A native of Topeka, Kansas, Christa Ziegler is a communications instructor at Allen Community College specializing in interpersonal communication.

As an educator in the Kansas community college system, I am constantly navigating the educational needs of a variety of students. Our students might be managing full-time work and families, or they might still be in high school, taking their first college course. When they walk into an interpersonal communication (IPC) course, they don’t know what to expect. In the past, the IPC texts taught relevant theories, but theories weren’t necessarily the terminology students would take with them after the course ended. Since implementing Bruce Punches’s It’s Interpersonal, I have seen a shift in student engagement and material retention. This text is uniquely effective because it replaces the traditional academic tone and theory base with a conversational, high-impact framework that meets students exactly where they are. It’s relatable to them, regardless of which chapter of life they are in.

In my classroom, I can see that this textbook offers students another way to look at IPC. When we discuss concepts like perception or conflict, students aren’t just memorizing definitions; they are seeing their own relationships reflected in the text. For example, when teaching I-statements in the “Verbal Communication” chapter, I show them how changing a simple phrase can make their communication more productive in their own lives. The textbook effectively highlights the importance of maintaining a sincere, calm tone, which I emphasize in my classroom. Words can help, but the way in which we say them can help even more. Some students have admitted that using the I-statement strategy helped them start mending their relationships by initiating dialogue during conflicts. It allows both parties to express their feelings without an automatic wall of defense. I also emphasize that in the chapter, there are many in-text suggestions and mini-exercises to help students apply ways to improve verbal communication—that talking about conflict shows we still care, and that it should be something we try to resolve rather than avoid.  

I have found that this framework turns the classroom into an interactive experience rather than a lecture. For example, for our conflict management section, the text provides strategies students can use immediately. When I first teach conflict styles, I put up each style around the classroom. I teach students what each style is, and then I give them scenarios and ask them to move to the spot where their preferred conflict management style is located for each scenario. It’s a fun, interactive way to teach them. While we have primary conflict styles, we also adapt to the circumstances. I’ve had students report back that they successfully navigated a difficult conversation with a manager or a spouse specifically because they used a technique from the course. I have also had students reach out and tell me that they were able to repair a friendship or relationship by learning how to navigate tension and conflict. When the textbook and classroom lessons provide that level of awareness, it’s a strong subjective indicator that the information is being retained and utilized effectively.

One of the most profound shifts I have observed since using this text is the growth in my students’ emotional intelligence. It’s Interpersonal provides a framework that encourages students to move beyond surface-level interactions and begin the work of self-awareness. The metacommunication exercise in Chapter 2: “The Process of Interpersonal Communication” gives them an opportunity to talk with someone close to them and receive honest feedback on their communication style. This challenges them early in the semester to improve their self-awareness and to ask for honest feedback on their own communication. This has been an impactful exercise for students, allowing them to slightly step out of their comfort zone and have meaningful conversations. The textbook thoughtfully scaffolds the concepts by going through perception, verbal communication, and nonverbal communication, and then building toward emotional expression. The foundation pieces prepare students to eventually complete an emotional intelligence assessment. While the assessment highlights the areas needed for growth, they have already explored many of the concepts that give them the fundamental tools to take their emotional intelligence to the next level in both their personal and professional lives.

By emphasizing the importance of identifying emotional triggers and understanding the “why” behind their reactions, the text helps students develop a higher EQ. In turn, this develops their relationship management and better prepares them for the workforce, or whatever chapter they face next. They learn that professional success isn’t just about proficiency; it’s about having the emotional maturity to handle feedback from peers or bosses, navigate workplace conflict, and empathize with others. On the other hand, it also teaches them how to establish their own boundaries when they feel discomfort or uneasiness from others.

In addition, I created a Lyric Analysis assignment that pairs with the textbook. I ask students to select a song that represents a specific interpersonal dynamic—such as a romantic conflict, a family struggle, or friendship navigation—and analyze the lyrics using the concepts found in the text. This assignment has become a highlight of the course. Because this text uses such modern, relatable language, students find it easy to apply the definitions from some of the chapters to their favorite songs. Whether they are analyzing a country ballad about a breakup or a modern pop song about friendship, they are actively deconstructing communication patterns. It also allows English as a Second Language students to pick a song that is relatable to them, even if it isn’t in English. They find a lot of comfort in knowing that culture plays a big role in this course. This exercise proves that the concepts we discuss in the classroom through music can be used when listening to headphones or the radio. It reinforces the idea that interpersonal communication is everywhere, and having the tools to analyze it allows them to be more intentional in their own interactions.

Finally, the textbook’s deep dive into relationships provides a realistic road map for how connections are built, maintained, and sometimes dissolved. Many students enter the class with a binary view of relationships: they are either “good” or “bad.” It’s Interpersonal does a great job of explaining the different relational stages and how they apply to real-world relationships.

By understanding the stages of development, students realize that conflict doesn’t necessarily signal the end of a relationship, but rather a stage that requires a specific set of communication tools to navigate. The textbook covers the five stages of a relationship forming as well as the five stages of a relationship coming apart. The “Relationship Dynamics” chapter specifically empowers students to take ownership of their relational health, provides them with tools to recognize when a relationship is moving from one stage to the next, and allows them to address it before it moves too fast or in the wrong direction.

In a world where digital communication often leads to increased isolation and misunderstanding, It’s Interpersonal offers students the opportunity to engage meaningfully with others. It has made my job as an instructor more rewarding by making the material more relatable. I am confident that by continuing to use this text, we are not just helping students pass a class, but also helping them build happier, healthier relationships.

Keep exploring It’s Interpersonal! Check out Christa’s syllabus for her IPC course and learn more about the book and courseware.

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