Glutamate receptor dynamics in dendritic microdomains.
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2008-05
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Among diverse factors regulating excitatory synaptic transmission, the abundance of postsynaptic glutamate receptors figures prominently in molecular memory and learning-related synaptic plasticity. To allow for both long-term maintenance of synaptic transmission and acute changes in synaptic strength, the relative rates of glutamate receptor insertion and removal must be tightly regulated. Interactions with scaffolding proteins control the targeting and signaling properties of glutamate receptors within the postsynaptic membrane. In addition, extrasynaptic receptor populations control the equilibrium of receptor exchange at synapses and activate distinct signaling pathways involved in plasticity. Here, we review recent findings that have shaped our current understanding of receptor mobility between synaptic and extrasynaptic compartments at glutamatergic synapses, focusing on AMPA and NMDA receptors. We also examine the cooperative relationship between intracellular trafficking and surface diffusion of glutamate receptors that underlies the expression of learning-related synaptic plasticity.
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Newpher, Thomas M, and Michael D Ehlers (2008). Glutamate receptor dynamics in dendritic microdomains. Neuron, 58(4). pp. 472–497. 10.1016/j.neuron.2008.04.030 Retrieved from https://hdl.handle.net/10161/27388.
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Thomas Mark Newpher
I teach, mentor, and advise for Duke's Undergraduate Studies in Neuroscience program, and serve as the Associate Director of Undergraduate Studies in Neuroscience. I also direct the Summer Neuroscience Program of Research in the Duke Institute for Brain Sciences. I earned my Ph.D. in molecular biology from Case Western Reserve University. After graduate school, I came to Duke University to receive postdoctoral training in the Neurobiology Department, where my research focused on identifying molecular mechanisms that underlie learning-related synaptic plasticity.
As the director of the Summer Neuroscience Program, I provide mentorship and professional development opportunities for undergraduate research fellows. My courses use a variety of team-based learning activities to promote critical thinking skills, foster collaboration among students, and create an engaging, student-centered classroom experience. As a co-PI in the Duke Team-Based Learning lab, I study the impacts of collaborative learning on student performance and classroom dynamics.
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