Institutions
The College Fund supports Tribal Colleges and Universities (TCUs) in their efforts to strengthen students, emergent leadership, education, language and culture, health and wellness, the environment, and so much more, all moving our mission of transforming Native lives and communities.
Our work in partnership with TCUs focuses on supporting our relatives from cradle to career and beyond. This institutional capacity-building work consists of supporting TCU grantee partners in co-visioning programming, technical support, professional development, research and networking opportunities, and program elements that directly support students’ and communities’ needs.
Cultivating Native Student Success
Cultivating Native Student Success provides tribal colleges and universities the opportunity to examine their current enrollment management approaches and design long-term strategies that include holistic, place-based, and collaborative student supports to promote transformative and systemic change that impacts Native student success.
2026 Cultivating Native Student Success Convening
The American Indian College Fund and AIHEC are excited to host an opportunity to learn, network, and advance TCU Native Student Success.
Native higher education experts, organization partners, and TCU staff will come together to engage in discussions, workshops and breakout sessions about the Native student journey, strategic enrollment management, data storytelling, and the constantly evolving landscape of higher education.
TCU Programs
Our Programs, in partnership with TCUs, strengthen degree programs, support faculty and staff, prioritize students, and engage tribal nation communities across several program areas of targeted impact: Native Arts, Environmental Stewardship, Computer Science, Indigenous Early Childhood Education, Native Teacher Education, Adult Education, Women’s Leadership, Native Student Veterans, and more.
Programs TCU Capacity Support and Impact
2023-2024 Data
$12.9+
MILLION
4960+
34
Tribal Colleges and Universities
Tribal colleges and universities provide dynamic higher education opportunities, most on or near reservation lands. Known for their remarkable programs, culturally-relevant curricula, and familial student care – tribal colleges allow students to further their careers, attain an advanced degree, or better support their communities.
(DRUM) Circles Project
TCU Developing Research in Undergraduate Mathematics
WestEd and the American Indian College Fund have partnered to create greater math success for Native students studying at tribal colleges.
Institutions News
Read blog updates from our institutions teams
Ichigo Foundation Awards American Indian College Fund Adult Education Program
The Ichigo Foundation has gifted the American Indian College Fund a $100,000 award to support the Wounspe E’cetkiya O’takuye Piya A’yazunta Pi (Reconnecting Relatives to Education) Program over the next two years. With its first four graduates celebrated in 2025, this program, that provides resources to help American Indians who’ve had encounters with the justice system complete their high school equivalency, hopes to strengthen its partnership and explore other learning opportunities.
Investing in Tribal Colleges and Our Shared Future
During the first week of February, representatives from 36 tribal colleges travelled from across the country to Washington, D.C. to remind Congress that supporting TCUs is not optional — it’s part of the federal government’s trust and treaty obligations. TCUs are not only here; they are creating a ripple of generational change with every student who walks through their doors.
American Indian College Fund Staff Co-Author Research in Support of Indigenous Women’s Leadership
In recognition of the fact that the leadership experiences of Indigenous women is an under-researched topic, two Native leaders at the American Indian College Fund co-authored a journal article on this topic. Their team analyzed 18 peer-reviewed articles to identify key concepts and available support for Indigenous women’s leadership.
