Photo of Bradley Carter
  • Visiting Assistant Professor of Neuroscience
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Education

  • BA in biochemistry, Augustana College at Rock Island, 2006
  • PhD in neuroscience, University of Michigan at Ann Arbor, 2013
  • Postdoctoral Fellow, Whitehead Institute for Biomedical Research, Cambridge, MA

Biography

Brad Carter is teaching introductory neuroscience lecture, introductory neuroscience lab, developmental neurobiology, and developmental neurobiology lab. Prior to Oberlin, he worked as a postdoctoral fellow at the Whitehead Institute for Biomedical Research in Cambridge, Massachusetts, and received his PhD from the University of Michigan. His research interests include molecular mechanisms related to mental health and enhancing undergraduate science curriculum and career development. He spends most of his time outside work with his wife and toddler and enjoys most sports (especially with racquets) and singing.

Courses

  • NSCI 201: The Brain: An Introduction to Neuroscience
  • NSCI 211: Neuroscience Laboratory
  • NSCI 339: Developmental Neurobiology
  • NSCI 341: Developmental Neurobiology Laboratory

Research areas

A) Molecular mechanisms related to mental health and disease

What does the complexity of mental health look like at the cellular level? How can changes in individual genes or the environment contribute to psychiatric disorders? My current interests include working with undergraduate students to investigate the impact of genetic and environmental factors associated with neurodevelopmental disorders (e.g. autism) and psychiatric disorders (e.g. schizophrenia) on brain development. We utilize the zebrafish system to assess functional alterations in vivo. Students can work on these types of questions through the Developmental Neurobiology Laboratory course (NSCI341) or as a student researcher; please contact Dr. Carter directly for more details.

B) Neuroscience undergraduate education and career development

How can data be utilized to enhance student learning? Which factors best predict academic success of undergraduate science majors? Which requirements and skills are most valuable for different post-baccalaureate opportunities (e.g. private company, medical school, graduate programs, entrepreneurship)? And how can students prepare accordingly? My current interests include characterizing undergraduate neuroscience education and utilizing learning analytics in the classroom. Students can work on these types of questions as a student researcher; please contact Dr. Carter directly for more details.

Additional teaching/research interests: genetics, biochemistry, neuroanatomy, glial biology, stress and psychiatric disorders, neuroscience education and curriculum design, learning analytics, undergraduate career development.

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