My first SHA conference was an incredible experience, and lived up to the reviews others had given me. It really was beneficial, and probably would have been equally beneficial earlier in my undergraduate as well. First of all, it was a fantastic networking opportunity.  I left the conference with a fist full of business cards for future contacts in possible future job opportunities, internships, and open offers to answer any future questions.  The research presented covered a wide variety of topics within historical archaeology, was a fantastic way to see all the different avenues one can pursue within the field, and, to top it all off, getting the opportunity to explore a new place and meet so many new people is quite a bit of fun.

The presentations given at the conference covered a wide variety of topics. I enjoyed the breadth of topics as well as papers on sites close to home, which fit my own interests in colonialism, mining, and military history. I attended presentations on experimental archaeology in the re-creation of canons, talks on unfamiliar locations like Saint Eustatius in the Caribbean, fascinating underwater sites, Shakespearian theatre settings, and the presentation on vaginal douching in the late 19^th and early 20^th centuries by the student paper prize winner, Ashley Morton. There was certainly a topic to interest everyone!

The Conference presented opportunities to learn about contemporary issues for students in the field of historical archaeology. Thursday morning I attended a panel specifically for students, titled: Navigating the Field: Education and Employment in a Changing Job Market. The discussion was sobering at times, and I left a little discouraged, but after ruminating over the discussion, I found it to be very useful. The current job market is difficult, but I learned the importance of learning necessary job skills and the importance of making the most of your opportunities.

Another highlight of my conference experience was a symposium, titled: Reconsidering Archaeologies of Creativity, which was chaired by Dr. Scarlett. The discussant following the session was Dr. Krysta Ryzewski, of Wayne State University. The discussion format was unique and captivating because Dr. Ryzewski instead of presenting a paper synthesizing the work presented in the symposium she hosted a dialogue between her and the presenters that was excellent, and enlightening.

During the course of the conference I had many productive conversations. Some conversations resulted in possible opportunities for future work.  One discussion focused on a potential summer field project. Just one example of the opportunities that came from my conference attendance, this highlights one of the most important reasons for a student to attend a conference… networking!

The benefits of attending extended beyond my time in Leicester. In reviewing my notes from the conference, I found several notations referring to different archaeological theories. Seeing the use of theory in presentations and experiencing the ensuing discussions sparked a fascination with archaeological theory, which was something I had only a rudimentary understanding of beforehand. I now find myself using every spare minute to study different theoretical subjects.

I strongly recommend that any student attending a conference attend as many student events as possible. I personally wish that I had attended more than I did. The people that you meet at these events are your future colleagues, and the relationships you create at the conference can lead to collaboration in the future. I was able to meet some great people at the Past Presidents’ reception, and I have maintained contact with several of them. I also spent much of the rest of the conference with two of the students I met that evening, and we had some great conversations in which I learned a lot about what a Master’s Program is all about.

Another tip I recommend students take advantage of is to visit the Technology Room. I spoke with Tim Goddard. We talked about how the Technology Room is designed to be an accessible place for people to learn from fellow archaeologists about the latest technologies, and their strengths and weaknesses. During my visit to the technology room I found that this was the case, the people manning the tables were accessible, and excited about the technologies on display.

A few more tips that I learned about the conference are: to bring business cards, plan to attend the talks that interest you as well as those on subjects you don’t know much about, and take good notes. Business cards are handy to hand out to different people that you meet even if you have to make your own. Going to papers on subjects you don’t know much about will expand your knowledge and possibly interests. For example, if you are interested in historical archaeology in the American West, attend some presentations on underwater archaeology, or European archaeology, you may find  that you learn more from the different perspectives given in these talks than on presentations on subjects that follow your personal interests. While there your brain will be swimming with information by the end of the conference, by taking good notes you can sort things out after the conference.

Personally, attending the SHA conference opened doors I never imagined possible. During the conference, I had the opportunity to meet Dr. Doug Scott, who recently retired from the University of Nebraska-Lincoln. He gave a talk on a project he had completed at Pecos Pueblo, an area in which I have a lot of interest. When I returned home from the conference and was considering which institutions I would like to attend for graduate school, I decided to look at the University of Nebraska-Lincoln. The program seemed to fit my interests perfectly, so I chose to apply. I was accepted and will be attending their program in the fall. I was grateful to have Dr. Scott’s honest opinion of the University and I am appreciative of the time he took to discuss the graduate school process with me. These types of opportunities really make the whole conference experience invaluable.

My attendance at the conference would not have been possible without the help of Dr. Crowther at ASU who provided the financial assistance necessary to make the trip to England possible. I also have the deepest appreciation to Dr. Dick Goddard, and Tim Goddard for presenting the idea of attending the conference, putting me up in Leicester, and being amazing friends, teachers, and mentors. This has led me to some questions: for those of you who attended the conference in Leicester, did you receive any assistance to help you to participate in the conference? What are some resources out there to help with expenses?  What were some of your conference experiences? How can we encourage more students to attend, and participate, in future conferences?

The online abstract submission process will be opening on May 1. This JUST leaves you enough time to download the SHA Québec 2014 poster from the conference web site to inform you colleagues, friends and, of particular interest to this blog posting, your students of the upcoming conference. So, if you are a student, it’s time to start planning your participation in the 2014 conference. The conference theme, Questions that Count, is of particular interest to you as you will be living and working through these questions. It’s an excellent opportunity to participate in the definition of your future!

The Society for Historical Archaeology and the Advisory Council for Underwater Archaeology can help you to participate in the conference. Start preparing your request for financial support through one of the many programs available from the. Full information, including application forms, is available on the conference web page.

The ACUA offers a Travel Award for students coming from outside the conference country. SHA past-president Ed Jelks and his wife have very generously created the Ed and Judy Jelks Student Travel Awards, two amounts of $500 that will surely go a long way to bring you a long way.

Et si vous êtes un étudiant francophone, ne manquez pas l’opportunité que vous offre la Bourse de Québec car la SHA souhaite encourager la participation d’étudiants ou d’étudiantes faisant leurs études en français.

Though not a travel award, the SHA Student Paper Prize is a very prestigious honor. The prize will be awarded to a student, or students, whose written version of a conference paper is judged superior in the areas of originality, research merit, clarity of presentation, professionalism, and of potential relevance to a considerable segment of the archaeological community. One prize will be awarded: The winning author will receive a book prize consisting of titles donated by the many presses and organizations exhibiting in the SHA Conference Book Room (totaling almost $1,500 worth of items in 2013) and a letter of recognition from the SHA President. The winning author will be encouraged to submit his or her paper to be reviewed for possible publication in Historical Archaeology. The results of the competition will be communicated to the entrants prior to the meeting and the winner will be announced at the annual business meeting.

Keep abreast of new opportunities and information concerning volunteer opportunities throughout the year on our website. The Student Subcommittee of the Academic and Professional Training Committee will certainly have further information on other activities organized by and for students. Follow their blog posts as well!

Globalisation, Immigration, Transformation: the 2013 Plenary Session
(Wednesday January 9^th 6-8pm)

Students arriving in Leicester for the opening day of the conference will find the Plenary Session a place where SHA membership comes together across research interests and affiliations. The session panel will focus on case studies and moderators will facilitate a broad exploration of the conference themes.

Navigating the Field: Education and Employment in a Changing Job Market
(Thursday January 10^th 8:30-10:30)

Cosponsored by the APTC Student Subcommittee and ACUA, this session is Part I of II and will focus specifically on student concerns. Panelists from both underwater and terrestrial backgrounds will address what is arguably the most pressing issue on many students’ minds—jobs.  Whether you seek a job in the United States, Europe or elsewhere, panelists will offer their perspective on how education matches up with the changing job market.

Past Presidents’ Student Reception
(Thursday, January 10^th, 4:30pm- 6:00pm)

Students are invited to join SHA past presidents for an informal reception. This is a great opportunity to connect with leaders in the organization. A free drink and snacks will be provided.

Equity (Issues) for All, Historical Archaeology as a Profession in the 21st Century
(Friday January 11^th 9-12:30)

Part II of these sessions on professional issues, this symposium will address concerns of gumptious academic and cultural resource management archaeologists. Senior managers and tenured professors from across the US and UK comprise the panel.  This will be an opportunity to engage upper management and tenured faculty in discussions of how to address current equity issues in the workplace, the barriers they faced rising in the ranks, and how they got to where they are today.

SHA Business Meeting
(Friday January 11th 5-6pm)

The SHA Business Meeting will be open to all members, students included. The organization welcomes and encourages student participation.

Academic and Professional Training Committee (APTC) Student Subcommittee (SSC) Meeting
(Saturday January 12^th 12:30-1:30)

The Academic and Professional Training Committee’s Student Subcommittee is run by and focused on SHA student members. As a formal platform for the interests and voices of students, it is a great way for them to contribute, develop professional skills and increase visibility. The SSC provides opportunities for students to participate in the organization at a variety of commitment levels.  Committee members organize sessions, are student liaisons to other committees, and contribute to the blog and newsletter. During the meeting, students will learn about ongoing  activities and have the chance to get involved.  Students participating in the SSC drive activities for the upcoming year and develop new projects. (Please note the midday time slot.)

Rap Session for Student Members
(Saturday January 12 1:30-5pm)

Sponsored by the Student Subcommittee, the informal format of the RAP session will allow students to hang out and discuss issues of import to them. Panelists are archaeologists at all stages in their career, both underwater and terrestrial. The popularity of this session grows each year and will be a great way to sum up any conference experience.

If you are a student attending the annual meeting in Leicester, please email the SSC chair, Jenna Coplin. If you cannot attend the committee meeting, but are interested in learning more about the SSC or keeping up with SSC goings-on throughout the year, email Jenna to be added to the student list serv. Also, be sure to follow the hashtag #SSC on Twitter throughout the conference (along with the #SHA2013 tag!) for student-specific tweets and messages!

In addition to these sessions, check out Emma Dwyer’s blog post about trips and tours of Leicester offered through the SHA.

The global economic downturn has shifted government funding priorities away from cultural and historic resource preservation, and jobs have been lost. However, the enthusiasm and dedication of archaeologists across the world has allowed public programming and archaeology education initiatives to grow with exceptional speed and direction (see list of organizations at the bottom of this blog).

Image from the Archaeological Institute of America’s website for the second annual National Archaeology Day [NAD] held on October 20, 2012; each blue marker represents a separate event organized in honor of the day (image courtesy of American Anthropological Association).

I conducted a small informal survey to gain a better understanding of student perspectives about the current job market. According to the results, the insecurities that archaeology students have about the pressure to find work in a depressed economy are abundant, but with a network of support, students will find jobs! Remember, the insights to follow serve only as an introduction; the forum in January will host several professionals who are prepared to tackle these topics in-depth.

“Volunteer, Volunteer, Volunteer!”
Fewer paid positions at archaeological venues has meant an increase in the skill requirements of new hires as well as an increase in the amount and type of work produced by volunteers and interns. The anxiety of making yourself the ideal candidate for a job can seem overwhelming, but it is important to stay calm and work on acquiring new, resume-bolstering skills.

I asked respondents of my survey, “Beyond acing exams and essays, what can students do to prepare themselves to be great candidates for jobs in archaeology?” The overwhelming answer from students and professionals, alike? VOLUNTEER. One participant responded with fervor, “Volunteer, volunteer, volunteer! Entry level jobs can be hard to come by for students looking to gain experience. Volunteering allows you to not only fill up your CV and gain skills, but also make professional connections that could help you land that job.”

Employers are looking for people who are able to engage the community and solve problems with creativity and innovation. Volunteering can help you practice your skills while showing potential employers what you have to offer.

As a graduate student at the University of South Florida’s Applied Anthropology program, Becky O’Sullivan began her career by volunteering with Florida Public Archaeology Network (FPAN). Soon, this volunteer position became a paid graduate assistantship. This experience gave O’Sullivan an opportunity to practice what might not have seemed natural to her, “Presenting at a professional conference can be nerve-wracking, I’m naturally adverse to getting up to talk in front of large groups, but the benefits of sharing your work with others and in turn learning from their work far outweigh those drawbacks. A good presentation can make you rethink even your most basic assumptions about what archaeology is and should be and make you a stronger researcher as a result!” This excerpt, written by Ms. O’Sullivan in January 2012, is taken from FPAN West Central Region’s blog. Ms. O’Sullivan is now the outreach coordinator for FPAN’s West Central Region office.

Flexibility can be useful when you are looking for a paid job, but whether you are in a small town or a big city, there is a cultural organization willing to train you as a volunteer. Start by donating two hours a week; this allows you to keep your “after-college bill-paying job” while you start to build professional connections in your field. Once your schedule opens up, you can invest more time in a project to which you already contribute.

Keep an Open Mind
In response to my questionnaire, one student reports about her experience using her degree outside of archaeology, “As far as alternate job routes go, I am looking at teaching positions from a wide range of disciplines. I find that my type of scholarship will probably fit in better in an American Studies department, so I am looking at jobs in American Studies, history, and American Indian studies departments along with anthropology.”

Try reexamining your own career goals and consider different ways to use your educational background in archaeology. This exercise invites you to think about ways to make archaeology skills useful to employers outside the discipline. See the list at the bottom of this blog for ideas about where to find jobs.

When you are working on your CV or preparing for an interview, mention your special skills. Sometimes your “hobbies” (theater, photography, painting, archery, singing, film-making, poetry, basketball, etc.) can be a great asset to employers. Many successful archaeologists and anthropologists use such hobbies to enhance their projects and outreach programs.

The following excerpt comes from a book edited by John H. Jameson Jr. and Sherene Baugher called Past Meets Present: Archaeologists Partnering with Museum Curators, Teachers, and Community Groups,“In the face of an increasing public interest and demand for information, archaeologists are collaborating with historians, educators, interpreters, museum curators, exhibit designers, landscape architects, and other cultural resource specialists to devise the best strategies for translating an explosion of archaeological information for the public.” This book (and many others) provides examples of how archaeologists collaborate with people from other disciplines or work within other disciplines to help protect and share the cultural resources of our nation.

Communicate, Stay Involved and Believe in Yourself
Consider how large your support network is when you are looking for work. University students have many resources, but as a professor once told me, “Your most valuable tool is the connections you make with the people around you.” When you graduate, many other students will be at your side, and it is invaluable to keep in touch with friends and colleagues who may one day be able to help you land a new job.

You can acquaint yourself with people who are working as professionals in archaeology by attending and presenting at conferences. I am amazed by the kindness of professors and other professionals who I have met at various conferences. Reaching out to the people I admire has given me the confidence to continue working towards my goal of being a paid employee in the field. Social-networking sites like LinkedIn, Academia.edu, or Facebook can be great tools for keeping up with people you have met.

Becky O’Sullivan, Rita Elliott, and Roz Crews (author) at SEAC (South Eastern Archaeology Conference) Public Day 2011; thanks to Jeff Moates, director at FPAN WC,  for taking the photo

I met Becky O’Sullivan and Rita Elliott as an intern working on my undergraduate honors thesis about archaeology education and outreach. Talking with them gave me the courage to present my ideas to a wider audience. Rita Elliott and her team from the Society for Georgia Archaeology created ArchaeoBUS, a mobile learning classroom, and they have since shared Georgia archaeology with people across the state.

If you would like to reach me directly, my e-mail is rozalyn.crews@ncf.edu.

Archaeology outreach programs:
Project Archaeology, Florida Public Archaeology Network, Arkansas Archaeological Survey, Crow Canyon Archaeological Center, Northwest Cultural Resources Institute, Hawai`i Junior Archaeology Outreach Program

Job opportunities:
National Park Service, the U.S. Forest Service, the Bureau of Land Management, the U.S. Fish and Wildlife Service, your local Sate Historic Preservation Office (SHIPO) or Tribal Historic Preservation Office (THIPO), a local museum or visitor center, a local university lab or ethnography department, or a state archaeology or history society. Don’t forget to check USAJobs for archaeology jobs around the country.

Works Cited

• Jameson, John H. and Sherene Baugher (eds.)
  • 2007 Past Meets Present: Archaeologists Partnering with Museum Curators, Teachers and Community Groups. Springer.

Call Your Mom

Or call an uncle or an old friend; it doesn’t matter. Just make sure it’s someone who knows nothing about your work (likely easy to find), and is willing to listen (possibly a bit harder). The questions they ask can help you hone in on things you might make clearer.

Elevator

The elevator doors shut and you have until they open again to describe your project or research interests in a compelling way. This exercise helps you to eliminate unnecessary details and focus on the interesting parts.

Teach…. anyone

Many teach as adjuncts in anthropology departments. Few things will improve your communication skills quicker. However, not everyone is in the position to teach courses. Speak to your local schoolteachers, they often welcome presentations, and students can ask challenging questions. Adult education programs may also welcome a guest speaker. These opportunities force you to organize materials, think about your audience and do not require a semester of your time.

Go to the Library (or local historical society)

Libraries and historical societies commonly have programs that invite guest speakers. These presentations can be great opportunities to present preliminary work. Those in attendance can encourage you to think on your feet.

Grab a Cup of Coffee

Make plans to meet with classmates and take turns presenting problems you are encountering. This is practice both for asking productive questions and fielding them.

Department Get-Togethers

Many departments offer students the opportunity to present work. This is a great way to get feedback on a work in progress at any stage. If your department does not do this, it is easy enough to organize. All you need is the approval from the Chair and a student listserv.

Talk to Yourself

Many people are hesitant to throw themselves in front of a crowd. With today’s technology a bit of self-critique is easy to do. Record yourself and watch it later. Audio is good but video might be better; you never know what odd gestures you might make unconsciously.

What kind of students and research win the award? Mullins concisely described the work of last year’s two recipients and we were curious to learn a little more about Corey McQuinn and Adrian Myers as students. We interviewed McQuinn and Myers and the following is a summary of their responses.

Corey McQuinn, a master’s student concentrating in Historical Archaeology at the University of Albany, researches enslavement in the Northeast, an understudied topic. He examines the Mabee Farm in Rotterdam, New York, and how different archaeological models of enslavement and racialization apply to the Northern context. Through another project focused on the Underground Railroad in Albany, New York, he studies how the construction of a community that supported the Underground Railroad relates to New York’s earlier history as a slave state and its continued economic dependence on enslaved labor corps.

McQuinn working with students at the Schoharie River Center archeological field school in Montgomery County, New York. Dragon site on the Schoharie Creek (2008).

In addition to this academic research, as a project manager for the cultural resource management firm Hartgen Archaeological Associates, Inc., McQuinn says he must be flexible and cover a broad range of time periods and historic contexts. He has worked in a variety of historical contexts, including cemetery excavations, tavern sites, Shaker village sites, farmsteads and industrial contexts. He has also helped to run Hartgren’s youth archaeological field school summer programs, getting students involved in community archaeology.

McQuinn and students screening at Stephen and Harriet Myers house youth field school in Albany, New York, last summer.

The Ed and Judy Jelks Travel Award helped McQuinn attend his first SHA conference, where he presented a paper, met other professionals in his field, including authors of papers and books he has read. A highlight of the conference was getting to know people and learning about work in progress. He finds both the annual conference and quarterly newsletter valuable resources for identifying potential partnerships and opportunities in the future.

Though his three kids, Remember, Beatrix, and Jasper, are his greatest successes, McQuinn also received the New York Archaeological Association’s William Beauchamp Student Award in 1998 and the 1997-1998 Dana Student Internship Grant from Ithaca College. He is looking forward to completing his master’s thesis next semester and his PhD in the future.

Myers excavating at the PoW camp in Manitoba.

A PhD candidate at Stanford, Adrian Myers, learned of the Ed and Judy Jelks Travel Award through attending the SHA conference, SHA business meetings, and from the HISTARCH email listserv. The award enabled him to present a paper, “Dominant Narratives, Popular, Assumptions, and Radical Reversals in the Archaeology of German Prisoners of War in a Canadian National Park” in the session chaired by Michael Roller and Paul Shackel, “Reversing the Narrative.” The paper was about all the surprising and counterintuitive things he encountered while studying the history of Nazi soldiers in a prison camp in Canada during World War II. Long interested in the history of the Second World War, his dissertation research is a historical archaeological study of a prison camp in Manitoba, Canada. Over three seasons of work he and colleagues surveyed, mapped, and excavated portions of the camp. Myers also travelled to Germany and met with three men who had been prisoners of the camp.

Myers has participated in a variety of other projects, including the “Van Project” at the University of Bristol, the Stanford Gymnasium Dig, and Bonnie Clark’s field school at the Granada Relocation Center, a World War II Japanese internment camp in Colorado. He also used free Google Earth imagery to map the US military prison at Guantanamo Bay, assembled and co-edited a book on archaeology and internment camps, did a study on 20th century porcelain electrical insulatorsand also manages to work part-time in CRM archaeology.

Myers interviewing German PoWs in Germany.

Also a recipient of the National Geographic Society Waitt Grant (2009), Myers suggests undergraduate students pursue ideas for projects, even if it seems impossible and incredibly far off, especially if they are passionate about the subject. He suggests finding a supportive graduate program and, with effort the research can probably be done. He also says having an awesome adviser helps.

Both McQuinn and Myers sound passionate about their research and actively pursue opportunities to participate in projects and make connections with their peers in historical archaeology. They recognize the SHA as a resource for students and advise them to participate in the organization by speaking or corresponding with other archaeologists and presenting at conferences. The Academic and Professional Training Student Subcommittee (SSC) is starting a group discussion on student professionalism and the Society for Historical Archaeology. Please become a member of the conversation by joining the SSC Yahoo! group. Email your request to JCoplin@gc.cuny.edu and include your email to join.

We look forward to hearing from you!

To be considered for the prize, candidates must be a standing member of the SHA, be registered in a French-language university and preparing a thesis or a dissertation in French and they must present a substantive or theoretical paper at the annual meeting.

To apply, submit a letter including a confidential letter of reference from your research director, a copy of your pre-registration at the annual meeting, a 500-word abstract of the proposed paper and a copy of your resume to the Quebec City Award Secretary by June 30. Further information is available from the Quebec City Award Secretary at the following address: William Moss, Archéologue principal, Hôtel de Ville, C.P. 700 Haute-Ville, Québec (Québec), Canada G1R 4S9. Telephone: 418.641.6411 ext, 2149; Fax 418.641.6455; email: william.moss@ville.quebec.qc.ca. Please visit the Society for Historical Archaeology web site for full information. 

Bourse de Québec

Le Bourse de Québec est accordée afin de promouvoir la participation d’étudiants de langue française au colloque annuel et aux activités de la Society for Historical Archaeology. La bourse correspond au montant des intérêts accumulés sur le capital initial dans le courant de l’année, le tout n’excédant pas $750.

Pour être éligible, le candidat doit être membre en règle de la SHA, être inscrit dans une université francophone et y préparer une thèse ou un mémoire en français. Enfin, il doit présenter, dans le cadre du colloque annuel de la SHA, une communication substantielle ou théorique.

Pour poser votre candidature, faites parvenir une lettre au secrétaire du comité de la Bourse de Québec. Cette lettre doit être accompagnée des documents suivants : une lettre de recommandation confidentielle de votre directeur de recherche, une preuve d’inscription à l’université, une copie de votre inscription préliminaire au colloque annuel, un résumé de votre communication (maximum de 500 mots) et une copie de votre curriculum vitae. Pour de plus amples renseignements, veuillez contacter le secrétaire du comité de la Bourse de Québec à l’adresse suivante : William Moss, Archéologue principal, Hôtel de Ville, C.P. 700 Haute-Ville, Québec (Québec), Canada G1R 4S9. Téléphone: 418.641.6411, poste 2149; Télécopie 418.641.6455; courriel: william.moss@ville.quebec.qc.ca. De plus amples renseignements sont disponibles sur la page web de la Society for Historical Archaeology.

Ed and Judy Jelks with former students, who supported the founding of the award.

All students who are presenting a paper at the 2013 SHA conference in Leicester should consider applying for the Ed and Judy Jelks Student Travel Award. Two $500 awards will be presented to students who are presenting a paper or poster or participating in a symposium at the 2012 conference in Baltimore. Applicants must be currently enrolled in a graduate degree program, be a member of SHA, and be presenting a paper at the 2013 conference. To apply, please send a brief email to me, Charlies Ewen, the Jelks Award committee chair (ewenc@ecu.edu), outlining how participation in the SHA Conference will advance your career and research, and indicate how presentation of your research will benefit other SHA members. Along with this please send your abstract submission and a copy of your curriculum vitae. Reference letters from advisors are not required, but please identify your major advisor(s) in your letter or CV. Award checks will be sent to you after the conference.

The deadline for submissions is November 15th, so please consider applying now if you are a student who is presenting, and please encourage any student advisees or colleagues whose costs would be defrayed by this award. Do email me directly if you have any questions.

To read more about the history of this award, which recognizes the contribution and dedication of Ed and Judy Jelks to the professional development of archaeology students, please visit this recent post by Paul Mullins.

Students are an important component of the Society for Historical Archaeology, representing the future of the organization. The Society provides opportunities for professional growth for students in historical archaeology. Each year, the Kathleen Kirk Gilmore Dissertation Award Subcommittee honors a student who makes an outstanding contribution to historical archaeology. In her dissertation

What is your dissertation topic?

My research focuses on the nature of the impact of the Atlantic trade on the coastal Gambian polity of Niumi from the late 17th into the early 19th century. Niumi was the first point of contact for European powers trading along the river and was the Atlantic era commercial center. I examine local responses to increased commerce on the Gambia River tied to the opening of trans-Atlantic trade, situated in a long-term study comparing this period to pre-Atlantic and colonial settings. The Atlantic trade created a multi-ethnic setting where Mande, European, and Luso-African traders interacted on a daily basis through social, political, and economic exchanges. My approach incorporates theories of everyday life, value, and taste examining day-to-day happenings within the scope of larger events such as the opening and closing of the Atlantic trade.

When did you first become interested in your topic and why?

As an undergraduate, I became interested in the Atlantic world through my history courses, and Africa after taking a historical archaeology course taught by Carmel Schrire. I decided that I wanted to work in West Africa on this period, but I did not know exactly where until my master’s advisor Kevin MacDonald was driving me to the airport to go to Syracuse to begin my Ph.D. He asked if I had decided on an area yet for my dissertation, and I told him that I had promised my mom I would only go places that were not dangerous. He said, “I know the perfect place no one is working in The Gambia.” So I went, and thus far it has worked out well.

Remains of the former British trading house at Juffure (Photo by Liza Gijanto).

How do you feel your work is relevant to contemporary communities?

Before I began reading academic and historical accounts of The Gambia, all I really knew about it was from Alex Haley’s novel Roots. When I first got there, I was not prepared for how engrained this story had become in the Gambian national identity, and specifically in Juffure and Albreda where I was living and working. Juffure is the village where Kunta Kinte is from in the novel. From the beginning, my work necessarily took on a heritage/community engagement aspect independent of my dissertation. I was able to help with public education days, and set up an exhibit for the Roots Homecoming Festival. I have also assisted in site preservation and interpretative efforts at James Island and in the capital of Banjul, which was established by the British to block the slave trade. The Gambia has had a unique relationship with the broader Atlantic World and the country has had a number of opportunities to really develop their sites, and present this past for heritage tourists. I am lucky that my research can be of use in this area, and that the National Centre for Arts and Culture in The Gambia has been receptive of my findings and involved me in many of their own projects.

What tips do you have for students identifying, working on, and finishing research?

This is really important. I received really great guidance from my undergraduate professors regarding graduate school. I was encouraged to take a year off working in CRM before going to graduate school and my various bosses and co-workers also influenced my decisions about projects and graduate school. I think it is important for anyone considering going into a Ph.D. program to first take some time off and work in the real world on a number of CRM projects. Everything I learned about managing a site, designing paperwork, all the basic management skills you do not get in a field school I got from CRM. I was hired as a staff member for the Feltville Archaeology Field School run by Matt Tomaso in Union, New Jersey and got to see the other side of a field school before taking on all the responsibility of its management myself. He really emphasized teaching skills students would need for CRM and involving all staff and students in all levels of the project. I do not think I could have gone out and excavated the sites I did and manage a local crew as well as field schools students in The Gambia without this experience. It is the kind of learning you cannot get in graduate school, but should have before starting your own project.

The other important thing to know early on is if you even need to excavate to answer your research question. There are so many collections housed in facilities in the US and abroad that could provide some really interesting information. I have a number of friends that have gone this route, and their projects are just as exciting and relevant as those that undertake excavation. I think there is a misconception that everyone has to find “their” site in order to be successful, but that is not the case anymore. What you really need is experience on a range of sites.

It is easy to be overwhelmed by the research process, and especially writing the actual dissertation. I had a supportive and engaged advisor that made the process flow more smoothly. In graduate school your relationship with and advisor and the faculty is crucial. In addition to this, having a strong cohort or group of graduate students at the same stage of the program with you is important. No one I know finished their dissertation at the exact time they planned or had a field experience that exactly matched their proposal. Things happen, and you often end up going to Plan C. If you have friends to help you figure things out who are going through the same thing, the process is a bit more bearable and even enjoyable.

What are current or future plans for your work?

I began working at a trading site on the south bank of the river in 2010 in order to gain a broader understanding of the trade on the river outside the formal commercial center. I am also working in the Gambian capital Banjul to help prepare for the city’s 200th anniversary in 2016.

What impacts do you foresee or hope for?

One of my goals is to assist the Gambian National Center for Arts and Culture to develop archaeological protocol and to find and train Gambians to implement this. As of now there are no Gambian archaeologists.

For my research, I hope that this works adds to our understanding of the Atlantic experience in West Africa. I consider my research to be part of African Atlantic studies and Atlantic studies more broadly, not just focused one West Africa or The Gambia. I hope this work proves useful for those working with Diaspora communities as well.

Is there anyone who you did not get a chance to thank who you would like to now?

I have had a really great transition from graduate school into a tenure-track position that would not have been possible without the continued help of my advisors, and the support of my new colleagues.

Fattatenda trading site adjacent to the Gambia River (Photo by Liza Gijanto).

Dr. Gijanto is a faculty member at St. Mary’s College of Maryland. Non-student members of the SHA may nominate members who have defended their dissertations and received their PhDs within approximately three years of the award. Recent winners of the dissertation award include Gerard Chouin (2011), Meredith Lynn (2010), and Neil L. Norman (2009). To learn more, visit the SHA home page.