Date of Completion

5-31-2025

Document Type

Open Access Capstone

Degree Name

Master of Arts (MA)

First Advisor

Robert Ricketts

Second Advisor

Jeremy Szteiter

Abstract

This synthesis explores the evolution of Speech Camp, a participant-centered coaching program developed by the author to support individuals with presentation anxiety to increased confidence in their communication. This program, developed through iterative redesign and informed by Action Research and Action Learning, reframes presentation skills development as a relational and reflective process rather than a performance-based task. The project draws upon theoretical frameworks—including Bandura’s Self-Efficacy Theory, Ryan and Deci’s Self-Determination Theory, and Mezirow’s Transformative Learning Theory—to analyze the program’s current methodology and curriculum to reveal how elements of structured reflection, peer engagement, and psychological safety promote meaningful internal change. Special attention is given to Michael Motley’s communicative orientation model as a practical and philosophical foundation for rethinking public speaking pedagogy. Intended for communication coaches, educators, learning and development professionals, and others facilitating human-centered growth, the synthesis also serves individuals seeking to integrate greater authenticity and agency into the presentation of their ideas in professional and other settings. Participant feedback and critical reflection are used to surface how transformation emerges over time through intentional facilitation and trust-building. The author concludes by reflecting on her learning journey within the Critical and Creative Thinking graduate program at the University of Massachusetts Boston, and introduces a draft Speech Camp Playbook as a generative outcome of this inquiry.

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