Think Indian Community Awareness Grants

Think Indian Community Awareness Grants of $2,500 are available to student groups and accredited higher education institutions. These grants encourage institutions who serve Native students to promote the positive message of “Think Indian,” the vibrancy of Native students, and the highlight the support provided by Native scholarship programs to their campus and community.

“Think Indian” was originally created as a public awareness campaign to promote the American Indian College Fund, and the many ways that its scholars contribute to, and change our world. Its message connected so deeply with Native students and institutions that it was revived in 2018, specifically to promote the College Fund’s scholarship, and other student programs.

The American Indian College Fund has created a grant program to highlight its “Think Indian” campaign, and scholarships program for Native students. The grants are intended to encourage institutions who serve Native students to promote the positive message of “Think Indian,” the vibrancy of Native students, and the highlight the support provided by Native scholarship programs to their campus and community. Projects must engage or include Native students.

Student groups and institutions can use grant funds for any activity or project that will promote the “Think Indian” campaign and scholarships in their community. Programs can include, but are not limited to:

  • Informational, social or artistic events
  • Art displays, installations or murals
  • Music performances or video screenings
  • Local awareness, publicity or marketing campaigns
  • Online/social media campaigns
  • Participation in existing campus or community events
  • Themed volunteer or service events (including Native vote or census projects)

CLICK HERE to view summaries of the 2019 awarded projects.

 

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Proposed Federal Budget Maintaining Current Pell Funding Is a Start

Proposed Federal Budget Maintaining Current Pell Funding Is a Start: Increased funding needed to provide college access for Native students

April 23, 2026, Denver, Colo.–The Trump administration’s Fiscal Year (FY) 2027 budget proposal maintains the maximum Pell Grant of $7,395 and provides adequate funding to address the current funding shortfall (read the U.S. Department of Education 2027 budget summary). This is good news in the wake of last year’s budget proposal to cut the maximum Pell grant to $5,710 (nearly a quarter of the current grant). Maintaining Pell Grants is important, as they serve students with great financial need. Still, the value of the grant has not kept pace with today’s dollars due to inflation. There needs to be at least another $713 in funding for each Pell award to keep up with inflation.

Fully funding the Pell Grant program reflects deep bipartisan support for the program. Many in Congress understand that students with financial need would not be able to go to college without financial support. Many of these students are rural students, first-generation college-goers, and working adults seeking credentials.

They graduate and contribute to their families, communities, and local economies, while serving as role models and serving their communities as teachers, health care professionals, law enforcement officials, engineers, business owners, and more.

Without inflationary adjustments to account for increased living costs, the value of this vital financial support will continue to erode. And because the Pell Grant program covers tuition, books, and fees, along with food and housing, it is uniquely positioned to address the full cost of college.

For Native students this is particularly important. According to the U.S. Census Bureau, nearly 25% of Native Americans live in poverty in the U.S.— nearly triple that of white communities. Reservation communities, which are served by tribal colleges and universities (TCUs), often have even higher rates of poverty, from 28% to over 40%. TCU students rely heavily on Pell Grants at a much higher rate than non-TCU students, with approximately 75% to 80% of TCU students receiving a life-changing grant.

Yet even with a Pell Grant, many students still cannot afford to attend a TCU even though TCUs offer an affordable, community-based education. At the inception of the Pell program in the 1970s, Pell Grants covered nearly 80% of public college costs. Today, that number is closer to an average of 27%, according to the National Association of Student Financial Administrators. In addition, data shows Native students receive the lowest amount of federal financial aid in the country. For example, only 26% of Native American students received federal student loans, compared to 35% of all students, and most TCUs do not offer loan programs to ensure students graduate debt-free.

The result is a gap between the financial aid Native students receive and the full cost of college, which impacts the number of those students who enroll—or do not— in college.

Native students comprise a very small percentage of the college and university population already. Of the nearly two million bachelor’s degrees conferred in 2023-24, 8,008 (0.4%) went to Native graduates. And the number of college-going Native students is shrinking. NCES data shows Native American enrollment decreased by 15.4% from 145,900 to 123,500 from Fall 2014 to Fall 2024, even though enrollment in postsecondary education is at its highest in the last 10 years, according to the National College Attainment Network (NCAN). This is worrisome, because Indian Country needs educated, skilled workers.

The American Indian College Fund has always worked to fill the need gap with scholarships. Last year we provided 10,100 scholarships to 6,900 Native students totaling $22.2 million. But scholarships cannot do it all. The Pell Grant program must keep pace with inflation and include a small increase in the maximum Pell to address the rising cost of living, making college affordable for all students, including those with the greatest financial need.

Our students, our families, our communities, and our states cannot afford to squander the talents of our young people and lose the skills and economic opportunities an educated citizenry provides.

Learn how the Pell Grant helps students like Joseph Morales, an American Indian College Fund student ambassador, go to college.

 

About the American Indian College Fund — The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 37 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 34 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 (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. 

Planting the Seeds of Cultural Sustainability

Planting the Seeds of Cultural Sustainability

April 22, 2026 | Student Ambassador Aiyanna Tanyan’s (Seminole Nation of Oklahoma) work to reclaim food sovereignty

At Haskell Indian Nations University, those of us at the Haskell Greenhouse are committed to various initiatives that help students and the greater community connect with the land.
Haskell Greenhouse student researcher Aiyanna T helping teach students how to build raised garden beds in front of Winona Hall student housing on campus. (June 12th, 2025)
Lettuce varieties, watermelon, and different crops growing in the raised beds near the Haskell Greenhouse (October 8th, 2024)
One of our projects deals with the topic of tribal food sovereignty. This project began with students asking a simple question: “How can we get more involved in growing our own food and have better access to healthier options on campus?” Hearing that, my friend Pe-Qwas Hernandez and I knew there was a need and saw this as an opportunity to create something meaningful for our campus community.

We came up with the idea of building raised garden beds near the dorms so students can easily access fresh foods and learn how to grow them themselves. Through support from the Haskell Greenhouse (funded through the USDA Equity Grant), we started building.

We didn’t just want to help provide food. We wanted to create ongoing and continuous learning spaces. Our hope is that students can learn how to build raised beds, transplant plants, and take part in maintaining the gardens here on campus so they can take that knowledge back to their tribal communities and do the same thing.

Last year was our first year doing this project and it was a learning experience as with many community-based projects, it comes with trial and error. However, that process taught us a lot about what works, what doesn’t, and how to build something more sustainable moving forward. This year, we’re continuing this work with stronger systems, more involvement, and a clearer vision.

Vegetables such as squash, tomatillos, cherry tomatoes, and peppers growing in a raised bed built by the Haskell Greenhouse student researchers Aiyanna T and Pe-Qwas Hernandez. (July 23rd, 2025)
Three sisters grown by Haskell Greenhouse student researcher Aiyanna T. inside the Haskell Greenhouse.
Blue Seneca corn
I also work on cultural garden plots and grow traditional crops like the non-human relatives we call the Three Sisters (corn, beans, and squash). In previous years, I’ve used different tribal varieties such as Blue Seneca corn, Blue Hopi Corn, Cherokee Pole Beans, and even Mvskoke tobacco in these plots. These gardens are deeply personal to me and have taught me so much about various cultural values. They represent not just food, but identity, teachings, and connection to the land. Growing these plants reminds me that food sovereignty is about reclaiming knowledge and honoring the practices of our ancestors.
I couldn’t do this alone, and this work around food sovereignty extends far beyond these gardens. Our team is involved in multiple land stewardship efforts across campus, including the woodlands, prairies, and wetlands. We host community workdays where students and community members come together to restore the land such as removing invasive species and reintroducing native plants like prairie grasses.

Everyone at the Haskell Greenhouse wants to help others learn, value, and view these spaces as places of teaching. I know they have taught me so much about responsibility and our relationship with the environment. Through these projects, we’re helping students reconnect with the land and understand the importance of food sovereignty for Indigenous communities. This work is ongoing, and we’re still learning. Every seed planted, and every workday shared brings us one step closer to a more sustainable and connected future.

Volunteers in the Haskell Wetlands for a Wetlands Restoration Workday hosted by the Haskell Greenhouse. Volunteers helped cut down invasive teasels.  (June 5th, 2025)
Greenhouse student researchers helping with a land survey in the West Prairie of Haskell lands. The survey solidified the need for restoration in the west prairie. (Aug 29th, 2024)
Haskell Greenhouse student researcher Aiyanna T. holding prairie grass species donated by Native Lands Collaborative in front of the greenhouse.
What makes this work powerful is the community behind it. We have a strong group of student researchers and volunteers who show up consistently, not just for Earth Day, but year-round. I am happy that people can be reminded of this day to celebrate our beautiful Mother Earth. She deserves the everyday work of caring for the land, growing food, and supporting each other to do so.

In Caring for Our Kin: Stories of Indigenous Environmental Stewardship, the College Fund shares the stories of Indigenous environmental leaders who are centering kinship and relational knowledge to build healthy ecological systems. These stories remind us that caring for the Earth means caring for one another—and that Indigenous knowledge systems continue to offer guidance, resilience, and hope for the future.

Learn more about our Environmental Stewardship Program.

Click here to view the PDF in full screen.

Ekvnv Vcayecet. Mvto!

(Take care of the Earth/Land. Thank you)

More Blogs

American Indian College Fund Publishes Environmental Stewardship Guidebook

American Indian College Fund Publishes Environmental Stewardship Guidebook

Indigenous Environmental Leaders Share Stories of Kinship and Education to Build a Better World

Denver, Colo., April 22, 2026 — The American Indian College Fund (College Fund) has published “Caring for Our Kin: Stories of Indigenous Environmental Stewardship” sharing the stories of seven Indigenous environmental leaders as a guidebook for Native students and community members. The guide was created as part of the College Fund’s Tiyata Wan Unkagapi (We Are Making a Home) Environmental Stewardship Program which supports environmental science and natural resource programs at tribal colleges in the Northern Great Plains region.

“Caring for Our Kin” provides examples of the multi-faceted approach to stewardship that communities need to build healthy ecological systems.

College Fund Caring For Our Kin 2026 Cover Page Environmental Stewardship Cover Page

Caring For Our Kin – Stories of Indigenous Environmental Stewardship (View PDF)

The seven Indigenous environmental leaders are:

    • Adriann Killsnight He’heenóhká’e (Blackbirdwoman) (Northern Cheyenne Nation) – When she first began pursuing her education in environmental studies and resource management, Killsnight struggled with translating the deep spiritual meaning of terms and concepts in her native Cheyenne into English. Today, she holds communication and collaboration as central to her work. She approaches wildlife management as relational stewardship in which animals, plants, water, and soil are relatives carrying cultural, ceremonial, and historical knowledge.
    • Ayanna Maynard (Cheyenne River Sioux Tribe) – Working in her home community of the Cheyenne River Sioux, Maynard blends ecological restoration, cultural revitalization, and community-driven education in her work. With a deep appreciation for mentorship and designing student learning experiences that develop skill-building, she recognizes that technical knowledge alone is not enough to succeed. Her belief that it is essential for community members to know how to grow food and medicine while successfully sustaining an enterprise inspired her to obtain dual degrees in sustainable agriculture and food systems and business administration.
    • Foster Cournoyer Hogan (Rosebud Sioux Tribe) – Hogan’s work focuses on supporting and strengthening bison revitalization across tribal nations, organizations, and landscapes. Once a pre-med student, he shifted to Native American studies and education and subsequently received a master’s degree in tribal administration and governance after realizing he wanted to help heal communities in a different way. He views his work as rooted in relational accountability and recognizes the emotional and structural complexity of Indigenous conservation.
    • Nick Hernandez (Oglala Sioux Tribe) – For Hernandez, the Western intellectual frameworks of his higher education work best when paired with Indigenous values. He utilizes knowledge from both worlds as he builds Indigenous-led community systems around food and workforce development. His goal is “generational abundance,” envisioning a future where Indigenous youth no longer have to choose between cultural belonging and professional advancement.
    • Shaun Grassel (Lower Brule Sioux Tribe) – Grassel was raised on and shaped by Lower Brule land, and he has come full circle to lead a nonprofit focused on grassland restoration and wildlife conservation for his homelands. He designed both his master’s in wildlife and fisheries sciences and Ph.D. in natural resources to address tribal priorities. His current work stems from his awareness that systems-level influence is essential to scale impact for “boots on the ground” efforts. What sustains him is the vision of tribal programs leading conservation projects from the outset rather than being consulted last.
    • Teri Harper (Cherokee Nation) – For Harper, conservation is first a direction as well as a job description. She built the internship program from the ground up within Aaniiih Nakoda College’s Buffalo Research and Education Center. She believes Indigenous knowledge belongs in scientific spaces and to understand that science, students need to ground themselves in lived experiences.
    • Zach Ducheneaux (Cheyenne River Sioux Tribe) – Ducheneaux carried his childhood memories of the 1980s farm financial crisis into his career decisions. He seeks to build systems that work for Native communities and has worked in roles and organizations that try to fill the gaps left by policy failures. He incorporates lessons from his experiences in horsemanship into his worldview and business relationships, such as partnership, listening, observing, and leading with empathy. Today, he focuses on designing investment models grounded in relationships and shared prosperity to leave behind financial systems future generations can inherit with pride, not fear.

View the guidebook and other resources by visiting: https://collegefund.org/programs/environmental-stewardship/

Read our Earth Day blog here: https://collegefund.org/blog/planting-the-seeds-of-cultural-sustainability

About the American Indian College Fund — The American Indian College Fund has been the nation’s largest charity supporting Native higher education for 37 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 (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.