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.

Related Pages

Application Tips

Application FAQs

Additional Scholarships

College Success

Students Social Media

News & Events

American Indian College Fund Expands Program to Develop and Refine Native Arts and Culture Curriculum

American Indian College Fund Expands Program to Develop and Refine Native Arts and Culture Curriculum

Denver, Colo., June 18, 2026 — The American Indian College Fund’s (College Fund) Native Arts Program was renewed with a $2.4 million dollar grant provided by Margaret A. Cargill Philanthropies. The Choin Cha Ha Poo Chew Chew Wha Von Nom: Beading Cultural Knowledge Together grant will continue to support tribal colleges and universities (TCUs) to develop and refine Native arts curricula and offer community-based workshops for students and community members.

Now in its fifth grant cycle, the Native Arts and Culture Program continues the College Fund’s commitment to expanding community-centered arts programming, uplifting cultural knowledge keepers, and fostering vibrant Indigenous pedagogy across TCU campuses. TCUs provide accessible Native Arts and Culture programming based on traditional knowledge, language, and culture to their communities while supporting student and community artists by sharing Indigenous artistic tools and methods to expand their cultural knowledge and skills.

The Native Arts Program helps tribal colleges and universities in developing arts curricula and hosting community-based workshops.

The Native Arts Program helps tribal colleges and universities in developing arts curricula and hosting community-based workshops.

Previous activities funded by the program are as diverse as the Native communities the tribal colleges serve. United Tribes Technical College, located in Bismarck, North Dakota, developed curricula for seven Native Arts courses during their grant period. Iḷisaġvik College, located near the Arctic Circle in Alaska, recorded lessons to preserve traditional knowledge about cultural practices such as scrimshaw (ivory carving on walrus tusk), fish skin tanning, doll making, and baleen basketry. Salish Kootenai College in Pablo, Montana, hosted workshops to teach how to create cattail mats and play traditional stick games. Aaniiih Nakoda College in Harlem, Montana, hosted workshops about hand drum making, quilling, breast plate making, star quilting, and traditional doll-making that created space for community members to gather and expand their cultural knowledge.

Tribal colleges located in Alaska, Arizona, Montana, New Mexico, North Dakota, South Dakota, Washington, and Wisconsin are eligible to participate in the program. Grants will be awarded to up to six TCUs for curriculum development and to up to 12 TCUs for community grants. Each grant award is for three years.

Chery Crazy Bull, President and CEO of the American Indian College Fund, said, “Native arts are a physical representation of Indigenous ways of being and relationship to all around us. Native Arts programming, such as Beading Cultural Knowledge Together, is critical for uplifting the voices of our artists whose work combines wisdom and beauty as it helps to sustain our communities.”

Jerica Leavitt is an associate professor of Iñupiaq Studies at Iḷisaġvik College who grew up in the community and was a student in the program before she began her career in the department 13 years ago. She said students from the North Slope villages who attended the cultural camp in 2024 still talk with excitement about their experience on the land and what they learned about the traditional ways of catching and cutting fish for food and preparing the skin for leather.

Read more about the Iḷisaġvik College cultural camp here!

About Margaret A. Cargill Philanthropies – Margaret A. Cargill Philanthropies (MACP) provides meaningful assistance to society, the arts, and the environment. Based in Minnesota, MACP is the umbrella over two grantmaking foundations: Margaret A. Cargill Foundation and Anne Ray Foundation. Rooted in guidance from our founder, Margaret Cargill, we engage with strategic partners to support work that makes a lasting difference for communities, with particular attention to overlooked causes. Our global funding spans seven domains connected through common strategies and approaches: Animal Welfare, Arts & Cultures, Disaster Relief & Recovery, Environment, Legacy & Opportunity, Quality of Life, and Teachers & Students. The collective assets of MACP place it among the largest philanthropies in the United States.

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.

Holding the Sacredness of Diverse Identities

According to the U.S. Census Bureau, just 2.9% of the U.S. population identifies as American Indian or Alaska Native, either alone or in combination with another race. Within that small percentage, those identifying as 2SLGBTQ+ make up an even smaller population. For many queer Native people, especially those living on reservations and rural areas, access to Pride celebrations can be limited, and there may be few other queer Native people nearby. 

For American Indian College Fund scholar Eunice (Cheyenne River Sioux), she/they, this reality makes visibility and celebration even more important. While working toward their master’s degree in Lakota Leadership and Management at her tribal college, Oglala Lakota College (OLC), Eunice embodies leadership in every aspect of their life. 

As a Lakota community member, queer person, and 2024-25 Miss He Sapa Win, embracing their queer identity has shaped the way they show up in the world. Grounded in a deep sense of belonging, Eunice is committed to ensuring everyone, no matter how they identify, feels that warm handshake of care and connection in every space. 

It’s not uncommon for 2SLGBTQ+ Natives to carry the extra weight of having to navigate systems and spaces that have been instilled with bigotry, stereotypes, and ignorance. With more inclusive representation, 2SLGBTQ+ people can see themselves and their identities reflected in ways that are empowering rather than isolating and burdensome. 

Creating safe and affirming spaces for all takes help from everyone. Eunice shares that their professors at OLC ensure not only that everyone’s pronouns are known, but that they also are used and respected across the entire college and tribal community. 

As the first historically openly queer royalty, Eunice used her reign as Miss He Sapa Win as an opportunity to show up authentically and to be true to who they are. “I am non-binary and wasn’t afraid to introduce myself to fellow princesses, dignitaries, and dancers as such,” says Eunice. “It has made me feel so proud of our 2SLGBTQIA+ communities in how they welcomed me and that we know there are no boundaries to what you can accomplish.”

Eunice is leading by example, using her education and personal experiences to be the representation we all deserve to see: one that uplifts the diverseness in our identities and holds space for us to be the best, most true version of ourselves.

 

Reclaiming Democracy by Centering Community 

By Marcel Blackbird (Omaha Tribe of Nebraska), Little Priest Tribal College

As a Native American living on the Winnebago Reservation, democracy means having a voice, accepting responsibility, and working for the good of the community. Long before the United States was founded, Native nations had systems of leadership, governance, and collective decision making that emphasized accountability and service to the people. Those traditions continue today through tribal governments, community involvement, and the guidance of our elders.

My understanding of democracy comes not only from my Native heritage, but also from my life experiences. I am a former incarcerated individual who was given a second chance to rebuild my life. There was a time when I felt disconnected from my community and uncertain whether my voice mattered. Through perseverance, service, and personal growth, I learned that democracy is not just about having rights; it is about taking responsibility for the future of your community.

One of the most important lessons I’ve learned, has come from my paternal grandfather who served as Chairman of the Omaha Tribe. He often told me, “You can never please everyone. As a tribal leader you need to do what is going to be the most beneficial for majority of the tribe.” That lesson has stayed with me throughout my life. Democracy is not about making everyone happy. It is about listening, weighing different perspectives, and making decisions that strengthen the community.

Today, as a member of the Winnebago Tribe Utility Board, I carry that lesson with me. Democracy is not something I simply vote for—it is something I practice by helping make decisions that affect the lives of tribal members today and future generations.

As America approaches its 250th anniversary, I believe Native people should be included as living nations and living communities, not just as part of the distant past. Too often, Native Americans are discussed only in history books, while our modern contributions and challenges are overlooked.

The story of America did not begin in 1776. Native nations existed here long before the founding of the United States, with their own governments, economies, cultures, and systems of leadership. America’s 250th anniversary should recognize that truth while also celebrating the resilience of Native peoples who continue to preserve our languages, traditions, and sovereignty.

I want future generations to learn not only about the hardships Native people endured, but also our strength, innovation, and continued contributions to society. Native voices should have a seat at the table in conversations about America’s past, present, and future.

Reclaiming democracy begins with participation. As Native people, we reclaim democracy by voting, serving our communities, protecting tribal sovereignty, supporting education, and encouraging our youth to become future leaders. We reclaim democracy by making sure Native voices are heard in local, tribal, state, and national conversations.

As Americans, we reclaim democracy by remembering that every person has value and deserves an opportunity to contribute. My own experiences taught me how easy it is to feel excluded from society after making mistakes. Democracy becomes stronger when people are given opportunities to learn, grow, and participate rather than being permanently defined by their past.

For me, democracy is ultimately about hope. It is about believing that people can change, communities can grow stronger, and future generations can build on the sacrifices of those who came before them. As a Native man, a father, a community volunteer, and a tribal board member, I believe reclaiming democracy means honoring our history while actively shaping a better future for the next seven generations.