Suzanne Damarin

Education

• The Ohio State University, Ph.D. in Mathematics Education
• Bryn Mawr College, M.A. and doctoral coursework, Mathematics,
• Wilson College, A.B. cum laude, Mathematics

Professional Employment since earning doctorate

At The Ohio State University

• 1992 - present Professor. College of Education
• 2004 - 2006 Interim Associate Dean for Faculty, College of Education
• 2001 – 2004 Director of AcademicTechnology., College of Education
• 1995 - 1997 Ameritech Faculty Fellow
• 1988 - present Graduate Faculty, Center for Women’s Studies
• 1984 - 1992 Associate Professor, College of Education
• 1981 - 1984 Assistant Professor, College of Education
• 1980-1987 Director, Technology and Basic Skills Laboratory The Ohio State University
• 1976-1981 Lecturer, Mathematics Department
• 1977-1981 Lecturer, Early and Middle Childhood Education

At other institutions:

• Jan.- June 1989 Visiting Research Scholar, Center for Research on Women - Wellesley College
• Sept - Dec. 1988 Visiting Scholar, Center for the Study of Women and Society - Visiting Professor, Department of Sociology - University of Oregon

Recent and Current Funding

• None current
• Implementation: Technology Enhanced Teaching and Learning Implementation Grant. Funded by U. S. Department of Education, PT3 Initiative (#P342A000135). $1,189,562.
• Technology Enhanced Teaching and Learning. Capacity Building Grant. Funded by U. S. Department of Education, PT3 Initiative (#PR342A990296 ) . $159,389.
• Technology and Education: Disputes and Debates. (PI) A series of web-enhanced debates on major issues facing education. Funded by the Battelle Endowment for Technology and Human Affairs. ($50,000).

Five recent relevant publications

• Suzanne Damarin (submitted June 13, 2006) Working at the Nexus of Gender and Mathematics. In Gender and Mathematics: Reflecturns Upon and Working Toward New Spaces., Diana B. Erchick and Peter Appelbaum, eds.
• Carole Lacampagne, Suzanne Damarin, and Others. (2006) Gender Equity in Mathematics. In Handbook for Achieving Gender Equity through Education, Susan Klein (ed.). New Jersey: Lawrence Erlbaum.
• Diana Erchick, Peter Appelbaum, Joanne Rossi Becker, and Suzanne Damarin (2004) Complexity in Gender and Mathematics: Moving toward New Spaces. In Proceedings of the PME-NA XXVI, Douglas McDougall and John A. Ross, eds. (pp. 59-64), Toronto: OISE.
• Suzanne K. Damarin (2000) The Mathematically Able as a Marked Category. Gender and Education 12 (1). pp. 69-85
• Suzanne Damarin (2000) The " Digital Divide" versus Digital Differences: Priniciples for Equitable Use of Technology in Education. Educational Technology 40 (4), pp. 17-22.

Five other related papers

• Suzanne Damarin and Diana Erchick (1999) Gender and Mathematics: Exploring the Absences in Research. Proceedings of the Twenty First Annual Meeting Meeting, North American Chapter of Psychology of Mathematics Education (PME XXI). pp. 170-175.
• Suzanne K. Damarin (1998) Educational Technology and Multicultural Education: The Question of Convergence. Theory into Practice 37 (1), pp. 11-19.
• Tierney, Robert J. and Suzanne K. Damarin (1998) Technology, enfranchisement, and cultural development: Cross-cutting symbol systems, paradigm shifts, and socio-cultural considerations. In David Reinking, ed., Handbook of Literacy and Technology for the 21st Century. Mahwah, NJ: Lawrence Erlbaum Associates.
• Suzanne K. Damarin (1995) Gender and mathematics from a feminist standpoint. In Walter Secada, Elizabeth Fennema, and Lisa Bird, eds., New Approaches to Equity in Mathematics Education, New York: Cambridge University Press, pp. 242-257.
• Suzanne K. Damarin (1993) Technologies of the Individual: Women and Subjectivity in the Age of Information. Research in Technology and Philosophy. Volume 13, pp. 185-200. Reprinted (2003) in E. Katz, Andrwe Light, and William Thompson, eds. Controlling Technology, 2^nd ed. (pp, 499-514) Amherst, NY: Prometheus Press,