6 Tips For Academic Presentations

Like many academics, I’ve given dozens of academic presentations and dozens more audio and video interviews in the past few years. After a series of subpar presentations, plenty of feedback, and lots of practice, I now get remarkably positive feedback on these presentations. For example, some professors have advised their graduate students to model their job talks after some of the talks that I have given about reasoning, morality, and religion. In this post, I’ll share the best advice for academic presentations that I have received so far, focusing only on what I have found to be most helpful.

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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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Two Years In The Life Of A Grad Student: Time Logging Data

I have had some side gigs in graduate school that involved creating invoices for hourly work—web development, copyediting, research assistance, etc. I used Toggl to log my time. At some point, I realized that I could log all of my work time—not just the billable time. So in 2018 and 2019, I logged all of my work time. In this post, I will summarize the 2018 and 2019 data and mention some take-aways for 2020.

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How Questions Can Enhance Teaching & Learning

I’m rereading James Lang’s Small Teaching (2016). The first time I read it, I found it to be outstandingly helpful for thinking about course design, lesson planning, assignments, and more. In this post, I want to share my notes from Lang’s chapter on “The Retrieval Effect” (Chapter 1).

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The meaning of ‘statistical significance’ and of p-values

A 2019 paper in the Advances in Methods and Practices in Psychological Science found that most psychology textbooks, instructors, and students misinterpret ‘statistical significance’ and p values. Talk about a headline! More important than the headline, however, are the right interpretations and what we can do to correct widespread misinterpretations. In this post, I explain the authors’ findings and the three solutions they propose.

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Introduction to Philosophy: A Free Course


Below are the syllabus and materials for my Introduction to Philosophy course. You are welcome to use any of the material as a student or as an instructor. The usual creative commons license applies to my portion of this—i.e., only the stuff to which I would have a copyright. (If you are my student, remember that you can be quizzed on the contents of the syllabus.)

I. Introduction to Philosophy

Did you know that people who study philosophy make significantly fewer reasoning errors than others? (See Livengood et al 2010 and Byrd 2014). And did you know that philosophy majors outperform basically everyone else on the GRE? And did you know that the median mid-career salary for people who major in philosophy is $81,000? And did you know that philosophy majors were projected to be the top-paid humanities major in 2016? Find out more about philosophy majors here. And if you’ve never taken a philosophy class, you might want to read this 3-4 page intro. Continue reading Introduction to Philosophy: A Free Course

Debiasing in Administration, Advising, & Teaching

I recently published a paper about implicit bias and debiasing. The paper argues that implicit bias is probably associative, but that debiasing is not fully unconscious or involuntary. As with all of my papers, you can find the free preprint of the paper on my CV. Anyway, while I was working on that paper, it occurred to me that my views about implicit bias and debiasing had implications for institutions like universities. Specifically, my views implied that it should be relatively easy for education administrators, advisors, and teachers to incorporate debiasing into what they do—and no: I’m not talking about diversity trainings. I tested my prediction in my own classroom and the results were promising. Nonetheless, I wanted to hear my colleagues’ ideas about debiasing. So, I created a workshop about it. In this post, I’ll share the materials for the workshop. If your employer or your organization would like me to host this workshop, they can contact me.

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