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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American Indian College Fund Creates Seven-Year Funding Plan to Transform Native Education with $70 Million Yield Giving Investment

American Indian College Fund Creates Seven-Year Funding Plan to Transform Native Education with $70 Million Yield Giving Investment

Plan focuses on a listening-first strategy centered on Native students, tribal colleges and universities, wellness, and long-term sustainability.

DENVER, Colo.— October 29, 2026 — As the public debates the value of a higher education nationwide, in Indian Country, there is no debate. Native people know first-hand how education provides opportunities, strengthens families, provides better physical and mental health outcomes, and helps build sustainable communities. To expand the education impact in Native communities, the American Indian College Fund (College Fund) created a seven-year plan anchored by a transformative $70 million unrestricted gift from Yield Giving on behalf of Mackenzie Scott. This gift is the second and largest investment the College Fund has received in five years from the foundation.

To create maximum impact, the College Fund first met with Native students, tribal college and university (TCU) presidents, community members, and its board of trustees, ensuring appropriate responsiveness to stakeholders’ long-term needs. Working together, they developed a thoughtful, measured strategy to create sustainable impact for generations and strengthen the College Fund’s ability to fulfill its mission.

The plan benefits students through expanded programs for TCU scholarships, college success coaching, wellness and academic resources, internships, career assessment, and mentoring. It also strengthens student pathways from college to careers, expands a family-friendly campus initiative, and strengthens culturally reflective wellness programs. Tribal colleges will enjoy increased sustainability through faculty development, expanded institutional capacity, expanded cultural and environmental programming, curriculum, research, governance training, and increased community awareness through multimedia public education and public service campaigns. Finally, the College Fund will strengthen its long-term ability to support Native students and TCUs through visibility projects and a $20 million investment in a designated endowment.

Cheryl Crazy Bull, President and CEO of the American Indian College Fund, said, “This gift gives us more very welcome resources to build on our history of success with supporting Native students and tribal communities. We built this plan by listening first. By pairing scholarships with culturally relevant support programs and institutions, Native students graduate and enter careers to serve their communities. We know a teacher can change lives, and a health-care worker can save them. Both professions require a college degree. Thanks to Mackenzie Scott’s gift, we can continue building the lasting change that education provides to the well-being and prosperity of our Native communities. We say wopila—thank you—to Mackenzie Scott for her trust in the College Fund and our mission to create stronger Native families and communities.”

Scott’s investment is being made as chronic federal and philanthropic underinvestment in Indian Country is occurring, according to a report released by the American Indian College Fund and Brookings in August, “The Underinvestment in Indian Country: How federal and philanthropic funding to Native Americans falls short, and how to fix it.” Less than 1% of U.S. philanthropic investment serves Indian Country, while federal investments reverted to pre-pandemic levels of underfunding despite the government’s trust and treaty obligations.

Underfunding contributes to a college completion gap in Indian Country, with U.S. Census data showing currently only 16% of American Indian and Alaska Native adults have earned a bachelor’s degree or higher, compared with 33% nationally.

College Fund research shows its scholars graduate and enter careers at a rate 1.5 times higher with support beyond scholarships. Investing in students and tribal colleges is a wise public investment, with every dollar spent on TCUs netting taxpayers a $1.60 return, according to Building Local Economies of Scale: The Impact of Tribal Colleges and Universities in Rural America, a study published last year by the American Indian Higher Education Consortium. College graduates have better economic outcomes, earn higher salaries, and communities earn greater tax revenues while spending less on assistance and health programs. Higher education is not charity but a forward-thinking investment in Native people and surrounding communities. Yet TCUs continue to be underfunded despite their strong public return.

By using Yield Giving’s investment, the College Fund will strengthen student programs and initiatives at TCUs and continue its positive impact on Native students and communities for generations to come.

About the American Indian College Fund — The American Indian College Fund (the College Fund) has been the nation’s largest charity supporting Native higher education for 37 years. The College Fund’s tagline is “Education is the answer” and provided more than $26 million in scholarships and other student support for higher education in 2025-26. Since its founding in 1989 the College Fund has provided more than $434 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. To learn more, please visit collegefund.org.

Journalists: The American Indian College Fund does not use the acronym AICF. On second reference please use the College Fund

From Marine to Mentor: Carl Compton’s Journey Home

By Robert DeCoteau, Director of Workforce Education, NWIC

Northwest Indian College (NWIC) serves the Indigenous communities of the Pacific Northwest and beyond, rooted in the values of our ancestors. One of our key pathways is the High School Completion program, offered in partnership with Bellingham Technical College. We understand that learning happens far beyond the classroom walls. That’s why our competency-based system awards credit for life experience – whether it’s military service, cultural leadership, or raising a family. We don’t just help students finish high school; we validate the knowledge they’ve carried with them all along.

Carl Compton is a testament to resilience and duty. A proud member of the Choctaw Nation, his roots in Oklahoma run deep. After finding his footing at Chilocco Indian Agricultural School, near Ponca City, and earning his GED, he answered the call to serve. Carl honorably completed two tours in Afghanistan with the United States Marine Corps, carrying the strength of his heritage into every situation. Now, he brings that same discipline and dedication to his education, building a future as impactful as his service.

Reintegrating into civilian life was a battlefield of its own for Carl. Without the Marine Corps’ rigid structure, he drifted toward alcohol, lacking a clear direction. But his warrior spirit found a new home. Guided by the Kiowa War Mothers – an organization born from ancient protectors like the Calf Old Women – he reconnected with his heritage. Carl took a profound step, becoming a Sun Dancer in the Cheyenne tradition. Embracing the grueling four-day dance and offering his suffering as prayer, he transformed his struggle into strength. He found that true service doesn’t end with the uniform; it’s a lifelong commitment to his people.

Mr. Compton didn’t immediately pursue further education, and when he finally sought proof of his GED, he hit a wall. The awarding institution had closed, and the transition to digital records erased his file – another roadblock in a life full of them. But when he applied to NWIC, he didn’t back down. Recognizing his intelligence and drive, our program stepped in. Through our partnership with Bellingham Technical College, we crafted an Individual Education Plan that credited his military service, cultural leadership, and employment history toward his diploma. Carl already had the education; he just needed it to be recognized. He quickly cleared the remaining hurdles and earned his Adult High School Diploma in Spring 2025.

Carl is now enrolled in our Chemical Dependency program, pursuing an associate degree in drug and alcohol counseling. His mission is twofold: to serve the Lummi Community here at our main campus, and to maintain his vital connection to his people back home in Oklahoma through periodic visits. He’s excelling academically and has applied to become the next peer mentor for our high school completion students. We all consider ourselves lucky to have him – his journey from lost Sun Dancer to dedicated guide proves that the hardest roads often lead to the best destinations.

Carl Compton’s story reflects the heart of NWIC’s mission: to lift up our students by honoring their past as they build their future. By bridging the gap between his military service and his calling as a counselor, we helped ensure that our student’s wisdom found its rightful place in our communities. From the Sun Dance grounds of Oklahoma to the classrooms here in Bellingham, we are proud to walk alongside him.

Student Ambassador Begins Journalism Career as Voice for His People

Joseph Morales Student Ambassador

Joseph, Student Ambassador

Joseph (Tohono O’odham Nation) is an English major at Arizona State University and recent American Indian College Fund (College Fund) Student Ambassador. His burgeoning career as a journalist has taken off before he has even graduated from ASU. Over the summer, Joseph served as a 2026 Indigenous Journalism Fellow for the Indigenous Journalist Association. Now, his first article has been published by Catalyst Planet. Joseph is using his education to focus on community storytelling and representation as illustrated by his article on the threat border wall construction pose to the Tohono O’odham Nation. The College Fund is dedicated to supporting student success in the classroom and beyond. And Joseph’s article allows readers to follow his progress as he balances college and career for the betterment of his community.

Read his article here!