"Unearthing Purpose"
Anthropology & Indigenous Studies | Truist Honors Scholar | CPCC | April 2026
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. I am a first-generation, non-traditional student, a mother of four, and an Anthropology and Archaeology scholar at Central Piedmont Community College. I came to higher education later in life — carrying the stories of my family, the curiosity I've harbored since childhood, and a deep conviction that the past deserves to be treated with justice.
My academic focus is NAGPRA and cultural repatriation: the legal, ethical, and deeply human work of returning ancestral remains and sacred objects to the Indigenous communities who hold their meaning. This is not abstract scholarship to me. It is work that grows from who I am — a person shaped by multigenerational culture, by firsthand knowledge of what it means to have your history overlooked, and by an urgent belief that accountability to ancestors is accountability to the living.
The Truist Honors Program transformed my trajectory in ways I could not have anticipated. Since joining, I have competed as part of the first community college team to win the SAA Ethics Bowl at a national conference in Denver; presented research at five professional conferences across the country; traveled to the Azores on a study abroad scholarship; designed and led the Common Read program; and built a network of mentors and colleagues in my field who have welcomed me as a peer. These are not the experiences of a typical community college student — and that is exactly the point.
I am applying to 39 universities for transfer, including Harvard, Yale, Stanford, Brown, Cornell, and Columbia. Everything in this ePortfolio represents the scholar I have become — and a glimpse of who I am still becoming.
Energy pulsed through the Parr Center as Matthew Whitaker performed his hits and new songs from an upcoming album. I attended this concert because it was the first invitation I received since becoming a Truist Honors Scholar. I had the opportunity to meet some peers and Dr. Pritchett before orientation into the Honors Program.
Matthew Whitaker, a Juilliard Graduate with an impressive musical background, was named the youngest Yamaha Artist at age 15. He was an incredible pianist. I am thrilled that I went to his concert because I enjoy jazz but never considered myself a true fan of it. Matthew Whitaker brought so much joy and enthusiasm to Central Piedmont that I could not help but clap and dance along. His energy was beyond any other musician I have seen before. The most exciting part of his performance was how he blended pop, R&B, and jazz seamlessly. I especially enjoyed his rendition of Earth, Wind, and Fire's "September."
I am taking away the experience of feeling unity and joy while enjoying a jazz virtuoso in the Parr Theater. I am a new student at Central Piedmont, so embracing the wonderful things our community provides creates a sense of pride in my new academic institution that I hope only grows from here. I am thankful to have jumped into the Honors Program with this first thrilling experience.
I learned about the ALPFA L.I.F.T. Summer Program through the Truist Honors Society. As an older non-traditional student, I have long awaited the opportunity to pursue my education and made a personal commitment to fully embrace this experience and seize every reasonable opportunity that came my way. I applied immediately, recognizing it as a valuable opportunity — though I could not have anticipated just how transformative and comprehensive the program would be.
Initially, I did not view myself as a leader, largely due to a misunderstanding of what true leadership entails. However, throughout the insightful 8-week program, I acquired skills that would typically take years of professional experience to develop. The curriculum was holistic, covering essential topics such as personal branding, resume building, business etiquette, interview techniques, and industry-standard software tools including Alteryx, Tableau, Power Query, and SQL. My favorite sessions of the summer were the "Emotional Intelligence and Self-awareness" workshops. Gaining an understanding of myself and how to communicate effectively with different personality types is one of the most important aspects of leadership and will undoubtedly assist me in college and into my career.
What surprised me the most was the camaraderie and support among participants. I had expected a competitive environment, but instead, I found a community where everyone was eager to uplift one another. This collaborative spirit has reinforced my belief in the power of networking and mentorship. The most significant growth occurred in my self-confidence and my ability to articulate my ideas and ambitions effectively — a newfound confidence that now allows me to engage more actively in my academic pursuits and advocate for myself and others.
Central Piedmont Counseling Services joined us for a session to discuss ways to manage stress while being a student. I joined this session because I enjoy taking every opportunity that I am offered, and while I enjoy the work, I can feel overwhelmed at times.
During this session, we discussed ways to keep stress at healthy levels. First, we learned what symptoms may indicate that we are not managing stress well — headaches, sleeping or eating too little or too much, and overly emotional responses are some indications that stress may be at an unhealthy level. Some ways to keep stress low are to take breaks while studying, exercise, get outside for at least a few minutes each day, and practice self-care. I was surprised to learn that counseling services at Central Piedmont are free to students. I am proud to be a part of the Central Piedmont community because of the care placed on mental health.
I enjoyed this session because I was able to hear my peers' experiences with stress and learn that I am far from alone. I became aware that although I thought I was managing stress the best I could, there was more that I could be doing. I plan to go outside and take walks regularly. When my stress is lower, I am more productive. This conversation will help me in my academic and professional journey.
I presented research at the North Carolina Honors Association Conference at Western Carolina University. I participated in this research opportunity because I find it thrilling to uncover information. I have been curious about Native American cultures since I was a child listening to my grandmother's life stories. This research project presented the opportunity to explore ideas on how to regain knowledge that has been lost to time, removal, adoption, and violence. I ultimately decided to research the Native American Graves Protection and Repatriation Act (NAGPRA) because so much knowledge has been abandoned and forgotten in museum storerooms.
Presenting research at the North Carolina Honors Association led to growth in many areas. First, I had to learn how to conduct formal research, which will serve me later in life. I learned how to tune out anxiety and grew into a confident public speaker. This was a major achievement that took months of practice, listening to feedback and encouragement from my peers, and giving myself grace when I experienced setbacks. I found the beauty in commanding attention to a topic I am passionate about. Now, I speak up when I see something wrong when I would have stayed silent in the past. I have found my voice.
Since presenting my research, I have found a mentor in the NAGPRA field and have been invited into three committees of NAGPRA professionals. Having the opportunity to present research has set me years ahead in my future career. Without the Truist Honors Program, it would not have been possible to open so many doors toward my future.
Dr. Jaramillo graciously led a discussion about using cultural attributes rather than suppressing them to advance in careers. Through sharing personal stories, Dr. Jaramillo stated that culture can be a barrier, but more often, cultural attributes have a clear advantage in the workforce. Values, work ethic, close families, and growth mindsets can be valued in many cultures. However, due to a disadvantaged background, cultures may experience institutional distrust, poverty, hurdles to being promoted, burnout, and imposter syndrome.
In my own family, getting married and joining the military at a young age has been the status quo. I have started college as a first-generation college student as an older, non-traditional student. I have been told I was not smart or worthy enough to earn a degree and that I would always need to depend on a man; this held me back for years. Dr. Jaramillo acknowledged that imposter syndrome is a common experience, and her candor helped me see my peers and my own journey differently. She also connected burnout and minority work culture in ways that helped me understand patterns in my own family that I had never named before — including my father, who worked through a year of chemotherapy without taking a single sick day. I had always assumed he was humble or shy. I never considered it to be related to his culture.
Dr. Jaramillo suggested that rather than cultural attributes holding minorities back, they should be used to propel them forward. I come from a long line of ancestors who have fought injustice and suffered for it. Their values are deeply ingrained in my DNA. I hope one day I will be in a position of leadership where I can not only hold doors open but also construct buildings for those who come after me.
My 2024 fall break was filled with the excitement of ocean water splashing all over me while learning about ocean diversity, the knowledge of farming from historical to modern times, direct interaction with a new culture, seeing sustainability in action, relaxation in nature, sweet and savory flavors, and the development of new lifelong friendships. My adventure to the Azores was exhilarating and insightful. It changed my worldview completely.
We visited a family farm, Quinta do Agricultor, that is passionately sentimental about preserving knowledge of historical Azorean farms. The house had no electricity, so we immersed ourselves in 1800s farm life. The meal was incredible — I could taste the love poured into every dish. Later in the week, we visited a family home in a small village where Maria gave us a tour of her backyard garden and taught us to use the ingredients in a cooking class. In both of these welcoming experiences, Azorean hospitality was perfectly represented. Through years of struggle and self-sufficiency, Azoreans have learned that community is essential to survival.
The most surprising aspect of my time in the Azores was how resilient, kind, and hospitable the Azorean people were. When faced with adversity, they always find hope and a way to move forward even better and more efficiently than before. I will keep the spirit of the Azores with me as I move through academic environments and in my career path. The knowledge of sustainability, adaptability, triumph through adversity, and kindness is one I hope to radiate from within. Failures are the beginning of new growth, as I have witnessed firsthand.
The 11th annual Cherokee Archaeological Symposium was held by the Eastern Band of Cherokee Indians (EBCI) on the Qualla Boundary, where leaders in archaeology, representatives from federal agencies, and professors came to present relevant findings to Southeastern Indigenous Communities. The Symposium was designed to build relationships between the Tribe and industry professionals to foster better working relationships. Undeniably, they achieved this goal — it felt more like a family reunion than a symposium.
I was invited by one of the EBCI's THPO officers, Miranda Panther, after I presented research on NAGPRA at the North Carolina Honors 2024 Conference. She recognized my passion and was impressed by the Truist Honors Scholars and graciously extended the invitation to all of us. One of my favorite presentations was Scott Ashcraft's "Ancestral Cherokee Landscapes and the Failures of a Profession" — he described how it took him twenty years to convince others that archaeological findings on sloping landscapes were significant. I also enjoyed an update on the Trail of Tears Remediation by Melissa Twardowski from the USDA Forest Services, and a presentation by Kaley Kelly, who displayed considerable cultural sensitivity by calling each location by its Cherokee name throughout.
Observing the researchers' relationship with the EBCI was especially moving. They came to the Symposium seeking to learn from the Tribe and asking permission to conduct research — none of their work was conducted without the Tribe's approval. Each archaeologist exhibited qualities that profoundly shaped my view of how Indigenous research should be correctly presented. Being a Truist Honors Scholar has opened doors not usually accessible to a community college student.
I joined this meeting because I am working on using my voice effectively in social and academic situations. I have not always felt comfortable speaking up about difficult social situations, especially when it may affect my scholarly reputation. Dr. Morman-Lyerly spoke authentically about her experiences as a leader, sharing times when she demonstrated social courage and how the results were not always as expected. She was easy to speak with and related to us by acknowledging she had faced many of the same situations we had concerns about.
The importance Dr. Morman-Lyerly placed on courage in professional settings was incredibly insightful. Everything you have worked hard and sacrificed for is on the line if you speak up in the wrong way or to the wrong person. She said to take five minutes and think about what is going on, why it is happening, who is involved, and assess what the best course of action is. She also gave examples to pull the person aside and have a reasonable conversation with them first, depending on the situation, before going up the chain of command.
When you decide to speak out, it is not always popular. You will lose friends, and witnesses may not be willing to admit they saw anything. Dr. Morman-Lyerly directly told us to expect this. However, she encouraged us to reflect on our decision to speak out, and if we feel we acted appropriately, be confident in it even if we stand alone. Ostracization from peers does not always mean you have made the wrong decision. Social courage in the workplace was one of the best meetings I have attended in the Truist Honors Program — and that is quite the compliment.
As a new researcher with only one presentation completed so far, I have a lot to learn about the process of researching. I am starting a new project that I will not be able to find resources for online easily. I joined this session in hopes of learning how to identify who is the best source to interview when there are no written sources currently available.
Dr. Pritchett walked us through the research process from observation to problem identification, surveying, and gathering data — both quantitative (numbers) and qualitative (description and lived experiences through firsthand interviews). I learned that a "void" — a topic not yet written about — or a topic with too much conflicting information both indicate an area that needs careful investigation. Dead ends in searching often mean you are not yet using the most precise related terms, and that specificity matters enormously. She also explained the concept of positionality: studying something you are a part of, while taking clear steps to reduce bias in your questioning and reporting.
The session ended with critical-thinking exercises that reminded me how often we overlook ordinary words or are misdirected by irrelevant information. The lesson: "What am I missing?" is the most important question a researcher can ask. This session gave me a framework to approach my upcoming NAGPRA research with more discipline and less anxiety. I now understand that research is a skill built incrementally, the same way you would train for a marathon.
Dr. Warren works in organizational leadership and development, helping people succeed both interpersonally and intrapersonally. His session introduced the concept of psychological contracts — the unspoken agreements between two or more people — and how understanding yourself and the people around you is foundational to any leadership role. He emphasized listening not to respond, but to understand; developing emotional intelligence; and learning to laugh at yourself, because "you're not that interesting" — meaning, not everything is serious or about you. De-weaponizing social experiences by not taking every slight personally is a skill worth cultivating.
He spoke to leadership versus fellowship, noting that not everyone is a follower, and that being able to follow a great leader can be its own path to success. His reminder that "if you don't have followers, you're just out taking a walk" grounded the session in practicality. He also addressed motivation directly: it only comes from doing what you need to do to get to the end results. Energy in motion is the act of doing something — and once you get started, the energy and motivation build from there.
Dr. Warren quoted Dr. Martin Luther King Jr.: "Faith is taking the first step without seeing the stairway." I left this session with a clearer understanding of how to adjust my actions based on self-knowledge, how to hold myself to a standard so that nothing negative sticks, and how to lead by example in every academic and professional environment I enter.
I was so excited to take one of my first college-level history courses. Having it be an Honors course was a bonus. I expected to learn as much about Presidents as I did while reading their biographies and personal journals, which was quite silly and a little ambitious of me. While initially disappointed with the lack of detail, I soon realized the benefit of learning little elements on a wide range of topics. I hold political biases, and this course challenged them. I thought of myself as a history nerd, but was I truly if I wasn't more curious about the motivations of politicians I didn't care for?
Learning Journals were my least favorite because they offer a limited set of sources; however, they pushed me to pay attention to areas I wasn't as interested in. Without adherence to sources from each module, I would have focused solely on what I enjoyed — furthering my bias. As someone with ADHD, it can be hard to pay attention to areas I have little interest in. The instruction to focus on certain topics made me pay attention and absorb material that I was uninterested in. In doing so, I found value and interest in the subjects. I connected events and people I thought I didn't care for to those I do care for.
During the first weeks, I complained about how much unions are represented in American History II. As this course continued, I realized how intrinsic unions are to our political and economic systems. I formed connections to civil rights, which I cared deeply for, and unions. My confusion about unions transformed into curiosity. My areas of interest have expanded — and I am certain collecting used books as souvenirs on vacation will be even more enjoyable now. The only downside is I will need to buy a larger suitcase.
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, Master's, and Bachelor's 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.
Presenting my research at the National Association of African American Studies conference expanded the reach of my work on cultural repatriation into interdisciplinary conversations about race, heritage, and institutional accountability. This conference brought together scholars from African American studies, sociology, history, and related fields, providing a unique opportunity to share my NAGPRA research with audiences who approach cultural heritage from different but complementary perspectives.
The experience challenged me to frame my research in ways that resonated across disciplinary boundaries. Conversations with scholars studying African American burial grounds and cultural heritage preservation revealed powerful parallels with Indigenous repatriation struggles. These connections deepened my understanding that the fight to return ancestors and cultural objects to their communities is not isolated to any single group but is part of a broader movement for justice and dignity.
This presentation reinforced that my research has relevance far beyond archaeology. The Honors Program prepared me to engage with diverse academic audiences and to recognize that scholarship thrives at the intersections of disciplines. I left the conference with a broader network of scholars and a stronger conviction that interdisciplinary collaboration is essential to meaningful change.
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 Appalachia and across the Southeast.
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 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.
Serving as the Student Leader for the Truist Honors Common Read was a sustained, seven-month leadership experience. Working alongside Faculty Leader Instructor Jaime Pollard-Smith, I helped guide the program through the reading of Alejandra Campoverdi's First and Only. My responsibilities included coordinating sessions, designing all promotional materials in Adobe Creative Suite, facilitating virtual meetings, and conducting interviews — including a Teams call with Megumi (CPCC art instructor) and another virtual session with Dr. Shantell Davis-Strickland — that explored the book's themes of identity, ambition, and being first.
Leading the Common Read required a different kind of leadership than what I had experienced in the Ethics Bowl or at conferences. It was not about competing or presenting — it was about listening, guiding, and ensuring that quieter voices were heard alongside the more confident ones. I learned to ask questions that opened conversations rather than closed them, and to model the kind of intellectual curiosity and respect that the Honors Program values. Designing all promotional graphics gave me the chance to apply Adobe Creative Suite skills in a professional, public-facing context.
The program culminated on January 28, 2026, when I helped bring Alejandra Campoverdi to campus at Overcash Building, Tate Hall. I introduced her on stage and presented Honors Cardigans to her and the other guest speakers as a thank-you — a moment that closed a full circle: from reading a book about what it means to be first, to standing on stage beside the woman who wrote it.
At the AAA annual meeting in New Orleans, I created a creative installation titled Ghosts that explored the haunting absence left when ancestors and cultural objects are separated from their communities. This installation combined visual storytelling, material culture, and narrative to convey the emotional and spiritual dimensions of repatriation in ways that academic papers alone cannot capture.
Developing Ghosts pushed me beyond conventional research presentation formats and challenged me to communicate complex ideas through artistic expression. The installation invited viewers to experience the weight of empty spaces where ancestors should be, the silence of stories interrupted by institutional collection, and the hope that comes with return. Creating this work required me to draw on everything I had learned about NAGPRA, tribal perspectives, and the human cost of cultural displacement.
The response from attendees confirmed that creative approaches to scholarship can reach people in ways that data and arguments sometimes cannot. Several professional anthropologists shared that the installation moved them to reconsider their own institutional practices. This experience taught me that advocacy and scholarship can take many forms, and that the most powerful research speaks to both the mind and the heart.
Receiving the Adaptive Reuse Housing Innovation Award from the Canopy Housing Foundation was an unexpected honor that connected my academic interests in cultural preservation with real-world community challenges. The award recognized innovative approaches to repurposing existing structures for affordable housing — a topic that intersects with my passion for preserving the built environment and understanding how communities relate to their physical spaces.
This experience opened my eyes to the ways archaeological thinking about material culture and place can inform contemporary housing policy. Just as I study how past communities used and valued their environments, adaptive reuse asks us to see existing structures not as disposable but as resources with untapped potential. The parallels between cultural preservation and sustainable housing reinforced my belief that honoring the past and building a better future are not competing goals — they are the same work.
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, the HarvardX Rhetoric certification, and built proficiency in digital tools that support research, data visualization, and online presentation.
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 increasingly used in archaeological research — from GIS mapping to digital repatriation databases. The HarvardX Rhetoric certification strengthened my ability to communicate complex ideas persuasively, essential for advocating for policy changes in cultural repatriation.
Technology literacy is not separate from my work in anthropology — it is embedded in it. Building this ePortfolio, 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.
| Activity | Date | Role | Hours | Status |
|---|---|---|---|---|
| CPCC Open House | Spring 2025 | Honors Program Representative | 3.5 | Complete |
| THP Orientations Volunteer | August 15, 2025 | Volunteer | 5.0 | Complete |
| Cards for Hospitalized Kids | October 3, 2025 | Participant | 1.0 | Complete |
| Second Harvest Food Bank | October 10, 2025 | Volunteer | 3.0 | Complete |
| Cards for Atrium — Honors Convening | October 15, 2025 | Participant | 1.0 | Complete |
| Gratitude Breakfast Volunteer | February 11, 2026 | Volunteer | 2.0 | Complete |
| Senior Night Volunteer | Spring 2026 | Volunteer | 3.5 | Complete |
| Total | 19.0+ |
40 hours
8 hours
8 hours
8 hours
10 hours
8 hours
8 hours
24 hours
4 hours
2 hours
Total: 144+ Engagement Hours
Fall 2024
Spring 2025
Fall 2025
7 Honors Courses | 19 Honors Credits | GPA: 4.0 | All Grades: A
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 — skills sharpened at five national research conferences.
Strengthened through the SAA Ethics Bowl championship, presentations at NCHA, NAAAS, SSS, NCHC, and AAA conferences, leading the Common Read, and completing the HarvardX Rhetoric and Toastmasters Public Speaking certifications. I articulate complex archaeological and ethical concepts to diverse audiences with clarity and confidence.
Refined through extensive honors research papers, a peer-quality comparative analysis on NAGPRA repatriation law (ENG-112), and the HarvardX Rhetoric certification. My writing balances academic rigor with accessibility, ensuring complex ideas about Indigenous rights reach broad audiences.
As a first-generation, non-traditional student and mother of four, I have cultivated resilience, time management, and a growth mindset. The Honors Program taught me that discomfort is where growth happens. I now seek challenges rather than avoid them — from study abroad in the Azores to competing at national championships.
Deepened through global engagement in the Azores, the Cherokee Archaeology Symposium, 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, holding memberships in RPA, AIA, SfAA, and PTK.
Expanded through CompTIA A+, Responsible AI, Adobe Creative Suite, web development, and digital research tools. I designed all Common Read promotional materials professionally and integrate technology ethically into my academic work, from GIS-adjacent research to building this ePortfolio.
Having applied to 39 universities — including Harvard, Yale, Stanford, Brown, Cornell, and Columbia — I am completing my transfer and preparing to pursue a Bachelor's degree in Archaeology with a focus on Indigenous cultural heritage and NAGPRA. The Truist Honors Program has given me the academic record, research portfolio, and professional network to compete for admission to the nation's most rigorous programs.
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. Continue presenting research at national conferences.
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. Publish research in academic journals and present at international conferences. Potentially pursue the early Master's pathway available at select institutions.
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. I will not only hold doors open — I will construct buildings for those who come after me.