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

    Never Let Them Forget Who We Are: The Importance of Sovereignty Day and TCUs

    On July 9, 2020, the United States Supreme Court’s ruling in McGirt V. Oklahoma reaffirmed the sovereignty of the Muscogee Creek Nation as outlined in the Treaty of 1866 and held that the land reserved for the Nation remained “Indian Country” for the purposes of criminal jurisdiction. The Tribe’s case was bolstered by its very clear and continuous exercise of sovereignty over the centuries. In honor of this legal victory and acknowledgement by the federal system, the Muscogee Creek Nation celebrates Sovereignty Day on July 9, often with activities held at the College of the Muscogee Nation (CMN), where tribal sovereignty is a cornerstone of higher education.

    Students at College of Muscogee Nation

    Students at College of Muscogee Nation

    Dr. Monte Randall, College of the Muscogee Nation President, said, “Muscogee (Creek) Nation Sovereignty Day is a significant holiday for the Tribe and the communities we serve. It is a time to reflect on what sovereignty actually means in the daily lives of our citizens, the right to govern ourselves, to educate our children in alignment with our values, to speak our language, and to determine our own future. For many in our community, it is also a moment of pride and a reminder that our sovereignty was not given to us by any person or government and cannot be taken from us.”

    While the federal government cannot truly bestow sovereignty onto a Native nation, it does have a history of often ignoring the sovereignty of Tribes. For example, the Muscogee Creek Nation did not always reside in Oklahoma. The U.S. Indian Removal Act of 1830 saw tribal citizens forcibly removed and marched from their homes across the Tribe’s original territory, which covered a large swath of the southeast.

    Did you know?

    Most Americans are unaware that there were in fact many trails of tears that saw the relocation of Native peoples from states east of the Mississippi River, including those Tribes who had been America’s allies in the War of 1812. In his push for Indian Removal, Andrew Jackson framed forced relocation as a benevolent act that would allow Natives to pursue happiness “under their own rude institutions” and gradually “cast off their savage habits” to become civilized due to the influence and protection of the federal government. He seemingly forgot with this maneuver how uncivilized and rude it was to break his treaties and alliances with several Tribes, such as the Choctaw, who played a critical role in key victories in the War of 1812, such as the Battle of New Orleans.

    Students attending CMN, who receive an education built upon Muscogee cultural values and traditions, also recognize the importance of Sovereignty Day and the lessons they can learn from it. For them, the holiday offers a moment to both reflect on the long history of their people but also a reminder of what they must carry forward.

    “Sovereignty Day is a reminder that we, as citizens of the Mvskoke Nation, have responsibilities and duties. Sovereignty Day is a time to consider how we can support our tribal nation and come together to carry on the joy, the beauty, and the knowledge of our culture that our ancestors wanted us to have and experience. Not only is Sovereignty Day a testament to our tribal nation’s resilience and perseverance, but it is also a testament to the sacrifice and survival of our Mvskoke heritage,” said Nathan Dunson, May 2026 CMN graduate with an Associate of Art in Native American Studies.

    Tribally led higher education is key because it both recognizes the identity and responsibilities of Native students, staff, and faculty and exemplifies the long history of Native pedagogy, just as McGirt V. Oklahoma recognized the longstanding nationhood of the Muscogee Creeks.

    “The most meaningful thing about being a part of the tribal college and university movement is demonstrating to the world that we have always educated our people through value systems. We have always had knowledge transfer, mentorship, and community learning. TCUs formalize and strengthen that tradition in a contemporary context, and being part of that broader movement means we are equal to all other institutions of higher learning,” said Dr. Monte Randall.

    And just like Sovereignty Day, the ties to culture and positive self-identity embedded in a TCU education mean that students confidently work to achieve their dreams, no matter the challenges they might face. 

    “Participating in ceremonial dances and staying connected to my heritage gives me the strength and motivation to keep pursuing my goals. Because people with backgrounds like mine are not often represented, my culture remains an important part of who I am. Knowing what is true in my heart and soul helps guide my decisions, strengthens my confidence, and has greatly influenced my college journey,” said CMN general studies student, Katherine Meely.

    The faculty, staff, students, and graduates of CMN represent a Native nation that has never forgotten who they are.

    American Indian College Fund Champion Native Student Advocacy and Success at National NASAI Conference, A College Board Event

    When Native students are supported in ways that honor and uplift who they are, higher education is stronger for everyone. That message guided the College Board’s 2026 Native American Student Advocacy Institute (NASAI) Conference. Educators, leaders in tribal education, advocates, and community partners gathered June 3–5 in Phoenix, Arizona, the homelands of the Akimel O’Odham and Piipaash peoples and their ancestors, to advance success for Native American, Alaska Native, Native Hawaiian, and Pacific Islander students and close long-standing opportunity gaps.

    NASAI provided a meaningful space for eight members of the American Indian College Fund (College Fund) team to connect with Native professionals across Indian Country, share knowledge, and contribute to national college access and student success conversations. The conference focused on the themes of joy, belonging, and identity—essential to helping Native students feel seen, valued, and supported in higher education.

    Tiffany Gusbeth, Vice President of Student Success Services at the College Fund and a member of NASAI’s National Advisory Committee moderated the mainstage session. Drawing from her experiences as a Native student, tribal college graduate, and Native professional in the field, Gusbeth set the stage for a powerful panel discussion.

    Gusbeth was joined by keynote speaker Andrea Ramon, Indigenous Educator at O’odham Ñi’okĭ Ki: (O’odham Language Center), and College Fund Student Ambassadors Memory Long Chase and Antoinette Gallegos. Gusbeth noted, “There is a great responsibility to be honest about the challenges and barriers we experience as Native people but also the brilliance and strength we bring into every room.” The stories demonstrated how representation, strong relationships, and culturally responsive support matter—and how community-centered practices can change Native students’ lives.

    The College Fund’s Student Engagement and Communications team led the session, Recognizing Meaningful Storytelling to Craft Engaging Newsletters. Participants learned how to create authentic, culturally grounded visual and written content that represents Native students and connects with them and partners. The session offered group discussions and practical methods for respectfully collaborating with Native communities. It included step-by-step execution strategies for building sustainable workflows to strengthen Native student communication skills. Mariah Plummer, Program Administrator at the College Fund, noted her role is dedicated to this field and she was proud to share strategies and data-driven expertise to help others. Her co-presenter, Leala Pourier, Program Coordinator, shared, “I have presented at conferences before, but never at one with such a large reach and powerful atmosphere as NASAI.”

    The College Fund team also led the session, Higher Pathways: How Mini-Grants Drive College Access in Native Communities, highlighting how community-led investments enhance college access, FAFSA completions, family engagement, and Native post-secondary educational enrollment. Brittany Tabor, Program Administrator for College Access, shared how Higher Pathways mini-grants support Native-serving schools and tribal organizations to strengthen college-going cultures and expand college readiness resources. Participants learned strategies for designing, implementing, and evaluating culturally responsive, community-based college access initiatives for Native communities.

    Using research and data was also featured in the conference. During Campus Climate and Belonging: New National Data to Improve Higher Education, the National Native Scholarship Providers (NNSP) Research Group shared findings from the Campus Climate and Sense of Belonging Executive Summary, a study highlighting Native college students’ perceptions of their experiences at their college/universities and how they provide support for success. The NNSP group includes the American Indian College Fund, AISES, the Cobell Scholarship Program administered by Indigenous Education, Inc., and Native Forward Scholars Fund.

    Dr. David Sanders, Vice President of Research, Evaluation and Faculty Development at the College helped session attendees understand how tribal colleges and universities (TCUs) uniquely support their students with a “whatever it takes” perspective compared to other post-secondary institutions.

    Dr. Sanders said, “We are incredibly happy to elevate the work of the NNSPs as a whole and for me, the College Fund in particular, we know our research is novel and that the outcomes of it provide institutions of all types an opportunity to assess how they support their Native students.”

    Weston Jones, Program Administrator—Native Student Advocate, and Kelley Mitchell, Senior Program Officer for College Access & Success at the College Fund also attended. They said the conference inspired them, elevated their expertise, and brought meaningful connections to their work serving Native students.

    Jones said, “The energy of the people, place, and land was very rejuvenating and reminded me of the meaningful impact that education can have.”

    Mitchell said, “As we work to support and guide higher education within Native communities, we have to remember and be reminded why we do what we do and who we do it for, for our students and the next generation of Native students.”

    The conference served as a reminder that Native students already bring knowledge, strength, and vision into learning spaces—and higher education must recognize and support all they carry forward, while creating space for attendees to build relationships, exchange ideas, and serve Native students with renewed purpose.

    College Fund Group at NASAI

    College Fund Group at NASAI

    Tiffany Gusbeth, Student Ambassador Memory, and past Student Ambassador Antoinette Keynote

    Tiffany Gusbeth, Student Ambassador Memory, and past Student Ambassador Antoinette Keynote

    Mariah Plummer and Leala Pourier Presentation

    Mariah Plummer and Leala Pourier Presentation

    Brittany Tabor's Presentation for NASAI Conference

    Brittany Tabor’s Presentation for NASAI Conference

    Loyola Rankin and Student Ambassador Joseph

    Loyola Rankin and Student Ambassador Joseph

     

     

     

     

    If They Don’t Save You a Seat, Bring Your Own Chair: Celebrating High School Equivalency Graduates

    By Hannah Gonzales, Sr. Program Officer and Writer – TCU Programs

    Commencement ceremonies at tribal colleges and universities (TCUs) do not begin with Pomp and Circumstance; they start with the beat of drums and songs sung in Native languages as the procession unfolds. TCU graduations are simultaneously a scene of achievement, relief, pride, humility, and joy. Smiling and anxious students in beaded graduation caps, who worked so hard to get to where they are, stand tall. Faculty and staff in academic and traditional regalia, both proud and honored to have walked this journey with their students, still stand beside and behind them. So many families fill seats and stands or lean against walls to watch their loved ones walk the stage. Time and space are held for rituals of acknowledgement and honor from the community. And a sheet cake awaits at the back of the auditorium to enjoy at the end of the celebration.

    Nueta Hidatsa Sahnish College Graduation 2026

    Nueta Hidatsa Sahnish College Graduation 2026

    I attended two TCU graduations this year. It is important for us at the American Indian College Fund (College Fund) to celebrate the students we work to support, even if we may not know them personally. My intent in attending was to, of course, honor all TCU graduates, but as I oversee the College Fund’s adult education programming, I specifically wanted to show up for our high school equivalency (HSE) graduates. Not all TCUs include HSE graduates in their annual or biannual commencement ceremonies. Sometimes graduates are not interested or available due to other family or work priorities, sometimes it is a celebration they prefer to keep private, and sometimes they have big feelings still attached to the stigma of not finishing a traditional high school education.

    But TCUs know the realities of the education experiences that often cause community members to drop out of school, and the importance of making alternative HSE pathways accessible – both for community members’ personal education journeys and to strengthen college enrollment pathways. TCUs find ways to celebrate their HSE graduates in whatever way works best for their respective students – they might host HSE-specific graduations, provide celebratory family dinners, or award students with monetary or personal graduation gifts. Some TCUs find the best way to honor HSE graduates is to include them as part of their regular commencement celebrations. Two TCUs that follow this model with their adult education programs are Nueta Hidatsa Sahnish College (NHSC) and Lac Courte Oreilles Ojibwe University (LCOOU).

    I attended NHSC’s graduation in New Town, North Dakota in mid-May. After the Little Shell Drum Group welcomed the color guard, staff and faculty, and graduates via the processional and flag songs, the ceremony started with prayers from community members in the Three Affiliated Tribes’ languages – Mandan, Hidatsa, and Arikara. The keynote speaker, actress and comedian Jana Schmieding, was stranded because of the unexpected dust storms in North Dakota. She instead sent a video to share some words of inspiration with the graduates. Nine HSE graduates participated in the commencement. After the ceremony, all attendees were invited to line up and shake the graduates’ hands and congratulate them. I took the opportunity to briefly encourage the HSE graduates to “keep going” in their education.

    A couple weeks later, I closed out the month in Hayward, Wisconsin at LCOOU’s graduation celebration. The drum and song processional and posting of the colors were also included in the opening of this ceremony. One of the first speakers called out the different Wisconsin Ojibwe band names, and the participants in the audience cheered as their respective band was called.

    Later, the keynote speaker, Elizabeth Arbuckle, Ph.D. (Bad River), Chairwoman of the Bad River Band of Lake Superior Chippewa, shared an example of her family’s legacy of determination with a quote from a relative, “Get your education, my girl. That’s one thing they can never take away from you.” In closing, she further shared some challenges she had faced that others might encounter including whether or not they might have a seat at any number of tables. She reminded graduates of something she was once told, an echo of US Congresswoman Shirley Chisholm’s words: “If they don’t save you a seat, bring your own chair.”

    Even though she was speaking to all the graduates, I thought how fitting a motto for our HSE students and graduates who, with the help of TCU staff and faculty, advocate to be seen, valued, and invested in as community members. After the ceremony, I spoke with a few staff and faculty, and was able to meet two of the HSE graduates. One of the graduates, a young woman named Locadia, shared how she had recruited her older sister, Esperanza and her boyfriend, Rodrigo to enroll in the program. LCOOU’s Educational Pathways Program Director, Arin Davis, who manages their HSE program, emailed me a couple of weeks later to share that the young couple had completed their HSEs in early June.

    These are the students we celebrate when we share the importance of TCU HSE programs: The ones who are role models for their family and community members, the ones who show up and inspire students and faculty alike, the ones who work hard and take up space. They deserve to be seen and celebrated. One HSE graduate means a whole family impacted and the start of a pathway to college, meaningful careers, and healthy lives. As we close out this graduation season, I know we can stand behind TCUs as they say to all prospective HSE students and their families: Now is the time and a TCU is the place to continue your education. We will save a seat for you.