"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)

Policy for Safe Ministries

Children, Youth and Adults with Physical, Mental and Developmental Disabilities

Article I. Purpose Statement
Wesley Foundation @ Lincoln University is committed to the well being of each of its members and non-members, entrusted to us through our ministries and organizations. God calls us to make our churches safe places, protecting children and other vulnerable persons from all forms of exploitation and abuse. God calls us to create communities of faith where children and adults can participate in ministry in a safe and secure environment.

In accordance with the Child Abuse Prevention policy of the General Conference of the United Methodist Church, in April 1996. The Social Principles of the United Methodist Church state, “…children must be protected from economic, physical, and sexual exploitation, and abuse.” Thus, in covenant with all United Methodist congregations, we adopt this policy for the protection of children, youth and adults with physical, mental and or developmental disabilities.



Section 1.01 Definitions
(a) Youth, for purpose of disclosures of alleged abuse anyone under the age of 18 years old.
(b) Adults with physical, mental and or developmental disabilities will be referred to as Adults with PMD in this policy.
(c) Physical Abuse: Abuse in which a person deliberately and intentionally causes bodily harm to a vulnerable person. Examples may include violent battery with a weapon, burning, shaking, kicking, choking, and fracturing bones and any of a wide variety of non-accidental injuries to a youth’s body or adult with PMD.
(d) Emotional Abuse: Abuse in which a person exposes a vulnerable person to spoken and/or unspoken violence or emotional cruelty. Vulnerable persons exposed to emotional abuse may have experienced being locked in a closet, being deprived of parental affection, being constantly told they are stupid or bad.
(e) Neglect: Abuse in which a person endangers a vulnerable person’s health, safety, or welfare through negligence. Neglect may include withholding food, clothing, medical care, education, and even affection and affirmation of the child’s self-worth.
(f) Sexual Abuse: Abuse in which sexual contact between a vulnerable person and an adult (or another more powerful youth) occurs. The vulnerable person is never truly capable of consenting to or resisting such contact and/or sexual acts.
(g) DFS, Department of Family Services. An agency of the Department of Social Services in Missouri which investigates allegations of abuse against children/youth. The toll free phone number is: 1-800-392-3738. Any person with responsibility for the care of children is required to make a report to DFS if they have reasonable cause to suspect child abuse or if they have observed conditions that would reasonably result in child abuse.


Article II. Basis Procedures for Safe Ministries
(a) At all times during any church-sponsored program, event or ministry involving children under the age of 18 years old, at least two adult workers should be present. If possible one adult should be female and the other male. In situations where multiple youth groups are meeting at the church at the same time, the second adult may rotate among the different youth groups to ensure that two adults are present.
(b) When two adult workers are not available at all times in a room during church sponsored programs involving, children, doors to rooms used for such activities shall remain open, unless the interior of the room is clearly visible from the hallway.
(c) The adult worker who will be present and assume primary responsibility for a church-sponsored program involving youth shall be at least 18 years of age. For church-sponsored programs involving teenagers, the adult worker who will be present and assume primary responsibility shall be at least 5 years older than the oldest teen participant in the program.
(d) At least one adult worker in each church sponsored program involving infants, children and youth should attend a First Aid and CPR class.
(e) Adult workers in child and youth programs in the Church should participate in an annual orientation conducted by Grace UMC. This orientation will include a review of these policies and procedures, and a written covenant signed by all participants to uphold these policies and procedures.
(f) The parents of children and youth participating in church-sponsored programs will be given advance notice of expected activities for those programs. Parents will be provided with advance notice of variations in usual schedules and activities.
(g) Programs or events involving children, youth or Adults with PMD that use church property but are not sponsored by the church will be asked to sign a written covenant agreeing to uphold these policies and procedures.
(h) If an accident occurs, first seek medical attention, if basic first aid does not control the situation, parents or guardians must be contacted, and or medical emergency workers. The adult in charge must fill out an accident form and make 2 copies, one for the parents, and one to be put on file, in the church office. Accident forms are available in every room of the church.
Article III. Procedures for Volunteer Workers
(a) All volunteers, staff members or any person working in a church-sponsored program with youth will complete a volunteer application form providing their name, social security number and references to a designated person.
(b) The designated person may perform a police background check on all persons working with youth in any capacity. Exception to this is a person that is certified with the Missouri Area Conference Safe Sanctuaries program and can document it.
(c) All information obtained from the police background check will be held in strict confidence. The records will be kept in a locked file in the church office.
(d) Anyone with a prior conviction of any form of child abuse will not be eligible to work with youth, adults with PMD in any capacity.
(e) If the Pastor is aware of other at-risk behaviors, he/she shall discourage the participation of that individual in children/youth and adults with PMD related activities.
(f) Children under the age of 11 years of age are not permitted to wander the building unsupervised or to use rooms not assigned to them for use. Children under the age of 11 years of age must have an adult assigned to watch them.

Article IV. Basic procedure for responding to allegations of abuse of youth and adults with PMD.

(a) When an allegation of abuse is made, the first item is to determine, whether or not the person’s life is in immediate danger.
1) If the person is in immediate danger, the police, Sheriff’s Department and or DFS should be called, along with the child’s parent(s) or guardian(s). (In case of alleged abuse by parent, the parent in question should not be notified until the child is secured.)
2) If the person is not in immediate danger, the parent(s) or guardian(s) of that person will be notified immediately. The person who receives the report of the allegations of abuse will place the person who is the alleged victim of the abuse in a secure area, with the supervision of at least two adults not involved I the abuse incident, until the parent(s) or guardian(s) arrive.
3) The person who receives the report will determine if the victim’s injuries require administration of basic first aid. The person will complete the “Injury Report” form. Two copies will be made, one for the parents and the second on file in the Church office.

A. If the abuse allegation occurs on Church property or during a Church function off campus. The following procedures will follow after appropriate people have been contact. (see above)
i. The pastor will be notified immediately of the abuse allegation. The pastor will be responsible for notifying the appropriate authorities of the annual conference, the church’s insurance agent, the church’s attorney, and the church’s designated media spokesperson. (In case of alleged abuse by the pastor, the chair of the staff/parish committee shall assume this responsibility.)
ii. The alleged abuser will be told of the allegation immediately. This person will be removed from further participation in church-sponsored programs that involve youth or adults with PMD. Based on the final outcome of the abuse allegation, the person’s further involvement will be the decision of the staff/parish and the pastor.
iii. The person who receives the allegation of abuse will complete the “Report of Suspected Incident of Abuse” form within 24 hours of receiving the allegation. The completed form will be given to the pastor or designated person. The pastor will share the completed form with appropriate state and annual conference representatives to support the investigation of the abuse allegation. The form will be kept in a locked file in the church office.
iv. The church’s designated media spokesperson will make any necessary statements or responses to the new media. The identities of the person who is the alleged victim, the parents/guardians, and the alleged abuser will be kept confidential.
v. The pastor or a person designated by the pastor will prepare a brief statement about the allegation of abuse to share with the congregation. This statement will inform the congregation that an allegation of abuse has been made without giving unnecessary details, placing blame, or revealing the identities of the person, the parents/guardians, the alleged abuser or his/her family.

Concept for Peer Ministry to International Students

1-22-2004/Alan L. Joplin


Purpose:

• To welcome international students to the Christian community of the Wesley Foundation@Lincoln University.

• To assist international students in their spiritual quest.

Basic Activity:

Contact international students through a personal visit, by phone, or during special event and invite them to form a relationship with the Wesley Foundation.

Staff & Cost:

An International Student working 5–10 hours a week.

Resources for Contact

A. Coordinator International Student Programs
B. Other international students
C. Events hosted by international students

Attend International Events

A. Obtain a schedule of events sponsored by the international students and arrange to attend international events.

B. Be a learner at international events. Absorb as much as you can of the culture and the people to understand the international students.

C. Make yourself known to the international students community. (use the opportunity to exchange information and ideas at a deeper level).

D. Write your comments of contacts on the "International Ministry Weekly Report."

V. Student Volunteers

Enlist the help of student volunteers as opportunities for expanded ministry arise.

VI. Keep a Time Sheet on All You Do

A. Phoning
B. Visits
C. Journaling and other paper work
D. Attending international events

Peer Ministry Program: "Empowering Students to Help Peers"

Concept Paper


Peer Ministry is a year long experience designed to build Christian Leadership skills and enhance personal and spiritual awareness in it’s members, in the context of the Wesley Foundations overall ministry. Through training and development, prayer and shared dialogue, student’s ministers are enabled to meet their own spiritual needs at the same time that they render service and witness to their peers.

The Wesley Foundation is a community centered in the mission of Jesus Christ where young men and women of diverse interests and abilities are encouraged to learn, to work together and to think for themselves. The Wesley Foundation strives to provide an environment that fosters the values of a commitment to excellence, a spirit of respect and compassion, personal integrity, and a willingness to serve others. The mission of Campus Ministry at the Wesley Foundation is to enable the members of the University community to experience, claim and celebrate the rich tradition and spirit of God. Campus Ministry provides a context within which persons have the opportunity to appropriate in a critical fashion their own religious traditions, values, and beliefs.

As the pastoral expression of the University's identity, we are called to invite the community to gather, to celebrate, and to be confronted by the gospel of the risen Christ.

To gather to become a center of hospitality

We choose to share our journeys, our hopes, our fears, our gifts, our dreams.
We choose to actively build a community of hospitality, understanding and compassion.
We choose to be enriched by interfaith dialogue that values the wisdom of all faith traditions.
We choose to reverence God's presence among us and within us.

We choose to support one another through prayer, retreats, meaningful discussions and fun activities.

We choose to value collaboration and welcome the diversity of the gifts present in the University community.

To celebrate as a community

We choose to rejoice in the good news of the gospel of Christ.
We choose to share the Bread of Life in the Eucharist.
We choose to celebrate our gifts by sharing them with those whose needs are the greatest.




To be a prophetic witness to the gospel of the risen Christ

We choose to embrace opportunities for volunteer service to the poor.
We choose to work to be responsible agents of peace and justice.
We choose to bring the message of the gospel to the moral and ethical challenges of our world.
We choose to be signs of hope and joy in our world.
We choose to discover and express our values in meaningful ways


What is Peer Ministry:
All programs are offered as volunteer opportunities for student participation. Most important, students demonstrate and experience the essence of Christian beliefs through their service to others.
• Peer Ministers works to promote, support, and enhance student life in the university community, with emphasis and attention to the individual. We welcome and invite all to share in our mission.

• Peer Ministry is an outreach program offered through the Wesley Foundation. It is a structured group which offers a variety of activities and opportunities for students.

• Peer Ministry will offer’s a variety of programs. Students may accept planning and leadership responsibilities

• Peer Ministry provides students an opportunities to meet new people.

• Peer Ministry emphasis self-exploration and community building. Involvement in peer ministry helps everyone step out of their "groups" and learn something new about themselves and others.

Training Opportunities

Peer Ministers will attend two training sessions in leadership, group facilitating, and listening and communication skills. The purpose of the training is to:

• encourage and facilitate opportunities for students to experience leadership by being of service to the university community, especially through the Peer Ministry Program. .

• enhance the student's ability to engage in liturgical celebrations with a cognitive understanding of sacramental celebration as well as prayer services and other celebrations throughout the year.






• consider strategies for fostering a consciousness of peer ministry for the university community as well as the community it serves.

• allow students to truly examine their stances of faith and postures of the heart so that the two may form a sound conscience for lives.

• appreciate the uniqueness and complexity of reflections upon issues of faith as well as incorporating faith in to the dialogue of social and cultural issues.

• examine and experience the concept of prayer leadership.

Duties of Peer Ministers:
Peer Ministers are students who have a desire to grow spiritually as ministers and witnesses, an openness to strengthen their relationships with others, and a willingness to commit to a life of Gospel-based spirituality. Peer Ministry is open to all who want to promote school spirit by helping their peers to adjust to the university environment and become active, responsible members of the Lincoln University community. Monthly meetings will be scheduled for discussion times and activities. Discussions encourage attitudes of honesty, integrity, and kindness. In addition to monthly meetings, Peer Ministers are asked to help plan and facilitate Wesley Foundation Program Activities.
Peer Ministers will:
• Help facilitate school-wide spiritual programs such as leading retreats and prayer/worship assemblies

• Develop their faith through leadership and organizational skills by planning and leading Liturgies and Prayer Services.

• Study the foundations of prayer, liturgy, and the formation of religious belief, as well as have multiple opportunities to contemplate their faith development.

• Continue their leadership role as veteran peer ministers serving the upcoming peer ministry classes as student mentors.









Proposed Programs

Campus Ministry Council: A group of committed students, who dream, listen, plan, evaluate and assist in the implementation of Campus Ministry activities. The group will meet once a month. Circle K
Soup & Scripture: During lunchtime (12:00-1:15 PM) on Thursday, all are welcomed to gather in the NU-Soul Café to share a meal and scripture reflection. The program begins in the Winter semester of 2004
Spirtitual Direction: The staff is available for spiritual guidence, pastoral counseling, and other sharing.
The Gathering in Faith (TGIF): Join Lincoln University Students on Tuesday evenings for food, fellowship, and faith sharing at the Wesley Foundation.
Peer Helpers Students are trained to provide support services to students entering the university for the first time. The formal training consists of skill development in the following areas: leadership, communication, understanding the nature of the helping relationship, conflict identification, anger management, adolescent issues, problem solving strategies, and interviewing strategies. These training sessions will be scheduled during lunch hours or evenings. Specific initiatives which the peer helpers are involved in planning and implementing are:
Peer Mediation Students in this program guide other students in conflict through the process of mediation. Students in this program are involved in an extensive training program. Formal skill develop is provided in various areas including the nature of conflict, the steps in mediation, conducting workshops about mediation, and developing programs for use in the general university population.

Peer Ministry to Internationals

Purpose:

To welcome international students into the Christian community, to be a friend to them and to assist them in their spiritual quest or development.

Basic Activity:

Contact international students by phone, through a personal visit, during a special event and invite them to discuss themselves, their land, culture and religion in a private one-to-one setting.

Staff & Cost:

One persons working 5–10 hours a week.. Students must be upper division (juniors and seniors) or graduate students. Applicants will be screened and interviewed by the campus pastor (others may participate in interviewing).

Guidelines to Peer Ministry

I. Resources for Contact

A. International Student Affairs Office
B. Campus Pastor
C. Other international students
D. Events hosted by international students

Once you receive the names of international students, make an index card and on the top left corner write down the student's name, address, and phone number. In the top right corner put your name. This is your student. Put the index card in the International Ministry file box and come back to each card after each visit or phone call with that students. Make any important notes on the card.

II. Phoning

A. Before you begin, pray.
B. Before you begin, have a calendar in front of you.
C. If they are in . . .
1. Identify yourself as a student. “My name is . . .”
2. “I'm working with Lutheran Chapel here on campus.”
3. “I'd like to get acquainted with you, to learn about you and your country, and your religion, and to tell you about me and my country and my religion. Maybe I can be of help to you. Can I meet you sometime this week?”
4. If the person is busy, ask “What about next week?”
5. If the person is willing to meet, give him/her the option of his/her room, the Student Union, or the lounge at Campus Center.
6. Once that is established, arrange a mutual day and time to get together.
7. If the student chooses your campus center, you may have to give directions.
D. If he/she is busy or no one answers, try again after you have completed other calls.
E. If the person is not at home but you reach a roommate, leave your first name and phone number and ask if he/she would return the call.
F. As a rule, international students are very studious. The best time to call is in the afternoon or evenings. The best time for a visit is usually the weekend.

III. The Visit
A. Take a few moments beforehand for prayer. Ask God to be with you and to let you see Him in the people you meet.
B. If the visit is at your campus center, find a place that is not busy and where you can be alone—the lounge, library, office, classroom, or kitchen. Do not use the chapel—at least for the first visit. If the visit is in the person's room and the roommate or other people are there, ask “Do you mind if we go to the lounge or somewhere where it is quiet and private so we can talk?” Do this not only for you, but especially for him/her. Use the opportunity to get to know the roommate before having a private visit with the person you came to visit.
C. Greet the person you came to visit. Be sure to repeat who you are and carefully listen to how he pronounces his name. Work with the pronunciation until you have reasonably mastered it. In greeting the person you may want to shake hands. Be at ease yourself and put your visitor at ease. The main purpose for your visit is to provide an atmosphere where the person can talk freely to you about himself, his family, his religion, and his needs and to inform the person of the opportunities that Lutheran Chapel has for him (especially if he is a Christian) and to analyze from the conversation what the chapel can do to continue to befriend this person. Extend to the person a personal invitation to worship, Bible study and other activities.
D. Questions to ask a person to help him/her open up and share.
E. (See attached form—International Survey) Note: if you want the person to share his/her life with you, you must be open to share your faith and life with him/her.
F. f the response to the visit, and especially if the survey warrants it, you might want to give the person a Bible or New Testament in his/her own language. Tell the student where to read in order to find out about Jesus Christ. You might also want to read through a tract about basic Christianity with the student.
G. When your visit is over, offer a personal invitation to worship with you if you have not done this already. If you are at the campus center, introduce him/her to the pastor, the secretary and any student who is in the building. In your introductions refer to the international student as your "friend." As you say your goodbyes, tell him/her you hope to seem them again soon and wish him/her well in their studies.
H. After the visit, spend 15-minutes or so in quiet reflection. Write a brief summary of the conversation in a journal (i.e., how you felt, what the attitudes were, etc.). Try your utmost to write in your journal as soon after the visit as possible while the answers and observations are fresh in your mind. You may wish to write some good words that apply to international ministry. If you have any good ideas for the program, write them in a journal also.
I. Remember to keep those whom you visit in your prayers. Do the follow-up paperwork.
1. On the back of the index card in the International Ministry file, write down the date you visited the student.
2. Check the student file cards in the secretary's office to see if there is information you can provide. Under "other comments" put down the date you visited the person and your initials. Entry would look like this: Visit, 4/46/94 REL. Put information you want to add or information for a student not in the file on a piece of paper for the secretary to add to the list.
3. Write your visit on the International Ministry weekly report sheet.

IV. Attend International Events

A. Obtain a schedule of events sponsored by the international students and arrange to attend at least two international events each month.

B. Be a learner at the international events. Absorb as much as you can of the culture and the people to understand the international students.

C. Make yourself known to the international students at these events. They are the hosts, and thank them for sponsoring the event. Tell them who you are, use the opportunity to set up an appointment for a visit in which you can exchange information and ideas at a deeper level.

D. Record in your journal immediately after the event the impressions you had, the important things you learned, the contacts you made, and whatever other observations you might have.

E. Write your participation in the event on the "International Ministry Weekly Report."

V. Student Volunteers

Enlist and supervise the help of student volunteers as opportunities for expanded ministry arise.

VI. Keep a Time Sheet on All You Do

A. Phoning
B. Visits
C. Writing in your journal and other paper work
D. Attending international events
E. Reading
F. Training

Peer Minister Job Description

Draft---Draft

Peer Minister Job Description
Wesley Foundation@Lincoln University

Qualifications

A student who has had evangelism, or ministry experience, or who is interested in reaching out to the Lincoln University community.

• This student should have a good working knowledge of organizational skills and the ability to coordinate patiently and perceptively both persons and activities and be sensitive to building one-to-one trust relationships.

• This student would be called upon to provide assistance in "sharing the love of Christ" and bringing interconnectedness to persons in University Community

• The student would be one interested in learning how to bring the international community and the local community together for both social and educational events.

• This student should have good command of the English language and be actively involved in the life of the Wesley Foundation.
The student to fill this position must have a passion for the Gospel of Jesus Christ and the way this relates to young people. To give expression to this passion we are looking for someone who
• knows and takes it as their first priority to "seek and to save the lost"

• holds discipleship in one-on-one and group contexts to be a high priority.

The person who fills this position must be:

• A self starter who is able to take a small student group and grow it.

• A strategic thinker who knows where to place their energies and skills and how to create links and avenues for students to explore, grow and mature in their faith.
Specific Focus
Formal contacts will be made to university students.
The Peer Minister's specific task will be to give structure to "developing the faith of those who have already made a commitment to Christ and sharing the gospel with those who haven't." Therefore they need to be creative in linking opportunities for young people in a variety of circumstances in order to:

• Introduce them to Jesus Christ and be comfortable in calling them to a commitment to Jesus Christ.

• Actively in knitting young people into Christian fellowship groups

• Actively bringing students into full fellowship and life of the church where they can express their faith and use their gifts within the body of Christ with growing maturity.

Qualities

• Commitment to the ministry at the Wesley Foundation
• Willingness to share his/her faith with people of the same or another culture.
• Be a good listener.

Accountability

The "Peer Minister" will be responsible to the Director/Pastor of the Wesley Foundation.

General

 Provide general support as needed for various activities, particularly when it is necessary to connect persons and resources for worship, programs, educational and Bible study needs. Coordinate the Campus Ministry Council. (see attachment)

 Communicate with university community seeking to interconnect people with one another and using their personal gifts and resources for effective ministry outreach.

 To encourage and enable Christian international students to share their religious culture and traditions, enabling us to deepen our understanding of the Church in the world.

Specific (with assistance and support of the Director/Pastor)

• Organize Bible studies at the Wesley Foundation that involve international and American students together.

• Offer workshops, retreats, cross-cultural educational opportunities.

• Set up a vespers or special worship service in predominant language group (or alternate cultures) once per semester,

• Encourage use of building for international community involvement.

• Provide once-a-month (or once a semester) movies or some kind of cultural awareness and encourage internationals students, both Christian and non-Christian, to share with us.

• Encourage social exchange with other Christian campus groups.

• Investigate the possibility of weekly lunches coordinated with area churches.

• Explore the possibility of opening the building three night a week for socializing and conversation

Work Schedule and Salary

An average of 20 hours per week spent in coordinating program activities. Meet with Director/Pastor once a week. Payment of Board will be provided per semester as "scholarship assistance."

Afro-Centric Bible Study/Working Document

Alan L. Joplin, Wesley Foundation Director

Introduction. The cultural integrity of any given faith community is highly dependent on the faith community’s ability to transmit its cultural and religious values to young people. Many African American churches complain that young people are not being adequately incorporated into the faith traditions of African American churches. In fact, in recent years there has been a proliferation of unchurched young people who are engaged in different lifestyles. Thus, churches find themselves struggling to figure out what role(s) they can and should play in the socialization of African American youth, and youth in general. The general mission of this program is to transform young people into Disciples of Christ and support decision-making processes that bring young people into greater harmony with the will of God.

Mission Statement. This Bible Study program seeks to implement and promote Bible Study from an African perspective using an Afro-centric lens.

Statement of Problem. The strategies used will shape the moral consciousness of African American youth and it will address two fundamental issues:

• the problem of identity among African American teen-agers and young adults.

• the increased number of unchurched African American teen-agers and young adults.

Accordingly, the challenge facing this program is how to work with formal and informal social structures within the African American community to enhance the student’s cultural, historical, and theological competence.

Overview. All who are interested in studying God's Word may attend.. We encourage each person interested in attending to seek God's will and direction before applying.
This Biblical Studies is designed to bring students and members of local congregations of the African diaspora, of the surrounding communities, and other interested persons together on a bi-weekly to respond to the critical challenges facing the Black faith and community from an Afro-Centric perspective.

During the study secession, they will be reminded of the value of the Christian education and the necessity of their own spiritual formation and growth, they are taught about Christian education from an African American perspective, and they are reminded of the church's role in the community and in society at large. Bible study leaders will be selected for each period and will lead an two hour long Bible study.

We are committed to:

1. Establishing Christians in the faith by:

a. developing a knowledge and understanding of the Word of God
b. teaching Christian discipline
c. providing wholesome Christian fellowship

2. Training students for Christian service by:

a. giving a working knowledge of the Word of God
b. giving an opportunities for practical experiences in Christian service

Program Design. The learning process will be highly interactive and will include participant engagement in independent study, assignments, discussions, daily devotions, and journaling. The general format for each session will include: Opening devotion; topic overview; presentation of key concept; group discussion (exercise); question/answers; and new assignments. Content experts will be brought in occasionally to speak on specific topics.

Goals and Objectives. Our goals is to equip teen-agers and young adults. with an education for life with Christian values by providing a forum where university student can learn the Word of God and learn to apply biblical concepts for daily living and social change, to help develop leadership in local congregations, to build bridges between the church, the community and the university, and finally to encourage persons of African descent to embrace their rich history and heritage
.
The specific objectives of this Bible Study are as follows:

• To nurture an appreciation for the traditions of the Black Church in the African American experience.

• To provide opportunities for students to enhance their capacities to nurture young people into the Christian faith.
•
• To assist students in developing their teaching, facilitation and discussion skills as well as their abilities to encourage and motivate there peers

Our goals are to provide::

• Bible study that is Christ centered.

• The regular, in-depth study of the Holy Scriptures in a manner that is prayerful, organized and dialogical.

• Bible study that points out, highlights and embraces African-American biblical scholars.

• Biblical study that inspires the discovery of God's present day message to African Americans.

• 5. Bible instructions that nurture individual, collective, spiritual and personal development through in-depth meditation that enables students to realize "Who they are and Whose you are!"

Results (Expected Outcomes). The primary goal of the Afro-Centric Bible Study is to examine the notion of lifecycle development as reflected in traditional African religion and the early Christian church. The intent of the study is to produce the following outcomes:

Outcome One: Knowledge of key theological concepts and their place in the development of faith. The Participants will

• Develop a working knowledge of key theological concepts (e.g., hermeneutics, exegesis, pneumatology, ecclesiology, eschatology, Christology, etc.)

• Increase their familiarity with biblical passages that are specifically related to the themes of Rites of Passage (e.g., birth, initiation, marriage, illness, and death) by focusing on how these themes are reflected in the lives and experiences of various biblical characters

Outcome Two: Understanding of the process by which Jesus imparted esoteric information to his disciples. The participants will:

• Develop an appreciation for how Jesus taught his disciples (i.e., marriage, family, children, kingdom of heaven, healing, demonic forces)

• Elect to renew their commitment to God, the church and the African American family

• Explain their theological justification for living a Christ-rooted and African-centered lifestyle.

Outcome Three: Awareness and knowledge of the role that the African worldview plays in the development of a faith. The Participants will:

• Increase their knowledge of the traditional African beliefs and values

Outcome Four: Skills to design program activities that will meet the cognitive and behavioral goals of a faith based Rites of Passage program. The Participants will:

• Develop an appreciation for the notion of life cycle development (i.e., birth, pubescence, adolescence, adulthood, and eldership)

• Increase their understanding of and appreciation for their own spiritual gifts


Outcome Five: Understanding of the use of rituals in facilitating a faith based Rites. The Participants will

• Increase their knowledge of the purpose of ritual celebration in a faith .

• Increase their appreciation for how rituals are reflected in the bible

• Develop an appreciation for the meaning and purpose of sacred space in a faith.

• Increase their understanding of the role the Black Church played in facilitating the cultural adaptation of Black people within the historical context of the United States

• Develop an appreciation for meaning of the Invisible Church during the Antebellum Period of American history.

• Heighten their awareness of the how the Black church minimized the effects of the slave mentality (which was peculiar to African American people)

Proposed Courses

September 11, 2003- Black Theology. Provides the foundation for black theology, exploring the black/African religious experience, and combining the black religious experience with the affirmations of the Christian Creed.
September 25, 2003-AFRICAN PRESENCE IN THE BIBLE - This course answers questions that help African-American Christians view the Bible through an Africentric lens.

October 2, 2003- Theologies of Liberation.. Critical examination of black, African, Latin American, and feminist theologies of liberation, interpreting models of action and reflection as the Christian faith confronts racism, classism, and sexism.

October 9, 2003-AFRICENTRIC CHRISTIANITY - Is it possible to be culturally Africentric and a devout Christian at the same time? This course will provides theological assessment of Africentrism and its relationship to Christianity.

October 23, 2003-UNASHAMEDLY BLACK & UNAPOLOGETICALLY CHRISTIAN - This course examines our doctrines as a local church, and the United Church of Christ as our denomination and its African-American witness.

October 30, 2003-THE MYTH & MEANING OF MALCOLM X - This class analyzes a selective group of writings by and about Malcolm X.

November 6, 2003- GOD’S WORD AND MY SALVATION - This class discusses topics such as salvation, sin, the trinity, along with answers to the frequently asked questions about speaking in tongues, conservatism, women preachers and many more.

November 13, 2003-WHAT MAKES YOU SO STRONG - This class is multifaceted. We learn about the patriarch of ancient Israel, the poets and prophets of the exile, a barren woman and a favored queen, a capricious judge and three devout young prisoners of war. This class reveals a candid snapshot of God.

November 20, 2003-SPACE FOR GOD - This course teaches students the practice of prayer, spirituality, meditation and the importance of journaling daily meditations.

Martin Luther King Day Symposium-2004
January 20, 2004-The Theology of Martin Luther King, Jr.. Treats King as a theologian, evaluating his understanding of Christian doctrines and examining his contribution to theological ethics.
January 20, 2004A Christian Spirituality of Restorative Justice In this course we will investigate a Christian spirituality of justice in which God’s aim for creation is not destruction—rather, it is restoration. Students will take seriously the meaning of Christian spirituality in this endeavour as themes of prayer and spiritual disciplines make sense of how God uses persons for restoration.
January 20, 2004Foundations of Emancipatory Theology.. Exploration of some of the factors which contribute to the Christian understanding of freedom, and the theological imperatives which inform the quest for human emancipation. Special focus will be placed on the biblical, historical, and contextual foundations of the theological discourse, with major emphasis on the Black experience.

Proposed Spring topics/2004


GOD’S WORD AND MY SALVATION - This class discusses topics such as salvation, sin, the trinity, along with answers to the questions about speaking in tongues and more

ABUNDANT LIFE –This course is designed to help Christians grow spiritually and possess the joy-filled Abundant Life Christ promises.

NEW TESTAMENT SURVEY - This course is an overview of the 27 books of the New Testament.

Religion in Africa. A study of religion in Sub-Saharan Africa. Attention is given to the nature and function of religion in the traditional societies and to the modern developments of Christianity and Islam in Africa
Black Theology and Black Church. A study of Black theological discourse in the United States and Africa. The course focuses on the composite causes of racial oppression and explores the relationship between black theology and "third world'' peoples, women's struggles, black families, and, most importantly, the praxis of black church ministry.
Womanist Theology. The course explores what Black women’s experiences in church and society suggest about the meaning of God and Jesus Christ.
Third World Theologies.. Examines the development of Christian theology in the non-Western world; theological developments and the process of contextualization and politicization of theologies in Latin America, Africa, and Asia, comparing them with black theology.
Ministries of Prayer and Praise A course that focuses on a study of the Black experience within our Christian worship heritage, with an emphasis on understanding social justice as liturgical action and individual gifts as the basis for developing ministries of prayer and praise.
Theology and the Black Experience The purpose of this course is to use the African-American experience and search for identity in America as a lens through which to understand the development of African-American theology in the context of the Christian tradition.
In Our Own Voices This preaching course will offer women the opportunity to explore and discern their own voices in preaching. Students will reflect on the historical, theological and biblical significance of women in the pulpit and will have an opportunity to participate in practical preaching exercises.
The Black Church and the American Experience Reflecting on the diverse character of American religion and its influence on American culture, this course explores themes of race, and the dynamics of race, gender, and politics in American history.
Theology, Ministry, and Public Life The goal of this area is to connect theological, biblical, ethical and ministerial study to the challenge of establishing and renewing the public life of the church and civil society. This courses will situate general theological study in relation to institutions, social groups and movements; and will examine issues such as how churches interact with other institutions, the role of religion in public discourse and association, and the potential public character of theological discourse.
The Meaning of the Sacraments This course is a theological examination of the sacraments and their place in the life, worship and witness of the church. Attention will be given to the place of ritual and gesture in Christian worship, the biblical basis for the sacraments, the historic debates and controversies as well as the more recent ecumenical discussions and agreements.

Theology and the Black Experience
Church, Community, and Ministry
Introducing Black Theology of Liberation.
African American Christian Education
Images of Church and God in Black Womens' Literature.
Sexual Issues in the Black Church and Community.

The Wesley Foundation@Lincoln University

The Wesley Foundation@Lincoln University
Non-Traditional/Commuter Student Services
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 30 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)

Student Ministry Associate

The Wesley Foundation@Lincoln University
Student Ministry Associate


The Student Ministry Associate (SMA), formed in the Fall of 2004, serves as a significant opportunity for students to provide direct leadership to the Lincoln University Community and the Wesley Foundation Programs. Members of SMA can impact the events and experiences offered by the Foundation by conducting ongoing assessment and serving as liaisons between the students community, the university family and the Foundation Director and programs. By aiding in the creation and implementation of programming experiences, the members of the SAC helps Foundation programs, strive to attain a standard of excellence both now and in the future.

The SMA is an interfaith group of students involved in many aspects of university life. They meet regularly to advise the Foundations Director on programs, priorities, and student needs. They also help recruit student participation for Foundation’s events and will take a leadership roles in planning particular events.

The SMA has several important functions, all related to improving the quality of student life in the university. It surveys the student body and advises the Director on matters of student concern, supports and promotes social, scholarly and professional activities of students.

The roll of the SMA is to create a forum which open communication can take place concerning the enhancement of the student experience. The focus of SMA will be on the development and enrichment of the student experience.

The SMA will consist of a maximum of 15 currently enrolled at the University. The Director of the Foundation will serve as facilitators of this group. The SAC meets monthly when classes are in session with the Foundation Director to discuss current issues in the university. The group helps provide insight into the strengths and weaknesses of current programs, and bring new information into the University and Wesley Foundation.










Constitution of the Student Ministry Associates
Wesley Foundation@Lincoln University


Article I- Purpose of the SMA

Section 1. The purpose of the Student Advisory Council (hereafter SMA) is to provide a means for students to give input to, and be informed about, significant
Foundation decisions. SMA members will act in an advisory capacity to the Foundations Director.

Article II- Selection of the SMA

Section 1. Students must meet certain minimum eligibility requirements to serve on the SMA. Students must be seeking a Lincoln University (hereafter LU) degree or certificate and must have been registered for at least one course within the year prior to serving.

Eligible students must also have at least a 2.0 GPA. Any student who has violated the Code of Student Conduct and/or the Code of Civility is not eligible to serve on the SMA.

All members must be able to serve on the council for at least two years. However, if a member graduates in December, he or she can serve for the remainder of that year after graduation occurs. All members must have access to e-mail and the World Wide Web.

Section 2. The SMA will consist of fifteen members –

Article III- Term and Tenure

Section 1. The SMAl’s annual year shall be from September 1 through the following August 31.

Section 2. Each member shall serve on the SMA for two years.

Academic Standing In accordance with the initial requirement of SMA members to be in good academic standing, A review of academic records will occure each year. Any SMA members at any time whose GPA falls below the minimum GPA required by Article II, section 1.will be asked to resign.

Removal from the Council Absence from Fifty present of general meetings in a year shall also result in automatic removal of the member from the SMA. Exceptions may be made for military obligations.

Article IV- Selection of SMA Officers and Other Council Representatives

Section 1. The Officers of the SMA shall be Chairperson, Vice-Chairperson, and Secretary. Additional officers deemed necessary or essential to the operation of the Council may be established by the SMA at any time.

Section 2. The officers of the SMA shall hold office until the end of the year, their removal, or until their successors are elected. Vacancies in any office shall be filled in accordance with article IV, Section 2 of the Constitution.

Article V- Duties of the SMA Officers

Section 1. The Chairperson shall work in partnership with the Foundation Director to gather agenda items and facilitate the meeting.

Section 2. At the request, in the absence, or termination of the Chairperson, the Vice- Chairperson shall perform all of the duties of the Chairperson. The Vice-Chairperson shall also be responsible for distributing to all SMA members the agenda, date, time, and location for the upcoming meeting.

Section 3. The Secretary shall maintain a record of proceedings of all meetings of the SMA. The Secretary shall maintain the historical data that shall include all actions of the SMA. The Secretary shall ensure that all SMA information and documents are passed on to the succeeding Secretary. The Secretary shall maintain a current list of SMA members including addresses, phone numbers, and email addresses.

Section 4. Representatives to SMA will arrange the details of each meeting
including date, time, location.


Article VI- Council Meeting Structure

Section 1. The SMA shall meet twice during each standard semester. During the fall semester, it will meet once in September, October and once in November. During the spring semester, it will meet once in February March, April and once in May

Section 2. The SMA shall hold its regular meeting on the campus of LU. The
representative will arrange the exact location.

Section 3. An agenda for each meeting of the SMA shall be prepared by the Chairperson and distributed by the Vice-Chairperson.