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.