Over the past few years, interfaith participation at California Lutheran University has grown from a grassroots movement to a sustainable and integral part of our campus identity. We have integrated several aspects of interfaith into our campus and have created a variety of opportunities into which students to immerse themselves.
Interfaith at CLU
During the 2015-2016 academic year, interfaith experiences reached approximately 550 individuals, logged about 28 programming hours, and hosted 15 original programs. The key components of interfaith at California Lutheran University include the following:
Intern Program
Our intern program is integrated into our Student Life Office. Students are able to apply for an on-campus internship through Student Employment. We hire approximately 3-4 interns per semester to work for the Community Service Center. For the first time in 2016-17, we will also hire a Graduate Assistant. Interns are responsible for interfaith programming and logistics. They put together events, manage social media pages, host weekly meetings, and serve as liaisons with other campus groups.
Interfaith Allies
The Interfaith Allies are a group of students, faculty, and staff that promote interfaith cooperation and dialogue between faiths and non-faith groups. Allies focus on fostering a more inclusive campus community by working across all lines of religious difference.
Co-Curricular Programming and Tools
Interfaith at California Lutheran implements a variety of programs and tools on campus. These include the following:
- Weekly Meetings: The Interns host weekly meetings at the coffee shop on campus for the Interfaith Allies. Each week, the group is presented with a discussion topic that can range from current events to dialogue about love.
- Events: We host gatherings with food for all to learn about religious festivals, to partner in serving refugees, and to hear students’ reflections on their research in religious communities. Past events include a Diwali Dinner, Children of Abraham (which was hosted when the Jewish holiday of Yom Kippur coincided with the Muslim holiday of Eid El Adha), and Engaged Buddhism (where students experience a 4 day retreat).
- Alternative Tablings: Tabling events are held once or twice a month. There is usually a monthly theme where we have an open question and answer period with the Interfaith Interns. We give away swag, along with informational postcards about our organization, events, and meetings. We also hold tabling events to promote our larger events.
- Fast-A-Thon/Hunger Banquet: The Interfaith Hunger Banquet was created through our partnership with Oxfam America. We collect food for a local food bank and invite speakers from local hunger agencies. Their insights leave a lasting impact on participants.
- Interfaith Prayer for the World: We host these prayers when tragedies occur around the world. They occur at the main campus flagpole during the ten minute break between classes.
- Come Together Now: Campus Ministry and Interfaith Allies collaborate for Come Together Now dinners. They are casual dinners where we have topics (such as rest, sacrifice, love) and dialogue about how religion and our faith/non-faith traditions tie into the topic. A few speakers are invited to speak on the topic, followed by open discussion for all.
- Resident Assistant/Peer Assistant Training: Non/religious identities and interfaith cooperation are included regularly in diversity training for student leaders on campus.
Additional programs include staff luncheons, interfaith meditation chapel, and other collaborations and cooperation with other departments and existing programs.
Students Teaching through Stories
On our campus, every student is required to take Introduction to Christianity. Some students are uncomfortable or even unwilling to be involved with this subject matter. I (Allison) was definitely one of these students at first, mostly because I was worried that as a non-Lutheran student, my religious traditions would be ignored or even viewed as unacceptable. However, because my professor taught us the importance of interfaith cooperation and made the space an inclusive one, the study of religion has become a big part of my college career. I believe that without a focus on creating a safe and comfortable space for interfaith discussion, no one in our class would have been willing to talk about our personal identities and share our stories. Not every professor that teaches this class puts an emphasis on interfaith, but I believe that made all the difference.
In my sophomore year, students from my interfaith seminar taught a lesson on interfaith for the introductory class in religion. We opened the lesson by telling our personal stories, focusing on why we were involved in interfaith. We talked about our own personal struggles with our religious identity, times where we had a memorable experience with a person of a different faith tradition, and how we want to continue interfaith work in our careers and throughout our lives. By sharing our experiences with fellow Millennials, we were all able to connect and empathize with one another and the new students became less apathetic about the subject matter. Regardless of whatever religious or non-religious tradition they adhered to, they were able to find similarities between our stories and their life experiences, which made all of us more comfortable discussing sometimes difficult subject matters.
Through these and other experiences, students in the Interfaith Seminar have realized how essential and helpful storytelling is when connecting with others. We look forward to making our campus an even stronger community by hearing one another’s stories.
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Editorial
From the Publisher and Editor
Jason A. Mahn, Mark Wilhelm
Writing weeks after the 2016 presidential election, Wilhelm and Mahn frame interfaith engagement as the urgent and ongoing work of ELCA colleges and universities, recap NECU’s growing commitments to inter-religious leadership, and introduce essays first delivered at the summer 2016 Vocation of a Lutheran College Conference under the theme “Preparing Global Leaders for a Religiously Diverse Society.”
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Article
Laboratories for Living in a Diverse World
Elizabeth Eaton
Presiding Bishop Elizabeth Eaton argues that ELCA colleges and universities are called to be laboratories for living in a religiously diverse world. Reflecting on the decline of Christian privilege, the ELCA’s ecumenical and inter-religious work, and her own experience addressing the Islamic Society of North America, she offers three questions about partnerships, formation, and institutions as platforms for new collaborations.
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Article
Why Interfaith Work is Not a Luxury: Lutherans as Neighboring Neighbors
Martha E. Stortz
Stortz argues that interfaith work is not a luxury but a constitutive commitment of Lutheran higher education — institutions she describes as both “faith-based and interfaith-dependent.” Reading the parable of the Good Samaritan as both an intra-faith and inter-faith encounter, she offers a four-fold matrix of theological reflection, spiritual engagement, social action, and everyday experience as portals into the work of being neighbor.
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Article
The Promise and Peril of the Interfaith Classroom
Matthew Maruggi
Maruggi draws on his years teaching in the Augsburg religion department to identify three pairs of seeming opposites — dialogue and debate, safety and risk, commonality and particularity — that, held in creative tension, nurture a vibrant interfaith classroom where pluralism is actively engaged rather than merely present.
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Article
Religious Diversity and the Vocation of a Lutheran College
Darrell Jodock
Jodock argues that a college which takes its Lutheran values seriously is well positioned to foster inter-religious relations along a “third path” that is both religiously rooted and inclusive. He traces the relational and communal character of Lutheran theology, develops a Lutheran understanding of deeper freedom, the theology of limits, and human complexity, and shows how a down-to-earth image of God offers theological resources for overcoming the anxiety and fear that block interfaith engagement.
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Article
Risky Speech–Gifted Friendships
Sonja Hagander
Augsburg College Pastor Sonja Hagander reflects on pastoral care across faith traditions — from a campus chapel service after the 2008 murder of Muslim student Achmednur Ali, to her decade-long friendship with Jewish colleague Barbara Lehmann — and reads the Gospel of John as a roadmap for interfaith friendships marked by love, free speech, public space, and a willingness to risk being changed.
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Reflection
Mapping Interfaith Encounters
Callista Isabelle
Muhlenberg College Chaplain Callista Isabelle uses a student-designed subway map of religious and spiritual communities as an image for interfaith engagement — one that invites students to leave their “home” stations, encounter common ground and respectful disagreement, and explore the major intersections where religion meets science, environment, and mental health.
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Article
Negotiating Legitimate and Conflicting Values
Eboo Patel, Katie Bringman Baxter, Mark S. Hanson
In a closing-day conversation at the 2016 Vocation of a Lutheran College Conference, Mark Hanson and Eboo Patel — moderated by Katie Bringman Baxter of Interfaith Youth Core — share case studies in which legitimate religious values come into tension with one another, and make the case that Lutheran colleges should teach interfaith leadership through the hard cases rather than the easy ones.
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Article
Education as a Christian (Lutheran) Calling
Tom Christenson
No. 21 · Summer 2005
Christenson opens with an imaginative reconstruction of early Christian communities as radically egalitarian, pacifist, communitarian gatherings within the Roman Empire and argues that such communities are natural homes for the educational vocation. Naming two temptations for contemporary Christian higher education—the parochial Bible school and “Generic U”—he uses his friend Sig Rauspern’s tree metaphor to insist that a university is Christian in its trunk and roots rather than in grafted-on branches. Drawing on Wendell Berry, Jacob Bronowski, Walter Wink, Douglas John Hall, and his own Gift and Task of Lutheran Higher Education, he names faithful criticism, engaged suspiciousness, simul justus et peccator, and a fallible, love-related Lutheran epistemology as the particular gifts Lutherans bring to the Christian educational calling.
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Article
Bringing Core Values to Life through Civic Engagement
Austin Trantham
No. 63 · Spring 2026
5 min audio
Trantham shows how Saint Leo University’s Benedictine Core Values shape his civic engagement work — from advising a “Why Vote?” campaign and Constitution Day panels to engaging students in the Unify Challenge for respectful cross-institutional discourse.
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Article
Vocational Discernment: A Comprehensive College Program
Darrell Jodock
No. 14 · Summer 2002
Jodock, whose Gustavus Adolphus was one of twenty colleges to receive a Lilly “Theological Exploration of Vocation” grant in 2000, defines vocation not as occupation but as a self-understanding that nests the self in community. Reading Robert Putnam’s Bowling Alone on the collapse of secondary communities alongside Luther’s ethic of community benefit and five Lutheran principles (graciousness, Christian freedom, community, God active in the world, the theology of the cross), he walks through Gustavus’s three-level design—a definition of vocation open to other faith traditions, “middle principles” drawn from Sharon Parks’s Common Fire, and a long menu of programs coordinated by a new Center for Vocational Reflection—hoping that, in the language of Holocaust studies, graduates will be “resisters” and “rescuers” rather than bystanders.
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Editorial
From the Editor
Tom Christenson
No. 12 · Summer 2001
Christenson introduces three pieces from the summer 2000 Vocation of a Lutheran College Conference at Dana College—noting that Leonard Schulze was asked to keynote before becoming executive director of DHES—and recommends Peter C. Hodgson’s God’s Wisdom: Toward a Theology of Education and Douglas Sloan’s Faith and Knowledge: Mainline Protestantism and American Higher Education for their accounts of how faith and knowledge have been dissociated in modern higher education and what it might take to recover their connection.
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Response
Response to Mark Wilhelm: Vocation, Mission and Privilege
Marit Trelstad
No. 56 · Fall 2022
Trelstad affirms Wilhelm’s claim that vocation is the foundational shared mission of Lutheran higher education rather than one program among many, and presses the critique that calls to “vocational reflection” can mask privilege — arguing that an intersectional lens shows vocational discernment is in fact a matter of survival and flourishing for students from marginalized communities.
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Article
Vocation of the Lutheran College and Religious Diversity
Darrell Jodock
No. 33 · Spring 2011
Jodock describes a “third path” for Lutheran colleges that is both rooted in the Lutheran tradition and inclusive of religious diversity — an alternative to sectarian and non-sectarian default models — and identifies six interlocking features of the Lutheran tradition (giftedness, an engaged God, wisdom, caution about claims to know, community, and an emphasis on service and community leadership) that shape how such a college engages interreligious dialogue and civil discourse.