The QHSEB is responsible for guiding the direction of high school esports in QLD. I contribute to this board through my industry contacts, my study area in my PhD and my practical experience founding and operating the QUT esports program.

Q Shelter provides products and services that build the strength and capacity of the housing and homelessness sector. Q Shelter also works with regional networks and members to improve policies and programs responsive to the needs of people vulnerable to homelessness. As a member of the board I play a role in the strategy and direction of Qshelter as a company.

The QUT esports advisory board is responsible for developing strategy and setting the direction for the QUT esports program. I contribute to this board by drawing on my experience developed during the founding of the program, and from my PhD.

In this role I delivered weekly tutorials, which require strong presenting skills and weekly preparation to learn content for delivery. I also marked group presentations in this unit and moderate marks with other members of teaching staff. In 2020, I assisted moving the unit online during the COVID19 epidemic. I was also responsible for developing lecture and tutorial content part of this course.

Employed to design the survey for the BARLEYmax research project along with general research responsibilities.

Working as a sessional academic in the teaching team for XNB176. In this role, I have been assigned 2 lectures to deliver as a guest lecturer, requiring content preparation and delivery. I deliver weekly tutorials, which require strong presenting skills and weekly preparation to learn content for delivery. I am also required to mark group presentations in this unit and moderate marks with other members of teaching staff.

The Lagswitch Advisory Board was established to guide the strategy and direction of the Lagswitch company. As the director of Lagswitch, I relied on the Lagswitch board to make decisions about the direction and strategy of Lagswitch.

I have been involved in three different aspects of Students as Partners. I participated as part of a multidisciplinary ideation team consisting of a diverse group of professionals, discussing and developing new and innovative solutions to the student support services at QUT. I was also involved in researching and writing a report on international academic governance models, which included students in the decision-making process. My third role has been working with the employability team designing and facilitating focus group workshops with staff, students, and industry (e.g., Architects, performance coaches, engineers, dancers and Government groups.) to collect data to inform QUT’s new implementation of the Career Development Learning Framework in both academic courses through online tools which guide students to real-life challenges.

I managed 30 passionate and motivated students and alumni in the first colligate eSports program in Oceania. QUT esports offers the first structured route from grassroots to professional participation in eSports at a university. In this role I developed the programs strategic direction, created industry connections, established revenue streams and provided leadership and development to staff and volunteers.

VRES has exposed me to qualitative research methods in a project that examines the personalities of two mentally tough AFL athletes. As part of this process, I have conducted a literature review and, subsequently, developed a strong understanding of narrative identity research in sport. I have also taken part in preliminary data analyses of these case studies with other members of the academic team. Together, this knowledge will contribute to the development of a peer-review paper that will be submitted for publication in 2018.

I was the director of a QUTbluebox supported start-up. We delivered psychology workshops on mental toughness and performance to eSports athletes and, through these workshops, worked closely with sport scientists and professional eSports organisations (i.e., the Australian eSports Media Group & Athletico) to deliver improved psychological performance skills and strategies for professional gamers.

As a Research Assistant for Dr. Ian Renshaw (Exercise and Nutrition Sciences), I supported projects using quantitative research. I was a member of a team involved in the data collection process, which has broadened my understanding of undertaking field experiments. I was also involved in the ethical approval process for this project. This experience greatly extended by awareness of (i) the ethics application process, generally, and (ii) the clarity of research design required to conduct experimental research.

In my role as the QUT esports coordinator, I frequently ran professional development sessions for our staff and student volunteers. These workshops focused on goal setting, semester planning and project management. I also ran coaching development sessions, where I delivered content on basic coaching principles and supported coaches to develop coaching presentation skills and basic coaching principles.

As a Peer Learning Facilitator (PLF), I assisted the learning of anatomy, physiology and first-year psychology units for students in health-related courses. My GPA in these units averaged at 6 exactly and I had personal experiences of the challenges faced by students. I worked with students to deliver support for learning using online and face-to-face teaching modes. In this role, I worked with a diverse range of university students including mature age students, English as a second language students, and those with physical and learning disabilities.

In between ski seasons I have worked as a Teacher’s Aide at Beaudesert State High School. In this position, I demonstrated autonomy and effective team work by taking the initiative to develop and deliver a new gym program for troubled adolescents with learning and behavioural issues. The scheme proved to be highly successful, as evidenced through the student engagement the program achieved.

My role included working with children, adolescents and adults of all levels of skiing proficiency, and from different cultures and ethnicities. Exceptional time management, interpersonal and self-management skills were required in this role. I also developed the ability to deliver information to different types of learners including visual, auditory and kinaesthetic learners, as well as the progression based pedagogy taught by the APSI.