I work across Historic England, contributing to policy recommendations, creating digital content, and advising on a variety of projects and issues. My main focus is Historic England's youth-centred History in the Making programme where I help decide which projects should be funded and play an essential role in shaping the organisation's future.

During my one-month work placement with Oculus Management, I shadowed Director Tom Billington on key projects such as the Hartlepool Museum Regeneration, ICAEW building facade repairs, and Lloyd's Register separation project. I gained valuable insights into stakeholder and client needs, enhanced my networking skills, and conducted a comparative analysis on the Hartlepool paddle steamer Wingfield Castle to identify gaps in its conservation and interpretation.

I will support research on the Scottish Staple at Veere in the Netherlands, from the Middle Ages until the late eighteenth century, by producing an inventory based on existing histories of the Staple. This research will contribute to establish collaboration with the Museum Veere and the National Museum of Scotland.

As a representative at the Society for the Protection of Ancient Buildings (SPAB), I am passionate about preserving our historic built environment for future generations. With expertise in conservation, restoration, and sustainable building practices, I am committed to promoting the SPAB's mission to protect and celebrate the unique character of our architectural heritage. Through advocacy, education, and hands-on involvement, I strive to ensure that our historic buildings remain a vital part of our cultural and economic landscape.

Tackling Elitism is a student-led group designed to help University of Edinburgh students who are from low-income backgrounds, first-generation students, working class, estranged, and/or care experienced, and are driven to tackle the persistent elitism which at times defines this University. We work closely with the University on how we can better address the concerns and experiences of WP students and organise various events to help establish a community for WP students providing students a non-judgemental space for advice and support. As Co-Founder, I represent the organisation at regular bi-weekly meetings with the staff Widening Participation Team at The University of Edinburgh. I was elected to represent the organisation as part of the University’s annual CAHSS panel (May 2021). We create and enact various campaigns across the university: bursary campaign, Scottish students’ campaign, and safety net policy campaign. Most recently, I was on the organisational committee of Tackling Elitism’s “Creating Community”: a university wide WP conference event (3 March 2022). We are currently organising multiple upcoming events for students.

The purpose of the Student Feedback Network Project is to fully integrate student views on their learning and teaching into the very process of learning and teaching. We are conducting research across the University to gather student views on how this could and should be done. Our research will ideally lead to a toolkit, co-created with students, that can be used in all Schools to improve student feedback mechanisms.As an intern, I am part of the year long process of the project plan, from beginning to end. I have delivered the aims of the project by coordinating, managing, and documenting feedback from a series of focus groups across university levels. I am evaluating data sets and subsequently working towards the creation of report showcasing recommended implementations of student feedback systems. I have experience using qualitative coding and data analysis through NVivo. My research, independent and team-based, is presented at weekly group-wide reports and presentations.

I currently stand as a student representative within the University of Edinburgh’s College of Arts, Humanities, and Social Sciences (CAHSS) Widening Participation network. I attend monthly meetings where policy details are discussed and where my recommendations are incorporated into the final project design. I Initiated the implementation of university-wide campaigns: postgraduate scholarship awareness, widening participation to humanities careers, and staff/student networking events. This role has developed my team-work, project management, and events planning skills. I was part of a group of staff and student organisers which created a CAHSS wide full-day conference event in April 2023.

As a member of Students as Change Agents, in partnership with Robertson, I am dedicated to driving positive social and environmental impact through collaborative and innovative initiatives. With a focus on sustainability, diversity and inclusion, and community engagement, I aim to empower students to become agents of change within their local and global communities. This programme allowed me to foster leadership skills, promote interdisciplinary learning, and create opportunities for meaningful impact. I collaborated with a team to tackle issues on sustainability and environmental impact within infrastructure and construction businesses with Robertson as external sponsor and partner. I enhanced my understanding of community engagement, sustainable social enterprise, and the safeguarding of heritage and the built environment. Professionalisation of digital engagement tools, data sets, reports, problem-solving, and presentations. Working towards accreditation of The Edinburgh Award which will allow me to identify, understanding, and develop the skills and abilities necessary for sustainable growth and leadership.

Jourls Press seeks to democratize and divulge knowledge to non-academic and academic spheres in a welcoming and not complex manner breaking the paradigms and fears that surround academia, and showcase new realities and challenge perspectives. I adopted an interdisciplinary approach towards my publications, and aimed to empower non-academic audiences by making my writing accessible. I regularly published columns related to current events and world issues, and have experience working within a double-ended peer review process.

Retrospect is the University of Edinburgh’s student-led History, Classics, and Archaeology Journal. We began as the Edinburgh University History Society’s journal in 2006. In 2008, we were shortlisted for the Scottish Herald Award for Best Student Magazine in Scotland which we won in 2010. In 2012, we became a fully fledged society. As columnist, I published articles at a bi-weekly scale, undertaking independent historical research to produce high-quality writing. I was able to professionally connect with other student researchers and developed my academic research abilities.

I volunteered as a Room Guide at Gladstone's Land in Edinburgh. One of the oldest buildings on Edinburgh's Royal Mile, Gladstone's Land holds social history which stretches back to the 17th century. I Provided educational and enthusiastic narrations to large, diverse groups made up of 20+ visitors and conducted personalised, non-scripted room tours which I adapted to match the visitors’ interests. I gained dynamic presentation, public speaking skills, and excellent customer care. I also gained insight and knowledge into historic conservation and Edinburgh’s local public history.

The Volunteer Tutors Organisation (VTO) is a charity, registered in 1977, which provides support for children who experience difficulties with their education. We recruit, train, place, resource and support volunteer tutors to give one-to-one educational support and guidance to children and young people who need it most. Volunteering as an online tutor, I carefully identified relevant and appropriate resources and compiled my research to create streamlined and systematised weekly lessons which were easily understandable. I translated my verbal and written skills onto a digital environment and have improved my use of online platforms such as Microsoft Word and Excel.

As a transcriber for The National Archives in collaboration with On the Page software, I further developed my digital archival knowledge and experience of modern transcription and online cataloguing processes.

The Georgian Papers Programme (GPP) is a ten-year interdisciplinary project to digitise, conserve, catalogue, transcribe, interpret and disseminate 425,000 pages or 65,000 items in the Royal Archives and Royal Library relating to the Georgian period, 1714-1837. As a transcriber, I was part of an integral process to make these documents accessible to a broader audience and facilitate further research and discovery. I specifically focused my efforts on Queen Charlotte's personal letters regarding George III's health, and contributed to the transcription of up to 5 documents as part of the programme. I gained understanding of digital archival and research techniques. I adopted systematised methodological measures to ensure consistent evaluation of the transcription.

As a peer mentor, I provided informal support, advice, and guidance to first year students settling into The University of Edinburgh. I had the sole responsibility of planning and evaluating each weekly virtual meeting, ensuring that a safe space was created for my mentee. I was able to help my mentee with time management, academic skills, and managing reading lists, amongst other things. To develop my personal skills, I created a digital mentor diary on Microsoft Excel during the whole process to keep track of both mine and the student’s process and development at university. I was able to develop my communication skills, confidence, and gain a clearer understanding of how The University of Edinburgh's student support system works by closely liaising with the staff and managing my mentee's recommendations and feedback.