How Can Neuroscience be Accessible to Anyone at Duke?

The “In Their Own Words” series features profiles written by members of our 2024-2025 Bass Connections teams that showcase the discoveries, challenges and impact of teams who spent the year tackling real-world problems.

The human brain is the most complex object in the known universe. Despite its significance, opportunities to engage directly with its intricacies can be limited, especially for those who don’t study neuroscience. 

The Brain Portal: Designing Multimedia Displays for Duke Neuroscience team worked to develop compelling neuroscience education tools such as displays, visualizations, design media and gamified applications that can contribute to communicating the complexity and wonder of neuroscience and the human brain. The team aimed to inspire wonder and actionable interest in the brain and the brain sciences among both “insiders” and “outsiders,” especially community members who have yet to encounter the excitement of discovery and the beauty inherent in the brain sciences. 

This team was led by Augustus Wendell (Art, Art History and Visual Studies) and Leonard White (Neurology).

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By: Members of the Brain Portal: Designing Multimedia Displays for Duke Neuroscience team

Brain Portal was conceived as an interdisciplinary Bass Connections team aiming to make the work of neuroscientists at Duke visible and accessible to the broader Duke community. We also aimed to showcase the aesthetic qualities of brain structure and function that can be captivating and thrilling to so many. 

To do so, we drew upon our collective expertise in software design, computational media, visual arts and design, human neuroanatomy and neurophysiology to bring together a diverse team of undergraduate students, including those pursuing majors in Art History/Visual Arts, Biomedical Engineering, Computer Science, Neuroscience, Philosophy, Statistical Sciences and an interdepartmental major between Neuroscience and Visual Media Studies.

A year ago, I would never have imagined myself managing large-format dynamic displays, coding, or running databases. Now, having done all of that (and more), I realize that growth looks less like mastery and more like willingness to step into uncertainty. -Undergraduate Team Member

We organized ourselves into four subteams, each focused on creating a unique deliverable formatted for display and accessibility on one of four distinct digital media platforms. By the end of the spring semester, each subteam created and presented a working prototype: 

1. A large-scale (multi-screen) display showcasing the latest impactful research discoveries from investigators affiliated with the Duke Institute for Brain Sciences
2. Augmented reality experiences of the human brain that can be placed anywhere in the daily lives of members of the Duke community via their personal mobile devices
3. Gamified educational experiences of human brain anatomy for large, multi-touch-enabled display screens
4. An interactive, stereoscopic model of the human brain formatted for display on a new device that facilitates 3D viewing without the need for a cumbersome wearable

To say I learned a lot through this Bass Connections experience would be an understatement. Over the course of the year, starting with just an idea and transforming it into a usable product with the help of a hardworking team, I gained new insights into the world of product development and became much more detail oriented. -Undergraduate Team Member

The first two deliverables aimed to capture the attention and interests of anyone passing by the “portals.” Currently, these portals include the 18-screen, digital display wall in The Link (basement of Perkins Library) and the plaza at the Levine Science Research Center (just outside the cube) where anyone can scan the QR code and launch an augmented reality experience of the human brain. In the future, additional portals will make neuroscientific discoveries of the human brain available in many more spaces and places across campus.

The third and fourth deliverables were designed for formative learning and will be deployed in Neuroscience courses during summer session 2025 and beyond. They will also be available for self-study and gameplay whenever students may access the devices.

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Across the year, each subteam encountered its own challenges and setbacks. Common to all were steep learning curves acquiring newfound skills in computer programming, software design and the exploration, selection and implementation of computational methods for database generation and graphic media display. Despite these challenges—or likely, because of them—each student submitted an end-of-term reflection.  These displayed the gratification and pride the students experienced and looked back on the perseverance, adaptability and innovation necessary to produce successful deliverables in each subteam. 

We proudly showcased the prototypes of each subteam at the Fortin Foundation Bass Connections Showcase in April 2025. 

During this entire year, I gained plenty of skills in regards to product design. I got familiar with the process of brainstorming, ideating, prototyping, pitching ideas, finalizing the product, conducting user experience and finally presenting. Moreover, I found myself developing a great passion for AR and how digital technology can be used in academic settings to engage more audiences. I’m imagining applying transferable skills I learned during this project to my interest in the art, both in my own art creation and in museum setting. 

-Undergraduate Team Member

Learn More

• Read another student- and faculty-authored team profile from the “In Their Own Words” series.
• Explore current and previous Bass Connections teams.
• Learn about the project team experience through stories from students.