It has been said that people's biggest fear is public speaking.

One class at Penn State attempts to ease these fears through a broad-based approach to practicing communications skills.

Speech Communications 100 Option D: Reticence Program was founded 35 years ago after Gerald Phillips, then a professor of speech communications, realized that people were leaving Penn State without their degrees because they did not want to give a public speech, said Cynthia Finch, senior lecturer of speech communications. Finch is the director of the program.

Like the other three options of SpCom100, the course works on the development of public speaking skills.

"We build up to it slowly. It's the last skill we discuss," Finch said.

Students give public speeches at the end of the course and are required to meet with their professor to rehearse them, said Margaret Michels, instructor of speech communications, who also teaches option D.

The class also teaches other communications skills including interpersonal skills, interviewing and how to participate in class.

Students learn about option D in the other three options at the beginning of each semester. If students have weaknesses that they want to work on, they can interview with Finch for a spot in the class. There are three classes each semester and 20 students in each of these classes. Finch maintains a selection process because people could register without knowledge of the class subject matter.

"It is a unique opportunity for people who have communication anxieties," Michels said.

One student in option D, Peter Yoon (senior-computer science), agrees.

"(The class) is very good for the long run because it helps you socialize with other people," he said.

The class is structured with a mix of lecture and activities.

"We usually learn a skill and then practice in groups," Amy McKiernan (freshman-division of undergraduate studies) said.

To make members of the class comfortable with talking in social settings, a party is held in the beginning of the semester. During the 30 minutes, students are required to mingle with three other people. One person must be of the same sex, another of the opposite sex and one person of their choice. They must share what they've learned with the class. Michels usually brings in refreshments like popcorn and pretzels to create a party atmosphere.

"The party was kind of fun. You got to meet people, and if you messed up it wasn't a big deal. Everyone was understanding," McKiernan said.

To better participate in class, Michels suggests students use several strategies. Students can ask for information, clarification or for the professor to elaborate on something, Michels said.

"I encourage them to rehearse at home the question they will ask. The process makes it easier when they're in the real situation," she said.

Students will benefit most from the class if they recognize their nervousness and have a sincere desire to improve, Finch said.

Members of the class must make an appointment with their professor to discuss which areas in communication they would like to develop. Students are required to submit goal reports to complete tasks in these areas.

For example, a student may decide to volunteer in class or begin a conversation with a stranger. Students outline how they will approach the situation. After the accomplishing the goal, they write another short paper about the experience. Students must submit four goal reports to do well in the class.

"She (Michels) won't run after you. But the more you do, the better grade you get," McKiernan said.

Michels does make an attempt to connect with students.

"I tend to e-mail students if they're falling behind," she said.

A teacher does not need to be apprehensive about speaking to teach this class, Finch said.

"You have to be very secure and not need feedback because in the beginning no one talks," Michels said.

Students like Michel's teaching style.

"She's really nice. She's definitely the right teacher for Speech Comm(unication) D," Jessica Wareheim (senior-art history) said.

McKiernan agrees with Wareheim.

"She's really helpful in figuring out what you want to get out of the class," she said.

Wareheim, who wanted to take the class to improve her public speaking skills, suggested one way to make the class better.

"I wish we did more public speaking. We don't do that much," she said, adding she plans to give a speech in another class to complete one of her goals.