Dr. Jerome L. Rekart
Professor (dual appointment in Education & Psychology)
Director, Behavioral Science Laboratory
Postdoctoral Training, Massachusetts Institute of Technology
Ph.D., Northwestern University
M.Sc., Northwestern University
B.S., Indiana University
Phone: (603) 897-8270; Email: firstname.lastname@example.org
- Behavioral analyses of limbic system activity
- Molecular and cellular mechanisms of learning and memory
- Emotion and learning and memory
- Application of cognitive psychology and neuroscience to education
- Science and public policy
Jerome L. Rekart received his B.S. in biochemistry from Indiana University in 1998 and a M.Sc. (2001) and Ph.D. (2005) in biological psychology from Northwestern University. His graduate research focused on the anatomical consequences of learning and memory as well as the behavioral and cellular ramifications of the dysregulation of brain growth proteins in model systems and the postmortem brains of Alzheimer’s patients. Following his doctoral work, he joined the McGovern Institute for Brain Research at the Massachusetts Institute of Technology. While focusing solely on molecular neurobiological research at M.I.T. he realized that though there was some career fulfillment from lab work, it was nothing compared to what he experienced in a classroom interacting with students. His desire to focus on teaching undergraduates and involve them with psychological research lead him to Rivier. In the Fall of 2009, Dr. Rekart became the first full-time Rivier faculty member to be appointed to two departments when he joined the Department of Education. His current research spans multiple scales and reflects the intersection of the two disciplines as he continues to theorize on the molecular nature of memory, conducts laboratory research on the role of emotion in memory and seeks to integrate laboratory findings into K-16 settings to enhance pedagogy and student learning.
Because psychology classes often focus on memorization, it is difficult for students to integrate and apply the information they have learned. To strengthen the conceptual framework upon which the specifics of psychological phenomena can be placed I attempt to facilitate the learning of psychology at a deeper level by directing students to ‘big picture’ issues, emphasizing connections between mechanisms and themes, encouraging interactive discussions, using real world experiences and integrating examples from various disciplines.
- Rekart, Jerome L. and Routtenberg, Aryeh (2008). Post-translational brain protein modification as substrate for memories that last a lifetime. BioTech International 20(5): 6-8.
- Rekart, Jerome L., Holahan, Matthew and Routtenberg, Aryeh. (2007). "Presynaptic Structural Plasticity and Long-lasting Memory: Focus on the Learning-Induced Redistribution of Hippocampal Mossy Fibers." Neural Plasticity and Memory: From Genes to Brain Imaging. CRC Press, Boca Raton.
- Rekart, Jerome L., Sandoval, Jimena and Routtenberg, Aryeh. (2007). "Learning-induced axonal remodeling: evolutionary divergence and conservation of two components of the mossy fiber system within Rodentia." Neurobiology of Learning and Memory. 87(2): 225-235.
- Holahan, Matthew, Rekart, Jerome L., Sandoval, Jimena and Routtenberg, Aryeh (2006). "Spatial learning induces presynaptic structural remodeling in the hippocampal mossy fiber system of two rat strains." Hippocampus 16(6): 560-570.
- Routtenberg, Aryeh and Rekart, Jerome L. (2005). "Post-translational Protein Modification as Substrate for Long-lasting Memory." Trends in Neurosciences 28(1): 12-9.