Building a Multifaith Campus

Creating space for historically marginalized religious students at a public university

Amanda Wesche, Student Affairs Administration

Religion & Higher Education Multifaith Meditation Room Objectives & Collaboration
Problem Proposed Intervention Short Term (9 Medium Term Long Term (1+
UW-La Crosse’s lacks resources and space for historically marginalized religious Establishing a Multifaith Meditation Room at UW-La Crosse would provide a safe months) (1-2 years) years)
students, especially space for prayer, meditation, and other spiritual needs. space on campus for individuals and groups to gather for religious and/or spiritual
practices.
Develops space on campus Identify safe people on Decrease religious
Empirical Literature for religious/spiritual
practice
campus for marginalized
religious students
hate/bias incidents on
campus

The existing literature and research reveal that creating physical space and
community on campuses can decrease religious intolerance and increase
Integrate religious
religious minority students’ sense of belonging and spiritual well-being Increase awareness of
religious diversity and
identities and issues into
the work in CTJ and the
discrimination/oppression
(Holloway-Friesen 2018; Pfund & Miller-Perrin, 2019; Stubbs & Sallee, 2013). Division of D&I

• College campuses mirror the larger U.S. population. So, as the American
population becomes more religiously diverse, campuses are reflecting this
shift (Ahmadi et al., 2019; Snipes & Correia-Harker, 2020).
Stakeholders and Collaborators
• Center for Transformative Justice
• Historically, colleges embedded Christian principles, assumptions, symbols, • Division of Diversity and Inclusion
practices, and holidays into their campus culture and values (ex. Academic Maintaining Neutrality • Religious and spiritual students
calendars, chapels on campus, etc.) (Ahmadi et al., 2019; Rockenbach et al., • Consider the needs and activities of each religious group (Ahmadi et al., 2019; • International Education & Engagement
2015; Stubbs & Sallee, 2013). Johnson & Laurence, 2012; Nielsen & Small, 2019). • Multicultural Student Services
• Creating physical space for religious practice and engagement contributes to • A worship or sacred space "must quickly transition one's mind to a place ready to • Facilities Management
students' development, sense of belonging, and overall satisfaction with worship, a place quite separate from the surrounding secular world" (Johnson &
college (Rockenbach & Mayhew, 2014; Ahmadi et al., 2019). Laurence, 2012, p. 53). Why the Center for Transformative Justice?
• Designing the space to remain religiously neutral when unused allows a variety of • Project objectives align with CTJ's mission and values
• Public universities are legally allowed to provide campus space, non-coercive
religious people to use it as they need. • Central location on campus
prayer environments, and opportunities to engage in religious and spiritual
discussions. Denying religious support or space for students, universities are • Department resources (staff, funding, physical space)
contributing to the negative religious campus climate (Ahmadi et al., 2019).
Timeline References
Theoretical Framework
May 2022​ Ahma di, S., Cole, D. G., & Lee, B. (2019). Engaging religious minority s tudents. In S. J. Qua ye, S. R. Harper, & S. L. Pendakur (Eds.), Student engagement in higher education: Theoretical perspectives and practical
approaches for diverse populations (pp. 221-236). Ta yl or & Fra ncis Group.

Religious • Present proposal to CTJ staff​ Ca mpus Cl imate. (2018). UW-La Crosse 2018 campus climate survey: Executive summary. The Uni versity of Wisconsin-La Crosse, https://www.uwlax.edu/contentassets/0e4b7a37f83747cfbd434b2747c0f68c/uwl-

Sense of Student Well-

2018-ca mpus-climate-survey-findings.pdf

Identity • Work with Facilities management to empty the extra office​ Center for Tra nsformative Justice. (2022). Overview of hate/bias incidents. The University of Wisconsin-La Crosse, https://www.uwlax.edu/center/transformative -justice/hatebias-response/overview-of-hatebias-
i nci dents/#:~:text=Hate%2FBias%20incident%3A,gender%2C%20gender%20identity%20or%20disability.

Belonging Being • Purchase materials​

Hol loway-Friesen, H. (2018). Culture a nd religiosity: Contri butors to As ian American graduate s tudents’ belonging. Journal of Student Affairs Research and Practice, 55(4), 426-439.

Development
https ://doi.org/10.1080/19496591.2018.1474760
Offi ce of Multifaith Engagement. (2022). Creating space on campus. Il linois Wesleyan University, https://www.iwu.edu/multifaith/sacred-space-on-campus.html
Interfaith Youth Core. (2014). Creating an i nterfaith room or space on campus. https://www.ifyc.org/sites/default/files/u4/Interfaith-Space.pdf

June 2022​ Johnson, K., & La urence, P. (2012). Mul ti-faith religious s paces on college and university ca mpuses. Religion & Education, 39(1), 48-63. https ://doi.org/10.1080/15507394.2012.648579
Li bra ry. (2022). Meditation room. Bra ndeis University, https://www.brandeis.edu/library/about/spaces/meditation.html
Ni elsen, J. C., & Sma l l, J. L. (2019). Four pillars for supporting religious, secular, and spiritual s tudent identities. Journal of College and Character, 20:(2), 180-186. https ://doi.org.10.1080/2194587X.2019.1591285
• CTJ conducts initial collaborator meeting with IEE and OMSS​ Pfund, G. N., & Mi l l er-Perrin, C. (2019). Interaction a nd harmony i n faith communities: Predicting life purpose, l oneliness, and well-being among college s tudents. Journal of College and Character, 20(3), 234-253.

UW-La Crosse Campus Climate & Religious Students https ://doi.org/10.1080/2194587X.2

July 2022​
Rockenbach, A. N., Ma yhew, M. J., & Bowma n, N. A. (2015). Perceptions of the campus cl imate for nonreligious s tudents. Journal of College Student Development, 56(2), 181-186.
Rockenbach, A. B., & Ma yhew, M. J. (2014). The campus s piritual climate: Predictors of satisfaction among students with diverse worldvi ews. Journal of College Student Development, 55, 41-62.

2021-2022 Hate/Bias Incident Report (as of April 2022) https ://doi.org/10.1353/csd.2014.0002

• CTJ creates assessment tool for room​

• 17 out of 59 incidents targeted religion
2018 Campus Climate Survey, non-Christian students were...
• 2.4 times more likely to consider leaving UWL
• 2.2 times more likely to be sexually assaulted
• 1.7 times more likely to be sexually harassed
• 1.6 times more likely to be uncomfortable with the campus climate
• 1.5 times more likely to be uncomfortable with the classroom climate
Sa cred Spaces. (2022). Interfaith meditation space. Ma rquette University, https://www.marquette.edu/sacred-spaces/interfaith-meditation-space.php
Sni pes, J. T., & Correi a-Harker, B. P. (2020). Implementing inclusive interfaith assessment: Considerations and challenges. New Directions for Student Services, 169, 19-29. 10.1002/s s .20341
Stubbs, B. B., & Sa llee, M. W. (2013). Mus lim, too: Navigating multiple identities a t an American university. Equity & Excellence in Education, 46(4), 451-467. 10.1080/10665684.2013.838129
• Set up room​
• Invite D&I Division leaders to visit the space​
August 2022​
• CTJ staff creates promotional materials and updates website to include information Acknowledgments
about room​
September 2022​
Thank you to the Center for Transformative Justice, specifically Dr. Tara Nelson, for
• Train CTJ student staff on religious diversity and purpose of the room​
supporting this project. Thank you Jorg and Adele for all the feedback. Thank you
• Open space for UWL community​ Kylie for being my sounding board. And thank you to the Multifaith Ambassador
January 2023​ (continuous) Program at Illinois Wesleyan University and Elyse Nelson Winger for introducing me
• Review room usage​ and make any adjustments to this topic years ago!