Teaching Tritons to Become Peacemakers

Throughout the course, students also developed a peer facilitation project—developing, coordinating and facilitating a peer Peacemaking or Restorative Justice circle—and received one-on-one coaching from Assistant Vice Chancellor for Student Equity and Inclusion Karen Biestman, Assistant Vice Chancellor for Student Life Patricia Mahaffey and Associate Director for the Center for Student Involvement Katy Brecht Barcia.

The fellowship is a key component of ‘Dialogue For Peace: Building Compassion and Understanding Across Difference,’ an initiative that unites community members in navigating difficult conversations through intentional listening, equity of voices, mutual understanding and healing. Dialogue for Peace offers a variety of programs and events throughout the academic year, including a distinguished lecture series and professional development for faculty and staff. 

The initiative is part of Tritons Belong, which seeks to help the campus community address significant challenges through meaningful engagement, guided by the Principles of Community. Tritons Belong offers yearlong programming, such as discussion spaces with the National Conflict Resolution Center, lectures and special projects. 

In a Q&A with UC San Diego Today, five student employees reflect on participating in the Dialogue for Peace fellowship: 

• Diana Amirianzadeh, Sixth College, a peer supporter and psychology major specializing in human health
• Caroline Balagso, Revelle College, a circulation assistant at UC San Diego Library majoring in marine biology
• Sophia Bell, Seventh College, a student research apprentice and sociology major
• Isha Khirwadkar, Thurgood Marshall College, president of UC San Diego’s Inter-College Residents Association and a cognitive science major specializing in machine learning and neural computation
• Karla Ramirez, John Muir College, a student supervisor in the Office of the Vice Chancellor for Equity, Diversity, and Inclusion majoring in mechanical engineering

Responses have been condensed for clarity.

What initially drew you to participate in this initiative?

Isha Khirwadkar (IK): I was drawn to this initiative because I’ve seen firsthand how unaddressed conflict and a lack of active listening can strain community dynamics, especially in student spaces. I wanted to build skills that would allow me to better support others in moments of tension and to deepen my own capacity for compassion and presence.

Sophia Bell (SB): Charity Anderson, UC San Diego’s Assistant Athletic Director for Equity, Diversity and Inclusion, organized a restorative justice workshop for the UC San Diego swim team, which I am a part of. It was a great experience, and I found myself admiring the role of our peacemaker.

Caroline Balagso (CB): I was initially drawn to this initiative because of the emphasis on furthering skills in empathy and understanding. In the turbulent climate we're living in now, I thought it would be beneficial for myself and for others in the community.

What has it been like to learn from the instructors? What’s one exercise or activity from the program that stuck with you?

Karla Ramirez (KR): I’ve learned a lot from the instructors, especially [UC San Diego Assistant Vice Chancellor for Student Equity and Inclusion] Karen Biestman. Through peacemaking circles and personal advice, I feel like I've been able to put aside my instinct to problem solve to create space to listen, be vulnerable and to heal.

One activity that really stuck with me was writing down something we needed to hear at a time when we felt like we didn't belong and giving it to the person next to us. I was vulnerable with my note and felt a bit uneasy about having to give my note to someone else, but receiving a note of equal vulnerability and sentiment put me at ease.

IK: This experience has been grounding. The instructors bring professional knowledge and model what it looks like to listen with presence and speak with intention. It felt like learning in community, not just being taught; that made all the difference. I also agree that the “belonging” activity really moved me. That moment of shared vulnerability reminded me of the kind of emotional honesty I want to bring into the spaces I facilitate.

CB: It has been very insightful to learn from professionals in peacemaking. I really enjoyed the environment of our weekly meetings and felt like everyone was attentive, both peers and the facilitators alike. Many activities stuck with me, but the two in particular I would say are leaving a note to others in the circle and the debriefing exercise. I liked the debriefing/check-in because it didn't require you to have a regular icebreaker; it focused on sharing with your peers what happened in your day.

How has your understanding of compassionate listening and conflict resolution grown throughout this program?

Diana Amirianzadeh (DA): One of the biggest things I've learned through this program is active listening. It's going to help me support my peers better by being a better listener and giving them a chance to fully express their feelings when they come for help or someone to talk to. I've tried to follow the rules of the peacemaking circle in deep conversations I’ve had with friends.

SB: One aspect of peacemaking that has stayed with me is the understanding that each circle doesn’t necessarily end with a clear resolution. What matters is that steps are taken toward resolution and that progress, however small, is meaningful. Whether it's at an on-campus job, athletic team, or in the workplace, conflict will inevitably arise. What truly matters is how that conflict is managed. If it’s not handled effectively, it can lead to hurt feelings and discomfort for everyone involved. Peacemaking offers a powerful avenue for conflict resolution, providing a framework that encourages open, judgment-free conversation and active listening.

KR: As someone who considers themselves an instinctual problem solver, I learned how to think and listen in a way that places more importance on the emotions and experiences of others rather than on solving a problem. Within my student leadership position, I will be implementing peacemaking circle techniques more into my role. I will be intentional about connecting over values and thoughtful listening to others.

What has it meant for you to have an opportunity to participate in a program like this?

SB: I see restorative justice and peacemaking as invaluable skills, but opportunities to learn them are rare. For that reason, I jumped at the opportunity. I hope to apply what I’ve learned to create an enduring program that teaches scholar-athletes restorative justice techniques and skills they can use within their teams and in conversations with higher administration.

DA: Learning all of this and engaging in a community where everyone believes in peace has been amazing. This program will change your perspective on every argument you will have in the future by providing a better understanding of the conversation’s goal.

IK: In so many leadership spaces, we’re pushed to move fast and be decisive, but this program reminded me of the power in slowing down, listening deeply and showing up with care. Additionally, it has allowed me to create a space where I can both process my own feelings around heritage, grief and identity and build the tools to support others in doing the same. There aren't many places that actively support this kind of healing-centered leadership, especially for students from conflict-affected communities. Programs like this are rare, and they’re essential. They give students a way to take emotional risks in a structured, supported environment, and those small risks can ripple into long-term transformation, both personally and communally.