Young people can explore gaming careers by trying the work before choosing a job title. In this Jams and Joysticks interview, Timothy Fields describes a hands-on approach: let participants test tools, collaborate on a game, and discover whether development, audio, art, or another role fits their interests.
For parents, educators, aspiring creators, and community builders, the conversation offers a practical look at what happens when gaming becomes a starting point for learning rather than the end of the activity.
Meet Timothy Fields
Timothy introduces himself as executive director of BESN X Community. He describes a journey through gaming industry work beginning around 2007, including marketing, development, and production. Those experiences shaped a question behind his community work: how can someone discover what they enjoy before investing years in a path that does not suit them?
In the conversation, he discusses programs serving young people ages 11 to 17 and work in Toledo and Atlanta. BESN X Community’s official website describes its focus on youth, underserved communities, STEM, esports, and game development. Visit the organization for current programs and participation details.
Gaming careers reach beyond programming
Timothy highlights development, audio, graphic design, web design, marketing, streaming, and content creation. His point is that loving games does not mean everyone needs to become a game developer. Trying different tasks helps participants find a contribution they enjoy.
He describes young people working together to make a game and discovering that it is okay to move from one discipline to another. A first project can become a way to test interests, rather than a commitment to a single career.
Build the community around what people actually do
The program grew from a holiday event called Gamers Give. Timothy recalls giveaways, tournaments, art activities, and STEM kits. Watching what young people chose to do helped the team shape its programming. Some gravitated toward playing; others wanted to build or create art.
That observation led to group projects and short game-making experiences. The lesson for a community builder is to pay attention to participation before deciding what a program should become. Give people something to try, notice their interests, and create room for the next step.
A shared game makes the learning visible
Timothy describes working with the City of Toledo on a youth workforce-development project called Park Quest. In his account, more than 300 young people contributed, including creating characters inspired by leaves, flowers, and trees. At the time of the interview, he said the team was working on a fuller version.
The project illustrates how a shared goal can bring different creative roles together. Participants contribute to something tangible, while families and the wider community can see the work behind their interest in games.
Let parents see the work, not just the screen
Timothy says the team invites parents into the program during the first week. Seeing a child making something changes the conversation: parents can recognize skills, effort, and creativity that may be hard to see from gaming at home.
He also shares examples of families recognizing income opportunities through creative work. These are experiences he describes, not a promise that participation will lead to earnings or employment. The more immediate value is helping families understand what a young person is learning.
Trust starts with practical support
For Timothy, community building includes food, a comfortable space, and mentors who listen. He discusses working with housing centers and making sure young people can focus while they are in the program.
He describes an introduction to unfamiliar tools that begins with exploration. Participants can try things at their own pace and ask questions without feeling that they are asking too many. Access matters, but so does feeling safe enough to use it.
From trying a tool to choosing a next step
Timothy explains that the team asks participants what they want to do with their skills. Some want to keep exploring; others are interested in workforce development or a career. He describes mentorship and connections with companies and staffing organizations as ways to support that next stage.
He also discusses ambitions for international collaboration, new technology experiences, and more opportunities to showcase youth-created work. These were plans discussed in the interview. Current availability, locations, and opportunities should be checked with BESN X Community.
Questions answered in the conversation
How can young people explore careers in gaming?
Timothy’s approach is to let them try different disciplines through hands-on projects, then reflect on the work they enjoy. A collaborative game gives them a chance to experience roles beyond playing.
How do you start building a gaming community?
His community began with a holiday event. Activities revealed participants’ interests, and those observations helped the team develop ongoing programs. Trust and practical support remained part of the work as it grew.
How can parents understand the value of a gaming program?
Invite them to see the creative process. Timothy describes parents watching their children work with tools and build projects, making their effort and skills more visible.
Where can families or mentors learn more?
Visit BESN X Community for current information about programs, registration, and ways to get involved.
Watch the full Timothy Fields interview
Keep exploring the people behind gaming
For another perspective on organized gaming, watch our interview with Matt Hirschfelt, president of Esports Ohio. For a creator working with immersive technology, explore the Steven Davis VR game developer interview.
Browse the complete interview library, explore our game developer conversations, or learn about the Jams and Joysticks mission to help more creators, builders, and community be seen.
Based on the Timothy Fields interview transcript. Program examples and future plans reflect the conversation; visit BESN X Community for current information.