Christopher Hetter, Whitman Student, shares about their internship with United Way of the Blue Mountains: Elevate
“Upon entering the conference room, I felt a rush of nervousness as I faced what felt like a significant moment looming ahead. Teams of five were huddled together at numerous tables, engaging in brainstorming sessions as the presenter slid between prompts at the front of the room. School board members, nonprofit leaders from across the state, and students from diverse school districts listened to each other intently, striving to find common solutions to shared challenges and pathways toward collective progress. It was a fascinating, exceptional experience of collective action, something I had never encountered quite so intensely before.
At that moment, I thought the magnitude of this event was far above my ‘pay grade’. How could I, a 21-year-old college student still in the throes of figuring out my life, possibly contribute anything of value? Why would these seasoned professionals, with decades of experience, impressive achievements, and extensive track records, pay heed to my insights?
However, as I pulled up a chair at a conference table beside my supervisor, the essence of collective action suddenly dawned on me. This transcended the binaries I had been accustomed to – the divides between experienced and inexperienced, old and young, professional and intern. Here, collective action leveled the playing field, giving equal weight to everyone’s voice, regardless of their qualifications, background, or age.
This realization brought with it a newfound sense of comfort in my surroundings. I had initially fumbled over my words in my greetings, but by the end of the meeting, I found myself speaking with clarity and confidence. Collective action had fostered an environment where I felt at ease expressing my thoughts and actively listening to the experienced professionals around me.
As the discussion evolved, the leaders initiated an activity. School board members and other significant individuals would take turns at each table, engaging in the ongoing dialogue. Conversations started flowing effortlessly, like casual chats with friends, a stark contrast to the tense exchanges one might anticipate with authority figures. After a few rotations, I found myself in a spirited discussion with a group about the impact of the digital age on contemporary learning environments, specifically addressing the role of telephones in classrooms. It wasn’t until they had moved onto the next table that I learned I had been conversing with the superintendent, a significant figure within our state’s public education system.
During these discussions, it was the strength of ideas, rather than entrenched power structures or hierarchical levels, that prevailed. Every voice was heard, and every concept was evaluated on its own merit. Toward the meeting’s conclusion, a student-centric discussion emerged, where around five students from various districts addressed written questions from the group. The traditional social hierarchies momentarily took a backseat, as students engaged in free-flowing discussions while the room’s most experienced attendees listened intently.”