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For this inaugural issue of International Journal for the Scholarship of Teaching & Learning, Alan Altany asked me to contribute a short essay on ‘some aspect of, or approach to, SoTL that is significant internationally today’. This assignment invites numerous possible responses given that significant issues in relation to higher education pedagogy abound. For starters, it is widely acknowledged that the challenges of the twenty-first century require higher education institutions to prepare not only discipline specialists but independent thinkers, productive citizens, and future leaders (e.g., Baxter Magolda and Terenzini, 1999). In this context Baxter Magolda (1999) argues that students need to develop a certain intellectual (as well as intra- and inter-personal) maturity to deal adequately with the various challenges of our times and suggests that higher education pedagogies should be designed such that they promote what she calls student “self-authorship”. The change from elite to mass higher education (to universal access) in many countries has direct implications for SoTL. Widening participation agendas, though welcomed by many, bring with it multiple challenges with regards to pedagogy. Higher education ‘for all’ involves changing traditional approaches to teaching and assessment practices so that not only ‘all’ get admitted into our programs but ‘all’ also have a fair chance to succeed. These days most countries witness heightened pressures with regards to quality assurance and there is no reason to believe that these will diminish in the years to come. Robust internal quality assurance mechanisms may be needed to promote public confidence in our work without abdicating institutional autonomy. SoTL could play a vital role in this regard. For all of these and other reasons, Huber and Hutchings (2005) remarked recently that SoTL is an imperative today and not a choice.

What‘s It Really All About? The Scholarship of Teaching and Learning as an Authentic Practice