History and Art History

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 Center for History and New Media at George Mason University.  

Recent publications include: "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 <epress.trincoll.edu/webwriting>; “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 <digitalculture.org/ hacking-the-academy>; “The Power of Historical Site Visits to Transform History Teaching and Learning” in the American Educational Research Association Report What are History Teachers Learning at Historic Sites; “Beyond Flipping Classrooms” Inside Higher Ed: Higher Ed Beta <http://www.insidehighered.com/blogs/higher-ed-beta/beyond-flipping-classrooms#ixzz36DSiqzQl>; and “Teaching History Online: Challenges and Opportunities” Magazine of History (July 2013). 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.

Schrum focuses on teaching and learning in the digital age, including the scholarship of teaching and learning, online learning, digital humanities, and history education.

Selected Publications

  • “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).

Courses Taught

  • CTCH 792/HIST 615 Digital Storytelling
  • CTCH 603 Higher Education in the Digital Age
  • CTCH 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

  • “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)