Integrated Search Menu

Kimberly Lansdowne

Herberger Young Scholars Acad
Executive Director (FSC)
Faculty w/Admin Appointment, WEST Campus, Mailcode 0750
Biography: 

Kimberly Lansdowne is the founding executive director of the Herberger Young Scholars Academy, a secondary school for highly gifted students at Arizona State University. This innovative school transforms teaching and learning in a high tech environment for globally minded, highly able secondary students. 

She received her doctorate at Arizona State University in 2008 and has a lengthy career in teaching and administration at universities, colleges, public and private schools. 

Professor Lansdowne professional contributions have been recognized by her colleagues in education as evidenced by being selected as the 2014 Arizona Association for Gifted and Talented Administrator of the Year. Additionally, she was elected to serve both locally and nationally in organizations that advocate for gifted students: Center for Talented Youth, Ireland advisory board member (2014-present),  Arizona Association for Gifted and Talented (2000-2008), and as a member of the National Association for Gifted Children Diversity and Equity Committee (2003-2010). 

Education: 
  • Ph.D. Curriculum and Instruction, Arizona State University 2008
  • M.A. Gifted Education, University of South Florida 1989
  • B.S. Education, State University of New York (SUNY)-Oswego 1984
Research Interests: 

Kimberly Lansdowne is interested in the use of technology in developing 21st century learners. In the newly constructed Herberger Young Scholars Academy, to be completed in August 2017, a technology lab will be an integral part of the education of our students. I am working with the HYSA faculty and staff to develop ways to evaluate the use of technology, by both adults and students, in the teaching and learning in a secondary school for highly gifted students.

As an advocate for gifted and talented students, especially underrepresented groups, Kim and her colleagues are interested in the social and emotional development of students attending secondary school. This year we implemented “Discussion Groups” as a vehicle for researching students’ social and emotional development. These weekly meetings provide open ended experiences that encourage gifted students to explore their social and emotional development. In small group discussions, students may momentarily move out of some potentially competitive, evaluative environments into an atmosphere where no one dominates, no grades are given, and no one judges them. Bringing gifted students together for weekly discussion gives them a chance to feel heard, have support for social and emotional developments, and enlarge their expressive vocabulary. They can also learn strategies for coping with stressors associated with high ability, including dealing with their own and others’ expectations.  We will use pre-and post-surveys to analyze the growth of students over the course of one school year.  

Guiding research questions: 

How can we best support gifted and talented children so that they work up to their potential?

How do new technologies support the learning environment of gifted and talented students in a secondary school?

Fall 2021
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Summer 2021
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Fall 2020
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Summer 2020
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Fall 2018
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Summer 2018
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Fall 2017
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
Summer 2017
Course NumberCourse Title
SPE 572Testing&Measurement Gifted Ed
SPE 586Advising the Gifted Learner
Spring 2017
Course NumberCourse Title
MAS 585Capstone Course
Expertise Areas: