Native-Focused Student Services
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American Indian Law Program
University of Boulder
LegalColorado Law
At Colorado Law, we believe that American Indians deserve the very best lawyers and that we have an obligation to train them. Our American Indian Law Program faculty, including the nation’s top scholars and practitioners in the field, offers a full slate of introductory and advanced classes in the field to prepare students for all aspects of Indian law practice, and we now have dozens of successful alumni practicing Indian law in tribal government, federal agencies, and at law firms.
American Indian and Indigenous Studies Program
Cornell University
Native Transfer ProgramCollege of Agriculture and Life Sciences
The American Indian and Indigenous Studies Program (AIISP) can help with your transfer application and can connect you to the transfer coordinators of specific Cornell colleges and schools. To make the transfer process more efficient, Cornell has articulation agreements with a number of colleges and universities.
Contact:
Wayva Waterman Lyons
wl685@cornell.edu
Center for Regional and Tribal Child Welfare Studies
University of Minnesota - Duluth
HumanitiesAmerican Indian Learning Resource Center
Our programs and projects prepare students to become effective child welfare practitioners, particularly in working with American Indian families through offering stipends, coursework and other cultural and experiential learning opportunities. The Center also partners with tribes, county agencies, and non-profits in Minnesota to help improve American Indian child welfare practice and reduce the disparities experienced by families in the child welfare system.
Contact:
Bree Bussey
bussey@d.umn.edu
Centers for American Indian and Alaska Native Health (CAIANH)
University of Colorado - CU Anschutz
HealthColorado School of Public Health
The Centers for American Indian and Alaska Native Health (CAIANH) was established in 1986 and is the largest, most comprehensive, and longest standing program of its kind in the country. Our mission is to promote the health and well-being of American Indians and Alaska Natives, of all ages, by pursuing research, training, continuing education, technical assistance, and information dissemination within a biopsychosocial framework that recognizes the unique cultural contexts of this special population.
sarah.mumby@cuanschutz.edu
Caring for Our Own Program (CO-OP)
Montana State University
HealthCollege of Nursing
The Caring for Our Own Program (CO-OP) is a supplemental student support program for Native American and Alaska Native students pursuing their nursing degree at Montana State University. CO-OP’s goals are to increase the enrollment of American Indian nursing students in the College of Nursing at Montana State University and build a strong pool of American Indian and Alaska Native nurses who are prepared for practice, management, and leadership to serve Indian Country.
Contact:
coopnursing@montana.edu
College of Education and Human Service Professions
University of Minnesota - Duluth
EducationAmerican Indian Learning Resource Center
The American Indian Learning Resource Center exists to enrich the cultural, academic, supportive, and social environment of the UMD campus. Our mission is to increase the recruitment and retention of American Indian and Alaskan Native students, while promoting a more culturally diverse campus environment. Working in conjunction with UMD staff, the AILRC provides supportive services to empower and aid in the success of our students and to enhance their educational experience.
Daḳota Iapi Uƞspewic̣akiyapi Teaching Certificate
University of Minnesota
LanguageDepartment of American Indian Studies
The Daḳota Iapi Uƞspewic̣akiyapi Teaching Certificate is designed to address the critical point of Dakota language loss in Minnesota by developing a cadre of Dakota language learners, speakers, and teachers. This effort is part of a global indigenous language revitalization movement based on the understanding that language is fundamental to cultural survival and tribal sovereignty.
Indigenous Sun Devil Transfer Program
Arizona State University
Native Transfer ProgramAmerican Indian Student Support Services
The Indigenous Sun Devil Transfer Program helps Indigenous students transition from a community college to ASU. The program provides personalized support whether completing an admissions application or being admitted to ASU. Students are provided with resources and engagement opportunities that support their transition to ASU, connect them with Indigenous peers and staff, and provide personalized guidance to achieve academic and professional goals. The American Indian Student Support staff looks forward to helping you adjust to campus life, build connections and identify mentors.
Contact:
vickie.baldwin@asu.edu
Indian Natural Resources, Science and Engineering Program (INRSEP) + Diversity in STEM
Cal Poly Humboldt
STEMIndian Natural Resources, Science and Engineering Program (INRSEP)
The Master of Tribal Resource and Environmental Stewardship (MTRES) is an applied graduate degree designed in consultation with regional tribes to create future leaders and stewards of tribal natural resources. There is no other graduate-level degree program like this in the country. This degree program takes an integrated approach to protection of natural resources through the lens of Indigenous environmental stewardship.
Contact:
aib3@humboldt.edu
(707) 826-4998
Indigenous STEM Research and Graduate Education (ISTEM)
University of Idaho
STEMAquaculture Research Institute
The University of Idaho (UI) is taking the lead in American Indian graduate-level science, technology, engineering and mathematics (STEM) education by forming the Indigenous STEM Research and Graduate Education program, or ISTEM. The National Science Foundation (NSF) awarded University of Idaho nearly $750,000 to create a national network of institutions collaborating to increase the number of Native students entering and completing masters and doctoral programs in STEM fields. ISTEM is a pilot program with the Experimental Program to Stimulate Competitive Research (EPSCoR) program at NSF.
Contact:
aqua@uidaho.edu
Indian Legal Program
Arizona State University
LegalSandra Day O'Conner College of Law
Established more than 30 years ago, the Indian Legal Program (ILP) at the Sandra Day O’Connor College of Law at Arizona State University has grown to become one of the most respected Indian law programs in the nation. Situated in the heart of the Southwest, with connections to Arizona’s 22 tribes and tribes nationally, the ILP is in the perfect location for students looking to study the developing field of Indian law. Our nationally recognized faculty members are leading scholars in their fields, producing research and publications, as well as providing outreach and public service.
Contact:
Patty Ferguson-Bohnee
pattyfergusonbohnee@asu.edu
Indians Into Medicine (INMED)
University of North Dakota
Health School of Medicine & Health Sciences
INMED provides academic, personal, social, and cultural support for students in grades 7 through graduate studies. Each year, INMED enrolls an average of 100 health, pre-health, and allied health students in various academic programs.
Contact:
Indians Into Psychology (InPsych)
University of Montana
HealthDepartment of Psychology
The InPsych program is designed to recruit American Indian/Alaska Native undergraduate students into psychology and recruit, fund and train American Indian graduate students into Clinical Psychology. The ultimate goal is to send licensed American Indian/Alaska Native Clinical Psychologists back to reservation communities and urban Indian health programs to fill the needs for culturally competent care and address health disparities.
Contact:
INMED
University of Arizona
HealthHealth Sciences
The goal of the AZ INMED is to develop collaborative partnerships with tribal nations, K-12 school districts, community-tribal colleges, universities and health professional schools to recruit, support and encourage Native American students to enter and succeed in the health professions at the Arizona Health Sciences Centers located in both Tucson and Phoenix, Arizona (Colleges of Medicine, Pharmacy and Public Health).
Contact:
coopnursing@montana.edu
Indigenous Teacher Education Program
University of Arizona
EducationCollege of Education
The Indigenous Teacher Education Program (ITEP) is an in-person Bachelor's Degree granting program that was founded in 2016, through a grant from the US Department of Education. Our mission is to increase the number of Indigenous teachers serving Indigenous students, schools, and communities. Our students graduate with a Bachelor's Degree in Early Childhood or Elementary Education and a teaching certification.
Indigenous Peoples Law & Policy Program
University of Arizona
LegalJames E. Rogers College of Law
What makes the Indigenous Peoples Law and Policy (IPLP) Program at the University of Arizona Law unique is our approach to legal education in the fields of federal Indian law, tribal law and policy, and Indigenous peoples human rights. Students are trained in the classroom and in real-world settings by faculty who are leaders both in their academic fields and as practitioners in tribal, national, and international forums.
Contact:
Justin Boro
justinboro1986@email.arizona.edu
(520) 626-9224
Law & Indigenous Peoples Program
University of New Mexico
LegalLaw & Indigenous Peoples Program
The UNM School of Law has a strong and longstanding tradition of dedication and commitment to the development of the field of Indian law education and assisting in the legal protection and representation of Native American nations and communities.
Contact:
John P. LaVelle
lavelle@law.unm.edu
Lakota Studies
Oglala Lakota College
LanguageLinguistics
The Lakota Studies department offers four different degrees as well as a Lakota Language Certificate. By training to develop skills in research, evaluation, communication, analysis, and graphic design, you'll experience a customized education befitting of the ever-changing demand of modern society. The department also provides the focus for the entire college in maintaining a Lakota perspective.
Master of Tribal Resource and Environmental Stewardship
University of Minnesota Duluth
STEMAmerican Indian Studies
The Master of Tribal Resource and Environmental Stewardship (MTRES) is an applied graduate degree designed in consultation with regional tribes to create future leaders and stewards of tribal natural resources. There is no other graduate-level degree program like this in the country. This degree program takes an integrated approach to protection of natural resources through the lens of Indigenous environmental stewardship.
Master of Professional Studies (MPS) Indigenous Governance
University of Arizona
LegalJames E. Rogers College of Law
The Indigenous Governance Program (IGP), a partnership between University of Arizona Law’s Indigenous Peoples Law and Policy (IPLP) Program and the University of Arizona Native Nations Institute (NNI), provides professional development, leadership training, and graduate education for individuals interested in a deep, practical understanding of Indigenous governance and rights. IGP’s nation building and Indigenous governance curriculum combines the expertise of world-renowned faculty with data-informed research on what works for Native Nation (re)building efforts. IGP offers both in-person and online courses for tribal leaders and other professionals to collaborate on how to strengthen Indigenous governance.
Contact:
Dr. Tory Fodder
taf05@email.arizona.edu
(520) 621-3093
MPA Tribal Governance
Evergreen State College
GovernanceMaster of Public Administration
Currently, there is no other Master of Public Administration program in the U.S. with an emphasis on Tribal Governance. With that in mind, the Tribal Governance Cohort focuses on structures, processes and issues specific to Tribal Governments providing the knowledge and skills needed to work successfully within public administration. The Cohort is also appropriate for those working with governmental or other organizations in a liaison role with Tribal Governments.
Contact:
Puanani Nihoa, MPA
nihoap@evergreen.edu
(360) 688-4780 (cell)
Master of Tribal Resource and Environmental Stewardship (MTRES)
University of Minnesota Duluth
LegalAmerican Indian Studies
The Master of Tribal Resource and Environmental Stewardship (MTRES) is an applied graduate degree designed in consultation with regional tribes to create future leaders and stewards of tribal natural resources. There is no other graduate-level degree program like this in the country. This degree program takes an integrated approach to protection of natural resources through the lens of Indigenous environmental stewardship.
Master of Tribal Administration and Governance
University of Minnesota Duluth
GovernanceAmerican Indian Studies
The Master of Tribal Administration and Governance (MTAG) is an applied professional development degree designed to develop the knowledge and skills needed to work as an administrator in a tribal government. Students in the program may already serve as tribal administrators, council members or tribal leaders. Students who currently work or aspire to work professionally in tribal governments or management positions will benefit from this program, which emphasizes both the acquisition of academic knowledge and the application of practical skills.
Contact:
umdmtag@d.umn.edu
218-726-7332
MLS in Indigenous Peoples Law
University of Oklahoma
LegalTBD
The M.L.S. in Indigenous Peoples Law is an online, 33-credit hour graduate degree that can be completed in 15 months. This program offers a strong foundation in Native American Law for non-lawyers who deal with contracts, negotiations or any other issues that demand knowledge of Native American policy, regulation or business practice.
Master of Arts in Native American Languages and Linguistics
University of Arizona
LanguageLinguistics
The NAMA degree program is oriented towards community language activists who wish to train in the kinds of skills and experience needed to work on maintaining, revitalizing, and documenting their native languages. Students interested in NAMA can either be speakers or second language learners of their language, or ones who have studied a particular Native American language and have close contact with that language community.
MBA in American Indian Entrepreneurship
Gonzaga University
BusinessSchool of Business Administration
Gonzaga's MBA in American Indian Entrepreneurship (MBA-AIE) program was established in 2001 with the generous help of the Johnson Scholarship Foundation. Gonzaga University was chosen to develop the program because of its national recognition, accreditation, strong mission, and commitment to social justice. The program strives to prepare leaders to effectively manage and support sustainable business on American Indian reservations.
MBA in Native American Leadership
Southeastern Oklahoma State University
BusinessJohn Massey School of Business - Online MBA Programs
Culture can be your key to success with our 100 percent online MBA in Native American Leadership degree program. Learn how to manage diversity in a changing world as you explore personal and organizational leadership, tribal sovereignty and contemporary issues facing the Indian Country.
Navajo Law Fellowship Program
University of Arizona
LegalJames E. Rogers College of Law
The Navajo Law Fellowship Program provides financial support, mentorship, a Navajo law curriculum, externship opportunities on the Navajo Nation, and bar preparation assistance to Navajo Juris Doctor (JD) students attending University of Arizona Law.
Contact:
Faith Liston
afs1@email.arizona.edu
(520) 621-1166
Native Americans Into Medicine (NAM)
University of Minnesota - Duluth
HealthCenter of American Indian and Minority Health
NAM is a seven-week summer enrichment program for college sophomores, juniors and seniors interested in pursuing health careers. The 2023 NAM Summer program will provide students with both qualitiative and quanitative research experience, using data from the Minnesota Youth Survey. The dates of the program are June 20th-Aug 4th. The 2023 NAM program is a two-summer cohort.
Contact:
Native American Science and Engineering Program
University of Arizona
STEMEarly Academic Outreach
An initiative of the Office of Early Academic Outreach at The University of Arizona, the Native American Science & Engineering Program is a FREE year-long program designed to provide Native American high school students with the necessary resources to enroll in college and pursue a career in a Science Technology Engineering & Mathematics (STEM) field. NASEP participants will gain a wide exposure to these fields through interactions with university experts on many subjects including environmental sustainability. The intention of this program is to expose students to a wide variety of STEM pathways so as to better inform their college pathways in the context of the Native American experience.
Native Children's Research Exchange Scholars Program
University of Colorado - CU Anschutz
HealthColorado School of Public Health
The NCRE Scholars Program provides career development support to early career investigators and late-stage graduate students interested in pursuing research on substance use and disorder and Native child and adolescent development.
Contact:
Native American Tribal Management
Nicolet College
BusinessBusiness Management Programs
Develops the skills of people who work or plan to work in a First Nation environment including fundamental management skills, and how a Native nation’s legal, political and cultural context impact an organization’s work.
Native Early Transition Program (NET)
University of Alaska - Anchorage
College BridgeNative Student Services
Native Student Services (NSS) provides a safe, affirming space on campus for Alaska Native, Native American, and Indigenous students. It is a gathering place where incoming and current students can find academic, advising, and cultural support; access resources; study with classmates; attend culturally empowering events, connect with community representatives; and interact with people who share similar experiences as Indigenous peoples.
New Freshman Summer Bridge (NFSB)
Institute of American Indian Arts (IAIA)
College Bridge
The Institute of American Indian Arts (IAIA) New Freshman Summer Bridge (NFSB) is a free, three-week, on-campus program available to incoming IAIA Freshmen with no college experience who have been accepted to IAIA for Fall 2022. Students establish skills for college readiness, leadership, and creativity with dedicated instructors and staff. Students will also earn three credits through educational workshops and classes while attending the program.
Ojibwe Language Program
Bemidji State University
LanguageLanguages & Indigenous Studies
Bemidji State University is home to the first collegiate Ojibwe language program in the United States, starting with adjunct classes in 1969 and a full three-year sequence of language courses starting in 1971. Additional current course offerings include Ojibwe Culture, Ojibwe Oral Literature, and Instruction of Ojibwe.
Preparing Indigenous Teachers & Administrators for Alaska Schools (PITAAS)
University of Alaska Southeast
EducationSchool of Education
Alaska is diverse and so are our educators. The PITAAS program is a scholarship that supports Alaska Native students who want to become teachers and administrators in Alaska’s schools. A total of 228 degrees and certificates were awarded to 152 Alaska Native students with PITAAS scholarship support. PITAAS graduates are employed by 28 of 54 school districts across our vast state. Application for Spring 2023-Summer 2023 will be posted mid-November.
Pre-Law Summer Institute (PLSI) for American Indians and Alaska Natives
University of New Mexico School of Law
LegalAmerican Indian Law Center, Inc.
PLSI is an intensive two-month program that prepares American Indian and Alaska Native individuals for the rigors of law school by essentially replicating the first semester of law school. The PLSI concentrates its content into eight weeks of instruction, research and study, teaching students the unique methods of law school research, analysis, and writing. The success of the PLSI in providing a nationally respected pre-law orientation can be traced to its original and continuing intent — that it be based on sound legal education principles, and not function as a philosophical, political, or cultural training ground. For more than five decades, the Law Center has remained dedicated to providing valid training in the skills required for the study of law.
Sloan Scholars Program; Sloan Indigenous Graduate Partnership
University of Montana
STEMIndigenous Research and STEM Education
The UM Sloan Indigenous Graduate Partnership (UM SIGP) was established in the fall of 2005. Indigenous (Native American, Alaskan Native, Native Hawaiian) graduate students pursuing degrees in STEM at The University of Montana are eligible to apply for the scholarship program established by the A.P. Sloan Foundation. The UM SIGP Program is intended to increase the number of Indigenous Americans earning master’s and doctoral degrees in STEM disciplines.
Contact:
Dr. Thomas
406-243-2052
Stanford Native Immersion Program
Stanford University
College BridgeNative American Cultural Center
The Stanford Native Immersion Program (SNIP) is a six-day, fun and information-filled virtual experience designed to welcome incoming frosh to the Farm.
Hoover Institution’s Indigenous Student Seminar
Stanford University
SeminarHoover Institute
The Indigenous Student Seminar is an intensive, four-day residential immersion program exploring federal policy, tribal governance, and indigenous entrepreneurship. The goal is to help Indigenous college students and recent graduates think critically about the interface between federal Indian policy, self-determination, and economic development.
Yup'ik; Yup’ik Language and Culture; and Iñupiaq Bachelor of Arts degrees; minor degrees in Alaska Native Languages; Yup'ik, and Iñupiaq; Associate's degrees in Native Language Education and Yup'ik Language Proficiency; and certificates in Native Language Education and Yup'ik Language Proficiency
University of Alaska - Fairbanks (Kuskokwim campus in Bethel, AK)
LanguageAlaska Native Lanaguage Center
The Alaska Native Language Center offers academic programs ranging from certificates to bachelors degrees. Our programs promote language revitalization, community connections, and intergenerational learning.
Tribal Colleges and Universities
Tribal colleges and universities provide dynamic higher education opportunities, most on or near reservation lands. Known for their remarkable programs, culturally-relevant curricula, and familial student care – tribal colleges allow students to further their careers, attain an advanced degree, or better support their communities.
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Save Pell! Your Calls Worked with the Senate. Next Step: Call Your Representatives
On behalf of American Indian students, of which more than 75% rely upon Pell Grants for Funding, we thank you for your ongoing work to engage with your elected officials regarding Pell Grants. As a result of your letters and calls, there has been significant progress in the Senate version of the bill affecting Pell Grants.
The American Indian Higher Education Consortium (AIHEC) reports the Senate education committee has not proposed any changes to student eligibility for the Pell Grant program. Instead, the Senate bill draft includes provisions to strengthen the Pell Grant program by providing additional funding and expanding access to the program to workforce-focused programs.
- No Changes to Eligibility: Unlike the House bill, the Senate draft does not increase credit hour requirements or restrict part-time student eligibility—both of which would have impacted nearly 70% of TCU Pell recipients.
- Additional Funding: The bill provides $10.5 billion in new Pell funding for FY2026 to address a projected shortfall.
- Expanded Access: Pell Grants will expand to include short-term, workforce-focused training programs that meet specific outcome standards. This provision broadens opportunities for job-aligned education.
Although this is encouraging news, our work is not finished. The House of Representatives and Senate must agree on a final version of the bill this month. According to the National College Attainment Network (NCAN), the Senate will not go through a committee process and will begin conferencing with the House of Representatives. Congress’s goal is to pass the final reconciliation package by July 4th. The next step to save Pell is to push for the House of Representatives to accept the Senate provisions in the final reconciliation package.
How you can help: Please contact your elected Representatives today and ask them to support the Pell provisions as written in the Senate bill. The Senate provisions prevent deep cuts to the Pell Grant program and provide $10.5 billion in funding to put Pell on a financially sustainable path.
Script:
Hi, my name is [NAME] and I’m a constituent from [CITY, ZIP]. I’m calling to ask that [YOUR REPRESENTATIVE’S NAME] oppose cutting the Pell Grant Program or reducing Pell Grant award amounts. These cuts will create unnecessary barriers to achieving a higher education for low-income students, especially American Indian and Alaska Natives.
More than 75% of American Indian and Alaska Native students rely on Pell Grants to access a higher education and would not have the opportunity to do so without them. I am calling to request your vote to pass the provisions as written in the Senate bill to prevent these massive cuts to Pell and to support the Senate bill which will infuse the Pell Grant program with $10.5 billion infusion to put it on a fiscally sustainable path.
Pell Grants pay for themselves in just 10 years through the higher income taxes paid by more educated workers providing our nation—and Native and rural communities—with the services we need. By reducing Pell Grants, we are sacrificing the dreams of our children, our communities’ and nation’s future economic growth, a strong tax base, and the opportunity for more Americans to earn a family-sustaining income. Educating the next generation of all Americans is critical to our nation’s future.
Thank you for your time and consideration.
IF LEAVING VOICEMAIL: Please leave your full street address to ensure your call is tallied.
Circle of Hope Spring 2025
| Spring 2025 |
Circle of Hope
Education Is the Promise We Must Keep
I want to begin by expressing my deepest gratitude for your continued support of our students and the communities we call home. Your care, generosity, and commitment to stand with Native students in both the good, and especially the hard, times has always sustained our work – and your friendship means more than words can express.
Over the past several months, we’ve been talking about the impact of federal policy changes on Native students. You may have deep knowledge of treaty obligations, public policy, and the relationship between Tribal Nations and the U.S. government. Or you may not have the same exposure to this history but support the College Fund because of deeply held values and a shared belief that education is the answer.
The relationship between Native Nations and the U.S. government is incredibly complex. Shaped by history, trust obligations, and treaty rights, we know this relationship shifts with every administration – and sometimes the complexities and dynamics of major policy changes have disproportionate and often devastating impact on Native people, including and especially our students.
With your support, we will find new ways to lift our students to ensure they do not lose hope, and to fill those gaps funding cuts have created. We are expanding our direct support to students in the year ahead, broadening the types of assistance we can provide, as support programs for Native students at schools are being discontinued.
For those students who planned to move into graduate studies or careers but now find themselves charting a new course, we will be there – offering mentorship, career coaching, and guidance to help them navigate unexpected changes. As costs rise and more students seek financial assistance, collectively we will work tirelessly to expand opportunities by awarding more scholarships – so as many students as possible can continue their education without interruption.
We are deeply grateful for the broad coalition of people who stand with us in this work – we know our shared commitment to education, opportunity, and the well-being of Native students transcends any single perspective.
We are here to stand by our students and communities, and that means filling the immediate gaps and creating new pathways to access for all Native students in their quest to achieve higher education.
As we navigate this uncertain and often difficult landscape, we are reminded of our commitments and the reason for our very existence. Native students and their contributions are too important to leave behind. We will continue to fight for every student who seeks an education to have that opportunity.
Thank you for being on this journey with us. It is not always easy, but together we are stronger.
Yours in strength and unity,
Standing in the Gap for Native Students
Across the country, colleges are responding to recent policy decisions at both the state and federal level aimed at eliminating race-based policies and programs. While American Indians are citizens of sovereign nations and not a race, schools are seeking to avoid scrutiny and penalty by making broad cuts that are impacting Indigenous students.
While some institutions are pulling back in the face of uncertainty, we are stepping forward – and we are able to do that because of your persistent care and consideration for Native students.
Policy Impacts on Native Students
Cuts to funding students relied on:
- School-administered scholarships for Native students
- Government grants or programs that included internships
- Paid fellowship programs for graduate students
Celebrations of culture cancelled:
- Native convocation ceremonies
- Native American Heritage Month
- Events celebrating Native culture
Resources for students shut down:
- Native student organizations
- Culturally relevant support services
- STEM and other career pathways for underrepresented students
How We are Helping
- Increasing direct financial support to students, awarding more total scholarships in 2025 than ever before
- Providing temporary emergency funding for sudden program gaps at Tribal Colleges
- Offering fellowship opportunities for Native students and faculty
- Hosting virtual and in person opportunities for scholars to be heard and celebrate their cultures
- Supporting Tribal Colleges where curriculum and instruction is centered in culture
- Student success coaching opportunities
- Career path counseling
- Summer first-year college preparation programs
- Developing new partnerships with corporate employers
We have always met students where they are on their educational journey, and that has never been more true than
now. Together, we will ensure they stay on the path to success. Thank You!
Learn
Staying informed is always one of the best ways to support Native students! In our rapidly changing world, our students need to know they can count on people like you who understand the issues in their lives.
Act
Native students are small in number, but with your help they can be heard. Lend our scholars your voice: let all of your elected officials know you support Native higher education and are watching how they vote!
Give
Your support could be the difference for a student at risk of pausing their education. As other financial support disappears, applications rise. Together, we will fund as many as possible!
When Native students need a path forward, you help create one. Thank you for making a difference!
Rooted in the Earth, Reaching for Change:
Annalise
(Cherokee Nation)
PhD, Ecology & Evolutionary Biology
When Annalise was a young girl growing up in rural Missouri, she wasn’t dreaming of earning a PhD. Like so many Native children, she didn’t have role models in academia – or even a family member who had gone to college. In fact, she was the first in her family to graduate high school.
But she did have one thing guiding her every step: a deep, ancestral understanding of her relationship with the land.
“I was raised with the belief that the land, the water, even the air are our relatives,” she says. “We are stewards of this earth. Not above it. Not separate from it.”
That belief stayed with her when she enrolled at Haskell Indian Nations University, where she found a profound sense of belonging. There, she discovered that Indigenous ways of knowing were not only valid, but essential – even in the most rigorous scientific settings.
She marveled at how Native names reflect the attributes of the land or record geological events, like Tomanowos, the name meaning “visitor from heaven,” given to a meteorite. She appreciated anew how her traditions hint at complex
ecological systems – such as the ceremonial use of cedar referencing photosynthesis, plant cycles, and seasonality.
By the time she reached the University of Kansas to pursue her PhD, she knew with certainty: Native people don’t just deserve a seat in the lab – science itself has much to gain from Indigenous knowledge.
Her research focuses on how changes in climate and land use affect soil and water systems – work with direct impacts on water quality, agriculture, and community health. “What happens beneath our feet matters,” she says. “It affects the water we drink, the land we live on, and the future we leave behind.”
Annalise has used her time in graduate school to speak up for Indigenous students, mentor others, and help create space for Native voices in science. But her path hasn’t been easy.
That support includes the American Indian College Fund, which has awarded her scholarships every semester since she enrolled as an undergraduate.
“The College Fund was the first to believe in me,” Annalise says. “That first scholarship told me I belonged. It gave me the confidence to keep going. I truly don’t think I would have gone on to pursue my PhD without that support.”
Annalise’s journey has been shaped by perseverance, purpose, and a passion for the natural world – and she will need those qualities more than ever as she completes her PhD and prepares to enter a shifting workforce.
While she had hoped to return to a TCU like Haskell to teach, recent cuts to federal programs have made opportunities like that more uncertain, and the job Annalise lined up has been eliminated. Across the country, reductions in research funding are also affecting the postdoctoral paths many graduates like her would typically pursue.
Still, Annalise remains undeterred, knowing she does not walk this path alone. “No matter how the road shifts, I’m going to keep walking it,” she says. “I really do feel like you all have my back. Every semester, I’ve had the confidence of knowing I’m supported. It’s changed my life. I don’t think I’d be here today without you.”
Even when institutions fall short or doors close, she’s committed to staying in academia – and making space for others.
“It’s really made me understand how important it is that I stay in these spaces and continue to make room for people to share their culture and contextualize their science in a way that’simportant for our communities.”
