Recently, I networked with anthropology instructors at universities in New England. My purpose: To recruit candidates for a paid summer internship in cultural resources management (CRM). The position was open through the spring and the field season was fast approaching. Following a dozen unanswered cold emails, I connected with an academic contact at a prestigious undergraduate program.

The current job market is hot for archaeologists working outside the academy. According to a 2022 study by Jeffery Altschul and Terry Klein, a shortage of qualified archaeologists working within CRM exists, now a billion-dollar industry resulting from the 1966 National Historic Preservation Act. This alt-ac (alternative academic) career path for archaeologists focuses on formal review of development or construction projects under Section 106 of that federal law. Archeologists must evaluate any undertaking on public land, using public money, or requiring public permits, for impacts to archaeological or historic resources. Most infrastructure projects will cross an archaeologist’s desk. Backed by this strong job market and offering a robust internship, I thought I had a winning pitch.

She accepted my invitation and the Zoom call started well enough. After initial pleasantries, I asked this well-respected archaeologist some questions.

Selby Crowley: “Do you have students interested in this internship?”

Professor: “Yes” (responding tentatively). She offered the names of several advanced undergraduates.

Selby Crowley: “Glad to hear it.” I then inquired about their training and—more importantly—their skills. “Are they familiar with New England archaeology or had coursework in CRM?”

Professor: “All have taken an introductory class in North America and some have had classes in European, Mediterranean, or the Mayan culture areas.”

Ok, not perfectly on point, but a solid background in key ideas.

Selby Crowley: “What about prior field experience?”

Professor: “Well, two have participated in overseas field schools—pottery washing mostly. They are hoping for on-the-job experience.”

Here’s the problem. CRM interns are required to have at least one universtiy-sponsored field school and a standard of archeological training for 75 years. CRM firms are not equipped to train on-the-job at that level.

Selby Crowley: “Any technical training—Geographical Information Systems (GIS), remote sensing, soils?”

Professor: “I’ve shown them a few things, but no labs or focused class projects.” And then, her epilogue . . . “Isn’t that what the internship is for?”

Selby Crowley: “Yes, but some undergraduate field or lab experience is a requirement of the job description.”

She followed up somewhat abruptly.

Professor: “These students learn quickly . . . and they all know Microsoft Office!”

Selby Crowley: “Great,” I added, acknowledging the gold standard of good hires from a generation ago. I asked the professor to invite her students to apply directly or find me on LinkedIn to network.

Professor: “Yeah, I guess that could be valuable for them. I’m not on LinkedIn myself, but I imagine they are.”

My heart sank. She demonstrated little enthusiasm for connecting students with someone who was hiring. I seemed to be confronting evidence of what Grant McCracken calls a spiral toward “financial and sometimes intellectual insolvency.”

Yes, not every instructor or department can pivot toward the latest industry trends to support student career preparation. But the impact of the CRM industry has been omnipresent for seven decades to employ students. Yet, departments of anthropology as training centers for archaeology careers are still struggling to adapt to practical careers—something I see as a cautionary tale for the present in cultural anthropology training. To those instructors ready to flex and innovate, what strategies can they establish for program adaptation and student success?

First, instructors can model resourceful strategies like networking through LinkedIn. Encourage students to explore such platforms to showcase their skills and project work. Instructors can use such visibility to draw resources toward their programs. You can use this ACRN tool to get started. LinkedIn can also powerfully amplify student success and acknowledge professional gratitude for funding, publication opportunities, and collaborative work. Use LinkedIn to tag partners, adding key hashtags to get the social media algorithms to work for you. Instructors will benefit from the publicity—as well as a little “career insurance”— because LinkedIn is where university leadership, private sector partners, media outlets, alumni, and future research funders can network with you.

Second, answer that cold email or call from a colleague in private industry. Cultivate connections with individuals outside your experience. Many of us are so focused on protecting or promoting our own interests that such outreach appears annoying or risky. Build robust networks for yourself and your students. Bonus points for continuously refreshing ties with alumni as they are the best ambassadors for your impact as an educator or program. Two ACRN tools can help:  Building Department-Alumni Connections and Fostering Alumni and Student Connections on LinkedIn.

Finally, build partnerships with the industry professionals and firms hiring students. Tap into the  ACRN Speakers Bureau for sponsoring a talk on applied or practicing work and host a reception. Build relationships by inviting students, department administrators, and university leadership to participate in follow-up networking. Ask well-placed alumni to connect you with a firm’s corporate social responsibility team and pitch sponsoring such an event. You can  showcase your reach as an instructor and a department, and demonstrate a substantial return on university investment.

My story ended with a summer internship hire through a different professor. In an overstretched work world, we all need smart but simple actions that activate our career potential. Investing small amounts of time in relationship building, practical networking skills, and partnerships will create new opportunities for established instructors and students starting their career journeys.

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