Application Tips

Strengthen Your Scholarship Application

Explore these tips to learn how to strengthen your scholarship application.

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Complete the Application in 3 Steps

Once you set-up your profile in our application system, you will have to complete 5 steps BEFORE you can submit your scholarship application for consideration by the College Fund:

· Scholarship Application

· Extracurricular Activities

· Honors and Distinctions

In the first step, Scholarship Application, you will provide academic information such as your grade point average (GPA), school, major, and more. This is the section where you will answer the reflection questions, which are important for your overall application score.

While you work on the Scholarship Application step, you can save your work as a “draft.” When you have completed the Scholarship Application step and proof-read all your responses, you will click “mark as complete,” and then return to the application dashboard to complete the remaining steps.

In the remaining steps, you will add information about yourself, such as activities you participate in and any awards or distinctions you have received.

In the Extracurricular Activities and Honors & Distinctions steps, you will click on the green “+New Item” button to add a new entry. Under these sections, add as many new items as you like. You must add at least one item in each step. You can save individual entries as “draft.” Please note that the application will not let you submit if you have any entries saved as “drafts” when you go to submit. If you make a mistake, entries can be deleted using the “delete” button. When you are done with all your entries in either step, click the white “close” button at the top right, and that will take you back to your application dashboard.

The last section, Resume, is optional – but we encourage you to complete it if you are interested in internships or career development opportunities.

Once you complete each of these steps and have reviewed all of your responses, you can return to the application dashboard and click the green “Submit Application” button. The green submit button will only be highlighted and clickable if you have completed all the application steps. You must click on the green “Submit Application” button to have your application reviewed by the College Fund and to be considered for scholarships.

*** Warning – you will not be able to change your application once it has been submitted! ***

We are here to support your success. Please email us at scholarships@collegefund.org, or give us a call at 1-800-987-3863 from 8am to 4:30pm (MST), Monday through Friday, if you need assistance with your application.

Reflection Questions

The Scholarship application has three reflection questions that resemble mini essays.
These questions give you a chance to share your story. The reflection questions prompt you to discuss three subjects: an obstacle that you have overcome to get to where you are now; your educational goals and how this scholarship will help you achieve them; and how your education will help the Native community.

We recommend that you type out your responses to the reflection questions in a Word document or similar text editor. This way you can edit freely and utilize spellcheck or grammar check functions.

To enhance your responses, start by creating an outline of your thoughts and initial answers to each question. The outline does not need to be exhaustive, but it will allow you to start organizing your thoughts about the questions. You will need to choose your words carefully, as there is a limit of 300 words per question. It is very important that you think deeply about the questions and provide a thorough responses. As always, don’t forget to check your grammar and spelling!

For scoring, the reflection questions count heavily compared to other sections of the application. A high scoring essay will be clear, complete, and compelling. Thoroughly answer each question with the details of your unique story in a way that will engage reviewers. Pay attention to the help text below each question text box for additional guidance.

Formatting & Editing

These tips for formatting, editing, and proofreading make sure your application is PREPPED for excellence. You can apply these tips throughout your application.

Start with the basics:

  • Creating descriptive and appropriate responses
  • Writing in complete sentences
  • Ensuring that answers flow cohesively
  • Using correct grammar

In your Reflection Questions, Extracurricular Activity entries, and Honors & Distinction entries, use full sentences that allow your personality and passions to come forward. For example, if your educational goal is to complete a bachelor’s degree in early childhood education and teach on your reservation, it is recommended that you respond with a full sentence like the one below:

It is my dream to complete my bachelor’s degree in early childhood education in order to teach the next generation of leaders on my reservation. I believe that foundational life skills can be taught at a young age, and I want to be a part of empowering these learners through my degree.

Do not answer the reflection questions with bullet points or fragments. It is not recommended to format your answer like this:

  • Educational Goals: B.A. in early childhood education, plan to teach on the reservation.

If you need help editing, just remember PREPPED.

PREPPED stands for Prepare, Readability, Every Question, Punctuation and Grammar, Passion, Examples, and Double Take. Here’s how to be PREPPED on your application:

  • Prepare: Gather necessary information prior to starting the application. Prepare your response by thinking critically about the questions and creating outlines when appropriate.
  • Readability: Do your answers flow? Are the sentences and thoughts laid out in a cohesive way that leads the reader through your answer from start to finish? Are there any parts that sound awkward or out-of-place?
  • Every Question: Did your answer completely address a every part of the question?
  • Punctuation and Grammar: Is your grammar correct? Did you place commas in the correct spots? Do your possessive nouns include the apostrophe properly? Have you used the correct form of commonly misused words, such as they, they’re, their, and affect or effect?
  • Passion: Read over your words and ask yourself if your passions are evident in your writing. Are you writing something because you think it is what the readers want to hear or are you genuinely passionate about your goals and dreams?
  • Examples: Did you provide specific examples to better explain your statements? Are these examples relevant to the question and the point you are trying to make?
  • Double Take: Once you have gone through the finer details of editing and proofreading, ask a friend, instructor, tutor, or family member to read through your responses. Ask them to use the PREPPED checklist. After they have read them over and provided feedback, edit your answers once more to reflect any changes. Then go through this checklist one last time.

Congratulations! You are now PREPPED and your application responses are ready for submission!

    Application Photos

    The American Indian College Fund may use your application photo in donor reports, direct mail appeals, and marketing opportunities. Students will need to upload a photograph in their application each year.

    Try to focus on the following things when selecting a photo for your application:

    • Your photo or headshot should feature you above all else
    • Your face should be clearly visible (avoid ball caps, sunglasses, or heavily pixilated or dark images)
    • Headshots are preferred but full-length photographs are acceptable
    • Traditional regalia is encouraged but not required
    • Please have someone else take the photo and avoid selfies
    • Consider the lighting. It is better to have light in front of you than behind you
    • Don’t forget to SMILE!

    Proving Descent

    For students who are not enrolled tribal members themselves but are able to prove that their parents or grandparents have tribal enrollment, the following is very important.

    The graphic below illustrates an excellent example of how to prove descent through a paper trail:

    Examples of tribal documents may include:
    – Official letter from the tribe stating the enrollment status of the parent and/or grandparent;
    – A copy of the Tribal ID card;
    – CIB (Certificate of Indian Blood)

    Enrolling in Your Tribe

    Each tribe has their own unique requirements and process for becoming an enrolled member. The best first step is to reach out to your tribal government to learn more. If you need help contacting your tribe, visit the Bureau of Indian Affairs (BIA) website at https://www.doi.gov/tribes/enrollment to learn more.

    As each process is unique, and tribes of differing sizes and administration have varying capacities to handle enrollment requests, you shouldn’t assume that your request will be processed quickly. Many smaller tribes with limited staff are completely unavailable to complete this work due to seasonal subsistence activities and other cultural practices.

    Extracurricular Activities

    Extracurriculars are any activities that you do outside of your required schoolwork. This includes, but is not limited to, traditional and cultural activities, clubs, sports, volunteering, work/employment, faith-based activities, community-based activities, and hobbies.

    Extracurricular activities set you apart from other applicants and increase your chances of receiving a scholarship. For these reasons, we encourage you to add a complete history of your extracurricular involvement.

    Don’t be discouraged if you do not have time for sports or a dozen bake sales. The American Indian College Fund encourages you to think outside the box when it comes to your time spent away from school work. Many of our students are nontraditional students, returning to school later in life when they have full-time jobs and families. For this reason, employment and family duties can be Extracurricular Activity entries on your scholarship application. More entry types are:

    • Volunteer and/or service-related activities
    • Athletics
    • Student Government
    • Academic and Professional Organizations
    • Multicultural Activities
    • Employment
    • Work Study
    • Family-related activities

    Updating Your Profile & Application

    Applicants can view their profile and scholarship application whenever they wish. Students will be able to update their profile as needed. However, the scholarship application cannot be edited once it is submitted.

    Profile – It’s important to keep your profile information up to date in our system. If your contact information changes, it is your responsibility to update your email and phone number with us. This is important, as we will notify students of awards, opportunities, and next steps via email.

    Full Circle Scoring Insights

    What happens to my application when I submit it? How will my application be scored?

    When you click “submit,” your application is stored securely in the online application system until scoring begins. Students who submit their application between February 1 and May 31 will have their application scored by the end of July.

    Applications are scored by independent reviewers who have experience in Native higher education. Each application submitted between February 1 and May 31 will receive three scores by three separate reviewers. We then take the average of those three scores to assign the application its final score. American Indian College Fund staff members do not score the applications.

    For scoring consistency across the applications, all readers use a rubric system to determine how many points to allocate for various portions of the scholarship application. Higher scores are more likely to receive a scholarship. As a merit-based scholarship program, the rubric scores applications based on thoughtful responses and a student’s ability to demonstrate merit. The reflection questions are the highest scoring portion of the application. There is also a preference for students attending tribal colleges and alumni of tribal colleges.

    Typically, scholarship awards are determined by the end of July. You can log in to your online application profile at any time to see if you have received an award. If the word “pending” appears beside the application, that means your application is still under review, so keep checking back!

    We hope this has been helpful in outlining how scholarship applications are scored. As always, if you have any questions or concerns, please feel free to contact us by email or at 800-987-3863.

    If you have additional questions about applying for scholarships, be sure to read through our Frequently Asked Questions.

    News & Events

    Help the College Fund Protect Voters and Oppose the SAVE America Act

    The American Indian College Fund provides vital information to our students and others in our communities to help them navigate the voter registration and voting process, because American Indians and Alaska Natives are impacted more heavily by federal laws and regulations than any other group in America due to our political status.

    It wasn’t until 1924 that American Indians were recognized in the United States as citizens through the Indian Citizenship Act, signed by President Calvin Coolidge, giving them the right to vote. However, states actively discriminated against Native people at the polls until the early 1960s.

    Efforts to disenfranchise voters have popped up again in the past ten years. The SAVE America Act is another effort to disenfranchise Native and other vulnerable voters, including married women who changed their names, people of color, and senior citizens, by requiring in-person voter registration with passports or birth certificates (with Iess than half of Americans even have a passport and many more having to travel to access or replace a birth certificate). According to research conducted by the Brennan Center, these voter registration restrictions would impact more than 20 million Americans and could potentially disenfranchise them.

    The U.S. Census data shows American Indian and Alaska Natives have the highest rates of poverty in the country. Passports and international travel are prohibitively expensive, making this form of identification a poll tax. In addition, many Native citizens are born at home in their remote, rural reservation communities. The impact to travel to obtain a birth certificate is disproportionately punitive to Native and all rural people.

    PLEASE ACT TODAY

    1. Call your elected senators at their Congressional Offices and ask for their Legislative Director. To find your representative and senators, use the USA Gov tool.
    2. Use this script for each call:

    Hello, my name is (blank). My zip code is (tell them your zip code). I am calling to urge my senator to oppose the House-passed SAVE America Act, which would enact unnecessary barriers to voter registration and would disenfranchise countless voters, Including American Indian and Alaska Natives, women, senior citizens, and low-income citizens. This bill is designed to block voters from access to a fundamental right in our democracy WITHOUT evidence of widespread voter fraud.

    Thank you for your time!

    IF LEAVING VOICEMAIL: Please leave your full street address to ensure your call is tallied.

    Circle of Hope Winter 2026

    | Winter 2026 |

    Circle of Hope

    Setting Native Students Up for Success

    Dear Friends and Relatives,

    Typically, this is the time of year when things rest, restoring themselves for spring growth. Where I come from, the Rosebud reservation in South Dakota, animals hibernate, plants are dormant, and people move a little more slowly, staying indoors instead of braving the fierce weather conditions that often surround us.

    While rest can be important, in our quest to improve quality of life for all
    Native students and their families, we don’t often find ourselves in a place of rest – and that is true at this moment as well. As a matter of fact, this is our time to evaluate, plan, and prepare for and with the next class of Native scholars.

    Will they have what they need? Are they prepared for the college experience? Have we done all we can to set them up for success? Where are the gaps and how can we fill them? For those who are just beginning their college journey, have we done enough to ensure their success? I remember how it feels to begin something that many thought was beyond my reach – carrying
    the hopes of my family and the dreams of my ancestors on my already heavy shoulders. Is this how today’s students feel, and what is our role in helping them overcome the barriers they experience in pursuing higher education?

    For generations, the federal government has held a treaty obligation to educate Native people. Yet the schools serving reservation communities have been consistently and continuously underfunded, leaving countless young people to graduate from high school without the academic preparation that mainstream universities demand.

    To be clear, Native students are talented, capable, and motivated. They bring cultural wisdom and Indigenous ways of thinking that offer deep strengths in creativity, problem-solving, and leadership.

    But without adequate investment in early education, they also enter adulthood vulnerable – expected to navigate institutions designed without them in mind, and often without a clear roadmap.

    We see this every day in the students who reach out to us:

    • the first-generation freshman overwhelmed by the unspoken rules of higher education – unsure which decisions, internships, or mentors may have lifelong impact;
    • the eager student still filled with doubt when she arrives in college-level writing, math, or lab sciences and sees her peers draw on prior experiences she has not had;
    • the valedictorian leaving a small Tribal community for the first time, only to find a large campus isolating, competitive, or impersonal.
    Tribal Colleges and Universities are fully accredited, rigorous institutions. They also serve as a bridge between the start many Native students receive in life and the future opportunities that can feel out of reach. Through strong academics, culturally grounded campuses, and intentional support, TCUs prepare students not simply to persist, but to grow and advance. The experiences a student has at a Tribal College or University can become a foundation – whether that leads to transferring to a mainstream university, pursuit of an advanced degree, or entry into a demanding professional role.

    A student arriving at a TCU is not asked to catch up, lower expectations, or fit in. They are encouraged to let their gifts emerge, explore their interests, and shape their own goals. They learn the skills college students need – how to write, research, ask questions, and speak up in the classroom. They gain confidence not only in their academic abilities, but in who they are as Native people.

    This preparation matters. Sovereign Tribal Nations need Native scientists, teachers, nurses, innovators, artists, engineers, policy leaders, and business professionals. We need Indigenous representation across every field to build strong, healthy Nations for generations to come. These roles often require more than a degree – they demand mentorship, real-world experience, and long-term planning.

    TCUs help students prepare for what comes next. They do so even as shifting federal policies and unstable funding threaten students’ ability to afford tuition and colleges’ ability to retain staff, sustain programs, and keep their doors open. Despite these challenges, TCUs remain steady. They adapt. They protect Native students. And they hold fast to their mission – just as our ancestors taught usto do when the way forward is uncertain.

    Your support strengthens this work. Because of your generosity, students receive scholarships, tutoring, mentoring, and direct assistance when life’s challenges arise. You help ensure that Native students are not navigating higher education alone, but are supported by a community that believes in them.

    Thank you for walking with us. Your generosity supports Native students as they prepare, plan, and grow on their own terms.

    With deepest gratitude,

    New York EATSS 2026

    Thursday, April 30 | Currents at Pier 59, Chelsea
    5:30 – 8:30 PM

    Tickets Now Available at www.collegefund.org/NYCEATSS

    Join us for an unforgettable evening celebrating Indigenous cuisine, art, and culture!

    EATSS brings together the best of Native culinary talent and artistic expression to help support our shared mission: expanding opportunity for Native students through higher education.

    AN IMMERSIVE CELEBRATION OF INDIGENOUS FOOD & CULTURE

    Discover millennia of Native cooking traditions through a full-course dining experience crafted by acclaimed native chefs including:

    Chef Bradley Dry

    (Cherokee)

    Known for his heartfelt approach to traditional Cherokee dishes, Chef Dry draws on Oklahoma roots, family recipes, and local ingredients.

    Chef Ben Jacobs

    (Osage Nation)

    Co-founder of Tocabe: An American Indian Eatery, Chef Jacobs blends Osage family traditions with contemporary flavors using Native-sourced ingredients.

    Chef Paul Natrall

    (Squamish Nation)

    Vancouver’s first Indigenous  food truck, Mr. Bannock, is led by award-winning executive chef Paul Natrall from the Squamish Nation in North Vancouver, British Columbia.

    Chef Anthony Bauer

    (Turtle Mountain Band of Chippewa)

    Chef Bauer is the Economic & Workforce Specialist with the North Dakota Indian Affairs Commission, with over 25 years of experience in the food service industry.

    Chef Nathan Davis

    (Turtle Mountain Band of Chippewa)

    A classically trained chef from Le Cordon Bleu, Nathan has built a career that merges his deep cultural roots with his expertise in culinary arts.

    Your ticket is more than admission – it is a powerful way to support and elevate the next generation of Indigenous leaders!

    Reserve your tickets today. We look forward to welcoming you in April.

    Not able to travel to EATSS? Follow our email updates to be informed of upcoming book clubs, webinars, and other ways to join in community and honor Native students.

    JOSEPH (Tohono O’odham)

    ARIZONA STATE UNIVERSITY | ENGLISH

    Finding His Path – and His Voice

    The moment Joseph lifted his camera to photograph the President of the United States, something inside him settled. He felt joy. He felt pride. And for the first time, he felt clarity of purpose.

    “Being there to capture photos that would be published…where any relative across the nation could view it – it was a big dream of mine,” he says.

    Joseph was covering a press conference where President Joseph R. Biden formally apologized to Tribal Nations for the federal government’s role in the boarding school era. The weight of the moment – history, responsibility, visibility – felt profound in his hands. He wasn’t just recording an event. He was stepping into the legacy of storytelling that has long sustained Native communities.

    It was a far cry from how he felt as an 18-year-old graduating high school during the pandemic, uncertain how to move forward.

    “We, as Native people, are storytellers…and that’s exactly what I aim to do – uplift, inform, and inspire Tribal Nations.”

    With school ending early, the academic guidance he needed never materialized. Personally, he felt insecure. Growing up mixed-race near another tribe’s reservation, he knew about Native people but had never been immersed in his own cultural practices. He went through all of high school without encountering a single Native voice in the curriculum.

    “I didn’t have a lot of mentors to guide me,” he says.

    He thought escaping was as good a plan as any. He first considered leaving for a community college. Taking a few courses without a plan felt off – he wasn’t ready to give up on a traditional university experience. Next, he tried the military out of respect for his family’s long history of service. The impersonal recruitment process left him feeling uneasy. “I realized I didn’t want to feel like a number,” Joseph offered.

    That moment led him to rethink the idea of escaping at all.

    Family encouraged him to consider coming “home” to Tohono O’odham Community College (TOCC), his tribe’s TCU. When he finally reached out, his outlook had shifted. “By the end of the call, I was scheduled for the upcoming semester, enrolled in classes, and excited for orientation,” he says.

    It’s no exaggeration to say his life was changed by that one decision. He found mentors and peers who understood him. He learned enough O’odham to introduce himself proudly. His courses wove together Native arts, history, philosophy, and science and gave him a new sense of direction – and a reflection of himself.

    “Completing that first semester felt like a rebirth. At 19 years old, that was the first time I ever experienced Native American authors and their work. TOCC helped me reconnect, be reborn, and be comfortable with who I am. Having two cultures, but thriving as one person – one person who is now knowledgeable in stories, language, and history!”

    And for the first time, he experienced an education where culture and academics strengthened one another – while also learning how college works.

    The tribal college environment prepared him academically for whatever would come next.

    At TOCC, Joseph discovered journalism – a way to bring culture, communication, and service together.

    When Joseph transferred to Arizona State University, a scholarship from the American Indian College Fund made the move possible – and deeply meaningful.

    “It brought this overwhelming sense of gratitude. I had never really felt that kind of support before, where people who don’t even know you believe in you and want you to succeed. It showed me that others see potential in me – sometimes more than I see in myself. And that support helps lift a burden we carry as Native students. It tells us we are worthy, and that our dreams matter.”

    Now at ASU and interning in Communications and Public Affairs with the Gila River Indian Community, Joseph feels grounded and ready to contribute.

    “Finding my identity has changed my life completely,” he says. “We, as Native people, are storytellers…and that’s exactly what I aim to do – uplift, inform, and inspire Tribal Nations.”

    Read Previous Newsletters!

    | Fall 2025 |

    NOV 7, 2025

    | Summer 2025 |

    SEPT 3, 2025

    | Spring 2025 |

    JUN 12, 2025

    TCUs’ Unique Take on the Purpose of Education: A Reflection for National Tribal Colleges and Universities Week

    In recognition of National Tribal Colleges and Universities Week, faculty and students from 34 tribal colleges and universities (TCUs) have been meeting with legislators on Capitol Hill to advocate for their campuses and communities. TCUs share a unique perspective on the role of higher education for students and society. They recognize the important role higher education plays in the fabric of our nation, because higher education has transformed their lives and their communities. The value of an education and how much society should invest in educational institutions and programs has historically been a topic of political campaigns and policy debates. For several years, the debates have become more heated, with the pressure to value higher education solely as a means to higher earnings. TCUs, tribal students, and educators have always recognized that much is lost when society, and especially legislators, see the operation of colleges and universities as nothing more than an economic transaction.

    Higher education is a space that exemplifies the democratic rights and values we hold dear in this country. Most importantly, universities are a space where students expand their understanding, gain new perspectives, and practice the skills needed to thrive in society – namely teamwork, self-motivation, and decision-making. In this way, colleges and universities play a role beyond preparing students for the workforce. They help students become more responsible and involved citizens.

    Tribal colleges and universities never lose sight of the fact that they are educating the next generation of tribal and rural community leaders. TCUs recognize that as citizens of tribal Nations, many Native students see higher education as more than a means to improve their own lives. American Indian College Fund scholars tell us that the main reason they go to college is for better lives for their families and to improve the health and wellbeing of their communities.

    Scholars share that the primary barrier to an education is financial. This makes advocacy with legislators even more critical. Making a higher education and better future attainable through affordable attendance costs and open enrollment is foundational to TCUs. They believe everyone should have the chance to learn and grow, because, in empowering students, TCUs are ensuring the success and sustainability of communities in some of the most rural and underserved regions of our country. Sharing our transformative educational experiences with Congress and the Administration helps us provide that affordable and accessible education for all.

    TCUs provide a quality education through a holistic approach that incorporates Native cultures and student well-being. They are community hubs offering support to everyone from early childhood learners to elderly culture bearers, and they do so on limited funding. Graduates of TCUs make a noticeable impact on the economy. Per the American Indian Higher Education Consortium’s “Building Local Economies of Scale: The Impact of Tribal Colleges and Universities in Rural America” report, TCU alumni contributed $3.8 billion to the national economy in fiscal year 2022-23.

    Native students attending TCUs are receiving an education that prepares them to serve their communities. In fact, 93% of American Indian College Fund scholars stay to serve their communities after graduation. They learn the value of community through the example set by the very institutions providing them with their degrees. During National Tribal Colleges and Universities Week, our Senators and Representatives learn about the perspective of higher education, not as an impersonal experience that results in higher earnings, but as a sharing of knowledge and deepening of relationships that leads to graduates who are not only higher earners but invested members of their community and country.