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This study examines two aspects of teaching with a project-based learning (PBL) model in higher education settings: faculty definitions of PBL and faculty PBL practices, as evidenced by their self-described successes and challenges in implementation. Faculty participants took "a leap of faith" in their teaching practices to redefine what it means to teach and learn using PBL as an instructional methodology. The findings provide insight into how faculty conceptualization of PBL drives implementation; how the PBL approach challenges college-level teachers; and how instructors' perceptions of their own role in the PBL process impacts how they implement PBL.

Although one study has reported that 6% of children with autism spectrum disorder (ASD) have drawing talent, no study has examined the incidence of drawing talent in typical children. We asked 153 children aged 6-12 years to draw a picture of their hand. We scored the drawings for the use of detail, correct proportion, and overall contour; assessed the drawings as above average at each age based on a global assessment; and compared the drawings with those of three identified drawing prodigies. Most children were able to capture the overall contour of their hand; the ability to draw relevant details was not common until age 8; and correct proportion was not seen even in the oldest children. We identified 13% of drawings as above average for the child's age group. However, even those drawings identified as above average were significantly less realistic than the drawings of the prodigies. (Contains 13 figures, 2 tables, and 1 note.)

A local processing bias has been found in individuals with autism as well as in typical children with a gift for drawing realistically. This study investigated whether a local processing bias in typical adults is more strongly associated with drawing realism or autistic-like traits. Forty-two adults made an observational drawing (scored for realism), completed four measures that assessed a local processing bias, and completed the Autism-spectrum Quotient (AQ) which assesses autistic-like traits. Drawing Realism score and not AQ score was associated with a local processing bias as shown by performance on two of the tasks. Typical adults who score high in the ability to draw realistically show the same kind of local processing bias found in individuals with ASD.

This study examined the effects of expressive media (drawing versus writing) and emotion regulation strategy (coping by venting versus coping by distraction) on short-term mood repair. After inducing a sad mood in 40 participants, the researchers randomly assigned them to one of two conditions: drawing or writing. Mood valence was assessed before and after the activity, and participants reported whether they used the activity to vent or to distract themselves. Findings indicated that mood valence was significantly more positive after drawing than writing, and more positive when individuals reported using distraction rather than venting to regulate their emotions. Drawing in this study was a more effective means of immediate mood repair than writing; both activities repaired mood more effectively through distraction than through venting. (Contains 1 table and 2 figures.)

Recent research suggests the need for more intensive clinically-based teacher preparation programs. Many institutions of higher education, in partnership with school districts and education reform organizations, are responding to these findings. This article focuses on the experience of administrators and faculty in one urban teacher residency program in order to articulate the policy questions raised by clinically-based programs, and to delineate how current university, state and federal policies assist or hinder the development of such programs.

We investigated whether typically-developing children with a gift for drawing realistically show the local processing bias seen in individuals with autism spectrum disorder (ASD). Twenty-seven 6-12 year-olds made an observational drawing (scored for level of realism) and completed three local processing tasks, and parents completed the Childhood Asperger Syndrome Test (CAST). Drawing score predicted local processing performance on all tasks independently of verbal IQ, age, and years of art lessons. Drawing score also predicted more frequent repetitive behaviors as assessed by the CAST. Thus, skill in realistic drawing is associated with a strong local processing bias and a tendency towards repetitive behaviors, showing that traits found in individuals with ASD irrespective of artistic talent are also found in typically developing children with artistic talent.