CS I is a crucial experience for undergraduate students. While learning technica l skills, students develop their perception of computing as an academic discipline an d a profession. The resultant view influences career goals relative to computing an d long term attitudes about the computer science enterprise. Consequently creating an environment to improve technical learning and awareness of computer science as a profession and to encourage qualified students to stay with or to consider th e discipline as a possible major is a worthy exploration. One model to explore is a learning environment emphasizing minimally obtrusive communication strategies. This model assumes students learn more computer science through the diligent use of communication skills rather than in the typical lecture or laboratory. In this context, a primary pedagogical goal is that every student actively contributes to every class. This goal can be achieved through the communication modes of listening, speaking, and writing.