Because of my internship, I have become more confident in my abilities as a historian. When I entered my internship, I was unsure of how well I would do given that I was using an Excel spreadsheet that I would later plug into a mapping feature. I did that once before in my first project in the certificate program. I had to use different Excel sheets to map out historical information that could connect to each other. I did not know at the time if I was unable to or if it was because I was recovering from Covid, but I had difficulty trying to get it to work. I eventually got it to work, but I swore that day that I would never try it again, given how much difficulty I had with it. It was poetic how I would have to use Excel for a mapping program again at the end of my certificate program. I remember how much dread I had about using the program again. However, this opportunity was beneficial to me as a historian. From my mentor at the National Collections Program, I learned what information to include in an Excel spreadsheet to be beneficial to see in a mapping program. Without this internship, I could not use that feature in the future. It also helped me feel more confident in my abilities as a historian. So much so that I will continue to use what I learned with Excel and mapping programs in my future research.

            Along with my confidence in my abilities as a historian, my internship made me a more confident student. I have always been a shy student regarding discussions and presentations in my class. I would be fine talking to my classmates before and after class, but I would freeze up when it came to the class portion and discussion. No matter how much I prepared beforehand, the outcome would be the same. It was the same deal when I started my internship; I had difficulty speaking up. However, this internship changed my life like with Excel and the mapping program. During the internship, I would talk to people across the Smithsonian community about my project. I also had one-on-one meetings with people unrelated to my project, just talking about their job at the Smithsonian. Over time, I started feeling more comfortable in my own skin. I did not worry about talking to people about my project. I also noticed that I felt more comfortable in class, too. While I am not perfect, I have been speaking up more in class and I now feel like I am a participant in class discussion. I hope my confidence as a historian and a student continues well after my internship, and I am grateful for the opportunity my mentor and George Mason gave me.

            My whole thought process on digital public humanities changed with this internship. I went into working with the Smithsonian, thinking I would be performing the tasks I did in my classes leading up. Much of the work had me creating websites and digital exhibits based on a historical topic or question I was interested in. That led me to believe I would do the same type of work. That changed when and after I started my internship. As I have said in previous blog posts, I was unsure about working with the National Collection Program. I thought I would be assigned to a specific museum and focus on a historical topic as I had in my classes. I also said previously that I was unsure about the project given to me and did not understand how it fit into digital public humanities. However, my thoughts and ideas have changed at this point in the internship. I realize now that the digital public humanities field is much bigger than I had originally thought. Similar to in-person museum and humanities work, other digital jobs fit under that umbrella. My work mapping the Collection Emergency Events that happened across the Smithsonian is just as essential as creating a digital or physical exhibit. There is not one task that defines the public humanities. I wonder what other tasks fit under that ever-widening umbrella. This internship made me realize there are several more career options than I could ever dream of, especially in the digital field. 

            Another aspect that I did not realize was a significant part of the digital public humanities is the collaboration that happens on projects. All of my other projects in the classes leading up to the internship had me working by myself. Occasionally, another classmate would give me feedback. Still, for the most part, they were projects I had only worked on. As with the types of jobs that fit under the umbrella, working with the National Collection Program changed my viewpoint. The project I am currently working on has me connecting with people across the institution. I am also working closely with my mentor and the GIS team, creating the mapping program. It has opened my eyes to the importance of having several people working on a project, even if it is digital. I wonder what kind of projects I could have created if I had worked with another classmate in my classes.

            When I signed up for this certificate program, I had no idea which skills I would learn that would transfer to my internship. However, once I got in and started working on my project, I realized that my coursework had set me up for success. The first final project I completed in my coursework involved examining letters Winston Churchill sent to his wife Clementine during World War II, pinpointing locations, and finding connections using a map. The idea for the project was to use digital programs to help with data and historical analysis. While the process was complicated, having to come up with three different Excel sheets and playing around with them to make it work, this project in particular set me up to help NCP with their project. There are two elements in the project that I am working on that my first project prepared me for. The first and most obvious element was the use of Excel sheets and the ability to organize information on them to be later plugged into a digital mapping system. One of the main components of my project is to find particular information to put into the specific categories on the Excel sheets that are important to collections’ emergencies at the Smithsonian units. Before this program, I had a beginner’s skill with Excel, but the final project in my first class taught me how to use Excel with more advanced knowledge. Learning new skills on Excel prepared me to use those skills in this project for NCP. The next element is less obvious than the previous one, but my coursework prepared me nonetheless. Data analysis of and on digital programs and material was a significant component in all of my coursework, not just in that particular project. That knowledge and practice has been invaluable in my internship work. Before I put information into the Excel sheets, I first had to look at the materials that NCP had collected about these emergency events over the years and find that information. I feel that the coursework prepared me to find the information I need for the project, which has made the experience more manageable and given me more enjoyment. I can enjoy my time in this internship because the coursework prepared me to be able to perform the work effectively. That said, I have not noticed a difference between theory and practice during my internship. As I said, because I had opportunities to practice and learn theory, I entered this internship equipped with the knowledge and skills to complete the project effectively. I am incredibly thankful that my previous professors gave me and my other classmates these opportunities because they set us up for success.

My expectations are not what they were when I started the internship or signed up for the certificate program. I knew I wanted to work in museums when I entered the program. I always loved them when I was younger, and I still do, so I knew that was what I was going to work towards. What I wanted to do in that career field was hazy. Before I switched degrees, I was working towards a degree in early childhood education, which made me think I could become an educator, even in a different setting. This is what I initially told my mentor that I was looking for in a future career. However, that was not the only career path I was interested in. After taking museum studies with Dr. Crew, I became interested in something similar but different from educating. I had so much fun coming up with my own exhibit and learning about the process that came with it. This led me to think about exhibit building as a future career. I was still interested in education, but being an exhibit builder would still be educating. I also kept the processes I loved from my history classes, like researching. However, my expectations changed once I started my internship, and I am now halfway through.

When I started at the National Collection Program, as I said in other blog posts, I was unsure if I would enjoy it. I wanted to either work in education or exhibit building. Besides the collections that would be in the exhibit, collections were not something I thought about. However, that feeling has changed now that I am halfway through the internship. While I was unsure about it when I first started, I loved working with the National Collection Program, which included learning about the collections. This change has led me to rethink what a future career in museums could look like. Lately, I have been interested in collections, particularly archives. While I knew that museums have much more in storage and archives than what is on display, I never really considered that as a potential avenue for me. In fact, last week, I told my mentor that I was interested in learning more about the archives and the work that goes into caring for them. She set me up with some contacts from across the Smithsonian, and they have all invited me to come in and tour the facilities and learn about the career. This vastly differs from what I initially thought my future could look like. I cannot wait to see what my expectations for this career field look like at the end of my internship.

I have had many successes this semester during my internship. One of the main successes is working on data analysis. My role in the project at the National Collections Program is to go through past documents that the unit has collected over the years and look for information that would be useful for the mapping project. My prior experience with past historical research projects has helped prepare me for this portion of the project. At first, I was nervous because I was looking for information I would not be looking for in my research projects, so I was unsure how to do it. However, I discovered it was much easier than I thought it would be. I could use the skills I developed from my historical research and find the information I needed to help complete the project. Another success I had was saying “yes” to new experiences. I am not one to put myself out there and sign up for something that makes me uncomfortable. Nonetheless, I decided that I would change that for this internship. The first opportunity appeared a few weeks ago. Every quarter, NCP hosts a C3 Conference. This conference is to give out new information about protecting the Smithsonian collections. I was offered to take one of the roles during one of the sessions, and while I was nervous, I decided to be a scribe for one of them.  As I said, I was nervous, but I could get through it, and I am happy that I did. Now that I have tried that, I will not be scared to say “yes” to other opportunities in the future, not just during this internship but at school and in my future career. However, not all of my experiences have been successes.

The main challenge I have had this semester is speaking up when I have something on my mind or something I think would work for the project. For some reason, I tense up and cannot speak up. It is because I am afraid that people will not like my ideas. However, this past week, something changed. I found myself taking the initiative and giving one of my ideas. To my amazement, they thought it was a good idea. I also took the initiative in other ways as well. Today, I had a solo meeting with a person working on the Smithsonian digital maps. Again, I was nervous but could breathe, and the meeting went off without a hitch. While this has been a challenge, I am finally learning to overcome it.

This week, I can begin my main project for my internship at the National Collections Program (NCP). We were waiting for approval to use specific programs necessary for the project. While waiting, I learned new skills, including data analysis. Although I have experience with data analysis in historical research, I have been exploring various applications for it. Even though I couldn’t access new programs until now, I reviewed files the NCP collected during multiple emergency events. By examining these files, I developed new data analysis skills by searching for information I typically wouldn’t have pursued based on my historical research background. Hopefully, in my future research endeavors, I can use these new skills to research historical topics more effectively. Additionally, I’ve improved my communication skills. Previously, I was afraid to speak up in class, worried my ideas wouldn’t be well-received. However, I gained confidence after meeting with the NCP and others involved in the project. The other day, when my mentors were uncertain whether something would work for the program, I shared my insights based on my previous experience. They appreciated my input, which further boosted my confidence. I hope these skills will enhance my historical research and future courses. However, these are not the only skills I will learn during my internship.

            Now that I have started the project, I plan to develop new skills from the programs I will use. One of those skills is using Excel more efficiently. I have used Excel in other projects in this certificate, most notably in making a network map for my first project. However, it took a lot of work. Since I am using Excel to create a table for the mapping program, I want to get more used to the program and be able to use it more efficiently in the future. Another skill I plan to develop is how to use mapping features. I used a mapping feature in the form of network maps, but only sparingly. I was curious to know which features of the programs would be the most beneficial for me in finding the information that I needed. Using the mapping feature for my main project, I want to learn what features would be used to find specific details to use maps for my future research effectively. I hope that these skills I will learn and the ones I have already started to learn will help me in my future endeavors in my historical career.

When I started the internship and learned what I would be working on for at least this semester, I was not sure I would enjoy my work. Sam informed me I would be doing a lot of data analysis, which I was less familiar with compared to other digital tools I have used. I could even tell during the class meeting that when I said that I was going to do that, I was not excited about it. What worried me was that I would get a few weeks in and find out that this is something that I do not like and it would turn me off from ever wanting to work in a museum setting. I was also worried that my mentor and the other employees of the National Collection Program would think I was not good at the job given. However, working on it these past few weeks has changed my view of where I stand.

While I feared that I would fail and eventually hate working in a museum environment, that was not my experience the past few weeks. I discovered that I really like data analysis, maybe even more than the other digital tools I have learned in my classes. The one aspect that sold it to me was that it is a lot like researching in history. I was fascinated trying to find little tidbits that are important to what I am working on. This realization has really turned everything around for me. Before, I thought that I was going to hate this experience. Now, I am having the time of my life. However, this is different from what I am most enjoying out of this experience.

Yesterday, I participated in the Smithsonian Annual Picnic, helped out NCP, and saw and met other employees and their respective museums. NCP invited me and got me a visitor badge for the day. To be honest, I was nervous. While I have talked to them via email and on Teams, this would be my first time talking to them face-to-face. I wanted to make a good impression. However, I found out there was nothing for me to be worried about. I felt more comfortable talking to them in person than I did online. I found myself really enjoying my day and getting to know my mentor and the other employees better. I am happy that I enjoyed being there in person, and I cannot wait to get my official badge in a couple of weeks to continue to come in person. I feel that having this ability would create a more positive internship experience than it would if it was just virtual.

I was confused when I first found out where I would be working at the Smithsonian. This was the first I had heard of the National Collections Program; I only knew of the different museums within the institution. However, while I was confused, it piqued my interest. I immediately found the website and looked around. One of the first pages I looked at was the mission statement. I wanted to know precisely what the department does for the Smithsonian and get an idea of what my role during the internship would be. As stated on its website, the National Collections Program does “improve the overall stewardship and management of Smithsonian collections by providing central leadership, policy oversight, strategic planning, and support to Institution-wide collections initiatives.”¹ The department creates policies for how the Smithsonian handles and protects its collections. This made me think I would help the department develop different policies. When I met with Mrs. Snell, my mentor, to discuss the internship and my role within the department, I learned more about what I was going to be helping them with. She, along with Ms. Miller, told me that I was going to be assisting the Collections Emergency Management initiative. The initiative’s mission is “to strengthen and support unit-level and pan-Institutional collections emergency policy, procedures, training, and logistics” and “to advise and provide subject-matter expertise, consultation and assistance to NCP, Smithsonian units and senior management and, when activated, provide collections support, response, and recovery as requested by NCP as part of the Smithsonian’s Office of Emergency Management.”² Essentially, the Preparedness and Response in Collections Emergencies creates policies and training for Smithsonian staff that tackles different types of emergencies across the institution. These emergencies include pipe leaks, HVAC failures, and damage caused by natural disasters. They also describe the exact job I would be working on. I will look at the different emergencies that occurred over the years and find common issues, oddballs, and other issues in the collections. I will compile this information and see if there are lessons to be learned and if certain areas need to be addressed. For example, if leaks seem to be a common issue that continues to come up in the files, what needs to be addressed, and what can the institution learn and do about them? I would then use the digital skills I learned in the past three classes to compile that information and dig out trends. These include using analysis tools like Voyant and Excel, and design tools such as Canva and PowerPoint. The job description excited me. One of the goals I wanted to get out of the internship was to learn about the inner workings and be able to work with different members of the institution. In my role, I will learn how the institution handles different emergencies and how each department handles them. I will also be able to talk to different members of the Smithsonian. When I complete this certificate and my degree, I hope to use my education to work in a museum. I am excited that this internship will help me learn more about the inner workings of a museum and network with other members of the Smithsonian.

1. “Vision and Mission,” National Collections Program, accessed September 11, 2024, https://ncp.si.edu/vision-and-mission. ↩︎
2. “Collections Emergency Management,” National Collections Program, accessed September 11, 2024, https://ncp.si.edu/PRICE. ↩︎

What challenges do we face as history educators presenting the past in the digital world?

One of the major issues surrounding teaching history in today’s digital world is the controversies surrounding how history is presented in this medium. One of these controversies is the use of Wikipedia. Wikipedia is famously, or perhaps infamously, known to be of the teacher’s ire. Many teachers would encourage students to use more reliable sources since anyone can edit Wikipedia, possibly making the information inaccurate. However, many who are teaching history are trying to change that by having students create information on the site that is accurate and reliable. However, there are some issues when trying to improve the site. One of the issues of presenting history on Wikipedia is how the site promotes historical information. According to Sadie Bergen, “Wikipedia’s policies and website architecture support a version of the past that Rosemont College associate professor Michelle Moravac . . . compares to ‘a bad high school history class.’ Wikipedia propagates a ‘great man’ and ‘great woman’ version of the past . . . .” Many of the articles on Wikipedia show the best of the best of history and fall victim to bias, making it hard to find reputable and neutral information in the articles. However, this neutrality is also challenging to achieve as every person has bias and is what Jeremy Brown and Benedicte Melanie Olsen say trained to create “an original argument.” With Wikipedia’s policies and history students’ training, presenting history in the digital medium is possible but difficult.

At this current moment, I have narrowed down my trivia game to include ten questions about different examples of propaganda during World War II. I have also laid out the framework of my website with three main sections: the trivia game, an overview of propaganda and its use during the war, and different examples with descriptions and analysis. My main goal is for users to be able to learn about the ways that the United States government used propaganda to influence support for the war. Within propaganda, there are five different distinct but complementary appeals: Guilt, Satanism, the Illusion of Victory, Apocalyptic, and Territorial. The focus of the project will cover these five appeals briefly and give examples that contain those appeals equally. For instance, I would have an example that shows both Guilt and the Illusion of Victory, but I will also have examples that cover the other appeals. I have two audiences for the project. The primary audience would be museum visitors who use the site after visiting the accompanying exhibit. My secondary audience would be teachers and students who find the site from the educational resources on the museum site. While most users would be museum visitors who see the advertisement at the end of the exhibit or on a brochure, the game and site would be helpful for teachers to teach the topic and historical thinking skills.

My next step is to add the information to the site and put the game together. Most, if not all, of the research and sources have been collected, so the only step I would have is to put that information on the website. I also need to develop questions at the end of each section so that users can use their historical thinking skills with the information they have just learned. There is one challenge that I have hit this past week, and that is time management. I had some health issues along with work that left just some time to work on the project. However, that is something I will work on this week. I plan on working on the website and game daily this coming week. If I do that, I will not find myself stressed and rushed.