"Reach Out"

College Students' at Risk for Contracting HIV.

Acquired Immunodeficiency Syndrome (AIDS), virtually unknown twenty years ago, has become a leading cause of death among America’s largest minority groups. In less than two decades the AIDS pandemic has reached such levels among African Americans that it is silently stealing the next generation. The pattern of infection and disease within minority communities clearly indicates that colleges and universities have a role and responsibility to address the concerns of students from these communities.
Even though African Americans comprised only 12 percent of the total United States population in 2000, the Centers for Disease Control and Prevention report that of the more than 700,000 AIDS cases reported through 1999, African Americans accounted for:
• Racial and ethnic disparities in AIDS incidence are more striking for women and children than they are for men:

• Adult and adolescent blacks reported with AIDS in the United States, 21 percent are female. In comparison, among the general U.S. adult/adolescent population, 12 percent of people reported with AIDS cases are female.

• Six of every ten U.S. children with parentally acquired AIDS are black. More than 2,500 AIDS cases have been reported among black U.S. children under the age of 13, and 95 percent of them acquired HIV infection from their mothers during pregnancy or at birth.
The data on STD/HIV infection unequivocally show the youthful trend in the STD/HIV and AIDS pandemic, with the consequences for women much more serious than for men. It is my conviction that the academic community has a responsibility to students from these communities.
Developing Prevention Approaches on a University Campus
Campus programs that reach out to African Americans must be fully cognizant of the social and cultural contexts of the groups and combine that knowledge with an awareness of the internal heterogeneity of each group. Such programs must also reflect the unique culture and structure of the institution. These emphases mean that student affairs professionals face daunting challenges as they endeavor to deal with one of the most critical issues facing the African American communities.
The most effective and sustained campus-based STD/HIV and AIDS prevention programs must be integrated into the entire campus through partnerships between Student Affairs, campus constituencies and community organizations. These partnerships can be developed in a variety of venues including:
• Community organizations -- Within the surrounding communities, such organizations as the, the Red Cross; The office of Minority Health for the State of Missouri; NAACP; 100 Black Men, are promoting heightened emphases on STD/HIV and AIDS knowledge and prevention.

• Greek organizations -- Delta Sigma Theta, an African American sorority, has made STD/HIV and AIDS prevention a central issue. In addition, members of the fraternity Alpha Phi Alpha have expressed concerns to us. Both organizations have asked us to provide seminars and workshops on STD/HIV and AIDS prevention for their members.

• Women student groups -- Awareness of the rapid spread of STD/HIV and AIDS has heightened the concerns of women about the possibility of infection. Programs that not only educate, but also empower women students will have a broad impact on the campus.
In these efforts all of the educational materials must be carefully designed and tailored for the specific African American on campus, with an intuitive sense of the stigma as well as racialized context of the programs. When such understanding is present it will contribute to a vigorous response by students. Lack of such understanding can lead to more obstacles and barriers.
The dramatic rise in HIV/STD and AIDS in the academy and the African American community, along with heightened knowledge of the disease and fears of infection, have created a critical opportunity for the academy. The conditions are very favorable for programs that will promote healthy behavior and STD/HIV and AIDS prevention among students. However, creating effective programs will require leadership that has a clear vision and an extraordinary level of sensitivity and understanding.
Cooperative programs can be built with administration, faculty, students and external communities. The fear of stigma can be overcome and the code of silence broken through thoughtful strategies that are centered in the campus environment. The profound need as well as the community desires, make this an opportunity that should not be missed.
Because HIV/STD is transmitted primarily by behavior that can be modified (unprotected sexual intercourse and intravenous drug use) educational programs designed to influence appropriate behavior can be effective in controlling the epidemic. African Americans university students deserve primarily attention in these educational efforts.

A variety of factors place young people at increased risk for HIV infection and, therefore, call for early intervention. Puberty is a time of discovery, rousing feelings and investigation of new behaviors including engagement in unprotected sex, sex with multiple partners, and experimentation with substance use (alcohol, illicit drugs and other substances).

In addition, it is usually easier to modify risky behaviors of young people through behavior change interventions before they reach their adulthood with already established patterns of behaviors. Furthermore, if HIV/STD prevention in youth population fails, human and economic costs of adult AIDS cases will have devastating effect on economic, social, and even political stability of our community. Thus, HIV/STD/sex educational programs targeting African Americans university students are of paramount importance.

Background and current situation

Health education including education about HIV/STD, modes of their transmission and means of prevention as well as information on the harm of intravenous drug use is not included in the university programs. There is a persistent belief shared by society members as well that sex education itself will entice our adolescents into sexual activity. It follows that university and other educational and health facilities would better remain dormant about this topic or introduce sexuality in a context of fear and danger.

Historically, sexual abstinence, virginity, taboos on premarital sex and sex outside of marriage have been widely encouraged and promoted as a traditional cultural norms of society. This approach in its pure context is necessary and should be integrated in the programs aimed at adolescents’ education. At the same time, nowadays young people are getting confusing messages and are faced with double standards calling for virginity in females but allowing early sexual activity in males, exposed to sex, smoking and drinking media advertisements and movies.

This massive flow of “information” coming through our liberalized television and other mass media is readily absorbed by our adolescents since it fills the gaps in and satisfy their demands for information about sex, peer-acceptable behavior standards, and gender relations.

Although African Americans university students are at risk of becoming infected with and transmitting HIV/STD as they become sexually active, several studies have shown that they do not believe they are likely to become infected this denial of the risk combined with the engagement in casual sexual contacts and inconsistent use of condoms was found to be quite common.

No other setting can compete with the access to youth, well-established educational traditions, and capacity to teach African Americans university students. The university offers a channel to the community to introduce HIV/STD prevention initiatives and advocate policies that lessen discrimination. The university has access to adolescents at important stages in their lives when lifelong behaviors are shaped.

Program Consideration

Providing effective HIV/AIDS/education can seem intimidating because it means tackling potentially sensitive issues. However, it is ever more clear that youth must be at the center of strategies to curb HIV/AIDS. In addition, there are a lot of opportunities to contribute to the prevention of HIV epidemic in African Americans before they become older and engage in high-risk behaviors. The HIV/AIDS epidemic is very complex, and thus only a combination of different approaches can help succeed in prevention efforts among African Americans university students.

Community outreach programs

Community-based projects offer opportunities for African Americans university students to receive advice and information in more informal ways. In addition, adolescents outside of the university can be reached through community-based strategies. Community members have a huge potential to support and reinforce HIV prevention interventions talking to African Americans university students in a more informal and comprehensible manner.

The project will conduct the following activities:

• Information and education sessions for student leaders (focused communication skills relevant to reproductive health and using information/education/communication training materials).

• Training of student Leaders as, peer educators on HIV/STD prevention, reproductive health and the importance of safer sex.

• Peer educator- will led campaigns among Lincoln University community groups.

• uses drama groups, plays, and poems to disseminate HIV/STD -related information.
Reaching youth at specific risk

There is also a need to pay more attention to the needs of specific groups of young people who may be out of reach for and socially vulnerable. While this youth group, are the most disadvantaged in terms of HIV/STD infection rate, lack of knowledge, low awareness of and limited access to protective measures. Reaching at risk youth is a real challenge. It would require mobilization of resources, and outreach workers.
Factors such as peer pressure, lack of maturity, and alcohol and drug use put university students at risk for HIV/STD infection. university students may have unprotected sex while under the influence of alcohol or other drugs, which they ordinarily might not do. Abandoning safer sex techniques, failing to use condoms correctly and consistently, and having sex while under the influence can lead to possible infection with HIV/STD. Also, date rape, an increasing problem on college campuses, is associated with alcohol use and may present a risk for infection.
Researchers have conducted many studies to determine whether the threat of HIV/STD infection causes university students to alter risky behaviors. Researchers have used Knowledge, HIV/STD prevention theorists believe that increased knowledge, along with positive attitudes and beliefs about HIV/STD, will lead to positive behavior changes, i.e., behaviors that are less risky, or safer, such as use of condoms, abstinence, and avoidance of risky situations. However, studies indicate that increased knowledge of HIV/STD does not always result in a positive behavior change. Use of alcohol or other drugs often alters judgments about the perceived risks of a particular situation.
Peer education programs often have been used to facilitate HIV/STD education, as well as general health education. Researchers have conducted numerous studies to determine the effectiveness of peer education programs and most show that knowledge and positive attitudes and beliefs increase as a result of peer education. However, behavior change is often extremely difficult to measure.
"Reach Out:" College Students' at Risk for Contracting HIV.
Mission
“Reach Out” hopes to serve as a catalyst for the effective development of long-term responses to the problem of HIV/STD and AIDS in the university community. through the expansion of education and prevention services directed African Americans students population at Lincoln University. The "Reach Out" program will work to increase the number of campus organizations, engaged in responding to HIV/STD issues.
To help our youth to develop healthy and responsible behavior patterns, and avoid HIV infection, it is not sufficient to only learn biomedical aspects of sexual and reproductive health. Equally important is learning how to cope with the increasing complex demands of relationships, particularly gender and conflict resolution: how to develop safe practices, and how to relate with the increase of African American people living with HIV and AIDS. The program will provide peer education in the form of Group Level (GL) and Health Communication Public Information (HCPI) interventions targeting the above-mentioned populations. The purpose is to reduce risky sexual behavior through the teaching of risk reduction skills.
Approach
There has been an increasing awareness in the health professions that many of the major health issues facing college students stem from lifestyle choices and behaviors, such as diet and exercise, consumption of alcohol and other drugs, and in this case unsafe sexual practices. This awareness has led to a greater focus on prevention efforts as a means for insuring good health. Prevention efforts are generally much less expensive than providing treatment later.
African Americans university students are at the centre of the STD/HIV /AIDS epidemic. The extent to which the services and information they receive, their behavior can help determine the quality of life of millions of people. Young adults are particularly susceptible to HIV infection. In the African American community, AIDS is shattering there opportunities for healthy adult lives. Nevertheless, it is young adults who offer the greatest hope for changing the course of the epidemic. More than half of those newly infected with HIV/AIDS are 15 to 24 years old, making young adults an essential focus of any HIV prevention efforts. We must also in a meaningful manner engage them in the fight against STD/HIV /AIDS.
Many prevention efforts in colleges and universities integrate peer involvement. In their "Bridges to Healthy Communities" for example: College service learning activities involve peer education programs to encourage students to adopt healthier lifestyles. Peer’s providing information about STD/HIV /AIDS is the focus of this project. TV is a powerful educational tools and this project will utilize it to expose students to the reality of HIV, AIDS, and other STDs. Community outreach and service-learning are two ways in which students can be educated about this issues.
By moving into more intensive and integrated efforts for health promotion such as peer education, and service learning opportunities, we are attempting to incorporate peer education as a focus of our programming efforts.
Its primary goals are:
• to challenge the attitudes and behavior of men that endanger both their own health and safety and that of women and children.

• for young people to develop the skills and power to diminish the impact of HIV/AIDS on the Lincoln University Community.

• teaching correct condom use, raising self-esteem, and improving negotiating skills among sexually active students. This will take the forms of group discussions, role plays, skills training, and lectures accompanied by discussion and films, including the participation of persons living with HIV/AIDS.

• students participating in the design of information, education, and communication modules. Student peer educators distributing condoms, brochures, pamphlets, information sheets, and videos.

• conduct educational workshops with groups of men and groups of both men and women. The sessions are held on the Lincoln University Campus, among other sites.

• facilitated discussions to explore such issues as gender, traditional gender roles, gender power dynamics, gender stereotypes, and male and female views of gender. One of the key strategies is to broaden men's awareness of the inequities between men and women.

• provide information on such related topics as HIV/STD prevention, healthy relationships, sexual rights, sexual violence, and domestic violence. Those who attend the workshop are continually encouraged to ask themselves how each issue affects men and women differently.

• provided HIV/STI-related education for adolescents and young adults of the Lincoln University Community, as well as promote risk awareness and safer sexual behavior by developing training programs.

• To address the particular vulnerability of women’s issues related to HIV/STD and AIDS. This topic will be the focus of a half hour video highlighting those particular issues facing women. The goals of this Video is: To prevent the spread of STD/HIV infection; To reach at risk populations identifying at risk populations and effective strategies for HIV prevention; To promotes an effective strategy for reaching underserved African Americans university women, with prevention education; and To provide a forum in which women can work together to maximize the use of scarce resources to address the complex prevention issues and needs surrounding STD/HIV /AIDS.

In particular, the program is constructed around the following premises:

• Gender inequities enable men to exercise control over women's reproductive choices.

• The risky behaviors that current gender roles encourage in men also endanger men's own health.

• Men have a vested interest in changing current gender roles, for the sake of their own health as well as that of their female partners.

• The most effective approach to HIV/STD prevention and care is long-term, interactive education that incorporates life skills.

• HIV/STD education should begin at each person's existing level of knowledge and behavior. Strong cultural norms encourage risk-taking behavior, but promoting a return to a different era is not the antidote to these norms.

• Young people having benefited from training are most effective in teaching other young people about HIV/STD. Youth are best equipped to discuss with their peers such issues as sex, risk behavior, and protection, including condoms.

• Young people should be informed about and involved in effecting policy change. To build the leadership skills they need to help effect change in their communities, young people must be respected, trusted, and believed.

• Effective HIV/STD education requires cooperation with people infected with and affected by HIV/STD in focus communities.

Youth Revival 2003

Wesley Foundation Youth Revival 2003 is designed to celebrate who God is, to focus on truth and to explore more effective ways to reach their community and the world for Jesus Christ. A series of workshops will be offered to equip students with leadership skills and charter development, evangelism, discipleship and communications skills.


Program

Friday, January 31, 2003 Praise and Worship Service 7:00 pm to 9:00 pm

Celebrant: Reverend Joey Rivae, Pastor Saint Louis Power House Church
Topic:




Music provided by the power house praise and worship team, the Lincoln University Praise and Worship team and the Lincoln University Men’s Quartet.

Saturday, February 1, 2003 Student workshops 9:00am to 11:30am.-Topic TBA

Lunch-Lunch can be purchased for $5.00 in the University Center.

Afternoon Worship Service 1:00 pm
Celebrant: Reverend Alan L. Joplin
Topic: Forgetting and Reaching




For more information Contact: Reverend Alan L. Joplin, Director
Wesley Foundation
805 Atchison Court
Jefferson City, MO


Youth Revival 2003
Imagine a day and a half of renewing with some of the top presenters, worship leaders in the world! Exultant worship, dynamic preaching, practical teaching! Wesley Foundation Youth Revival 2003 is designed to renew your life for whole-hearted ministry. We desire to equip you in the most practical, creative ministry approaches available. We all come together to Adore the God who loved us first. We are all sent home with a Purpose to rise up to the challenge of God's call on our lives. Don't miss out on the potential of Wesley Foundation Youth Revival 2003!
Wesley Foundation Youth Revival 2003 begins with Church 7:00 - 9:00 on Friday, January 31. The full Revival kicks off with a major worship service Friday night. Saturday morning begins with a half day of workshops (Leadership, Vocal, Workshop, Spiritual Formation, Drama and Worship Songwriting) and an afternoon worship service, which will bring the revival to an end. It will be thrilling to see the renowned Langston Hughes Theatre turned into a sanctuary of praise! You will be blessed as you stand in the midst of nearly 500 fellow believers worshiping God under the direction of experienced worship leaders. You will be equipped through practical and powerful teaching. You will be renewed through impacting times of personal ministry. Don’t miss it!
How many revivals have you seen people attend as a lone-ranger? They come home with unbridled enthusiasm but they soon cool off when they take a lonely stand. Youth Revival 2003 is designed to offer enough creative ministry options so that there is something for every youth in your church. The larger the number who attend from your church, the greater the chance you have to bring about change. We are passionately committed to seeing you achieve God's call on your life and in your church.


DATES & LOCATIONS

Friday January 31, 2002 7:00 pm to 9:00 pm Langston Hughes Theatre on the Campus of Lincoln University. Registration for the workshops will begin at 5:30 PM on Friday January 31 in the lobby of the MLK Building . workshops will be held in the MLK Building. Maps will be provided.,

CHOOSE YOUR WORKSHOPS

Indicate your 1st, and 2nd choices for each workshop time on your registration form. We will do our best to accommodate you. Some class sizes are limited. Your entrance is based on a first come first serve basis. Your elective workshop must be chosen when you register. All gatherings and workshops will be held at the beautiful Langston Hughes Theatre and other classrooms on the campus of Lincoln University.
WORKSHOP TOPICS
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MINISTRY MALL

There will be display booths from various ministries and organizations at the conference to provide you with excellent leadership resources, worship music and ministry opportunities. If your organization would like to have a display please contact us for further information.

ACCOMMODATIONS AND MEALS

There are many hotels in the greater Jefferson City area We have not worked out any special pricing with the following any hotels. Meals are not provided. However, you can purchues meals at the student life center for a nominal cost.
VOLUNTEER

Youth Revival 2003 could not take place without people like you volunteering their time and talents for God. It will take close to 30 staff to make the Revival run smoothly. We Need You! Most volunteers work approximately 2 - 4 hours per day. If you are 18 or older please send for more information.

PARKING/TRANSIT INFO

There is plenty of off street parking available at the University

Resident HOUSING Application

The Wesley Foundation at Lincoln



INSTRUCTIONS FOR COMPLETING Resident HOUSING Application

Please, read this instruction page. Complete, signed and return this application with your $50.00 Housing Deposit to the Wesley Foundation, 805 Atchison Court. Jefferson City. Mo 65101

Additional Questions concerning rentals requests should be directed to the office of:

Rev. Alan L. Joplin, Director
Wesley Foundation
805 Atchison Court
Jefferson City. MO 65101

Upon receipt of your housing contract and security deposit a confirmation will be sent via e-mail or postal mail.

REQUIREMENTS FOR SECURING FOUNDATION HOUSING

I understand the securing of Foundation housing includes these stipulations:

1. To secure a room for any academic year, the student must:

• Complete the Housing Application
• Complete Resident Data Sheet
• Send the $50.00 deposit check with the Application. (non refundable)
• Be a full-time, degree-seeking student to resides in the housing facilities.

• Resident must submit a proposal for a ministry activity directed at a Lincoln University student population















Resident Data Sheet


Name: ___________________________________________

Country of Birth: ___________________________________________

Date of Birth: ___________________________________________

Age at last Birthday: ___________________________________________

Current Address: ___________________________________________

Current Phone Number: ___________________________________________

Academic Classification:

Freshman ___ Sophomore ___ Junior ___ Senior ___ Graduate ___ Other___

Academic Major: ___________________________________________

Year entered the University: ___________________________________________

Year of expected graduation: ___________________________________________

Religious Affiliation: ___________________________________________

In case of emergency contact:

Name: ___________________________ Address ____________________________

Relationship: ___________________________ Phone: _______________________

List the ministry you would like to pursue while living at the Wesley Foundation.
____________________________________________________________________________________________________________________________________________
______________________________________________________________________

List three references:

Name Address Phone



______________________________________________________________________

______________________________________________________________________


RENTAL AGREEMENT


This agreement made by and between The Wesley Foundation, with principal offices located at 805 Atchison Court, Jefferson City, MO 65109 and

_________________________________________________________________________
Last Name First Middle
(thereinafter referred to as resident)

Witnesseth: that for and in consideration of the mutual promises, covenants, and conditions hereinafter set forth, Wesley Foundation and Resident agree as follows:

TERM AND DESCRIPTION. Wesley Foundation does hereby lease to resident and resident does hereby lease from Wesley Foundation the premises described as 805 Atchison Ct____

Resident will pay a 125.00 security deposit. The $50 nonrefundable application fee will be waived.

Timeliness of rent payment is of the essence. A ten (10) dollar penalty will be assessed for any payment not made when due and an additional ten (10) dollar penalty for each full week thereafter. Penalty payment must accompany the installment. In the case of a returned check, payment will be considered made when the check is redeemed.

The term of the lease begins on _ ____ and ends on _ _______The length of the term is __12 months. The total rent for the full term is $________ payable in monthly installments of $ _175.00__with the first months installment of __________ for the month of _____________________________.

UTILITIES. In recognition of the urgency to conserve natural resources and to avoid undue expense, Tenant agrees to restrict usage of utilities to a conservative, yet comfortable level. Wesley Foundation will furnish the utilities checked: natural gas ___ electric power ____water __X_ garbage pickup __X__sewerage __X_.

Wesley Foundation shall not be liable for temporary suspension of any of the above listed utilities and a temporary suspension shall not be deemed grounds sufficient to terminate this lease or any part of this lease.

SECURITY DEPOSIT The security deposit paid by resident shall be held by Wesley Foundation until this agreement is terminated. Resident agrees to return to Wesley Foundation within two weeks from the initial date of tenancy, an inventory of all furniture and furnishings, a list of apartment damages, and the general degree of cleanliness and condition of the same. The security deposit shall be returned to resident within thirty (30) days after termination of this agreement, less the following:

COMMUNITY POLICIES AND PROCEDURES
Quality of Campus Community Life

University life outside the classroom should contribute to learning. Not only the regular academic program, but the experiences of living together in a community should add to one's education. Education involves not only the mind, but the use of the body, the control of emotions, the making of choices, the development of character, the response to religious experiences, and other factors.

The Wesley Foundation has a distinctive character. It is committed to Christian moral and spiritual values. Where these imply restrictions of conduct they are in the interest of a richer experience of community life. None of these restrictions harm anybody. Just as athletes accept confining disciplines in order to achieve certain prized excellencies, so students in the Wesley Foundation community accept the disciplines of the community in order to achieve the benefits of a certain quality of community life.

Expected Behavior Patterns

Each member of the community is expected to live honorably, considerately, and peacefully with his neighbors. It is expected that each person will assume responsibility for unquestioned honesty; that each person will refrain from the use of alcoholic beverages, and other habituating drugs the Wesley Foundation is a smoke free facility.

It is the goal of Wesley Foundation that the standard of conduct be Christian and that the atmosphere of the campus be such as to include all the community in Christian fellowship.
We resolves that every student--regardless of race, sex, sexual orientation, color, or disability--shall have equal opportunity for adjustment, achievement, and accountability.

Students who are admitted and who continue to be enrolled must give evidence of the ability to function in the total university environment, meeting financial, physical, emotional, academic, and behavioral criteria. Inability to so function will call for review at various official levels for continuation of enrollment.

Wesley Foundation has much to offer responsible individuals--achievement, fellowship, love, community life, Christian ideals, and satisfying fulfillment. The basic goal is to provide an academic, social, physical, and spiritual community atmosphere which will be both rewarding and redemptive. In some cases, however, the failure to exhibit the responsibility in choices, words, attitudes, and actions so compromise the atmosphere desired (and necessary to accomplish the full-orbed goals) that the "needs of the individual" must be limited, subservient to the "needs of the community."

The Wesley Foundation fully subscribes to federal regulations protecting the privacy of students. To insure compliance with these prescriptions, limited disciplinary information may be shared with parents, relatives, or friends of a student without prior written information release granted by the student.

Intentional Communities

Residents in Intentional Communities seek to share their life in Christ more fully as an integral component of the education and formation.

The corporate core values of Intentional Communities include:

• shared leadership
• consensus decision-making
• regular monthly community meetings
• community work assignments
• various opportunities to build community
• day retreats

SELF LEADERSHIP
All residents are expected to conduct themselves in a manner that promotes and supports the well being of the community, its integrity and Christian values, and the well being of other members of the community. Therefore, the Wesley Foundation reserves the right to confront behavior that is detrimental to the student, infringes upon the rights and sensitivities of others, or that has the appearance of impropriety.

MUTUAL RESPECT

Residents are expected to be respectful of the individual rights and freedoms of others within the living area. Even if a shared sense of understanding does not exist between community members, residents are still expected to exhibit an outward sensitivity to the diversity inherent within the residential community.

ACCOUNTABILITY IN COMMUNITY

Christian standards help to create an environment that is respectful of individual rights and freedoms; one where all are free to pursue academic excellence; and one that brings glory to God. Residents involved in disciplinary action by the university community may be subject to sanctions involving housing contract termination.

Students wishing to appeal any action must do so, in writing, to the Director of the Wesley Foundation within five school days of the date of the written university decision. The appeal shall consist of one of the following exclusive grounds for appeal. Ideally, personal growth and development are encouraged most when each member of the community uses self leadership and shares the responsibility to care enough about others, to confront them in an appropriate manner. Therefore, residents are encouraged to hold one another accountable to community and university standards.

GENERAL TERMS AND CONDITIONS

A. PURPOSE. The premises will be used by the student/resident solely for residential and educational purposes.

B. RESERVATION FEE. A $50 nonrefundable fee must accompany a housing application.

C. OCCUPANCY. Completion of any portion of the check-in procedure (i.e., acceptance of a room key, placement of personal belongings in a room, etc.) shall constitute occupancy. A student/resident assumes responsibility for the condition of the room
upon occupancy and relinquishes responsibility upon proper check-out.

• A reasonable cleaning expense if resident does not leave the premises in clean and rentable condition at the time resident vacates

• Cost for replacing keys, locks, or for locksmith services when keys are not returned within 48 hours of termination of the lease or vacating the premises

• Cost of repairs or replacements, decorating and/or refurnishing of the premises or any fixture, furniture, or appliance caused by other than reasonable wear and tear

• Any rents, charges, or fees uncollected at termination of lease. Resident MAY NOT CONSIDER Resident'S SECURITY DEPOSIT TO APPLY AGAINST RENTAL PAYMENTS OR LATE CHARGES.

Tenant will be provided with an itemization of all deductions from the security deposit within the same thirty (30) day period.

D. NON-TRANSFERRABLE. No resident shall assign this residence agreement or sublet the premises.

E. ABANDONED PROPERTY: Items left in the resident’s room by a vacating resident will be removed and discarded at the resident’s expense.

F. PETS: NO pets are permitted.

G. PROPERTY LOSS: The Wesley Foundation shall not be liable for theft, destruction, loss of money, valuables or other personal property belonging to or in the custody of the resident for any cause whatsoever, whether such loss occurs in the resident's room or common areas of the building. The Wesley Foundation encourages students to carry their own property insurance.

H. LOCKS AND KEYS. The Foundation shall provide a lock for the exterior. So as not to restrict Foundation’s ability to ingress and egress, residents agrees that no additional locks shall be placed upon any doors of the premises. Resident further agrees that no locks shall be changed without the Foundation’s prior written permission. Upon termination of this lease, resident shall return to the Foundation all keys to the premises.

I. ENTRY TO STUDENT ROOMS: Wesley Foundation officials reserve the right to enter and inspect residence rooms at any time. Inspections will occur when necessary to protect and maintain the property of the Foundation, the health and safety of its residents, or whenever necessary to aid in the basic responsibility of the Foundation regarding discipline. In such cases, effort will be made to notify the resident(s) in advance and to have the resident(s) present at the time of entry.

The responsibilities of the Foundation require a right to enter into residents’ rooms for the following reasons:

1. To ensure maintenance and general repair within the room.
2. To address an emergency or health risk.
3. To provide for the health and safety of all residents (includes inspections).

4. To turn off stereos, radios, alarm clocks, and other items which are bothersome to others.

5. To investigate, when reasonable cause exists.

J. DAMAGE CHARGES: Each resident is individually responsible for any damage to such resident's room. Damage charges will be billed directly to the resident's and will be payable upon receipt.

K. COMMUNITY MEETING: Residents are expected and required to participate in community meetings conducted by the Wesley Foundation Staff. Meetings are primarily called to discuss, promote, and educate residents about events or community issues and concerns. Because of the importance of these meetings, you are expected to attend.

__________________________________________________
Resident Date
__________________________________________________
Director, Wesley Foundation Date

______________________________________________
Property Manager Date

Regular Part Time BUILDING MAINTENANCE

The Wesley Foundation @ Lincoln University

Job Description for the Position of Regular Part Time BUILDING MAINTENANCE


RESPONSIBLE TO: Wesley Foundation Director
LOCATION: Wesley Foundation@Lincoln University
HOURS: 25 per-week
WAGE RANGE: Free Housing

DEFINITION: Providing custodial service and support for Wesley Foundation programs.

SUPERVISION RECEIVED AND EXERCISED: This position receives supervision from the Director and exercises no supervision over other employees.

ESSENTIAL FUNCTIONS (include, but are not limited to, the following):

1. Arranges meeting room furniture.
2. Performs minor repairs and preventative maintenance.
3. Maintains floor surfaces.
4. Maintain sidewalks and parking areas.
5. Maintain and cut lawn
6. Snow Removal
7. Cleans restrooms.
8. Empties trash barrels and picks up litter.

OTHER JOB FUNCTIONS: Performs other related duties as assigned.

QUALIFICATIONS

1. Ability to operate tools and custodial equipment necessary to perform the above duties.
2. Ability to take direction and perform task with minimal supervision.
3. Ability to communicate clearly and concisely, both verbally and in written form.
4. Must maintain a neat, professional appearance.
5. Ability to work flexible shifts to accommodate the Foundations needs.
6. Ability to work tactfully and courteously with those contacted in the course of work.
7. Physical health necessary to perform the above duties.

WORKING CONDITIONS

Mostly working indoors. Position requires frequent walking, climbing, bending and the ability to lift up and carry up to 45 pounds in order to operate/handle: tables, chairs, commercial cleaning equipment, materials and supplies. Pushing and pulling is required while mopping, moving furniture, equipment and fixtures, operating floor cleaning equipment, handling trash barrels, vacuums and mop buckets. Requires repetitive foot, arm, shoulder, hand and back movements to perform cleaning duties and operation of equipment. Hand coordination is required to handle cleaning equipment, materials and supplies.



Apply at the

Wesley Foundation # Lincoln University
Reverend Alan L. Joplin, Director
805 Atchison Court
Jefferson City, MO

Spiritual direction

Spiritual direction is available through the Wesley Foundation for students, faculty, staff, and administrators. We provide opportunities for persons to discuss issues concerning their spirituality in a confidential setting.
If there are persons who would like to meet as a group to discuss issues of spirituality, we can facilitate this. There are some faith sharing groups already meeting and we are open to forming new ones.
Our capacity to sustain ourselves in the face of life's challenges, and to find both joy and meaning in the ups and downs and the everyday, seems to directly relate to the depth of faith developed in our hearts. The Wesley Foundation offers many opportunities for students to open themself up to God's transforming love, wherever you are on your path of spiritual and personal growth. If you:
• We seek to awaken - or deepen – a students faith in God
• We want you to understand yourself, and others, better, in the context of the Christian faith and God's love and grace
• We want students to relate Biblical teachings to your daily life, for guidance, comfort and understanding
• We want students to discover - and embrace - the gifts that God has given you, and the ministry to which God has called you...
.We encourge students to develop Spiritual Disciplines
Spiritual disciplines are helpful as a daily routine and can be used as a tool for continued spiritual growth. The congregation can provide encouragement, resource, and leadership in the carrying out of individual spiritual disciplines. The following are suggested disciplines that some have found to help persons along the journey:
Meditation: Meditation on a scripture passage can be helpful during a walk in the beauty of creation, or simply remembering how God has blessed one's life. Bible Study: Individual Bible study can keep the mind alert considering the great stories of the Bible as well as bring spiritual strength to get through the difficult days. Prayer: Daily prayer at a certain time and place each day can bring about a centering of life and can help a person know that he/she is not alone in facing the changing world. Journaling: Writing down thoughts, prayers, and activities can help in seeing where one has come from and what growth has taken place, and perhaps identify areas of the spiritual life that need more attention. Exercise: exercise becomes vital to health and mobility. Good Nutrition: The Foundation can serve as a model for encouraging good nutrition throughout its membership. Corporate Worship: All the other disciplines can feed into the corporate worship that takes place on Thursday night and make the worship an experience that integrates all of life.

Non-Traditional/Commuter Student Services

The Wesley Foundation@Lincoln University

Alan L. Joplin, Wesley Foundation Director

Lincoln University has a very diverse campus population which includes traditional and non-traditional/commuter students working together in classroom activities and in the community.

Non-traditional students are usually 25 years of age or older and have either never attended college or have taken a break in their formal education. The Wesley Foundation recognize the difficult hurdles that come with being a non-traditional/commuter student. To this end the Non-Traditional/Commuter Student Services are proposed.
Our Vision
To transform student experiences into learning opportunities.
Our Mission
The Non-Traditional/Commuter Student Services is committed to providing support, friendship, and guidance to Non-Traditional and commuter students at Lincoln University while encouraging them to become active in academic, social, and recreational opportunities on campus.
To engage students in learning and personal development by fostering connections within our diverse university community, promoting campus citizenship, and preparing students for current and future leadership roles.

Non-Traditional/ Commuter Student Lounge
A campus "home" for Non-Traditional/Commuter
Students at Lincoln University.

Non-Traditional/Commuter Student at Lincoln University) is located in the Wesley Foundation and offers a wide variety of services and programs to assist commuting students. A special effort will be made to establish a strong relationship with first-year commuting students who live at home.



The /Non-Traditional/ Commuter Student Lounge is designed to provide a quiet gathering place for non-traditional/commuter students to study, relax and socialize. The lounge is located inside the Wesley Foundation. A refrigerator, microwave and coffee pot are available for student use. .the area has spaces for meetings and social events and gives students an opportunity to socialize around comfortable furnishings with a pool table and television lounge. or simply sit and browse books, magazines or newspapers. Next door is a small quiet office with a computer which students can use if they need more quiet than the big lab offers.

Non-Traditional/Commuter Students Organization
Having a strong support group can be one of the best ways to ensure success in the university. The Non-traditional/Commuter Students Organization provides an outlet for social events as well as advocating for the needs and desires of adult learners.
Campus Ministry in the context of Non-Traditional/Commuter Students
Ministry is an ongoing process of accompaniment accomplished within a faith community. It is mindful of the developmental character of the human journey and functions to nurture, reconcile, guide, sustain, and heal individuals and communities.
Built on mutual trust, it engages the gifts, time, talents, and energies of every member of the community. Pastoral ministry is that activity of the university which offers the members of the university community an opportunity to integrate religious and moral principles with their academic study and non-academic activities, thus integrating faith with life.
In the setting of higher education in the 21st century, campus ministry takes place in a context of increasing diversity and globalization, aware of the opportunities and challenges these imply.
Campus ministry embodies four specific dimensions of activity:
• Pastoral ministry (care, counseling and presence)
• Liturgical ministry (ritual, sacramental, ecumenical and interfaith)
• Spiritual ministry (formation, reflection, prayer)
• Social ministry (justice, service)