Interpersonal Communication: Building Connections Together PDF
Preview Interpersonal Communication: Building Connections Together
2 ....... INTERPERSONAL COMMUNICATION: Building Connections Together puts students in the center of interpersonal communication by … ACTIVELY engaging students by appealing to their interests in popular culture, media, and technology. SHOWING students how online connections affect the media generation and the dynamics of the interpersonal experience. PROVIDING abundant opportunities for students to actively apply and practice what they are learning. EXPLORING how gender and culture influence interaction. SHEDDING NEW LIGHT on the everyday interactions and relationships of students. This text uses an applied approach and an interactive style to engage students. Every chapter considers how media and technology affect the dynamics of relationships and self-expression. The authors also focus on diversity and developing cultural understanding through explorations in every chapter of how gender and culture help shape experiences of interpersonal communication. ....... INTERPERSONAL COMMUNICATION: Building Connections Together puts students in the center of interpersonal communication through abundant interactive pedagogical features throughout the text, including: Learning Objectives What Do You Know? “I liked how it had a true/false section in the beginning of the chapter so you can see what you know before you even read the chapter.” —Margaret Rountree, Student Old Dominion University 3 “The ‘What Do You Know’ sections are excellent because they provide a framework for students to read the chapter. It helps them determine what is most important.” —Todd Lee Goen, Professor Christopher Newport University Try This “My favorite feature is ‘Try This.’” —Wayne Thomas, Student Old Dominion University 4 “I really like the ‘Try This’ because it provides instant ability for students to put into action what they are reading about in the text. Application is often the best way to learn so this is an awesome addition.” —Christa Tess Kalk, Professor Minneapolis Community & Technical College “The ‘Try This’ sections really seemed to spark some good discussion in the class. This allowed students to see their communication as effective or ineffective, appropriate or inappropriate, and allowed them to look inward. It gave them a chance to reflect on how/why they experience difficulties in relationships and how they can better approach conflict.” — Lee Lavery, Professor Ivy Tech Community College ....... INTERPERSONAL COMMUNICATION: Building Connections Together puts students in the center of interpersonal communication through abundant interactive pedagogical features throughout the text, including: Analyze This ANALYZE THIS: Edward de Bono Edward de Bono is a physician and leading authority on creative thinking. What does the following excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle conflict? Every day the leading executives in the Japanese motor industry meet for lunch in their special club. They discuss problems common to the whole motor industry. But a soon as lunch is over and they step over the threshold of the club, out into the street, they are bitter enemies seeking to kill each other’s business by marketing, technical changes, pricing policy, etc. For the Japanese, who do not have the tradition of Western logic, there is no contradiction at all between “friend” and “enemy.” They find it easy to conceive of someone as a friend–enemy or enemy–friend. SOURCE: Edward de Bono, I Am Right—You Are Wrong, New York: Viking, 1991, p. 196. Reflect on This 5 “…so many opportunities to really engage learning throughout the chapter with reflection questions, application ideas, etc. Excellent!” —Christa Tess Kalk, Professor Minneapolis Community & Technical College REFLECT ON THIS: The Cell Effect Researcher Noelle Chesley wanted to find out if the time people spent on cell-phones enhanced or detracted from their overall feelings of happiness. To answer the question, Chesley surveyed more than 1,200 adults, concluding that a correlation existed: the more time individuals spent on cell-phones the less happy and less satisfied they became with their family relationships. Chesley attributed this, at least in part, to the work lives of people spilling over into their personal lives and causing stress at home. Consider these questions: 1. Do your experiences confirm Chesley’s findings? Does time spent on your cell stress the relationships you share with people important to you, perhaps because you divide your attention, with less attention being paid to the person(s) with you? 2. Do you think Chesley would have found the same results if she had studied the time we spend on tablets or computers? Explain your answer. 3. What recommendations can you offer for alleviating such relationship stressors? For example, would you expect others to abide by rules specifying when to use cell phones or other digital tools? Source: Noelle Chesley, “Blurring Boundaries? Linking Technology Use, Spillover, Individual Distress, and Family Satisfaction.” Journal of Marriage and Family, 67, 2005, p. 1237–1238. and with even more pedagogy like: • Sections in every chapter which focus on Gender, Culture, Media, and Technology • Connect the Case feature ends chapter with a case study for further application • SAGE Original Interpersonal Communication Scenario Videos • Review This section at the end of each chapter including a • Chapter Summary • Chapter Review • Check Your Understanding • Check Your Skills • Key Terms 6 • SAGE Student Study Site Details FREE AND OPEN-ACCESS STUDENT SITE “SAGE’s free and open-access site will be the biggest draw for all of those tools since many online accompanying tools usually cost students quite a bit extra. The flashcards and study questions would draw my personal interest the most.” —Lyndsi Earle, Student Old Dominion University SAGE provides comprehensive and free online resources at sagepub.com.gambleic designed to support and enhance both instructors’ and students’ experiences. Students maximize their understanding of introduction to interpersonal communication through the free, open-access Student Study Site. STUDENT RESOURCES INCLUDE: • SAGE Journal Articles • SAGE Original Videos • Web resources • eFlashcards 7 • Web quizzes • Study questions • Social media guidelines • Video resources • Self-assessment quizzes PASSWORD-PROTECTED INSTRUCTOR TEACHING SITE Strikes a never-before-seen balance between general education goals AND preparation for Communication majors (links to journal articles in Communication are a major plus).” —Kathleen Glenister Roberts, Professor Duquesne University 8 SAGE provides comprehensive and free online resources at sagepub.com.gambleic designed to support and enhance both instructors’ and students’ experiences. Instructors benefit from access to the password-protected Instructor Teaching Site. INSTRUCTOR RESOURCES INCLUDE: • Test bank • PowerPoint slides • Sample syllabi • Class assignments • Video resources • Web resources • SAGE WATCH THIS scenario videos and video links • SAGE Journal Articles with articles for every chapter (includes information on how to read and critique a journal article) • Social media guidelines INTERPERSONAL COMMUNICATION: ....... Building Connections Together puts students in the center of interpersonal communication by asking them what they think of our text. Here is what they are saying: WRITING STYLE AND RELATABILITY “The writing was really easy to comprehend. I really like all the self-assessments. After taking all the self-assessments I could learn a little bit more about myself.” —Juliana Pires, Student 9 Old Dominion University “The text is user-friendly, seems to be geared toward an introductory student level, and offers real-life examples that promote understanding/application.” —Lee Lavery, Professor Ivy Tech Community College “My favorite chapter was the constructive communication behaviors, and it has helped me by teaching me about the role reversal technique, which I didn’t know about before—it will allow me to see the other person’s side more clearly.” —Gabriel Lopez, Student Old Dominion University ACTIVITIES, ASSESSMENTS, AND FEATURES “I really liked the GUIDELINES FOR RESOLVING CONFLICT because having the proper knowledge to resolve conflicts can help us to improve our interpersonal skills and communicate better with people, avoiding problems.” —Rosario Villagra, Student Old Dominion University “The activities give a better idea of a complex subject. The way the information is written and laid out is simple to understand and involves the reader more. I liked how it had a true/false section in the beginning of the chapter so you can see what you know before you even read the chapter.” —Margaret Rountree, Student Old Dominion University “The nonverbal chapter is the best I’ve seen.” —Todd Lee Goen, Professor Christopher Newport University OVERALL TEXTBOOK EXPERIENCE “…relatable stories and examples, as well as fun learning activities.” —Amanda Osborn, Student Old Dominion University “…interesting, easily understood, and I liked the fact that current pop culture examples were 10
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