scholarship of teaching and learning, history of higher education, online learning, scholarly digital storytelling, digital humanities
Kelly Schrum is a 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 co-editor for Teaching and Learning Inquiry, the journal for the International Society for the Scholarship of Teaching and Learning (ISSOTL).
Schrum has directed more than 60 digital humanities projects with funding from federal and state agencies, foundations, and school districts. Recent examples include History of Higher Education, World History Commons, the Amboyna Conspiracy Trial, winner of the NSW Premiers History Award, 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 M.A. and Ph.D. in history from Johns Hopkins University.
Scholarly digital storytelling
Teaching and learning the history of higher education in the U.S.
Inquiry-based learning in hybrid and online classrooms
Garner, B., Snyder T., & Jones, M. (Hosts) (2022, April). Scholarly digital storytelling. [Audio podcast]. Digital2Learn. Indiana Wesleyan University. Part 1.
Schrum, K., Majury, N., Simonelli, A. L., & *Bogdewiecz, S. (2022). Audience matters: Multimodal projects across three international case studies. Teaching & Learning Inquiry, 10, 1-17. https://doi.org/10.20343/teachlearninqu.10.5
Schrum, K., & *Bogdewiecz, S. (2021 Online First). Cultivating research skills through scholarly digital storytelling. Higher Education Research & Development. https://doi.org/10.1080/07294360.2021.2010667
Schrum, K. (2021). Developing student capacity to produce scholarly digital work. Arts and Humanities in Higher Education. https://doi.org/10.1177/14740222211045246
Schrum, K., Majury, N., & Simonelli, A. L. (2021). Authentic and transformative learning through scholarly digital storytelling across disciplines and borders. Teaching & Learning Inquiry, 9(2), 1-16. https://doi.org/10.20343/teachlearninqu.9.2.8
Schrum, K., Lukes, L., Reid, E. S., & *Mitchell Osborn, H. (2020). Building bridges: Cultivating SoTL at a research university. ETH Learning and Teaching Journal 2(2), 358-362. https://learningteaching.ethz.ch/index.php/lt-eth/article/view/164/88
*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. https://doi.org/10.1177/1474022219833662.
Swan, A. K., *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. 13(1). https://doi.org/10.20429/ijsotl.2019.130107.
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. (2021). Scholarly digital storytelling: Enhancing academic research and digital literacy. In Hays, L. & Kammer, J. (eds). Integrating digital literacy in the disciplines (pp. 42-55). 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. https://epress.trincoll.edu/webwriting (article viewed 603 times)
Professional Articles | Reports
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.
Schrum, K., Kortecamp, K., Rosenfeld, J., Briscoe, K., & Steeves, K. (2014). 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.
*Tường Vy Sharpe, C., Schrum, K., & *Sleeter, N. (2014, June 30). Beyond flipping classrooms. Inside Higher Ed: Higher Ed Beta. http://insidehighered.com/blogs/higher-ed-beta/beyond-flipping-classrooms#ixzz36DSiqzQl
Schrum, K. & Rosenfeld, J. (2012). Take a walk on the historical side. Office of Innovation and Improvement Blog. U.S. Department of Education. Washington, D.C.
Principal Investigator. (2020-2022). Reimagining the history of higher education in the digital age. 4VA grant extension in collaboration with Virginia Tech, College of William and Mary, University of Virginia, and James Madison University. https://higheredhistory.gmu.edu
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.
M.A., Ph.D., History, Johns Hopkins University.
B.A., History and Anthropology, UC Berkeley.
Catalano, C., Schrum, K., & *Abbot, S. (Forthcoming, 2022 March). Why do we teach history? Instructor and student perspectives. Panel presentation at the American College Personnel Association (ACPA). St. Louis, MO.
Schrum, K., *Abbot, S., & Catalano, C. (2022, January 8). History of higher education: Students making sense of primary sources by designing asynchronous learning activities. Digital poster at the annual meeting of the American Historical Association. New Orleans, LA.
*Abbot, S., Schrum, K., *Fong, W.L., *Loughry, A., & *Hernandez, R. (2021, October 28). Designing digital activities for authentic learning. Panel presentation at the annual meeting of the International Society for the Scholarship of Teaching and Learning [virtual].
Mårtensson, K., Schrum, K., Kupatadze, K., & McGowan, S. (2021, October 27). Publishing in the scholarship of teaching and learning. Workshop at the annual meeting of the International Society for the Scholarship of Teaching and Learning. [virtual].
Majury, N., Schrum, K., & Simonelli, A.L. (2021, October 26). Zeitgeist? Digital literacy and transformative learning through authentic academic digital projects. Panel presentation at the annual meeting of the International Society for the Scholarship of Teaching and Learning [virtual].
Majury, N., Schrum, K., & Simonelli, A.L. (2021, October 8). Zeitgeist? Digital literacy and transformative learning through authentic academic digital projects. Paper presentation at the annual SoTL Summit [virtual].
Martensson, K., Schrum, K., Kupatadze, K., & McGowan, S. (2021, June 17). Publishing in the scholarship of teaching and learning. Panel presentation at the annual meeting of the EuroSoTL Connect [virtual].
*Abbot, S., Schrum, K., & Catalano, C. (2021, January). Graduate students teaching and learning history through asynchronous activities. Digital Poster Presentation. Conference on Higher Education Pedagogy. Blacksburg, VA. [virtual]
*Howlett, D., Otis, J., Schrum, K. & Sleeter, N. (2021, January). World history commons. Digital poster at the annual meeting of the American Historical Association. Seattle, WA. [virtual]
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.
Gillooly, E. (2021, March 31). Putting the history of higher education under a microscope. 4-VA at Mason. https://4va.gmu.edu/putting-the-history-of-higher-education-under-a-microscope/
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.
Kelly DeSenti. Investigating Dual Enrollment Policy to Enhance Student Access and Success: An Instrumental Multiple Case Study. (in progress).
Omar Aziz. Afghan American Racial and Ethnic Identity Development in Higher Education. (in progress)
Saleha Bholat. Preparing for the Dimensions of a Community College Faculty Role. (in progress)
Leticia Guzman. The impact of a STEM summer bridge program on underrepresented minorities. (2021).
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).