Teaching Philosophy
As a student, teacher, and scientist, I have learned to value clarity, engagement, and curiosity at all levels. My teaching philosophy is rooted in these principles, as is my approach to research, and I work hard to be mindful of this when assembling a lecture, mentoring a student, or preparing a manuscript. And, as I look back upon my choices of mentors in cognitive neuroscience, a uniting factor is the passion and motivation with which they approach teaching and mentoring.
My goal is to inspire a new generation of students to ask and answer important questions about the world around them. I also believe that helping students realize the broad relevance of psychology increases intrinsic motivation, fosters deeper processing of course material, and trains students to apply their skills to problems they experience outside the classroom and lab. To do so, my job is to nurture curiosity, not by depositing facts, but by engaging students with questions and giving them the conceptual tools and skills that allow for self-guided exploration. By the end of our time together, I want my students to be equipped with the skills and principles required to (1) think critically about the world around them, (2) communicate important material effectively to other scientists and to the public, (3) appreciate and value the scientific process, and (4) gain an increased sense of excitement and interest about cognitive psychology and the workings of the brain.
I view teaching as part of a larger effort to share my love for psychology and the brain with a new generation. I am always enthusiastic for the opportunity to work with students who are interested in learning, and I welcome the challenges and rewards of teaching, advising, and mentoring. I believe that a teacher does not only serve to impart knowledge, but to also facilitate and guide a student on their own scientific journey. In that capacity, it is my responsibility to equip the student with skills that will allow them to reach their personal goals and potential and navigate the world beyond the classroom or lab. My education and experiences have led me down a unique path in which transparent thinking, curiosity, and engagement have been at the forefront. I am excited to engage with students and convey to them a clear approach to academics and research, as I have learned in my own training.
You can read my full teaching statement here.
Teaching Experience
University of Florida
Fall 2024 Guest lecturer, Special Topics in Developmental Psychology: Concepts and Methods in Lifespan Development Research – Data visualizations in R
Fall 2024 Guest lecturer, Introduction to Cognitive Neuroscience – Attention
Spring 2023 Guest lecturer, Introduction to Cognitive Neuroscience – Attention
Spring 2022 Guest lecturer, Research Colloquium in Developmental Psychology – Visual attention and spatial navigation in aging and Alzheimer’s Disease
Fall 2021 Guest lecturer, Introduction to Cognitive Neuroscience – Attention
University of Wisconsin-Milwaukee
Fall 2019 Teaching assistant, Clinical Psychology: Science and Practice (online)
Fall 2019 Teaching assistant, Perception (online)
Spring 2019 Teaching assistant, Neuropsychology
Spring 2019 Teaching assistant, Perception (2 sections, in-person and online)
Spring 2019 Teaching assistant, Hormones & Behavior (online, undergrad/grad)
Fall 2018 Teaching assistant, Introduction to Psychology
Fall 2018 Teaching assistant, Neuropsychology
Fall 2018 Teaching assistant, Perception
Fall 2018 Teaching assistant, Self-assessment of Health Risk Factors
Spring 2018 Teaching assistant, Research Methods in Psychology (in-person)
Spring 2018 Teaching assistant, Psychology of Race, Ethnicity, and Health
Spring 2018 Teaching assistant, Perception
Fall 2017 Teaching assistant, Perceptual Processes (advanced online lab)
Spring 2016 Teaching assistant, Research Methods in Psychology (in-person)
Fall 2015 Teaching assistant, Research Methods in Psychology (online)
Spring 2015 Teaching assistant, Research Methods in Psychology (in-person)
Fall 2014 Teaching assistant, Psychological Statistics
Adam Barnas 