Short Answer Questions
Tips for The Full Circle and TCU Scholarship applications
These sections are your chance to share your story and give readers an opportunity to see how a scholarship would help you achieve your stated educational and professional goals and require you to discuss three elements: an obstacle that you have overcome in order to get to where you are now; your educational goals and how this scholarship will help you achieve those; and how your education will help your Native community.
We recommend that you type out your responses to the short-answer question in a Word document (like this template) to ensure safe keeping if you need to abandon the application before submission.
To enhance this section, start by creating an outline of your thoughts and initial answers to each question. The outline does not need to look perfect, but it will allow you to start thinking about and organizing these questions and how they relate to each other.
Here are two sample outlines to help get you started:
- A Visual Outline for those who prefer to see the outline as part of the big picture.
- A Textual Outline for those who prefer a more linear approach.
- Whichever outline you choose, remember that they are not meant to be exhaustive. They are designed to help you organize your thoughts and begin planning for writing your final responses.
- There is no right or wrong answer for these questions, but it is very important that you provide a thorough response to each short-answer question.
As always, don’t forget to check your grammar and spelling!
NOTE: The short-answer section is ONLY available in the application, not in the profile. This means you must have all of your application ready (INCLUDING YOUR TRANSCRIPT READY TO UPLOAD) when you answer these questions; otherwise your answers will not be saved.
Related Pages
Students Social Media
News & Events
From The Chippewa Cree Perspective
Miwahsin Kiksepahyahw Niwahkomahkahnahk! Good morning relatives and friends, it is a breezy afternoon here on the Stone Child College campus on Rocky Boy’s Reservation in north-central Montana. With this blog we’re providing a perspective on life as a Native American person navigating the world of higher education, traditional teachings, and Native life in the modern era; specifically, from the perspective of a member of the Chippewa Cree (Neiyahw/Nacowino) Tribe.
We are the only American division of the Cree Nation, which extends across the majority of Canada with an arm of the Ojibwe from Red Lake, Minnesota. Our two tribes came together resulting from ever encroaching westward expansion during the late 19th century. The bands of Chief Little Bear (Imasees) and Chief Rocky Boy (Ahsiniwiin) came together to make a modern living on the remnant lands surrounding Fort Assiniboine. Since then, we have created a culture all our own, following traditions of both tribes as best we can to usher our people into contemporary American society while maintaining our cultural identity.
The Chippewa Cree Tribal Business Committee chartered Stone Child College in 1984 to aid in the preservation and maintenance of our culture and language and provide educational training for our people. Since then, we have continued to offer post-secondary educational opportunities that promote pride in our Chippewa Cree heritage. Most recently, the American Indian College Fund awarded us funding to revitalize existing Native American Art with an emphasis on Chippewa Cree art in a certificate program. As a part of that project, we conduct interviews with local artists from Rocky Boy to get to know their crafts by way of their own stories.
Stone Child College’s very own art instructor, Mr. John Murie, world-famous for his skill in beadwork, was our first interview. John is an enrolled member of the Chippewa Cree Tribe who was raised on the reservation and learned his craft through teachings passed down in his family. His grandmother, Mary Lodgepole, and his aunt, Cynthia Murie, were prominent mentors in his early years. They taught him traditional sewing techniques that produce high-quality stitches and comfortable fits for moccasins. Since boyhood, they also taught him how to look to nature for inspiration; how to observe the colors of the different seasons, the features of the earth, and the hues of sky to mix colors that appeal to the eye.
John’s use of color schemes, patterns, and symbols all come from that ancestral knowledge passed to him by his mentors, as well as the teachings and stories that accompany each design. He became a grass dancer in his early years. As he grew older, everything that he learned from his family inspired him to start to make his own regalia, and he continued to progress in his beadwork. Learning early that high-quality artwork comes from high-quality product, he followed the tradition of using the choicest brain-tanned, deer hides, provided by his uncle, when making his moccasins. He typically uses size 11 or 13 beads, as his grandmother would, to ensure his designs have the best detail.
His creations represent his views of the world, of nature, and the Native American experience in general, because we as Native peoples have a similar worldview and philosophy towards life. John believes, as do we all here at Stone Child College, that it is of the utmost importance that stories of our history, culture, and art forms, are narrated by us and not by outsiders. Telling our own story, with respect to each Tribe’s traditions and culture, is the future of Native art and education here at Stone Child College and in Indian Country as a whole, from our perspective, from the Chippewa Cree perspective.
Video of John Highlighting His Work
Waabaabigan, Working with Our Namesake
By Ian Anderson, Cultural Coordinator at White Earth Tribal and Community College
Boozhoo akina awiya (Hello everyone)! Our featured artists this month are Janet and Eliza Klarer! Janet and Eliza are White Earth Ojibwe artists who work with a wide array of art mediums. They are a mother-daughter duo who teach Woodland-style pottery and other traditional art forms throughout the region. Janet learned how to make traditional pottery from her mother, Judy Toppings. Her mother worked throughout her life to help revitalize traditional White Earth clay lifeways, from traditional gathering practices all the way to finished pottery. Judy taught these ways to many people throughout our community and passed it along to her daughter and granddaughters. It was important to her to help make working with White Earth clay accessible to everyone, and to help our community build a good relationship with the land here. This is especially important because White Earth clay is the namesake of our reservation, Gaa-waabaabiganikaag, meaning, “Place where there is an abundance of White Clay.”
This summer at the White Earth Tribal and Community College, Janet and Eliza hosted a four-day workshop on how to work with clay. Over these four days, they taught how to gather, process, mold, and fire clay pottery using traditional methods. This helped to de-mystify the process and make it more accessible to our community, so that others can help to carry this knowledge forward. When asked about her perspective about this work, Eliza had this to say:
“I am excited to share my clay work with my community, I hope that by having my work in our local gallery, I may inspire others on the reservation to shoot for the stars and that anything is possible through the power of community.
I feel it is impossible to share my story without including my grandmother Judy Toppings, as she was the driving force that inspired my artistic abilities. It was through my grandmother that I started exploring the art of sculpting with clay, among other media such as birchbark, sewing, and beadwork. She was a teacher and multifaceted artist, and my mother, my sister, and I were her assistants for some of her clay classes with the community. During these classes, I started playing with sculpting little animals, who did not come out of the fire in one piece. I am proud to say that 15 years later, I made two tiny raccoons with clay. Although fired with modern kilns, they survived and looked adorable, which led me to create more raccoons with my hand-processed clay from our White Earth Reservation and firing them successfully in the primitive fire pit.
With my grandmother as an example, I hope that I may continue her work in sharing traditional woodland pottery techniques, and their significance in human history, with anyone who wishes to learn. I am thankful to my mother for her support of my path to becoming an artist and for being her partner in teaching others about this ancient art form. In teaching how to work with clay, we help people learn about themselves, as it can be therapeutic to some and a sensory overload to others. By doing this work we reveal the clay artists of the next generation, and I think that is worth something.”
Jonathan Breaker, TCU Student Success Program Officer, Earns Strategic Enrollment Management Endorsement
Jonathan Breaker, TCU Student Success Program Officer, Earns Strategic Enrollment Management Endorsement
Congratulations to Jonathan Breaker (Blackfoot/Cree from the Siksika Nation in southern Alberta, Canada) for being one of an elite group of 83 individuals internationally who has earned his Strategic Enrollment Endorsement (SEM) from the American Association of Collegiate Registrars and Admission Officers (AACRAO). Breaker is also the first person from New Mexico to earn this endorsement, which signifies he has developed strategic enrollment management skills to meet the current and future challenges in the industry.
NEWS RELEASE
For Immediate Release: 12/17/24
Contact: Dr. Christopher Tremblay (sem-ep@aacrao.org)
ENROLLMENT MANAGEMENT PROFESSIONAL EARNS ENDORSEMENT AND DIGITAL BADGE
WASHINGTON, DC—Jonathan Breaker, Tribal Colleges and Universities Student Success Program Officer at the American Indian College Fund, has earned the Strategic Enrollment Management Endorsement from the American Association of Collegiate Registrars and Admission Officers (AACRAO).
Breaker is among an elite group of only 83 individuals internationally and is the first person from the state of New Mexico to earn this endorsement. Breaker is receiving the SEM Endorsement Badge through Credly and his name will soon appear in the national registry.
This endorsement signifies that Breaker has developed skills in the field of strategic enrollment management to meet the current and future challenges in the industry. Proficiencies in a variety of aspects of enrollment management have been achieved.
Jonathan Breaker, Tribal Colleges and Universities Student Success Program Officer at the American Indian College Fund
About the Graduate
Breaker is Blackfoot/Cree from Siksika Nation in southern Alberta, Canada. He earned his Bachelor of Arts in Sociology from the University of Calgary and completed his Master of Public Policy and Administration at Carleton University in Ottawa.
Breaker has a background working at and with Tribal Colleges and Universities. He served the Institute of American Indian Arts (IAIA) for eight years in recruitment, admissions, and dual credit programming as Assistant Director of Admissions, later managing community and adult education and non-credit programming as Continuing Education Manager.
Before this, he worked for a decade in the public service in the Government of Canada, advising on Indigenous issues and programs, cultural policy, international relations, and Indigenous treaty rights and consultation. Breaker has worked extensively with tribal nations in Canada and the United States and has presented at Indigenous education conferences in and outside Indian Country.
About the Endorsement
AACRAO’s Strategic Enrollment Management Endorsement Program provides a well-defined, self-paced professional development program and career advancement track for in-service enrollment service professionals.
The endorsement is a unique credential in the field and provides assurance of a strong foundation and understanding of enrollment management functions in a higher education setting. This endorsement is an international acknowledgment of enrollment management professionalism.
About the Program
Through a series of educational experiences with defined learning outcomes, SEM-EP is an accepted structure that underscores a set of uniform activities guided by association and industry best practices and resources. Admission to the program is competitive.
About AACRAO
Founded in 1910, AACRAO is a nonprofit, voluntary, professional association of 15,500 higher-education professionals who represent roughly 2,300 institutions in more than 40 countries.
AACRAO represents institutions in every part of the higher education community, from large public institutions to small, private liberal arts colleges. Its mission is to provide professional development, guidelines, and voluntary standards for higher-education officials regarding best practices in records management, admissions, enrollment management, administrative information technology, and student services.
Research, guidance, and best practices are shared with members and other higher-education stakeholders through training, publications, journals, and consulting services.
