Regulation of spine structural plasticity by Arc/Arg3.1.
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2018-05
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Dendritic spines are actin-rich, postsynaptic protrusions that contact presynaptic terminals to form excitatory chemical synapses. These synaptic contacts are widely believed to be the sites of memory formation and information storage, and changes in spine shape are thought to underlie several forms of learning-related plasticity. Both membrane trafficking pathways and the actin cytoskeleton drive activity-dependent structural and functional changes in dendritic spines. A key molecular player in regulating these processes is the activity-regulated cytoskeleton-associated protein (Arc), a protein that has diverse roles in expression of synaptic plasticity. In this review, we highlight important findings that have shaped our understanding of Arc's functions in structural and functional plasticity, as well as Arc's contributions to memory consolidation and disease.
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Newpher, Thomas M, Scott Harris, Jasmine Pringle, Colleen Hamilton and Scott Soderling (2018). Regulation of spine structural plasticity by Arc/Arg3.1. Seminars in cell & developmental biology, 77. pp. 25–32. 10.1016/j.semcdb.2017.09.022 Retrieved from https://hdl.handle.net/10161/21087.
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Thomas Mark Newpher
I teach, mentor, and advise in Duke’s Neuroscience major, and serve as the Associate Director of Undergraduate Studies in Neuroscience. I also direct the Duke Summer Neuroscience Program, which provides research and professional development opportunities for undergraduate fellows. I earned my B.A. in Biology from Thiel College and my Ph.D. in Molecular Biology and Microbiology from Case Western Reserve University. In addition, I received postdoctoral training in the Departments of Neurobiology and Cell Biology at Duke University, where my research focused on the molecular mechanisms that underlie learning-related synaptic plasticity.
As a faculty member in the Department of Psychology and Neuroscience I teach several courses, including Cellular and Molecular Neurobiology (NEUROSCI 223), Contemporary Neuroscience Methods (NEUROSCI 376), the Neurobiology of Learning and Memory (NEUROSCI 461S), and Neuroplasticity and Disease (NEUROSCI 353S). 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.
Scott Haydn Soderling
Unless otherwise indicated, scholarly articles published by Duke faculty members are made available here with a CC-BY-NC (Creative Commons Attribution Non-Commercial) license, as enabled by the Duke Open Access Policy. If you wish to use the materials in ways not already permitted under CC-BY-NC, please consult the copyright owner. Other materials are made available here through the author’s grant of a non-exclusive license to make their work openly accessible.