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America's literacy emergency continues; experts available with solutions
September is more than back-to-school season. It is also National Literacy Month. This return to the classroom and yearly recognition remind us of the urgent need to ensure every child has the literacy skills to thrive in school and beyond. One such example of this is Delaware. Despite recent gains in statewide test scores, Delaware leaders have warned: a literacy emergency persists. Too many children – especially those from marginalized communities – are still being left behind in reading proficiency. The University of Delaware’s College of Education and Human Development is helping to change that. CEHD’s literacy experts are advancing research, building partnerships, and equipping educators with evidence-based strategies that make an impact. Annastasia Purinton and Steve Amendum work with the WTG Foundation to strengthen school-community partnerships that bring literacy support directly to students who need it most. Stephanie Del Tufo, whose recent essay in The Conversation spotlighted the science of reading, studies how early learning and memory processes shape literacy development. Adrian Pasquarella focuses on multilingual learners, helping educators bridge language learning and literacy growth – an area of growing importance in Delaware’s diverse classrooms. Rebecca Joella and colleagues at the Delaware Institute for Excellence in Early Childhood are leading professional development efforts that equip early educators to foster strong literacy skills from the start. These experts bring research to life – translating what works in the classroom into scalable practices and policies. Their work underscores a powerful truth: literacy is not just an academic milestone, it is the foundation for opportunity, equity and lifelong success. As Delaware and the nation confront the literacy crisis, CEHD stands at the forefront with the evidence, expertise and partnerships to make a lasting difference. To speak to any of these experts, please email mediarelations@udel.edu.
Ask an Expert: Augusta University's Gokila Dorai, PhD, talks Artificial Intelligence
Artificial Intelligence is dominating the news cycle. There's a lot to know, a lot to prepare for and also a lot of misinformation or assumptions that are making their way into the mainstream coverage. Recently, Augusta University's Gokila Dorai, PhD, took some time to answer some of the more important question's she's seeing being asked about Artificial Intelligence. Gokila Dorai, PhD, is an assistant professor in the School of Computer and Cyber Sciences at Augusta University. Dorai’s area of expertise is mobile/IoT forensics research. She is passionate about inventing digital tools to help victims and survivors of various digital crimes. View her profile here Q. What excites you most about your current research in digital forensics and AI? "I am most excited about using artificial intelligence to produce frameworks for practitioners make sense of complex digital evidence more quickly and fairly. My research combines machine learning with natural language processing incorporating a socio-technical framework, so that we don’t just get accurate results, but also understand how and why the system reached those results. This is especially important when dealing with sensitive investigations, where transparency builds trust." Q. How does your work help address today’s challenges around cybersecurity and data privacy? "Everyday life is increasingly digital, our phones, apps, and online accounts contain deeply personal information. My research looks at how we can responsibly analyze this data during investigations without compromising privacy. For example, I work on AI models that can focus only on what is legally relevant, while filtering out unrelated personal information. This balance between security and privacy is one of the biggest challenges today, and my work aims to provide practical solutions." Q. What role do you see artificial intelligence playing in shaping the future of digital investigations? "AI will be a critical partner in digital investigations. The volume of data investigators face is overwhelming, thousands of documents, chat messages, and app logs. AI can help organize and prioritize this information, spotting patterns that a human might miss. At the same time, I believe AI must be designed to be explainable and resilient against manipulation, so investigators and courts can trust its findings. The future isn’t about replacing human judgment, but about giving investigators smarter tools." Q. What is one misconception people often have about cybersecurity or digital forensics? "A common misconception is that digital forensics is like what you see on TV, instant results with a few keystrokes. In reality, it’s a painstaking process that requires both technical skill and ethical responsibility. Another misconception is that cybersecurity is only about protecting large organizations. In truth, individuals face just as many risks, from identity theft to app data leaks, and my research highlights how better tools can protect everyone." Are you a reporter covering Artificial intelligence and looking to know more? If so, then let us help with your stories. Gokila Dorai, PhD, is available for interviews. Simply click on her icon now to arrange a time today.
Augusta University's Lance Hunter, PhD, was recently published in the highly acclaimed World Affairs. His article “The polarization paradox: How state wealth and online media consumption affect polarization” highlights his expertise and insight on this very important topic, especially as America faces division and tension. Here's the abstract: Previous valuable scholarship has found that wealth inequality can affect political polarization within states. However, less is known regarding how overall levels of state wealth and online media consumption affect polarization. Thus, this study examines how state wealth and online media consumption affect polarization in 157 states from multiple regions and levels of development from 2000 to 2022. When including standard controls and controlling for potential endogeneity, the findings reveal that greater state wealth and online media consumption are associated with increased polarization. The rationale for the findings is that greater state wealth and online media consumption increase the prevalence of postmaterialist values within states that often clash with materialist values, leading to heightened polarization. These findings have important implications in considering how state wealth and online media consumption interact to influence polarization cross-nationally. Hunter is an assistant professor of political science with a background in international relations. His research focuses on how terrorist attacks influence politics in democratic countries and how political decisions within countries affect conflicts worldwide. His work has appeared in journals such as: Journal of Peace Research, Terrorism and Political Violence, Party Politics, Studies in Conflict and Terrorism, Armed Forces and Society, Conflict, Security and Development and the International Journal of Data Analysis Techniques and Strategies. Hunter teaches courses in international relations, security studies and research methods. Interested in learning more - let us help. Lance Hunter, PhD, is available to speak with media about this important topic - simply click on his icon to arrange an interview today.
Ashley Panichelli, M.D., has been appointed vice chair of the Department of Family and Community Medicine at ChristianaCare. In this role, Panichelli will support the department’s clinical and academic missions. She will help guide quality and safety initiatives and promote a culture of accountability, learning and psychological safety. She will advance education and professional development across faculty and residency programs, assist with strategic planning, mentorship and peer review, and strengthen collaboration across department leadership, faculty and staff. A Delaware native, Panichelli earned her medical degree from Sidney Kimmel Medical College at Thomas Jefferson University and completed her residency and chief residency in Family Medicine at ChristianaCare in 2018. She joined the residency program’s core faculty that same year and has since held several leadership roles, including clinical lead and associate program director. In 2022, she was named clinical director of Academic and Complex Primary Care, a role she continues to support. Panichelli is a clinical assistant professor at Sidney Kimmel Medical College and has been recognized with several honors, including the Delaware Academy of Family Physicians’ Teacher of the Year award and the Department’s Rising Star award. She completed ChristianaCare’s ACT course, the LEED-R elective, and the Harvard Medical Director Leadership Institute. She was an Emerging Leaders Institute scholar with the American Academy of Family Physicians Foundation. She reports to Erin Kavanaugh, M.D., FAAFP, chair of the Department of Family and Community Medicine.
Delaware INBRE Summer Scholars Complete Biomedical Research Projects at ChristianaCare
Eight undergraduate scholars recently completed a 10-week immersion in biomedical research through the Delaware IDeA Network of Biomedical Research Excellence (INBRE) Summer Scholars Program at ChristianaCare. Their projects, spanning oncology, emergency medicine and community health, culminated in a capstone presentation and celebration on August 13 at Christiana Hospital. This year’s cohort included students from University of Delaware, Delaware State University and Delaware Technical Community College, as well as Delaware residents attending college out of state. Each student was paired with expert mentors from across ChristianaCare, contributing to research designed to improve patient care and outcomes. In addition to their primary projects, the scholars explored ChristianaCare’s advanced facilities such as the Gene Editing Institute Learning Lab, gaining hands-on exposure to cutting-edge methods in biomedical research. “This year’s DE-INBRE program at ChristianaCare was a one-of-a-kind experience,” said Susan Smith, Ph.D., RN, program director of Technology Research & Education at ChristianaCare and the INBRE site principal investigator. “We brought together undergraduates from various academic backgrounds and immersed them in real, hands-on biomedical research with some of our most accomplished investigators. “Watching these students go from a little unsure on day one to confidently presenting their own findings by the end of the summer was inspiring, and proof that programs like this are building the next generation of biomedical researchers in Delaware.” Delaware INBRE is a statewide initiative funded by the National Institutes of Health to strengthen Delaware’s biomedical research infrastructure. It supports undergraduate research training, faculty development and core facility investments across partner institutions. At ChristianaCare, the program offers students immersive, hands-on research experiences guided by seasoned investigators, equipping them with the skills, mentorship and exposure essential for careers in science and medicine. Madeline Rowland, a Delaware resident and rising senior at Williams College in Massachusetts, collaborated with Hank Chen, senior medical physicist at the Helen F. Graham Cancer Center & Research Institute, to evaluate tattoo-free, surface-guided radiation therapy for breast cancer patients. She also worked with leaders of ChristianaCare’s Center for Virtual Health to explore how different patient populations experience virtual primary care. Rowland praised the program for the research skills and knowledge she gained as well as the meaningful relationships she built with mentors, health care professionals and fellow scholars she might not have otherwise met. “Dr. Chen and the whole Radiation team really adopted me into the department,” Rowland said. “From sitting on the CT simulation table in my first week to working on my project, I felt fully welcomed. I’ve learned so much, and the people I’ve met made this summer unforgettable.” Chen was recognized as the program’s inaugural “Mentor of the Summer” for his exceptional dedication and thoughtful approach to teaching. Having now mentored INBRE scholars for three years, Chen has a personal connection to the program. His own daughter participated as an undergraduate and recently began her general surgery residency after graduating from Sidney Kimmel Medical College at Thomas Jefferson University in Philadelphia. For Chen, mentoring represents an investment in health care’s future. “The greatest asset of any institution is its talent,” he explained. “When you welcome students into your environment, you draw good people to your field, and patients ultimately benefit from that.” Naana Twusami, a rising senior at Delaware State University, spent her summer with the Oral & Maxillofacial Surgery and Hospital Dentistry Department. She examined social determinants of health in facial trauma patients, analyzing how factors like income, education, transportation and insurance status influence recovery. “Being here showed me that things like income or transportation can matter just as much as the medical care itself,” she said. “The INBRE Summer Scholars Program gave me a real look at how health care works, and how places like ChristianaCare are helping shape where it’s headed.” Amy Minsker, continuing medical education manager, Academic Affairs, served as manager of the summer scholars program. Read more on news.christianacare.org.
New autism and disability training at Aston University aims to close gaps in healthcare
Aston University is leading a national shift in healthcare education with the rollout of Tier 1 of the Oliver McGowan Mandatory Training (OMMT) — a pioneering initiative developed by NHS England to improve support for individuals with autism and learning disabilities. Oliver McGowan was an 18-year-old with autism and learning disabilities who died in 2016 after a bad reaction to medication for epileptic seizures, which both he and his parents had requested should not be given after a previous bad reaction. Oliver's death was ruled 'avoidable' and revealed serious gaps in training for medical professionals caring for those with autism and learning difficulties. Oliver's mother Paula set up a foundation to campaign for appropriate training, and in 2022, an UK act of parliament mandated learning disability and autism training for all healthcare staff registered with the Care Quality Commission (CQC). This is now being introduced. The evaluation of the project at Aston University is being led by Dr Amreen Bashir, senior lecturer in biomedical science, in close collaboration with Dr Mary Drozd, senior teaching fellow in nursing and Dr Jayne Murphy, associate professorial teaching fellow in nursing. Aston is one of the first universities in the UK to implement this training across undergraduate healthcare programmes, including Nursing, Biomedical Science, Pharmacy, Optometry, and Physician Associate Studies. “Our students not only gained new knowledge, but they were vocal about the importance of this training staying in the curriculum permanently,” said Dr. Bashir. Student feedback highlights the transformative impact of the training: “I will use the training to ensure the patient care I provide is accommodating to people with special needs and will offer reasonable adjustments when needed. I understand autism and learning difficulties are not like other disabilities which are commonly physically noticed and that they may me hidden.” “The most useful aspect of the Oliver McGowan training is its focus on real-life experiences shared by individuals with autism and learning disabilities. These personal insights help to contextualise the challenges they face, making the training relatable and impactful.” “It opened my eyes as to how even within people who are practising and have already been working in clinical settings lack the understanding on how to care and approach those with autism and/or learning disabilities. It shouldn’t have got to a stage where what happened with Oliver happened and I am glad I have had this training so that I know what I can do as a healthcare professional in these situations. My previous job as a support worker also helped as I worked with service users who had autism and learning disabilities as well as physical disabilities and so this training assisted the knowledge I had already gained.” Measuring the impact A total of 176 students completed the pre-intervention survey and 94 students completed the survey post-OMMT. Participants were drawn from Nursing, Biomedical Science, Physician Associate Practice, Optometry, and Pharmacy at Aston University. How the training works Tier 1 of the OMMT consists of two parts: a 90-minute e-learning session completed independently, followed by a one-hour live interactive webinar co-facilitated by trained professionals and experts by experience. This format allows for reflective discussion and a deeper understanding of autism and learning disabilities through real-world perspectives. Post-training surveys measured changes in knowledge, attitudes, and perceptions. Early results Students showed significantly improved understanding of autism and learning disabilities, as well as greater sensitivity toward tailoring communication to individual needs. The training also identified critical areas for further attention, such as the role of ethnicity in healthcare access and the impact of silent conditions like constipation, which can go undetected and lead to preventable harm. The findings will be presented at the upcoming 'Horizons in STEM' higher education conference, which is being hosted at Aston University, with a manuscript currently in preparation for peer-reviewed publication. By embedding OMMT into its core curricula, Aston University is setting a benchmark for inclusive healthcare education across the UK. To follow this research or explore collaboration on the OMMT initiative, contact: Dr Amreen Bashir – a.bashir6@aston.ac.uk Dr Mary Drozd – m.drozd@aston.ac.uk Dr Jayne Murphy – j.murphy5@aston.ac.uk
Play, Learn, Lead: How Aston’s Gamification-Driven MBA Is Redefining Business Learning
Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952) Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham. Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. Then you’re solving real-world sustainability crises in the Accounting for Sustainability Case Competition, crafting solutions that could be showcased in Canada. What if you could do all this from your classroom seat, armed with only your MBA learnings, teamwork and the thrill of gamified learning. At Aston, we believe the best way to master business is by doing business. That’s why we’ve embedded active learning through games, simulations, and competitions across all our postgraduate programs. The results? Higher engagement, deeper learning, and students who graduate with confidence and real-world skills. Research says gamified learning boosts motivation, lowers stress, and helps students adopt new habits for lifelong success. As educational researchers Kirillov et al. (2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.” This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”. In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods. We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.) Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes. Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace. A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game. Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale. Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure. At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102
Are GCSEs delivering for students and society?
Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good. Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing. GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt. By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed. Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills. Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do. Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era. The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world. To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk
Keep kids reading all summer: Expert tips to make it fun
As July winds down, those summer reading lists might still be sitting – unopened – on nightstands. But it’s not too late to spark a love of reading that lasts well beyond the school year. University of Delaware experts Roberta Michnick Golinkoff and Rebecca Joella specialize in early childhood literacy and know how to make reading feel less like homework and more like play. “We want to make reading fun, instead of a drag or something we have to push kids to do,” says Golinkoff. “Reading with the family totally normalizes it, and if kids think their family is excited about reading, they are more likely to be excited too.” She recommends turning reading into a screen-free family ritual or reading aloud together – even for kids who already know how to read. Joella agrees. "Visiting a local library is an excellent summer activity. Many libraries have summer reading programs for children that encourage reading, so participating in one of those is a lot of fun." Books like "Llama Llama Loves Camping" can lead to a backyard campout – tent, picnic and all. Some summer favorites include "Pete the Cat: Pete at the Beach," "Summer" by Alice Low and "Beach Day" by Karen Roosa – lighthearted stories that celebrate the season and build early literacy skills along the way. Worried about the “summer slide”? Golinkoff notes the impact is often greater for children from under-resourced families. That’s why she helped create Playful Learning Landscapes, transforming everyday public spaces into interactive learning hubs. She’s also leading a global effort to provide free bilingual e-books through the Stories with Clever Hedgehog project – originally launched to support Ukrainian children displaced by war. Golinkoff is available to share insights on early literacy, summer learning and why playful education works.
First AI-powered Smart Care Home system to improve quality of residential care
Partnership between Lee Mount Healthcare and Aston University will develop and integrate a bespoke AI system into a care home setting to elevate the quality of care for residents By automating administrative tasks and monitoring health metrics in real time, the smart system will support decision making and empower care workers to focus more on people The project will position Lee Mount Healthcare as a pioneer of AI in the care sector and opening the door for more care homes to embrace technology. Aston University is partnering with dementia care provider Lee Mount Healthcare to create the first ‘Smart Care Home’ system incorporating artificial intelligence. The project will use machine learning to develop an intelligent system that can automate routine tasks and compliance reporting. It will also draw on multiple sources of resident data – including health metrics, care needs and personal preferences – to inform high-quality care decisions, create individualised care plans and provide easy access to updates for residents’ next of kin. There are nearly 17,000 care homes in the UK looking after just under half a million residents, and these numbers are expected to rise in the next two decades. Over half of social care providers still retain manual and paper-based approaches to care management, offering significant opportunity to harness the benefits of AI to enhance efficiency and care quality. The Smart Care Home system will allow for better care to be provided at lower cost, freeing up staff from administrative tasks so they can spend more time with residents. Manjinder Boo Dhiman, director of Lee Mount Healthcare, said: “As a company, we’ve always focused on innovation and breaking barriers, and this KTP builds on many years of progress towards digitisation. We hope by taking the next step into AI, we’ll also help to improve the image of the care sector and overcome stereotypes, to show that we are forward thinking and can attract the best talent.” Dr Roberto Alamino, lecturer in Applied AI & Robotics with the School of Computer Science and Digital Technologies at Aston University said: “The challenges of this KTP are both technical and human in nature. For practical applications of machine learning, it’s important to establish a common language between us as researchers and the users of the technology we are developing. We need to fully understand the problems they face so we can find feasible, practical solutions. For specialist AI expertise to develop the smart system, LMH is partnering with the Aston Centre for Artificial Intelligence Research and Application (ACAIRA) at Aston University, of which Dr Alamino is a member. ACAIRA is recognised internationally for high-quality research and teaching in computer science and artificial intelligence (AI) and is part of the College of Engineering and Physical Sciences. The Centre’s aim is to develop AI-based solutions to address critical social, health, and environmental challenges, delivering transformational change with industry partners at regional, national and international levels. The project is a Knowledge Transfer Partnership. (KTP). Funded by Innovate UK, KTPs are collaborations between a business, a university and a highly qualified research associate. The UK-wide programme helps businesses to improve their competitiveness and productivity through the better use of knowledge, technology and skills. Aston University is a sector leading KTP provider, ranked first for project quality, and joint first for the volume of active projects. For more information on the KTP visit the webpage.