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MIAMI UNIVERSITY
College of Education, Health and Society
Urban Cohort Cleveland Winter Immersion Program January 2023

Instructors
Tony Vento
Cell: 216-313-0546
Email: tony.vento@purposematters.org

Al Mancuso
Cell: 216-201-0041
Email: alanrobertmancuso@gmail.com

Dr. Tammy Schwartz

Cell: 513-593-2098
Email: schwarta@miamioh.edu

Leah Evans (Graduate Assistant)

Cell: 563-265-7001
Email: evansl4@miamioh.edu

Course Description
This course is a three-week urban residential experience in the Ohio City
neighborhood of Cleveland, where Miami University students will be involved in a
range of activities, including those in the following bulleted list. Miami University
students will live together in a group residence. Miami University students will
participate in other neighborhood events and activities, plus seminars that will
focus on specific aspects of urban communities and the professionals who serve
them, considered through speakers, discussions, readings, activities and will
reflect on these experiences through journaling. Students will take prior
background knowledge and compare/contrast Cleveland issues with Cincinnati
issues as well as other communities. Students will:

● Work 20 hours per week in one partner school

● Work 20 hours per week in one partner community agency
● Meet and build relationships with community stakeholders and families
through volunteer experiences in urban agencies
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● Participate in urban community activities, governmental meetings, etc.

● Learn about the history, culture and civic ecology of Cleveland and Ohio
City neighborhood
● Connect with neighborhood schools and students through volunteer
experiences in urban school settings
● Reflect upon these experiences in whole group, small group, and solitary
activities to build understanding and resilience while experiencing
community with each other.

Learning Outcomes

The learning outcomes of this program focus on the application of the program
experiences to the participants learning and thinking about community. Specific
learning outcomes include the following:

● Recognize and identify community assets

● Develop strategies for using community assets to improve classroom
practice and instruction (or apply in the participants academic field)
● Analyze the impact of the media on the perspective of urban settings,
using specific examples from Cleveland
● Explore the impact of political factors and processes on the people and
organizations (e.g., schools, nonprofits, businesses) of Ohio City
● Explore contemplative practices that align with long term resilience, rooted
in a deepening sense of identity and purpose as a professional in an
urban community.

Inclusion Statement

Miami University Inclusion, Non-Discrimination, and Values Policy Page Link:

https://miamioh.edu/policy-library/mission-values/index.html

Miami University Miller Center for Student Disability Services Page Link:
https://www.miamioh.edu/student-life/sds/accommodations-and-services/index.ht
ml

If you have an identified visual, hearing, or physical impairment, a communication

disorder and/or specific learning disability which may affect your performance in
this , either temporary or permanent, please notify me as soon as possible so
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that reasonable adjustments may be discussed to better insure that you will have
an equal opportunity to meet all the requirements of the course.

Equitable participation in this class also requires the use of inclusive language,
methods and materials. Students are expected to use inclusive language in
written and oral work, and respect diversity in viewpoints expressed by others.

Professionalism/Participation
Participation, preparation, attendance, communication skills, and responsibility
for decisions/choices/actions/response to constructive criticism are elements of
professionalism and participation in this program. Part of professionalism in this
program is to recognize that you are a guest in this community (and its schools,
agencies, organizations, and homes), and that you are representing Miami
University. In the context of your interactions in the community, and as part of
respecting those you interact with, you are expected to respond as an adult,
including recognizing the impact of your actions on others. Many people are
deeply invested in their time and energy in creating this program and learning
opportunity for you, so there is an expectation that in return you will give this
experience your time and energy.

So, what does professionalism look like in this program? While it is impossible to
create an inclusive list of examples, it is about maturity and respect. So, for
example, to fully benefit from experiences, you need to complete readings,
assignments, etc. When in sessions involving others (e.g., seminars, public
meetings, activities in schools), put cell phones and other electronics away. Be
engaged rather than disengaged. In schools and agencies, remember that you
are there to serve and learn—it is not the responsibility of those in the schools
and agencies to serve you

Part of professionalism is attendance. You are to attend all required sessions

(community sessions, school sessions, seminars, reflective journaling and
discussions, and dialogue sessions). If you are unable to attend any of your
sessions, or if you will be late or need to leave early, you are to communicate this
with your contact person (community and school sessions) AND instructors.
Keep in mind that the tentative schedule provided at the beginning of the
program is, indeed, tentative. Unexpected opportunities may arise during the
three weeks, so please keep your schedule open for the duration of the program.
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If a participant in the program creates a situation that is detrimental or

disrespectful to those in the community, or to other participants in the program,
he or she may be asked to leave the program.

Workshop Requirements
1. School-focused Dialogue/Reflection/Journaling Sessions (virtually?
Tammy) – Students will participate in four 90-minute
dialogue/reflection/journaling sessions. In addition, students will keep a
journal in which they record their daily experiences, thoughts and
reflections, questions that arise from these experiences and specific
prompts surrounding the specific subtopics (for example Gentrification,
Poverty and Health). Students will have time during sessions to review
their notes and will submit thoughts/takeaways.
2. Cleveland Seminars with Al Mancuso and Tony Vento – Students will
participate in seminars designed to deepen your awareness about the
larger historical, social, political and economic forces shaping urban
spaces, in particular Cleveland and Ohio City.
3. Service Learning Components - Each student will spend approximately
20 hours a week in one of our partner schools and 20 hours a week in one
of our partner non-profits. In a spirit of service, students will contribute in
whatever way best serves the school and the agency.
4. Required Orientation - On campus, December 3, 2022
5. Contemplative Practices- Students will explore reflective practices for
professional and personal long term resilience rooted in a deepening
sense of identity and purpose. After an introductory session incorporated
in the December Orientation, there are two blocks (3 hours each) spread
over two weeks in Cleveland, with whole group, small group, and solitary
activities informed by advance readings and reflection prompts. Students
will be reading Let Your Life Speak by Parker Palmer:
● Before you arrive in Cleveland, read Chapter 6, There Is A Season
(pages 95 - 109),
● Review Selfhood, Society and Service used at the December 3
Orientation session (pages 30 - 36).
● Bring a printed picture of yourself as a child, and a small object
(details in packing list)
6. Final Project - You will develop a presentation in which you chronicle your
take-aways from this immersion experience. This could include ways in
which you have grown in the following:
● Your recognition and identification of community assets
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● Your ideas for developing strategies for using community assets in

schools and agencies as a way to work with students and clients
● Your analysis of the impact the media has on the perspective of
urban settings, using specific examples from Cleveland
● Your exploration and awareness of the impact of political factors and
processes on the people and organizations (e.g., schools,
nonprofits, businesses) on Ohio City
● AGAIN…these are just ideas..You will be working with the team to
determine this presentation.

7. Attend community meetings/events.

Please note that ? means tentative. Other possibilities not yet scheduled include conversations
with neighborhood leaders, join others to play in outdoor spaces to build racial equity with
Recess Cleveland, possible Afghan family events or attending refugee soccer team games, other
neighborhood events

Cleveland Winter Immersion

January 2023
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
Community Reflection- Week 1
Student Move-In Community Community Engagement in Community
Engagement in (School/
3-5pm Engagement in Agencies 4 hours Engagement in
Agencies 4 hours Organization)
Agencies 4 hours School work 4 hours Agencies 4 hours
School work 4 hours 9-11
Bring warm walking School work 4 hours School work 4 hours
shoes and warm
MLK Concert free tix
outdoor clothing for’ N Broadway Neighbor
released 10am
extended outdoor South of Lorain Block Virtual Community of Night 6-7:30pm ?
walks and meetings Club—6:30PM Practice for Community
CWIP Community Driving Tour of
Builders, 6-8pm
Cleveland with
Meal?
Orientation/Dinner Lunch 11:30a-5pm
5-8pm
???St Clair Superior
potluck evening???
Dunbar Zoom

8 9 10 11 12 13 14
Community Community Engagement in Community Community Reflection Week 21
Let Your Life Community
Engagement in Agencies 4 hours Engagement in Engagement in (School/
Speak part 2 Engagement in
Agencies 4 hours School work 4 hours Agencies 4 hours Agencies 4 hours Organization)
10:15am - 1:45p Agencies 4 hours
School work 4 hours School work 4 hours School work 4 hours Reese
including lunch School work 4 hours
Article Reflection and 10-12
Group Discussion with ??? N Broadway
Food Not Bombs, Tracy Neighbor Night Neighborhood Hike
2-4:30p, 3 or 4 CWIP Community CWIP Community https://www.news5clev 6-7:30pm??? CWIP Community & Urban Garden
students (requires eland.com/news/local-n Meal? Tour - + Shuffleboard
online one hour
Meal? Meal? @ 2037 ews/cleveland-metro/tr & Lunch
orientation in Dec. emont-residents-concer 12:30-4:00pm
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Dates TBA. 8 or Dec View Cleveland West 45th St. ned-about-gentrification

22, or Dec 29 6pm. City Council (Mancuso firepit) -after-city-tax-abatemen
RSVP needed here ) t-study
Public Comment
session, with an Begin Planning for
Labre - 4 Students introduction to Celebration Project
(5:15 - 10:30pm) Documenters ? (Brainstorming, ideas,past
(with those placed at 7-8pm examples)
Marion Sterling and
Urban Community
School)

15 16 17 18 19 20 21
Students Return
MLK Day Community Community Engagement in Community Home / End of
Let Your Life Wrap up at Schools
Engagement in Agencies 4 hours Engagement in Immersion
Speak part 3 and Community
Community free Agencies 4 hours School work 4 hours Agencies 4 hours
11am - 3:00p Agencies
options in CLE School work 4 hours School work 4 hours
including lunch
celebrations Virtual Community of
??? N Broadway
Labre - 43 Students Radical Hospitality Practice for Community
Builders, 1-3pm Neighbor Night
(5:15 - 10:30pm) community meal St
6-7:30pm ???
Paul UCC, 6pm?
???
MLK CLE Orchestra Reflection and Group Closing Presentations
Or
Concert, 7pm??? Discussion Week 3 & Dinner--5-7PM @
CWIP Community (School/
Urban Community
Meal? Organization) School
Article Discussion with
Tracy
https://www.community
solutions.com/poverty-
speaks-getting-help/
Project Time

22 23 24 25 26 27 28

29 30 31 Marion Sterling - (216) 838-1550

3033 Central Avenue; Cleveland, OH 44115
P. Dunbar - (216) 838-7400
2159 West 29th Street Cleveland, OH 44113
Metro Catholic - (216) 631-5733
3555 w. 54th st Cleveland, OH 44102
Urban Community - (216) 939-8330
4909 Lorain Ave. Cleveland, Ohio 44102
St. Ignatius Performing Arts Center - (216) 961-2560
2008 W 30th St, Cleveland, OH 44113

You will share your experiences with our partners (teachers, non-profits,
community members), stakeholders (funders, school administrators, etc.), and
special invited guests in a Science Fair type atmosphere on Friday, January 21.
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In years past, sometimes students have presented individually, and sometimes

students have found a unifying theme for their collective experiences and have
shaped their individual components accordingly. You will decide as a learning
community☺.

THIS IS A PASS/ FAIL WORKSHOP.