HIS 6942 ( November 14 - November 20)

 The classes before Thanksgiving break were about elevator speeches including my own. The last student’s elevator speech, while long, indicated that they had come a long way from where they started. It made me reflect on how the other students were all quiet during the beginning of the semester, yet their elevator speeches showed all of what they learned in Murphree’s class. In a way, I was proud that I had some level of influence regarding their elevator speech and tenure within the undergraduate degree. Still, some students required more time to fully blossom and I wished that the pandemic situation did not impact how the class was taught. The students also demanded that I give my own elevator speech which I will elaborate on at the end. These elevator speeches reinforce the importance of the class in training the students to understand the professionalization of the major.

Regarding the COVID collection, the students have all submitted their transcriptions and their interviews to me. I reviewed them and forwarded them to Dr. Murphree as well for further review. A mistake I made was not understanding if I was supposed to send these emails to the Special Collections and University Archives or if they did. Luckily, one of the students had asked and Mary Rubin clarifying it made me redirect the students to submit them. This lesson will help me in the future and allow for Dr. Murphree to outline how to submit these interviews in the future. These interviews will be a great contribution to the collection.

My elevator speech outlined a lot of what I had learned within my undergraduate study while incorporating elements about graduate school. While other students were unable to give me feedback, I understand that it was generally accepted as good. I voiced my experiences with the major and how I conducted my research and studies. My elevator speech originally revolved around being a teacher in the field, yet working on this internship and my archival experience with SCUA has shifted it towards interest in pursuing it as an occupation. Dr. Murphree also asked me a thought-provoking question of how many times I gave it, discussing how elevator speeches become more normal in conversations. The usage of elevator speeches could always be helpful in daily situations whether that be convincing a parent, a teacher, or your graduate application why you study history and its importance to you.

The internship allowed me to have a deeper understanding of a teaching environment courtesy of Dr. Murphree. He understood that graduate school was a daunting task and always offered to help as best as he could. In a way, I envy the position of being able to teach history students what the major entails and what opportunities are available to them. While one student did drop out, I am glad that student understood what the major gave them and judged it as conflicting with their own goal. It is my general belief that this course’s importance continues to be that education of students to learn the opportunities a history major gives them. Learning that teaching is not the only occupation will guide students to seek other paths in their career. I am glad that I was able to give some level of influence on them and act as somewhat of an advisor, passing along my advice to students in the future.

HIS 6942 (November 7 - November 13)

 This week saw the continuation of students’ elevator speeches as I and Dr. Murphree provided feedback for them. Two more students provided us with elevator speeches that stood out as unique. Both had some timing issues as they were opposite of the first elevator speech in length. They struggled to get to the required five minutes and only reached four minutes roughly. Still, we provided feedback and gave them some options to extend their speech to improve upon it. However, these speeches accentuated why they were apart of the history major and learned skills that could be applied for future employers. I was impressed by how students were already beginning to understand what the major’s benefits were. Some even spoke of going to graduate studies, though admittedly giving some hesitance on where. The elevator speech remains a vital assignment within the course as it is an amalgamation of what the class is about. It promotes the student and allows them to professionalize themselves for an audience, convincing them of their selection of majors.

Critique was provided as best as I can afford without being too meanspirited. Jokingly, I referred to Dr. Murphree and I as judges similar to American Idol or other popular shows with judges. Dr. Murphree was far more positive than I was, as I became more of a Simon Cowell. I only do this to strengthen the students instead of pampering them. It is good to focus on their weaknesses as their strengths will not change. Peer review is a vital part of the historian’s job and articulating it for the students is difficult.

The COVID project is going too slow for my tastes as we have not provided the SCUA any interviews from the students respectively. I have submitted my own interviews, but these were for my own interest versus the actual assignment of the students. I voiced that the students should have their assignments done by Monday and emailed to me so that I can send them to Mary Rubin. Hopefully, the students will finish up as I have heard they are nearing the end of their transcription.

I was informed on Thursday that a student had dropped the course due to reconsidering their choice in major. In a way, it is good that we clarified the major and that they knew that this was not their interest. I would hate to be going through a major and graduate while inwardly being dispassionate of my work. The student was very professional with their departure from the course and I wish them luck in their new major. This class allows for students to understand what the major entails and how to professionalize it. Dr. Murphree has always told me that students can understand what a history major can do and sometimes a student may not be able to historian for a variety of reasons. The course continues to be a requirement for history majors and clarify their purpose within the field. I’d rather have history majors that want to be here instead of those that are begrudgingly ones.

HIS 6159 (October 31-November 6)

 

              Dr. Murphree’s class transitioned towards discussing elevator speeches to prepare students for presenting themselves to future employers. The elevator speech introduces the student to the employer or the audience that is not a historian nor one from our field. It allows the student to present what they have learned within the major including their skills such as critical thinking, communication skills, and other soft skills. There is a time limit for the speech as it should stick to approximately five minutes. The elevator speech is critical in professionalizing a history major to advertise themselves towards those unfamiliar with our field. Dr. Murphree explained the process of one student giving a speech every class. During my undergraduate degree, I found these elevator speeches to be very useful in emphasizing the skills that the degree provides us.

The first, brave, student provided their elevator speech and received a positive reception from the class. Notably, they highlighted their skills mentioned earlier with an addendum on how they utilized it outside of their classes. However, their speech ran over the time limit of five minutes which was relayed to them. I advised that it is good to have more to discuss than too little. Dr. Murphree joined me on this regarding synthesizing their skills, but also pointed out the language of the speech. It is important for one to be cautious about words such as “bias” or “ignorant”. In our criticism, we reframed the argument for the student. I noticed some admiration for the student to educate the public as it is always something a historian wishes to do with their degree.

As the semester is beginning to close, I have been pushing for the COVID collection interviews to be submitted from the students. The students have begun finishing up their transcriptions and will be sending them to me to review. I have some concern with the proximity of the classes ending, but I am hoping that they will get them to me in a timely manner.

The elevator speeches are the most interesting and vital part of the class because of their nature with allowing the student to dedicate themselves to present their undergraduate degree. Some students wished for me to give my own elevator speech which I will be doing either next week or the week after. Dr. Murphree was interested because of the evolution in a post graduate setting so I’ll be sure to update it from the last time I gave it.

My elevator speech will hopefully provide a model for the students to understand what a succinct one can be. It will also be a learning experience for myself in how I have shifted from where I was in my undergraduate degree such as my interest in digital history. My elevator speech helped me prepare for graduate school and I wish to present students a good way of marketing yourself as a historian within the public sphere. Questions such as why does this matter or why should I care are frequent questions by those outside of our sphere. It is vital for us to articulate and answer these questions.