In this volume of Bioscience Education Les and Loretta Jervis ask whether we have unwittingly allowed the concept of constructive alignment to dominate our current practice in Higher Education including the Biological Sciences without adequate evidence for the validity of the underlying principles. Even if perhaps especially if you have no idea what constructive alignment entails whether or not you end up agreeing with their thesis it is a timely challenge to take a step back from the day-to-day busyness of education and ask whether we are doing what we think that we are. It is their hope and mine that this article prompts broader debate on the issue and we would be very happy for correspondence via the journal on this subject.
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