Steven J. Barnes is well-regarded for his work related to online learning technologies (e.g., the Tapestry Project; see tapestry-tool.com), student mental health and wellbeing, and bipolar disorder (BD). Steven co-directs the Collaborative RESearch Team to study psychosocial issues in BD (CREST.BD, see crestbd.ca), a BD research and knowledge exchange network which received the 2018 CIHR Gold Leaf Prize for Patient Engagement, Canada’s most prestigious recognition for patient engagement in research across all health disciplines.
Steven is the recipient of multiple institutional awards for his teaching, including the Killam Teaching Prize. He is also the recipient of the 3M National Teaching Fellowship, the top national award given for teaching in any discipline in any postsecondary institution in Canada. He is also an accomplished author, having published in the fields of epileptology, neurophysiology, student mental health, digital mental health, bipolar disorder, and behavioural neuroscience. He is the co-author of a prominent textbook for the field of behavioural neuroscience, Biopsychology 10th Edition (Pearson). Beyond being a prominent educator, researcher, and author, Steven is also an accomplished artist. He has produced myriad stop-motion animations, interactive and electronic artworks, and digital, oil, and acrylic paintings.
Research interests include: Online Learning Technologies, Bipolar Disorder, Student Mental Health, Science Writing, and New Media.
Peer-reviewed journal articles
Suto, M. J., Lapsley, S., Balram, A., Barnes, S. J., Hou, S., Ragazan, D. C., … & Michalak, E. E. (2019). Integrating delphi consensus consultation and community-based participatory research. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning, 5(1), 21-35.
Michalak, E. E., Morton, E., Barnes, S. J., Hole, R.,CREST.BD, Murray, G. (2019) Supporting self-management in bipolar disorder: Mixed-methods knowledge translation study. JMIR Mental Health, 6(4), 13493.
Lane, K., Teng, M. Y., Barnes, S. J., Moore, K., Smith, K., & Lee, M. (2018). Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-being at a Research-Intensive University. The Canadian Journal for the Scholarship of Teaching and Learning, 9(2), 10-15.
Gliddon, E., Barnes, S. J., Murray, G., & Michalak, E. E. (2017). Online and mobile technologies for self-management in bipolar disorder: A systematic review. Psychiatric Rehabilitation Journal, 40(3), 309-316.
Michalak, E.E., McBride, S.*, Barnes, S.J., Wood, C.S.*, Khatri, N., Balram Elliott, N.*, Parikh, S.V (2017). Bipolar disorder research 2.0: Web technologies for research capacities and knowledge translation. Journal of Evaluation in Clinical Practice, 23(6), 1144-1152.
Michalak, E.E., Suto, M., Barnes, S. J., Hou, S., Sara Lapsley, S., Scott, M., Murray, G., Austin, J., Balram Elliott, N., Berk, L., & CREST.BD (2016). Effective self-management strategies for bipolar disorder: A community-engaged Delphi consensus consultation study. Journal of Affective Disorders, 11, 77-86.
Johnson, S. L., Moezpoor, M., Murray, G., Hole, R., Barnes, S. J., CREST.BD, & Michalak, E. E. (2016). Creativity and bipolar disorder: Igniting a dialog.Qualitative Health Research, 26, 32-40.
Castellanos, C., & Barnes, S. J. (2012). Biopoiesis. Leonardo, 45, 382-383.
Barnes, S. J.*, Thoralf, O.*, Merkens, M., Kelly, T., von der Brelie, C., Krüppel, R., & Beck, H. (2010). Stable mossy fiber long-term potentiation requires calcium influx at the granule cell soma, protein synthesis and microtubule-dependent axonal transport. Journal of Neuroscience, 30,12996 –13004. *these two authors contributed equally
Pinel, J. P. J., & Barnes, S. J. (2017). Biopsychology 10th Edition. Pearson Education, New York.
- Co-recipient of the CIHR Gold Leaf Prize for Patient Engagement (2019)
- Society for Teaching and Learning in Higher Education (STLHE) 3M National Teaching Fellowship (2019)
- Killam Teaching Prize for Excellence in Teaching (2016)
- Robert E. Knox Master Teaching Award (2010, 2012)
As Educational Leadership-stream faculty, Dr. Barnes does not supervise graduate students.