scholarship of teaching and learning, online learning, 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 the Amboyna Conspiracy Trial, winner of the NSW Premiers History Award, Eagle Eye Citizen (Library of Congress), Teaching History (U.S. Department of Education), Diplomacy in Action: Diplomatic Simulations in the Classroom (U.S. Department of State), 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
Teaching and learning in the online digital public humanities certificate program
Inquiry-based learning in hybrid and online classrooms
Swan, A., *Sleeter, N., & Schrum, K. (forthcoming). Teaching hidden history: A case study of dialogic scaffolding in a hybrid graduate course. International Journal for the Scholarship of Teaching and Learning.
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.
RECENT
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. (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.
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.
Allison Omohundro, Teacher Perceptions of Language Learning and Social Presence in a Blended Learning Community College ESL Course (2019)
William Schutz, Affective Pedagogy: A Case Study Describing the Impact ofAffective Instructional Interventions in a Community College Composition Course (2017)
Lyda Kiser, Instruction and Assessment Technique Choices of Adjunct Humanities and Social Science Instructors in Virginia Community Colleges (2017)
Sarah Sweetman, Forging Family: Creating and Perpetuating Collective Memory in Families with Children Adopted from China (2013)
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)
Seth Hudson, Approaching a Pedagogy of Game Writing (2018)