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In an age of fast-moving misinformation, our expert teaches students how to spot what’s credible
As the new academic year begins, and at a time when misinformation often travels faster than facts, University of Rochester’s Kevin Meuwissen offers educators and young learners clarity and practical strategies for identifying credible sources. As an associate professor and chair of teaching and curriculum at the Warner School of Education and Human Development, Meuwissen focuses on how children and teens learn about politics and history — and how they can be taught to critically evaluate what they consume. “Young people pay close attention to who’s been consistently accurate,” he says. “They’re more likely to trust someone over time if their information holds up.” To empower students in our complex information environment, Meuwissen champions the so-called SIFT method — an easy-to-remember acronym and evidence-based toolkit that breaks down like this: • Stop! Pause before reacting or sharing • Investigate the source • Find better coverage • Trace claims back to their origin He also warns about how emotional framing, AI-generated visuals, deep fakes, and repeated exposure can distort judgment through the illusory truth effect — making misinformation feel believable even when it isn’t. His "Ever Wonder: How Can You Tell If A Source Is Credible?" video is a handy teaching tool. Meuwissen and his colleagues encourage teachers grappling with resistance over topics like climate science to consider not just evidence depth, but also students’ identities — political, cultural, and otherwise — when designing lessons. His approach emphasizes building trust, modeling thoughtful verification, and nurturing classroom norms rooted in accuracy — traits essential for forming discerning digital citizens. Kevin Meuwissen is available for interviews about identifying misinformation. He can be contacted through Warner School of Education Director of Communications Theresa Danylak at tdanylak@warner.rochester.edu.
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
This article is republished from The Conversation under a Creative Commons license. Read the original article here. The last few weeks of summer, heading into Labor Day weekend, can sometimes mean vacations and driving more miles on the road for all people, including teens. Traffic crashes are the No. 1 cause of death for teens, and the crash rate for teen drivers is disproportionately higher than the share of licensed teen drivers. In addition to this grim statistic, summer is the riskiest time for teen drivers. The 100 deadliest days represent the period from Memorial Day to Labor Day when the number of fatal crashes involving teen drivers dramatically increases. A third of each year’s teen driver crashes occur during the summer. We are scholars who research transportation safety and teen driver behavior. Our expertise helps us understand that these 100 days are not just a statistical fluke – they reflect a dangerous intersection of factors such as inexperience and a propensity to take risks. What makes summer different? Regardless of the season, some teen drivers engage in risky behaviors that increase their likelihood of a fatal crash, such as getting distracted, driving with friends in the vehicle, driving under the influence, not wearing seat belts and a lack of hazard awareness. Teens also have more free time in the summer, since most aren’t in school. Combined with the longer days and better weather, teens drive more over the summer. More time on the road means more risk, especially for inexperienced drivers. Teens may also be more likely to drive after dark during the summer, in comparison to more experienced drivers. But nighttime driving is also when visibility is reduced and crash risks are higher, particularly for teens who haven’t fully developed the skills necessary for night driving. This increased exposure, in addition to teens’ general risky driving tendencies, contributes to the 100 deadliest days for teen drivers. The increased crash risk for teens over the summer isn’t equally distributed either. Crashes with teen drivers that lead to serious injuries are more likely to occur with male drivers, in rural areas, for those of lower socioeconomic status and for those with disorders, such as attention deficit and hyperactivity disorder. Teaching young drivers Driver’s education programs are the formal method to teach teen drivers the rules of the road. In driver’s education programs, teens receive information about driver and road safety though classroom and behind-the-wheel instruction in preparation for the licensing exam. Some states require teens to complete a driver’s education course if they want to receive a license under the age of 18. Of teens who have a license, nearly 80% of them have gone through some form of driver’s education. Though driver’s education programs can be helpful, their effects are not equally felt. In some states, teens and their guardians must pay out of pocket for driver’s education courses to obtain a license. This makes driver’s education and, as a consequence, obtaining a driver’s license inequitable. There are also driving school deserts – areas where the poverty rate is 20% or above and there are no behind-the-wheel driver education courses within a 10- to 15-minute drive. This makes driver education courses inaccessible. Many of these driving school deserts happen to be in areas with high populations of minorities. Over 20 years ago, graduated driver licensing was introduced to reduce teen crash rates. This is a phased licensing system wherein teen drivers are restricted in terms of when, where and with whom they can drive until they turn 18. Such a system allows teens to gradually learn and gain experience with driving over time. Graduated driver licensing has been implemented in all 50 states, and it has been shown to reduce teen driver crash rates. However, its effectiveness is limited to those who participate in the system. A large number of teens are unlicensed and are of low socioeconomic status. Many of these unlicensed teens forgo the entire process and remain unlicensed but still drive, well into their 20s when the graduated driver licensing restrictions are lifted. Making summer safer There are two things people can do to turn the 100 deadliest days into the 100 safest days. First, it is important that communities offer free supplementary training programs for teen drivers, because becoming a safe and responsible teen driver shouldn’t be limited to those with resources. As one example, in collaboration with industry partners, we have developed a program called Risk-ATTEND. It is a free, online, evidence-based program that teaches teen drivers how to anticipate risks while driving. Our research has shown that programs such as these can improve teen driving skills and may be especially effective for teen drivers in high-poverty areas. Second, our research has shown that parents and guardians still play an important role in influencing teen driver behavior. Studies show that teens mirror the behaviors they observe: If they see adults text and drive, they’re more likely to do the same. Once teenagers become old enough to drive, it is also important to establish rules and guidelines about expectations to establish clarity and accountability. Written agreements or checklists can address high-risk conditions such as nighttime driving, driving with other young passengers, phone use and adherence to speed limits. Systems to help monitor and enforce rules have been shown to be effective in improving teen driver behavior. One such program is Checkpoints, which is a Connecticut-based program in which families agree to limit teen driving during high-risk conditions. Teens face consequences for violating these limits, such as a temporary loss of driving privileges. However, the limits are gradually lifted as they gain driving experience. More than rules matter Ultimately, preventing crashes in the summer and beyond extends beyond mere adherence to regulations. Avoiding them fundamentally hinges on cultivating a robust safety culture that emphasizes a collective commitment to risk reduction and continuous improvement in driving practices. For teens, the summer months present unique challenges and opportunities. Drawing on best practices, such as training programs, teens can build essential skills in varied conditions before gaining full, unsupervised privileges.
LSU Veterinary Teams Recall Courage, Loss, and Lasting Change from Hurricane Katrina Animal Rescues
From that tragedy came transformative change, with new animal evacuation protocols and policies, including the creation of the federal Pet Evacuation and Transportation Standards (PETS) Act, which requires state and local disaster plans to include provisions for pets and service animals. LSU School of Veterinary Medicine played a pivotal role in this evolution. In the days and months after Katrina, LSU Vet Med faculty, staff, and students worked alongside state officials, military units, and volunteers from across the nation to rescue, treat, and shelter thousands of animals. Two decades later, Katrina’s scars remain, but so does the resilience of the people and animals who lived through it. Their stories serve as a reminder that in even the darkest moments, compassion can spark lasting change. Rescue in a War Zone Dr. Jenny Sones (then veterinary student): I had been working at LSU Vet Med for five years when Katrina hit. LSU Vet Med put out an ‘all hands on deck’ call to employees. All of our hospital wards were turned into an ER. We opened our homes to complete strangers who came to help. It was organized chaos. Many animals came to us looking like corpses with a heartbeat because they’d been in the flood waters so long. I worked all day at LSU Vet Med, where we saw the sickest, most injured patients, and worked at Lamar Dixon evenings and weekends. Twenty years later, the images are so vivid in my mind. I took a horse trailer on a rescue mission into New Orleans with two students and a state veterinarian escort one week after Katrina hit. The scene looked like a war zone, helicopters everywhere, buildings burning, gunshot sounds. Every area we saw was looted. The stench was awful. There were people on the overpasses who had been there for a week. We were there to rescue animals. Military, Louisiana National Guard, and police brought the animals to us where our trailer was parked on an overpass. We picked up a few strays on our way out. The animals we rescued were so scared. Some had been in the flood waters a long time and were soaking wet and foul smelling. Their skin was sloughing off and they were emaciated. Amazingly, none of the dogs, cats, or horses were aggressive—maybe because they were in shock or they were grateful. We treated them all at Lamar Dixon, washed them with Dawn dishwashing soap and applied betadine. Sick ones were transported by trailer to LSU Vet Med. They were very dark times and very good times too. We were able to get the New Orleans French Quarter mules out to Lamar Dixon. Their caretaker crew stayed with them. They hooked up the mules, still in good shape because they weren’t in the flood waters, and they gave workers short rides around the Lamar Dixon grounds. It was such rewarding work. We were exhausted but in the best way. It would have been easy to get caught up in the devastation if we didn’t focus on our purpose to help animals. You can’t fix everything, but you can fix what’s in front of you. If you can survive the devastation of Katrina, you can survive anything. From Classroom to Crisis Dr. Jenny Sones (then veterinary student): In August 2005, I was starting my second year of veterinary school at LSU. I had no idea that life was about to change so drastically. School was cancelled, and electricity was out most places except at the vet school. My colleagues set up temporary housing in our study rooms and other places throughout the vet school. We then began to learn of the effects of Katrina on our veterinary species—dogs, cats, horses, and more. These precious creatures were the reason why we studied, crammed, and signed up to endure the rigors of veterinary school. It was time to close the books and help! Although we were not licensed veterinarians yet, we were keen to provide aid in any way we could. I, along with lots of my classmates, volunteered at Parker Coliseum on the LSU campus, where displaced small animals were seeking refuge, and at Lamar Dixon, which became the shelter for large animals and small animals. We spend many hours doing anything we could, cleaning litter boxes, refilling water bowls, changing bedding, administering medications, and assisting the heroic volunteer veterinarians working tirelessly to treat the injured, sick, and rescued. Lots of important lessons were learned during Katrina. Many animals were not reunited with their owners. That's when I learned the value of microchipping to permanently identify animals, gained an appreciation for animal search and rescue, and the value of quick response. (Sones is now CSU Equine Reproduction Laboratory reproduction specialist.) Mapping Rescues by Hand Ashley Stokes (former faculty member): It was unlike anything I’ve ever experienced. I was researching and teaching at LSU Vet Med in 2005. LSU Vet Med stepped up in so many ways. We started receiving calls from citizens and local authorities at the vet school almost immediately after the storm. They needed help with resources—animal rescue, food, and water. They had to leave New Orleans quickly. I particularly remember a call from someone from south of Belle Chase, La., who had left horses, cattle, and two dogs in the house and needed help. It was surreal to see the devastation, houses floating, there in the Delta. We were making real-time decisions to help their animals. They’d lost so much, and for some, their animals were all they had left. We put a paper map of Louisiana on the wall and put pins in the locations that called for assistance. We covered all of New Orleans and surrounding areas, including the north shore and extending west to Baton Rouge. We took the callers’ information and sent teams of staff, students, and volunteers to different locations with donated trailers, hay, water, and other resources for rescue. We continued rescues for months after the storm. We were there for people for the long haul. The whole experience was transformational in my life. What I learned from Katrina became part of my own career and what I continue to do. There were beautiful moments, especially seeing how resilient and helpful people could be. I saw every day how the community came together and were absolute bright lights. Positive came from tragedy. (Stokes is now dean of UC Davis College of Agricultural & Environmental Sciences.) The Boxer on the Third Floor Dr. Neil Henderson (alumnus): When Katrina hit, the Louisiana Veterinary Medical Association sent out a request for help from veterinarians. I got to the Lamar Dixon Center on Day 5 after Katrina hit. St. Bernard Parish was where I spent most of my time helping. It was literally destroyed. One day, while we were making our rounds, a man came running up to me and said that he just remembered that while the storm was coming through—he was on the third story of a building looking out of the window—he noticed a dog swimming around frantically with nowhere to go. He opened a window for it with the hopes that it would swim inside the building to safety. Seven or eight days later, with the temperature well into the upper 90s, the man came up to me and asked me to go into the building to see if I could find the dog. I did not have much hope but went anyway. There, on the third floor of the building, I found the dog, a boxer, alive. She was in surprisingly good shape. The man was ecstatic to see the dog and could not believe that it made it inside the building to safety. I stayed for five days helping animals, and my late father (Dr. Robert Henderson, class of 1977) came after that for five more days. (Henderson is the owner of the Pine Ridge Veterinary Center in Stonewall, La.) Article originally posted here.
New research reveals how religious tattoos reflect a cultural – and generational – shift in how faith is expressed through permanent body art. Dr. Kevin D. Dougherty, professor of sociology at Baylor University, brings a unique lens to this evolving phenomenon. An award-winning educator and active researcher, Dougherty teaches both undergraduates and graduate students in areas of sociology, including courses on religion, teaching and organizational life. His research explores religious affiliation, participation, racial diversity in congregations and the ways faith intersects with politics, work and community. In a recent study published in the Journal for the Scientific Study of Religion, Dougherty and his co-authors – Texas Tech sociology professors Jerome R. Koch, Ph.D. and Paticia Maloney, Ph.D. – examine how tattoos—once seen as rebellious—are now being embraced as spiritual markers, particularly among younger generations. The study used national data from the 2021 Baylor Religion Survey, administered by Gallup to a random sample of 1,248 U.S. adults. The findings reveal that nearly 10% of American adults have tattoos with religious or spiritual significance – suggesting a major cultural shift in how lived religion is publicly and permanently expressed. “What we’re seeing is that tattoos are becoming modern-day sacred objects,” said Koch. “They’re permanent, deeply personal and often worn as both a proclamation of faith and a private reminder of belief.” The research challenges longstanding stereotypes that religious individuals avoid tattoos. While highly religious adults remain slightly less likely overall to be tattooed, younger people with strong religious commitment were the most likely to mark their faith visibly and permanently on their bodies. The study also points to a broader evolution in faith practices. Tattoos are now joining other forms of spiritual expression like jewelry and clothing—but with one major distinction: permanence. “A religious tattoo doesn’t come off. It travels with you,” said Dougherty. “It encourages continuity, a lasting connection to what you believe.” Dougherty’s interest in the topic was sparked during a classroom assignment, where students were asked to document tattoos on campus. He was struck by how many were linked to religious themes. “Tattoos that once marked the fringes of respectable society are now being redeemed as testimonies of belief,” he said. “They’re a reminder that faith—like culture—is always adapting, always finding new ways to speak.” For media inquiries and to connect with Kevin, click the icon below.
Jennifer Oldham of ChristianaCare Champions Life-Saving CPR Care
“Whether you’re a brother or whether you’re a mother/ You’re stayin’ alive, stayin’ alive.” Nearly 50 years since this song’s debut, the faint symphony of the Bees Gees’ “Stayin’ Alive” can be still heard around the world, though not only through an ordinary radio or Bluetooth speaker. Some people, like Jennifer Oldham, MSN, RN, CEN, AACC, play the tune in their thoughts when giving and demonstrating rhythmic CPR compressions. The song’s tempo serves as guidance to match the timing of CPR chest compressions. Oldham, a cardiovascular quality and innovation nurse program manager at ChristianaCare’s Center for Heart & Vascular Health, has dedicated the last three decades to teaching others about harnessing the power of CPR to save patients and loved ones. She knows firsthand the miracles CPR can produce. Knowledge is power Community members, health care professionals and students have the ability to save a life thanks to Oldham. She’s conducted dozens of classes and lectures to give nurses and bystanders the tools and confidence to perform CPR in an emergency. Her profound work recently earned her an honor at the American Heart Association’s Delaware Heart Ball. The Heart Association recognized four individuals representing four key tenets or “chambers” — “discovery, advocacy, equity, and knowledge.” Oldham was chosen as the honoree for the Knowledge Chamber for her dedication to empowering others with life-saving education and tools. “Jen Oldham’s work is the heartbeat of our Knowledge Chamber. Her dedication to CPR education reflects the very mission of the American Heart Association – to ensure more lives are saved through awareness and action,” said Ellen Vild, director of the Delaware Heart Ball. “Jen’s story reminds us that knowledge is power, but more importantly, it’s compassion in action. We are honored to recognize her as someone who lives that mission every single day.” Oldham’s colleague Neil Wimmer, M.D., MS, interventional cardiologist and medical director of the Cardiac Catheterization Laboratory, was delighted to see her recognized. “Jen is an amazing colleague and friend who is driven by compassion and empathy. She makes everyone in our state safer, whether they know it or not,” Wimmer said. The gift of life To Oldham, teaching others about CPR is rewarding. She makes a meaningful impact on patients’ lives every day through care, education, emotional support and community connection. CPR is more than just a technique, she said: It’s a lifechanging bond. “In my opinion, performing CPR is one of the most kind and loving acts one person can do for another. It is incredibly intimate … laying hands on someone’s chest and pushing, circulating their blood to save their life,” Oldham said. “What a beautiful gift to give someone — the gift of life, the gift of more time with their loved one.” Walking to save lives The ChristianaCare team and Oldham support heart health as part of the annual Wilmington Heart Walk. Last year they raised over $42,000 for the American Heart Association to fund research and education to help Americans live longer, healthier lives. Oldham has been a co-chair of the event since 2017 and is a strong advocate of the AHA’s mission. Valerie Dechant, M.D., MBA, FACP, chief medical officer of Christiana Hospital, knows the value of Oldham’s efforts in the community. “Jen’s passion for educating the public about acute cardiac emergencies is unmatched,” she said. “With decades of experience and a remarkable ability to translate clinical expertise into clear actionable knowledge, she empowers others to learn to feel confident and prepared in a crisis.”
Nibir Dhar, Ph.D., director of the Convergence Lab Initiative and professor in the Department of Electrical and Computer Engineering, was recently appointed to the Virginia Microelectronics Center endowed chair. This position gives Dhar the opportunity to shape future scientists and engineers, as well as pursue breakthrough research at the College of Engineering. “It’s more than an academic role,” said Dhar. “It’s about preparing students for complex problems they’ll solve in industry and defense.” Dhar teaches semiconductor and infrared device courses while researching next-generation materials for real-world applications. He also explores AI’s ability to improve human-machine interactions. With his accomplished background and experience at national defense labs, Dhar bridges classroom theory with practical engineering challenges his students will face in their careers. “It feels incredible to be recognized this way. Virginia Commonwealth University truly values faculty who pour themselves into student success and university growth. What really drives me is knowing I’m helping build the next generation of problem-solvers. That’s where the real satisfaction comes from.” said Dhar. This promotion encourages Dhar to make bigger strides for research development that will transform both teaching methods and how technology advances in military and commercial sectors.
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.
Georgia Southern professor receives national faculty mentor award
The Council on Undergraduate Research (CUR) named Georgia Southern University English Professor Olivia Carr Edenfield, Ph.D., the winner of the 2025 Arts and Humanities Faculty Mentor Award. The award recognizes faculty who go above and beyond to nurture undergraduate research, scholarship and creative work. Edenfield’s record of taking student research to new heights set her apart from a nationwide field of candidates. After joining Eagle Nation as a professor in 1986, Edenfield has helped her students become published researchers and presenters at local and national conferences. She said seeing those hardworking students excel has been her real reward. “Receiving this award is deeply personal,” Edenfield wrote in her CUR nomination statement. “My greatest joy in teaching has come from my students’ successes.” During her time as associate dean for Student Affairs in the former College of Liberal Arts and Social Sciences (CLASS), she launched the college’s undergraduate research symposium, now known as CURIO. She also helped establish a Center for Undergraduate Research for CLASS and set up residential interest groups to encourage students to share their love of different subjects with each other. Edenfield has helped her students achieve access to opportunities on a national level. She has served as director of the American Literature Association (ALA) since 2019, where she started a unique program that places Georgia Southern English majors in high-level administrative roles for ALA conferences. Seven of Edenfield’s students have had their work published in The Richard Macksey Journal at Johns Hopkins University. Many of her students have also presented their research at national and international conferences. Georgia Southern student Maegan Bishop’s presentation at the 2023 American Literature Association Annual Conference, based on research from Edenfield’s undergraduate class, was so impressive that she was invited to present her work at a conference on the short story at the University of Mainz, which covered all of her expenses. “My own experiences with Dr. Edenfield are only a small example of the work she has done to mentor undergraduates at Georgia Southern,” said Bishop. “She is constantly doing everything in her power to assist her students with whatever they need, extending every opportunity to those who express interest in becoming more involved in literary scholarship and campus activities.” David Owen, Ph.D., dean of the College of Arts and Humanities, emphasized how much Edenfield cares for her students, noting that her passion to help them succeed is second to none. “Mentoring is not a side note to Edenfield’s career, it is the throughline,” said Owen. “Her students succeed not just because of her guidance, but because she teaches them how to believe in their own voices.” The Faculty Mentor Award is the latest in a distinguished line of recognition for Edenfield. In 2016, she was named both the CURIO Mentor of the Year and the Wells-Warren Professor of the Year at Georgia Southern. She is a three-time recipient of her college’s Award for Distinction in Teaching, winning in 2016, 2020 and 2024. Edenfield was also a member of the inaugural class of the Governor’s Teaching Fellows program in 1995. ___ If you're interested in learning more about Georgia Southern's College of Arts and Humanities and want to book time to talk or interview, let us help - simply contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
Masoud Davari, Ph.D., associate professor of Electrical and Computer Engineering in the Allen E. Paulson College of Engineering & Computing, was recognized for his achievements in the field of power electronics control and testing with the IEEE Region 3 Outstanding Engineer Award. He was also granted membership into Eta Kappa Nu (HKN), IEEE’s international honor society. IEEE, the Institute of Electrical and Electronics Engineers, is the world’s largest professional organization for electrical engineers, with its membership numbering over 486,000 in more than 190 countries. Davari has been a member of IEEE since 2008 and a senior member of IEEE’s Region 3 since 2019. The organization’s Region 3 encompasses the southeastern United States and has over 24,000 members. The Outstanding Engineer Award, given annually to one member per region, recognizes those who have advanced knowledge and improved humanity through any of the technical subjects covered by the IEEE societies, councils, and affinity groups. Davari was praised for “outstanding, technical, and professional contributions to synthesizing reinforcement learning optimal controls for power electronic converters, creating robust integration of power electronics considering the impact of cyberattacks on modern grids, and advancing IEEE standards for hardware-in-the-loop testing and education through impactful research and service.” This impactful research and service includes eight years of teaching at Georgia Southern. He currently teaches introductory courses on circuit analysis and power systems fundamentals. He has also served as a chapter lead of the IEEE Working Group (WG) P2004 for testing based on hardware-in-the-loop simulations in the IEEE Standards Association (IEEE SA) and that of the IEEE Power and Energy Society Task Force on innovative teaching methods for modern power and energy systems (TR 120). In addition to being an engaged educator, Davari is also a prolific researcher. He was selected as the finalist for the 2024 Curtis W. McGraw Research Award by the Awards Committee of the American Society for Engineering Education (ASEE); has also been awarded a research fellowship by Gulfstream Aerospace Corporation in 2024; was included in Stanford/Elsevier’s Top 2% Scientist Rankings list; and has received $1.17 million in grants from the National Science Foundation Davari’s work ethic and commitment to bridging the gap between industry and research led Rami Haddad, Ph.D., interim dean of the College of Engineering & Computing, to nominate him. “Dr. Davari’s recognition as the IEEE Region 3 Outstanding Engineer and his induction into IEEE-Eta Kappa Nu (HKN) are truly remarkable honors that reflect his outstanding contributions to electrical and computer engineering,” Haddad said. “Being recognized among more than 24,000 IEEE members across the Southeast is a testament to the impact and excellence of his work. We are proud to have Dr. Davari as a valued member of our college, and we celebrate his achievements as a shining example of the innovation and leadership that define our faculty.” This award marks the first time a Georgia Southern faculty member has received it in its 55-year history. It is a career milestone for Davari, who has published research on advanced technology integration into modern power and energy systems in high-impact-factor IEEE Transactions/Journal venues and has extensively researched the era of grid-edge technologies. “I’m deeply honored by this prestigious award,” Davari said. “Not only does it reaffirm my dedication to my research field, but it also fuels my passion for creating a technologically advanced future. Receiving this IEEE award on behalf of my outstanding team is a privilege. Their relentless commitment and hard work since 2015 have truly made this achievement possible.” Davari’s induction into HKN places him among the best in his field. The membership, which is received through invitation only from HKN’s Board of Governors and is based on the candidate’s record of contributions to the field, demonstrated leadership, and community service. “With a legacy that stretches over a century, IEEE-HKN represents the pinnacle of prestige and tradition in our profession, indicating academic achievements and dedication to research, potential leadership, exemplary character, and a positive attitude. Notably, many of our industry’s most influential leaders initiated their journeys through induction into IEEE-HKN as professional members, so receiving this honor is a privilege.” Davari received his award and was inducted into Eta Kappa Nu (HKN) in March at IEEE Region 3’s SoutheastCon 2025 in Charlotte, North Carolina. If you're interested in learning more and want to book time to talk or interview with Masoud Davari then let us help - simply contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.