rice university case study

[Case Study]

Enhancing the mba student experience & facilitating career development through large-scale mentorship.

The Jones School of Business Mentorship Program has experienced strong engagement driven by shared challenges and identities, particularly around being a commuter student, managing a job, and transferring/switching schools.

Engagement has been particularly significant among traditionally underserved student populations:

• 64% of first-generation students are highly engaged vs. 49% of non-first-generation students
• 56% of underrepresented minorities (URM) are highly engaged vs. 50% of non-URM students
• 600+ conversations and 1,000+ text messages exchanged since program launch

There’s a clear philosophy at Rice that prioritizes quality of relationships and learning. I’m excited by the diverse concentrations offered, particularly in energy and strategy. Focusing on quality education, rather than trying to stomp all your classmates to be ranked #1, makes the environment more conducive towards real, lasting relationships. The spirit of cooperation, family, and individualized success is palpable and tipped my scales to Rice."

Christina Tamayo, ‘22 Rice MBA graduate & Mentor Collective program participant

Download Case Study

Ready to start building your culture of mentorship .

Case Study: Rice University

Rice university, shakeups in institutional technology can leave faculty and staff scrambling—especially when a long-running system is on its last legs..

Rice University was faced with a university-wide migration of general HR systems as well as a homegrown system for activity reporting that was dying and needed to be replaced, leaving major gaps in capabilities to manage important faculty affairs processes.

Rice decided to implement the full Interfolio Faculty Information System to bridge these gaps, giving the university a singular solution to manage faculty hiring and recruitment, academic appointments and timelines, activity data reporting, and reviews and promotions. “Before we started using Interfolio, we used different tools for different purposes,” shared Celeste Boudreaux, former Assistant Vice Provost for Academic Affairs. “It was important for us to have a tool that covered as many different parts of the faculty lifecycle in one company as possible.”

Themes Discussed

Greater transparency in less time, using interfolio to handle 80% of the data legwork.

• Faculty Buy-in Fuels Successful Implementation

After Rice administration announced an upcoming transition to a one-size-fits-all HRIS, Boudreaux and her team recognized the need for a new solution to support the nuances of faculty hiring at the university. Thus, the first priority for her team was implementing Interfolio Faculty Search. The institution followed with Interfolio Review, Promotion & Tenure as well as Interfolio Faculty Activity Reporting (FAR), which helped resolve the issue of the old homegrown system that needed to be replaced. Rice is also in the process of implementing Interfolio Lifecycle Management, filling voids in the new HR system for tracking certain kinds of faculty milestones.

Prior to Interfolio, the promotion and tenure process at Rice was very much manual—with the exception of digitizing papers into PDFs, which would then be uploaded to an online file-sharing tool. “That was a big win for us to be able to make that process more automated and have a workflow where everybody could have visibility,” noted Boudreaux. Interfolio helps bring greater transparency to the process, which is incredibly beneficial if an appeal arises. It also helps save time, as questions or issues that used to require lengthy research to respond to can now be answered quickly by checking the case in Interfolio. “It’s important to have a process that is documented,” said Boudreaux, “and that everybody can look back and see what happened.”

In order to save faculty and staff time on data input for accurate activity reporting, Rice also uses Interfolio Data Service—a powerful capability that fuels Interfolio Faculty Activity Reporting. “By bringing in data from our other campus systems, that takes care of about 40% of what we need to be populated in FAR,” shared Boudreaux. “With the Interfolio Data Service, that brings in about another 40% of the publications part. So that only leaves 20% that has to be manually entered by someone.” The Interfolio Data Service seeks out and pulls in data tied to the institution’s faculty from a pool of over 250 million publications from over 260,000 journals and other reliable sources, giving faculty the opportunity to verify the data and, if accurate, add the items to their record. “It brings in the authoritative, complete, accurate data into a structured record,” added Boudreaux. “It makes it very searchable, and it lets Interfolio be able to display it according to the faculty member’s choice in all these different citation styles. We’re really excited about that functionality.”

“The faculty definitely benefit from using Interfolio at Rice,” she noted. “It saves them time on administrative tasks so that they can focus on what’s really important: their research, their teaching, their service.” Boudreaux shared that Interfolio also helps administrators such as herself make decisions that are evidence-based and not anecdote-based, thanks to the availability of more consistent centralized data. “It’s helpful all the way up from the department staff—whose time is also being used more productively— to the faculty, to the senior administrators,” she said. “It’s helping everybody.”

Faculty Buy-in Fuels Successful Implementations

Several years prior to implementing Interfolio, Rice had attempted to roll out another system for faculty activity reporting. Unfortunately, the technology proved to be difficult for faculty to use, resulting in complaints that eventually led to the system being removed after just a few months. “I know what an implementation can look like if it’s not the right product,” said Boudreaux. “You can check all the checkboxes, but if the faculty don’t like it and won’t use it, it won’t succeed.”

Boudreaux noted how intuitive Interfolio has been for faculty, who are able to easily navigate the system and do what they need to do. “What we have learned is that a big value of Interfolio is that it is made with the faculty primarily in mind. It is very user-friendly,” she noted. This ease of use helps streamline processes for faculty, ensuring they can spend less time on things like manual data entry for reports or gathering details from various sources for their promotion and tenure cases. “Anything that you have to train the whole faculty body on how to use is a high-stakes endeavor,” she said. “The less we heard from the faculty, the more we knew we were on the right track.”

Download Case Study →

“ The faculty definitely benefit from using Interfolio at Rice. It saves them time on administrative tasks so that they can focus on what’s really important: their research, their teaching, their service.”

Celeste Boudreaux Former Assistant Vice Provost for Academic Affairs, Rice University

Ready for your Faculty Information System?

Contact us today to understand how Interfolio’s scholar-centric technology addresses the needs of higher education and research funders. 

Already a customer and need support-related help? Email us at [email protected] .

Privacy Overview

Rice University saves time and lowers stress with Cayuse’s smooth proposal routing

In a few short months, all paper proposals were replaced with electronic ones.

At Rice University, it was time-consuming and inefficient to route research proposals among department administrators and principal investigators (PIs). For years, everything was done on paper and organized through cover sheets. To get the required signatures for approval and submission, research administrators had to walk proposals around campus and return them to the Office of Sponsored Research (OSR), where they were logged in at the front desk and reviewed. Any changes to these proposals were emailed, and the proposals themselves were re-entered, line-by-line, into FastLane, Grants.gov, or other sponsors’ forms for submission. If any required documents were missing, OSR staff members had to circle back with everyone involved to track down necessary documents. Finally, in the evenings, an OSR staff member entered all the day’s proposals into Ellucian Banner, the university’s enterprise resource planning (ERP) solution.

Rice is a U.S. News & World Report top 20 research institution receiving around $120 million in awards a year and has several research-intensive departments. Routing paper around campus and entering data twice was wasting time and complicating the submission process, so administrators and faculty were shying away from more complicated—and lucrative—funding opportunities. Rice needed an electronic solution to manage its sponsored projects.

Staff had to walk proposals around campus, return them to the office, log them in at the front desk, and enter them into the ERP.

Rice selected Sponsored Projects , a proposal lifecycle management solution from Cayuse, for its ease of use and quick implementation. Rice soon began converting its legacy data and soon Sponsored Projects was fully implemented.

When Rice first rolled out Sponsored Projects campus-wide, the OSR encouraged users to learn how to use the system through resources such as a dedicated training website with videos and screenshots and a dedicated full-time trainer. Because Sponsored Projects is so intuitive and user-friendly, many PIs only needed to watch the training videos to learn the system. Without an enforced mandate, Sponsored Projects quickly became the system of choice. OSR tracked the amount of proposals that came in on paper for manual input into the system versus electronic proposals created and found that within five months of rollout, 100% of Rice’s users were employing the new system.

Without an enforced mandate, Sponsored Projects quickly became the system of choice.

The benefits of using Sponsored Projects were felt almost immediately. Academic department staff members no longer had to hand-deliver proposals to multiple offices across campus or chase down signatures. Faculty and department administrators saw an immediate reduction in stress and time, now that managing the proposal life cycle was straightforward and less demanding. OSR staff members were also saving considerable hours every day, now that they no longer had to use a paper-based system for award management as well as data entry of proposal and award information into Banner.

Rice also reduced unnecessary, repetitive data entry by implementing Cayuse’s Data Management integration modules, which keep both Sponsored Projects and Banner up to date. Prior to the Sponsored Projects implementation, OSR staff had to manually enter all proposal data into Banner, but with integration modules, everything that is entered into Cayuse automatically transfers to Banner.

With an electronic proposal management solution in place, Rice can now trust that its proposals and ERP data are up to the minute and dependable. Without the old administrative strain on proposals, PIs, faculty members, and OSR employees can instead focus on writing successful grants and expanding Rice University’s research.

Rice also reduced unnecessary, repetitive data entry by implementing Cayuse.

Request a personalized demo.

See why over 670 research organizations use Cayuse

Rice University

Organization

Houston, TX

Mission: Empower Researchers, Faculty and Students

To complete its ambitious data analysis project, one that would empower researchers and students, Rice University would need to implement the school’s first 3-D data visualization lab.  That responsibility went to AVI-SPL, whose team of Control Room Group experts has deep experience with developing and integrating solutions that present complex sets of data through visually accessible interfaces.

For the Data Analysis and Visualization Cyber-Infrastructure (DAVinCI) project, funded by the National Science Foundation (NSF) and deployed in the Chevron Visualization laboratory, Rice selected a 200-inch 3-D, stereoscopic, immersive visualization screen, which helps researchers understand structures spanning molecules, nanotubes, subsurface images, astrophysics, bridges and buildings.

“The technology solution needed to be completely transparent so users could conduct their work unencumbered,” says Bill Schmidt, AVI-SPL Control Room Group market manager.

Action: Advance Multidisciplinary Research Through Visualization

At the forefront of the visualization solution is Barco’s OLS-521 3-D stereoscopic video wall. The wall boasts some pretty impressive specs worthy of its task. Thirty-three million pixels are compacted into an image area that measures 14’ wide and 8’ high.

The sharp resolution and 3-D presentation enables researchers to see and manipulate details that would otherwise be invisible.

“We provided just the right level of fidelity for users to view their scientific data to enhance collaboration and discovery,” says Schmidt.

Bringing the future to life

“There is a lot of excitement about using the wall, finding ways to use visualization, and developing workflows that will help advance our research objectives.”

Jan Odegard

Executive Director, Ken Kennedy Institute for Information Technology

Impact: Advances in Science and Beyond

“Users who have visited the lab and started using the DAVinCI visualization wall have been very impressed with its capabilities,” says Erik Engquist, Manager of Rice’s Chevron Visualization laboratory.

The increased computational power of the visualization wall will help Rice’s researchers make new discoveries while also   preparing students for careers in which data visualization is a valuable skill, spanning several disciplines.  Data imagery can be shared with as many as 25 students or professionals wearing specially designed 3-D glasses.

“There is a lot of excitement about using the wall, finding ways to use visualization and developing workflows that will help advance our research objectives,” says Jan Odegard, Rice’s executive director of the Ken Kennedy Institute for Information Technology (K2I).  “Not only do we see interest across the schools of science and engineering, but also in the schools of architecture, social science and humanities.”

“We committed to Rice University, as a long-term partner, to develop a solution which can evolve over time,” says Schmidt. “We are extremely pleased to be part of the groundbreaking work being done by the Rice University DAVinCI team.”

Join our team

Feb. 5, 2018

Case studies in floodplain buyouts: looking to best practices to drive the conversation in the houston region, report : feb. 5, 2018 hurricane harvey.

A look at best practices from other jurisdictions engaged in the hazard mitigation strategy of strategic property buyouts.

After Hurricane Harvey, conversation quickly turned to buyouts as a cost effective way to deal with homes in flood-prone areas. Public officials and others called for extensive buyouts by local jurisdictions that would purchase flooded homes in the floodplain, demolish them and then leave those spaces as open space in perpetuity. Homeowners, too, expressed interest, calling city and county services in the region asking about eligibility for such a program. And it wasn’t the first time buyouts emerged as a popular solution. In fact between 1985 and 2017, the Harris County Flood Control District purchased more properties than any other jurisdiction in the country. But as it prepares to complete another round of buyouts, the Kinder Institute for Urban Research looked to other jurisdictions to see how it might be done more effectively and with the future in mind this report.

Photo:  Jill Carlson

Buyouts are a popular hazard mitigation but examples from across the country offer innovative ways to improve the process.

Buyouts are just one of the options on the table in Houston.

Mailing Address

6100 Main St. MS-208 Houston, TX 77005-1892

[email protected] 713-348-4132 

Subscribe to our e-newsletter

Physical Address

Rice University Kraft Hall 6100 Main Street, Suite 305 Houston, TX 77005-1892

Featured Sponsor

Support the Kinder Institute

Kinesiology

Kinesiology https://kinesiology.rice.edu/ S203 Tudor Fieldhouse 713-348-8816

Augusto X. Rodriguez Department Chair [email protected]

The Department of Kinesiology is the home of two academic majors, i.) Health Sciences and ii.) Sports Medicine and Exercise Physiology .

Major in Health Sciences

The goal of the health sciences major is to provide students with a fundamental background in health promotion and disease prevention. This background will enable them to understand the role that health promotion plays in society and the mechanisms that affect public and community health, while also considering the complexities of maintaining an optimal level of personal health. The health sciences major is viewed as an excellent option for undergraduate students who are preparing to enter graduate school in public health, health promotion, and health education, as well as other health-related graduate or professional programs, such as medicine or dentistry. 

Major in Sports Medicine and Exercise Physiology

The goal of the sports medicine and exercise physiology major is to provide a strong foundation in basic science and interface this with the study of the human body and application to human movement, performance, and exercise. This major provides a foundation for continued studies in graduate school, allied health, physical therapy, or medicine. Graduates are also prepared to pursue exercise or wellness careers in fitness or sport settings.

Bachelor's Programs

• Bachelor of Arts (BA) Degree with a Major in Health Sciences
• Bachelor of Arts (BA) Degree with a Major in Sports Medicine and Exercise Physiology

Kinesiology does not currently offer an academic program at the graduate level.

Augusto X. Rodriguez

Professors Emeriti

Bruce Etnyre Nicholas K. Iammarino  Eva J. Lee Dale W. Spence

Teaching Professor

Heidi Y. Perkins

Associate Teaching Professors

Cassandra S. Diep Amanda Perkins Ball Augusto X. Rodriguez

Assistant Teaching Professors

Laura S. Kabiri Paul Yeh

Clinical Professor

Brian Gibson

Nadia Agha Lisa Basgall  

Part-Time Lecturers

Roberta Anding Loren Bryant Cintia Dafashy Bradley Eng Daniel C. Hughes Ryan Ramphul Wendy Schell

Adjunct Faculty

Jordan Ankersen Karen Basen-Engquist Thomas Krouskop Brad Lambert Patrick McCulloch

For Rice University degree-granting programs: To view the list of official course offerings, please see Rice’s Course Catalog . To view the most recent semester’s course schedule, please see Rice's Course Schedule .

Emergency Medical Studies/Practice (EMSP)

Health sciences (heal), kinesiology (kine).

EMSP 238 - SPECIAL TOPICS

Short Title: SPECIAL TOPICS

Department: Kinesiology

Grade Mode: Standard Letter

Course Type: Internship/Practicum, Laboratory, Lecture, Seminar, Independent Study

Credit Hours: 1-4

Restrictions: Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Course Level: Undergraduate Lower-Level

Description: Topics and credit hours vary each semester. Contact department for current semester's topic(s). Repeatable for Credit.

EMSP 281 - EMT-B: INTRODUCTION TO EMERGENCY CARE

Short Title: EMT-B INTRO TO EMERGENCY CARE

Course Type: Lecture/Laboratory

Credit Hours: 3

Description: This course is a state-sanctioned EMT-B Certification course which includes practical and didactic exploration into pre-hospital care. This class culminates with a national certification to practice pre-hospital care on the EMT-B level. This course will discuss anatomy, body systems, and the biochemical basis of emergency intervention in addition to practical application of EMT-B skills. Formerly HEAL 308 and BIOS 281 and NSCI 281. Instructor Permission Required.

EMSP 282 - ADVANCED EMT

Short Title: ADVANCED EMT

Description: Continuation of EMSP 281 , Emergency Care. Formerly BIOS 282, HEAL 310, and NSCI 282. Instructor Permission Required.

EMSP 375 - EMS INCHARGE LEADERSHIP COURSE

Short Title: EMS INCHARGE LEADERSHIP COURSE

Course Type: Independent Study

Course Level: Undergraduate Upper-Level

Description: Students preparing to hold leadership positions in EMS will expand their competency in emergency services, including emergency management and incident response, in addition to improving patient care and leadership skills. Participants will achieve certification in national emergency services courses, and will work as a team to manage a major event. Formerly UNIV 275. Instructor Permission Required.

EMSP 477 - SPECIAL TOPICS

Course Type: Seminar, Lecture, Laboratory, Internship/Practicum

EMSP 491 - EMERGENCY MEDICAL SERVICES RESEARCH COURSE

Short Title: EMS RESEARCH COURSE

Course Type: Research

Description: EMSP 491 is an independent program of study for students interested in research in prehospital medicine. All students will complete a research project under the supervision of a physician faculty member from Baylor College of Medicine. Projects may vary based on each student's interest and faculty projects. Formerly NSCI 491. Instructor Permission Required. Repeatable for Credit.

EMSP 492 - EMERGENCY MEDICAL SERVICES RESEARCH COURSE

Description: EMSP 492 is an independent program of study for students interested in research in prehospital medicine. All students will complete a research project under the supervision of a physician faculty member from Baylor College of Medicine. Projects may vary based on each student's interest and faculty projects. Formerly NSCI 492. Instructor Permission Required. Repeatable for Credit.

EMSP 499 - EMT TEACHING PRACTICUM

Short Title: EMT TEACHING PRACTICUM

Course Type: Internship/Practicum

Description: This course is open to an undergraduate student who serves as an instructor for the Emergency Medical Technician course. As an instructor, he/she would need to participate in course planning, course assignments, and student evaluation. They would also be expected to present course material through preparing and delivering lectures, presentations, and practical skills instructions. Grade would be assigned based on student self-evaluation, class evaluation, and primary instructor assessment. Formerly NSCI 289. Instructor Permission Required. Repeatable for Credit.

HEAL 103 - NUTRITION

Short Title: NUTRITION

Course Type: Lecture

Description: Concepts underlying the science of nutrition: food composition, calories and needs for energy, special nutrients, and nutritional deficiencies.

HEAL 119 - INTRODUCTION TO HEALTH AND WELLNESS

Short Title: INTRO TO HEALTH & WELLNESS

Description: Designed to help students develop a greater understanding and appreciation of health and well being, as it relates to themselves and others around them, and for students to apply health and wellness knowledge in their personal life to improve their health.

HEAL 132 - MEDICAL TERMINOLOGY

Short Title: MEDICAL TERMINOLOGY

Description: This course introduces the student interested in medical and health professions to a large vocabulary of medical language which develops skills in understanding and remembering new words. It describes word origins, basic terms in anatomy and terms pertaining to each body system as well as pharmacology and medical equipment, and many frequently used medical terms, abbreviations and symbols.

HEAL 208 - CHEMICAL ALTERATIONS OF BEHAVIOR

Short Title: CHEM ALTERATIONS OF BEHAVIOR

Description: Examination of social, cultural psychological, physiological causes and effects of drug use and abuse. Individual, family, and community factors related to prevention and treatment will be addressed.

HEAL 212 - CONSUMER HEALTH AND THE MEDIA

Short Title: CONSUMER HEALTH AND THE MEDIA

Description: Study of factual information and guidelines that enable consumers to act intelligently in selecting health products and services, with emphasis on the economic aspects of health.

HEAL 222 - PRINCIPLES OF PUBLIC AND COMMUNITY HEALTH

Short Title: PRIN PUBLIC&COMMHEALTH

Restrictions: Enrollment limited to students with a class of Freshman or Sophomore. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Description: Principles of Public & Community Health examines aspects of the community that relate to health including health issues within community subgroups; identification and analysis of community health programs; organizational patterns and functions of voluntary and governmental health agencies and coordination of community health programs.

HEAL 238 - SPECIAL TOPICS

Course Type: Activity Course, Intensive Learning Experience, Independent Study, Internship/Practicum, Laboratory, Lecture, Lecture/Laboratory, Research, Seminar, Studio

HEAL 279 - HEALTH SCIENCES INTERNSHIP

Short Title: HEAL INTERNSHIP

Grade Mode: Satisfactory/Unsatisfactory

Credit Hours: 1-3

Description: Internship experience in Health Sciences for freshman and sophomore students Instructor Permission Required.

HEAL 306 - HUMAN SEXUALITY

Short Title: HUMAN SEXUALITY

Description: Designed to explore the physiological, psychological, and sociological parameters of human sexuality, while providing accurate information and helping students develop healthy attitudes toward sexuality. Cross-list: SWGS 306 .

HEAL 313 - FOUNDATIONS OF HEALTH PROMOTION AND EDUCATION

Short Title: FOUNDATIONS HEALTH PROMO&EDUC

Course Type: Seminar

Restrictions: Enrollment is limited to students with a major in Health Sciences. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Prerequisite(s): HEAL 222

Description: Foundations of Health Promotion/Health Education is designed to introduce students to the discipline of health education and the practice of health promotion. The course explores critical issues in the field of health promotion, accountability and professional preparation, professional ethics, credentialing and the changing technology in the field. Intended for Health Sciences majors only.

HEAL 350 - UNDERSTANDING CANCER

Short Title: UNDERSTANDING CANCER

Description: Examination of cancer from a biological, psychological and sociological perspective with emphasis on cancer epidemiology, prevention, and early detection.

HEAL 360 - VIOLENCE IN AMERICA: A PUBLIC HEALTH PERSPECTIVE

Short Title: VIOLENCE IN AMERICA

Description: This course presents an overview of issues concerning violence using a public health perspective. Information will be presented and discussed concerning several domains pertinent to violence, including family violence, intimate partner violence, community violence, and workplace harassment.

HEAL 375 - THE BUILT ENVIRONMENT AND PUBLIC HEALTH

Short Title: ENVIRONMENT AND PUBLIC HEALTH

Description: This interdisciplinary course reviews topics involved in characterizing the built environment and encompasses economic, environmental, & social factor such as (a) community design (b) pubic space governance, planning & management (c) broader functions such as accessibility to healthy food & jobs. Solutions to improve population health must include environmental & other determinants of health.

HEAL 379 - INTERNSHIP IN HEALTH SCIENCES

Short Title: INTERNSHIP IN HEALTH SCIENCES

Restrictions: Enrollment limited to students with a class of Junior or Senior. Enrollment is limited to students with a major in Health Sciences. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Description: Internship experience for upper-level Health Sciences majors. Department Permission Required. Repeatable for Credit.

HEAL 380 - DISPARITIES IN HEALTH IN AMERICA

Short Title: DISPARITIES IN HEALTH IN AMER

Description: This course explores social, behavioral, and medical determinants (e.g., race and ethnicity, socioeconomic status, and sexual orientation) that influence health and health disparities within populations, as well as strategies to reduce and eliminate those disparities. The course incorporates perspectives from various disciplines, including public health, psychology, and medicine. Graduate/Undergraduate Equivalency: HEAL 580 . Mutually Exclusive: Cannot register for HEAL 380 if student has credit for HEAL 580 .

HEAL 403 - PUBLIC HEALTH NUTRITION

Short Title: PUBLIC HEALTH NUTRITION

Prerequisite(s): HEAL 103

Description: This course explores the intersection of nutrition and public health, including the role of nutrition in promoting public and community health and vice versa. The course incorporates a socioecological framework to understand multiple levels of influence on dietary intake, food choices, and nutrition-related public health problems. Topics include dietary assessment, food insecurity, nutrition disparities, and nutrition policy. Recommended Prerequisite(s): HEAL 222

HEAL 407 - EPIDEMIOLOGY

Short Title: EPIDEMIOLOGY

Description: Study of communicable, noncommunicable, and behavioral diseases with emphasis on the disease process and basic epidemiologic methods. Graduate/Undergraduate Equivalency: HEAL 507 . Mutually Exclusive: Cannot register for HEAL 407 if student has credit for HEAL 507 .

HEAL 412 - HEALTH CARE DELIVERY & POLICY IN THE UNITED STATES

Short Title: HEALTH CARE DELIVERY & POLICY

Description: An in-depth look our current health delivery system intended to introduce student to the historic development, organization and characteristics of the health care delivery system; current payment and reimbursement systems; health insurance options; the functions of health care providers; and organizational patterns of health care facilities. Recommended Prerequisite(s): HEAL 222

HEAL 422 - THEORIES AND MODELS OF HEALTH BEHAVIOR

Short Title: THEORY&MODELS HLTH BEHAVIOR

Description: Theories & Models of Health Behavior is designed for the student interested in public and community health or health psychology. This course examines the current theories and models of health behavior and their application to the field of health promotion/health education. Graduate/Undergraduate Equivalency: HEAL 522 . Mutually Exclusive: Cannot register for HEAL 422 if student has credit for HEAL 522 .

HEAL 460 - PLANNING AND EVALUATION OF HEALTH PROMOTION AND EDUCATION

Short Title: PLAN/EVAL: HEALTH PROGRAMS

Restrictions: Enrollment limited to students with a class of Junior or Senior. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Description: Planning & Evaluation of Health Promotion provides the student with the technical skills for planning and evaluation of health promotion, health education, and disease prevention programs including collection and analysis of both qualitative and quantitative data. Graduate/Undergraduate Equivalency: HEAL 560 . Mutually Exclusive: Cannot register for HEAL 460 if student has credit for HEAL 560 .

HEAL 477 - SPECIAL TOPICS

Course Type: Internship/Practicum, Seminar, Lecture, Laboratory

HEAL 495 - INDEPENDENT RESEARCH IN HEALTH SCIENCES

Short Title: INDEPENDENT RESEARCH

Prerequisite(s): KINE 319 and KINE 440

Description: To provide the student with an opportunity to participate in a research project under the supervision of a Rice Kinesiology faculty member and/or an external researcher. Department Permission Required. Repeatable for Credit.

Course URL: kinesiology.rice.edu

HEAL 498 - SPECIAL TOPICS IN HEALTH SCIENCES

Description: Topics and credit hours vary each semester. Contact department for current semester's topic(s). Repeatable for credit. Repeatable for Credit.

HEAL 499 - TEACHING PRACTICUM IN HEALTH SCIENCES

Short Title: TEACH PRACTICUM HEALTH SCIENCE

Description: Students will assist in conducting a course in which they have previously excelled. The student will learn techniques in course management, instruction, and evaluation. Department Permission Required. Recommended prerequisite(s): Junior or Senior standing, declared major in Health Sciences, and at least an "A-" in the course serving as the practicum. Repeatable for Credit.

HEAL 507 - EPIDEMIOLOGY

Restrictions: Enrollment is limited to Graduate level students.

Course Level: Graduate

Description: Study of communicable, noncommunicable, and behavioral diseases with emphasis on the disease process and basic epidemiologic methods. Graduate level students only. Instructor Permission Required. Graduate/Undergraduate Equivalency: HEAL 407 . Mutually Exclusive: Cannot register for HEAL 507 if student has credit for HEAL 407 .

HEAL 522 - THEORIES AND MODELS OF HEALTH BEHAVIOR

Description: Theories & Models of Health Behavior is designed for the student interested in public and community health or health psychology. This course examines the current theories and models of health behavior and their application to the field of health promotion/health education. Graduate level students only. Instructor Permission Required. Graduate/Undergraduate Equivalency: HEAL 422 . Mutually Exclusive: Cannot register for HEAL 522 if student has credit for HEAL 422 .

HEAL 560 - PLANNING AND EVALUATION OF HEALTH PROMOTION AND EDUCATION

Description: Planning & Evaluation of Health Promotion provides the student with the technical skills for planning and evaluation of health promotion, health education, and disease prevention programs including collection and analysis of both qualitative and quantitative data. Graduate level students only. Instructor Permission Required. Graduate/Undergraduate Equivalency: HEAL 460 . Mutually Exclusive: Cannot register for HEAL 560 if student has credit for HEAL 460 .

HEAL 580 - DISPARITIES IN HEALTH IN AMERICA

Description: This course explores social, behavioral, and medical determinants (e.g., race and ethnicity, socioeconomic status, and sexual orientation) that influence health and health disparities within populations, as well as strategies to reduce and eliminate those disparities. The course incorporates perspectives from various disciplines, including public health, psychology, and medicine. Graduate level students only. Instructor Permission Required. Graduate/Undergraduate Equivalency: HEAL 380 . Mutually Exclusive: Cannot register for HEAL 580 if student has credit for HEAL 380 .

HEAL 677 - SPECIAL TOPICS

Restrictions: Enrollment is limited to Graduate or Visiting Graduate level students.

KINE 120 - SCIENTIFIC FOUNDATIONS OF KINESIOLOGY

Short Title: FOUNDATIONS OF KINESIOLOGY

Description: An introduction to studies in the areas of human movement: anatomy and physiology, exercise physiology, biomechanics, motor learning and control, and psychological aspects of sport and exercise.

KINE 238 - SPECIAL TOPICS

Course Type: Independent Study, Internship/Practicum, Laboratory, Lecture, Seminar, Activity Course, Lecture/Laboratory, Intensive Learning Experience, Research, Studio

KINE 275 - INTERNSHIP IN SPORTS MEDICINE AND EXERCISE PHYSIOLOGY

Short Title: KINE INTERNSHIP

Description: Internship experience in Sports Medicine and Exercise Physiology for freshman and sophomore students Repeatable for Credit.

KINE 300 - HUMAN ANATOMY WITH LAB

Short Title: HUMAN ANATOMY WITH LAB

Credit Hours: 4

Description: An introduction to normal human anatomy structure and function. All major body systems will be examined in both lecture and laboratory format using a variety of physical and virtual models.

KINE 301 - HUMAN PHYSIOLOGY

Short Title: HUMAN PHYSIOLOGY

Distribution Group: Distribution Group III

Description: This course will address the fundamental principles of human physiology at the cell, tissue, organ, organ system, and organism levels. Emphasis will be placed on mechanisms of function and homeostasis as achieved through the coordinated function of homeostatic control systems.

KINE 302 - BIOMECHANICS

Short Title: BIOMECHANICS

Prerequisite(s): KINE 300

Description: An introduction to the discipline of mechanics as it applies to biological systems. Primary emphasis is placed on humans and other vertebrate species. Topics covered include the kinematics and kinetics of movement, material and functional properties of musculoskeletal tissues and the integration of musculoskeletal function from molecules and cells to whole animals. Recommended prerequisite(s): KINE 321 .

KINE 310 - PSYCHOLOGICAL ASPECTS OF SPORT AND EXERCISE

Short Title: PSYC OF SPORT & EXERCISE

Description: Examine the psychological foundations that underlie sport and exercise participation. Recommended Prerequisite(s): PSYC 101 .

KINE 311 - MOTOR LEARNING

Short Title: MOTOR LEARNING

Description: Designed to provide a basic understanding of the theories related to skill acquisition, development, and movement. Learners develop an understanding of the cognitive, behavioral, and neurological concepts needed to become skilled at movements. The course will also incorporate laboratory experiences in the physiological, neurological, and psychological factors of human movement.

KINE 319 - STATISTICS FOR THE HEALTH PROFESSIONAL

Short Title: STATS FOR HEALTH PROFESSIONAL

Description: Topics include displaying and describing data, the normal curve, regression, statistical inference including parametric and non-parametric analyses, and hypothesis testing. Students also have the opportunity to analyze data using SPSS and Excel software.

KINE 320 - HUMAN PHYSIOLOGY LAB

Short Title: HUMAN PHYSIOLOGY LAB

Course Type: Laboratory

Credit Hour: 1

Restrictions: Enrollment is limited to students with a major in Sports Medicine & Exercise Phy. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Prerequisite(s): KINE 301

Description: This course provides a hands-on laboratory to demonstrate and apply in-depth human physiology concepts. Students will collect, analyze, and report data on physiological variables. Findings will be applied to key human physiology concepts including homeostasis, isolated and integrated functions of body systems, and response to activity and exercise.

KINE 321 - EXERCISE PHYSIOLOGY

Short Title: EXERCISE PHYSIOLOGY

Prerequisite(s): KINE 300 and KINE 301

Description: This course examines the acute and chronic effects of exercise on physiological functions. Topics include nutrition, energy transfer, fatigue, metabolism, disease, aging, preventative medicine, genetics, elite performance, ergogenic aids, exercise testing, and specificity of training.

KINE 326 - PHYSICAL ACTIVITY EPIDEMIOLOGY

Short Title: PHYSICAL ACTIVITY EPIDEMIOLOGY

Description: This course provides an epidemiological foundation to exercise and physical activity research related to public health. The course is designed to present evidence of the positive effects of physical activity and exercise in preventing disease, disability, and increasing quality of life.

KINE 351 - ADVANCED HUMAN ANATOMY LAB

Short Title: ADVANCED HUMAN ANATOMY LAB

Description: Study of the pro-sections and cadavers are used for learning and understanding human anatomy in a gross anatomy examination laboratory at BCM in the Texas Medical Center. Hands-on examination of human anatomy in this course provides supplemental practical experience for lectures in KINE 300 , Human Anatomy courses.

KINE 375 - SPORTS MEDICINE & EXERCISE PHYSIOLOGY INTERNSHIP

Short Title: SPORTS MEDICINE INTERNSHIP

Restrictions: Enrollment limited to students with a class of Junior or Senior. Enrollment is limited to students with a major in Sports Medicine & Exercise Phy. Enrollment is limited to Undergraduate, Undergraduate Professional or Visiting Undergraduate level students.

Description: Internship experience for upperclassmen in the Sports Medicine and Exercise Physiology major. Department Permission Required. Repeatable for Credit.

KINE 403 - SPORT NUTRITION

Short Title: SPORTS NUTRITION

Description: This course will address current scientific knowledge about common macronutrients, micronutrients, and supplements, and how they may enhance athletic performance. The course will also focus on the role of nutritional timing, volume, and periodization to achieve practical results in endurance, strength, power and speed. Recommended Prerequisite(s): KINE 321 .

KINE 410 - CASE STUDIES IN HUMAN PERFORMANCE

Short Title: CASE STUDIES HUMAN PERFORMANCE

Description: An advanced, multidisciplinary consideration of how humans perform. Class work will center around problem solving using a case study methodology.

KINE 412 - MOTOR CONTROL

Short Title: MOTOR CONTROL

Prerequisite(s): KINE 311

Description: Exploration of the neurophysiological, behavioral, and biomechanical aspects of human movement and development.

KINE 415 - PSYCHOLOGICAL ASPECTS OF SPORTS INJURY & REHABILITATION

Short Title: PSYCHOLOGY OF SPORT INJURY

Description: This course examines the psychological factors involved in sport-related injuries and the rehabilitation process. Topics include personal and situational factors influencing injury and recover, adherence to rehabilitation programs, social support, returning to play after injury, and the application of psychological interventions to optimize the recovery process. Recommended Prerequisite(s): KINE 310

KINE 419 - MOVEMENT DISORDERS

Short Title: MOVEMENT DISORDERS

Prerequisite(s): KINE 300 and KINE 301 and KINE 311

Description: This course offers an in-depth look into selected developmental, degenerative, and hyperkinetic movement disorders resulting in abnormal muscle tone and/or motor control. Multiple aspects of each disorder (presentation, treatment, and progression) will be considered through a variety of sources.

KINE 421 - ADVANCED TOPICS IN EXERCISE PHYSIOLOGY AND PREVENTIVE MEDICINE

Short Title: ADV TOPICS IN EX PHYS & MED

Prerequisite(s): KINE 321

Description: This course is a seminar style course that examines acute and chronic effects of exercise stimuli on physiological adaptation as relevant to health, disease and human performance. Topics will vary depending on current issues in exercise physiology. Examples include metabolism, fatigue, diabetes, genetics, muscular dystrophy, orthopedics, cancer and cardiovascular disease. The course is intended for those with a background in biology and/or physiology and interest in exercise and health.

KINE 430 - SPORTS INJURY: EVALUATION, MANAGEMENT, AND TREATMENT

Short Title: SPORTS INJURY

Description: Upper level course designed to provide students with practical application of basic science knowledge obtained in lower level courses within the department of Kinesiology. The course will address the management of common sports injuries from time of injury to return to play. At the end of the course, students will have a comprehensive understanding of athletic injuries and their management.

KINE 440 - RESEARCH METHODS

Short Title: RESEARCH METHODS

Prerequisite(s): KINE 319

Description: Designed to introduce students to research methods, statistical techniques, and topics appropriate for experimental research.

KINE 441 - MUSCLE PHYSIOLOGY AND PLASTICITY

Short Title: MUSCLE PHYSIOLOGY&PLASTICITY

Description: This course will specifically address cardiac and skeletal muscle physiology and plasticity when introduced to various stimuli. These stimuli include exercise, aging, injury, altitude, microgravity, heat, and pharmacological agents. An emphasis will be placed on practical application to health, disease, and performance enhancement.

KINE 477 - SPECIAL TOPICS

Course Type: Laboratory, Internship/Practicum, Lecture, Seminar, Lecture/Laboratory

Description: Topics and credit hours may vary each semester. Contact department for current semester's topic(s). Repeatable for Credit.

KINE 490 - SEMINAR IN SPORTS MEDICINE

Short Title: SEMINAR IN SPORTS MEDICINE

Description: Considers issues related to athletic injury including mechanisms, assessment, management, and rehabilitation.

KINE 495 - INDEPENDENT RESEARCH IN SPORTS MEDICINE & EXERCISE PHYSIOLOGY

Description: To provide the student with an opportunity to participate in a research project under the supervision of a Rice Kinesiology faculty member and/or an external researcher. Department Permission Required. Recommended Prerequisite(s): KINE 319 and KINE 440 . Repeatable for Credit.

KINE 498 - SPECIAL TOPICS IN SPORTS MEDICINE

Short Title: SPECIAL TOPICS IN SPORTS MED

Description: This course is designed to provide students with a foundation of exercise testing and prescription. It will cover the many parameters of fitness assessment, including cardiorespiratory fitness, muscular strength and endurance, and body composition. The course will incorporate both lectures and lab based activities. Repeatable for Credit.

KINE 499 - TEACHING PRACTICUM IN SPORTS MEDICINE & EXERCISE PHYSIOLOGY

Short Title: TEACHING PRACTICUM

Description: Students will assist in conducting a course in which they have previously excelled. The student will learn techniques in course management, instruction, and evaluation. Department Permission Required. Recommended prerequisite(s): Junior or Senior standing, declared major in Sports Medicine & Exercise Physiology, and at least an "A-" in the course serving as the practicum. Repeatable for Credit.

Description and Code Legend

Note : Internally, the university uses the following descriptions, codes, and abbreviations for this academic program. The following is a quick reference: 

Course Catalog/Schedule 

• Course offerings/subject code for Emergency Medical Studies/Practice: EMSP
• Course offerings/subject code for Health Sciences: HEAL 
• Course offerings/subject code for Kinesiology: KINE

Department Description and Code

• Kinesiology: KINE 

Undergraduate Degree Description and Code

• Bachelor of Arts degree: BA 

Undergraduate Major Descriptions and Codes

• Major in Health Sciences: HESC
• Major in Sports Medicine and Exercise Physiology: SMEP

CIP Code and Description 1

• HESC  Major/Program: CIP Code/Title: 51.0001 - Health and Wellness, General
• SMEP Major/Program: CIP Code/Title: 26.0908 - Exercise Physiology and Kinesiology

Print Options

Print this page.

The PDF will include all information unique to this page.

A PDF of the entire Rice University 2024-2025 catalog edition.

• Labs & Products
• Grant Proposal Support
• Sustainability Award
• Student Competition
• Research Papers
• Case Studies
• Quanser Café
• Academic Resources
• Whitepapers
• Technical Resources
• Video Lounge

© 2024 Quanser. All Rights Reserved.

Web Design by NVISION

Rice University

Teacher, researcher and co-founder of a startup medical robotics company, Dr. Marcia O’Malley is committed to finding engineering solutions for physical rehabilitation challenges. An Associate Professor of Mechanical Engineering at Rice University in Houston, Texas, Dr. O’Malley runs the university’s Mechatronics and Haptic Interfaces Lab (MAHI). In that capacity she is involved in multiple rehabilitation, haptic and robotic research projects, focusing on such areas as surgical skill acquisition, haptic response fidelity, and robotic rehabilitation device development, specifically the Wrist and the RiceWrist exoskeleton for arm and forearm rehab.

Getting pilot data quickly to ensure research is well-funded

The popular notion that it “takes a village to raise a child” has an interesting corollary in the world of engineering research. Quite often it takes a diverse community of academic disciplines and institutions to bring research projects to fruition. That’s certainly true in the recent work developing the RiceWrist, a rehabilitation robot that would provide therapy and evaluate spinal cord injury patients.

“It took a lot of resources to move our project forward, says Dr. O’Malley. “But to get those resources we needed pilot data that showed we could make a good case that our robotic rehabilitation project for spinal cord injury was a worthwhile thing to pursue.”

Dr. O’Malley needed to rely on her project’s seed funding to get all the way to patient trials. That presented her with a host of challenges. She had to proceed quickly. She also was working with a very limited budget and a single research associate. As a result, she and her associate had to continuously develop their control software and refine the functionality of the rehab robot arm in order to demonstrate that this project was valuable and deserved continued funding.

Quanser's rapid prototyping, simplicity and speed are the keys

The entire process depended on rapid controller development and implementation, using Quanser’s QUARC rapid prototyping software and the Q8 card for accurate, detailed data acquisition.

Dr. O’Malley found the Q8 was an ideal data acquisition and control interface for this project because their robotic arm has five degrees of freedom. Having one interface card plugged into one computer slot really simplified the communication from the PC to the hardware. Using one data acquisition card for all the channels allowed her to avoid the unnecessary complexity of adding several cards to get the same 5DOF information. Then, because of QUARC’s pre-defined function block sets. Dr. O’Malley was able to go from interfacing with a model to interfacing with hardware quickly.

As she put it, “The computation speed and the communication speed between the Q8 board and the QUARC environment is excellent, and completely fulfilled our needs. So we were able to gather information quickly, learn what worked and didn’t work, then implement the necessary rapid design changes to the controller.”

This was important, in part because Dr. O’Malley and her research associate were developing all this in conjunction with rehab clinicians who would be dealing with the rehab patients. The strategy they chose was to have hardware in their lab that mirrored the hardware deployed in the hospital.

”In the hospital, the therapists can actually see how well the robot works with their patients. That allowed the therapists to better articulate their needs. For example, they could tell us if they required more range of motion, more or less resistance, or some additional functionality. By using QUARC rapid prototyping software, we had a lab platform that allowed us to quickly modify and update our controller design and deliver on their changes.”

How quickly? Dr. O’Malley’s research associate could come back to the lab and implement the latest changes in one afternoon. He could then return to the hospital, upload the new controller design, test it out and it’d be ready to go for the patient the next day. “That’s how quickly QUARC enabled us to refine and implement our controller design. The speed of QUARC is an important key to the whole development process.”

By working with the therapists and patients early in the process, Dr. O’Malley and her associate were able to enact continuous improvement on the hardware and software interface. They’re currently collecting data from a trial with multiple subjects in a more controlled experiment and seeing really positive results of the robotic rehabilitation. “I want to note Quanser’s high level of customer support throughout our development process,” Dr. O’Malley says. It’s not uncommon for my students to get on the phone with someone at Quanser who wrote the block they’re working with. The Quanser Academic Solutions Advisor has been extremely helpful since he knows the problems we were facing, and the applications. He always connects us to the right people to solve or discuss any issue that arises.”

More funding and new project possibilities

Today the rehab robot project continues to move forward. “Thanks to Quanser hardware and software, our process could be iterative and produce the best output possible in a short amount of time. We now have hard pilot data that positions us to get additional funding to develop the Wrist on a larger scale. We’ve gotten interest from a major funding foundation to move towards a more robust and viable form of the hardware. And the hospital we’re working with wants to deploy to multiple sites potentially.”

There is potential to develop this project beyond the rehabilitation realm. “Broadly speaking, the goal of MAHI is to design and develop robotic or mechatronic devices and their associated controllers to enhance or augment the human sensory-motor control system,” says Dr. O’Malley. “What we’ve learned from with QUARC and the Q8 data acquisition board can help us develop haptic interfaces coupled to virtual environments for training a wide range of new skills. It could be rehabilitation after a stroke or a spinal cord injury, or it could be a pilot learning to fly an airplane. There are some pretty significant similarities between relearning and learning. And we think we now have some pretty impressive hardware and software tools to contribute to that grander development.”

Other Case studies

Sacred heart university, university of calgary, careers @ quanser.

Want to work in a dynamic, creative environment where your opinions and ideas make a difference? Quanser is the place for you!

Get Started Right Now

Even if you just have an idea or question, we are more than happy to connect with you.

This is Michael from Houston, Texas. He attended Rice University.

Biggest Strength A strong, established history of philanthropy and other extracurricular activities. 

Biggest Weakness Writing essays for college applications.

Extracurriculars: Various philanthropic activities and rugby.

GPA (On a 5.0 Scale): 

ACT (Out of 36)

The Ivy Scholars Difference

We help the student craft essays that gave a behind-the-scenes look at how someone so young could become so accomplished. We further the student’s extracurricular profiles by becoming involved in academic research that complemented his philanthropic activities.

Students with complex accomplishments need to explain how they acquired their skills and perspective in their essays. Also, students should balance out their leadership and service experience with academic achievements to show intellectual vitality.

Building Michael into a solid writer who could compose top-tier material for college applications.

Michael was not confident in his writing abilities. He struggled to articulate himself and craft compelling rhetoric and did not feel comfortable brainstorming top-tier essays.

Originally, Michael chose to write his personal statement merely detailing his experiences: like a resume but an essay form. The personal statement is a 650-word essay that goes to every university the student applies to; it is the most important essay and the cornerstone of every successful application. This is a common mistake students make because they’re unfamiliar with the admissions process. Students who make this error are rarely admitted to universities because this type of writing only gives admissions officers insight into their accomplishments, not the mindset and abilities that led to those accomplishments. I had a resume that was teaming with impressive philanthropic work getting all the way back to early childhood and continuing throughout high school, but he was having trouble presenting his extraordinary accomplishments in the format his dream school required.

Ivy Scholars empowered Michael to focus and improve his writing ability through skillful mentorship and guidance.

Michael worked with one of our most experienced mentors to hone his writing skills. Over the course of 3 months, Michael was able to develop his rhetorical ability to confidently and effectively convey his story. More importantly, however, he was able to strategically craft and present a compelling narrative to admissions committees. As a result of working with Ivy Scholars, Michael was able to showcase his development as a young leader and philanthropist, then outline how he’d continue to build his leadership skills at university. This displayed his depth of character and reinforced his biggest strength, his philanthropic work.  

Admissions Outcome

Michael was admitted to Rice University, where he is currently studying business.

Ivy Scholars is the leading educational consultant in Sugar Land, Texas, providing admissions coaching, test prep, and more to help students enroll at top tier schools.

Get In Touch

Call us now: +1 (281) 215-5148

Houston: 4265 San Felipe St, Suite 1100, Houston, TX 77027

Get Started

Subscribe for updates, © all rights reserved.

Researchers use KaleidaGraph to analyze the brain's selection mechanism for preferential processing

We create a graph template that fits the data of a specific experiment and then plug multiple datasets into that template, creating quick and easy waveform plots for data exploration and publication.

The study of the brain is a fascinating and complicated endeavor. As a limited-capacity information processing system the brain has a selection mechanism that identifies things that need preferential processing. Yet scientists and researchers still don’t know how that selection mechanism works.

Researchers in the psychology department at Rice University are working on a theory that the brain’s reward motivation system, which uses the neurotransmitter dopamine, is involved in this selection by identifying objects and actions that are either more or less rewarding than expected. Those items and actions that exceed or fail to meet reward expectation are selected for preferential processing. If this model is correct, it adds a critical piece of the understanding of attention and working memory.

These researchers also believe that this selection system malfunctions in some mental illnesses (for example, the dopamine system is disordered in schizophrenia, and patients with schizophrenia have disordered thinking, as if the wrong items were being selected for processing).

Scientists are also looking at how altered functioning of this reward-based selection system might be related to substance-abuse disorder by mistakenly identifying drug-related items as excessively rewarding and by underestimating the negative consequences of risky behaviors.

Ongoing neuroimaging studies tracked at laboratory

In the psychology lab at Rice University, ongoing neuroimaging studies of perception, attention, and motivation are performed on normal subjects and in patients with psychopathology. Three lines of work are currently taking place – line 1: work on the basic model in normal cognition, line 2: examining how the system goes wrong in schizophrenia, line 3: studying substance abuse and personality characteristics associated with substance abuse. Each line has one or more ongoing experiments and each experiment takes approximately 2-4 years to complete, from conception to publication.

Most of the work so far has involved around 200-300 normal college students studying the basic mechanisms of attention and motivation. Data has also been acquired from 30-40 patients with schizophrenia and 50 or more patients with substance abuse.

KaleidaGraph used to plot multi-dimensional data

The researchers in the lab previously used in-house applications (text-interface) or inflexible plotting sub-routines of software designed for digital-signal processing of brain electrical activity. These were either no longer supported or did not have sufficient flexibility to meet their needs. Then they turned to KaleidaGraph.

Multi-dimensional data (time (milliseconds) x amplitude (microvolts) x location (128 scalp recording electrodes) x experimental condition or diagnostic group or combination (e.g. schizophrenia patients attending vs. patients not attending vs. control subjects attending and not attending)) is plotted. These are usually multiple (one for each recording electrode) time (x-axis) by voltage (y-axis) line overplots (one-line-type for each group in each condition).

“We quickly generate time x voltage plots of human brain electrical activity using KaleidaGraph,” states Geoffrey Potts, who is now an Associate Professor at the University of South Florida and a KaleidaGraph user since 2003. “We create a graph template that fits the data of a specific experiment and then plug multiple datasets into that template, creating quick and easy waveform plots for data exploration and publication.”

Take the Next Step

Download our free 30 day trial and see how easy it is to create publication-quality plots.

See why so many of our customers stopped struggling with Excel and moved to KaleidaGraph for their graphing needs.

Order through our website and create meaningful plots in a matter of minutes.

• Privacy Overview
• Strictly Necessary Cookies
• 3rd Party Cookies

This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.

Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.

If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.

This website uses Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.

Keeping this cookie enabled helps us to improve our website.

Please enable Strictly Necessary Cookies first so that we can save your preferences!

Aug. 26, 2024

Rice’s baker institute center for energy studies unveils first annual energy insights, insights include electricity reliability, global oil and gas, mining, energy technology, geopolitics and more..

Texas’ energy reliability and the future of global energy supply chains are just a few of the topics addressed in the first annual Energy Insights – a collection of articles from fellows and scholars at the Center for Energy Studies (CES) from Rice University’s Baker Institute for Public Policy that provides expert data and analysis on some of the most pressing policy issues affecting national and global energy markets.

The articles reflect a sample of the insights that can be gleaned from ongoing research at CES, rooted in specific programmatic areas within the center, to better understand what may come to pass across the energy landscape over the next few years.

“While no one can predict exactly what comes next, if we are paying attention, the road we travel provides plenty of signposts that can be used to understand the challenges and opportunities ahead,” wrote CES Senior Director Kenneth Medlock .

The Baker Institute’s CES consistently looks for markers that can provide an indicator of how the future of energy may unfold. In Energy Insights 2024, experts outline some key issues such as Texas electricity policy, energy and geopolitics in Eurasia, how the energy transition will affect the Middle East, the growing necessity of minerals and materials, and more.

For instance, the outcomes of proposed policies to address various issues with the reliability of the Texas electricity grid carry implications for electrification and the deployment of renewable energy well beyond the State of Texas, argues Julie Cohn , author of the article “What is on the Horizon for Electricity in Texas?” where she presents several key recommendations to address concerns about the grid’s reliability.

The last 250 years have featured dramatic transformation in energy use and the global economic system – and the energy landscape continues to change, Medlock says.

“Industrialization, improved living standards, technological and process innovation, and increased mobility of people and goods, to name a few, are all hallmarks of continual energy transition,” he said. “The process is not done. The past lives on through long-lived legacy infrastructures, and the future evolves most rapidly when it can leverage that legacy.  Exactly how though, remains an elusive topic.”

Some of the most challenging questions faced by society today require a holistic approach to achieve environmentally, socially and economically sustainable answers, Medlock said. By working across programmatic strengths in an interdisciplinary manner, CES fellows and scholars aim to advance discourse and achieve workable, scalable solutions.

Energy Insights 2024 is organized according to the research focus of CES, which includes electricity markets and policy; regional geopolitics; energy, minerals and materials; global natural gas; global oil; new energy technologies; sustainability; and transportation. Fellows and scholars whose insights are featured in the 2024 edition are Cohn, Medlock, Gabe Collins , Ted Loch-Temzelides , Jim Krane , Osamah Alsayegh , Francisco Monaldi , Tilsa Oré Mónago , Michelle Michot Foss , Steven Miles , Mark Finley , Mahmoud El-Gamal , Chris Bronk , Rachel Meidl and Ed Emmett .

CES has an active year of research and programming, featuring conferences, roundtables and workshops that are in line with the advancement of Baker Institute initiatives and research programs in coordination with other Rice divisions such as the Carbon Hub and the Rice Sustainability Institute.

The institute’s energy research is a testament to the fellows, scholars, graduate students, postdoctoral researchers and staff who contribute time and effort to maintaining the highest standards to deliver data-driven research while striving to elevate, not advocate, research findings, Medlock said.

• Life at Rice
• Cost & Aid

Request Recording

713-348-7423

[email protected]

M-F 8:30 a.m. to 5 p.m. CT