Carter School for Peace and Conflict Resolution

Dialing up new 9-1-1 training with AI

Nathan Kahl — Tue, 09 Sep 2025 18:34:13 +0000

Dialing up new 9-1-1 training with AI Nathan Kahl Tue, 09/09/2025 - 14:34

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�鶹��Ƶ’s Center for Resilient and Sustainable Communities (C-RASC) is working with the Fairfax County Department of Public Safety Communications (DPSC) to implement artificial intelligence (AI) and possibly forever change the way 9-1-1 operators are trained.

Funded by a grant from the National Institute of Standards and Technology (NIST), C-RASC started working with Fairfax’s DPSC in 2024. The goal was to implement AI to improve the resiliency of the county’s emergency response system, using AI to assist 9-1-1 operators by answering calls.

But Kathy Laskey, professor emerita of Systems Engineering and Operations Research, said, “There are all kinds of legal and other sticky issues with putting AI on the phone with people calling 9-1-1.” The researchers pivoted quickly. “The DPSC told us that where they could use help is training, because operators need a lot of practice in taking calls before they actually respond to real callers.”

Hemant Purohit, Monika Bochert (NIST), and Lin Wells impressed the Public Safety Innovation Summit Conference attendees with the new technology. Photo provided.

Training is very labor-intensive in a 9-1-1 call center, and typically an instructor will play the role of a 9-1-1 caller and improvise a call scenario from a large scenario booklet, with the trainee responding and getting feedback on the responses they give.

The Conversational AI-assisted Scenario Training System developed by the George �鶹��Ƶ faculty together with industry partners and guided by DPSC is very sophisticated in generating realistic scenario calls and is customizable.

“Trained in part on the scenario booklet being fed into this AI system, the scenario narration by the voicebot is done in such a way that it mimics a wide range of typical caller behavior,” said Hemant Purohit, associate professor in the Department of Information Sciences and Technology and director of the Humanitarian Informatics Lab.

Lin Wells, executive advisor to C-RASC, added, “Each caller may have a different situation, and the training staff helped us identify those variables in terms of the components they want trainees to practice.”

The project team is enhancing the system in several ways. One is by incorporating various difficulty levels so the system can be used both for new employees and as a refresher for existing staff. Another is to add realism, such as the sounds of passing cars in a scenario involving a traffic accident. Another enhancement is to include diverse speech patterns, such as accents, different tones of voice, language, and other real-world challenges the operators face.

Purohit said the team recently attended the NIST Public Safety Innovation Summit Conference (5 x 5) in Seattle and got a very positive response to the technology. A 9-1-1 communications and training coordinator from another state, who had 27 years of work in public safety and received this year’s award at the conference, said the technology was the best she had seen.

Laskey added that Fairfax County also has been very supportive of the work. “I taught at George �鶹��Ƶ for 32 years, and I've worked on a lot of research projects. I've never before in my life demonstrated a software project to a client where the recipients applauded when we were done.”

Perhaps the most important endorsement of all came from the 9-1-1 training instructors, who were impressed with how well the AI callers mimicked real-life situations and how this could save them hours of training.

The other project team members include Paul Houser, professor and executive director of C-RASC, and Karina Korostelina, professor and director of the Sustainable Peace Lab at the Carter School for Peace and Conflict Resolution. Korostelina is leading the project’s community engagement study, which has involved interviews with Fairfax County citizens. Her findings showed the barriers to effective 9-1-1 services include language, delays with interpreter access, limited public understanding of emergency-vs.-non-emergency use, rigid questioning protocols, human error, and the need for more experience in handling mental health crises.

“The increase in adaptive capacity of new technologies requires deep considerations for micro-dynamics of identity and power in communities,” said Korostelina. “To build this capacity as a part of community resilience, the project will codesign the systemic approach for community engagement, including public education campaigns using schools, libraries, media, and community workshops to teach the difference between emergency and non-emergency calls and how to conduct emergency calls more efficiently.”

The project team is supported by doctoral students Ramya S. Nayaka and Hamad Edhah Yaslam Aldhlea from the College of Engineering and Computing and the Carter School for Peace and Conflict Resolution respectively, as well as industry partners OmniBot Advisors and BlueHorse Digital.

In addition to working with Fairfax County on a possible continuation of the project the group is exploring academic-industry partnerships and preparing to discuss possibilities for commercialization with the university’s Office of Technology Transfer.

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Carter School alumna is nurturing the next generation of peacemakers

Katarina Benson — Thu, 21 Aug 2025 16:26:45 +0000

Carter School alumna is nurturing the next generation of peacemakers Katarina Benson Thu, 08/21/2025 - 12:26

For nearly two decades, �鶹��Ƶ alum Nawal Rajeh, MS Conflict Analysis and Resolution ’10, PhD Conflict Analysis and Resolution ’24, has been transforming the way Baltimore’s youth see themselves—shaping them into peacemakers through long-term relationships, hands-on education, and a community-wide commitment to nonviolence. Her work is a testament to the enduring connection between academic training and grassroots action.

When Rajeh first arrived at George �鶹��Ƶ in 2008 as a graduate student, she was already deeply rooted in the work of peacebuilding. She had just cofounded a peace camp in East Baltimore while serving as a Jesuit volunteer there. The Carter School for Peace and Conflict Resolution had long been on her radar as a place to deepen her understanding of conflict resolution and community-based change.

Nawal Rajeh with a peace camp participant. Photo provided

After earning her master’s, Rajeh cofounded the nonprofit By Peaceful Means, which focuses on youth empowerment, peace education, and employment opportunities for young people. This year marked the organization’s 19th Peace Camp, a free program serving children ages 5–13, with opportunities for former campers to return as junior and senior counselors well into their 20s.

"We see the children’s growth in social, emotional, and conflict skills, and they’re building their own identities as peacemakers,” she said. “Some have been with us since the very first year, and now their own children are campers.”

Rajeh says her Carter School experience is inseparable from the evolution of her work. “I had a background as a community organizer before I came to the Carter School. Blending that with what I learned here made me feel that being in a community long-term and doing peace work was the way to go,” she explains.

Courses on peace education and exposure to different grassroots models have shaped everything from the camp’s curriculum to how the team measures impact year after year.

Her efforts extend beyond the camp. Partnering with Carter School faculty on the Baltimore Peacebuilding Project, Rajeh interviewed more than 20 local organizations working on violence intervention and peace education and later convened a Peace Summit, which brought these groups together to share current work, identify gaps, and explore collaborations. Much like cities map crime statistics by neighborhood, summit participants mapped Baltimore’s peacebuilding efforts.

“One participant runs eight Safe Streets sites, and all of them had zero homicides up to that point in the year,” Rajeh said. “It’s incredible—and it’s the kind of work you don’t hear about on the news.”

More than 90% of By Peaceful Means’ funding comes from individual donors, underscoring the deep community trust and investment in their mission. For Rajeh, the most meaningful moments come when former campers share how the program shaped them. One young woman, who faced repeated school suspensions in her early years, told Rajeh as a college senior that Peace Camp gave her the skills, confidence, and support network she needed to chart a different path.

“This whole community has been built around Peace Camp,” Rajeh says. “It’s cocreated by all of us. It’s like its own peace ecosystem now, and people feel like they have family here.”

For current students and aspiring peacebuilders, Rajeh’s advice is simple: “Seek out who’s already doing the work. Be humble and open to learning from the community—not just about its challenges, but about its wisdom and strengths. Build relationships and truly become part of the community.”

Reflecting on her George �鶹��Ƶ roots, Rajeh says, “There’s a kind of wonder in being part of this network of changemakers, scholars, and peacebuilders, all connected by the thread of the Carter School. It’s like belonging to an invisible community — I may not know everyone, but the connection makes anything feel possible.”

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Preventing gun violence in Baltimore before it begins

Katarina Benson — Wed, 20 Aug 2025 20:35:55 +0000

Preventing gun violence in Baltimore before it begins Katarina Benson Wed, 08/20/2025 - 16:35

Maryland ranks among the top 10 states with the highest rates of gun-related killings. Although Baltimore accounts for just 9% of Maryland’s population, it has historically been responsible for a disproportionate share of the state’s gun violence (41% of all gun homicides). Yet across the city, community organizations, public agencies, and violence prevention initiatives are joining forces to reverse that trend. Their efforts are showing promising results: In 2024, Baltimore saw a 23% decrease in homicides and a 34% drop in nonfatal shootings.

One such project led by �鶹��Ƶ’s Arthur Romano is working to prevent gun violence in the city through proactive peacebuilding initiatives. The Baltimore Peace Education and Violence Prevention project is addressing the problem with a multipronged approach: Peace summits that bring together peacebuilding organizations in Baltimore, offering services to municipal governments to strengthen their strategic plans in that area, and an international exchange of violence prevention practitioners to share emerging practices.

Carter School professor Arthur Romano at a peace summit in Baltimore, Maryland. Photo provided

Romano, an associate professor at the at the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution and founder of the Carter School’s Program on Urban Peacebuilding, has more than 25 years of experience in research and practice in peace and conflict resolution and focuses primarily on conducting actionable research to prevent violence in U.S. cities.

This project received seed funding as part of a collaboration between the Carter School and Rotary International. With its peacebuilding mission and connections around the world, Rotary International and local Rotary clubs were a natural partnership for this work.

“Since community-based violence is a result of multiple compounding stressors and structural issues, then the interventions need to be multi-level,” said Romano. “We’re trying to be proactive and build infrastructure that accelerates learning and communication across organizations. This is a different approach than focusing on a single organization.”

First, the research team held a pilot peace summit in Baltimore in April 2025 that brought together practitioners and community organizations on the front lines of violence prevention to share knowledge, identify gaps, and identify areas for collaboration. During this event, they mapped the peacebuilding work in the city, much like urban crime is mapped, and paved the way for their long-term goal of fostering a sustainable community of practice through ongoing workshops, skill-sharing, peer-learning and targeted training from outside experts.

A key partner in the project is recent Carter School alumna Nawal Rajeh, who organized the peace summit and has been running a peace camp in Baltimore for the past 17 years for children most at-risk for gun violence. Rajeh founded the Baltimore-based nonprofit By Peaceful Means, which aims to reduce violence among youth through peace education, advocacy, and employment. Nawal leveraged her skills in community-building and conflict resolution to bring together leaders in peacebuilding from across the city.

A peace map created by Romano and summit participants. Photo provided

The research team is also conducting outreach to municipal governments on the second component of the project—seeking to develop or strengthen their strategic plans for violence prevention. When municipalities express interest, the team works with local agencies to assess current peacebuilding efforts, share insights from the peace summits, use the city-wide map to assist with coordination and collaboration and help create long-term systems for ongoing learning and collaboration.

The third component of the project is the Urban Peacebuilding Exchange (UPX), a professional learning exchange designed to support and connect community-based peacebuilders. The first pilot UPX program will launch in August, sending practitioners from Baltimore to engage with peers in Valparaiso, Chile, who are addressing issues like incarceration, prison reentry, and community violence.

Romano said they looked at what intervention points would have the highest impact for leveraging practitioners’ skills and the university’s role. “This came out of years of conversations with community organizations and recognition of these needs,” he said. “We create a bridge between the community and the university. I think this is where the Program on Urban Peacebuilding and George �鶹��Ƶ are at their best.”

As the project enters its next phase, the team is mapping peacebuilding efforts across Baltimore and looking to leverage university resources—like cloud computing—to support and scale the work. They are seeking faculty collaborators with expertise in digital and participatory mapping, data visualization, cross-organizational learning platform development, or gaming and simulation design.

The team aims to develop two key tools: a real-time digital map of local peacebuilding efforts that allows for public input and offers dynamic visualization of existing violence prevention efforts, and a citywide learning and communication platform to connect peacebuilders, share resources, and help coordinate community-driven violence prevention efforts in cities around the world.

“This work demonstrates the powerful role universities can play in aiding and accelerating knowledge production in spaces outside the university through research partnerships,” said Romano.

This work in a critical part of George �鶹��Ƶ’s Grand Challenge Initiative (GCI) and the university’s commitment to strengthening peace, trust, and engagement in democracy. George �鶹��Ƶ also chairs the United Nations SDG 16 Hub—Peace, Justice, and Strong Institutions, a position it will hold for the next three years. As hub chair, the Carter School is responsible for education and training, research, community engagement, developing partnerships, and working with other SDG hubs to strengthen and further the United Nations’ mission of peace and justice.

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Global summit looks at the future of education

Katarina Benson — Fri, 25 Jul 2025 16:17:45 +0000

Global summit looks at the future of education Katarina Benson Fri, 07/25/2025 - 12:17

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Alpaslan Özerdem

Alpaslan Özerdem, dean of �鶹��Ƶ’s Carter School for Peace and Conflict Resolution, recently participated in discussions at the 2025 Global Higher Education Symposium, held at the United Nations Headquarters in New York on July 18.

Özerdem was invited in his capacity as the chair of the United Nations Academic Impact Hub for Sustainable Development Goal 16: Peace, Justice, and Strong Institutions—a leadership role held by the Carter School through 2027. At the invitation-only symposium, thought leaders were discussing UNESCO’s Reimagining our futures together: A new social contract for education report, which asks three guiding questions to help envision education beyond 2050: What should we continue doing? What should we abandon? And, what needs to be creatively invented afresh?

A high-level dialogue focused on rethinking the purpose and design of higher education in light of rapid global change, Özerdem emphasized that in an era marked by political volatility and deepening societal divisions, higher education institutions must rise to the challenge of becoming credible and reliable partners to the public.

Dean Özerdem with colleagues at UN Sustainable Development Goal Hub meeting. Photo provided

“As universities, we hold a distinct and urgent responsibility—not only to foster democratic values but also to help rebuild public trust by championing truth, transparency, and the integrity of knowledge,” he said.

The symposium highlighted the potential of universities to play a far more prominent role in shaping the future. As articulated in the group’s consensus statement, “Higher education institutions can demonstrate responsible leadership that anticipates and addresses long-term individual and collective readiness for economic, environmental, and social challenges—including climate resilience, peacebuilding, and community impact.”

The SDG16 Hub is a global initiative that brings together universities, scholars, and students to advance more peaceful, just, and inclusive societies. Under the Carter School’s leadership, the hub collaborates with three vice chairs—the University of Oxford (UK), University for Peace (Costa Rica), and Narxoz University (Kazakhstan).

George �鶹��Ƶ’s engagement in this high-level platform further cements its reputation as a thought leader in peace and conflict resolution, while opening exciting new pathways for research collaboration, student engagement, and global visibility. As the first school in the United States serving as a hub chair, the Carter School represents the George �鶹��Ƶ community on the world stage and contributes to shaping the next social contract for education—one that places peace, justice, and human dignity at its core.

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Partnership between George �鶹��Ƶ’s Carter School and Shinnyo-en Foundation evolves to reach more students

Katarina Benson — Wed, 09 Jul 2025 17:54:13 +0000

Partnership between George �鶹��Ƶ’s Carter School and Shinnyo-en Foundation evolves to reach more students Katarina Benson Wed, 07/09/2025 - 13:54

For the past 10 years, the Carter School for Peace and Conflict Resolution at George �鶹��Ƶ has partnered with Shinnyo-en Foundation in their shared mission of developing young people as peacebuilders. The Carter School and the California-based Shinnyo-en Foundation seek to bring different groups together, honoring every voice, navigating darkness, and illuminating paths toward peace.

Conflict Resolution Youth Summit codirector Kristen Fegan. Photo by Max Taylor Photography

Shinnyo-en Foundation has generously supported a fellowship to a single Carter School undergraduate student each year, including Jessica Jeffers, who, during her 2024-25 fellowship, worked with Fairfax County Neighborhood and Community Services in the Fairfax County Youth Innovation Unit. Jeffers worked with this unit to support the implementation of Re-Engagement Centers across Fairfax County, which assist youth ages 14–24 in continuing their educational journey and/or beginning their career pathways.

Jeffers further strengthened her skills in coordinating career fairs, facilitating youth focus groups, and supporting the development of a restorative justice initiative that focuses on peer-to-peer practices.

Now the partnership enters a new era with the foundation supporting the Carter School’s Conflict Resolution Youth Summit (CRYS), a four-day, overnight learning experience for high school students to learn leadership and conflict resolution skills and to discuss current issues facing society. This year’s summit, held from June 15–18, welcomed the largest group yet, with 48 students participating and completing a diverse range of final projects. Topics explored included depolarization, global conflicts, human trafficking, memorialization, silence as injustice, pollution, and more.

Students work on a project at the summit. Photo by Max Taylor Photography

The summit showcases the George �鶹��Ƶ college experience and equips participants with essential peacebuilding mindsets and conflict resolution skills that will serve them long after the program ends.

As one student shared, “Each workshop was so insightful and made me think differently about the world; however, my favorite was 'Dialogue Across Differences.' I was completely fascinated by the concept. Creating a safe space for different types of people from all over the world to learn how to have meaningful and civil conversations with those who may have different opinions or beliefs is such a needed and inspiring idea. It was as if I found my people and my purpose!”

The partnership between the Carter School and Shinnyo-en Foundation represents more than shared programs or events; it embodies a commitment to the belief that peace is achievable and that young people are vital to creating it.

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Professor, students travel to Rwanda for peace-building mission

Shayla Brown — Wed, 16 Apr 2025 14:14:32 +0000

Professor, students travel to Rwanda for peace-building mission Shayla Brown Wed, 04/16/2025 - 10:14

This spring, �鶹��Ƶ Professor Al Fuertes traveled to Rwanda to facilitate workshops for former victims and perpetrators of the 1994 Rwandan mass genocide.

“These are people who have extended forgiveness and reconciliation, something many of us might think is surreal or impossible,” said Fuertes, who teaches in the School of Integrative Studies in the College of Humanities and Social Sciences. “But this is proof that even against the backdrop of genocide, it’s possible.”

Al Fuertes (bottom center) at a peace-building workshop in Rwanda. Photo provided.

Fuertes, who has a background in conflict analysis and resolution and specializes in trauma healing, has previously traveled to Rwanda in March and November 2024, and has taken students with him on some of his excursions as part of a study-abroad program for which he is the faculty director.

His most recent trip was in collaboration with the Department of Peace and Conflict Studies at the Protestant University of Rwanda (PUR) located in Huye District. Fuertes also connected and collaborated with the grassroots organization, "Light Group" in Remera, and the Aegis Trust, a program component of the Rwanda Genocidal Memorial.

Al Fuertes conducting a peace-building workshop. Photo provided.

“It's a different level of learning when students have the opportunity to meet firsthand those who were involved or impacted and are now sharing their stories,” said Fuertes.

“It is an extremely freeing and life-changing thing for students to experience, especially those who don't necessarily believe in forgiveness or who struggle to forgive.”

Each semester, Fuertes hosts a panel presentation of Rwandan survivors as part of the learning activities in my graduate courses CONF 695 Praxis of Forgiveness and Reconciliation amid Polarization and CONF 695 Psychosocial Trauma Healing. This spring semester’s panel resulted in increased participation from George �鶹��Ƶ students.

“Knowing that one of the challenges to reconciliation in Rwanda is poverty, students from my trauma-informed and resilience-oriented practice class decided to donate 15 goats to families of both former perpetrators and former victims, now survivors,” said Fuertes.

Dianne Rambo, BIS in Peacebuilding and Well-Being Studies ’24, has been a federal contractor in the intelligence world for more than 20 years. She came back to George �鶹��Ƶ to study the process of healing childhood trauma in adults in hopes of becoming a mental health counselor.

“I took [CONF 695 the Praxis of Forgiveness and Reconciliation] with Al, and the course material and experiential learning have really changed the course of my life and career goals,” said Rambo, who met Fuertes at an online workshop for forgiveness and reconciliation.

Rambo, who is currently a non-degree graduate student in George �鶹��Ƶ’s Carter School for Peace and Conflict Resolution and part of George �鶹��Ƶ's Working Group on Forgiveness and Reconciliation along with Fuertes, traveled to Rwanda with Fuertes for the 14-day winter study-abroad program focusing on genocide, healing, and reconciliation.

A healing circle. Photo by Al Fuertes.

“I met the Rwandans via Zoom panels while in Al’s class. We learned about their stories and it just blew my mind how they were facilitating this reconciliation as a nation and how it transformed their nation from this mass atrocity that happened just a couple decades ago,” said Rambo, who has also traveled to Northern Ireland, Scandanavia, and the Philippines for peace-building missions.

“Our program partners facilitated visits to the genocide memorials, and we were able to build a space that felt safe and comfortable. We'd debrief afterward where you can share the intense feelings that you may have experienced. We're seeing really hard things, but we're able to process our emotions,” said Rambo.

Rambo has been accepted into George �鶹��Ƶ's CEHD Counseling degree program and will begin the cohort program this fall.

Rambo, Fuertes, and their program partners also have participants journal and conduct community-building activities.

“I thought of bringing healing through peace-building because it's not enough just to resolve the conflict,” said Fuertes. “If victimization is not healed, most likely, people may start embracing the victim narrative and eventually become the new perpetrator.”

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Carter School’s Spring Peace Week examines “Conflict Resolution in a Changing and Uncertain World”

Katarina Benson — Wed, 09 Apr 2025 16:35:58 +0000

Carter School’s Spring Peace Week examines “Conflict Resolution in a Changing and Uncertain World” Katarina Benson Wed, 04/09/2025 - 12:35

Since fall 2020, the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at �鶹��Ƶ has been hosting Peace Week, a semi-annual event that features a series of roundtables, webinars, and workshops. For Spring Peace Week beginning Monday, April 14, the theme is “Conflict Resolution in a Changing and Uncertain World. Events include lectures, panel discussions, including an event hosted by world-renowned cellist and conductor Diego Carneiro, and the return of the popular fireside chats on the Fairfax Campus.

“In the unprecedented times in which we live, it is more important than ever to find sustainable, nonviolent means of resolving our differences, whether they are between individuals, groups, or nations,” said Carter School dean Alpaslan Özerdem. “Since Peace Week started in the fall of 2020, it has grown to become a tradition at the Carter School, where hundreds of faculty members, guests, students, and attendees from around the world gather to showcase their expertise, learn, and share ideas and stories on a wide range of current and engaging topics.”

A few highlights include:

Monday, April 14, 2-3 p.m., Somalia Governance Capacity Gains: Impacts on Peace and Stability in the Horn of Africa. This session at Van Metre Hall at �鶹��Ƶ Square is presented by the Mary Hoch Center for Reconciliation and features Somali Ambassador Dahir Hassan. Explore the interplay between improved governance and regional dynamics, addressing both opportunities and challenges.
Tuesday, April 15, 2:30-5 p.m., Science Diplomacy and Peacebuilding: A Negotiation Skills Workshop. This in-person workshop at the Johns Hopkins Bloomberg Center in Washington, D.C., will focus on the connections between the environment, science, and peacebuilding and include a presentation by Professor Silvia Danielak of the Carter School.
Tuesday, April 15, 4:30-5:50 p.m., Book Talk: Chimpanzees, War, and History: Are Men Born to Kill? This virtual session cosponsored by the Genocide Prevention Program at the Carter School, and the Department of Sociology and Anthropology features author Brian Ferguson, who in his book Chimpanzees, War, and History deconstructs efforts to illuminate human warfare via chimpanzee analogy, and provides an alternative anthropological theory grounded in Pan-human contrasts that is applicable to different types of warfare.
Wednesday, April 16, 10:30-noon, Countering Violent Extremism. This virtual session, led by Carter School professor Daniel Rothbart and two master’s degree students, examines how the social psychology of self-righteousness, perceived threats, and outgroup acrimony underpins the violence of most extremist groups. 
Thursday, April 17, noon-1:20 p.m. The World Is My Country film, World Passports & Self-Sovereign IDs. This PBS film screening introduces the audience to Garry Davis, a song and dance man from the Golden Age of Broadway and his amazing adventures with Albert Einstein, Eleanor Roosevelt, John Paul Sartre, and Simone de Beauvoir.
Thursday, April 17, 1:30-3 p.m. Paths to Peace—A Musical Journey with Diego Carneiro at the Center for the Arts on the Fairfax Campus will be a captivating session with world-renowned cellist, conductor, Rotary Peace Fellow, and founder of Orchestrating Peace, Diego Carneiro, as he takes us on a transformative journey through the universal language of music.

All Peace Week events are free and open to the public, although registration is required. For more information and a full list of events, go to the site.

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Susan Allen joined WTOP’s Sarah Jacobs to discuss Jimmy Carter’s achievements, including being awarded the Nobel Peace Prize in 2002.

Paul Snodgrass — Tue, 31 Dec 2024 05:21:26 +0000

Susan Allen joined WTOP’s Sarah Jacobs to discuss Jimmy Carter’s achievements, including being awarded the Nobel Peace Prize in 2002. Paul Snodgrass Tue, 12/31/2024 - 00:21

Susan Allen, director of the Center for Peacemaking Practice at �鶹��Ƶ’s Jimmy and Rosalynn Carter School for Peace and Conflict Resolution joined WTOP’s Sarah Jacobs to discuss Jimmy Carter’s achievements, including being awarded the Nobel Peace Prize in 2002.

Listen to the interview with WTOP News.

Dr. Allen's interview appeared as part of a special segment entitle "LISTEN: WTOP hears from historians, political reporters and those who personally knew Jimmy Carter"

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Remembering Former President Jimmy Carter: Statesman, Humanitarian, and Peacemaker

Paul Snodgrass — Sun, 29 Dec 2024 22:30:48 +0000

Remembering Former President Jimmy Carter: Statesman, Humanitarian, and Peacemaker Paul Snodgrass Sun, 12/29/2024 - 17:30

�鶹��Ƶ’s Jimmy and Rosalynn Carter School for Peace and Conflict Resolution Remembers Former President Jimmy Carter: Statesman, Humanitarian, and Peacemaker

Former President Jimmy Carter holding the Nobel Peace Prize in 2002. Photo credit: the Carter Center.

The Jimmy and Rosalynn Carter School for Peace and Conflict Resolution at �鶹��Ƶ remembers James “Jimmy” Earl Carter, Jr. 39th President of the United States, as an agent of peace. We send our deepest condolences to his family.

“President Carter’s unwavering dedication to peace has been, and will continue to be, our beacon and guide. Our school’s name is a tribute to President Carter’s commitment to the worldwide peaceful resolution of conflict, which is imperative in today's world, as we face many entrenched and emerging human security threats,” said Carter School Dean Alpaslan Özerdem. “We will further his legacy in conflict resolution through our research and practice. His insight, passion, and love for peace will remain our inspiration in educating future peacemakers.”

Former U.S. President Jimmy Carter and his wife, Rosalynn, celebrating President Carter's Nobel Peace Prize, awarded in December 2002. Photo credit: The Carter Center.

“President Carter showed us that the American presidency can be even more than the pinnacle of political power. It can also be a prelude to far greater humanitarian works,” said George �鶹��Ƶ President Gregory Washington. “Tirelessly, humbly, and often unheralded, he led the eradication of Guinea worm in Africa, assured free and fair elections, and devoted thousands of hours of manual labor to help build homes for those in need. In his life, he saved countless lives, brought dignity to countless more, and spread peace throughout our world.”

President, father, husband, author, teacher, Nobel Peace Prize recipient, humanitarian, and peacebuilder, Jimmy Carter led by example. Prior to his election to the presidency in 1976, he served as both Georgia Governor and Georgia State Senator. During his term as president, the Department of Education and the Department of Energy were created.

Carter expanded the national park system and environmental protection legislation. He negotiated the Torrijos-Carter Treaties (1978) and signed the SALT II Treaty with the Soviet Union (1979). He was, perhaps, best known for his mediation efforts in realizing the Camp David Accords between Egypt and Israel in 1978. Titled the “Framework for Peace in the Middle East,” these dialogues paved the way for peace between these countries, even when such an outcome seemed remote.

Post-presidency, Jimmy Carter conducted peace negotiations and worked to eradicate disease in developing nations. He founded the Carter Center in 1982, and through the center, helped mediate conflicts in Ethiopia and Eritrea, North Korea, Liberia, Haiti, Bosnia, Sudan, Venezuela, and many more war-torn countries. For decades, Jimmy and his wife, Rosalynn, were prominent and active figures in Habitat for Humanity across the globe.

In 2002, Jimmy Carter was awarded the Nobel Peace Prize for his “decades of untiring effort to find peaceful solutions to international conflicts, to advance democracy and human rights, and to promote economic and social development.” He is one of only four U.S. Presidents to receive this honor.

On October 1st, to celebrate his 100th birthday, �鶹��Ƶ awarded President Carter an honorary doctor of humane letters to honor his legacy of selfless dedication to peace and a more just and peaceful world.

Jimmy Carter’s dedication to peace and justice was an example to peacebuilders and mediators and his efforts inspired the renaming of George �鶹��Ƶ’s School for Conflict Analysis and Resolution in his honor in 2020. He will be remembered by the staff, faculty, and students at the Carter School and the entire peacebuilding community for his tireless and selfless contributions to peace.

�鶹��Ƶ the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

�鶹��Ƶ’s Jimmy and Rosalynn Carter School for Peace and Conflict Resolution is a community of faculty, students, staff, alumni, and partners with a fundamental commitment to building peace. Through the development of cutting-edge theory, research, education, and practical work, we seek to identify and address the underlying causes of conflict and provide tools for ethical and just peacebuilding on the local, national, and global stages.

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�鶹��Ƶ is Virginia’s largest public research university. Located near Washington, D.C., �鶹��Ƶ enrolls more than 40,000 students from 130 countries and all 50 states. �鶹��Ƶ has grown rapidly over the past half-century and is recognized for its innovation and entrepreneurship, remarkable diversity, and commitment to accessibility. In 2023, the university launched �鶹��Ƶ Now: Power the Possible, a one-billion-dollar comprehensive campaign to support student success, research, innovation, community, and stewardship. Learn more at gmu.edu.

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�鶹��Ƶ Korea student promotes inclusivity through Korean ArtPop Storytelling Workshop

Colleen Rich — Mon, 14 Oct 2024 17:12:39 +0000

�鶹��Ƶ Korea student promotes inclusivity through Korean ArtPop Storytelling Workshop Colleen Rich Mon, 10/14/2024 - 13:12

Seung Gyo Kim, a �鶹��Ƶ senior majoring in conflict analysis and resolution at �鶹��Ƶ Korea, is making strides in peacemaking during his final year at �鶹��Ƶ’s Fairfax Campus. Kim recently spearheaded the inaugural Korean ArtPop Storytelling Workshop, bringing together more than 100 students from diverse backgrounds during Peace Week.

Students performing at storytelling workshop. Photo provided

“As an international student, I noticed that many international students want to connect with peers from different backgrounds but often gravitate toward familiar groups,” said Kim. “Having served as a vocalist in the Korea Air Force Band, I’ve seen how music can be a universal language for peacebuilding. This inspired me to create a music-based workshop to bridge the gap between international and domestic students.”

The workshop featured live performances of Korean ArtPop songs, a genre that combines the poetry of art music with popular melodies. Trained student facilitators from the Carter School for Peace and Conflict Resolution guided participants in using the music to explore their own stories and build mutual understanding. International students in particular reflected on their motivations for studying in the United States.

Alexandria Lasswell, a student majoring in international security and law, expressed her enthusiasm for the workshop. "My table, mostly made up of international students, was quiet at first, but we noticed another quiet table of domestic students,” she said. “We decided to combine tables and reset the energy. We connected, laughed, and learned about our differences and similarities. It showed me that, to build peaceful relationships, we need to step out of our comfort zones and invite people to the table.”

Workshop participants. Photo provided

This student-led initiative drew on multiple disciplines and received guidance from faculty advisors at George �鶹��Ƶ. The event was supported by The Narrative Transformation Lab at the Carter School with sponsorship from the Carter School's Dean’s Office and University Life. Audrey Williams, lab manager at the Narrative Transformation Lab, mentored the student cohort for the workshop.

“Seung Gyo has been a truly exceptional student to work with, and his leadership shone throughout the process,” Williams said. “As both an accomplished musician and a student of conflict resolution, he is well-poised to make critical contributions to the practice of arts-based peacebuilding. This was not an event where audience members simply listened to music and then dispersed. The team’s carefully designed questions and prompts opened doors to deeper conversations about belonging among international and domestic students.”

“Being a conflict analysis and resolution major equipped me with the resilience, outreach skills, and leadership abilities needed to lead a multicultural team,” said Kim, who navigated the challenges of organizing a large-scale event throughout the spring semester. “Negotiation was key, as seen in the process with the Washington Cultural Center and the Association for Conflict Resolution – Greater New York Chapter, which was vital for securing endorsements.”

Kim currently also serves on the International Student Advisory Board and as a �鶹��Ƶ Korea Ambassador. He aspires to work at the Washington Cultural Center in Washington, D.C., and eventually become a professor, combining art song recitals with peace studies.

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�鶹��Ƶ Korea student promotes inclusivity through Korean ArtPop Storytelling Workshop

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