Talking Stick - January/February 2013 - 43

home is Where the art is
and it has been a key means of achieving this goal, through service-learning and faculty involvement. determines ways to improve the project. Other volunteers who wish to make a minimal time commitment can exchange pen pal correspondence with Kabwende teachers. And, finally, the Leadership Team oversees the project and works closely with Global Village administrators, faculty, and the Books & Beyond advisory board. The Global Village students also develop project management skills as they navigate the many steps of the book production process as well as the many, many miles that separate all the participants. Work on the book begins early each school year and continues until it is completed near the end of the academic year. After the call for participation, the project kicks off when the TEAM students visit the Bloomington campus to meet with their writing mentors and begin work on the stories. The teams continue to meet throughout the year via Skype and social networks. Several months later, the Global Village students travel to New Jersey to again meet faceto-face with the writers. The books are then edited and produced before, finally, several members of the team make a visit to Rwanda in late June to deliver the books to the students at Kabwende Primary Center. In 2012, eight student residents of the Global Village were even able to obtain class credit through a leadership development course in which they served as camp counselors for English camps at Kabwende Primary Center and helped the students write stories for publication in the next volume of The World Is Our Home. Thus far, the project has produced four volumes of stories and has distributed more than 8,000 books to students in Rwanda. In the second, third, and fourth years, a total of 60 Rwandan students contributed stories to the collections as well. Compared to most living-learning communities, Books & Beyond requires a more versatile programming structure with unique resources. In the same way, housing at campuses that specialize in art and design have special requirements as well. Preparing for surface damage, ventilation problems, and proper workspace is all part of sustaining a creative and productive environment. “In addition to the flat panel TV’s, stereos, computers, and refrigerators, art students come with supplies. When I say supplies, man, I mean supplies. Drawing boards, paints, portfolios, fixative, canvases, brushes, charcoal, are just some of the many things that art students bring that require a ton more space and a way to support their studies without destroying walls, floors, and furniture,” says Matthew Smith, director of student life and housing at the Cleveland Institute of Art in Ohio. Smith defines four needs of art students: to be creative and to have clear policies, storage facilities, and unconventional furniture. CIA’s on-campus residence hall, Taplin, provides a workroom, gallery, storage closets, and multipurposed-surface furniture. At the Columbus College of Art and Design in Ohio, draft tables, floor-to-ceiling glass walls, Masonite work stations in bedrooms, and a ventilated spray booth are a few of the commodities the residence halls provide for students. As at other institutions, the programming for these halls promotes academic success and interpersonal relationships, but it also includes topics related to design and creativity. However, advertising for programs must be different, according to Smith. Neon flyers and enlarged images do not catch the attention of visual art students, but changes in patterns on the walls will. “These breaks catch their eyes fast,” Smith says. “Our programming in and out of the hall has been much more successful after I had that epiphany.”

Bridging Worlds
Books & Beyond is a three-way collaboration that engages students in authoring, illustrating, publishing, and marketing an annual collection of short stories titled The World Is Our Home. Middle school students from one of the TEAM charter schools originally write and illustrate the books with some guidance from the Indiana students. These stories are then turned into finished books that are delivered to children in Rwanda and used as resources for teaching and entertainment. Some of the middle school students as well as college students have also visited villages in Rwanda where the books were delivered. Meanwhile, the Indiana students engaged in the service-learning project develop specialized knowledge and an impressive set of skills as they create an anthology of stories written and illustrated by the younger students. Global Village residents can participate in Books & Beyond in several ways. Volunteers who serve on the Writing Partners Team are paired with students from TEAM, working together to craft their stories. The Collaborator Team helps to ensure that the stories are linguistically and culturally relevant. They help the Writing Partners craft stories so that they don’t contain cultural references that are unfamiliar to the Rwandan students – playing video games, for instance, or going to fast food restaurants. The Collaborators also design and edit the resulting book. The Publicity Team produces a bi-weekly newsletter, Amakuru (a Kinyarwanda greeting that means, “What’s up?” or “How are you?”). The Fundraising Team raises approximately $20,000 each year to support the project. The Documenting Team creates short promotional videos that share the project’s challenges and successes. The Evaluation Team

Benefits at home
While Books & Beyond has proven its worth in the books it produces, the program is also generating desirable
January + February 2013

43



Talking Stick - January/February 2013

Table of Contents for the Digital Edition of Talking Stick - January/February 2013

Talking Stick - January/February 2013
Contents
New Member Highlight
Vision
Just In
Your ACUHO-I
Transitions
Res Life
Business Operations
Special Focus
Calendar
From Shovel to Ribbon
All the World’s a Page
Conversations
First Takes
Reporting Out
New Members
Snapshot
Talking Stick - January/February 2013 - Talking Stick - January/February 2013
Talking Stick - January/February 2013 - Cover2
Talking Stick - January/February 2013 - 1
Talking Stick - January/February 2013 - 2
Talking Stick - January/February 2013 - Contents
Talking Stick - January/February 2013 - New Member Highlight
Talking Stick - January/February 2013 - 5
Talking Stick - January/February 2013 - Vision
Talking Stick - January/February 2013 - 7
Talking Stick - January/February 2013 - Just In
Talking Stick - January/February 2013 - 9
Talking Stick - January/February 2013 - 10
Talking Stick - January/February 2013 - 11
Talking Stick - January/February 2013 - 12
Talking Stick - January/February 2013 - Your ACUHO-I
Talking Stick - January/February 2013 - Transitions
Talking Stick - January/February 2013 - 15
Talking Stick - January/February 2013 - 16
Talking Stick - January/February 2013 - 17
Talking Stick - January/February 2013 - Res Life
Talking Stick - January/February 2013 - 19
Talking Stick - January/February 2013 - 20
Talking Stick - January/February 2013 - 21
Talking Stick - January/February 2013 - Business Operations
Talking Stick - January/February 2013 - 23
Talking Stick - January/February 2013 - 24
Talking Stick - January/February 2013 - 25
Talking Stick - January/February 2013 - Special Focus
Talking Stick - January/February 2013 - 27
Talking Stick - January/February 2013 - 28
Talking Stick - January/February 2013 - Calendar
Talking Stick - January/February 2013 - From Shovel to Ribbon
Talking Stick - January/February 2013 - 31
Talking Stick - January/February 2013 - 32
Talking Stick - January/February 2013 - 33
Talking Stick - January/February 2013 - 34
Talking Stick - January/February 2013 - 35
Talking Stick - January/February 2013 - 36
Talking Stick - January/February 2013 - 37
Talking Stick - January/February 2013 - All the World’s a Page
Talking Stick - January/February 2013 - 39
Talking Stick - January/February 2013 - 40
Talking Stick - January/February 2013 - 41
Talking Stick - January/February 2013 - 42
Talking Stick - January/February 2013 - 43
Talking Stick - January/February 2013 - 44
Talking Stick - January/February 2013 - 45
Talking Stick - January/February 2013 - Conversations
Talking Stick - January/February 2013 - 47
Talking Stick - January/February 2013 - 48
Talking Stick - January/February 2013 - First Takes
Talking Stick - January/February 2013 - Reporting Out
Talking Stick - January/February 2013 - 51
Talking Stick - January/February 2013 - 52
Talking Stick - January/February 2013 - 53
Talking Stick - January/February 2013 - 54
Talking Stick - January/February 2013 - 55
Talking Stick - January/February 2013 - 56
Talking Stick - January/February 2013 - 57
Talking Stick - January/February 2013 - New Members
Talking Stick - January/February 2013 - 59
Talking Stick - January/February 2013 - Snapshot
Talking Stick - January/February 2013 - Cover3
Talking Stick - January/February 2013 - Cover4
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