Duke Institute for Brain Sciences Impact Report 2020 the YEAR of COVID-19

Duke Institute for Brain Sciences Impact Report 2020 THE YEAR OF COVID-19

It was, perhaps aptly, Friday the 13th when DIBS faculty, students, and staff left “The Cube” in March. We didn’t know it then, but our departure would begin a months-long period of working and studying from home, as the university addressed the wide-ranging effects of COVID-19.

Health and safety have been the top priorities. Campus facilities were closed and virtual classes and Zoom meetings became the norm—even master’s thesis presentations and dissertation defenses. Final exams for spring semester were completed online, and Duke had a virtual commencement ceremony. Summer classes were offered only online, and the fall semester began early.

But for DIBS, the “new reality” was, in fact, a return to our roots: connecting faculty and students from many different departments and disciplines. The idea for a cross-cutting, interdisciplinary institute focusing on brain sciences was originally conceived in 2005-2006 by Duke leadership and DIBS’s first director, David Fitzpatrick. It wasn’t until 2014-2015, under the leadership of then-director Michael Platt, that the unique DIBS space was conceived. Thus, DIBS had a decade-long history of being a “virtual” institute, but now that word has taking on new meaning.

Today, the glass “Cube” near the Levine Science Research Center marks the entry to a hidden gem with a great industrial vibe, places to relax or study, and an inspiring workspace to meet with classmates and prepare for neuroscience classes or exams. It serves as a central gathering space for lectures, seminars, courses and social activities for those in the brain sciences, as well as a physical home for undergraduate neuroscience majors, and a wide range of interdisciplinary lectures, workshops, and symposia. All activities are now carried out according to appropriate social distancing, mask-wearing, and hand hygiene, and augmented by online teaching.

DIBS faculty and staff have taken on new roles, from collaborating with Duke leaders on the university’s Team 2030, which is developing a strategic plan to ensure a strong Duke post-COVID-19, to helping University Communications with COVID-19 communications needs. Our technical experts are helping faculty become experienced “Zoomers” and on-line teachers and videographers. Other staff have taken on designing the Impact Report and become experts at calculating how many tables and chairs each DIBS classroom and conference room accommodates to maintain the recommended distancing.

Through it all, we remain committed to the DIBS mission: to promote interdisciplinary brain science and translate discoveries into solutions for health and society. 2 DUKE INSTITUTE FOR BRAIN SCIENCES LEADERSHIP & GOVERNANCE 4

EXECUTIVE SUMMARY 6

SUPPORTING INNOVATIVE 8 RESEARCH COLLABORATIONS

PROVIDING EXCEPTIONAL 14 NEUROSCIENCE EDUCATION

SCIENTIFIC COMMUNITY BUILDING 23

CREATING A DIVERSE & SUPPORTIVE 32 DUKE COMMUNITY

SUPPORT FOR DIBS ACTIVITIES 37

ENGAGING WITH THE COMMUNITY 38

DIBS BY THE NUMBERS, FY20 39

FY20 IMPACT REPORT 3 LEADERSHIP & GOVERNANCE

At the Duke Institute for Brain Sciences, we are fortunate to have a committed group of leaders who contribute to our success. We want to acknowledge and thank, especially:

Duke Leadership Vincent Price, PhD, President, Duke University Sally Kornbluth, PhD, Provost, Duke University Mary Klotman, MD, Dean, Duke School of Medicine Ed Balleisen, PhD, Vice Provost for Interdisciplinary Studies Colin Duckett, PhD, Vice Dean for Basic Research, School of Medicine

Advisory Board Members DIBS receives guidance and vital funding support from our External Advisory Board (EAB), a group of volunteers with strong ties to Duke and the neurosciences. For the past three years, the EAB has fully funded one Research Incubator Award, augmenting the funding from the university and School of Medicine. Other gifts from EAB members support DIBS broad mission, fellowships, and student travel to professional conferences. Current Board members:

Chip Newton, Chair James Barrett Scott Barton Alice Bender Joe Burnett Michele Cascardi, PhD Stacey Coulter, MD Jack Dale, MD Andrew Feinberg, MD Alex Geier Bethann Horey Peter Kanaris Sophie Katz George Lamb Caroline Martinez, MD Robert Penn, Chair Emeritus James Schwab Katherine Shah Lawrence Stoehr EAB and Faculty Steering Committee Members Harry Stylli, PhD Sonya Wakil, MD

4 DUKE INSTITUTE FOR BRAIN SCIENCES DIBS FACULTY STEERING COMMITTEE DIBS also benefits from the input of interdisciplinary researchers who make up the Faculty Steering Committee. The committee, including the Director and Associate Directors, meets quarterly to discuss DIBS strategic directions and priorities:

Geraldine Dawson, PhD, Committee Chair; Psychiatry & Behavioral Sciences Alison Adcock, MD, PhD, Psychiatry & Behavioral Sciences Samantha Bowen, PhD, Psychiatry & Behavioral Sciences Nicole Calakos, MD, PhD, Neurology Kafui Dzirasa, MD, PhD, Psychiatry & Behavioral Sciences Tobias Egner, PhD, Psychology & Neuroscience Cagla Eroglu, PhD, Neurobiology Warren Grill, PhD, Biomedical Engineering Scott Huettel, PhD, Psychology & Neuroscience Steve Lisberger, PhD, Neurobiology Nicole Schramm-Sapyta, PhD, Duke Institute for Brain Sciences Walter Sinnott-Armstrong, PhD, Philosophy Leonard White, PhD, Neurology

DIBS LEADERSHIP Geraldine Dawson, PhD, Director Alison Adcock, MD, PhD, Associate Director Samantha Bowen, PhD, Associate Director of Strategy & Operations Nicole Schramm-Sapyta, PhD, Associate Director Leonard E. White, PhD, Associate Director

ADMINISTRATION Robin Knott, Financial Analyst Kathy Neal, Director of Communications Dana Ripperton, Program Coordinator Elizabeth Sturdivant, Administrative Coordinator Jill Watkins, Human Resources Manager

UNDERGRADUATE EDUCATION Tyler Lee, Undergraduate Neuroscience & Program Coordinator Thomas Newpher, PhD, Assistant Professor of the Practice & Director, Summer Neuroscience Program

GRADUATE EDUCATION Colleen Bauer, Program Coordinator

NEUROIMAGING Andrew Michael, PhD, Director of Imaging Analytics & Informatics

INFORMATION TECHNOLOGY Yimin Wei, PhD, Information Technology Strategy & Management Ed McLaurin, Information Technology User Support

FY20 IMPACT REPORT 5 EXECUTIVE SUMMARY

'Neuroscience offers important perspectives on how people respond, cope with, and make decisions about the pandemic, its effects on mental health and the brain, and more. Thus, we have worked to achieve our goals through virtual platforms, extending our reach.’

Geraldine Dawson, PhD, is the William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences at Duke University, where she also is Professor of Pediatrics and Psychology & Neuroscience. She directs the Duke Institute for Brain Sciences and the Duke Center for Autism and Brain Development, an NIH Autism Center of Excellence.

Our mission is to promote interdisciplinary brain Education science and translate discoveries into solutions DIBS supports educational activities for learners for health and society. These goals are particularly at all levels. The Summer Neuroscience Program relevant during this unusual year which has provides professional development and intensive been overshadowed by a worldwide pandemic. lab experiences for undergraduates. We oversee the Neuroscience offers important perspectives on how Bass Connections Brain & Society theme, composed people respond, cope with, and make decisions about of interdisciplinary student-faculty teams conducting the pandemic, its effects on mental health and the advanced neuroscience research to benefit society. brain, and more. Thus, we have worked to achieve our This year’s 10 teams addressed vital topics such as goals through virtual platforms, extending our reach. gene therapy in Alzheimer’s disease and building ethics into artificial intelligence. Research Investment in high-risk, high-impact research projects that bring together scientists from different disciplines yields new discoveries and a path to external funding. Our seed-grant programs, Incubator Awards and Germinator Awards, provided research funding on topics ranging from the role of sleep in risk for mental health problems to mitigating post-operative cognitive decline. Recipients represented 11 departments from the School of Medicine, Pratt School of Engineering, and Trinity College of Arts & Sciences. These programs yield a 7-to-1 return on investment through follow-on external grants. Bass Connections Brain & Society Team: Benchmarking Interventions Aimed at Improving Neurosurgical Patient Outcomes in Uganda 6 DUKE INSTITUTE FOR BRAIN SCIENCES (2019-2020) DIBS administers the Cognitive Neuroscience Goals for FY 2021 Admitting Program (CNAP), a unique interdisciplinary Plans are underway for a robust 2020-2021, despite the program for recruiting and supporting neuroscience logistical and financial constraints related to COVID-19. graduate students. The Neuroscience Bootcamp We aim to reach a broader audience by exploring orients students to labs, resources, and foundational innovative ways of hosting symposia, retreats, and information. The Graduate Consortium brings together courses online; investing more in archiving lectures students across campus to share ideas, present their and interviews on our website; and amplifying our research, participate in professional development efforts to increase inclusion and diversity among activities, and socialize. DIBS also supports a neuroscience students and faculty. We are working Postdoctoral Consortium, which includes a Works-in- closely with symposia, Center, and Research Group Progress seminar series, and PARTNeR, a group of leaders to use the opportunity to move to a virtual postdocs and psychiatry residents who bridge the gap platform to increase the impact of DIBS both within between basic research and clinical settings. Duke and globally.

Scientific Community Building We adapted quickly to a virtual platform for the many webinars and symposia we support. In addition, we provide ongoing support for 5 interdisciplinary Centers and 5 Research Groups focusing on a wide range of topics, such as autism, cognitive neuroscience, neuroengineering, addiction, neuroimmunology, and language.

Diversity, Inclusion, & Power Dynamics For the third year, with support from the Office of the Vice Provost for Faculty Advancement, we sponsored the “Inclusion & Power Dynamics” workshop series. The series this year included topics such as coping with the stresses caused by COVID-19 and addressing systemic racism within our academic institution.

Community Outreach In lieu of DIBS Discovery Day during which hundreds of community members come to Duke to learn about brain science, we reached out to the community through a series of DIBS faculty interviews that offered scientific perspectives, advice, and resources on how best to cope with the pandemic. Other events included a symposium organized in partnership with The Cube's entry and classrooms were rearranged the community on drug use prevention, described in to help protect the health and safety of returning more detail below. students, faculty, and staff.

FY20 IMPACT REPORT 7 SUPPORTING INNOVATIVE RESEARCH COLLABORATIONS

SEED GRANTS DIBS supports two seed-grant funding programs. These high-risk/high-return funding mechanisms provide funding for research that is exploratory and therefore not yet ready for external funding. To date, the program has yielded a 7-to-1 return on investment; that is, every dollar spent on the grants becomes seven dollars of external funding.

Research Incubator Awards, of up to $100,000, are open to teams of Duke faculty including at least two members from different disciplines. The goal is to bring together investigators from across the university whose individual programs of research are not already connected. Projects that include investigators from multiple schools within the university (e.g., School of Medicine, Arts & Sciences, Pratt School of Engineering) are encouraged. Research Germinator Awards support smaller, targeted requests up to $25,000, and are open to faculty, postdoctoral researchers, and graduate students.

“We were really pleased with the breadth and depth of the Research Incubator proposals we received,” said DIBS Associate Director Nicole Schramm-Sapyta, who administers the Qui vent eata exerro omnisiprogram. dolum “This year’s recipients are addressing transformational issues such as better QuiQui vent vent eata eata exerro exerro omnisi omnisi dolum dolum dolorrovid qui te suntin nonseautism - screening, enhanced artificial speech, and new ways to understand and treat dolorroviddolorrovid qui qui te te suntin suntin nonse nonsemovement- - and memory disorders.” Recipients represent three schools: the School of quame Berferum ipsus sanisci quamequame Berferum Berferum ipsus ipsus sanisci sanisciMedicine, Pratt School of Engineering and Trinity College of Arts & Sciences, and a dozen pisqui ommolupta ped quo quiam pisquipisqui ommolupta ommolupta ped ped quo quo quiamdifferent quiam departments within those schools, she noted. hililicienditiis esto coommolupta hililicienditiishililicienditiis esto esto coommolupta coommolupta ped quoit, ommolupta pedFive quo projects are supported through DIBS; a sixth was funded through the generosity of pedped quoit, quoit, ommolupta ommolupta ped ped quo quo quiam hiliquiam hiliquiamthe DIBSes External Advisory Board. Geraldine Dawson, who directs the institute, stressed quiamquiam hiliquiam hiliquiam hiliquiam hiliquiam es es mo estiore quae est, quam,the sumpositive return on investment of the Incubator Award program. “Between 2013 and momo estiore estiore quae quae est, est, quam, quam, sum sum vellupidit, il exerae licienditiis2018, esto Incubator projects have generated a seven-to-one return on investment,” she vellupidit,vellupidit, il ilexerae exerae licienditiis licienditiisnoted. esto esto That is, for every $1 it costs to fund the awards, $7 are returned to the university coommolupta ped quo uiam hiliq- coommoluptacoommolupta ped ped quo quo uiam uiamthrough hiliq hiliq- - federal grants and other external funding. uiam es mo esti estiore uiamuiam es es mo mo esti esti estiore estiore Research Germinator Awards support smaller, targeted requests for training, pilot data, non-faculty salary, and/or equipment that would facilitate new research and lead to new external funding. Four projects were awarded up to a maximum of $25,000 (non- renewable).

RETURN ON 7:1 INVESTMENT FOR EVERY DOLLAR SPENT ON THE INCUBATOR RESEARCH AWARDS, SEVEN DOLLARS ARE RETURNED TO DUKE THROUGH EXTERNAL FUNDING.

8 DUKE INSTITUTE FOR BRAIN SCIENCES

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Decoding of Speech for Neural Functional Interrogation of Computational Links Prostheses Using High-density Reproductive Peripheral-brain between Visual and Linguistic Electrocorticography and Circuits for Controlling Social and Perception Machine Learning Affective States PI: Marc Sommer, PhD, PI: Greg Cogan, PhD, PI: Jenna McHenry, PhD, Psychology Biomedical Engineering; Elika Neurosurgery; Saurabh Sinha, & Neuroscience; Diego Bohórquez, Bergelson, PhD, Psychology MD, PhD, Neurology; Derek PhD, Medicine/Gastroenterology & Neuroscience; John Southwell, PhD, Neurosurgery; Pearson, PhD, Biostatistics & John Pearson, PhD, Bioinformatics Biostatistics & Bioinformatics; Jonathan Viventi, PhD, Biomedical Engineering

Language allows us to Many human neuropsychiatric The brain converts sensory express our thoughts and disorders have differing prevalence input into “percepts” that are understand the thoughts of in males versus females. For meaningful for thought and others. People who lack this example, autism spectrum disorders action. For example, when we ability feel isolated, lonely, are four times more common in look at a glass of orange juice, our eyes receive a disjointed and frustrated. Current males, whereas mood disorders are collection of contrast levels technologies that provide twice as common in females. Sex and light wavelengths, but some ability to communicate biases are clues to the underlying neurobiological mechanisms, yet our brain perceives this are slow and cumbersome. the neural circuits involved remain information as a glass that can undefined. Sexual differentiation of be picked up. How does the This group is exploring a the brain and reproductive system brain do this? promising new technology occurs early in life, but it is unknown that constructs speech directly how sensory inputs in adulthood Theories of perception from the brain. The team is traverse the reproductive-brain-axis either assume that the brain developing pattern analysis to modulate behavior and moods. constructs a model of the techniques to extract speech world that merges past and language information Traditionally, it was thought that experiences with current directly from brain signals. communication between these evidence, or that it relies on systems occurred only through simple, flexible systems to The team hopes to use this hormones that travel through the classify patterns. This research information to create better- blood. However, the Bohórquez Lab group has recently shown that quality speech sounds for recently discovered that information for visual perception, humans patients with neuromuscular can travel directly from the gut to switch between these two disorders, allowing them the brain. The reproductive system strategies. to communicate more likely operates through similar The group now is extending effectively. mechanisms. this work to understand The goal of this study is to look for such how the brain uses sound direct links between the reproductive to construct meaningful system and the brain. language signals.

FY20 IMPACT REPORT 9 2019-2020 RESEARCH INCUBATOR AWARDS

Using Computer Vision to Targeting BK Calcium-activated Head-mounted Screen for ASD in Toddlers and Potassium Channel to Treat Epilepsy Photoacoustic Imaging of Infants Born Premature & Dyskinesia Deep-brain Neural Activities PI: Elena Tenenbaum, PhD, PI: Huanghe Yang, PhD, in Freely-Behaving Animals Psychiatry & Behavioral Biochemistry & Neurobiology; PI: Junjie Yao, PhD, Sciences; Geraldine Dawson, Mohamad Mikati, MD, Biomedical Engineering; Wei PhD, & Kathryn Gustafson, Pediatrics Yang, PhD, PhD, Psychiatry & Behavioral Anesthesiology Sciences; Kimberley Fisher, PhD, and William Malcolm, MD, Pediatrics/Neonatology

Autism spectrum disorder (ASD) Epilepsy and dyskinesia are two types The brain is an incredibly is a developmental disorder of neurological disorders that feature powerful information- with symptoms emerging in seizures and involuntary movements. processing center, responding infancy. Despite this early onset, They affect millions of people, who to millions of inputs each day. many children with ASD are not often face higher frequency of The best way to learn about diagnosed until they approach depression and other mood disorders, brain activity is, of course, school age. This delay is greater challenges in education and social life, to have the brain be alert among children of color and and higher risk of early death. and active. Yet many of our those living in under-resourced evaluation techniques require About one-third of epilepsy patients participants in studies to lie still, communities. live with uncontrollable seizures due often sedated, during the scans. to lack of effective medication. It is This group is therefore working Formal diagnosis of autism is thus critical to better understand the to develop tools to collect data time-consuming and requires pathophysiology of these conditions, from awake, behaving animals a specially-trained provider, so that we can develop new using photoacoustic imaging which limits availability. therapeutics. (PAM). Furthermore, current methods are not designed for use Dr. Yang is an expert in the physiology PAM is based on the with infants. To improve on of “BK”-type ion channels. Dr. Mikati photoacoustic effect: When current screening methods, is a pediatrician who has identified laser (light) pulses are sent into researchers at Duke designed patients with epilepsy and dyskinesia brains of freely moving animals, SenseToKnow, a tablet-based who have mutations in these types they generate soundwaves that application (app) that was of ion channels. Together, they are can be transformed into images designed to assess for risk of working to understand how these that represent how neurons ASD and can be administered mutations cause the neurological are firing at the time. These during a standard doctor’s symptoms and how to design new methods can be used in many office visit, making it widely precision therapeutics, using a mouse applications, including during accessible. model with the human mutation in cognitive tasks or when stroke the channel. happens. This new methodology This group is testing the app could become a powerful tool to help scientists unlock the with toddlers who were born brain’s inner workings. premature to determine whether it can distinguish risk for ASD from risk for other developmental disorders.

10 DUKE INSTITUTE FOR BRAIN SCIENCES INCUBATOR SPOTLIGHT: JESSICA LUNSFORD-AVERY

Jessica Lunsford-Avery, PhD, has a long-standing ‘Our interest in the role of sleep in mental health, preliminary especially among adolescents. She developed data shows an Incubator Award proposal with a talented promising multidisciplinary team to investigate sleep and circadian rhythms and their relationship to results, mitigating health risks in adolescents. including possible links Lunsford-Avery is a clinical psychologist and between sleep assistant professor in Psychiatry & Behavioral measures and Sciences, in the Duke School of Medicine. the likelihood of Joining her in the project were medical school mental illness.’ colleagues, as well as data engineers from the -Jessica Lunsford- Pratt School of Engineering. Avery

Sleep studies often occur in laboratories using uncomfortable external equipment. This team pioneered wearable devices to measure brain activity during sleep. As it turns out, adolescents are amenable to wearing these devices, and were excited to help with the study. In addition to collecting information about sleep time, quality and brain activity, the researchers looked at social and health issues such as screen time and caffeine intake.

The other novel aspect of this study is the use of machine learning to analyze the massive amount of information collected, made possible due to the collaborative nature of the project and the A Network Atlas shows brain regions of input of data engineers. interest in sleep research conducted by Dr. Lunsford-Avery, from a paper appearing in “Our preliminary data shows promising results, January 2020 Nature Review Report, “Sleep/ including possible links between sleep measures and the likelihood of mental illness,” Lunsford- Wake Regularity Associated with Default Avery said. She looks forward to continuing to Mode Network Structure among Healthy study the issue. Adolescents and Young Adults."

FY20 IMPACT REPORT 11 2019-2020 RESEARCH GERMINATOR AWARDS Four Germinator Awards were given out this year. Faculty, graduate students, and/or postdoctoral researchers may submit applications for these smaller projects.

Ravikanth Velagapudi, PhD, Anesthesiology, Rachael Wright, Psychology & Neuroscience and William Huffman, PhD, and David Brad- (P&N), Alison Adcock, MD, PhD, Psychiatry & way, PhD, both of Biomedical Engineering Behavioral Sciences, Kevin LaBar, PhD, P&N, and John Pearson, PhD, Biostatistics & Bioinformatics

Targeting Autophagy with Non-Invasive Vagal Nerve The Spatiotemporal Dynamics of Self-Regulation Stimulation to Treat Delirium Superimposed on Learning in Real-time fMRI Neurofeedback Dementia Like millions of other Americans, those living with Neurofeedback is a promising method in the field dementia need common surgical interventions of neuroscience for examining the relationship such as knee replacement or hip-fracture repair. between brain function and behavior. In These patients are at risk for experiencing further neurofeedback, individuals are shown a graphical cognitive decline after surgery. This research representation of a specific brain signal and learn project is addressing this serious public health to control that brain signal through practice. concern by providing fundamental knowledge to Scientists can then measure whether regulation help reduce the burden of neurologic complications of the targeted brain signal impacts thoughts, after common surgical procedures and improve feelings, and behaviors. Clinicians have also the quality of life for these high-risk patients. The applied neurofeedback to examine the relationship aims will implement a new non-invasive approach between brain function and symptoms, and for (stimulation of the vagus nerve) to regulate critical modifying dysregulated brain function. The group cellular processes involved in many neurological is developing a new approach to understand disorders, yet unexplored in the context of how brain states change during neurofeedback perioperative surgical recovery. using advanced brain imaging technology and computational analysis with a goal of improving applications.

Alyssa Sinclair, CNAP, Alison Adcock, MD, PhD, Angel V. Peterchev, PhD, Psychiatry & Behavioral Psychiatry & Behavioral Sciences, and Gregory Sciences, Guillermo Sapiro, PhD, Electrical & Samanez-Larkin, PhD and Elizabeth Marsh, PhD, Computer Engineering, and Dennis A. Turner, both Psychology & Neuroscience MD, Neurosurgery

Learning From Error: Cognitive, Motivational, and Accurate, Affordable, and Easy-to-Use Navigation Neural Mechanisms for Transcranial Magnetic Stimulation

Learning from error is a fundamental part of real- Transcranial magnetic stimulation (TMS) uses world cognition and knowledge. We all draw on past magnetic fields sent from a “wand” placed on the experience to predict the future, but our predictions head to safely improve brain function without are not always accurate. In such situations, we must drugs or surgery. It is approved for treatment of dynamically update our knowledge and strategies. brain disorders such as depression, obsessive- This group is investigating ways to encourage and compulsive disorder, and migraine. It also holds support learning from error. They are considering promise for studying and treating illnesses. motivational and emotional factors that shape TMS interventions rely on precise targeting of how we respond to feedback, predicting that brain areas, but existing devices have limited learning about how memories integrate with utility because they require the user to wear experience will make participants more receptive expensive and uncomfortable equipment. This to feedback. They aim to uncover the cognitive group is developing a cheaper, simpler, and more and neural mechanisms of knowledge and belief comfortable tool to position the stimulator over updating, with implications for education and the correct brain target, which could enable better media misinformation. brain research and clinical treatments.

12 DUKE INSTITUTE FOR BRAIN SCIENCES DIBS SEED FUNDS LEAD TO NIH BRAIN INITIATIVE GRANTS

Duke researchers Nicole Calakos, MD, PhD, and Henry Yin, PhD are both interested in how the brain converts goal-directed, voluntary actions into involuntary habits you don’t have to think about. But they work in different departments in separate schools at Duke (Neurology, School of Medicine, and Psychology & Neuroscience, Trinity College of Arts & Sciences, respectively), which can make collaboration a challenge.

Researchers Calakos & Yin In 2010, they received a $100,000 Supporting Next-Gen Neuroscientists Research Incubator Angel V. Peterchev, PhD, Psychiatry & Behavioral Award from Sciences, is one of several faculty who received a the Duke BRAIN Initiative grant supported by the Defense Institute Advanced Research Projects Agency (DARPA). for Brain “MOANA: Magnetic, Optical, and Acoustic Neural Sciences, allowing them to work together on their Access Device, for Highbandwidth, Non-surgical Brain interdisciplinary ideas and see where they might Computer Interfaces,” is a project that grew out of lead. Research Incubator Awards, given annually, are another DIBS Incubator Award involving colleagues designed to facilitate cross-campus collaboration. from across the university and the medical center. It’s not just faculty who are involved in the projects. Today, their labs are part of a major four-lab effort Peterchev noted that Stefan Goetz (Psychiatry & – including Michael Tadross’s lab in Biomedical Behavioral Sciences), the primary investigator on the Engineering, Pratt School of Engineering, and Nicolas DARPA grant, was a postdoctoral associate funded by Brunel’s lab in Neurobiology, School of Medicine – to the Incubator Award. study brain plasticity in habit formation, with federal funding from the Brain Research through Advancing “This is another example of how this seed funding Innovative Neurotechnologies® (BRAIN) Initiative. program contributes to the important work of The initial DIBS funding helped lay the foundation educating and training the next generation of for winning a competitive $5.1 million BRAIN neuroscience talent,” Dawson said. She expects to Initiative grant. see more BRAIN Initiative grants go to DIBS Faculty Network Members, especially those leading Incubator Calakos described how she and Yin began their Awards. “This is a natural match,” she said. “Seed Incubator collaboration: “Henry joined the faculty at funding is crucial to ensure that Duke neuroscientists Duke just a couple of years after I did,” she said. are part of the talented group of researchers who are “Our labs shared an interest in understanding the funded through the BRAIN Initiative and leading the relationship between plasticity (adaptability) in basal way in unraveling the complexities of the brain.” ganglia circuitry and how it shapes behavior, so it was natural that we were looking for opportunities to DIBS thanks Sarah Dwyer, Office of the Vice Provost work together. Our 2010 DIBS Incubator Award was for Interdisciplinary Studies, for her invaluable the first opportunity for our labs to do this.” contributions to this piece.

FY20 IMPACT REPORT 13 PROVIDING EXCEPTIONAL NEUROSCIENCE EDUCATION

Neuroscience has always been an interdisciplinary, rapidly evolving field, and neuroscience education continues to evolve, especially in the wake of COVID-19. The study of the brain relies on many disciplines, such as engineering, mathematics, social sciences, law, and the humanities. Now, we must train our students to use new technologies and tools, prepare them to work in interdisciplinary teams, and provide more opportunities for translation and commercialization of their discoveries. We must also provide students with strong communication skills to convey vital information to the public, media, and policymakers.

UNDERGRADUATE NEUROSCIENCE EDUCATION

DIBS works closely with the Department of Psychology & Neuroscience to serve undergraduate neuroscience majors, managing their academic activities, research-learning opportunities, and other programs. “The Cube” itself—the DIBS building —serves as the hub for many undergraduate neuroscience activities, from classes and seminars to hands-on work in the Brain Laboratory. Thanks to the programs listed below, Duke Neuroscience majors have great success in the laboratory. In the past year, there have been 45 publications from Duke labs with undergraduate neuroscience majors as named authors.

SUMMER NEUROSCIENCE PROGRAM

If you’re a Duke undergraduate neuroscience major planning to graduate with distinction, the place to be in June and July is the Summer Neuroscience Program (SNP). The intensive program, usually held on campus, is co-sponsored by DIBS and Duke’s Trinity College of Arts & Sciences. Tom Newpher, assistant professor of the practice, psychology & neuroscience, directs the program, along with program coordinator Tyler Lee. When the pandemic became a reality, they were both concerned about how best to deliver the Summer Neuroscience Program through virtual learning.

Fortunately, Duke students and their mentors found creative ways to explore research activities, even without lab access. They have been writing manuscripts, analyzing data, and reviewing scientific The Summer Neuroscience Program adapted to a literature to prepare for the senior thesis and poster virtual format. Tyler Lee and Professor Newpher, required for graduation with distinction. shown in the upper left, met with students online.

14 DUKE INSTITUTE FOR BRAIN SCIENCES NO LABS, BUT LOTS OF LEARNING & COMMUNITY FOR VIRTUAL SUMMER NEUROSCIENCE PROGRAM

The virtual environment even brought lab in Neurology, in the Duke School of a bonus: For the first time, SNP Medicine, conducting research and making professional-development programs progress on her senior thesis. Instead, she were made available to other interested found SNP, “has been incredibly successful undergraduate students, enhancing the online.” interdisciplinary experience. She noted the success of the weekly virtual “I am thrilled that we were able to seminars that helped connect students offer a remote version of the Summer participating in the program. “It is not the Neuroscience Program of Research this same as in person, but I appreciate how year,” Newpher said. “It is so important we are able to see each other every week,” for our undergraduate students to have she said. “The sense of normalcy is much the opportunity to engage in an authentic needed, and it keeps me connected to the research experience and to learn directly Duke community.” She credited Newpher from one of our world-class researchers and Lee with keeping the virtual version of at Duke.” SNP vital and relevant.

Alexa Putka (Trinity ‘21), a member of the first SNP online cohort, agreed. She has been investigating the cellular and molecular mechanisms related to Huntington’s disease (HD), a rare inherited fatal illness.

“I am looking at how different parts of this pathway could serve as targets for ameliorating HD pathology. I hope to attend graduate school in the field of neurobiology after graduating from Duke to pursue a career in translational research,” she said.

“I chose to major in neuroscience after several of my family members struggled with neurological disorders,” she added. “I was fascinated by the vulnerability of the brain and frustrated that the field of Alexa Putka, a student participating in DIBS Summer Neuroscience Program neuroscience couldn’t answer pressing for neuroscience majors, in her home medical questions about how to treat office. such disorders.”

Putka was initially disappointed she wouldn’t be working in Dr. Audrey Dickey’s

FY20 IMPACT REPORT 15 GRADUATION WITH DISTINCTION

The Graduation with Distinction Program (GwD) is intended for neuroscience students who demonstrate academic excellence and complete a significant research project during their undergraduate career. This is especially important for students planning to pursue a graduate degree, but is highly recommended for any student with a strong interest in research. Senior Neuroscience majors expand their research, and present their findings via an oral defense, a written thesis, and a poster presentation. ‘You’re all ROCK STARS,’ said Minna Ng, professor of the practice and participant in the 2020 Graduation with Distinction virtual year-end At the end of the academic year, the students celebration with 32 neuroscience seniors, faculty, present their posters to members of the DIBS and staff. community in a lively celebration. This year, unable to gather in person, students “met” virtually as their teachers and mentors congratulated them on their accomplishments.

BASS CONNECTIONS IN BRAIN & SOCIETY

Bass Connections in Brain & Society is a university-wide program that brings together Duke faculty and students to explore real-world issues through interdisciplinary research teams. DIBS oversees the Bass Connections Brain & Society theme, which tackles complex societal challenges within brain science, human behavior, and mental health.

Bass Connections team members display their poster at the 2019 Bass Showcase.

16 DUKE INSTITUTE FOR BRAIN SCIENCES IN 2019-2020, THERE WERE 10 BASS CONNECTIONS BRAIN & SOCIETY TEAMS CONSISTING OF FACULTY, POSTDOCS, GRADUATE STUDENTS, UNDERGRADUATES AND EXTERNAL PARTNERS:

Are Dolphins Really That Smart & Does It Make Us Like Them More When They Are?

Benchmarking Interventions Aimed at Improving Neurosurgical Patient Outcomes in Uganda

Consumer EEG Devices: Attention, Emotion, Privacy & the Brain

Emotional Connection: Developing a Mobile Intervention for Social & Emotional Dysfunction

Exercise Therapy & Brain Networks: Implications for Alzheimer's Disease

Gene Therapy in Alzheimer's Disease: Novel Therapies & Ethical Aspects of Somatic Gene Editing

How to Build Ethics into Robust Artificial Intelligence

Language, Music & Dementia

Oculomotor Response as an Objective Assessment for Mild TBI in the Pediatric Population

Using Neuroscience to Optimize Digital Health Interventions across Adulthood

FY20 IMPACT REPORT 17 Gene Therapy & Alzheimer’s Disease

Treatment of Alzheimer’s disease (AD) is a critical unmet medical need. Unless effective therapies are developed, nearly 14 million Americans and 152 million people worldwide are projected to be diagnosed with AD by 2050. This Bass Connection team, “Gene Therapy in Alzheimer’s Disease: Novel Therapies & The disease process starts decades before Ethical Aspects of Somatic Gene Editing,” amyloid plaques or neurofibrillary tangles are focused on developing a precision-medicine detectable in the brain. Thus, it is imperative approach for treatment of late-onset AD using to develop preventive therapies and/or gene-editing in individuals with the APOEe4 treatments that delay onset by targeting gene. Such novel technologies are exciting, molecular changes that occur early— years but incredibly expensive, thus creating before the manifestation of clinical symptoms. many questions regarding the ethics of such Interventions in the earliest stages of the treatments. Examples include: disease are more likely to be beneficial for • How will gene therapy be distributed individuals at high risk. fairly? • Who will pay for it? The APOE gene is the first and most firmly • What are the implications of administering established genetic risk factor for late-onset expensive therapies to patients closer to AD, the most common form of AD. Carrying the end of life than the beginning? the APOEe4 version of the gene (“allele”) significantly increases the lifetime risk for The team brings together students, staff and this form of AD, whereas the number of e4 faculty from the Departments of Neurology, copies (0, 1 or 2) affects the level of risk and Neurobiology, and the Social Sciences is associated with earlier age of symptom Research Institute to investigate these appearance. This evidence suggests APOE as complicated questions related to Alzheimer’s a promising therapeutic target for late-onset therapy development. AD.

18 DUKE INSTITUTE FOR BRAIN SCIENCES GRADUATE NEUROSCIENCE EDUCATION

Research on the brain spans many levels, from molecules to behavior, and touches on many different fields of inquiry. Graduate students interested in neuroscience may work with faculty mentors by enrolling in one of several different PhD programs, depending on their precise interests. At Duke, there are graduate programs focusing on different levels of analysis of the brain, ranging from cellular and molecular to systems neuroscience to behavior and cognition. DIBS staff members work to support these varied programs by ensuring that coursework is coordinated and that students are well-connected through professional training activites, social events, colloquia, and retreats.

The neuroscience graduate program at Duke is designed to educate the next generation of neuroscientists, poised to discover new and exciting aspects of brain function and behavior. The following DIBS programs provide an exceptional, immersive experience:

COGNITIVE NEUROSCIENCE ADMITTING PROGRAM (CNAP)

This unique program, administered by the DIBS Center for Cognitive Neuroscience (CCN), allows neuroscience graduate students to participate in an interdisciplinary educational experience involving multiple departments and outstanding faculty teachers and mentors. The key features of the program include two years of course work and laboratory rotations, followed by students selecting a primary department and two advisors who have expertise in different sub-disciplines related to the students’ areas of interests.

CNAP also offers a rich environment for training and research, with fMRI, EEG laboratories, and extensive facilities for psychophysical studies in humans, as well as behavioral and physiological studies in non-human primates and rodents. In 2019-2020, 29 graduate students participated in CNAP.

ANNUAL NEUROSCIENCE BOOTCAMP

At the start of the 2019 fall semester, DIBS conducted the annual Neuroscience Bootcamp, a two-week intensive course designed to give incoming neuroscience graduate students an opportunity to meet a variety of faculty and learn about the resources available to them as they embark on their graduate studies.

This year we welcomed 20 new students representing CNAP, Neurobiology, Psychology & Neuroscience, and Systems and Integrative Neuroscience. Through lectures and small-group lab sessions, Bootcamp participants were able to interact with Duke faculty representing 12 departments across the university and School of Medicine, including Neurobiology, Psychology & Neuroscience, Radiology, Psychiatry & Behavioral Sciences, Civil & Environmental Engineering, Pharmacology & Cancer Biology, Neurology, Biomedical Engineering, Molecular Genetics & Microbiology, Cell Biology, Biostatistics & Bioinformatics and Biochemistry. The cohort also participated in social activities including an evening out in downtown Durham.

FY20 IMPACT REPORT 19 GRADUATE STUDENT ADAPTS RESEARCH TO COVID-19

Why do we ignore information that doesn’t fit our pre- conceived notions? What makes surprise endings in books and movies so compelling? Questions like these ‘I was surprised have fascinated Allie Sinclair, a Cognitive Neuroscience to find that Admitting Program student at DIBS, since she was an using an online undergraduate at Toronto University in Canada. Sinclair platform came to Duke specifically to expand her studies in this provided area, knowing the strong cohort of faculty at Duke who results just as share her interests. reliable and reproducible Both questions relate to the concept of “prediction error,” as in- person the process in the brain that occurs when actual events testing.’ do not match our expectations. Sinclair is interested in -Allie Sinclair what we do when it occurs. A key factor in determining our response to prediction error is emotional state. This aspect led Allie to write a proposal for a DIBS Germinator Award in her first year of graduate school. (See more about Germinator Awards on page 12.)

Sinclair brought together an all-star team of Duke’s cognitive neuroscience faculty: Dr. Alison Adcock, her primary mentor and Director of the DIBS Center for Cognitive Neuroscience; Dr. Greg Samanez-Larkin, an expert on how cognitive processes change across the lifespan; and Dr. Elizabeth Marsh, who examines how prediction error affects learning in educational settings.

The team gave participants specific tasks to accomplish, gently manipulated their emotional state, then looked at how they responded to prediction error. The team was ready to begin measuring brain function in the subjects when they experienced their own unexpected situation: the shut down due to COVID-19.

Sinclair found ways to adapt, including collecting data via an online platform. She now hopes to generate publishable data from the online platform, so that when the team is again able to resume in-person work, members will be ready to perform the full experiment inside the fMRI scanner and identify the neural mechanisms involved.

20 DUKE INSTITUTE FOR BRAIN SCIENCES GRADUATE STUDENT CONSORTIUM The DIBS Graduate Student Consortium is a broad coalition of graduate students from neuroscience- related departments and programs across Duke. The mission of the Consortium is to unite graduate students who study the brain and behavior in various disciplines to share research ideas, grow together professionally, engage in outreach to spread awareness of neuroscience, and also have a little fun in the process. A student planning committee organizes programs, such as the Career Series, in which neuroscience professionals from a variety of fields talk with students about their career paths. Graduate Consortium co-leader Meredith In the time of COVID-19, the series has transitioned Schmehl exhibits her poster on DIBS outreach seamlessly to virtual presentations and networking. at the annual Society for Neuroscience conference.

POSTDOCTORAL EDUCATION

DIBS attracts and supports a diverse group of more than 200 postdoctoral associates. They come from departments and programs in the Schools of Medicine, Engineering, and Trinity College of Arts & Sciences, including Anesthesiology, Biomedical Engineering, Biostatistics & Bioinformatics, Brain Imaging & Analysis Center, Cell Biology, Center for Aging & Development, Center for Human Disease Modeling, Cognitive Neuroscience, Evolutionary Anthropology, Gastroenterology, Mechanical Engineering & Materials Science, Molecular Genetics & Microbiology, Neurobiology, Neurology, Psychiatry & Behavioral Sciences, Psychology & Neuroscience, Neurosurgery, and others. DIBS supports their efforts through the Postdoctoral Consortium.

Works-in-Progress Seminar Series PARTNer Lunch Series

The Consortium sponsors a Works-in- The Postdoctoral Consortium also Progress series, where postdoctoral supports PARTNeR (Postdocs & Residents fellows can share work at any stage, from Translating Neuroscience Research), a initial brainstorming to troubleshooting group of neuroscience postdocs and along the way, to preparing for a job talk. psychiatry residents who recognize the The goal of the series is to provide a safe, importance of bridging the gap between supportive atmosphere where scholars basic science and the clinic. PARTNeR come together to help each other. provides a forum for these groups to interact and learn from one another.

FY20 IMPACT REPORT 21 MOOCs: Bridging Neuroscience to Thousands Outside the Classroom

Faculty affiliated with DIBS contribute to neuroscience education beyond campus through MOOCs — Massive Open Online Courses, via Coursera — which allows them to reach adult learners anywhere there is an internet connection.

One of the most popular and highly rated of the Duke MOOCs is “Medical Neuroscience,” taught by Leonard White, PhD, associate director of DIBS and director of undergraduate studies in neuroscience. In 2019, the course was again honored by Class Central, this time as one of the “Top 100 MOOCs of All Time,” based on 60,000 reviews from online classes at more than 1,000 universities around the world.

Other DIBS Faculty Network Members teaching MOOCs include: • Brian Hare, PhD, Evolutionary Anthropology—“Dog Emotion and Cognition” • Jennifer Groh, PhD, Psychology & Neuroscience and Neurobiology, “The Brain and Space” • Dale Purves, MD, Neurobiology/DIBS—“Visual Perception and the Brain” and “Music as Biology: What We Like to Hear and Why” • Guillermo Sapiro, PhD, Electrical & Computer Engineering—”Image and Video Processing: From Mars to Hollywood with a Stop at the Hospital” • Walter Sinnott-Armstrong, PhD, Philosophy—”Think Again, Parts I-IV: How to Understand Arguments, How to Reason Deductively, How to Reason Inductively and How to Avoid Fallacies”

'This course has been my favourite online course so far! During the last 13 weeks I was able to comprehend various topics in medical neuroscience with the extraordinary help of Prof. [Leonard] White, who appeared motivated to teach in every single video, which motivated me even more to continue to broaden my horizons, deepen my knowledge and find another interesting fact about the most complex organ in the human body.' --Review of "Medical Neuroscience," June 2020

22 DUKE INSTITUTE FOR BRAIN SCIENCES SCIENTIFIC COMMUNITY BUILDING

DIBS supports research communities united by interest areas within the brain sciences and co- convened by faculty from a wide variety of departments. DIBS staff member, Andrew Michael, PhD provides full-time expertise, education, and analysis support for neuroimaging scientists at Duke. We also sponsor five Centers and five Research Groups, which are composed of faculty, postdocs, students, and staff. Each has developed a vibrant program that promotes research, education, and outreach addressing both fundamental and translational issues.

RESEARCH CENTERS

Center for Cognitive Neuroscience (CCN)

CCN is an intellectual community dedicated to understanding how our brains perceive, represent, and create the world around us, and to using that knowledge for the greater good. Through its extensive research presence, CCN and its activities bring together faculty from multiple schools in the university, including Arts & Sciences, School of Medicine, Pratt School of Engineering, Fuqua School of Business, and Trinity College of Arts & Sciences.

Education and training are top priorities for CCN. “Engaging the trainees in shaping our community and programming to support their work and development are among our most rewarding and enjoyable activities,” said Alison Adcock, MD, PhD, Psychiatry & Behavioral Sciences, who leads CCN. Before COVID-19, the Center sponsored a popular weekly seminar series.

This summer, the Center began planning a virtual fall lecture series and other activities to keep the community connected. Faculty are sponsoring Zoom social events and an online Friday Fit Club is available.

FY20 IMPACT REPORT 23 Center on Addiction & Behavior Change (CABC)

The Center on Addiction and Behavior Change (CABC) promotes research, education and treatment to combat drug addiction and maladaptive behavior. During the year, the Center had two major activities: a seminar series featuring outstanding researchers and clinicians in the field of addiction, and an annual symposium designed for the broader Duke community.

CABC seminars feature robust exchanges between researchers and clinicians, and the Center is always seeking ways to make the research more relevant to the community. For this year’s symposium, CABC and DIBS embarked on an exciting collaboration with Together for Resilient Youth (TRY), a Durham nonprofit that seeks to prevent substance use among youth by reducing community risk factors through education, mobilization and collaborative action. The two-day event, “Substance Use Prevention: A Community and Neuroscience-Based Approach,” was planned to include researchers, state agency experts, and community representatives.

Center leader Ed Levin and DIBS Associate Director Nicole Schramm-Sapyta, also an addiction researcher, reached out to TRY Executive Director and Founder Wanda Boone and her team. All were eager to leverage Duke’s science connections and the TRY team’s community connections. TRY’s team included volunteers who brought important hands-on insights, essential to developing an event useful and engaging for the community.

Then, COVID-19 hit, preventing an April 2020 in-person event. The planners have since regrouped and have created a virtual program for Sept. 25, 2020. Many great experts from Duke and around the country are slated to speak. They include Kate Daniels, a poet from Vanderbilt University, who will share poems inspired by her son’s recovery from opiate addiction; and area parents and teens who have lived with addiction have been invited to speak in a panel discussion.

24 DUKE INSTITUTE FOR BRAIN SCIENCES Duke Center for Interdisciplinary Decision Science (D-CIDES)

D-CIDES brings Duke’s diverse strengths in the Decision Sciences into a single community for programs, education, and new research collaborations. The Center’s researchers study behavioral economics, judgment and decision- making, marketing, neuroeconomics, medical decision-making, and addiction. It is affiliated with DIBS and the Social Science Research Institute.

Rosa Li, PhD, now a Teaching Assistant Professor at University of North Carolina at Chapel Hill, led the certificate program for Duke’s undergraduates. She described a favorite student activity in the introductory Decision Sciences class:

“We play a ‘tragedy of the commons game,’ in which students make ‘money’ from cutting down trees in a shared forest. If too many trees are cut down, the forest can’t grow back, so it pits individual interests against group interests,” she said. “There’s usually a group that tells everyone to cooperate and limit their tree harvest while secretly cutting down as many trees as they can for themselves.”

Li cited Gerd Gigerenzer’s presentation at a Psychology & Neuroscience colloquium and follow-up discussion as especially meaningful to the students. Decision Sciences hosted a lunch with him and decision science undergraduate students. Dr. Gigerenzer answered questions about his research and his career and gave them some sage advice, “If you think you’re average, then play it safe. But if you think you’re above average, have the courage to take risks.”

FY20 IMPACT REPORT 25 Duke Center for Autism & Brain Development

Internationally known for its research and clinical activities, the Duke Center for Autism provides a wide range of diagnostic and treatment services so that each individual with autism will realize his or her fullest potential. The Center expands its impact through education, innovative research, and public policy. It has been designated as a National Institutes of Health Autism Center of Excellence and has received substantial funding for research on autism and attention deficit hyperactivity disorder. This $12 million, five-year program funds studies that seek to improve the screening, assessment, diagnosis, and treatment of young children with autism and/or ADHD. DIBS Director Geraldine Dawson leads the Center. Other signature research areas include understanding the molecular basis of autism, early detection and intervention, clinical trials, and global health.

During FY 2020, the Center engaged the community in a number of events, such as a Robotics workshop held at DIBS Cube in August 2019, shown below; a sensory-friendly event at Duke’s Nasher Museum of Art, in October 2019; and a screening of the documentary, “Autism Goes to College,” which follows five students on the spectrum as they experience campus life, in February 2020.

DIBS works closely with the Center to support education and outreach efforts such as the annual Autism Awareness Month lecture and DIBS Discovery Day.

More than 35 children and their families gathered Aug. 10, 2019 at the DIBS Cube to participate in a Robotics workshop co-hosted by the Duke Center for Autism and the Department of Psychiatry & Behavioral Sciences.

26 DUKE INSTITUTE FOR BRAIN SCIENCES Center for Neural Engineering & Neurotechnology

The Center for Neural Engineering & Neurotechnology, in its second year, focuses on using engineering techniques to restore function to individuals with neurological impairment or injury. Warren Grill, Edmund T. Pratt Jr. Professor of Biomedical Engineering in Duke’s Pratt School of Engineering, leads the center. He also holds appointments in the Duke School of Medicine, in Neurobiology and Neurosurgery, and in Electrical and Computer Engineering at Pratt.

The year’s highlight was the Neural Engineering Seminar Series. The Center hosted Dani Bassett, J. Peter Skirkanich Professor of Bioengineering, from the University of Pennsylvania. Her topic, “Perturbation and Control for Human Brain Network Dynamics,” “drew a [pre-COVID] packed house with distinguished professors sitting on the floor!” Grill added. This Center has an active Fall 2020 semester with the following events planned:

“Closed-loop Optogenetic Control of Neural Circuits” Garrett Stanley, PhD Georgia Institute of Technology Thursday, Sept. 10

“Cell-type Specific Single Unit Activity at the Ictal Transition in Humans” Catherine Schevon, MD, PhD Columbia University Thursday, Oct. 22

“Novel Approaches in Assessment of Neuromodulation Therapy: Modeling, Informatics, and Mobile Computing” Christopher Butson, PhD University of Utah Thursday, Nov. 5

“Neuromodulation and Data Science: Opportunities and Hurdles at the Intersection of Time-Locked and Objective Measures of Therapeutic Response” Erika Ross, PhD Abbott Neuromodulation Thursday, December 3

FY20 IMPACT REPORT 27 RESEARCH GROUPS

DIBS supports research groups who focus scholarship on key areas broad enough to engage the full spectrum of the brain sciences at Duke. DIBS research groups are united by a common interest in an area of brain science that is especially suited to advancement by interdisciplinary study and are co-convened by faculty, postdocs, students, and staff from across campus. Each research group has developed a balanced program addressing both fundamental and translational science. The research groups receive funding from DIBS to support journal clubs, guest speakers, workshops, and larger-scale meetings. v v

Cognitive, Auditory & Neural Bases Computational and Theoretical of Language & Speech Group Neuroscience (CTNRG) (CANBLS)

The Cognitive, Auditory, and Neural Bases The Computational and Theoretical of Language and Speech (CANBLS) Research Neuroscience Research Group (CTNRG) Group brings together researchers from engages theoretical and experimental Duke campus and medical school to explore researchers from across Duke who are in depth the many aspects that contribute interested in understanding and developing to our unique ability to generate, and formal mathematical models to describe communicate via language and speech. The the brain’s processing of information. The aim is to share ongoing research and inspire Center seeks to increase the community’s collaborations across campus combining understanding of computational and the different research approaches theoretical approaches to studying the represented in the group (developmental, brain, to share ongoing research, and to clinical, neuroimaging, engineering, etc.) to foster collaborations, especially between push the understanding of the cognitive, theorists and experimentalists. auditory, and neural bases of language and speech. The group is preparing for a In 2019-2020, “We had three types of vibrant fall semester, with virtual seminars activities, which we believe were all attracting researchers from around the rewarding and enjoyable for participants, country. given the strong attendance and feedback we received,” said Nicolas Brunel, professor of neurobiology and DIBS Faculty Network member, who co-leads the group. “We had talks by invited speakers outside of Duke, followed by lunch and discussions with the speaker; progress reports by Duke students and postdocs working on computational projects, which allowed them to receive feedback from Duke experts in the field; and journal club presentations, that are always followed by lively discussions.”

Post-COVID-19, the group continues to meet virtually, and expects to continue inviting external speakers in the fall.

28 DUKE INSTITUTE FOR BRAIN SCIENCES ‘We Can Pull It Off by Next Week’ Neurohumanities The “Medical Writing for Chronic Illness” The Neurohumanities Research Group, co-sponsored series laid the groundwork for a new series by DIBS and Duke’s Franklin Humanities Institute, focused on COVID-19, organized quickly connects humanists and neuroscientists in sustained to address the pandemic’s many effects dialogue on issues that concern both groups equal- on people. Former Health Humanities Lab ly but are researched and taught in different ways. Manager Cuquis Robledo wrote about the Deborah Jenson, co-director of the Franklin Institute’s series for the HHL website: Health Humanities Lab, leads the group, which helps develop a common language of discourse, generate “As classes transitioned online in March, a new research questions, and create new educational majority of Duke’s campus events had to initiatives exploring this now approachable frontier. be postponed, cancelled, or moved to an The divide between the humanities and the biological online space. For my lab, the Duke Health sciences is beginning to be crossed, and opportunities Humanities Lab (HHL), that meant that the abound for collaborations. rest of our workshops on Narrative Medicine … had to be put on the back burner.” One successful collaboration has been the popular campus series, “Medical Writing for Chronic Illness,” But then, she received a call from John led by DIBS Faculty Network Member Sneha Mantri. Evans, PhD, writing clinician and integrative health coach, with Duke Integrative Health. Dr. Evans asked, “What do you think about the lab offering a six-week Expressive Writing workshop for COVID-19?”

The HHL’s immediate answer was “yes!” It was the perfect opportunity to offer this workshop, since the concept of expressive writing workshops is to bring people together to discover and reflect during difficult moments, Robledo added. She was Dr. Mantri, center, who led the workshops, is a neurologist eager to get started, and told Dr. Evans, “We trained in movement disorders and narrative medicine, can pull it off by next week.” an approach to medical humanities that centers on the importance of storytelling in the clinical encounter. And they did! The six-week workshop known as, “Expressive Writing for Resilience Related to COVID-19,” started March 27 and Neuroimmunology & Glia (NGG) attracted 25 to 35 participants each week from the Duke and Durham community, but also had a national and global reach, with The Neuroimmunology and Glia Group (NGG) explores attendees from South Carolina, California, the vital role played by immune molecules within the Nova Scotia, the United Kingdom, South brain, involved with normal processes including sleep, Africa, and Turkey. metabolism, learning and memory. The group also investigates how glia, astrocytes and microglia have a critical role in shaping brain development, plasticity and behavioral outcomes throughout the lifespan.

The group puts on an annual “Glia Camp,” postponed this year due to COVID-19. Group members are looking at virtual tools to hold the event. More about it can be found on Twitter, #GliaCamp.

Dr. Evans led the COVID-19 Expressive WritingFY20 IMPACT Workshop. REPORT 29 vv

PHILOSOPHY JOURNAL CLUB

The Philosophy Journal Club is the newest research group. It fosters discussion at the intersection of neuroscience and philosophy and is a collaborative effort of DIBS, CCN, and the Department of Neurobiology. Maria Khoudary, Philosophy, leads the group.

WHERE THE GUT MEETS THE BRAIN

Four years ago, DIBS partnered with Gastronauts narrative of each episode, and these skills will —a group of faculty, graduate students, and help me tell better scientific stories in my other postdocs from Duke and elsewhere—to science communication efforts such as writing, produce the first Duke symposium on gut- outreach, and science policy,” she added. brain matters. Since then, interest in the topic has mushroomed, and the group now supports For Weng, “Interviewing world-class scientists a popular seminar series, a podcast, and a on their professions, pathways, and motivations biannual global symposium. Diego Bohórquez, has illuminated the value of this podcast. …I PhD, assistant professor of medicine, is the believe that these types of conversations are group’s enthusiastic leader and self-described necessary to engage and maintain graduate “curator.” students in biomedical research.”

“These initiatives have fostered the In March 2020, in response to the COVID-19 development of a diverse community formed crisis, the Gastronauts seminar series was by expertise from multiple, and often seemingly moved to an online platform with two Zoom disconnected, areas of science,” he said. events on “Why We Self-medicate” and “Food “We have had participation from engineers, 3.0: DNA-based Nutrition.” neuroscientists, microbiologists, entrepreneurs, historians, behaviorists, physicians, and more. “The growth of Gastronauts has been a This intersection of intellectual wisdom has consequence of the collective wisdom of its become a unique training platform for many community,” said Bohorquez. “Working together of our young scientists interested in scientific has helped us leverage our scientific wisdom to communication.” envision better ways of doing our science while strengthening our human connections.” The newest initiative, the Gastronauts Podcast, was developed by Meredith Schmehl, a Neurobiology graduate student, and Peter Weng, a Neurobiology MD/PhD student. They have interviewed a number of visiting lecturers.

“The Gastronauts Podcast has provided a platform for me to gain experience translating research stories for the general public,” Schmehl said. “I get to learn about exciting research while deciding how to construct the

30 DUKE INSTITUTE FOR BRAIN SCIENCES Integrating Art & Neuroscience In 2019, DIBS received a generous art donation, “Gut-Thought,” from contemporary artist and physician Libia Posada, from Medellín, Colombia. She specializes in emergency medicine, social medicine, and visual art at the University of Antioquia in Medellín. Her overlapping medical/artistic practice focuses on public health, intimate partner violence, forced displacement, trauma, traditional medicine, cognition, neuroscience, and community healing practices. Her art, in forms ranging from performance art to photography, drawing, and video, is collaborative and community-responsive.

“We are so pleased to be able to present this talented artist’s work,” said Len White, DIBS associate director, “especially since it was produced while she was in residence at Duke.” Her residency, August-September, 2017, was sponsored by the Katz Family Fund at the Kenan Institute for Ethics and the Duke Center for Latin American and Caribbean Studies. “It is a beautiful example of how art and neuroscience can be integrated,” White added. The piece was installed in the Cube in November, 2019.

The following text describing this work is excerpted from: BE PATIENT | SE PACIENTE Artistic and Medical Entanglements in the Work of Libia Posada by Miguel Rojas-Sotelo & Erin Parish [Artistic Studio Project Publishing Project Company LLC (ASP Books)] 2018.

In her Gut-Thought (cotton on wood), 2017, Posada extrapolates recent research that connects the brain in more direct fashion with the gut, also commenting on the popular belief that there are two ways of reasoning: a logic based approach utilizing cognitive skills (that resides mainly in the brain) and another that is more instinctive (that resides mainly in the gut).

FY20 IMPACT REPORT 31 CREATING A DIVERSE & SUPPORTIVE DUKE COMMUNITY

By the end of the school year, the nation had racial stereotypes. With this in mind, DIBS experienced more than 160,000 deaths from Director Geraldine Dawson and Associate COVID-19. Stark images appeared in the news Directors Alison Adcock, Nicole Schramm- media highlighting the inequities of race in Sapyta, and Len White issued the following America: The virus was causing Black, Latino statement of solidarity: and Native Americans to be hospitalized at significantly greater rates than whites. “As a community of neuroscientists, we are committed to diversity, equity, and inclusion On May 25, shocking video shared first via as a just and essential foundation for the social media showed Minneapolis police advancement of our science and our society. officers arresting and restraining a Black We value the scientific, administrative, and man, George Floyd, on the ground, where social contributions of every member of our he lost consciousness and died. A bystander community. recorded video of the now-infamous 8 minutes, 46 seconds it took Floyd to die. We stand in solidarity with persons of color Overnight and around the world, protesters and denounce unjust and inhumane acts of took to the streets to declare, “Black Lives violence. Matter.” In many cities, police joined the protesters by taking a knee in solidarity. Duke We will take the lead in educating ourselves, President Vincent E. Price issued a statement our students and trainees, and others, to faculty, students and staff, noting, “[the] to address these patterns in our own university must do more than recognize and communities. grieve these circumstances; we must work together to change them.” We will support underlying brain science that, we believe, will shed light on new strategies As a community of brain scientists, we are for mitigating bias in all its forms. We will well aware that all behavior results from a disseminate discovery and awareness of bias complex interplay of emotions, expectations, to minimize the barriers of defensiveness. and most importantly in these instances, pre- conceived biases. We are also aware of past We will take action to increase diverse mis-uses of science to perpetuate negative representation and participation in our dialogues, dispel misrepresentations, and counter dehumanization of our Black community members and other marginalized groups.

We will acknowledge, decry, and take action to remedy all forms of racism, discrimination, and bias in our institutions, communities, and society. We will lend our support to communities, public health agencies, and municipal governments seeking to end systemic inequities and racism.” This statement marked a renewed commitment to addressing systemic racism through a wide range of initiatives and activities supported by DIBS.

32 DUKE INSTITUTE FOR BRAIN SCIENCES INCLUSION & POWER DYNAMICS SERIES PROMOTES POSITIVE RESEARCH CLIMATE

For the third consecutive year, DIBS was awarded This year, once again, national events have inspired a seed grant from the Office of the Vice Provost for the group’s work. After a successful spring season of Faculty Advancement to sponsor the “Inclusion and workshops, we had to cancel our last event due to the Power Dynamics” workshop series. The group was COVID-19 shutdown. But we quickly realized that our initially founded by Kathryn Dickerson and Shabnam work was just beginning. The stresses of COVID-19 Hakimi, faculty member and post-doctoral researcher, called for a new mode of engagement, and DIBS had a respectively, in the DIBS Center for Cognitive role to support faculty and trainees through this tough Neuroscience. DIBS Associate Director Nicole time. We provided online seminars on leadership in Schramm-Sapyta, Neurobiology Department Business trying times and stress-coping workshops, including a Manager Melissa Segal, and DIBS staff members successful series of small-group events based on the Kathy Neal, Colleen Bauer, and Dana Ripperton round “restorative justice” model, in which all views are heard out the group of workshop organizers who have with openness and without judgment. Then, the death successfully responded to a dizzying series of national of George Floyd cast issues of race front-and-center. events. Initially started as a way to prevent instances Moving into the fall semester, the group will be hosting of sexism in the research environment when the multiple events with race as a particular focus. We will #MeToo movement was on the rise, the group has continue our work to educate and support the Duke since expanded workshop topics to examine all forms community to create a truly inclusive environment. of discrimination. But they have always maintained focus on the unique power dynamics and relationships that exist in the research environment, with its insular nature and dependency of trainees on senior mentors and supervisors for career advancement.

FY20 IMPACT REPORT 33 2020 EVENTS

After successful programming during the fall semester, the new year kicked off with a top- notch speaker, Dr. Sherry Moss, from the Wake Forest University School of Business, who has a special research interest in bullying in the workplace. Many aspects of the research world make it ripe for bullying and abuse, she said: fields of study populated by a small group of people so that everyone knows everyone else’s reputation; research mentors who hold huge sway over future employment prospects; and work expectations that often penalize people with families and responsibilities outside the lab. Dr. Saint-Hilaire leads the Mar. 3 session

Dr. Moss’s overarching lesson: “You are not alone.” During her visit, she met with a small group of research leaders and department chairs to brainstorm structural changes to prevent common bullying behaviors. Ideas such as written lab policies and regular performance evaluations are now being implemented in many labs across the university.

Next, we hosted Dr. Sim Sitkin of Duke’s Fuqua School of Business, an expert at measurable, changeable leadership behaviors. He described ways that improving leadership behaviors can increase efficiency and effectiveness in the research lab environment. Participants were asked to think of the best leader they have ever worked for.

All noted that great leaders care about individuals and give them what they need when they need it, whether Dr. Sitkin spoke on Feb. 24 that was additional support or more freedom. They also help their teams to see the larger implications of their work. As Dr. Sitkin pointed out, leaders can make specific behavioral changes to communicate their care and concern for their team, and also become clearer in their expectations. Participants were energized by his presentation.

34 DUKE INSTITUTE FOR BRAIN SCIENCES LaMercie Saint-Hilaire, MD, of Duke’s Department of Community and Family Medicine, gave the next presentation. Her topic was power mapping, that is, understanding who has power over whom and how that affects work relationships. She helped the audience recognize when to “step up” and defend someone who may be unfairly treated, vs. when to “step back” and let the voices of an under- represented member of the community be heard. Audience members took turns discussing real-life scenarios from research labs and clinical training situations and role-played how they could be an effective support person in the situations.

In March, COVID-19 restrictions required significant programming alterations. The planning team quickly pivoted to developing virtual events that addressed the new, stressful realities for faculty, students and staff. Melissa Segal, planning team member, trained social worker, and neurobiology department business manager, led our first virtual event, “Coping with COVID-19” on April 27. That was followed by “Leadership during Trying Times,” led by Kamila Sip, PhD, of the NeuroLeadership Institute.

In June, the team set up small discussion groups to continue conversations about three key topics:

Inclusion Matters. The pandemic has brought an increase in racism and xenophobia, including microaggressions, verbal hostility, prejudice, and physical violence. Participants shared experiences, fears, and ideas for promoting safety and inclusion for all people at Duke.

Striking a Balance. With many of us working from home, and especially if we have children, how do we maintain balance when we work and live in the same location? Participants discussed how to juggle work deadlines, families, and time for themselves.

Addressing Power Dynamics. Whether or not we work remotely, power dynamics are part of an academic setting. In this safe space, students, postdocs, and staff discussed hierarchy in academia, shared ideas for navigating situations with power differentials, and brainstormed how to promote a positive work culture.

For all three topics, Segal utilized the “restorative justice” model, in which all voices are heard openly and without judgment.

DIBS thanks the Duke Office of the Vice Provost for Faculty Advancement for supporting the series.

FY20 IMPACT REPORT 35 HELPING LEADERS HELP TEAM MEMBERS DURING COVID-19 Duke faculty and other campus leaders can best support their teams during these challenging times by first helping themselves, said Kamila Sip, PhD, director of neuroscience research at the NeuroLeadership Institute, during a May videoconference.

“It’s like being on an airplane, when they tell you to put on your oxygen mask first, before assisting others,” she said.

Sip spoke as part of the ongoing Inclusion & Power Dynamics events sponsored by DIBS and supported by the Office of the Vice Provost for Faculty Advancement. Her topic, “Effective Leadership in Trying Times,” addressed strategies for faculty leaders as they and their teams cope with the fallout from the COVID-19 pandemic.

The first step in keeping a team calm, focused, and productive during a crisis is to understand the impact events are having on employee well-being, she emphasized. The pandemic, of course, is an unprecedented and ongoing crisis.

“We are seeing record effects of disruptions such as COVID-19. levels of stress and anxiety,” she said, resulting from Some leaders may feel the need to project strength disruptions in every facet and a “stiff upper lip” mentality. Sip recommends of a team member’s life: the contrary, encouraging leaders to “be vulnerable home, family, finances, and transparent.” It is OK to tell team members, “I everyday activities such as am frustrated that I cannot get the information you shopping or participating in need. That is the most clarity I can offer for now, but I faith communities—and the promise to get you more updated information as soon presence of a life-threatening as I receive it,” she said. illness. “There is no playbook for this,” she said. One caution: “Don’t blame the people who don’t As a neuroscientist, Sip focused on how crises affect give you the information you need,” she said. “You the brain, which is hard-wired with one main goal: to may not have all the background or context for what keep us alive. During a serious disruption to our lives, is happening with them.” Instead, she suggested, she said, “We are more alert to negative information concentrate on the facts and “nip gossip in the bud.” and any potential threat. For the brain, it doesn’t matter if we are ‘happy’—it wants us to survive.” “It’s natural for us to vent and blow off stress, but it’s not productive,” Sip noted. Instead, she recommended In moderation, that alertness can protect us from acknowledging that venting is understandable, “but activities that could endanger us or our families. let’s move forward.” Leaders can then ask team But it may lead to maladaptive behaviors such as members for guidance on how to do so. overreaction, leaving some employees panicked and unfocused, while others choose to ignore or downplay Leaders may be tempted to provide exhaustive and the risk, endangering other team members. That’s lengthy information during the crisis, Sip said. That where informed leaders come in. is understandable, but may not be the most effective step to take. “As the threat level goes up, our cognitive Sip described a proprietary framework, SCARF®, capacity goes down,” she noted. That means conveying which she and her colleagues teach. SCARF® captures concise, essential points is more helpful to team five domains in which, as humans, we are particularly members. likely to experience social threats and rewards: status, certainty, autonomy, relatedness, and fairness. All five Sip’s final note to leaders during a crisis: “You will make domains play a significant role in our daily lives, but in mistakes,” she said, but acknowledging the five factors times of crisis, we are even more alert to any potential and the need for vulnerability and transparency will threat across them. Sip advises managers to create help leaders and their teams get through a crisis more buffers for themselves and send positive signals to effectively. their team members to help mitigate the negative

36 DUKE INSTITUTE FOR BRAIN SCIENCES SUPPORT FOR DIBS ACTIVITIES

We are extremely grateful for support we receive from donors who are committed to our mission. Here are a few examples of activities that would not have been possible without this support: • DIBS External Advisory Board provided funds for an Incubator Award that supports research innovation. • The Wrenn Graduate Fellowship in Alzheimer’s Disease Research is made possible through the generosity of the Wrenn Trust, named for Duke alumna Karen L. Wrenn, who died of Alzheimer’s Disease. This year’s recipient is Will Huffman, a graduate student in the laboratory of Dr. Warren Grill in the Department of Biomedical Engineering. • Graduate student travel awards, also through the Wrenn Trust, allowed several students to travel to the annual Society for Neuroscience meeting and other research symposia. • Additional funds supported Bass Connections Brain & Society Teams and interdisciplinary autism research and community engagement events.

BRUNY KENOU, WAKIL TRAVEL AWARDEE

Bruny Kenou (Trinity, up a peer-coaching curriculum at Duke. The team has Neuroscience ’20) developed a curriculum to train college students to knows how to make provide in-the-moment crisis counseling through a research relevant to text messaging service. real people. She has a long-standing interest Kenou also engaged in a research project in the Zucker in mental health, and lab. The team tested whether a “psychoeducational has wondered why intervention” would make people more likely to seek so many people who help if they needed it. Out of 95 first-year college need counseling don’t students, all were more likely to seek help after get it. Of course, there the messaging than before, regardless of format. are many reasons: Participants also reported reduced feelings of lack of money, lack loneliness after the messaging. of time, a sense of embarrassment, a sense of doubt that it will work, a Thanks to DIBS Donor Sonya Wakil, MD, and the LaFitte sense that you just need to “pick yourself up and get scholarships in Psychology & Neuroscience, Kenou going.” was able to present this work at the NAMI conference on Child and Adolescent Mental Health in Pittsburgh, After taking an abnormal psychology class taught by PA in February. Bruny, now a Duke grad, has started Nancy Zucker, PhD, Psychiatry & Behavioral Sciences, an internship at the NIH this June, taking two gap years she reached out to Zucker and began to work in her before applying to medical school. lab. During Kenou’s junior year at Duke she joined Zucker’s Bass Connections team engaged in setting

FY20 IMPACT REPORT 37 ENGAGING WITH THE COMMUNITY

Each year, DIBS faculty and students find meaningful ways to interact with the broader community. This year, faculty provided insight and support in response to COVID-19. Check Your Own Morality Dogs ‘Essential Citizens Walter Sinnott-Armstrong, Right Now’ PhD, Philosophy & Kenan Brian Hare, PhD, Institute for Ethics Evolutonary Anthropology

My research is nearly always Dr. Hare runs the Duke about morality. The moral Center for Canine Cognition, issues raised by COVID-19 dedicated to the study of are not only numerous but dog psychology. In doing so, complex and subtle, so we researchers gain a window into the mind of animals should not be completely certain that our own moral as well as the evolution of our own species. Hare judgments are correct. Our work has shown that, notes how his own dog helps him and his family instead of imposing our moral views on others, it’s during chaotic coronavirus times: important to gather input from stakeholders, which includes everyone. First, I love that my dog is here to help the kids and grown-up kids cope. ... he gets us out on walks, makes How to Help People us play and hug, is always happy to see us and finally on the Autism Spectrum makes us feel good just by needing us. We know Geraldine Dawson, PhD, that for many people dogs can be a powerful way to Director, Duke Center for reduce stress and anxiety. ...These dogs are essential Autism & Brain citizens right now. Development, and DIBS COVID-19 Stress, Anxiety People with autism Affect Cognitive Functions spectrum disorder and Kevin LaBar, PhD, other developmental challenges thrive on routine, Psychology & Neuroscience such as riding the bus to school or work, working with the same teacher or job coach, and eating the Anxiety and stress related to same foods every day. The pandemic has abruptly events like COVID-19 impact disrupted all of these routines without warning or many physiological and preparation. cognitive functions, including sleep, attention, memory and It is often extremely difficult for families to provide decision- making. Anxious appropriate education for their child with ASD at individuals tend to engage more with information home, especially when a child or adult is used to a about stressors that prolong negative mood states high level of daily support by professionally-trained and divert resources away from executing task- people. For the person with ASD, the world has been relevant goals needed to manage the crisis. Stress is turned upside down with little understanding of why known to impair sleep and memory retrieval. Anxious this is happening. The result is many will experience states alter decision-making even when the individual anxiety, frustration, and sadness. is not aware of their presence and even when the decisions are unrelated to the source of anxiety; Information and resources for families coping with these features make it difficult to override negative COVID-19 challenges are on the Center’s website. biases.

38 DUKE INSTITUTE FOR BRAIN SCIENCES DIBS BY THE NUMBERS

COLLABORATIVE RESEARCH 6 Research Incubator Awards totaling: $600K

19 unique faculty members from across campus 11 different campus & medical school departments represented on Incubator teams

Return on investment for 7 to 1 Incubator Awards, 2013-2018

4 Research Germinator Awards totaling: $100K

Faculty members on Graduate students on Postdoc on Research Scientist on 9 Germinator teams 3 Germinator teams 1 Germinator teams 1 Germinator teams

8 CAMPUS & MEDICAL SCHOOL DEPARTMENTS REPRESENTED ON GERMINATOR TEAMS

UNDERGRADUATE EDUCATION GRADUATE STUDENTS & POSTDOCTORAL FELLOWS 19 10 29 20 Summer Neuroscience Bass Connections Brain Enrolled in Cognitive Neuro- Enrolled in the annual Program participants & Society teams science Admitting Program Neuroscience Bootcamp 84 32 25 489 Neuroscience majors in Neuroscience Enrolled in Certificate in Members signed up for the the class of 2020 majors Graduated with Cognitive Neuroscience Graduate Student & Postdoc Distincition Consortia

OUTREACH & ENGAGEMENT

INTERDISCIPLINARY FACULTY, STUDENTS, EVENTS HOSTED BY F EL LOW S AT D IB S 577 DIBS 3810 RESEARCH EVENTS

FY20 IMPACT REPORT 39 CONNECTING MINDS • ADVANCING NEUROSCIENCE • IMPROVING LIVES