Upon Reflection Podcast, Ep. 4: Online Conferences’ History, Methods, and Benefits

In this episode of Upon Reflection, I explain how academics should conference better. More accurately, I read my chapter, “Online Conferences: Some History, Methods, and Benefits” from Right Research: Modelling Sustainable Research Practices in the Anthropocene. This chapter reviews some history of online academic conferencing going back to the 1970s, explain the potential advantages of online conferences, report quantitative and qualitative results from three online conferences, and urge scholars to consider how they can contribute to a more sustainable, inclusive, and emergency resilient academy by replicating these online conferences.

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How to Record Professional-Quality Conference Presentations

A timely guest post by Katlyn Proctor


Recording a conference presentation is helpful for many reasons, from wanting to share the presentation with others to having it simply to look back on and refer to. Having a high-quality recording is therefore essential and needs to be done right the first time. There are different ways you can record conference presentations depending on the quality needed, what it will be used for, and whether your conferences are in-person or wholly online. This post will cover the basics to get you started.

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Online Conferences: Some history, methods & data

In the wake of virus outbreaks in multiple countries, many scholars are reconsidering conference plans. As someone that has organized multiple online conferences—sometimes during states of emergencies—I have thought a lot about how online conferences can be more resilient to such emergencies. I have also found online conferences to be preferable in many other ways, which I explain in a paper about the history, methods, and findings of online conferences. The paper is currently under review for forthcoming in a collected volume about sustainable academic practices (see my CV). The accepted version of the manuscript is available for free below.

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Classroom Poster Sessions: A win for you and your students


Last week, the Free Will & Science course finished up their poster sessions. It was one of the most enriching classroom experiences I’ve ever witnessed.† In case you’re interested, here’s a post about the why and how of classroom poster sessions — including templates for your own classroom. Continue reading Classroom Poster Sessions: A win for you and your students

The Minds Online Conference Is Starting!


From September 5 to September 30, there is an exciting, free, online conference about the philosophy and science of mind: the (second annual) Minds Online conference! Loads of wonderful scholars are sharing and commenting on each other’s research — and you can access and participate in all of it!

Here are a few things to note for those who are new to online conferences.

  • Sessions: There are four sessions, each with a different topic and its own keynote.
  • Timeline: Each session lasts one week. (So the conference lasts four weeks).
  • Participating: You can read papers starting the weekend before their session. And you you can comment on papers on Monday through Friday of their session.

So head on over and enjoy the wonder that is conferencing from the comfort of your home, office, favorite coffee shop, etc.

Here’s the program: http://mindsonline.philosophyofbrains.com/minds-online-2016-program/

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Do We Need Bargh’s Selfish Goals?


(Photo credit: “Crack [Cocaine]” by Agência Brasil licensed under CC by 3.0)

This week I will be at the 2013 Consciousness and Experiential Psychology conference and the 4th Annual Experimental Philosophy Workshop in Bristol, England.  I look forward to (1) feedback and (2) afternoon tea. Below is a précis of a paper I will present:

John Bargh and colleagues have recently outlined “Selfish Goal Theory” (see Huang and Bargh, forthcoming).  They claim that (1) mental representations called “goals” which are (2) selfish, (3) autonomous, and sometimes (4) consciously inaccessible adequately explain a variety of otherwise puzzling behaviors (e.g., addiction, self-destructive behavior, etc.). The details of (1) through (4) are below.

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