Multilitteratus Incognitus

Part III of my 2024 all the thiiiiiings (read that with an echo😁) ponderings, and attempt to wayfind my way out around the academy... This part deals with researching, writing, and peer review. Some things I've already decided that I am not doing anymore.  Some things I've decided I may be doing a bit of.  And, other things are in limbo... So let me start with a bold proclamation: I am no longer doing peer reviewing *!  Over the last 15 years, I've been peer reviewing for a variety of journals. Initially, I found the process valuable and I was really happy to contribute to the overall discussion in the field(s) that I am active in. Since COVID I've gotten a lot grumpier with peer review requests.  I've often gotten requests for fields/research that are really peripheral to what I do.  Other times when I review articles (from certain...journals), it's like my review goes into the recycling bin 🚮 and when I get a revised copy of the article for re-review, ...

Yesterday evening I came across a post by Tony Bates where he shared some findings from some recent reports on faculty (and student) preferences for learning in a post-pandemic world . I haven't read the reports yet, but I had some initial thoughts based on Tony's high-level overview of those three reports.   Two big things jumped out at me. The first is that students and faculty aren't on the same page (for the most part), and faculty still overwhelmingly prefer on-campus.  Tony notes that, at least in the EDUCASE case, compared to pre-covid numbers, more faculty have expressed an interest in something other than purely face-to-face (about 79% pre-covid, with 50% now). Tyton Partner's Analysis of Modality Preferences The first thing I noticed above is where students and faculty fall in their respective preferences.  If taken together, something other than purely face-to-face is a clear winner for student preferences.  Now, what that something else actually is....