The First Nations Launch (FNL) program is not just about building rockets — it’s about building futures. In fact, FNL is transforming the aerospace landscape for Indigenous students. What began with a few tribal colleges has evolved into a dynamic program that fosters talent across 96 tribes, 44 institutions, and 19 states, with participants from Canada testing their skills as well. Blending technical challenges, professional networking, and cultural integration, FNL has become a powerful force for Indigenous representation in STEM. Designed to equip Indigenous students with aerospace engineering and design skills, the program also fosters personal growth, community building, and cultural pride.
North Dakota EPSCoR Charts an Aerospace Trajectory
Authorized in 1992, the NASA Enhanced Program to Stimulate Competitive Research (EPSCoR) aims to enhance aerospace research in states and regions where it has been historically underrepresented. In North Dakota, the initiative is fostering diversity in STEM by building partnerships and creating opportunities, particularly for Indigenous students. The focus extends beyond research development to creating a pipeline for Native students in STEM fields.
A cornerstone of this effort is the Nurturing American Tribal Undergraduate Research and Education (NATURE) program, which began in 1998 as an informal partnership between North Dakota State University and Turtle Mountain Community College. Officially adopted by ND EPSCoR in 2006, NATURE offers a suite of educational outreach programs, including tribal college summer camps, Sunday academies, and university summer camps. These programs are designed to engage Indigenous pre-college and tribal college students in STEM through hands-on activities, workshops, and mentorships. Over the past 25 years, thousands have participated, with nearly 500 K–12 students involved between 2020 and 2024 alone.
The program also connects participants with peers and professionals through events like the annual ND EPSCoR State Conference, where students present research. By combining research support with cultural sensitivity, ND EPSCoR opens doors for Indigenous students in STEM while contributing to NASA’s mission of broadening diversity in aerospace.
Skill-Building Through Teamwork
Along with a technical education, FNL participants learn project management, written and oral communication skills, and teamwork, all while incorporating Indigenous culture. This integration offers students the opportunity to express their identities while gaining skills in engineering and science. Initially, the program limited participation to tribal colleges and universities to prevent larger institutions from overshadowing smaller teams. Over time, FNL expanded eligibility and now in addition to TCUs welcomes students from Native American–serving nontribal institutions and AISES College Chapters.
Participation begins with a notice of intent to compete, followed by a kickoff event where teams present proposals and test preliminary rocket designs. These proposals mimic the structure of scientific studies, preparing students for graduate school or industry. While the competition culminates in a rocket launch, teams also submit detailed technical reports and give presentations that simulate real-world engineering challenges. The structure ensures that every participant gains a well-rounded aerospace experience. “We have created a curriculum that will take students to greater levels. We wanted to give them an opportunity to compete at a level where they have the skills or can acquire the next set of skills they need,” says Christine Bolz, FNL program director and assistant director of the Wisconsin Space Grant Consortium, which hosts the final public rocket launch competition.
A significant challenge for participants is balancing FNL responsibilities with academic demands. Since the competition takes place in the spring, students must also juggle final exams and semester projects, and attrition is common. “The biggest hurdle they face is project management,” says Rob Cannon, FNL program manager. “This may be their first major engineering program, or they’re just early on in their college careers.” Given the challenges, completing FNL is an accomplishment that resonates far beyond the launch and may be the most potent accomplishment on a student’s resume.
Collaboration and Community
What sets FNL apart is its strong sense of community. The program fosters collaboration among teams, and participants share resources and expertise, creating bonds that often extend beyond the competition. Lisa Redsteer completed the program in 2014 and is now the FNL advisor for Northwest Indian College. “I grew up with FNL,” she says. “It’s a community of Natives who aren’t there just because they want to launch rockets — they want to see others succeed. You’re competing with these schools, but you want their experiments to go well. You develop a kinship, and then see them at AISES and get life updates. Watching Natives succeed is the biggest reward.”
This sense of kinship extends to the event itself. Participants, advisors, and judges gather for a welcome breakfast and a closing banquet where they share stories, celebrate achievements, and network. For many, the experience is transformative, providing both technical skills and a newfound confidence.
Melding Culture and Science
FNL weaves cultural elements into every aspect of the competition. From the blessings offered by elders to designs for rockets and patches, participants celebrate their heritage. Students often merge Indigenous themes with aerospace motifs, many teams incorporate tribal symbols and materials in their rocket design, and some perform traditional ceremonies, like smudging. “It’s emotionally overwhelming sometimes,” says Dr. Bret Benally Thompson, an AISES elder and FNL cultural advisor. “It’s just beautiful to watch the students come together and work as teams. It’s a huge accomplishment and one of those things they’ll carry with them throughout their life.”
Liftoff Across Turtle Island
In 2019, Queen’s University in Ontario became the first Canadian team to participate, quickly becoming a top contender. “If you don’t do an internship this is pretty much as close as you can get to a real-world, problem-solving experience in engineering,” says Melanie Howard, Queen’s University FNL advisor. The team initially struggled to secure funding, as the grants for FNL teams are U.S.-based. But their determination caught the attention of the Canadian Space Agency, which now supports their efforts and has paved the way for new Canadian teams to join. Despite financial challenges, the Queen’s Q-AISES team consistently ranks among the best, with the roster of 24 students divided into subgroups, each with its own leader, mirroring real-world engineering projects.
The MIT team also exemplifies excellence and resilience. MIT junior Hailey Polson joined FNL as a first-year student, modeling rocket parts in software. By her sophomore year, the aerospace engineering major was team captain, taking on responsibilities like airframe construction and mentoring new members. Under Polson’s leadership, the team won first place, and she secured an internship at Blue Origin. “The best part of competing for me is working with Indigenous engineers who are passionate about rockets and space,” Polson says. “The team has become a support system. Spending so much time together, we’ve become close. I get recommendations from my team friends about what classes to take, how to talk to professors, and all that ‘this is how you get through school’ advice.” The team’s success comes from that ability to work together — and they are quick to help other teams succeed as well.
FNL alumni have gone on to make their mark in aerospace. Abigail Reigner, a former participant, is now a systems engineer at NASA. “FNL is an incredible program for Indigenous students, whether they are pursuing STEM or not,” she says. “Teamwork, management, and communication are skills relevant to any job, and honing them early through programs like FNL will make you stand out.”
The program not only prepares students for careers in STEM but also empowers them to bring their skills back to their communities. And it’s not just scientists and engineers who compete and benefit. Participants from technical trades find their place in FNL and in aerospace and are equally vital parts of a large system. Electricians, HVAC technicians, welders, and many more contribute their important skills. Many alumni use their skills to address issues on their reservations, and others return to FNL to serve as advisors or judges.
By providing a platform for Indigenous students to explore aerospace engineering while celebrating their heritage, FNL has had a lasting impact on individuals and communities alike. As the program continues to grow, it serves as a beacon of what’s possible when talent, culture, and opportunity intersect. For the FNL participants, the sky is not the limit — it’s just the beginning.
