scholarship of teaching and learning, online learning, scholarly digital storytelling, digital humanities
Kelly Schrum is an associate professor in the Higher Education Program (College of Humanities and Social Sciences, George Mason University). Her research and teaching focus on the scholarship of teaching and learning and on teaching and learning in the digital age, including online learning, scholarly digital storytelling, and digital humanities. She is the associate editor for Teaching and Learning Inquiry, the journal for the International Society for the Scholarship of Teaching and Learning.
Schrum has directed more than 60 digital humanities education projects with funding from federal and state agencies, foundations, and school districts. Recent examples include World History Commons, the Amboyna Conspiracy Trial, winner of the NSW Premiers History Award, Eagle Eye Citizen (Library of Congress), Teaching History (U.S. Department of Education), and Teaching Hidden History, a graduate, hybrid digital history and history education course.
Schrum has published widely, including recent articles on scholarly digital storytelling and teaching historical thinking in hybrid and online settings, and presents her work nationally and internationally. Schrum received her B.A. in history and anthropology from U.C. Berkeley and her Ph.D. in history from Johns Hopkins University.
Scholarly digital storytelling
Digital public humanities certificate
Inquiry-based learning in hybrid and online classrooms
Sleeter, N., Schrum, K., Swan, A., & Broubalow, J. (2019). “Reflective of my best work”: Promoting inquiry-based learning in a hybrid graduate history course. Arts and Humanities in Higher Education.
Swan, A., *Sleeter, N., & Schrum, K. (2019). Teaching hidden history: A case study of dialogic scaffolding in a hybrid graduate course. International Journal for the Scholarship of Teaching and Learning. doi.org/10.20429/ijsotl.2019.130107
Schrum, K., *Sleeter, N., *Tường Vy Sharpe, C., & Pellegrino, A. (2018). Teaching hidden history: Student outcomes from a distributed, collaborative, hybrid history course. The History Teacher, 51(4).
Schrum, K., Kortecamp, K., Rosenfeld, J., Briscoe, K., & Steeves, K. (2016). Assessing the effect of historic site-based professional development on history teaching and learning. The History Teacher, 50(1), 33-53.
Schrum, K., Gevinson, A., & Rosenzweig, R. (Eds.) (2004, 2008 2nd ed.). History matters: A student guide to U.S. history online. New York, NY, Bedford/St. Martin’s Press.
Lehner, K., Schrum, K., & Kelly, T. M. (Eds.) (2008) World history matters: A student guide to history online. New York, NY, Bedford/St. Martin’s Press.
Schrum, K. (2004, 2006). Some wore bobby sox: The emergence of teenage girls’ culture, 1920-1950. New York, NY, Palgrave-Macmillan.
Schrum, K. (Forthcoming). Scholarly Digital Storytelling: Enhancing Academic Research and Digital Literacy. In Hays, L. & Kammer, J. (eds). Teaching digital literacy: A faculty guide to integrating digital skills with disciplinary content. Sterling, VA, Stylus Publishing.
Schrum, K., Sleeter, N., & Tường Vy Sharpe, C. (2014, 2015). How we learned to drop the quiz: Writing in online asynchronous courses. In J. Dougherty & T. O’Donnell (Eds.). WebWriting: Why and how for liberal arts teaching and learning. Ann Arbor, MI, University of Michigan Press/Trinity College ePress.
Schrum, K. (2012). A tale of two goldfish bowls . . . Or what’s right with digital storytelling. In D. Cohen & T. Scheinfeldt (Eds.). Hacking the academy: A book crowdsourced in one week. Ann Arbor, MI, University of Michigan Press.
Schrum, K., Scheinfeldt, T., Leon, S., Brennan, S., & Halabuk, J. (2010, 2012). Oral history in the digital age. In D. Ritchie (Ed.). The [Oxford] handbook of oral history (pp. 499 – 516). New York, NY, Oxford University Press.
Schrum, K. (2010). Oh the bliss: Teenage girls and fashion. In M. Forman Brunell & L. Paris (Eds.). The girls’ history & culture reader. (pp. 135-159). Champaign, IL, University of Illinois Press.
Professional Articles | Reports
Schrum, K., Lukes, L., & Mitchell Osborn, H. (forthcoming). Building Bridges: Cultivating SoTL at a research university. ETH Zurich Learning and Teaching Journal and Proceedings of the International Consortium for Educational Development Conference
Schrum, K., Sleeter, N., *Tường Vy Sharpe, C., & Pellegrino, A. (2015). What the teacup said to the tartan: Students reveal the historical narratives hidden in everyday objects. The American Historian.
“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).
Principal Investigator. (2020-2022). Expanding the commons: Supporting emerging world history scholars and community colleges through the World History Commons OER. American Council of Learned Societies Digital Extension Grant.
Principal Investigator. (2018-2021). World history commons. Digital Humanities Advancement Grant. National Endowment for the Humanities.
Principal Investigator. (2018). Pilbara strike. Monash University (Australia).
Principal Investigator. (2018). For us the living: Learning from the stories of the Alexandria National Cemetery. National Cemetery Administration.
Principal Investigator. (2018). ReSounding the archives. 4VA Collaborative.
Principal Investigator. (2017-2018). Harpers Ferry national historical park: Cataloging Storer College oral histories and web feature. National Park Service, Chesapeake Watershed Cooperative Ecosystem Studies Unit.
Principal Investigator. (2017-2018). ABMC education. American Battle Monuments Commission.
Principal Investigator. (2017-2018). Silent heroes. National History Day.
Principal Investigator. (2015-2018). Eagle eye citizen. Library of Congress.
Principal Investigator. (2016-2017). Diplomacy in action: Diplomatic simulations in the classroom. U.S. Department of State.
Principal Investigator. (2016-2017). Through the doors of Stratford: Online learning modules. Arlington Public Schools.
Principal Investigator. (2015 –2017). War dead database. American Battle Monuments Commission.
Principal Investigator. (2015-2017). A Digital Anthology of Early Modern English Drama. Folger Shakespeare Library & National Endowment for the Humanities.
M.A., Ph.D., History, Johns Hopkins University.
B.A., History and Anthropology, UC Berkeley.
Schrum, K. (2020, March; postponed due to COVID-19). Digital humanities: Teaching and learning through scholarly digital storytelling. Global Studies Initiative. Universidad Nacional Mayor de San Marcos, Lima, Peru.
Schrum, K. (2018, March). Scholarly digital storytelling: Teaching and learning in the digital age. Tangney Lecture presented at Bates College, Lewiston, ME.
Schrum, K., Swan, A. Sleeter, N., Barr, S., & Tinkelman, I. (2018, January). Teaching hidden history: Learning by developing digital modules. Paper presented at the annual meeting of the American Historical Association, Washington, D.C.
Schrum, K., & Swan, A. (2017, October). Using digital spaces to scaffold inquiry-based learning across disciplines. Paper presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Calgary, Canada.
Schrum, K. (2017, May). Scholarly digital storytelling: New approaches to teaching and learning history. Keynote presented at the annual Teaching History in the 21st Century Conference, U.C. Berkeley, Berkeley, CA.
Schrum, K. (2016, May). Digital storytelling in the higher education classroom. Digital humanities faculty workshop. Maynooth University and Dublin City University, Dublin, Ireland.
Hollis, J. (2020, June 18). Mason team receives grant to expand the World History Commons project.
Clark, M.L. & Rich, C.K. (2019). Humanities’ heavy hitters. Mason Spirit.
Clark, M.L. & Rich, C.K. (2019). World history Commons. Mason Spirit.
Gillooly, E. (2019, July 30). Three different universities. Three distinctive, informed approaches. One cohesive, robust, and resource-filled final product. 4-VA at Mason.
Clark, M.L. (2018, October 18). ReSounding the Archives gives new life to old tunes. News at Mason.
Krueger, N. (2018, September 20). Teach students to manage primary source overload. ISTE blog.
Rogers, Jamie. (2017, May). Overcoming obstacles: Visually impaired student works with professor to turn digital storytelling assignment into podcast. News at Mason.
Rogers, Jamie. (2016, December). State department grant offers instruction in diplomacy. News at Mason.
Kelsey Kirland. (2015, August). Course Sharing + Collaborative Research: Teaching Hidden History — A Collaboration Case Study Series. 4-VA.
Meghan Arias, Disability Divide in Higher Education. (2019).
Jonathan Hsu, Investigating the Professional Practices of Adjunct Faculty. (2019).
Seth Hudson, Approaching a Pedagogy of Game Writing. (2018).
Joshua Yavelberg, Discovering the Pedagogical Paradigm Inherent in Introductory Art History Survey Courses, A Delphi Study. (2016).
Jeff Freels, Exploring the Utility of Microblogging as a Tool for Formal Content-Based Learning in the Community College History Classroom. (2015).