Short Answer Questions

Tips for The Full Circle and TCU Scholarship applications

The Full Circle and TCU Scholarship applications have an essay style format with three short-answer questions.

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.

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News & Events

Democracy is Something That Makes Us Heard and Part of a Community

By Jennah Warner (Omaha Tribe of Nebraska), Nebraska Indian Community College

As a Native American, I believe democracy is something that makes us heard and part of a community. Native Americans have been practicing democracy for many years. Before my father and his father and his, democracy helped all of us, as a group, make the best decisions together.

The Iroquois Confederacy (consisting of the Mohawk, Oneida, Onondaga, Cayuga, Seneca, and later Tuscarora nations) operated under the Gyanashekar which translates to “Great Law of Peace.” This is one of the world’s oldest participatory democracies.

The democratic principles of Indigenous nations directly shaped the foundational governance of the United States. It was our ancestors who molded this land into what it is today. The concept of individual, sovereign states united under a single federal government is similar to the structure of Indigenous confederacies.

Democracy is what helps our community give input on the best way to make a decision because it doesn’t reflect one person’s opinion, rather everyone shares their voice and votes.

To me, democracy means that we all have a say in what goes on in our community no matter who we are. Together, we decide the best way to go about making a decision on any given issue.

In our tribe, we have council members. At council meetings, the council lets the community be a part of those meetings. The community brings problems to the council and they do what they can. Everyone receives help when needed and gives a helping hand when they can. The council makes sure nobody goes hungry, and the tribe has funds set aside in case of emergencies.

Rather than a simple majority rule, which can leave many dissatisfied, several tribal councils require unanimous or near-unanimous votes. This ensures every voice is weighed fairly.

I like how in our tribe, the election of officials is about who has done a lot for the tribe, has a good background, and has a good relationship with the people. I like how our people have close relationships and know who the person representing them on council truly is.

Workforce Pell Opens New Possibilities for Tribal Colleges and Communities

By Ahniwake Rose, President and CEO, American Indian Higher Education Consortium

Workforce development is not a new concept for tribal colleges and universities (TCUs). In many ways, it is part of why TCUs were created in the first place.

Ahniwake Rose, President and CEO, American Indian Higher Education Consortium

Ahniwake Rose, President and CEO, American Indian Higher Education Consortium

When tribal nations began chartering TCUs in the late 1960s, they did so in response to educational systems that too often failed to reflect Native communities, local economies, and tribal priorities. The first TCUs were established not simply to create access to higher education, but to prepare community members with the knowledge and skills needed to strengthen their nations and to create opportunities closer to home. Early TCU programs reflected the immediate needs of the communities they served, including vocational and technical training, workforce development, and associate degree pathways designed around local priorities.

Over time, TCUs expanded their programming to offer bachelor’s degrees, graduate programs, research initiatives, Native language revitalization efforts, health sciences, teacher education, business, STEM programs, and countless other fields. But the underlying purpose of TCUs has remained remarkably consistent: creating education pathways that respond directly to community needs and support long-term prosperity.

For TCUs, workforce education has never simply been about preparing students for jobs. It has always been about preparing people to return home and strengthen their communities, support their families, and help tribal nations thrive.

That long-standing work provides important context for understanding the impact of the Department of Education’s recently finalized Workforce Pell regulations.

In 2025, Congress enacted the One Big Beautiful Bill, which included the creation of Workforce Pell to expand Pell Grant eligibility for certain short-term workforce training programs. The legislation sought to create additional pathways for students seeking career-focused education and industry credentials while increasing access to workforce opportunities in high-demand fields. The Department of Education was then tasked with developing regulations to implement those statutory requirements.

Throughout the rulemaking process, the American Indian Higher Education Consortium (AIHEC) worked to ensure TCUs had a voice in the conversation and that the realities of the communities they serve were reflected throughout implementation. AIHEC submitted formal comments to the Department and raised concerns regarding tribal sovereignty, institutional size, rural labor markets, limitations in workforce data, and the operational realities facing TCUs. AIHEC also emphasized the importance of ensuring that implementation structures support— and not unintentionally limit—TCU participation.

As the final rule now moves toward implementation, several aspects may create meaningful opportunities for TCUs and their students.

One important provision recognizes tribal governments within the Workforce Pell approval process. While this may appear technical on the surface, it represents something much larger. Tribal nations understand their communities, local economies, and workforce priorities in ways that outside entities often cannot. Recognizing tribal governments in this process helps ensure that workforce priorities remain informed by local needs and community realities.

Workforce Pell also creates the potential to strengthen pathways into fields that many tribal communities are actively seeking to grow. Whether in healthcare, education, agriculture, technology, energy, skilled trades, or emerging industries, TCUs have long aligned educational opportunities with community needs. Workforce Pell may provide an additional tool to strengthen and expand these efforts.

For many students attending a TCU, educational journeys are not always linear. Students are often balancing employment, family responsibilities, caregiving roles, and community obligations while pursuing their education. Short-term workforce pathways may provide additional flexibility and entry points for students while still creating pathways into certificates, associate degrees, bachelor’s degrees, and beyond.

Importantly, many workforce pathways do not end with a single credential. A short-term certificate can become the first step toward continued education and career advancement. For TCUs, workforce education and traditional academic pathways have never been competing priorities; they often work together to support long-term student success.

As with any significant federal policy change, implementation will matter. Questions remain regarding accountability requirements, reporting expectations, and how these measures will function for smaller and rural institutions. Many TCUs operate in unique labor markets and serve student populations that do not always fit standardized models for evaluating workforce outcomes.

AIHEC will continue working closely with TCUs, tribal leaders, and federal partners as implementation moves forward. We will continue to monitor guidance, identify opportunities for clarification and improvement, and develop practical tools and resources to support institutions throughout implementation.

The success of Workforce Pell will ultimately not be measured by the publication of a final rule. It will be measured by whether students have greater access to opportunity, whether communities gain stronger workforce pathways, and whether TCUs have the support needed to continue serving as engines of education, economic development, and community wellbeing.

 

Rooted in Community, Growing Through Leadership

By Cassandra Scott, Tohono O’odham Community College S-ki:kig Maṣcama Ki: Phoenix Center Director
2025-2026 Indigenous Visionaries: Women’s Leadership Program

Leadership can be described as guiding others, but for me, leadership has always started with grandma’s teachings, words, and guidance. She valued relationships, service, and community. Throughout my career in higher education and tribal education programs, I have learned that meaningful leadership is not about having all the answers. My grandmother’s legacy reminds me it is about listening, creating opportunities, and helping others see what is possible for themselves.

Decades ago, my journey began in student services and financial aid, where I worked directly with students and families navigating systems that felt overwhelming. Over the years, I served in advising, outreach, recruitment, scholarship programs, and tribal education initiatives across Arizona institutions. Each role strengthened my understanding of the barriers many Indigenous students face. However, as Indigenous people we have innate strength and uncharted potential within ourselves.

Currently, I serve as the Director of the Phoenix Center for Tohono O’odham Community College, an urban site serving Native students and community members in the Phoenix area. This role challenges me every day to think beyond traditional leadership models. Building an urban tribal college presence requires collaboration, trust, and visibility within the community. It requires balancing operational responsibilities while creating welcoming spaces where students are seen, supported, and connected to culture and education.

Participating in the Indigenous Visionaries Women’s Leadership Program cohort through the American Indian College Fund has encouraged me to reflect more deeply on my own growth as an Indigenous leader. The experience has reminded me that leadership is not a destination but an ongoing journey of learning, humility, and self-discovery. Listening to the stories and experiences of other Indigenous women leaders reinforced the importance of grandma’s words. I was blessed to spend my childhood with her; she created a realm of care, authenticity, and support which guides me as I navigate professional and personal responsibilities.

As Indigenous leaders, many of us carry the responsibility of creating pathways for future generations and the commitment to honor those who came before us. I think often about the students who are searching for belonging, encouragement, and representation within higher education spaces. I strive to lead in a way that helps students feel empowered to pursue their goals while remaining grounded in their identity, culture, and language.

My leadership journey continues to evolve, but one lesson remains constant and impacts me every day: grandma’s leadership rooted in tradition. When we lead with compassion, cultural understanding, and purpose, we create spaces where Indigenous students, families, and communities thrive.

Yitanibah Lee visiting with grandchildren and great grandchildren.

Yitanibah Lee visiting with grandchildren and great grandchildren.

Yitanibah Lee playing Pictionary with us grandchildren.

Yitanibah Lee playing Pictionary with us grandchildren.

Yitanibah Lee participating in an event at her senior center.

Yitanibah Lee participating in an event at her senior center.

Yitanibah Lee with visitors, she loved photos.

Yitanibah Lee with visitors, she loved photos.