The authors claim that disciplinary epistemologies—disciplinary habits of mind and ways of thinking—offer productive lenses for observing teaching practices. Furthermore, they argue that educational developers who draw from multiple epistemologies in combination provide rich evidence with regard to teaching and learning and can speak to academic colleagues from an array of disciplines. Clarity is provided for career paths in educational development for colleagues from academic disciplines who are contemplating part‐ or full‐time work in a teaching center. The authors hope that (...) this opening collection develops into a toolkit and area of inquiry about disciplinary approaches to the practice of educational development. (shrink)

This research examined ethical responses of public relations preprofessionals to dilemmas they may face later in their careers. Subjects were required to respond to a request for information ordered suppressed by their employer. Results support earlier findings that students expect personal moral?ethical values to override organizational concerns. Implications of the findings are discussed.