Observing an Expert: Dr. Cynthia Belliveau

Posted by on January 30, 2014

Interview by Liz Shriver

I had the opportunity to observe Dr. Cynthia Belliveau, Assistant Professor Teaching/Instructional Psychological, Organizational, & Leadership Studies at Temple University. Dr. Belliveau currently serves on the PHENND K-16 Partnerships Advisory Board. In May, Dr. Belliveau presented information about conflict resolution programs in Philadelphia for our May University Partners meeting on School Climate. Though I have had the opportunity to benefit from Dr. Belliveau’s knowledge and experience outside of the classroom. However, Dr. Belliveau is first and foremost a professor who teaches students with a wide range of career goals, backgrounds and personalities. When asked what they would do with a degree in Adult and Organizational Development, her students stated goals ranging from working in Human Resources to running GED programs in prisons.

Q: Your department is quite unique, students have a wide range of career goals and interests. What do you like about teaching in this department?

A: The unique nature of our AOD (Adult and Organizational Development) program attracts students from a wide range of students; from traditional college aged students to students who are working professionals coming back to school to enhance or change careers and students pursuing both non-profit and for profit fields.  I find this diversity provides a great deal of energy and a variety of perspectives which is so interesting and exciting.

The AOD major focuses on team development, communication, conflict resolution work, organizational analysis and adult learning and training, so our classes are very active places with students constantly creating and problem solving. You can always tell an AOD classroom because the chairs are not in rows, they are always in small group formations.  And you will always see engaged learners not students sitting back listening to a lecture!

Q: You have taught a variety of service-learning courses during your career, how do you approach a ‘non-service’ oriented class?

A: My first thought when teaching any class is always related to the practical application of the theories and models that I want my students to understand and work with. In some classes this means service and in other classes it may mean thoughtful assignments and group work that encourages students to use the information and skills in their own personal and/or professional life.  I use the service-learning model of “reflection” in every class and I vary the types of reflection work to support a variety of learning styles.

Q: Outside of the classes you teach, what are the service-learning projects and school partnerships you are currently working on?

A: I have been working in service-learning for over 25 years so it is my natural response to see every situation as a service opportunity.  For most of my career I have been working with K- 16 students, to engage them in service.  I am currently looking at another population – senior citizens- to find ways that seniors can give back, through service to local K-12 schools as Mentors and Tutors.  I have the pleasure of consulting with SAGE, Senior Adults for Greater Education, an organization which trains and supports seniors as they also learn through service.  I am helping them by writing grants and training programs. SAGE was recently awarded a Claneil Foundation grant and will be expanding their program to Philadelphia schools.  It is interesting to note that research shows that seniors who volunteer are healthier mentally and physically than seniors who don’t volunteer – proving that service truly is a “womb to tomb” positive experience!

I also volunteer with Unite for HER (Helping to Empower and Restore) an organization that provides complementary therapies and support to women coping with Breast Cancer.

Q: I know mental health and conflict resolution are extremely important to you, how do you explain to college students what is happening in these fields in Philadelphia schools?

A: Obviously I am frustrated with the current situation within the Philadelphia School district and the reduction of programs such as Peer Mediation, Violence Prevention and Conflict Resolution.  I understand the organizational challenges the district faces and I empathize with all the hard working Philadelphia teachers and staff who are working to promote and maintain these programs.  I was very encouraged by the PHENND Event that that focused on the topic of Conflict Resolution and School Climate.  I saw a lot of interest in the topic by the school district, non-profits and institutions of higher education.  Unfortunately, the common pattern of institutions is to deal with immediate, short-range problems and they put aside long term thinking and planning to put out the immediate “fires” they are facing. Thus, the long term impact of not having these programs that promote the emotional growth of students has been ignored. But, you can’t be a service learning fanatic like me without a great deal of optimism and belief that all challenges can be overcome, so I am confident that, with support, the Philadelphia School district can and will prioritize these important programs.

Resources and Links on Mental Health and Conflict Resolution:

Conflict Resolution Education Connection

Research on Youth Courts in Chester

Drop Out Prevention Webcast

Family Guide to PA Juvenile Justice System

Chicago school closings

Conflict Resolution curricula 8th grade Social Studies
Conflict resolution curricula 10th grade Social Studies