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

    What is your Medicine?

    Savanah Smith (Descendant Fort Peck Assiniboine), Fort Peck Community College STEM Student Retention Specialist.

    Savanah Smith (Descendant Fort Peck Assiniboine), Fort Peck Community College STEM Student Retention Specialist.

    By Savanah Smith, Fort Peck Community College STEM Student Retention Specialist

    2024-2025 Indigenous Visionary Fellow

    The Indigenous Visionaries: Women’s Leadership Program has brought a vital piece of my learning and growth full circle. Our cohort has laughed, cried, and celebrated the intricate balance that is womanhood, together. Sometimes you just need to laugh like an auntie, cry like a child, and be wrapped in the comfort and understanding of your mother. With this group of women, we’ve taken the time to be intentionally vulnerable in a way that, as Indigenous women in a modern world, we don’t often make the time to do. Our sessions have provided opportunities for us to praise and build up the leaders in each other.

    At my core, I know that I will never stop growing or expanding who I am, in relationship to others as well as with the natural world. Most importantly, I’ve been encouraged to look at my many roles as a queer woman, mother, and auntie, and really reflect on how these, along with many other aspects of my identity, intersect. Sometimes aspects of who I am are in agreement, and other times I have had to figure out how the different parts work together, where there might be discomfort or tension. It is in our best interest, not to be so set on who we are, that we don’t allow ourselves to grow and change throughout our lives. We are dynamic and multifaceted, complicated and beautiful, and all of it contributes to us finding the medicine we carry to help others.

    We’ve discussed taking the time to not just pray but reflect on prayer and acknowledge the prayers of the powerful women that have got us here. I often pray to my grandmothers, about my community, my children, their health and happiness, my relatives, and even for guidance to better serve those around me in a way that fulfills the things I am most passionate about. While our ancestors’ prayers are strong, we cannot continue to get by on the prayers of our grandmothers alone. We must send up prayers for ourselves as well, and we must meet those prayers half-way so that we can realize the roles that have been designed by the creator especially for us. We are much more than life givers. We are students, second shifters, degree seekers, caretakers, trans, people of color, sole providers, aunties, and the granddaughters our grandmothers have prayed for. In this very moment, we are a living and breathing manifestation of the prayers of our relatives.

    While women, especially Indigenous women, are hardly ever recognized for our contributions in shaping the future, we have always been there making sure that all the work is done, that all the gardens are tended, that all the people are fed, and that the home is in order. We take up roles that some might say don’t belong to us, because women do what needs to be done in this life. So, while we often read about men in leadership positions, Indigenous women have always been leaders, leaders that carry others, leaders that heal wounds, leaders that consider the past, the present, and the future. Indigenous women and women of color are now leading the work to address trauma they and others have incurred over generations.

    We’ve carried the weight of ancestral trauma we didn’t understand. We’ve carried the burden of secrets, fears and truths we’ve never told. It is through our shared vulnerability and intentional inclusivity that decolonization, not just of this country; but of our minds and ways of life, can take place. This means rethinking our role in the community, stepping outside of what is comfortable, and reclaiming space. Our histories have been altered by the Indigenous women and women-identifying relatives who have sacrificed and blazed trails for us. Much like our ancestors, we have had to sacrifice and struggle to make ends meet, to provide, and often to survive. Today, though struggle is not absent, we have education and ancestral knowledge to pair with our collective voices that we can use to demand and make change.

    Change is scary because it forces us to rethink who we are and how we got here, while presenting us with a choice. We can choose old behaviors, despite our restlessness and dissatisfaction, our habitual ways are comforting and routine. Synonymously, change can be an origin point, a new beginning. Change provides us with a brief opportunity to rewrite our destiny if only we embrace it with an open heart and mind. It calls us out for the ways we have been complacent and begs us to set boundaries, break cycles, and stop shrinking ourselves. It asks, what is your medicine?

     

    Savanah’s great, great, grandmother Kills in the Woods Woman "Susan" surrounded by her daughters.

    Savanah’s great, great, grandmother Kills in the Woods Woman “Susan” surrounded by her daughters.

    Freezing Grants Freezes Students Out of Opportunities: Why the Native American Career and Technical Education Program (NACTEP) Matters 

    In 2018, the Carl D. Perkins Career and Technical Education Act was reauthorized to provide more than $1 billion in federal funding and was overseen by the Department of Education (DoE). Each year, nearly $18 million of this funding provides career and technical education programs for American Indian and Alaska Native students through the Native American Career and Technical Education Program (NACTEP). This competitive grant is open to federally recognized Indian Tribes, tribal organizations, Alaska Native entities, and eligible Bureau of Indian Affairs-funded schools.

    Funding amounts can range from $300,000 – $600,000 to support career and technical education (CTE) programs that lead to one-year certificates and two-year degrees. The award covers expenses for developing rigorous academic and technical standards, especially for high-skill, high-wage, or in-demand occupations; providing professional development to improve the quality of CTE teachers, principals, administrators, and educators; and offering stipends, tuition, books, fees, childcare, counseling, job placement, transportation, supplies, specialized tools, and uniforms necessary for students to fully and effectively participate in a CTE program.

    Tribal colleges and universities are some of the consistent recipients of this funding. While more recent data could not be located on the DoE or Perkins Collaborative Resource Network website (the branch of the DoE that oversees NACTEP) information from 2021 shows that 14 TCUs received grants under the program. Representatives from TCUs also participated in a Tribal Consultation held on July 23, 2024, to discuss NACTEP. Unfortunately, instead of outdated information, there may soon be no information on NACTEP available at all. In an email exchange with the NACTEP competition team they confirmed the 2021 list of grantees and stated that there was no timeline for a new competition.

    The application season for NACTEP opening on January 7 of this year but a notice regarding the FY 2025 NACTEP Grant states, “The Department will not fund applications received under this competition. This change ensures that all priorities and requirements for the Department’s FY 2025 grant competitions align with the objectives established by the Trump Administration while fostering consistency across all grant programs. Additionally, the Department is dedicated to optimizing the impact of our grant competitions for students and families, as well as enhancing the economic effectiveness of federal education funding.”

    However, by freezing NACTEP, the Trump Administration has diminished the impact of federal grant funding and economic and workforce development in rural areas, where the majority of Tribes and TCUs are located. The estimated funds available for FY 2025 were listed at $21 million, which would have supported the education of potentially thousands of Americans. This decision will detrimentally impact communities across the country if the Administration does not recognize the importance of economic and workforce development and reverse course. Depriving students of training needed to fill high-skill and in-demand positions, especially while the Trump Administration declares it’s a desire to increase industry within the nation, seems counterintuitive at best and like a crash course towards a workforce shortage at worst.

    We urge our supporters to call their elected officials and tell them NACTEP needs to be reopened for applications for the betterment of our students and communities.

    *In an email exchange with the NACTEP competition team they confirmed the 2021 list of grantees and stated that there was no timeline for a new competition.

    Emilio

    By Anselmo Ramon, TOCC Chair of Workforce and Community Development

    Emilio Ramon

    Emilio Ramon is Tohono O’odham and his grandparents are from the community of Vamori in the Chukut Kuk District located on the southern part of the Tohono O’odham reservation adjacent to the Mexico border. Emilio’s father is Matthew C. Ramon from upper Covered Wells in the Gu Achi District of the Tohono O’odham Nation.

    Emilio attended Living Word Academy in Sells for most of, what would be considered, fourth to tenth grade. The school did not have grade levels but one group of students of different ages. His education consisted of some instruction but mostly workbooks on the academic subjects he needed for his age level. The school suddenly closed due to lack of funding. He and his family were not sure why but knew that Emilio had to finish his high school education. Emilio’s mom, Madeline, brought him to Tohono O’odham Community College’s (TOCC) Hawks Nest Campus to inquire about our Pre-College GED program. After a brief overview, Madeline and Emilio decided the program would be his next step to finishing his high school education. Emilio was 17 years old when he entered the GED program in September 2023.

    The first steps in our program that Emilio completed were to pre-test in all of the GED subjects, identify the ‘most likely to pass’ subjects, get set up for testing, and receive the results to start the next step. The next step involved Emilio completing the official GED practice tests as he began working with our online GED Instructor, Ms. Bridget Taylor, via Zoom sessions. Once Emilio had the hang of online learning, lessons, homework, and working independently, he began to learn very quickly.

    The collaborative, supportive efforts from our Pre-College GED Team and Emilio’s commitment to staying focused and completing his GED requirements helped him to succeed, as he exceeded the levels required to pass in the first three standard GED subject exams and the Arizona Civics Test. Emilio’s fourth and final subject, and most challenging, was the GED math exam. Once all his other tests were passed, he was then placed with our GED math tutor, Ms. Linda Gates. Linda develops Individual Study Plans (ISPs) for math that identify what each student needs to know to pass the exam. She spent several months with Emilio on a weekly basis via Zoom. Upon completion and taking his final GED math exam, Emilio has been identified as the highest scoring student in GED math at our Pre-College GED program! The score was high enough to provide Emilio with the opportunity to earn college credits in math. He did so well on his final math exam that he had time to spare. We are all very proud of Emilio for making the effort to give it his all.

    I asked Emilio several questions about his work in math. Emilio shared that he didn’t know he would do so well in math, but thinking back on his education experience he didn’t recall any difficult math. When asked what helped him learn the level of math he needed to pass the official GED math exam, Emilio responded that Linda explained the ‘why’ to him – why he needed to know the type of math he was learning and why it could be challenging. He also mentioned that the Aztec software we use helped him and noted that the math on the software was more difficult than the actual GED math exam. Emilio shared that he likes to read, mostly comic books, and we know strong literacy skills contribute to strong high school equivalency outcomes. When asked what he would say to other GED students working on their GED, he replied, “Believe in yourself, practice your work, and don’t give up.”