This is a special issue of the Caribbean Teaching Scholar which deals with the perceptions of both students and lecturers about their teaching and learning experiences. The articles underscore the importance of continuously reflecting on teaching practice and learning experiences to ensure congruence of perspectives and, more importantly, to identify, where they may exist, the disconnect between the best of intentions cited in curricula and the reality of the learning experiences, as determined by students and their teachers. Thus, apart from encouraging and facilitating the reflective habit, the issue highlights the importance and value of reflections on the whole to the advancement of the teaching/learning enterprise.
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