Undergraduate Student
Opportunities
Paid Research Positions

Application Process for Rice Undergraduate Students

To apply, submit the following application documents online at 12twenty (12twenty account needed).

  • Student Application Form
  • Resume
  • Unofficial Transcript
  • Project-Specific Paragraph for each project to which you are applying

PLEASE NOTE: Off-campus opportunities are open only to students who have declared the minor in medical humanities, though opportunities with Rice faculty are open to all undergraduate students. If you intend to declare the minor, please visit medicalhumanities.rice.edu/how-declare-medical-humanities-minor.

Application deadline for Fall 2026 is Friday, May 15, 2026 at 11:59pm Central.

Research Projects for Fall 2026

Faculty Mentor: Dr. Michelle Smirnova (Rice Sociology, Kinder Institute for Urban Research)

Project Title
Removing or Reinforcing Binaries? Reshaping the Human Body and Society though DIY Science

Project Description
Bodyhackers, also known as “grinders” or “scrapheap transhumanists” use widely available technologies and resources such as tracking chips, magnets, and motion centers to enhance their sensory capacities and fulfill their aspirations of becoming self-made cyborgs. Biohackers are DIY scientists who often engage in self-experimentation in homemade laboratories. I have 30 interviews with these two groups and would like to explore how these DIY scientists seek to destabilize boundaries—between human/machine, male/female, as well as life/death and how one’s embodied perspectives shape which binaries they seek to dismantle.

Possible tasks the student would be expected to perform
I would like the student to code these 30 interviews in MAXQDA for themes related to body and social boundaries, (dis) trust in medicine, issues with FDA and other scientific regulatory bodies, and other themes that may explain contemporary science health movements. I would also have the student read relevant literature and potentially contribute to the writing of a paper based on these data.

Specific skills or training the student should have before beginning the project
Sociological, Anthropological, or Science & Technology Studies background. Ideally, some methodological training.

Onboarding
Become familiar with MAXQDA. Dr. Smirnova will train them in the software. There are also very robust online tutorials that can assist.

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

Faculty Mentor: Dr. Raudel Avila (Rice Mechanical Engineering)

Project Title
The Invisible Physiology: Breastfeeding, Measurement, and the Limits of Women’s Health Technology

Project Description
This project interrogates how knowledge of maternal and infant health, specifically breastfeeding, has been constructed, taught, and validated across clinical, scientific, and experiential domains. Despite being a fundamental physiological process, breastfeeding remains poorly quantified and is often assessed through qualitative descriptors such as latch quality, infant behavior, and maternal perception. This work asks why breastfeeding has historically resisted mechanistic and quantitative characterization compared to other physiological systems, and how this gap shapes clinical care, authority, technological development and maternal experience. Drawing on medical humanities frameworks, the project examines the evolution of breastfeeding knowledge from embodied, experience-based practices to increasingly data-driven interpretations, highlighting how different forms of expertise—mothers, clinicians, engineers and technologies—compete and coexist in defining what constitutes “normal” breastfeeding.

By integrating analysis, clinical observation, and emerging bioelectronic sensing approaches, this project positions new measurement technologies as both scientific tools and epistemic interventions. Using bioimpedance-based wearable sensing of milk flow as a central case study, the work explores how making previously invisible physiological processes measurable reshapes understanding, decision-making, and trust in maternal care. The project critically evaluates whether quantification empowers patients with actionable insight or risks further medicalizing an intimate, embodied experience. Ultimately, this research establishes a new interdisciplinary framework that bridges mechanics, sensing, and medical humanities to redefine breastfeeding as a measurable yet context-dependent physiological system, while interrogating the broader implications of transforming lived breastfeeding into data.

Possible tasks the student would be expected to perform
Literature & Knowledge Mapping, Language & Framing Analysis, Bioimpedance Data Interpretation, Model-to-Meaning Translation, Ethics & Technology Reflection, Visualization & Communication.

Specific skills or training the student should have before beginning the project
Access to a personal laptop capable of running basic data analysis tools.
Strong interest in wearable technologies, bioelectronics, and women’s health
Willingness to engage with interdisciplinary research spanning engineering, medicine, and humanities
Interest in human-centered design or healthcare technologies
Ability to read and summarize scientific literature

Onboarding
If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

Please review the following paper:
Kim, J., Oh, S., Avila, R. et al. A compact, wireless system for continuous monitoring of breast milk expressed during breastfeeding. Nat. Biomed. Eng 9, 1645–1655 (2025). https://doi.org/10.1038/s41551-025-01393-w

Faculty Mentor: Dr. Momona Yamagami (Rice Electrical and Computer Engineering)

Project Title
User-centered design of an exergaming system for pediatric stroke

Project Description
Pediatric stroke affects 1 in 20,000 children and requires rehabilitation to regain and maintain motor function. Traditional home-based rehabilitation lacks engagement, and developing fun, efficacious exergames (games used to perform rehabilitation) is very costly. We are building an exergame system that would work with commercially available video games by converting rehabilitation motions into controller inputs. The goal of the project is to understand the humanistic intersectional challenges, potential opportunities for patient-centered design, and unifying themes associated with developing our envisioned exergame. The student’s background and experience with disability studies are critical for analyzing participant responses and developing themes that consider the individual’s lived experience holistically and situate their interviews in the context of the broader care ecosystem.

Possible tasks the student would be expected to perform
Students will be expected to help with transcription of interviews (using automated tools first, then cleaning mistakes), thematic coding of interviews, and extracting relevant quotes. Optionally, students may assist with manuscript drafting.

Specific skills or training the student should have before beginning the project
Prior experience or coursework with reflective thematic analysis is not necessary but highly appreciated. Prior coursework in disability studies and social determinants of health is highly encouraged. Students are expected to have competency in core computer skills (file systems/file management, troubleshooting software, etc) and have strong attention to detail.

Onboarding
A graduate student in the lab will reach out to set up keycard access, give access to the lab calendar and wiki, and add students to the lab email list. Students will need to complete the full CITI training for biomedical researchers.

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

Students will be required to be in the lab in person once a week.

Faculty Mentor: Dr. Tirthak Patel (Rice Computer Science)

Project Title
Trust, Interpretation, and Governance: Quantum Computing for Medical Imaging

Project Description
This project examines how emerging quantum computing methodologies for medical imaging and clinical data analysis may impact patient trust, clinical interpretation, and healthcare governance/public policy. While quantum and hybrid- quantum-classical models are being explored for tasks such as image segmentation, feature extraction, and predictive modeling, their introduction into healthcare raises important questions beyond technical performance.

From a medical humanities perspective, this project asks: How do highly abstract computational methods, such as quantum models, affect trust in diagnosis among patients and clinicians? How might these systems change how medical decisions are explained, justified, and understood? What ethical and policy considerations arise when transitioning from classical to quantum-enabled diagnostic tools?

The student will engage with these questions through an interdisciplinary approach that combines technical understanding with humanities methodologies. The work will draw on both scientific literature and humanities sources, including patient narratives of past technological shifts, ethical analyses, and historical accounts of prior technological transitions in medicine (e.g., imaging, AI). The project will focus on publicly available data and texts and will connect conceptual advances in quantum computing to real clinical workflows such as anatomical contouring and imaging-based diagnostics.

This project positions quantum computing applications in healthcare not just as a technical innovation, but as a transformation in how medical knowledge is produced, interpreted, and trusted. By focusing on patient experience, ethical implications, and governance, the work contributes to broader conversations about how emerging technologies are reshaping healthcare systems and the human relationships within them.

The project will have a co-mentor, Dr. Rachel Glen, a Medical Physics Fellow Resident in the Department of Imaging Physics at The University of Texas MD Anderson Cancer Center.

Possible tasks the student would be expected to perform

  • Conduct a structured interdisciplinary literature review including:
    • Scientific literature (quantum computing in medicine, medical imaging, AI)
    • Humanities literature (ethics, history of medicine, STEM studies)
    • Public-facing materials (policy reports, patient narratives, healthcare communication studies)
  • Develop comparative case studies:
    • Classical vs. AI vs. emerging quantum approaches in medical imaging
    • Focus on trust, interpretability, and clinical computing
  • Analyze patient-facing implications:
    • How diagnostic outputs are explained
    • Perceived reliability and transparency
    • Potential disparities in access and understanding
  • Examine policy and governance considerations:
    • Review existing AI governance frameworks in healthcare
    • Identify gaps when extended to quantum technologies
  • Produce a final deliverable:
    • Findings/policy report, paper, and/or presentation integrating the technical findings with humanities analysis
  • Optional: light technical exposure based on student interest:
    • Conceptually analyze example pipelines (no heavy implementation required)
    • Understand how outputs differ between classical and quantum-inspired approaches

Specific skills or training the student should have before beginning the project

Research questions include:

  • How might the transition to quantum-based medical models influence patient trust and clinician trust in diagnostic systems?
  • What challenges do quantum models introduce for interpretability and explanation in clinical settings?
  • How have past technological shifts in medicine (e.g., adoption of AI or imaging technologies) shaped patient experience and trust, and what parallels exist?
  • What ethical and privacy considerations arise from using complex, potentially opaque computational systems in diagnosis?
  • How might public policy and governance frameworks need to evolve to regulate quantum-enabled healthcare technologies?
  • How are uncertainty, risk, and decision-making communicated to patients when using advanced computational tools?

To answer these questions, the following skills are recommended:

  • Basic programming experience for data analysis (Python preferred)
  • Strong reading and analytical skills across disciplines
  • Ability to synthesize arguments from diverse sources
  • Interest or background in machine learning, medical humanities, ethics, policy, or patient-centered research
  • No prior quantum computing experience is required (any necessary training will be provided based on student interest)
  • Recommended prerequisites: MDHM 305 and MDHM 359

Onboarding

  • Introduction to medical imaging workflows and clinical context
  • High-level overview of quantum computing concepts
  • Guidance on interdisciplinary research methods

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

Some collaboration will involve interaction with MD Anderson researcher, Dr. Rachel Glen. Work will primarily be conducted on campus at Rice. No regular offsite presence is required. International students are eligible. Public transportation or remote work options are feasible.

Faculty Mentor: Dr. Sadie Rau (UT MD Anderson)

Project Title
Nursing Narratives Content Analysis

Project Description
The Meyers Institute for Oncology Nursing supports UT MD Anderson nurses at every stage of their career by creating opportunities to grow, lead and drive meaningful change in cancer care. By elevating leadership training, fostering discovery, and investing in nurses’ professional and personal fulfillment, the Meyers Institute helps nurses lead discovery, improve practice and advance patient care locally and globally.

Review oral history audio recordings and transcripts generated through the collaborative Nursing Narratives course between the Rice Medical Humanities Institute and the Meyers Institute for Oncology Nursing. Using qualitative content analysis, the student will identify, synthesize, and interpret key themes across six nurse narratives, examining the lived experience of oncology nursing at MD Anderson, reflections on the profession’s history, and perspectives on the future of oncology nursing. Anticipated outcomes include the development of high-level thematic frameworks or archetypes that may support submission of an abstract and/or manuscript to a qualitative research or nursing scholarship conference. The project scope includes qualitative data analysis, theme development, interdisciplinary collaboration, and contributions to quality improvement and nursing research related activities.

Possible tasks the student would be expected to perform
The student will support the project by reviewing and organizing oral history audio recordings and transcripts from the Nursing Narratives course and participating in qualitative content analysis, including initial coding, pattern recognition, and thematic synthesis across six narratives. The student will assist with the development of higher-level conceptual themes or archetypes that reflect shared experiences and future oriented perspectives in oncology nursing, while contributing to discussions of analytic rigor and interpretation. Additional responsibilities include conducting targeted literature scans to contextualize findings within nursing, qualitative research, and medical humanities scholarship; contributing to abstract development and other scholarly materials for potential conference submission; and engaging in interdisciplinary collaboration with nursing and humanities partners. The student may also assist with documentation and organizational tasks related to quality improvement or research processes to support future dissemination efforts.

Specific skills or training the student should have before beginning the project
Human subjects research protection training
Introductory training or orientation in qualitative research methods
Introductory training or experience in scholarly and scientific writing
Familiarity with narrative-based research

Onboarding
The UT MD Anderson Meyers Institute for Oncology Nursing will provide onboarding materials and project orientation. The student will be required to complete all applicable MD Anderson onboarding and institutional training requirements prior to project initiation.

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

The student will be engaged as a remote worker and not required to be present on campus. International students are not eligible for this opportunity.

Faculty Mentor: Dr. Lavonia Thomas (UT MD Anderson)

Project Title
Work Sampling Study & Time Motion Study

Project Description
The Meyers Institute for Oncology Nursing supports UT MD Anderson nurses at every stage of their career by creating opportunities to grow, lead and drive meaningful change in cancer care. By elevating leadership training, fostering discovery, and investing in nurses’ professional and personal fulfillment, the Meyers Institute helps nurses lead discovery, improve practice and advance patient care locally and globally. This project situates nursing work not only as a set of clinical tasks, but as a human-centered practice shaped by professional identity, relational care, ethical responsibility, and institutional/environmental constraints. From a medical humanities perspective, the project asks how nursing time functions not only as a measurable resource but as a site of meaning-making, moral responsibility, and emotional labor. Attention to how time is fragmented, compressed, or protected allows insight into how nurses experience professional identity, ethical tension, and fulfillment within complex institutional systems.

The student will support ongoing analysis of a work sampling study currently underway, with a focus on organizing, synthesizing, and interpreting existing data. This study examines how nurses allocate time across clinical and nonclinical tasks during typical shifts, providing insight into how time, attention, and cognitive effort are distributed in the lived experience of oncology nursing. The aim is to identify patterns in workflow, nursing area efficiency, and the human consequences of task fragmentation, multitasking, and competing demands on care delivery.

The student will assist with secondary analyses across observational datasets from multiple nursing areas, generating high-level themes or emerging archetypes related to staffing models, role clarity, cognitive load, patient acuity, multitasking, and task switching. These archetypes will be approached as narrative and interpretive constructs—reflecting not only operational patterns but also shared professional experiences and ethical orientations within nursing work. The student will interpret these archetypes through a humanistic lens that considers meaning, moral labor, emotional burden, and professional fulfillment, and how these dimensions are shaped by time pressure, fragmentation, and institutional constraints. These synthesized insights will inform next steps for a targeted time motion study and may support development of an abstract or manuscript for submission to a qualitative research or nursing conference.

Building on findings from the work sampling analysis, the student will contribute to preparatory and exploratory work related to a time motion study, which involves detailed examination of nursing workflows and task execution over time. Beyond documenting efficiency or frequency, the student will help interpret what is made visible—and what remains invisible—through time-based measurement, reflecting on how certain forms of relational, emotional, or ethical labor may be obscured or fragmented by task-driven systems. From a medical humanities perspective, this approach treats time motion data as a cultural and ethical artifact that reveals how care is valued, constrained, or prioritized within clinical environments.

Possible tasks the student would be expected to perform
The student will support analysis of work sampling and time motion study data through organizing datasets, reviewing observational materials, and contributing to secondary qualitative and mixed methods analyses. In addition to identifying patterns in nursing time allocation and workflow, the student will engage in interpretive analysis that examines how these patterns shape nurses’ lived experience, professional identity, and ethical responsibilities.

The student will assist in developing high-level themes and archetypes that reflect not only clinical operations and efficiency, but also dimensions of meaning, moral labor, emotional engagement, and professional fulfillment in nursing work. This may include comparative reflection across nursing areas on questions such as how task fragmentation affects relational care, how competing demands shape ethical decision-making, and how time pressures influence what nurses perceive as “good” or meaningful care.
The student will contribute to scholarly writing that integrates nursing workflow research with medical humanities scholarship on labor, care ethics, and lived experience. The student may assist in drafting interpretive sections of conference abstracts or manuscripts that articulate the humanistic significance of empirical findings, rather than reporting results alone.

Specific skills or training the student should have before beginning the project
Human subjects research protection training
Introductory training or orientation in qualitative research methods
Introductory training or experience in scholarly and scientific writing
Familiarity with narrative-based research

Onboarding
The UT MD Anderson Meyers Institute for Oncology Nursing will provide onboarding materials and project orientation. The student will be required to complete all applicable MD Anderson onboarding and institutional training requirements prior to project initiation.

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

The student will be engaged as a remote worker and not required to be present on campus. International students are not eligible for this opportunity.

Faculty Mentor: Dr. Teresa Kathleen Sparks (Houston Methodist Hospital)

Project Title
Navigating Professional Accountability: A Qualitative Study of Nurses’ Experiences with Peer Review

Project Description
This qualitative research project explores the lived experience of nurses with the peer review process as governed by the Texas State Board of Nursing. In Texas, Incident-Based Nursing Peer Review (IBNPR) is a fact-finding process used by employers to evaluate a nurse’s care or qualifications following specific safety and/or practice-related incident(s). The process is regulated by the Texas State Board of Nursing and executed by employers. While intended as a collaborative, problem-solving tool rather than a disciplinary measure, the review determines whether a nurse should be reported to the Board of Nursing or managed through internal remediation.

Despite its focus on patient safety, there is little research on how this process impacts the nurse under review. This study will explore the lived experiences of nurses who have undergone an IBNPR. Individual interviews will be conducted, exploring the experience of nurses, with a focus on the following key areas:

  • Professional Identity: How oversight by "peers" in a regulatory context alters a nurse’s sense of accountability and professional standing.
  • Personal Well-being: The extent to which the stress of the review affects a nurse’s self-image and private life.
  • Ethical Agency: Whether the pressure of the process compromises a nurse's ability to provide compassionate, ethical care.

The student will gain hands-on experience in one or more of the following core stages of qualitative inquiry:

  • Data Collection: Conducting semi-structured interviews with practicing nurses to capture their lived experiences of nursing peer review.
  • Data Analysis (Coding): Transforming raw interview transcripts into organized data by identifying recurring patterns, phrases, and concepts.
  • Interpretation: Synthesizing codes into overarching themes.
  • Depending on the study timeline, there may be an opportunity for the student to conduct literature reviews and/or assist with manuscript preparation.

Possible tasks the student would be expected to perform
Data collection (interviews), data analysis (coding, using NVivo), interpretation and synthesis of data, literature review, and manuscript preparation.

Specific skills or training the student should have before beginning the project
Basic Research Skills and CITI Training are required before beginning the project. Qualitative Research Knowledge and NVivo Experience a plus, but not required – willing to teach/train.

Onboarding
MERLIN Application, Houston Methodist onboarding (required training, computer access, etc.), CITI Training, and other requirements per institution.

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

In-person at Houston Methodist Josie Roberts Administration Building (public transportation available). Potential for minimal off-site work, but the majority will be on-site.

Faculty Mentor: Dr. Maryam Gilpatrick (Texas Children's Hospital)

Project Title
Competing Frameworks of Health and Flourishing: Parent and Clinician Belief Systems in Pediatric Critical Care

Project Description
This qualitative study examines how parents and pediatric ICU clinicians at Texas Children's Hospital conceptualize health, well-being, and flourishing for critically ill children with medical complexity, and how these beliefs shape high-stakes treatment decisions. Through in-depth interviews, the project explores the moral, spiritual, and professional frameworks that underlie differing perspectives on quality of life and suffering. The undergraduate researcher will engage directly in narrative-based inquiry and qualitative analysis, contributing to a Medical Humanities approach that centers lived experience, meaning-making, and ethical interpretation in clinical care. This work highlights how human values and belief systems influence medical decision-making in pediatric critical care.

Possible tasks the student would be expected to perform

  • Conduct semi-structured interviews with parent participants and pediatric ICU clinicians (in-person or via secure video platform)
  • Assist in preparing interview materials, including reviewing the interview guide and ensuring proper recording procedures
  • Coordinate scheduling and communication with participants
  • Support audio recording and secure handling of interview data
  • Assist with transcription review and verification for accuracy
  • Maintain detailed field notes documenting interview context and observations
  • Participate in preliminary qualitative coding and thematic organization (as appropriate)
  • Attend regular research meetings to discuss emerging themes and ethical considerations

Specific skills or training the student should have before beginning the project

  • Strong interpersonal and communication skills, particularly comfort engaging in sensitive, emotionally complex conversations
  • Interest in Medical Humanities, bioethics, narrative medicine, or qualitative research
  • Ability to maintain professionalism, empathy, and confidentiality in clinical research settings
  • Strong organizational skills and attention to detail
  • Basic familiarity with qualitative research methods (preferred but not required)
  • Experience with or willingness to learn qualitative software (e.g., NVivo)
  • Reliability and ability to work independently within a structured research protocol

Onboarding

  • CITI IRB Training Modules (required for all human subjects research)
  • HIPAA Training Certification through the institution
  • Institutional onboarding/badging for access to Texas Children’s Hospital
  • Background check and compliance clearance per hospital policy
  • Training in human subjects protections and informed consent procedures
  • Orientation to study protocol, interview techniques, and data security practices
  • Training in secure data handling and storage in compliance with institutional policies
  • Optional: introductory training in qualitative analysis and NVivo software

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

Faculty Mentor: Dr. Michael Chang (UTHealth Houston McGovern Medical School)

Project Title
Fighting Infections or Following Dreams? The Stories Behind Pediatric Infectious Diseases Careers

Project Description
Pediatric infectious diseases specialists play a critical role in caring for children with complex infections, improving antibiotic use, and responding to emerging public health threats. Despite this importance, pediatric infectious diseases is one of the hardest fellowships to fill in the United States, with too few applicants and growing concern about future workforce shortages. Factors like educational debt, lower compensation, and lifestyle considerations may discourage trainees, while mentorship and meaningful clinical exposure can inspire interest, yet research specific to this field remains limited. This project offers an opportunity to explore the human, social, and systemic factors shaping career choice in medicine, with the potential to influence how future physicians are trained and supported.

Possible tasks the student would be expected to perform
Working with the pediatric infectious diseases division at UTHealth Houston McGovern Medical School, this project invites a student researcher to explore how future physicians think about careers through a medical humanities lens. The student will collaborate with mentors including Guliz Erdem, Norma Perez, and Michael L. Chang, and may have the opportunity to share findings with leadership at the Pediatric Infectious Diseases Society.

The core of the project is qualitative interviewing: you will design a semi-structured interview guide and conduct one-on-one conversations with medical students, pediatric and Med-Peds residents, fellows, and faculty. These interviews will explore participants’ motivations, concerns, and lived experiences, while helping you develop skills in asking open-ended questions, building rapport, and capturing rich narrative data.

You will also apply thematic analysis by transcribing interviews, coding responses, and identifying recurring patterns or themes across participants. Through an iterative process with mentors, you will refine these themes into clear insights and connect them to broader questions about medical culture, training, and career decision-making.

This project offers hands-on experience at the intersection of medicine, storytelling, and social science, with the potential to contribute to real conversations about how physicians choose their careers and how training pathways might be improved.

Specific skills or training the student should have before beginning the project
Qualitative interview development
Qualitative interviewing
Thematic analysis
Onboarding
CITI human subjects protection

Onboarding
If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.

Faculty Mentor: Dr. Michael Chang (UTHealth Houston McGovern Medical School, Children's Memorial Hermann Hospital)

Project Title
Making Antimicrobial Stewardship Data Clear, Actionable, and Clinically Meaningful

Project Description
The NHSN Antimicrobial Use and Resistance (AUR) module, developed by the Centers for Disease Control and Prevention, helps hospitals track antibiotic use and resistance, using the Standardized Antimicrobial Administration Ratio (SAAR) to compare actual antibiotic use to expected levels. Differences in SAAR can signal overuse or underuse, helping stewardship programs improve prescribing and reduce antibiotic resistance. This medical humanities project explores how graphic design and infographics can make complex antimicrobial stewardship data more understandable for clinicians. It focuses on translating the SAAR into clear, intuitive visuals for antimicrobial prescribers. The project involves designing and testing infographic prototypes to identify which formats best support quick comprehension and clinical decision-making. Ultimately, the goal is to improve how SAAR data is communicated so it can more effectively guide prescribing practices and strengthen antimicrobial stewardship efforts.

Possible tasks the student would be expected to perform
Task 1: Needs Assessment and Context Review
Interview antimicrobial prescribers (physicians, pharmacists, trainees) to understand how they currently interpret SAAR data and what barriers limit its usefulness, while also reviewing existing reports from the NHSN AUR module by the Centers for Disease Control and Prevention.

Task 2: Infographic Design and Prototyping
Apply principles of graphic design and data visualization to create multiple infographic prototypes that present SAAR data using clear visuals.

Task 3: User Testing and Iteration
Collect feedback from prescribers on the prototypes through surveys or brief usability sessions, then refine the designs based on clarity, usability, and perceived impact on prescribing decisions.

Deliverable Idea: Final Infographic Toolkit
A polished, user-tested infographic toolkit (printable and digital) that communicates SAAR data effectively and can be implemented in clinical settings to support antimicrobial stewardship.

Specific skills or training the student should have before beginning the project
None

Onboarding
CITI Human Subjects protection

If selected, students must show evidence of completion of specific CITI IRB training modules. Details will be included in acceptance letters.