Eligibility: A student with a 90% cumulative grade point average in a college preparatory program and 1150 or higher on the SAT or a 28 or higher on the ACT who receives a nomination from her guidance counselor or a Wells College alumna will automatically be named a Henry Wells Scholar. Furthermore, all women nominated by their high school guidance counselors or Wells College alumnae will receive consideration for these prestigious awards.

To receive a brochure with a nomination ballot, contact the Admissions Office at 1-800-952-9355. You may also submit an electronic nomination. The deadline to submit nominations is February 1 of a student's senior year.

Through the Henry Wells Scholars program, students are encouraged to connect their classroom studies with hands-on, real world experience. At Wells College, experiential learning is integrative, based on the process of making learning experiences meaningful. Classroom learning is the foundation for further inquiry; in the classroom, students engage in learning through discussion, case studies, group projects, and laboratory work. They are then able to apply their classroom learning to the real-world.

Scholars participate in every sector of the workforce. They participate in experiences abroad, as well as in their local community. They become involved in work that is directed at enhancing the human condition. They are active participants in research and work side-by-side with noted scholars.

Examples of first-year experiences for Henry Wells Scholars:

Stephanie from Pelham, New York was interested in the field of communications and had the opportunity to work with the Children's Television Workshop in New York City on the popular Sesame Street television show during her first-year internship. While at Sesame Street, she developed questionnaires for children and analyzed data relating to the show. She also reviewed scripts and monitored live feed to ensure proper educational content.

Through the spouse of a Wells employee, Elisabeth arranged an internship for her first-year experience at the New Haven Preservation Trust, an historical preservation agency. Her particular project was to visit, photograph, and generate an inventory of select old churches in Connecticut. This student had an interest in history and a passion for photography; her internship connected these interests of history and photography in a remarkable way.

Kimberly from Gansevoort, New York used her first-year experience to check out the field of education. She returned to her middle school and spent several weeks working with a foreign languages teacher. She observed and taught classes, attended teacher meetings and parent/teacher conferences, and graded papers among many other activities. Her internship reinforced her interest in education!