David Hicks

• Learning History and Social Science
• Explicit Strategy Instruction and Scaffolding
• Mixed Reality and Inquiry-Based Learning
• Digital Technologies and Multimedia
• Disability Studies

• PhD in Curriculum and Instruction, Virginia Tech
• MA in History, SUNY Cortland
• Postgraduate Certificate of Education (Distinctions in theory and practice), Leeds University, United Kingdom
  
• BA (hons) in Social History, Lancaster University, United Kingdom
  

• College and University Faculty Assembly of the National Council for the Social Studies  Chair and Board member (2003-09)
• National Council for the Social Studies Dissertation Award Committee
• Theory and Research in Social Education Editorial Board Member (2013-15)
• Contemporary Issues in Technology and Teacher Education – Social Studies Section co-editor (2000-2010)

• 2023 XCaliber Award: Team Award with Todd Ogle, Paul Quigley, and Thomas Tucker. XCaliber is shorthand for exceptional, high-caliber contributions to technology- enriched learning activities. I submitted the proposal for the award for our course. HIST 4014 / ART 4014 / EDCI 4014 History Lab: Creative Technologies, Hidden Histories, Informal Learning.
• https://tlos.vt.edu/xcaliber-award.html
• 2021 Outstanding Presentation Award, Society of Information Technology and Teacher Education (SITE). Award was for the presentation "Preparing social studies and ELA teachers to use XR technologies intentionally to support learning" at SITE Interactive Online 2021 Conference. The award “demonstrates recognition from fellow experts in the field of technology and teacher education.”  
• 2021 “Thank a Teacher” Note from the Center for Excellence in Teaching and Learning – Thank a teacher program. (Received Jan 14th 2021); The program recognizes unsolicited student feedback and praise of VT instructors
• 2021 Collaborative Leadership – Sesquicentennial Planning Badge VT Sesqui Steering Committee
• 2017 ICAT  “At the Nexus” Award with Thomas Tucker, Dongsoo Choi, Todd Ogle, Doug Bowman, Run Yu, David Cline, Zach Duer, Tanner Upthegrove, & Erik Westman for Visualizing World War I through mixed reality: The mystery of the destroyed village of Vauquois and the War of the Mines. The Award was for the exhibit/ project that best exemplifies working at the nexus of science, engineering, arts, and design.
• 2016 National Technology Leadership Initiative Fellowship Award with Stephanie van Hover, Melissa Lisanti and Colleen Fitzpatrick for best technology paper at the annual conference of the College and University Faculty Assembly of the National Council for the Social studies annual conference.
• 2015 AERA Social Studies Research SIG Outstanding Award Paper with Hilary Dack and Stephanie van Hover

Edited Books

Stoddard, J.S., Marcus, A., & Hicks, D. (Eds.) (2017).  Teaching Difficult History Through Film. New York: Routledge.

Ewing, E.T., & Hicks, D. (Eds.). (2006). Education and the Great Depression: Lessons from a global history. New York: Peter Lang Publishing.

Journal Articles, Conference Proceedings, and Book Chapters

Allen, A., Williams, T., & Hicks, D. (2024). A Portrait of Rural Social Studies Teachers (and their  students): Demographics and Implications for Professional Development... Annals of Social Studies Education Research for Teachers, 5(1), 1–16. https://doi.org/10.29173/assert63

Walters, A., Evers, S., Shelburne, S., Kraft, B., Hicks, D., Doolittle, P. (2023). Be humane – be human: Disruption of COVID 19 pandemic and future pedagogical practices. International Journal of Teaching and Learning in Higher Education 34(1), 158-166.

Hicks, D. (2023). Using online educative resources with preservice social studies teachers to help prepare them to teach difficult histories. Paper published In E. Langran, P. Christensen & J. Sanson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1806-1811). New Orleans, LA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/222064/.

Venkatagiri, S., Mukhopadhyay, A., Hicks, D., Brantly, A., & Luther, K. (2023). CoSINT: Designing a collaborative capture the flag competition to investigate misinformation.Paper published in DIS ’23: Proceedings of the 2023 ACM Designing Interactive Systems Conference, pp: 2551-2572. https://dl.acm.org/doi/10.1145/3563657.3595997

Shelburne, S., & Hicks, D. (2022).   Words and deeds: The campaign for suffrage in both the United States and Great Britain. In S. Kaka (Ed.), Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Equity Throughout History (41-69). IAP.

Pennington, L., Hicks, D., Canning, A., & Shelburne, S. (2022). The Soul of the Game: Investigating race relations through baseball. In S. Kaka (Ed.), Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Equity Throughout History (171-183). IAP.

van Hover, S., Gurlea, M., Woodward, T., Hicks, D., & Gerwin, D. (2021 What do we leave behind?: Assessment of student learning in Social Studies Post-Covid-19. In W. Journell (Ed.),  Post-Pandemic Social Studies: How Covid-19 Changed the World and How we Teach (236--250). Teachers College Press.

Van Hover, S., Hicks, D., Fitzpatrick, C., & Lisanti, M. (2021). Scaffolding historical source work using the Inquiry Design Model. Social Education 85(2), 301-305.

Marcus, A., Maor, R., McGregor, I., Mills, G., Schweber, S.,. Stoddard, J.,  & Hicks, D. (2021). Holocaust education with virtual interactive survivor testimony: Ethical dilemmas, goals, and challenges. Holocaust Studies. https://doi.org/10.1080/17504902.2021.1979176

Fitzpatrick, C., Hicks, D., Ogle, T., & Friedman, A. (2021). Using extended reality technology for C3 inquiries. Social Education 85(2),98-104.

Caprice, K. Mullins R*., Hicks, D. (2020). Struggling to “remember” the causes of the American Civil War. In M. Karpyn (Ed.),  Teaching the Causes of the American Civil War, 1850-1861 (13-22). Peter Lang.

Mullins R*., Caprice, K. Hicks, D. (2020). Civil War memories: Untangling the long and difficult history of the causes of the Civil War. In M. Karpyn (Ed.), Teaching the Causes of the American Civil War, 1850-1861 (117-126). New York: Peter Lang.

Hicks, D., Lisanti, M., & van Hover, S. (2020). Shifting the gaze: (Mis)using actor-network-theory to examine preservice teachers’ uses of digital technologies. Contemporary Issues in Technology and Teacher Education, 20(4). https://citejournal.org/volume-20/issue-4-20/social-studies/shifting-the-gaze-misusing-actor-network-theory-to-examine-preservice-teachers-uses-of-digital-technologies

Duer Z, Ogle T, Hicks D, Fralin S, Tucker T, & Yu R. (2020). Making the invisible visible: Bringing to light the hidden histories of the World War I tunnels at Vauquois through a hybridized physical and virtual reality exhibition. IEEE Computer Graphics and Applications 40(4), 39-50. https://doi.org/10.1109/MCG.2020.2985166

Mullins, R., Williams, T., Hicks, D., & Mullins, S.B. (2020). Can we meet our mission? Examining the professional development of social studies teachers to support students with disabilities and emergent bilingual learners. Journal of Social Studies Research, 44(1), 195-208. https://doi.org/10.1016/j.jssr.2019.01.004

Fitzpatrick, C., Van Hover, S., Cornett, A., & Hicks, D. (2019). A DBQ in a multiple choice world: A tale of two assessments in a unit on the Byzantine Empire. Journal of Social Studies Research.43(3), 199-214,  https://doi.org/10.1016/j.jssr.2018.09.004

Wang, N-C., Hicks, D., Quigley, P., & Luther, K. (2019). Read-Agree-Predict: A crowdsourced approach to discovering relevant primary sources for historians. Human Computation, 6(1), 147-175. DOI: 10.15346/hc.v6i1.8

Dack, H., van Hover, S., & Hicks, D. (2018). Beyond facts and fun: The need for purposeful simulations.  In C. Wright-Maley (Ed.), More like life itself: Simulations as powerful and purposeful social studies (pp. 63-84). Charlotte, NC: Information Age Publishing

van Hover, S., & Hicks, D. (2018). History teacher preparation and professional development. In S. Metzger and L. Harris (Eds), International handbook of history teaching and learning (pp.270-286). New Jersey: Wiley-Blackwell.

Thacker, E., Hicks, D., & Friedman, A. (2017). It might not be a matter of life or Death, but does soccer really explain the world? Social Education, 81(4), 234-238.

van Hover, S., & Hicks, D. (2017). Social constructivism and students learning in Social Studies. In M. Manfra and C. Bolick (Eds.), The handbook of social studies research (pp. 270- 286). New Jersey: Wiley.

 Johnson, A., Hicks, D., Ogle, T., Bowman, D., Cline, D. & Regan, E. (2017) “If this place could talk”: Using augmented reality to make the past visible. Social Education 81(2), 112-116.

van Hover, S., Hicks, D., & Dack, H. (2016). From source to evidence? Teachers’ uses of historical sources in their classrooms. The Social Studies 107(6) 209-217.

Hicks, D., Johnson, A.,* van Hover, S., Lisanti, M.,* McPherson, K., & Zuckerwar, S., (2016). Teaching with primary sources: Junior detectives as a bridge to disciplinary literacy. Social Studies and the Young Learner 29(1), 9-15.

Exhibits

Quigley, P., Hicks, D., Tucker, T., Ogle, J., Taylor, J., Bowman, D., & Harman, R. (2022). Visualizing Virginia Tech History - a multicomponent exhibition at Solitude using creative technologies to explore hidden histories (No. Of Pieces: 6) [Exhibition]. Solitude, Virginia Tech. https://www.youtube.com/watch?v=RoL3JYAf9Wk

Tucker, T., Choi, D., Ogle, T., Hicks, D., Bowman, D., Yu, R., Cline, D., Duer, Z., Upthegrove, T., & Westman, E. (May 2017). Visualizing World War I through mixed reality: The mystery of the destroyed village of Vauquois and the War of the Mines. ICAT Creativity and Innovation Day. The Cube, Moss Arts Center: Institute for Creativity, Arts, and Technology. Virginia Tech, Blacksburg, VA.

Tucker, T., Choi, D., Ogle, T., Hicks, D., Westman, E., Cline, D., Newcomb, D., Massotte, Y., Beauchamp, C., & Arles, A. (April 27th- May 20th 2017). The disappeared village of Vauquois. ICAT: Open (at the) Source- Sensing Place. Moss Arts Center, Virginia Tech, Blacksburg, VA.

Fralin, S., Cline, D., Ogle, T., Hicks, D., Tucker, T., Bowman, D., Johnson, A., Ragan E., Zlokas, R., & Singh, G. (August 22nd to September 30, 2016). Exploring local history: The Christiansburg Institute and CI Spy Application. Newman Library VT Library, Blacksburg, VA.

Performances

Ensemble cast member, This is NOT a SCAM!, written and directed by Susanna Rinehart and Mason Rosenthal. Rehearsals 2/2/23 to 2/22/23. Performances 2/23/23 – 2/28/23; multiple venues in Blacksburg, Christiansburg, and on VT campus in Theatre 101. Performance to Reduce Online Scams Project.

• https://news.vt.edu/articles/2023/02/clahs-this-is-not-a-scam-performance.html
• https://liberalarts.vt.edu/news/video/this-is-not-a-scam-video.html
• https://liberalarts.vt.edu/research-centers/center-for-gerontology/pros--performances-to-reduce-online-scams.html

Quigley, P., Guimont, C., Ogle, J. T., Bowman, D., Luther, K., Hicks, D., Tucker, T., & Duer, Z. (03/01/2023 -02/28/2025). Experiencing Civil War History Through Augmented Reality: Soldiers, Civilians, and the Environment at Pamplin Historical Park Stage 2.  National Endowment for the Humanities – Digital Projects for the Public Grant program. Total $100,000.00

Hicks, D. (2022- 2023). Illinois Holocaust Museum and Education Center’s Virtual Reality Program Evaluation. The Conference on Jewish Material Claims Against Germany (Claims Conference).  Total $163,934 [VT Subcontract with University of Wisconsin Madison - $25,474]

Elgewely, E., Tucker, T., Hicks, D., & Ogle, T. (2023). Building a sustainable future by learning from the past: Reinterpreting passive sustainable design through immersive virtual heritage. ICAT Major SEAD grant, Institute for Creativity, Arts, and Technology, Virginia Tech. Total $17,000.00.

Exploring the impact of Human-AI collaboration of Open Source Intelligence (OSINT) Investigations of Social Media Disinformation, Commonwealth Cyber Initiative (CCI), $65,000 (Active: 2021 - 2022), Principal Investigators: Luther K; Brantly A; Hicks D

Quigley, P., Guimont, C., Ogle, J. T., Bowman, D., Luther, K., Hicks, D., Tucker, T., & Duer, Z. (03/01/2021 -02/28/2022). Experiencing Civil War History Through Augmented Reality: Soldiers, Civilians, and the Environment at Pamplin Historical Park. National Endowment for the Humanities – Digital Projects for the Public Grant program. Total $30,000.00 Role: Co PI. a. This initial planning grant is focused on the design of an Augmented Reality application for visitors to Pamplin Historical Park in Petersburg, Virginia. At its museums, battlefield, and historic homes, Pamplin HP educates large public audiences of all ages about Civil War history. Our application will share new stories, informed by current humanitiesscholarship, presented in innovative ways. Using mobile devices, visitors will learn about less familiar Civil War topics: interconnections between the environment and military affairs; the war’s transformative impact on African Americans and other civilians; and the benefits of reading wartime documents with a historian’s eye. On their phone or tablet, they will construct their own fortifications and overlay them onto the real world. They will experience multimedia guided interpretations of documents from this place, see video of historians sharing diverse perspectives, and more. Visualizing the past in new ways will inspire deeper empathy, curiosity, and understanding.

Hicks, D., & Ogle, T. (2015-17). Evaluation and Strategic Visioning for AMBC World War One Educational Resources. American Battle Monuments Commission, Washington D.C. Total $125,000.

Bowman, D., Hicks, D., Ogle, T., Cline, D. (2013-2015). EXP: Exploring the Potential of Mobile Augment Reality for Scaffolding Historical Inquiry Learning. NSF II-587, IIS CyberLearning: Transforming Education. Total $549,039.00.

Quigley, P., Hicks, D., Luther, K., & Ogler, A. (2015-17). Mapping the Fourth of July in the American Civil War Era: A Crowdsourced Digital Archive. National Historical Publications & Records Commission, Literacy and Engagement with Historical Records, National Archives, Washington, D.C. Total $754,224

• 2022-23                 Digital Humanities Advisory Panel member for NEH funded ($375K) Shift Collective’s  HistoryPin Project. To help test and advise on the redesign of Historypin – digital humanities platform
• Quigley, P., & Visualizing VT History Team (Barnes, K., Gutkowski, N., Taylor, J., Humes, E., O’Dea, A., Hicks, D., Tucker, T., Ogle, T., & Bowman, D). (2020). “If this place could talk…”: Using creative technologies to visualize hidden histories at VT. Invited presentation at the STS seminar series. VT: Blacksburg.  
• “Thank a Teacher” Note from the Center for Excellence in Teaching and Learning – Thank a teacher program. (Received Jan 14th 2021, but the note was in relation to teaching Fall 2020). The program recognizes unsolicited student feedback and praise of VT instructors. 
• I am working with individual teachers in the Montgomery County Public Schools division on the Vauquois VR experience- This involves lots of students at both BMS and BHS- Our work was presented at NCSS conference in December 2020.