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.