di Seppia, poems
University of Wisconsin, Madison, Wisconsin
Bachelor of Arts in English and Film, May 1997
THESIS: “Tangled in Blue: an Autofictography”
Università per Stranieri, Perugia, Umbria, Italy
Summer Program in Italian Language, Literature and Culture, May-August 1996
ACADEMIC EMPLOYMENT
Adjunct Instructor, Department of English, North Hennepin Community College, 2015-present
• Taught ENG 1200 / 1201 – Taught a combined developmental writing class and College Writing I.
• Taught ENG 990 – the component class to ENG 1200, focused on grammar and usage in the context of
college writing.
• Taught ENG 1202 (FTF) – research writing.
• ENG 1202 (Blended / Hybrid) – research writing.
• Used D2L for assignments, classroom communications, announcements, and grading.
• Used classroom smart technology.
Guest Lecturer, College of Staten Island, Staten Island, New York, 2009
• Examined selections from the novel Olive Kitteridge.
• Studied the use of imagery and character development in selected chapters.
Guest Lecturer, Center for Worker Education, City College of New York, New York, New York, 2009
• Examined selected poems from the works of Gwendolyn Brooks.
• Studied the process of close reading.
Research Assistant, Alison Matika, PhD Candidate, Teacher’s College, Columbia University, 2008-2009
• Collected and coded research data.
Adjunct Instructor, Department of English Education, City College of New York, Summer 2003-Summer 2005:
“Reading and Writing Poetry”
• Created a list of relevant texts, course packet, and relevant analytical and creative assignments.
• Required students to keep observation and memory journals to assist in their own writing process.
• Conducted small seminars on the craft of writing.
• Created model of an “Introduction to Poetry” class while also teaching students how to develop their own
curriculum for such a class.
Adjunct Instructor, Department of English Education, City College of New York, Summer 2003-Summer 2005:
“Teaching Writing Across the Curriculum”
• Created relevant assignments and a list of texts for the course.

2. • Conducted small seminars that discussed the pedagogy of writing.
• Guided students in the development of course-specific writing curriculums.
• Modeled methods for incorporating writing assignments across a variety of subject areas.
Graduate Assistant, Department of English Education, City College of New York, 2002-2003
• Assisted the chair with data collection for the School of English Education’s NCATE review and
recertification.
• Created student portfolios, including student research data, thesis drafts and final theses for NCATE.
• Modeled methods for incorporating writing assignments into a classroom.
SECONDARY LEVEL EMPLOYMENT
English Substitute, Saint Paul Academy and Summit School, St. Paul, MN, 2013-2015
English Teacher, The Dwight School, New York, New York, 2011-2013
• Advised a student in the development of the MYP Personal Project, a requirement in the International
Baccalaureate Programme.
• Developed a curriculum for writing a personal essay.
• Used smart technology for lectures and interactive activities.
English Teacher, Columbia Grammar and Preparatory School, New York, New York, 2010-2011
• Developed an analytical poetry curriculum.
• Developed a course on the close-reading of graphic novels.
• Used smart technology for lectures.
• Taught students how to use smart technology for presentations.
English Teacher, Cretin-Durham Hall, Fall/Winter 2005
• On-leave replacement instructor.
English Teacher, New York Department of Education, New York, New York, 2001-2005
• Developed a course on American Literature.
• Developed a Shakespeare Course.
• Received a Donor’s Choose grant from reporter Jonathan Alter.
VOLUNTEER TEACHING
ESL Teacher, Centro Guadalupano, Minneapolis, Minnesota, March 2015-present
• Teach English to a range of non-native English speakers.
• Collaborate on lessons and teach with another ESL trained teacher.
Teaching Artist, The Community Word Project, New York, New York, 1999-2001
• Conducted poetry-writing seminars in the public schools.
• Supervised the creation of a mural, based on a class poem.
TEACHING INTERESTS
Imagism
Stream of Consciousness
Memoir and Autobiography
African American Literature
The Graphic Novel
RESEARCH INTERESTS
The Compartmentalization of American Literature
Urban Literature and the Development of Prison Libraries

3. Dante’s Inferno and McNulty’s Lost Baltimore
READINGS
Featured Reader, The New and Nearby Reading Series, Saint Paul, Minnesota, April 2013
Open Mic, Bar 13, New York, New York, 1999-2001
BOOK IN PROGRESS AND PUBLICATIONS
The Hummingbird and the Hawthorn: poems, in progress
Ossi di Sepia, translations of poems, in progress
“The Doves,” limited edition broadside, 2013
“The Dutch Masters,” At the Table, Eds. James Silas Rogers, Tracy Youngblom, 2013
“Spontaneous Flies,” Living Here: Poems about Neighborhoods, Eds. James Rogers, Tracy Youngblom, 2014
PROFESSIONAL DEVELOPMENT
Listen for a Change: Sacred Conversations for Racial Justice, Trinity Institute Program 2016, New York, New
York, January 21-23 2016
• “Eavesdropping on America’s Conversation on Race,” Michele Norris (National Public Radio)
• “What Is Race Anyway?” Nicholas Kristof, The New York Times
• “A People’s History of Race,” Emilie Townes (Vanderbilt Divinity School)
• “Soul Searching in a Culture of Control,” Victor Rios (UC-Santa Barbara); Kelly Brown Douglas
(Goucher College, Baltimore, MD)
• “Listen for a Change,” Anna Deavere Smith (New York University, actor and playwright)
• “What We Can Do Together-Policies and Practices”
Pre-service ESL Training, Minnesota Literacy Council, St. Paul, MN, April-May 2015
AWP Conference, Minneapolis, Minnesota, April 2015
• A More Deliberate (and Desperate) Life: How to Write and Publish a Book While Teaching Five Classes
• For Their Own Purposes: The Craft of Intertextuality
• Writing is Rewriting: Teaching Revision in the Creative Writing Workshop
• Undergraduate Program Design at the Two-Year College and Beyond: Four Models
• The Research Behind the Writing
• I Know This Is You: What Happens When Student Writing Reveals Too Much
• Melancholy and the Literary Use of Sadness
• Fascinated Or Haunted: Why We Continue to Write and Rewrite Fairy Tales
Art and Inquiry, Coursera and The Museum of Modern Art, April 2015
IB Humanities Level 2, International Baccalaureate Programme, San Diego, California, June 2012
The Pedagogy of Success in Urban Schools, Carol Lee Lecture Series, Pace University, New York, New York,
2009
Reading Across Borders, The Writing Project, Brooklyn, New York, 2004
“How to Read a Poem” led by Edward Hirsch, Teacher Education Workshop, Geraldine R. Dodge Poetry
Festival, Morristown, New Jersey, 2002
Multiple Intelligences Seminar Series, Teachers’ and Writers’ Collaborative, New York, New York, 1999
Publishing Intern, Milkweed Editions, Minneapolis, Minnesota, 1998-1999

4. MEMBERSHIPS AND AFFILIATIONS
AWP
MMLA, MLA Midwest Region
Poet’s House, NYC
Contributor University of Wisconsin Library System
Contributor National Writing Project
FOREIGN LANGUAGE SKILLS
French and Italian