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ALLISON JOANN LESTER

CURRICULUM VITAE

allison.lester@asu.edu

Educator and action researcher at the intersection of AI, civic learning, and democratic institutions. My work explores how emerging technologies shape public trust, democratic participation, and public communication. Through initiatives such as the AI + Elections Clinic, I design and study ethical, equity-centered uses of generative AI to address misinformation, strengthen digital literacy, and support democratic resilience through partnerships with election officials, students, and communities.

HIGHLIGHTS

Civic AI, Digital Literacy, and Democratic Participation

Lead initiatives examining how AI can shape democratic participation, misinformation, and public trust. Develop digital literacy programs and policy-focused collaborations with election officials and civic institutions.

Experiential Learning and Civic Innovation

Design courses and research initiatives connecting students with public agencies and community partners to address real-world governance challenges.

Cross-Sector Collaboration and Capacity Building

Directed more than $2.1M in grant-funded civic innovation and community research initiatives across universities, nonprofits, and public institutions.

Participatory Action Research and Social Change

Use participatory research methods and human-centered design to support institutional decision-making and community-informed policy solutions and program evaluation.

EDUCATION

Ph.D. Education and Community-based Action Research, University of Cincinnati

Area of Specialization: Democratic participation, emerging technologies, and participatory research methods in public institutions

M.A. Educational Studies: Research for Social Change, University of Cincinnati

Area of Specialization: Practitioner research methods and emerging technologies

B.A. Political Science, Indiana University

Area of Specialization: U.S. public policy and education policy

Undergraduate Fellow, University of Oxford and School of The O'Neill School of Public and Environmental

Affairs: courses in International Governance and Public Policy

LANGUAGE EDUCATION

Professional Spanish Certificate, Universitat Politècnica de València, edX, 2024

Employment History

ACADEMIC POSITIONS

2026 - Present

Assistant Teaching Professor, Arizona State University, School of Public Affairs, Watts College of Public Service and Community Solutions

2024 - 2026

Assistant Teaching Professor, Arizona State University, LEAD/Success by Design, University College

2021 - 2025

Teaching Faculty and Program Design Team Leader, Hebrew Union College, DeLeT Master of Art in Teaching, College of Education

  OTHER ACADEMIC POSITIONS

2016 - 2023

Adjunct Instructor & Community Impact Specialist, University of Cincinnati, College of Education, Criminal Justice, and Human Services

2014 - 2020

Graduate Teaching Assistant, University of Cincinnati, College of Education, Criminal Justice, and Human Services

2018 - 2022

Graduate Research Assistant, University of Cincinnati and Mandel Teacher Educator Institute through the Jack, Joseph, and Morton Mandel Foundation

2013 - 2014

Research Associate, Indiana University for the Association for Practical & Professional Ethics

CIVIC AI, ELECTIONS, AND DEMOCRACY INITIATIVES

2026 - Present

AI Curriculum Advisor

Center of Local Government Education and Innovation

2024 - Present

Director of Curriculum Development, AI + Elections Clinic
Mechanics of Democracy Lab (MODL), Watts College of Public Service and Community Solutions, Arizona State University

  • Lead national curriculum and programs for election officials on AI, misinformation, and public trust.
  • Develop AI literacy curricula and participatory policy frameworks for ethical AI use in democratic institutions.
  • Facilitate national training on responsible AI adoption and digital literacy with election officials
  • Co-organize the AI + Elections Hackathon, connecting students and election officials to prototype civic tech solutions.
  • Collaborate with interdisciplinary partners to build AI-supported digital literacy tools for elections.
  • Mentor students on civic innovation projects addressing challenges faced by election administrators.

2024 - Present

AI and Digital Governance Consultant (Election Administration)
Advise election administrators and civic partners on ethical AI adoption, digital literacy, and communication strategies for addressing misinformation in democratic processes. Contribute to the development of principled AI governance practices and stakeholder-informed digital literacy tools supporting public trust in elections.

NONPROFIT LEADERSHIP AND PUBLIC ENGAGEMENT

2020 - 2023

Director of Creative Design & Impact, ish, a large-scale cultural arts nonprofit in Cincinnati, OH

Led large-scale community transformation initiatives using participatory research and the arts. Directed program design, implementation, and evaluation in partnership with city institutions and funders, mentoring youth leaders who implemented over 200 community impact projects focused on mental health, identity, and civic engagement.

2016 - 2021

Director of Curriculum & Evaluation at Breakthrough Cincinnati, an educational nonprofit in Cincinnati, OH

Developed and implemented 160 project-based curricula for grades 6-9 at Breakthrough Cincinnati, a nonprofit advancing educational equity through tuition-free academic programs for students of color and teaching fellowships for aspiring educators (serving 1,280 students and 320 staff). Designed 10 preservice teacher training programs for undergraduate teaching fellows and established a participatory evaluation process to assess program impact. Secured grant funding to support technology-integrated learning initiatives.

2019 - 2020

Spatial Play and Learning Design Consultant, the Cincinnati Contemporary Arts Center, Unmuseum, in Cincinnati, OH

Collaborated with architects and museum leaders to design an interactive STEAM learning environment in a major urban children’s museum. Contributed to the development of public-facing educational spaces that integrate creativity, technology, and community engagement.

2020

Playful Learning Educational Consultant, University of Cincinnati’s College of Medicine

Designed and facilitated wellness workshops for medical residents focused on resilience, stress management, and reflective practice. Applied evidence-based learning strategies to support professional development in a clinical training environment.

2020

Project-based Learning Educational & Curriculum Consultant, the Jewish Education Center of Cleveland

Developed a 30-week national trauma-informed curriculum integrating project-based learning and digital instruction, serving 10,000 students across 240 schools. Designed scalable program and training materials to support educators implementing community-centered learning models.

2019

6th-9th Grade Assessment and Evaluation Consultant, Breakthrough Collaborative (National)

Developed authentic assessments for STEM/STEAM and AI literacy programs to evaluate student learning within project-based models. Supported program evaluation efforts measuring outcomes across multiple educational sites.

2019

Co-Founder & Director of the Digital Playscape, a free STEM/STEAM learning center in Cincinnati, OH

Founded a community STEM/STEAM learning initiative integrating art, technology, and experiential learning in a public downtown setting. Secured grant funding and led development of technology-rich learning environments supporting creative exploration.

2016 - 2017

AI STEM/STEAM Educational Consultant at the University of Cincinnati’s High School Scholars Academy

Developed STEM/STEAM curricula integrating emerging technologies including AI, AR, and VR. Collaborated with university faculty to align pre-college programs with college-level academic expectations.

2014 - 2016

Associate Preschool Teacher, Inclusive STEM Specialist, University of Cincinnati at the Arlitt Center for Education, Research, and Sustainability in Cincinnati, OH

Mentored preservice teachers and supervised student teaching placements in an urban multilingual preschool. Conducted action research to strengthen inclusive education practices and secure educational technology resources.

2011 - 2013

K-5 Severe & Profound Self-Contained Special Education Teacher and Special Education Department Chair, Dawson Elementary School in Scotland Neck, NC, through Teach For America

Provided specialized instruction for students with severe disabilities and led the school’s special education department. Secured funding for educational technology resources and coordinated schoolwide inclusive education initiatives. Served as the EdTech professional development coordinator and resource support for the district.

Higher Education Teaching

COURSES TAUGHT / DEVELOPED

Experienced teaching small seminars and large enrollment courses across a variety of formats, maintaining rigorous standards and inclusive practice for diverse student populations. Average student evaluation rating: 4.9.

Courses at the Undergraduate Level:

In-Person

Online

Courses at the Masters Level:

In-Person

Online

Courses at Post-Secondary Level:

Online

Program Development

MS in AI, Public Policy, and Management Program, School of Public Affairs, Watts College of Public Service and Community Solutions, Arizona State University (2025-Present). Contributing to the development of the interdisciplinary master’s program examining the role of AI in public governance and policy. Designing the Ethics of AI course within the AI and Public Service core, focused on democratic accountability, algorithmic transparency, bias, and responsible AI adoption in public institutions. Collaborate with faculty across public affairs, technology, and policy to shape a curriculum that prepares students to navigate emerging technologies in government and civic systems.

AI-Integrated Course Redesign, UNI110, ASU121 & UNI120, Arizona State University (2024-Present). Designed and implemented AI-enhanced action research courses focused on community impact design (ASU121) and practitioner inquiry for problem-solving (UNI120). These courses embed AI-powered role-playing simulations, personalized inquiry tools, and stakeholder engagement exercises to deepen student learning. Students co-developed an AI policy to guide ethical and intentional AI use and co-created a customized GPT, ensuring the technology enhances reflection, agency, and social impact while preserving students' authentic voices. ASU121 culminates in a public showcase of student-led social impact projects, attracting 700+ attendees and fostering real-world engagement with community stakeholders. Students have successfully secured over $10,000 in grant funding to support their initiatives.

Individualized Studies Program, EXPLORE, University College, Arizona State University (2024-2025). Led the development of a three-course strand in Reflective Practice, focused on building students’ skills in self-reflection and practitioner inquiry. Simultaneously integrated reflective practice across the entire interdisciplinary curriculum, ensuring continuous, intentional reflection in every course. Oversee the piloting and refinement of these courses to enhance critical thinking, self-assessment, and community-based problem-solving.

Experiential Learning Credential, Reflective Practice course, Arizona State University (2025). Designed an AI-driven experiential learning course centered on reflective practice to help students critically engage with and articulate their learning experiences. This course bridges academic, professional, and personal growth, equipping students with tools to analyze their experiences, synthesize insights, and apply reflective strategies to future challenges.

Program Design Team Leader, DeLeT Master’s in Art of Teaching, Hebrew Union College (2021-2024). Led the design and implementation of the DeLeT Master’s in Art of Teaching program, focusing on innovative, research-based curriculum development that integrates critical pedagogy and social change education. Guided the first cohort of students through to graduation in Summer 2021, ensuring the program met rigorous academic standards and aligned with the mission of preparing educators to lead in diverse, inclusive learning environments.

Practitioner Inquiry I & II, Hebrew Union College (2021-2022). Developed and taught a two-part course series focused on reflective practice and action research for in-service educators. The courses guided teachers through identifying classroom challenges, conducting inquiry projects, and using qualitative research to improve their teaching practices. Culminated in a final project where educators presented research findings that demonstrated the impact of their inquiry on student learning and classroom practice.

Director of Curriculum & Evaluation, Bring Breakthrough Home: Remote Learning Program, Breakthrough Cincinnati (2020). Led the design and evaluation of the "Bring Breakthrough Home" remote learning program, ensuring continuity of educational equity and excellence during the COVID-19 pandemic. Developed and implemented a comprehensive, project-based curriculum tailored for remote delivery, focusing on student engagement, academic rigor, and socio-emotional support. Evaluated program outcomes to optimize learning experiences and ensure accessibility for students of color and first-generation college-bound students.

EDST1001 Introduction to Education (Fall 2016, Spring 2017) - Redesigned the course to include a partnership with Evanston Academy, providing preservice teachers classroom experience prior to student teaching. Coordinated field placements and hands-on experience, integrating a service-learning component. Mentored undergraduates and enhanced the course to ensure practical, community-engaged learning opportunities for elementary and secondary teacher candidates. University of Cincinnati.

  SUPERVISION/MENTORING OF GRADUATE STUDENTS

Doctoral Mentor

Sarai Richter, Arizona State University, Mentor in Participatory Evaluation

Denise Croker, Middle Tennessee State University, Doctoral Mentor in Democracy and Participatory Research

Scott Kupec, Moravian University, Doctoral Mentor in AI/Civic Technology and Digital Participation

Masters Advisees (and date of graduation)

MAT DeLeT Program, Hebrew Union College

Fall 2024-Spring 2025

Franklin Sonia, Friedman Azriella, Miller Zachary, Pellmar Margo, Shapiro Justin, Zazueta Laura

Fall 2023-Spring 2024

Chesler Hillary, Elbaz Allison, Lavy Eden, Levin Geanna, Nevarez Valeria, Sabel Amanda, Shearer Stephanie, Steckley Madeleine, Wedner Christine

Fall 2022-Spring 2023

Ettinger Sarah, File Chelsea, Fox Jeremy, Jassen Sonya, Kohen Eitam, Rohde Jordan, Young Ariela

Fall 2021-Spring 2022

Baumgarten Emily, Goldrath Sara, Holzman Polly, Hussey Laura, Niku Charlene, Parker Samantha, Peisach Sarit, Scheindlin Noah, Surkin Shiri

MA Educational Studies, University of Cincinnati

Spring 2023-TBD

Bowers Allison, Digiacomo Mary, Lane Kristy, Tahiru Ibrahim

Spring 2023-Summer 2023

Chambers Latoya, Cummings Emma, Scheetz Emma

X

Peer-Reviewed Publications/Scholarly Record

PUBLISHED WORKS AND WORKS IN PRESS

Articles

Lester, A. J., Pyche, TJ, Timmons, Trevor. Artificial Intelligence in Election Administration: Literacy,

       Governance, and Responsible Adoption. Journal of Election Administration Research and Practice.

Lester, A. J. (2025, November 25). Reflections on the first AI & Elections Bootcamp: What election officials

taught us about AI readiness and responsible innovation. Invited essay, AI & Elections Clinic, Substack.

Lester, A.J. & Sparough. G. Social Fabric Method: Introducing a new participatory action research method for community engagement and evaluation. Journal of Participatory Research Methods. (In Press)

Lester, A. (2025). “When the World is Falling Apart, We Still Hold It Together”: A Portrait of Teacher Action

Research in Online Education During COVID-19. International Review of Qualitative Research, https://doi.org/10.1177/19408447251387995 

Lester, A.J., Rubinstein, A., & Suarez A. (2025). Youth Impact: Using youth participatory action research to

create a community center. Bank Street Occasional Paper Series.  https://doi.org/10.58295/2375-3668.1549 

Lester, A.J. (2024). Beyond Survival: Thriving with positive psychology in education. Journal of Jewish

Education, Taylor & Francis.https://doi.org/10.1080/15244113.2024.2393977

Lester, A.J. (2022). Action research for student teachers [Review of the book Action Research for Student

Teachers by C. Forster & R. Eperjesi]. Educational Action Research, 31(2), 403-404.

https://doi.org/10.1080/09650792.2022.2096658

Lester, A. J. (2021). Book Review Essay. Journal of Jewish Education, 87(4), 444–452.

https://doi.org/10.1080/15244113.2021.1978243 

In Review

Lester, A.J. Co-Creating AI Policy with Students: Reflective Practice as an Ethical Imperative in Higher Education. Special Issue: Generative AI and the New Ethical Landscapes of Higher Education Practice.

Lester, A.J. Designing Ethical AI Practices with Students: A Reflective Approach to Digital Learning.

Lester, A.J. Co-Creating Ethical AI Policies with Students in Higher Education.

Lester, A.J. AI in the Classroom: Navigating Ethical, Inclusive, and Student-Driven AI Practices in Higher Education.

Lester, A.J. AI and Ethics in Teacher Preparation: Navigating lesson planning in the digital age.

Lester, A.J.. Connection in a Time of Disconnection: Preservice teachers use action research to study “Holding S.P.A.C.E.” for adolescent learners online during the COVID-19 pandemic.

Book Chapters

Lester, A. J. (forthcoming). Holding the questions: Teaching action research in the age of generative AI.

In G. Huang, J. Karem, & M. Boboc (Eds.), Empowering educators through action research: Case studies and practical applications. IGI Global.

Allen, R. J., & Lester, A. J. (2025). Conclusion: Shaping AI with Purpose—Reflections and Next Steps for Collaborative Practice. In Using and Understanding AI in Higher Education: Classroom Research with Real-World Strategies (pp. 223-236). Cham: Springer Nature Switzerland.

Arthur, B., Boehr, C., Carlson, S, Deters, A., Lester, A.J., Raider-Roth, M., Theurer, P., & Tyler, S. (2019). “Relational Mentoring and the Centrality of Self-care.” In Woolhouse, C. & Nicholson, L. (Eds.),  Mentoring in Higher Education: Case Studies of peer learning and pedagogical development, Palgrave Macmillan.

Others

TV Media Appearances

Arizona PBS Special, AZVotes - Featured Expert on AI, Digital Literacy, and Trust in Elections with Ted Simons,

Michael Moore, and Bill Gates (2025)

Podcasts

Host and Creator, Thinking Through... (2025-Present), a podcast series exploring how AI is shaping education, research, and daily life. Through informal, conversational interviews with students, educators, and researchers, the series examines real-world experiences, ethical tensions, and creative possibilities emerging at the intersection of AI and human learning. Designed to foster reflection, curiosity, and critical dialogue, Thinking Through... invites listeners to engage with the complexities of technology in education in accessible and thought-provoking ways.

Podcast Appearances

Kinzler, Z. (Host). (2025, May 19). AI in EdTech: Community, reflection, and co-learning with Dr. Allison Lester (No. 11) [Audio podcast episode]. In Smarter Campus Podcast.

Dawson, B. (Host). (2019). Interviewee on the Distiller Podcast. Discussed the application of action research and community-based design in developing urban learning environments, enabling equitable access to digital innovations in STEM/STEAM education for both students and educators. [http://thedistillerpodcast.com/2019/08/042-stem-educator-allison-lester-digital-playscape/]

Sharp, M. (Host). (2016). Interviewee on the Tapioca Radio Show by Experience Magazine, Episode 13. Shared and examined work on service learning and action research to promote equity, social change, and educational transformation. Host Michael Sharp.

Blogs

Lester, A.J. (2024, June, 24). Beyond the Books: Service Learning as a Retention Strategy for First-Gen Students, published on The Human-Centered Practitioner, personal blog

Lester, A.J. (2024, June, 17). Beyond Sit-and-Get: Creating Engaging Professional Development, published on The Human-Centered Practitioner, personal blog

Lester, A.J. (2024, June, 10). Expanding Your Evaluation Toolkit: Beyond Culturally Responsive Evaluation, published on The Human-Centered Practitioner, personal blog

Lester, A.J. (2024, June, 3). Embracing the Unexpected: Using Emergent Strategy in Community-based Work, published on The Human-Centered Practitioner, personal blog 

Lester, A.J. (2024, May, 27). Bridging the Gap: Shifting Adult Mindsets to Empower Young Voices, published on The Human-Centered Practitioner, personal blog

Evaluation Reports

Lester, A.J. (2024). Eco-Justice & Youth Participatory Action Research in 2023-2024 Action Research Network

of Americas’ Annual Report.

Lester, A.J. (2023). Yotzer Or: Educators Creating Light at HUC-JIR. Covenant Foundation Report.

Lester, A. J., Krulewitch-Browne, M., & Lempert, Z. (2022). Building on Foundations: Phase 2 Report for

the Teen Initiative. ish.

Lester, A. J., Krulewitch-Browne, M., & Lempert, Z. (2021). Illuminating Pathways: Phase 1 Report for the

Teen Initiative. ish.

Lester, A. J., Witten, J., & Dolder-Holland, T. (2019). Achieving New Heights: BTC Annual Report 2019.

Breakthrough Cincinnati.

Lester, A. J., Witten, J., & Dolder-Holland, T. (2018). Growing Potential: BTC Annual Report 2018.

Breakthrough Cincinnati.

Lester, A. J., Witten, J., & Dolder-Holland, T. (2017). Empowering Youth: BTC Annual Report 2017.

Breakthrough Cincinnati.

Practitioner/ Teaching Guides & Resources

Lester, A. J. (2018). CLICK! Digital Photography with Preschoolers. Unpublished manuscript, University

of Cincinnati, Master’s project.

Lester, A. J. (2018). SNAP! A Teacher’s Guide to Digital Photography in the Preschool Classroom.

Unpublished manuscript, University of Cincinnati, Master’s project.

Research

FUNDED RESEARCH & COMMUNITY-BASED INITIATIVES

Funded Proposals as PI or Co-Pi

Studying Civic AI Design through an AI + Elections Hackathon. Allison JoAnn Lester (Principal Investigator), Dr. Maria Goldshtein, & Dr. Peter Nagy. IRB-approved study, Arizona State University (2026-Present). This study examines how students and election officials collaboratively design AI-powered digital literacy tools to address election misinformation and strengthen public trust. Conducted during a two-day AI + Elections Hackathon hosted by the Mechanics of Democracy Lab, the project collects observational and interview data from participating students and election administrators to analyze how civic stakeholders conceptualize responsible AI tools for democratic communication and election administration.

Principled AI for Elections - A Co-Designed Digital Literacy Tool for Trust, Transparency, and Civic Integrity. Allison JoAnn Lester & Bill Gates, Mechanics of Democracy Lab [Co-Principal Investigators, with ASU student and election official co-designers]. Funded by Arizona State University Principled Innovation Moonshot Grant [January 2025-Present, $100,000]. This project builds a stakeholder-designed AI Digital Literacy Tool that strengthens trust in elections through transparent, principle-guided communication. Rooted in human-centered design and Principled Innovation, the initiative brings together ASU students, county election officials, technologists, and faculty in AI & Elections Boot Camps and an ongoing simulation sandbox to co-create an Explainable AI (XAI) engine for civic communication. The tool models ethical reasoning, cites verifiable sources, and slows information consumption through “friction for thinking” to help users navigate and decode misinformation. Participants collaborate as co-authors of protocols, prompts, and testing scenarios, advancing multidisciplinary partnerships across University College, the Mechanics of Democracy Lab, and national networks of election officials. The project cultivates moral, civic, intellectual, and performance character while generating open-source toolkits and principled workflows for ethical AI adoption in public life.

SHIFT+Perspective - AI Digital Literacy Bot - A Co-Designed Tool for Ethical Digital Engagement. Allison JoAnn Lester [Principal Investigator, with student co-designers]. Funded by the ASU Learning Engineering Institute Principled Innovation Grant [October 2025-Present, $8,000]. This project develops and pilots an AI-powered media literacy tool co-created with students to decode viral claims, analyze bias, and map influence networks. Grounded in human-centered design and Principled Innovation, the initiative engages students as collaborators in tool design, classroom piloting, and a cross-disciplinary Community of Practice to advance ethical, inclusive, and adaptive approaches to AI-enhanced media literacy.

AI Community of Practice. Allison JoAnn Lester [Project Manager, with Student Worker via the Work+ Project Portal]. Funded by Arizona State University University College Mini Grant [October 2025-Present, $2,200]. This initiative builds a faculty-student community of practice to critically explore generative AI in higher education, fostering ethical, creative, and purposeful integration of AI into teaching and learning.

Thinking Through…Podcast. Allison JoAnn Lester [Project Manager, with Qa’ed Mai and Student Worker via the Work+ Project Portal]. Funded by Arizona State University University College Mini Grant [2025-Present, $3,650]. This project develops a podcast series featuring conversations with educators and researchers to make complex questions about AI, emerging technologies, and belonging accessible to broad audiences, cultivating dialogue across classrooms, industries, and communities.

Transforming Education and Community Engagement through AI. Allison JoAnn Lester [Principal Investigator]. Funded by the 2025 AI Innovation Challenge at ASU [January 2025-June 2025]. This practitioner inquiry study investigates the transformative potential of AI in education through a dual-course framework, integrating ASU’s Principled Innovation framework to address community and student challenges among 80 diverse participants. In Creative Solutions in Action (ASU 121), students integrate AI into their action research projects, designing AI-driven solutions to real-world problems while critically engaging with AI’s ethical and practical applications. Concurrently, in UNI 220 - Mindset Connections, ChatGPT supports students on academic probation by co-creating personalized learning plans, building resilience strategies, and facilitating reflective practices. By combining practitioner inquiry with interdisciplinary collaboration and student-centered methodologies, this study bridges theory and practice to evaluate AI’s role in fostering leadership, community impact, and educational transformation. Findings will contribute to understanding how AI can enhance teaching and learning in diverse contexts, with implications for educational policy and practice.

Studying Learning Trajectories of Educators in Professional Development - A Practitioner Action Research Study. Allison JoAnn Lester [Co-Principal Investigator with Miriam Raider-Roth]. Funded by the Mandel Teacher Educator Institute [October 2019-Present]. This project explores how educators' learning trajectories are influenced by professional development programs, focusing on their capacity to implement inclusive and equitable practices in diverse educational settings.

Building Bridges in the Virtual Classroom: Pre-Service Teachers Investigating Relationship-Building Practices with Learners Online During COVID in a Summer Academic Enrichment Program. Allison JoAnn Lester [Principal Investigator]. Funded by University of Cincinnati’s various grants [May 2019-2022, $4,000] and Brandeis University’s Jack, Joseph, & Morton Mandel Center Doctoral Fellowship [2020-2021, $2,000]. This study investigates how pre-service teachers can build and sustain relationships with learners in an online environment, particularly during the COVID-19 pandemic, using action research methodologies.

Photovoice with Preschoolers: A Teacher Action Research Project. Allison JoAnn Lester [Principal Investigator]. Funded by University of Cincinnati CECH Technology and Instructional Design Grant [August 2015-May 2016, $2,000]. Participatory visual research examining children's social experiences in early childhood classrooms.

Exclusion within Inclusion: Social Experiences of Preschoolers with IEPs. Allison JoAnn Lester [Co-Principal Investigator with Jennifer Horowitz and Victoria Carr]. Funded by Arlitt Best Practices in Teaching Research Grant [October 2014-May 2015, $1,800]. This study ventures into the complex dynamics of inclusion and exclusion within preschool classrooms, focusing on children with Individualized Education Programs (IEPs). Through this research, we are shedding light on how these young learners navigate social interactions and how educators can better support a truly inclusive environment. The findings are guiding new strategies for fostering belonging in early childhood education.

Using Big Data to Track Arlitt Student Kindergarten Success. Allison JoAnn Lester [Co-Principal Investigator with Catherine Maltbie & Victoria Carr]. Funded by Arlitt Best Practices in Teaching Research Grant [September 2014-May 2016, $3,000]. This project uses big data to track the success of students transitioning from the Arlitt preschool to kindergarten, analyzing long-term educational outcomes. This research is providing critical insights into the impact of early education on future academic success, helping to inform and refine teaching practices for young learners.

Funded Community-based Research Initiatives

Creating a Thriving Inclusive Teen Ecosystem - An Action Research Project. Allison JoAnn Lester [Grant Writer, Director, & Evaluator], along with Marie Krulewitch-Browne (Executive Director)  and Zak Drazin (Assistant). Funded by the Jim Joseph Foundation [December 2020-2024, $900,000]. This project aims to build an inclusive, thriving ecosystem for teens by leveraging participatory methodologies and youth leadership. We are empowering historically marginalized groups to take charge of their futures, creating spaces where every voice is heard, and every identity is celebrated.

“Where Do I Belong?”: A Youth Participatory Action Research Project by Multi-Faith BIPOC, LatinX, & LGBTQIA+ Young People Resulting in the Development of the Garage. Allison JoAnn Lester [Youth Participatory Action Research Methodologist & Lead Facilitator]. Funded by ish [May 2021-2023]. In this project, multi-faith BIPOC, LatinX, and LGBTQIA+ youth come together to explore themes of belonging and identity through participatory action research. Their journey led to the creation of “The Garage,” a community space designed by and for youth, fostering empowerment and connection.

"Be About It, Love is a Practice": A BIPOC-centered Youth Participatory Action Research Photovoice Exhibit on Stories of Relationships & Belonging of Teens. Allison JoAnn Lester [Grant Writer & Youth Participatory Action Research Methodologist]. Funded by Women Helping Women [January 2023, $2,000]. This photovoice exhibit showcases the stories of BIPOC teens, focusing on relationships and belonging through a youth participatory action research lens. The exhibit is a visual and narrative journey into the lived experiences of these young individuals, highlighting their resilience, creativity, and the power of love as a practice.

Two Programs Across the Country: Practitioner Research Project to Develop New Partnership of Learning with Tisch Fellowship & ish's Emerging Artist Fellowship. Allison JoAnn Lester [Practitioner Action Research Methodologist]. Funded by Upstart's Spring Partnership Grant [November 2021-2022, $10,000]. This project brought together the creative energies of Tisch Fellowship and ish’s Emerging Artist Fellowship, fostering new partnerships and innovative learning opportunities. Through practitioner research, we explored how these artistic communities could collaborate to enhance both educational and creative outcomes, building bridges between diverse artistic and educational worlds.

Digital Playscape: STEM/STEAM Center for Social Impact in Greater Cincinnati Area, Designed Using Community-based Participatory Approaches. Allison JoAnn Lester [Grant Writer, Co-Director, Curriculum Designer with Noah Glaser]. Funded by the People's Liberty Globe Grant [November 2018-August 2019, $15,000]. This project established a STEM/STEAM center designed to foster social impact through community-based participatory approaches. By bringing together diverse stakeholders, we created a space where innovation and social change meet, empowering the Greater Cincinnati area to dream big and think creatively.

Empowering Voices Against Violence: A BIPOC-Centered Youth Participatory Action Research Initiative on Gun Violence in Cincinnati. Allison JoAnn Lester [Youth Participatory Action Research Methodologist]. Funded by local community organizations [June 2016-August 2016]. In this initiative, BIPOC youth took the lead in addressing gun violence in their communities through participatory action research. By focusing on community-driven solutions and advocacy, this project empowered young people to be change-makers in their own neighborhoods, fostering resilience and hope in the face of adversity.

Funded Curriculum Studies

Study to Assess Impact of Computational Thinking for Adolescents in Out-Of-School-Time STEM/STEAM Programming using Action Research & Design Thinking Methodologies. Allison JoAnn Lester [Grant Writer, Curriculum Designer, & Evaluator]. Funded by University of Cincinnati CECH Technology and Instructional Design Grant [February 2019-2020, $1,900]. This groundbreaking project brought computational thinking to life for adolescents through innovative out-of-school STEM/STEAM programming. By integrating action research and design thinking, we created dynamic learning experiences that empower young minds to solve complex problems creatively.

Digital Dimensions in Education: Integrating VR & AR within a 6th Grade STEAM Curriculum Aligned to Ohio State Standards Using Action Research & Design Thinking Methodologies. Allison JoAnn Lester [Grant Writer, Curriculum Designer, & Evaluator]. Funded by the Greater Cincinnati STEM Collaborative [June 2018-August 2018, $4,000]. This project revolutionized 6th-grade STEAM education by seamlessly integrating virtual and augmented reality into the curriculum. The initiative used action research and design thinking to immerse students in a digital learning environment, making abstract concepts tangible and engaging.

Shadows and Algorithms: Using Service Learning and AI Technologies to Redesign Shade Structures for 7th Grade STEM/STEAM Integration, in Partnership with Cincinnati Zoo & Aligned to Ohio State Standards. Allison JoAnn Lester [Grant Writer, Curriculum Designer, & Evaluator]. Funded by the Greater Cincinnati STEM Collaborative [June 2018-August 2018, $3,800]. In collaboration with the Cincinnati Zoo, this project reimagined STEM/STEAM education by using AI and service learning to redesign shade structures as part of a 7th-grade curriculum. By aligning with Ohio State standards, the initiative provided students with hands-on experience in applying AI technologies to real-world challenges, fostering a deeper understanding of both engineering principles and environmental stewardship.

Integrating Service Learning and Raspberry Pi Programming into 7th Grade STEM/STEAM Curriculum Aligned with Ohio State Standards. Allison JoAnn Lester [Grant Writer, Curriculum Designer, & Evaluator]. Funded by the Greater Cincinnati STEM Collaborative [June 2018-August 2018, $4,000]. This innovative project integrated service learning with Raspberry Pi programming into a 7th-grade STEM/STEAM curriculum, all while aligning with Ohio State standards. The hands-on approach enabled students to develop critical technical skills while engaging in meaningful community service, connecting classroom learning to the broader world.

Leveraging VR & AR Technologies and Participatory Research Approaches for Social Change in Multidisciplinary Middle School Curriculum. Allison JoAnn Lester [Grant Writer, Curriculum Designer, & Evaluator]. Funded by University of Cincinnati CECH Technology and Instructional Grant [June 2017-August 2017, $2,000]. This project explored virtual and augmented reality in a middle school curriculum focused on social change. By leveraging participatory research approaches, we created a multidisciplinary program that allowed students to explore social issues in immersive, interactive environments, encouraging them to become agents of change in their communities.

Empowering Cultural Sustainability in High School Education: A YPAR Approach Using AR and Poetry in the 'Breakthrough Cincinnati TRIBE' Curriculum. Allison JoAnn Lester [Grant Writer, Curriculum Designer, & Evaluator]. Funded by University of Cincinnati CECH Technology and Instructional Design Grant [June 2017-August 2017, $2,000]. This project combined AR technology with poetry to foster cultural sustainability in high school education. Through a youth participatory action research (YPAR) approach, students in the Breakthrough Cincinnati TRIBE curriculum explored their cultural identities and expressed them via AR-generated video-photography.

Participation in Large Scale Research Programs as Methodologist Expert

National Academy of Medicine Art Exhibit on Clinician Resilience: University of Cincinnati College of Medicine's (UCCM) Culture of Resiliency Study. Allison JoAnn Lester [Participatory Arts-based Research Method Consultant]. Funded by University of Cincinnati College of Medicine [February 2020]. In this project, we used participatory arts-based research methods to explore and celebrate the culture of resiliency among clinicians at the University of Cincinnati College of Medicine during the National Academy of Medicine.

Youth Built Change: Public Health Disparities Impacting Youth in Cincinnati. Allison JoAnn Lester [Youth Participatory Action Research Methodologist]. Funded by National Institute of Health’s Science Education Partnership Award [May 2018-December 2018]. This project empowered youth to take the lead in addressing public health disparities in Cincinnati. Through youth participatory action research, we engaged young people in identifying and tackling the health challenges in their communities, promoting youth-led change and fostering a deeper understanding of public health.

Conference Proceedings

PRESENTATIONS

Lester, A.J. (2026, June). AI + Elections Hackathon: A Participatory Model for Ethical AI, Election

Communication, and Civic Trust. Election Science, Administration, and Reform (ESRA) Conference, Phoenix, AZ.

Lester, A. J. & Pellmar, M. (2026, April). Let the children lead: A teacher action research study on student

agency and values as curriculum. Annual Meeting of the American Educational Research Association, Los

Angeles, CA.

 Lester, A. J., & Stickney, D. (2026, April). AI in action research: Muzzle or megaphone? Voice, power, and

pedagogy in youth-led inquiry. Accepted presentation at the Annual Meeting of the American Educational Research Association, Los Angeles, CA.

 

Lester, A.J. & Nagy, P. (2026). Rewrite the AI Rulebook: Co-Creating Classroom AI Policies with Students.

FOLC Fest. Tempe, Arizona.

 Lester, A.J. (2025). AI-Integrated Action Research: Designing Student-Led Approaches to Ethical AI

Engagement. Collaborative Action Research Network. Klagenfurt, Austria.

 Lester, A.J. (2025). Co-Creating AI Policy in the Classroom: A Participatory Approach to Critical Digital

Literacy and Disinformation Education. The Barcelona Conference on Education. Barcelona, Spain.

 

 Lester, A.J. (2025). Student-Created AI Policy as Media Literacy Practice. 2nd International

Conference of Artificial Intelligence in Higher Education.

 Lester, A.J. (2025). AI, Misinformation, and The Classroom as Civic Space: Co-Creating AI Policy to Teach

Media Literacy. International Conference of Education, Research and Innovation. Seville, Spain. (Accepted)

  Lester, A.J. (2025). From Classroom to Community: Generative AI in Action Research Design. 2025

Educational Technology Collaborative. (Accepted)

  Lester, A.J. (2025). AI as Catalyst: Co-Creating Open Education with Undergraduate Action Researchers. 2025

Open Education Conference. Denver, Colorado.

  Lester, A.J. (2025). Shared Code: Writing AI Use Policies With Students, Not For Students. 2025 International

Conference on Society, Culture, and Technology.

Lester, A.J. (2025). Reimagining Futures with AI and Youth Participatory Action Research.

Presented in Chidushim, the Having of Novel Ideas, and the Future of Jewish Creative

Thinking: A Roundtable with Dr. Miriam Heller Stern (Chair) and Dr. Dan Glass Network for Research in Jewish Education. Berkeley, CA.

Lester, A.J. (2025). We Are Still Weaving: Poetic Reflections of the 2025 ARNA Conference Using Participatory

Research Methods. Action Research Network of the Americas. Puerto Vallarta, México. Presented in English and Spanish.

Lester, A.J. (2025). Portraits of AI in Action Research: A Practitioner’s Inquiry into Teaching AI with

Undergraduates / Retratos de la IA en la Investigación-Acción: Una Indagación Docente sobre la Enseñanza de la IA con Estudiantes de Grado. Action Research Network of the Americas. Puerto Vallarta, México. Presented in English and Spanish.

Lester, A.J. & Rubinstein, A. (2024). Fomentando el Activismo Ambiental y la Participación

Comunitaria a través de YPAR y LARP / Igniting Environmental Activism and Community Engagement through YPAR and LARP. Action Research Network of the Americas. Hybrid. Presented in English and Spanish.

Lester, A.J., Ahmad, S., Hassan, S., Rubinstein, A., & Suarez, A. (2023). Our Community

Safe Space: A Youth Participatory Action Research Project by Cincinnati's Teen Think Tank. American Educational Research Association Annual Meeting, Chicago, IL. 

Lester, A.J., Raider-Roth, M.B., Feiman-Nemser, S., Dorph, G.Z., & Stanzler, J. (2023).

Exploring the Learning Trajectories of Educators in a Two-Year Program: A Practitioner Research Study. American Educational Research Association Annual Meeting, Chicago, IL. 

Raider-Roth, M.B., Lester, A.J., Yates, S., Rodgers, C.R. (2023). Creating a Relational

Learning Community Online with Undergraduate Teaching Fellows During COVID-19 in Building Relational Learning Communities in Higher Education: Lessons from Practitioner and Self-Study Research, American Educational Research Association Annual Meeting, Chicago, IL.

Lester, A.J. (2022). Immersive Theater & Live Action Role Play Panel, Playable Theatre

Symposium, Virtual, Invited.

Lester, A.J. & Glaser, N. (2021). Designing for Play: Reflections on Creating an Immersive

Free STEAM Makerspace in an Urban Community. American Educational Research Association Annual Meeting, Virtual.

Lester, A., Wade, L., Guenthner, R., LeBlanc, A., Overkamp, S., Wane, M. & Delaney, R.

(2020). Holding S.P.A.C.E. Online During the COVID-19 Pandemic: A Preservice Teacher Action Research Study. American Educational Research Association Annual Meeting, San Diego, CA.

Lester, A., Wade, L., Guenthner, R., LeBlanc, A., Overkamp, S., Wane, M. & Delaney, R.

(2020). Teaching During COVID-19: Portraits of Preservice Teachers Creating and Sustaining Virtual Holding Environments. American Educational Research Association Annual Meeting, Virtual. 

Glaser, N. & Lester, A.J. (2020). Responding to Community Needs in the Design of the

Digital Playscape: A Free STEAM Makerspace. International Convention of the Association for Educational Communications and Technology, Virtual.

Lester, A.J. (2019). Why Designers Need to Work with Teachers: Digital Playscape Free

Immersive STEAM Center. Re-imagining New Worlds: The Future of Digital Art. Re- Imagined Worlds Digital Art Panel, Contemporary Arts Center, Cincinnati, OH.

Wight, R. A., Lester, A.J., Shannon-Baker, P., & Jorgenson, S. (2019). Poetry as Truth –

DeSchooling the USA, AERA, & Ivan Illich. American Educational Research Association Annual Meeting, Toronto, CA.

Lester, A.J. (2018). Using Group-Level Assessment to Amplify Student Voice in a Summer

Academic Enrichment Program for Adolescents. American Educational Research Association Annual Meeting, New York City, NY.

Lester, A.J. & Horowitz, J. (2015). The Social Experiences of Early Childhood for Children

with IEPs: Supporting Inclusivity. University of Cincinnati Diversity Day Conference, Cincinnati, OH.

  Lester, A.J. (2013). Unpacking the Ethical Dilemmas with Teach For America. Association for

 Practical and Professional Ethics, Jacksonville, FL.

Outreach/Service

PROFESSIONAL AFFILIATIONS AND ACTIVITIES

University Service

Leadership Positions

Professional Memberships:

Selected Editorial Consultation

Editorial

Manuscript refereeing

Conference Service

Professional Service

OTHER ACTIVITIES/ACCOMPLISHMENTS – SERVICE/OUTREACH

Special Service to the State/Community

Professional Development Workshops

Lester, A.J. (Scheduled) AI + Participatory Research & Evaluation, Methodology Expert, University of

Chicago’s Medical College: HIV/AIDS Research Center, Online

Lester, A.J. (Scheduled) AI + Policy: Workshop on AI, Public Management, & Policy Development. Work+

Professionalism Series, Arizona State University, Tempe, AZ.

Lester, A.J. (February, 2026). Tea with the Dean: AI Community of Practice Arizona State University, Tempe,

AZ.

Lester, A.J. (March, 2026) AI + Election Clinic Bootcamp: Fulton County, Atlanta. Mechanics of Democracy, AI

Expert, Arizona State University, Atlanta, GA.

Lester, A.J. AI in Education: A Reflective, Ethical, and Practice-Centered Series - AI in My Classroom, Hebrew

Union College, Online.

Lester, A.J. AI in Education: A Reflective, Ethical, and Practice-Centered Series - AI in My Practice, Hebrew

Union College, Online.

Lester, A.J. AI in Education: A Reflective, Ethical, and Practice-Centered Series - AI Ethics 101, Hebrew Union

College, Online.

Lester, A.J. AI in Education: A Reflective, Ethical, and Practice-Centered Series - AI 101, Hebrew Union

College, Online.

Lester, A.J. (2026, February). Co-Creating AI Policy with Students to Enhance Critical Thinking, RIOS Institute,

Online.

Lester, A.J. (2026, February). AI + Election Clinic Bootcamp. Mechanics of Democracy, AI Expert, Arizona

State University, Los Angeles, CA.

Lester, A.J. (2025, November). AI + Election Clinic Bootcamp. Mechanics of Democracy, AI Expert, Arizona

State University, Tempe, AZ.

Lester, A.J. (2025, August). AI Tools for Your Success. Success by Design Undergraduate Student Kick-Off,

Arizona State University, Tempe, AZ.

Lester, A. J. (2024, July). Community Engagement Through Art: Stamp Making and Mindfulness as Tools for

Connection.Workshop conducted at Groundfloor, San Francisco, California.

Lester, A. J. (2022, February). Empowering Youth Through Participatory Action Research: Strategies for

Leaders and Educators. Workshop conducted at ish, Cincinnati, Ohio.

Lester, A. J. (2021, September). Amplifying Youth Voices: Integrating Youth Perspectives in Program

Development.Workshop conducted at ish, Cincinnati, Ohio.

Lester, A. J. (2021, May). YPAR in Practice: A Training Workshop for Teen Changemakers (Ages 12-19).

Workshop conducted at ish, Cincinnati, Ohio.

Lester, A. J. (2020, June - August). Difficult Conversations – How to Create a Safe Space for Learners to

Take Risks & Be Vulnerable for Preservice Teachers Curriculum. Workshop conducted at Breakthrough Cincinnati.

Lester, A. J. (2020, June). Creating and Sustaining a Relational Learning Community In-Person & Online

for Preservice Teachers Curriculum. Workshop conducted at Breakthrough Cincinnati.

Lester, A. J. (2020, June). Teacher Action Research Methodology for Preservice Teachers Curriculum.

Workshop conducted at Breakthrough Cincinnati.

Lester, A. J. (2020, June). Project-based Learning & Youth Participatory Action Research in an ESL Classroom.

Workshop conducted online at Mandel Teacher Educator Institute.

Lester, A. J. (2020, May). Following the Child: Project-based Learning in a Multilingual & Cultural Classroom.

Workshop conducted online at Mandel Teacher Educator Institute (40 educators and educational leader

participants).

Lester, A. J. (2020, April). Educational Technology: Google Classroom, Flipgrid, & More. Mandel Teacher

Educator Institute, Online.

Lester, A. J. (2019, May). Empowering Educators: Integrating Multicultural Perspectives and Equity-Based

Practices in ESL Teaching. Digital Playscape.

Lester, A. J. (2019, July). Inclusion and Accessibility in Digital Learning: Strategies for Supporting

Students with Disabilities. Digital Playscape.

Lester, A. J. (2019, July). Fostering Digital Citizenship: Teaching Safe and Responsible Technology Use.

Digital Playscape.

Lester, A. J. (2019, June). Designing Engaging Digital Learning Environments: Creating Interactive and

Immersive Experiences. Digital Playscape.

Lester, A. J. (2019, June). Following the Learner – Doing Project-Based Learning for Preservice Teachers

Curriculum. Breakthrough Cincinnati.

Lester, A. J. (2019, June). Youth Participatory Action Research Methodology for Preservice Teachers

Curriculum. Breakthrough Cincinnati.

Lester, A. J. & Stanzler, J. (2018, March). Design-Thinking for Educators Series 1 & 2. Mandel Teacher Educator

Institute.

Lester, A. J. & Stanzler, J. (2017, November). Playful Learning Design. Mandel Teacher Educator Institute.

Lester, A. J. & Raider-Roth, M. (2017, November). Practitioner Action Research: Group Level

Assessment. Mandel Teacher Educator Institute.

HONORS AND AWARDS