Anthropology & Indigenous Studies | Truist Honors Scholar | CPCC
I believe that understanding the past through ethical archaeology and cultural repatriation is not just academic work - it is an act of justice. Every artifact, every ancestor, every story deserves to be honored with dignity and returned to the communities who hold their meaning.
My name is Amanda Sanchez, and I am a first-generation college student pursuing Anthropology and Indigenous Studies at Central Piedmont Community College. My academic journey has been anything but traditional, and that is exactly what makes it meaningful.
Before returning to education, I spent years navigating different career paths and life experiences that ultimately led me to discover my passion for archaeology, cultural heritage, and Indigenous rights. When I found the Truist Honors Program, I found more than academic rigor - I found a community that challenged me to grow in ways I never imagined possible.
The Truist Honors Program helped me realize my full potential and empowered me to exceed it. From winning the SAA Ethics Bowl in Denver as part of the first-ever community college team to compete, to conducting NCHA research, to traveling to the Azores and Atlanta for engagement experiences, every opportunity has shaped who I am as a scholar and as a person.
My focus on NAGPRA and cultural repatriation is deeply personal. I believe that honoring ancestors and returning cultural heritage to Indigenous communities is not just academic work - it is justice. This ePortfolio represents my journey through the Honors Program and the foundations that have prepared me for the next chapter.
Competing in the SAA Ethics Bowl was one of the most defining experiences of my academic career. Our team from Central Piedmont was the first community college ever to participate in this competition, which for twenty years had been dominated by PhD, Masters, and Bachelors students from major research universities. Walking into that room in Denver, I carried both excitement and the weight of proving that community college students belong in these spaces.
Preparing for the Ethics Bowl pushed me to engage deeply with complex archaeological ethics scenarios - from repatriation disputes to questions about who owns the past. I learned to think critically under pressure, articulate nuanced positions, and listen to perspectives that challenged my own. The collaborative nature of our team taught me that leadership is not about having all the answers but about creating space for every voice to contribute something essential.
Winning the Ethics Bowl as the first community college team was historic, but the real impact was personal. The Honors Program gave me the confidence to stand in any room and remember that I belong there. This experience solidified my commitment to ethical practice in archaeology and showed me that diverse perspectives - including those from non-traditional students - are not just welcome in academic discourse, they are necessary.
Conducting secondary research on the National College Health Assessment data was my first deep dive into the world of academic research methodology. I analyzed trends in college student wellness, synthesizing data from peer-reviewed journals and institutional reports to create a comprehensive presentation. The process of identifying patterns across large datasets and translating them into meaningful findings challenged me to think like a researcher rather than just a student.
This experience sharpened my ability to synthesize complex information into a cohesive narrative - a skill that directly applies to my future work in archaeological research. I learned how to evaluate source credibility, identify bias in data collection, and present findings in a way that is both accessible and academically rigorous. The Q&A sessions following my presentation taught me to defend my methodology and think critically on my feet.
The Honors Program created the space for me to pursue this research, and the experience fundamentally shifted how I see myself as a scholar. I entered the project feeling like an imposter in the research world, but I left understanding that high-level research is about connecting the dots between existing knowledge to reveal a larger story. This is exactly what I plan to do in Indigenous archaeology - connect the evidence to honor the narratives that have been overlooked.
Traveling to the Azores with the Honors Program was a transformative experience that expanded my understanding of global cultures and their connections to heritage preservation. Walking through volcanic landscapes and historic villages, I witnessed firsthand how communities preserve their cultural identity across generations despite geographic isolation. As someone who studies how cultures maintain and transmit knowledge, seeing these living examples of cultural resilience deepened my academic understanding in ways no textbook could.
The Azores experience pushed me far outside my comfort zone - navigating a foreign country, engaging with local communities, and reflecting on how different societies approach the relationship between people and place. I developed stronger cross-cultural communication skills and gained a global perspective on heritage preservation that directly informs my work with NAGPRA and Indigenous repatriation. Understanding how the Azorean people maintain their traditions helped me appreciate the universal human need to stay connected to ancestral knowledge.
This global engagement experience was a turning point in my Honors journey. The program did not just send us on a trip - it challenged us to become global citizens who think critically about culture, place, and belonging. I returned with a renewed commitment to my work in cultural repatriation, understanding that the fight to honor ancestors and preserve heritage is not unique to Indigenous communities in America but is a global imperative.
The Atlanta Engagement Experience was three days of immersive learning that connected academic concepts to real-world institutions and communities. From the Georgia Aquarium's Behind the Seas tour to visiting Clark Atlanta University's Museum of Art, the High Museum with a curator, and touring Georgia Tech, every stop was intentionally designed to broaden our understanding of how knowledge, culture, and innovation intersect. We explored the Chick-fil-A headquarters, toured the Mercedes Benz Stadium, and engaged with street art that told stories of community resilience.
What struck me most was the diversity of perspectives I encountered. Visiting Clark Atlanta University - a historically Black institution - alongside Georgia Tech gave me a deeper understanding of how different educational models serve their communities. The curator-led experience at the High Museum challenged me to think about who tells the stories in museums and whose narratives are centered or erased. These questions connect directly to my work in cultural repatriation and NAGPRA, where the question of who controls the narrative is central.
The Atlanta experience reinforced what the Honors Program has taught me from day one: learning does not stop at the classroom door. Traveling with fellow scholars, engaging in meaningful dialogue on the bus rides between venues, and reflecting together each evening created bonds and insights that no lecture could replicate. The program invested in our growth as whole people, not just students, and Atlanta was proof that experiential learning changes how you see the world.
Taking American History II as an Honors course transformed what could have been a standard survey into a rigorous exploration of the narratives we choose to tell about our nation. The honors designation meant deeper primary source analysis, more extensive research papers, and class discussions that demanded we interrogate the perspectives behind historical accounts. I found myself especially drawn to the histories of Indigenous peoples and marginalized communities that are often footnotes in traditional curricula.
The research component of this course honed my ability to evaluate sources critically and construct arguments grounded in evidence rather than assumption. Writing extended analytical papers taught me to sustain a thesis across multiple pages while weaving in diverse perspectives - a skill that has been invaluable in every course since. The collaborative discussions challenged me to articulate my ideas clearly and listen to interpretations that differed from my own.
This course was pivotal in confirming my academic path. The deeper I dug into American history through an honors lens, the more I understood how the discipline of history intersects with archaeology and anthropology. The Honors Program did not just offer me a harder version of a class - it offered me a way of thinking that connects every discipline to the larger human story. That perspective now drives everything I do academically.
Throughout my time in the Honors Program, I pursued multiple technology and professional development certifications to ensure I am prepared for the evolving landscape of academic research and professional work. I completed the CompTIA A+ Core certification, the Responsible AI Foundations Professional Certificate, and built proficiency in digital tools that support research, data visualization, and online presentation. Each certification expanded my technical toolkit while reinforcing the importance of ethical technology use.
The Responsible AI certification from All Tech Is Human was particularly meaningful given my focus on ethics in archaeology. Understanding how AI systems can perpetuate bias or be used responsibly in cultural heritage work gave me a framework for evaluating the technologies that are increasingly used in archaeological research, from GIS mapping to digital repatriation databases. The HarvardX Rhetoric certification strengthened my ability to communicate complex ideas persuasively - a skill essential for advocating for policy changes in cultural repatriation.
The Honors Program encouraged us to develop beyond our major, and these certifications are proof of that philosophy in action. Technology literacy is not separate from my work in anthropology - it is embedded in it. Building this ePortfolio website, conducting digital research, and presenting findings through multimedia tools are all applications of the technological skills I developed through the program. I am not just a student of the past; I am equipped with the tools of the present to shape the future.
Taking Stress Management and Effective Communication as Honors courses might seem like electives on a transcript, but they became foundational to my success as a scholar and a person. Stress Management taught me to recognize the patterns of burnout and anxiety that come with being a first-generation, non-traditional student juggling academics, work, and life. The honors component required us to go beyond surface-level strategies and examine the psychology of stress through research and reflective practice.
Effective Communication transformed how I present myself in academic and professional settings. Through this course, I developed the skills to articulate complex ideas clearly, listen actively, and adapt my communication style to different audiences. The Toastmasters Public Speaking certification I later pursued on LinkedIn Learning built directly on what I learned in this class, giving me the confidence to present research at conferences and lead Ethics Bowl discussions.
Together, these courses taught me that academic success is not just about intellectual ability - it is about managing the whole self. The Honors Program understood that scholars need emotional intelligence, communication skills, and self-awareness alongside content knowledge. These courses gave me tools I use every day: the ability to regulate my stress, communicate effectively under pressure, and reflect honestly on my growth. They made me a stronger scholar and a more resilient person.
As a Federal Work-Study student in the Honors Department, I had the opportunity to introduce guest speaker Carson Doyle for the Truist Honors Program webinar on Major Disasters and Social Responses. This session explored how communities have responded to natural disasters across centuries, examining the sociological and humanitarian dimensions of catastrophic events from Hurricane Katrina to recent flooding in Texas and the Appalachian region.
Introducing a guest speaker to an audience of over fifty participants challenged me to step into a leadership role that extended beyond my own research. It required preparation, poise, and the ability to set the tone for a meaningful academic discussion. The webinar itself sparked powerful conversations about community resilience, emergency preparedness, and the ways disasters disproportionately affect vulnerable populations - themes that resonate deeply with my own work on Indigenous communities and cultural preservation.
This experience reinforced that leadership in the Honors Program takes many forms. Whether presenting original research at a national conference or facilitating space for others to share their expertise, every role contributes to building a community of engaged scholars. The webinar reminded me that understanding how societies respond to crisis is essential to the work of cultural preservation and justice that drives my academic path.
Developed advanced critical thinking and analytical reasoning through Ethics Bowl preparation, research methodology, and honors coursework. I approach complex problems by examining multiple perspectives and constructing evidence-based arguments.
Strengthened through SAA Ethics Bowl competition, research presentations, Toastmasters certification, and classroom discussions. I can articulate complex archaeological and ethical concepts to diverse audiences with clarity and confidence.
Refined through extensive honors research papers, analytical essays, and the HarvardX Rhetoric certification. My writing balances academic rigor with accessibility, ensuring complex ideas reach broad audiences.
As a first-generation, non-traditional student, I have cultivated resilience, time management, and a growth mindset. The Honors Program taught me that discomfort is where growth happens, and I now seek challenges rather than avoid them.
Deepened through global engagement in the Azores, the Atlanta experience, and my focus on Indigenous rights and cultural repatriation. I actively build connections across cultures and advocate for communities whose voices have been historically marginalized.
Expanded through CompTIA A+ certification, Responsible AI training, web development, and digital research tools. I integrate technology ethically into my academic work, from building this ePortfolio to using digital databases for repatriation research.
Complete my transfer to a university with a strong archaeology and anthropology program. I am applying to institutions including the University of Washington, UC Berkeley, UBC Vancouver, and Columbia University to pursue a Bachelor's degree in Archaeology with a focus on Indigenous cultural heritage.
Immerse myself in upper-division coursework in archaeological method and theory, NAGPRA law, and Indigenous community engagement. Seek research assistantships and field school opportunities that connect me to hands-on excavation and cultural resource management work.
Pursue a graduate degree in archaeology or cultural resource management. Work directly with Indigenous communities on repatriation cases and contribute to policy development that strengthens NAGPRA protections. Present research at national conferences and publish in academic journals.
Dedicate my career to bridging the gap between academic archaeology and Indigenous community needs. Whether through a museum, university, tribal organization, or government agency, I will work to ensure that cultural heritage is protected, ancestors are returned home, and future generations inherit a more just and ethical practice of archaeology.