Pub. Date:
Bedford/St. Martin's
Teaching Interpersonal Communication: A Guidebook / Edition 2

Teaching Interpersonal Communication: A Guidebook / Edition 2

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Product Details

ISBN-13: 9781457681097
Publisher: Bedford/St. Martin's
Publication date: 10/24/2014
Edition description: Second Edition
Pages: 304
Product dimensions: 5.90(w) x 9.00(h) x 0.40(d)

About the Author

Dr. Alicia Alexander is the Associate Professor, TA Coordinator, and Basic Course Director at Southern Illinois University Edwardsville. Dr. Alexander received her doctorate in interpersonal communication from the University of Texas at Austin. She enjoys teaching courses in family communication, interpersonal communication, public speaking, and communication education. In 2009 she was the recipient of the Teaching Distinction Award, a university-wide teaching award at Southern Illinois University Edwardsville.

Dr. Alexander's research interests focus primarily on interpersonal communication among family members and between romantic partners. She is particularly concerned with understanding how people overcome adversity in their relationships through talk and various forms of relationship repair. Her research also focuses on the way people talk about and express their emotions in close relationships. Her latest research centers on communication education and interpersonal communication issues in the classroom. Dr. Alexander has received five "Top Paper" awards at the National Communication and International Communication Association annual conferences for her scholarly work in interpersonal communication. Her research has been published in journals such as Communication Monographs, Journal of Social and Personal Relationships, Communication Research, Communication Research Reports, and Communication Teacher.

Elizabeth J. Natalle is Associate Professor at University of North Carolina, Greensboro, as well as Director of the International Exchange Program with Vaxjo University in Sweden. She serves on both the Honors Program and Women’s and Gender Studies Program faculty. In 2003 she was a recipient of the UNCG College of Arts and Sciences Teaching Excellence Award. In addition to her vast teaching experience, Natalle also serves as a professional consultant, helping individuals such as state government managers, corporate managers, hospital social workers, city employees, student officers in university organizations, attorneys, university faculty and staff, speech and hearing clinicians, and employees of the Federal Judiciary improve their interpersonal communication skills. With regard to research, Natalle has devoted much of her time to gendered communication processes, including conflict management, workplace relationships, and cultural comparisons. Her publications have appeared in journals such as Western Journal of Communication, Communication Education, Women’s Studies in Communication, and Management Communication Quarterly.


Table of Contents

Preface v

Part I Teaching Notes 1

1 Teaching Approach and Philosophy 3

Considering Yourself as a Teacher 3

Effective Teaching 5

Start-up Difficulties in Effective Teaching 5

Coming to Effective Teaching through a Teaching Philosophy 6

What Effective Teachers Think 8

From the Classroom: Affirmation and Community as Teaching Philosophy 10

Developing a Teaching Philosophy 10

A Philosophy of Teaching: Alicia Alexander 11

Professional Development 13

Teaching Portfolios 14

Professional Organizations 15

Training and Consulting 16

Coming to Closure on Effective Teaching … for Now 17

Setting Goals 17

2 The Basic Tool of Effective Teaching: The Syllabus 21

The Function of a Syllabus 21

The Elements of a Syllabus 23

Learning Outcomes 34

Organization of Course Content 37

Theory-Based and Service-Learning Courses 38

A Theory-Based Syllabus 35

A Service-Learning Syllabus 39

Selecting Course Materials 39

Legibility and Design 41

3 Student Challenges and Problematics 43

Classroom Management 43

From the Classroom: The Challenge of a Large Class 45

Discussion Management 46

The Influence of Classroom Climate and Teacher Ethos 46

From the Classroom: Setting the Tone 48

Facilitating Discussion 48

Rules for Discussion 51

Tolerance and Diversity of Views 51

General Techniques for Classroom Management 54

Course Policies as General Classroom Rules 56

Student Management 56

Difficult or Disruptive Students 57

Ethical Considerations and Problem Students 58

From the Classroom: The Most Common Interpersonal Communication Problem between Professor and Student 58

Nontraditional or Adult Students 60

Co-cultural Student Populations 61

Conclusion 63

4 Instructional Strategies 65

Instructional Strategies 65

Locating Instructional Strategies 66

Getting Students to Read 68

Team Teaching 69

Instruction on the First Day of Class 71

Balancing Theory and Practice 72

Vocabulary 75

Technology and Instruction 76

Service Learning 77

Conclusion 79

5 Evaluation and Assessment 81

Course Structure and Learning Objectives 81

Grades and Grading Systems 83

Tips for Grading 84

Evaluating Class and Homework Assignments 85

Evaluating Major Class Assignments 88

Examinations 90

Test Construction 90

Preparing Students 91

Test Administration 91

From the Classroom: Cheating in the Large Enrollment Course 92

Grading Tests and Debriefing Students 93

Mini-Assessment 95

Assessment 96

Program Assessment 96

Teacher Assessment 97

Conclusion 98

Part II Teaching Resources 99

6 Teaching Online Courses in Interpersonal Communication Guest co-author: Jocelyn DeGroot 101

Benefits of Teaching Interpersonal Communication Online 102

Differences Between Online and FTF 103

Learning Approaches for Online Courses 105

Setting Up an Online Course 106

Important Material to Include 106

Policies 107

Troubleshooting/Tech Difficulties 108

Bulletin Board/Announcements Page 108

Online Lectures 109

Assignments and Activities 109

Discussion Boards 110

Exams 112

An Online Syllabus 112

Grading Interpersonal Communication Online 119

Developing Course Packets 119

Consistency in Grading 119

Challenges of Teaching Online 120

Copyright Information 121

Guidelines for Teaching Online 121

Conclusion 123

7 Foundational Resources 125

Primary and Secondary Resources 125

Types of Primary and Secondary Sources 126

Building a Personal Library 128

Annotated Bibliography 128

References 153

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