Cultural Studies
College of Humanities and Social Sciences

Kelly Schrum

Kelly Schrum

Kelly Schrum

Associate Professor

scholarship of teaching and learning, online learning, digital humanities, history education

Kelly Schrum is an associate professor in the Higher Education Program and director of educational projects at the Roy Rosenzweig Center for History and New Media at George Mason University. Schrum focuses on teaching and learning in the digital age, including the scholarship of teaching and learning, online learning, digital storytelling, digital humanities, and history education.

Recent publications include: “Teaching Hidden History: Student Outcomes from a Distributed, Collaborative, Hybrid History Course” in The History Teacher; “Assessing the Effect of Historic Site-Based Professional Development on History Teaching and Learning” in The History Teacher; and "How We Learned to Drop the Quiz: Writing in Online Asynchronous Courses” in Jack Dougherty and Tennyson O’Donnell, eds. WebWriting: Why and How for Liberal Arts Teaching and Learning. She is also the author of Some Wore Bobby Sox: The Emergence of Teenage Girls’ Culture, 1920-1950 and co-author of History Matters: A Student Guide to U.S. History Online and World History Matters: A Student Guide to History Online.

Recent digital projects include: Diplomacy in Action: Diplomatic Simulations in the Classroom (U.S. Department of State); Teaching Hidden History, a graduate, hybrid digital history and history education course; Eagle Eye Citizen (Library of Congress); The Amboyna Conspiracy Trial (Monash University, Australia), introductory video; and Understanding Sacrifice: World War II (American Battle Monuments Commission and National History Day), introductory video.

Selected Publications

“Teaching Hidden History: Student Outcomes from a Distributed, Collaborative, Hybrid History Course.” The History Teacher (Forthcoming, 2017). Co-authored with Nate Sleeter, Anthony Pellegrino, and Celeste Tường Vy Sharpe.

“Assessing the Effect of Historic Site-Based Professional Development on History Teaching and Learning.” The History Teacher. (December 2016). Co-authored with Karen Kortecamp, Jennifer Rosenfeld, Kevin Briscoe, and Kathleen Steeves.

“The Power of Historical Site Visits to Transform History Teaching and Learning” What are History Teachers Learning at Historic Sites (American Educational Research Association Report, 2014). Co-authored with Karen Kortecamp, Jennifer Rosenfeld, Kevin Briscoe, and Kathleen Steeves.

Beyond Flipping Classrooms Inside Higher Ed: Higher Ed Beta. June 30, 2014. Co-authored with Celeste Tường Vy Sharpe and Nate Sleeter.

How We Learned to Drop the Quiz: Writing in Online Asynchronous Courses in Jack Dougherty and Tennyson O’Donnell, eds. WebWriting: Why and How for Liberal Arts Teaching and Learning. Michigan Publishing/Trinity College ePress edition, August 2014. Co-authored with Celeste Sharpe and Nate Sleeter.

A Tale of Two Goldfish Bowls . . . Or What’s Right with Digital Storytelling in Dan Cohen and Tom Scheinfeldt, eds., Hacking the Academy: A Book Crowdsourced in One Week. Ann Arbor, University of Michigan Press, 2012.

Some Wore Bobby Sox: The Emergence of Teenage Girls’ Culture, 1920-1950. New York: Palgrave-Macmillan Press, 2004, 2006.

Expanded Publication List

Books

  • Some Wore Bobby Sox: The Emergence of Teenage Girls’ Culture, 1920-1950. New York: Palgrave-Macmillan Press, 2004, 2006. 224 pp.
  • History Matters: A Student Guide to U.S. History Online. New York: Bedford/St. Martin’s Press, September 2004, 2008 (2nd ed). Co-authored with Roy Rosenzweig and Alan Gevinson. 160 pp.
  • World History Matters: A Student Guide to History Online. New York: Bedford/St. Martin’s Press, 2008. Co-edited with T. Mills Kelly and Kristin Lehner. 160 pp.

Book Chapters (recent)

How We Learned to Drop the Quiz: Writing in Online Asynchronous Courses in Jack Dougherty and Tennyson O’Donnell, eds. WebWriting: Why and How for Liberal Arts Teaching and Learning (Michigan Publishing/Trinity College ePress edition, August 2014). Co-authored with Celeste Sharpe and Nate Sleeter.

A Tale of Two Goldfish Bowls . . . Or What’s Right with Digital Storytelling in Dan Cohen and Tom Scheinfeldt, eds., Hacking the Academy: A Book Crowdsourced in One Week. Ann Arbor, University of Michigan Press, 2012.

“Oral History in the Digital Age,” in Donald Ritchie, ed, The [Oxford] Handbook of Oral History. New York: Oxford University Press, 2010, 2012. Co-authored with Sheila Brennan, James Halabuk, Sharon Leon, and Tom Scheinfeldt. Pp. 499 – 516.

Articles (recent)

“The Power of Historical Site Visits to Transform History Teaching and Learning” What are History Teachers Learning at Historic Sites (American Educational Research Association Report, 2014). Co-authored with Karen Kortecamp, Jennifer Rosenfeld, Kevin Briscoe, and Kathleen Steeves.

Beyond Flipping Classrooms Inside Higher Ed: Higher Ed Beta. June 30, 2014. Co-authored with Celeste Tường Vy Sharpe and Nate Sleeter.

Take a Walk on the Historical Side U.S. Department of Education Office of Innovation and Improvement Blog. May 8, 2012. Co-authored with Jennifer Rosenfeld.

"Stamps, Sarcophagi, and Songs: Teaching World History with Online Resources.” Social Education. January/February 2012. 76(1).

 

Digital Projects

Principal Investigator, Diplomacy in Action: Diplomatic Simulations in the Classroom. U.S. Department of State. Diplomatic simulations designed to engage high school and college students in acquiring the skills and knowledge needed to conduct diplomacy, learn about the U.S. Department of State, and appreciate the importance of diplomacy nationally and internationally. 

Principal Investigator, Teaching Hidden History: http://edchnm.gmu.edu/teachinghiddenhistory/ Created graduate digital history and history education course. Collaboratively taught with colleagues at Virginia Tech and Old Dominion University, this course integrates history content, scholarship of teaching and learning, history education, and distance education. Students researched and built online learning modules with the goal of developing hands-on experience in historical research, digital humanities, and online education.

Principal Investigator, Eagle Eye Citizen. Library of Congress. eagleeyecitizen.org. Digital project created for middle and high school classrooms. Teachers and students solve interactive challenges and create interactive challenges focused on Congress and civic participation.

Principal Investigator, Amboyna Project. Monash University (Australia). <amboyna.org>. Introductory video: https://www.youtube.com/watch?v=rS6oyQC9Y4o. In collaboration with Dr. Adam Clulow, Monash University, developed an interactive, college-level history education website on the Amboyna Incident.

Principal Investigator, Understanding Sacrifice: World War II. In partnership with the American Battle Monuments Commission (ABMC) and National History Day (NHD). http://abmceducation.org. Introductory Video: https://www.youtube.com/watch?v=Sjh6sU-R25E. Develop teacher professional development program for secondary teachers to study WWII in Northern Europe, the Mediterranean, and the Pacific, including multimedia and interdisciplinary lessons.

Principal Investigator, Digital Humanities Certificate. George Mason University. Introductory video. Created graduate, online certificate program in Digital Public Humanities, including development of three online courses: Introduction to Digital Humanities; Digital Public History; and Teaching Humanities in the Digital Age.

Grants and Fellowships

Principal Investigator, Through the Doors of Stratford: Online Learning Modules. Funded by Arlington Public Schools. 2016 –2017.

Principal Investigator, Diplomacy in Action: Diplomatic Simulations in the Classroom. Funded by U.S. Diplomacy Center. 2016 –2017.

Principal Investigator, Eagle Eye Citizen. Funded by Library of Congress. 2015 –2017.

Principal Investigator, War Dead Database. Funded American Battle Monuments Commission (ABMC). 2015 –2017.

Principal Investigator, A Digital Anthology of Early English Drama. Funded by National Endowment for the Humanities / Folger Shakespeare Library. 2015 – 2017.

Principal Investigator, Understanding Sacrifice: WWII. Funded by American Battle Monuments Commission (ABMC) in partnership with National History Day (NHD). 2015 – 2018.

Courses Taught

  • HE 704 Scholarship of Teaching and Learning
  • HE 792/HIST 615 Digital Storytelling
  • HE 603 Higher Education in the Digital Age
  • HE 897/HIST 804 Teaching and Public History in the Digital Age
  • HIST 523 Hidden in Plain Sight
  • HIST 523 Virginia Studies

Education

Johns Hopkins University
Ph.D., History, 2000; M.A., 1996

University of California, Berkeley
B.A., History and Anthropology, 1991

Recent Presentations

Keynote, Teaching History in the 21st Century conference, U.C. Berkeley (May 2017)

“Digital Storytelling in Higher Education,” Wellesley College (March 2017)

Chair, “’This Class was Crazy’: Digital Liberal Arts and the Power of a Consortium,” American Historical Association (January 2017)

“Digital Storytelling” Maynooth University and Dublin City University (May 2016).

“Historians Without Borders: Collaborative Projects in the Digital Age” Organization of American Historians (April 2016).

“Teaching Hidden History: Creating An Effective Multi-Campus, Hybrid Graduate Course,” Conference on Higher Education Pedagogy, Virginia Tech (February 2016).

“Digital Humanities: State of the Field.” Organization of American Historians. April 2015.

Presenter, “Assessing Authentic Learning in Digital Assignments.” International Society for the Scholarship of Teaching and Learning. October 2014.

“Assessing Authentic Learning in Digital Assignments,” International Society for the Scholarship of Teaching and Learning (October 2014)

“What Should History Teachers Learn at Historic Sites?: A Research Agenda,” American Historical Association (January 2015)

“Digital Humanities: State of the Field,” Organization of American Historians (April 2015)

Dissertations Supervised

Sarah Sweetman, Forging Family: Creating and Perpetuating Collective Memory in Families with Children Adopted from China (2013)

Lyda Kiser, Instruction and Assessment Technique Choices of Adjunct Humanities and Social Science Instructors in Virginia Community Colleges (2017)

William Schutz, Affective Pedagogy: A Case Study Describing the Impact ofAffective Instructional Interventions in a Community College Composition Course (2017)

Dissertations Supervised Outside of CHSS

Jeff Freels, Exploring the Utility of Microblogging as a Tool for Formal Content-Based Learning in the Community College History Classroom (2015)

Joshua Yavelberg, Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, A Delphi Study (2016)

Sarah L. Sweetman, Forging Family: Creating and Perpetuating Collective Memory in Families with Children Adopted from China (2013)