Participation is encouraged, but talking is not necessary.

Little talking goes on in Communication Disorders 218 (An Introduction to American Sign Language), where students focus their attention on the instructor's hands and facial expressions.

"At first I thought, 'Wow this class is really quiet,' " said Alfie Parker (sophomore-theater).

But after several weeks of the semester, Parker adjusted to the quiet atmosphere. "It's cool because you can totally watch (the teacher's) hands," he said.

The students' first task of a recent class was being able to understand their last names when spelled out in sign language. Instructor Sommar Holdren finger spelled or used the American Sign Language alphabet to return quizzes to students. Holdren greeted some students with a warm smile when they retrieved their quizzes and never seemed frustrated when she had to spell names several times before connecting with other students.

Holdren encourages students with her fundamental goal for the class.

"I hope students leave the class with a basic knowledge of American Sign and a desire to go on and learn more," Holdren said.

Melissa Harold (freshman-communication disorders) praised Holdren's interest in student learning.

"She's really nice. She knows what she's talking about," Harold said.

Cori Silver (freshman-communcation disorders) said group work is a reason she likes going to class.

"We learn the signs and then practice with partners," Silver said. "We're getting a lot of hands-on experience."

Vocabulary comprises a major portion of the class.

"Each day in class, students learn new vocabulary," Holdren said.

Students have learned a variety of letters, words and phrases, including the alphabet, greetings, directions, places around campus and languages. During class, Holdren and her teaching assistants play games with students to reinforce the vocabulary. For example, students played bingo to practice learning numbers and letters.

"It's very visual," Silver said. "You're not conjugating verbs. You learn the words and then sign them."

Katie Saidis (freshman-communication disorders) hasn't had much difficulty learning American Sign Language.

"It's really easy to pick up — more than I thought it would be," she said. "If you keep practicing and you go to study it's there."

Angelique Griess (sophomore-elementary education) agreed.

"The day she (Holdren) does the new vocabulary, she only has to do it twice and I know it," Griess said.

Griess has also learned the importance of the hands' position, their orientation and their movements. Many times a sign can be a verb but if it's signed twice it becomes a noun, she said.

Parker enjoys the laid-back atmosphere in the class.

"I can ask any question I want," he said.

Holdren hasn't had a lot of students come to office hours, which she believes may be a result of the relaxed atmosphere.

"I will start to pick up the pace and more people will probably come," she said.

Holdren recommends students practice the signs and attend class regularly so they can do well in the class as it becomes more challenging.

The interactive element of the class extends beyond the classroom. Students are required to communicate with Holdren or a TA for at least one hour this semester outside of class, she said. Students also have to sign for an additional four hours with other people who know American Sign Language. Holdren refers to this as log time. Students then turn in a journal describing their experiences.

"If a homework assignment is not done, it's an extra hour added on to their log time," Holdren said. She does not award points for homework or class participation.

Tests are given once every two to three weeks and are largely visual.

"Usually I sign to the class and they write down what I'm signing," Holdren said. "From now on I will only repeat three times on quizzes."

This semester there are four sections of Introduction to American Sign Language. The fourth section was created because the other sections filled so quickly.

Students are enthusiastic about learning the language.

"It's my favorite class," Becca Page (sophomore-communication disorders) said, adding she plans to take more sign language classes.

"I don't think there's any bad aspect about the class," Saidis said.

Students also have discussions on deaf culture, Holdren said.

Before taking this class, Griess didn't even realize the deaf considered themselves another culture.

"They like to stick to their community which is a strength," Griess said.

Deaf people often use sign language in creative ways. People who are deaf will give "name signs" to people who are hearing or deaf.

"They're usually based on some characteristic about you," Page said. Deaf people are offended if hearing people create "name signs" to identify people, she added.

Many students want to take their sign language skills into their everyday lives and connect with the deaf culture.

Parker decided to take the class because both his uncle and cousin are deaf.

"I wanted to develop better relationships with them," he said.

Griess, who works with physically and mentally disabled children in the summer, hopes this class will help her communicate better with them.

The majority of students in the class are majoring in communication disorders, but the class is not required for any major.

In the future the class may appeal to a wider range of students.

"The department is working on getting it to count as a foreign language," Holdren said.