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Frequently Asked Questions
What are the goals of the Clemente Course?
Martin Kempner presents book to Suk Mei Cheung, New York City graduate, 2002. The Library of America provides books to all graduating students |
The two major goals of the program are:
- To promote the personal growth, development, and enrichment of course members, thereby preparing them for fuller participation in the economic and political life of our society.
- To create a bridge to enrollment in all forms of higher education for low income individuals for whom higher education would not normally be an option
The program is based on the belief that by studying the humanities those who are economically and educationally disadvantaged can acquire the cultural capital and conceptual skills necessary to improve their personal and societal situations. It is also believed that participation in the Clemente Course is itself a positive life experience that will have a strong intellectual and psychological impact on course members, equipping and motivating many participants to go on to college, and more generally, contributing in a lasting way to their personal growth and enrichment.
"I can now say I am driven and I want to further my education. I have made it this far, and I do not want to stop now."
What are the criteria for admission to the course?
There are four criteria for admission to a Clemente Course. Students must
- Be older than 17 years
- Have the ability to read a newspaper in English
- Belong to a household with income of no higher than 150% of the federal poverty level
- Express a willingness to commit to an eight-month course and to do the required work
How large are the classes and where are they typically held?
Edna Alvarez and Dinorka Ogando, Brooklyn Clemente Course graduates, 1999 |
Classes are held in a community setting such as a social service agency facility, neighborhood center, church, and occasionally on a college campus, if that institution is located close to the neighborhood in which course participants reside. Students find the community setting familiar, non-intimidating, and convenient. Courses begin with approximately 30 students, and experience has shown that about 55-65% of entering students complete the program.
Isn't this a high rate of attrition?
In spite of every effort to keep students in the course, a certain amount of attrition is to be anticipated with a population that faces extraordinary personal challenges in everyday life. In light of national college statistics, the Clemente Course has actually had an excellent record of student retention. A U.S. Department of Education report indicates that nationally, of students who enrolled for the first time at four year institutions during academic year 1989-1990, about half (53%) completed a bachelor's degree within five years. Of students who enrolled for the first time in two-year institutions during 1989-90, 32% had earned a certificate or associate degree after five years.
"I talked about the Bill of Rights and Declaration of Independence with my children because I want them to grow up knowing about these documents. I want people to remember what seeds this country grows from."
What is the Clement Course curriculum?
The academic program consists of 110 hours of instruction in the humanities. There are 11 two-hour class meetings for each of the sections, and classes meet two evenings a week from October through May. The humanities curriculum is divided into four humanistic disciplines: moral philosophy, literature, art history, and U.S. history. Instruction in critical thinking and writing is also offered and is intended not only to enhance students' powers of expression but also to support them in their assignments in the four humanities disciplines. Although there are no standardized syllabi, there is a requirement that a number of recognized masterpieces in each discipline be covered, with differences in emphasis allowed for by the interests of individual instructors. Although the emphasis is on the great works in the Western tradition, there is plenty of room to represent the voices and approaches of other traditions as well. With the exception of supplemental texts in art history and U.S. history, only primary sources and documents are used as the basis of study and analysis.
Why can't these students simply go to community colleges?
Many Clemente students, because of their life situations or past educational experiences, have experienced financial or psychological impediments that keep them from even envisioning college as a possibility for themselves. In this program, many of the financial barriers to higher education are removed. Books, childcare, and carfare are provided; tuition is free; and social service support is made available. In addition, the course serves as an extended college orientation program that "demystifies" the college experience by acquainting participants with college-level texts, assignments, professors, decorum, and other serious minded students.
What kind of organizations are affiliates?
The affiliated organizations include social service agencies, neighborhood and youth service centers, universities, and humanities councils. Bard College is committed to establishing new sites throughout the country and welcomes new affiliates. A complete list of current courses and affiliates can be found in the Affiliates section.
"For the last five years I've been incarcerated, and I've had lots of time to think. I really want to go to college and what better way to start it off than with this class?"
What are the advantages of becoming an affiliate?
Harlem New York City Clemente Course Director Susan Weisser and Professor of Literature Leonard Schwartz |
Bard College offers its affiliates technical assistance, faculty and director trainings, fundraising support, a national network for the sharing of information, and the benefits of national initiatives in evaluation, curriculum development, pedagogical seminars, book donations, and college scholarships. In addition, Bard College grants college credit to Clemente Course students who complete the course at a high level of academic achievement and certificates of achievement to those who complete the course, but do not meet the requirements for college credit. Bard College closely supervises its affiliated programs and requires review and approval of affiliated host organizations, course directors, faculty, and curriculum. There are also reporting requirements as well as a requisite level of compliance with standard aspects of the program.
How can my organization become an affiliate?
Establishing a Clemente Course in a new community can be an important, rewarding experience, but it is also an endeavor that takes planning, determination, and the dedication – over many months – to bring to fruition all elements necessary for a course to take place. The process requires that a local individual or community group take on the job of coordinating the project, either as part of one's job or on a volunteer basis. The first step to becoming an affiliate is to review "FOR PROSPECTIVE AFFILIATES—HOW TO START A BARD COLLEGE CLEMENTE COURSE" which explains the key elements of establishing a course. The final part of this section, the Course Implementation Questionnaire, serves as an application and should be submitted to the national office after some initial groundwork has been done in thinking through, researching, and addressing the questions that are posed. This information will help the national Clemente Course office evaluate the potential of a collaborative partnership in your community.
What does it cost to fund a Clemente Course?
Although there are local variations, based on in-kind goods and services offered by the affiliate and/or host organization, it costs approximately $41,000 to run one course for an academic year. The breakdown of expenses can be seen in a sample course budget.
"I came in here terrified of writing even a paragraph. The teachers have helped me feel more confident and gain self-esteem and develop my writing skills."
How can I contribute to funding a course?
New Brunswick, New Jersey, graduating class of 2002 |
The Clemente Course program is funded, both on the national and local levels, by foundation and government grants, as well as though the generous contributions of committed individuals. Contributions are coordinated through the national office and can be used to support the national program, a student college scholarship fund, or designated for specific local sites. Contributions of any size are welcome, appreciated, and very much needed. In addition, the donation of working computers as well as passes to performances or exhibits offer wonderful opportunities for student enrichment. Click here to find out more on how to support The Bard Clemente Course in the Humanities
What volunteer opportunities are available?
Local courses need tutors for the students, particularly those with the ability to help with writing skills. Some programs have incorporated mentors into their programs as well. High school advisors and college admission officers have also contributed their services in helping Clemente students understand and access opportunities in higher education. One should direct inquiries about volunteering to course directors at local sites.
What role do state humanities councils play in the program?
State humanities councils have proven to be a very important source of support for the Bard College Clemente Course in the Humanities. The Clemente Course is a wonderful opportunity for state humanities councils to advance their mission of bringing the humanities to all Americans, for it enables them to reach more effectively into poor communities than they have typically been able to do. Thus far, councils in Georgia, Florida, Illinois, Massachusetts, New Jersey, Washington State, and Alaska have funded and refunded local Clemente Courses. In five states, Washington, New Jersey, Alaska, Illinois, and Massachusetts, the humanities councils have taken on the role of "sponsor" of the Clemente program, which means adopting the course as one of its programs, devoting a significant amount of staff time to develop and supervise the course, actively raising funds through its development department, and promoting the program throughout the state. It is expected that additional state humanities councils will soon play a significant role in supporting Clemente Courses in their states.
"After this course, I will be taking college classes in the fall. I have truly been inspired and will be going on to bigger and better things. Thank you for your help."
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