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

    American Indian College Fund Announces Spring 2026 Faculty Fellow Cohort

    Denver, Colo., February 19, 2026 — The American Indian College Fund welcomed seven new faculty fellows in the spring 2026 cohort. A total of $96,063 in funding was awarded to tribal college and university (TCU) faculty and staff to support their graduate studies. These fellows are working to increase the academic capacity of their four TCUs by pursuing higher and terminal degrees.

    The College Fund’s Master’s Degree Fellowship supports TCU faculty and staff accepted to or enrolled in a master’s program in any field of study. Fellows receive awards of up to $25,000 for up to two years.

    • Glen Philbrick, business faculty at Sitting Bull College, M.S. in Economics.
    • Kyla Hammock (Sault Ste. Marie Tribe of Chippewa Indians), nursing faculty at Bay Mills Community College, M.S. in Nursing Education.

    The College Fund’s Doctoral Dissertation Fellowship provides TCU faculty who are in the final stage of their doctoral program with a one-year award to complete their dissertation and other requirements for graduation. The goal is to support individual faculty members’ educational goals while increasing the number of TCU faculty members with a doctorate and cultivating leaders from within. Fellows may receive awards of up to $20,000 to pursue a doctorate in any field of study.

    • Kim Parko, creative writing faculty at the Institute of American Indian Arts, Ph.D. in Transdisciplinary Studies.
    • Dakota Goodhouse (Standing Rock Sioux), Native American studies and history instructor at United Tribes Technical College, Ph.D. in History.

    The Nyswander–Blanchard Pre-Dissertation Fellowship supports TCU faculty who have been admitted or are enrolled in a doctoral degree program and are in the coursework phase of their studies. The fellowship was established in 2012 with support and funding from then College Fund Board Member Kim Blanchard and the Nyswander-Manson family. Fellows receive between $3,000 and $10,000 for one year. Funding must be used to cover expenses associated with degree attainment such as tuition, fees, and books.

    • Jamie Figueroa, creative writing faculty at the Institute of American Indian Arts, Ph.D. in Visionary Practice and Regenerative Leadership.
    • Tanecia Hallai, Exercise Science and Liberal Arts Department Chair and faculty at Bay Mills Community College, Ph.D. in Public Health with a community health specialization.
    • Ashly Ellis, Nursing Program Director at Bay Mills Community College, Doctor of Nursing Education.

    About the American Indian College Fund — The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 35 years. The College Fund believes “Education is the answer” and provided more than $23 million in scholarships and other student support for higher education in 2024-25. Since its founding in 1989 the College Fund has provided more than $391 million in scholarships, programs, community, and tribal college support. The College Fund also supports a variety of programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators. It earned a four-star rating from Charity Navigator, a Platinum Seal of Transparency from Candid (formerly Guidestar), and the “Best in America Seal of Excellence” from the Independent Charities of America. The College Fund was also named as one of the nation’s top 100 charities to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit collegefund.org.

    Journalists—The American Indian College Fund does not use the acronym AICF. On second reference, please use the College Fund.

    American Indian College Fund Staff Co-Author Research in Support of Indigenous Women’s Leadership 

    American Indian College Fund Staff Co-Author Research in Support of Indigenous Women’s Leadership

    Denver, Colo., February 17, 2026 — 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 to support Indigenous women in their leadership path to remedy this. College Fund Vice President of Programs, Emily R. White Hat (Sicangu Lakota), and Senior Program Officer for Tribal College and University Programs, Cassandra Harden (Diné) partnered with Gregory B. Tafoya (Santa Clara Pueblo and Sac and Fox descent), and Julie E. Lucero, Associate Professor, University of Utah, to write “Evidence of and Support for Indigenous Women’s Leadership.”

    The article is included in Volume 12 of Women, Gender, and Families of Color and analyzes 18 peer-reviewed articles to identify key concepts and available support for Indigenous women’s leadership. The authors hope their findings will be used to inform future practices, programs, and policy.

    The authors used a scoping review method of current literature. This method comprehensively summarizes and synthesizes knowledge and is appropriate due to the small body of work on the issue of Indigenous women’s leadership. The team asked what types of evidence and key concepts about Indigenous women’s leadership exist in the peer-reviewed literature and what support or resources Indigenous women leaders need for success across a variety of professional fields.

    Key concepts found within the literature included identifying pathways to leadership and leadership approaches and models. Ideas such as a call to service and the importance of collaboration and building relationships were common throughout the materials reviewed and answered the first research question. From the literature, the authors also identified barriers encountered in obtaining or keeping leadership positions. Racial/ethnic identity and gender served as noteworthy barriers to Indigenous women leaders depending on context. This includes work inside or outside of their community, among other factors. A theme emerged in response to the second research question concerning the importance of “knowing ‘who I am.’” This theme allows an individual to define themselves in their own terms, promoting self-assertion. Formal education was also emphasized as a mechanism to achieve the biculturalism often demanded of Indigenous women leaders to walk in two worlds. A solid work ethic, determination, and cultural knowledge also contribute to success as an Indigenous woman leader.

    A digital copy of the article may be purchased at https://muse.jhu.edu/article/978931.

    American Indian College Fund Vice President of Programs, Emily R. White Hat (Sicangu Lakota).

    Emily R. White Hat, J.D., (Nape Waste Win, “Good Hand Woman”) Sicangu Lakota, Aske Gluwipi Tiospaye, is the Vice President of Programs at the American Indian College Fund. She earned a juris doctorate degree and a natural resources law certificate from the University of New Mexico School of Law. White Hat has a bachelor’s degree in forestry with a concentration in fire science and a minor in rangeland ecology from Colorado State University, and an associate of arts degree in Lakota history and culture from Sinte Gleska University. In 2025, Emily participated in the Tribal Leaders Program at the Harvard Business School. Her experiences as a former firefighter, emergency medical technician, policy researcher, and legal background have all been vital to her work in program development and implementation with tribal nations and tribal colleges using a capacity-building approach. In 2015, Emily was recognized by the National Center for American Indian Enterprise Development as one of the “Native American 40 Under 40” award recipients.

    American Indian College Fund Senior Program Officer for TCU Programs, Cassandra Harden (Diné).

    Cassandra holds a bachelor’s degree in early childhood education from the University of Northern Colorado and an associate’s degree in early childhood education from Southwestern Indian Polytechnic Institute. Her experience includes teaching children from ages one to five with strengths in classroom management, curriculum planning, and program support. Cassandra currently leads the Indigenous Early Childhood Education and the Indigenous Visionaries: Women’s Leadership programs at the American Indian College Fund. She maintains strong working relationships and communication with tribal college and university partners while maintaining content knowledge in early learning.

    About the American Indian College Fund — The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 35 years. The College Fund believes “Education is the answer” and provided more than $23 million in scholarships and other student support for higher education in 2024-25. Since its founding in 1989 the College Fund has provided more than $391 million in scholarships, programs, community, and tribal college support. The College Fund also supports a variety of programs at the nation’s 35 accredited tribal colleges and universities, which are located on or near Indian reservations, ensuring students have the tools to graduate and succeed in their careers. The College Fund consistently receives top ratings from independent charity evaluators. It earned a four-star rating from Charity Navigator, a Platinum Seal of Transparency from Candid (formerly Guidestar), and the “Best in America Seal of Excellence” from the Independent Charities of America. The College Fund was also named as one of the nation’s top 100 charities to the Better Business Bureau’s Wise Giving Alliance. For more information about the American Indian College Fund, please visit collegefund.org.

    JournalistsThe American Indian College Fund does not use the acronym AICF. On second reference, please use the College Fund. 

    An Intro to Treaties

    Every year on the third Monday of February, the United States celebrates Presidents Day to honor the legacies and contributions of the nation’s presidents. What many Americans don’t know is that the leaders who shaped this country extend far beyond just U.S. Presidents. Native nations stewarded this land long before the first colonists arrived. Today there are 575 federally recognized American Indian tribes and Alaska Native entities. These are all sovereign nations whose leaders have made and maintained government-to-government relationships with the United States.

    One of the most formative legal relationships the United States has is with the tribal nations within its borders, yet many Americans are unaware of this history. The U.S. President has the constitutional power to negotiate treaties with tribal nations with the advice and consent of the Senate. The treaties our Presidents signed, and often broke, granted the United States access to major waterways and ports, natural resources, and land that fueled its economic expansion and political power. The legal responsibilities our nation has to Native nations and the legal rights Native people have stemming from those treaties include their reservation lands held in trust, food, health care, and education.

    Understanding the legal foundation of the United States is critical to strengthening our relationships with Indigenous people today, tomorrow, and for the next seven generations.

    Educating ourselves and each other about this history is the first step toward building a better future for all of us.