Curriculum Vitae

By skillfully interweaving my expertise with a dynamic, human-centered approach, I collaborate with community stakeholders to cultivate spaces that inspire, nurture, & sustain the human spirit.

ALLISON JOANN LESTER, PhD

CURRICULUM VITAE

Dedicated educator and action researcher with over a decade of experience preparing teachers and advancing equity in education. Expertise in participatory, culturally responsive, and asset-based methodologies to address systemic inequities through university-community partnerships. Specializes in integrating educational technology and AI to promote social justice, inclusivity, and academic success. Experienced in teaching educational foundations, practitioner inquiry, participatory action research, and ethical AI use, with a focus on equipping future teachers for equity-driven field placements and transformative classroom practices.

RESEARCH INTERESTS

Teacher Education and Reflective Practice
Anti-Racist and Culturally Sustaining Pedagogies
Action Research in K-12 and Teacher Development
Equity and Social Justice in Education
Community-Engaged Learning and Partnerships
Ethical Applications of AI and Educational Technology

HIGHLIGHTS

Educational Technology and AI Integration: Pioneered the use of AI tools like ChatGPT Edu to personalize learning, foster critical thinking, and support at-risk students, focusing on ethical applications in education and enhancing language acquisition for ESL learners through scaffolding, multilingual support, and responsive content.
Teacher Preparation & Equity-Oriented Pedagogy: Designed and implemented courses and professional development workshops empowering preservice and in-service teachers to embrace equity and justice through culturally responsive teaching practices. Skilled in creating dual credential pathways to meet diverse learners’ needs.
Cross-Cultural Competence & Collaboration: Leveraged over $1.8M in grant funding to enhance community resilience and empower stakeholders through innovative education and capacity-building projects. Excel in bridging academic research, community needs, and policy implications to support systemic change.
Commitment to Community Impact Through Action Research: Directed participatory action research initiatives focusing on teacher learning and social justice, applying mixed methods to foster transformative practice. Led community-based projects addressing systemic barriers and promoting inclusive education for historically marginalized groups. Passionate about supporting educators in examining positionality, dismantling biases, and fostering equity in teaching and learning.

Employment History/Awards

EDUCATION

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

Area of Specialization: Transformative Action Research, Culturally Responsive and Sustainable Pedagogy

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

Area of Specialization: Teacher/Practitioner Action Research, Multilingual and Disability Studies in Early Childhood Education, Photovoice Method

B.A. Political Science, Indiana University

Area of Specialization: U.S. Educational Policy

LANGUAGE EDUCATION

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

ACADEMIC POSITIONS

Assistant Teaching Professor at Arizona State University, LEAD/Success by Design, University College, 2024 - Present

Teaching Faculty and Program Design Team Leader at Hebrew Union College, DeLeT Master of Art in Teaching, College of Education, 2021 - Present

OTHER ACADEMIC POSITIONS

Adjunct Instructor at University of Cincinnati, College of Education, Criminal Justice, and Human Services, 2016 - 2023

Graduate Teaching Assistant at University of Cincinnati, College of Education, Criminal Justice, and Human Services, 2014 - 2020

Graduate Research Assistant at University of Cincinnati and Mandel Teacher Educator Institute through the Jack, Joseph, and Morton Mandel Foundation, 2018 - 2022

Research Assistant at Indiana University for the Association for Practical & Professional Ethics, 2013 - 2014

PUBLIC TEACHING & EDUCATIONAL LEADERSHIP POSITIONS

Director of Creative Design & Impact at ish, a cultural arts nonprofit in Cincinnati, OH, 2021 - 2023

Led the Teen Think Tank, a youth-driven initiative that harnessed the power of youth participatory action research and the creative arts to empower a diverse cohort, including Latine/X, LGBTQIA+, Multifaith, and BIPOC youth. Teens designed and executed over 60 projects, addressing critical issues such as mental health, identity exploration, and social justice.

Spatial Play and Learning Design Consultant at the Cincinnati Contemporary Arts Center, Unmuseum, in Cincinnati, OH, 2019 - 2020

Partnered with architects and museum personnel to conceptualize and execute the interior design of a premier children's museum in downtown Cincinnati.

Playful Learning Educational Consultant at University of Cincinnati’s College of Medicine, 2020

Designed and implemented a play-based wellness workshop to enhance stress management and resilience among OBGYN residents.

Project-based Learning Educational & Curriculum Consultant at the Jewish Education Center of Cleveland, 2020

Developed a 30-week national K-6 trauma-informed, value-based curriculum incorporating project-based learning principles and delivered through asynchronous and synchronous modules using virtual platforms like FlipGrid and Zoom.

6th-9th Grade Assessment and Evaluation Consultant at Breakthrough Collaborative (National), 2019

Designed Language Arts, Reading, and Literacy authentic assessments for project-based learning evaluation.

Co-Founder & Director of the Digital Playscape, a free STEM/STEAM learning center in Cincinnati, OH, 2019

Free immersive art installation in downtown Cincinnati; Merging art, technology, and play in Cincinnati, empowering educators with AI and augmented reality to ignite learner creativity and curiosity.

Director of Curriculum & Evaluation at Breakthrough Cincinnati, an educational nonprofit in Cincinnati, OH, 2016 - 2021

Developed and implemented project-based curricula focused on educational equity, including themes of identity, empowerment, social justice, decolonial and intersectional literacy, STEM/STEAM education, and professional development for undergraduate preservice teaching fellows.

STEM/STEAM Educational Consultant at the University of Cincinnati’s High School Scholars Academy, 2016 - 2017

Developed and implemented STEM/STEAM-focused AI, AR, & VR curricula for high-achieving high school students in a dual-enrollment program. Provided guidance on integrating advanced science and technology concepts with hands-on, project-based learning activities. Collaborated with university faculty to ensure alignment with college-level expectations, fostering a seamless transition from high school to higher education in STEM/STEAM fields.

Associate Preschool Teacher, Inclusive Specialist, at University of Cincinnati at the Arlitt Center for Education, Research, and Sustainability in Cincinnati, OH, 2014 - 2016

Oversaw student teaching placements and mentored preservice teachers in implementing inclusive educational practices within an urban multilingual and multicultural preschool setting. Developed and applied individualized education plans (IEPs) for students with diverse needs, ensuring a supportive, inclusive learning environment. Conducted action research projects to enhance inclusive practices and contributed to the center's sustainability initiatives through innovative early childhood education strategies.

K-5 Severe & Profound Self-Contained Special Education Teacher and Special Education Department Chair at Dawson Elementary School in Scotland Neck, NC, through Teach For America, 2011 - 2013

Provided specialized instruction to students with severe and profound disabilities in a self-contained classroom, focusing on individualized education plans (IEPs) and tailored interventions. As Special Education Department Chair, led a team of educators in developing and implementing inclusive practices across the school. Secured funding for classroom resources and advocated for students' needs within the broader school community, contributing to overall improvements in special education services.

HONORS AND AWARDS

Arizona State University AI Innovation Challenge, awarded for two projects, 2025
SUN Award, Success by Design, Arizona State University, 2024
Upstander Award, Nancy & David Wolf Holocaust & Humanity Center, 2022
Nominated for the Pomegranate Prize in Education, Covenant Foundation, 2022
Doctoral Fellow at Brandeis University’s Jack, Joseph, & Morton Mandel Center, Awarded $2,000 for dissertation research and studies, 2020-2021
Teacher of the Year Award, Jarson Education Center, 2019
Outstanding Student Award, University of Cincinnati, Master’s of Educational Studies, 2016
Nominated for Excellence in Teaching Award, University of Cincinnati, 2016
Nominated for Excellence in Teaching Alumi’s Award, Teach For America, 2015 & 2016
Nominated for National Sue Lehmann Award for Excellence in Teaching, 2013

Peer-Reviewed Publications/Scholarly Record

PUBLISHED WORKS AND WORKS IN PRESS

Articles

Lester, A.J. (2025) “When It All Falls Apart, We Still Hold It Together”: A portrait of a teaching fellow leveraging action research to foster online relational learning amidst COVID-19. International Review of Qualitative Research. (in press)

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. (in press)

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. AI and Ethics in Teacher Preparation: Navigating lesson planning in the digital age. (in review)

Lester, A.J. Personalized Pathways: Practitioner Inquiry into AI-supported ESL strategies for academic resilience. (in review)

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. (in review)

In Development

Lester, A.J. (in progress). AI-Driven Innovation: Practitioner inquiry into community-centered solutions through principled action. (TBD).

Lester, A.J. (in progress). “Is This Cheating?”: Using AI in a high school classroom. (TBD).

Lester, A.J., Raider-Roth, M., Stanzler, J., Feiman-Nemser, S., & Dorph, G. Disequilibrium at the Heart of Transformative Learning: Evaluating the learning trajectories of educators in a two-year program. (TBD).

Lester, A.J. & Raider-Roth, M. (in progress). Designing Pedagogical Packages: A two-year inquiry into multidimensional learning for teacher-educators. (TBD).

Lester, A.J. & Rubinstein, A. (in progress). Finding Our Place: Navigating adolescent mental health and social loneliness in the wake of COVID-19. (TBD).

Lester, A.J. & Sparough. G. (in progress). Social Fabric Method: Introducing a new participatory action research method for community engagement and evaluation. (TBD).

Chapters

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 Mentoring in Higher Education: Case Studies of peer learning and pedagogical development, Woolhouse, C. & Nicholson, L. (Eds.), Palgrave Macmillan.

Others

Podcasts

Lester, A.J. (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/]

Lester, A.J. & Brydon-Miller, M. (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 justice, 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

Transforming Education and Community Engagement through AI. Allison JoAnn Lester [Principal Investigator]. Funded by the 2025 AI Innovation Challenge at ASU, valued at $250,000 [January 2025 - Present]. 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 the ASU121 Emerging Leaders II course, 40 first-generation students of color co-develop AI-driven solutions to real-world challenges, fostering leadership development, ethical AI practices, and societal impact. Concurrently, in UNI220 Mindset Connections, ChatGPT supports 40 at-risk students 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 enhancing educational equity, leadership, and community engagement. Findings will contribute to understanding how AI can transform 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 and antiracist epistemologies.

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]. This project captures the social experiences of preschoolers through their own lenses using the photovoice method. By placing cameras in the hands of young children, we explore their world from their unique perspectives, highlighting the importance of voice and inclusivity in early childhood education. This initiative is redefining how we understand and engage with the youngest members of our educational communities.

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]. 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. Aligned with Ohio State standards, 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

*denotes peer-reviewed

PRESENTATIONS

*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.

Higher Education Teaching

COURSES TAUGHT / DEVELOPED

Courses at the Undergraduate Level:

UNI120 Creative Solutions in Action - Community-based Action Research (Spring 2025, two-sections, in-person) Arizona State University
UNI121 Emerging Leaders II - Intro to Action Research (Spring 2025, two-sections, in-person) Arizona State University
BXS270 Reflective Practice I (Spring 2025, one section, in-person) Arizona State University
UNI220 Mindset Connections - Practical Action Research for Applied Behavioral Psychology (Fall 2024, one section, in person, Spring 2025, two sections, in person) Arizona State University
UNI110 Critical Thinking and Inquiry (Fall 2024, three sections, in-person) Arizona State University
EDST1002 Foundations of Education Theory & Practice (Fall 2018, Spring 2019, one section each semester, in person) University of Cincinnati
EDST1001 Introduction to Education (Fall 2016, Spring 2017, Fall 2018, Spring 2019, two sections each semester, in person) University of Cincinnati
EDST110 Student Teaching Field Placement (Spring 2015, Fall 2016) University of Cincinnati

Courses at the Masters Level:

MAT630 Practitioner Inquiry & Research I (Fall 2021, 2022, 2023, 2024, one section each semester, online) Hebrew Union College
MAT631 Practitioner Inquiry & Research II (Spring 2022, 2023, 2024, 2025, one section each semester, online) Hebrew Union College
EDST8073 Master’s Capstone Project in Educational Studies (Summer 2022, Fall 2022, Spring 2023, one section each semester, online) University of Cincinnati
DAAP5110 Visual Arts Education I - Introduction to Education Theory & Practice (Fall 2021, 2022, 2023, 2024, one section each semester, in person) University of Cincinnati
DAAP7002 Visual Arts Research Methods (Summer 2021 in-person) University of Cincinnati
EDST7043 Practitioner Action Research I (blended learning) as Teaching Assistant to Dr. Miriam Raider-Roth University of Cincinnati
EDST7053 Practitioner Action Research II (in-person) as Teaching Assistant to Dr. Miriam Raider-Roth University of Cincinnati
EDST7040 Relational Cultural Theory (in-person) as Teaching Assistant to Dr. Miriam Raider-Roth University of Cincinnati

Courses at Post-Secondary Level:

Teacher Action Research Certification (Summer 2017, in person for in-service teachers), University of Cincinnati
MDL6030 Middle Childhood Social Studies Certificate (Summer 2016, online), University of Cincinnati

Program Development

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

Program Design Team Leader, DeLeT Master’s in Art of Teaching, Hebrew Union College (2021 - Present). 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 justice 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 MASTERS STUDENTS

Masters Advisees (and date of graduation)

MAT DeLeT Program, Hebrew Union College

Fall 2024-Present

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

Curriculum Development

Curriculum Developed for Breakthrough Cincinnati as Director of Curriculum & Evaluation

1,280 students and 320 staff [2015 - 2020]. Breakthrough Cincinnati, an organization dedicated to educational equity, provides innovative, tuition-free academic programs for students of color and offers teaching internships for aspiring educators. Responsible for developing, implementing, and evaluating project-based curricula focused on Identity, Empowerment, Social Justice, Decolonial and Intersectional Literacy, STEM/STEAM Education, and Professional Development for Preservice Teaching Fellows.

6th-9th Grade Project-Based Curricula

Identity, Empowerment, and Social Justice
- 9th Grade: “Being Black is Not a Crime” – Critical Literacy Curriculum of Walter Dean Myers’ Monster
- 8th Grade: My Story; My Voice – Narrative Writing Curriculum to Explore Who I Am & What I Bring to the World
- 7th Grade: Piecing Me Together – Book Curriculum: Exploring Me, Myself, and I
- 6th Grade: Saving Wonder – Book Curriculum: Empathy, Voice, and Empowerment
Decolonial, Intersectional, & Critical Literacy Approach
- 9th Grade: We the People – Democracy, Equity, and Justice; a Social Studies Curriculum
- 9th Grade: Criminal Justice System Reform – Social Studies Curriculum
- 8th Grade: From Colonization to Decolonization – Indigenous Studies Curriculum
- 8th Grade: Critical Literacy Curriculum – Studying Absolutely True Diary of a Part-Time Indian and the #MeToo Movement
- 6th Grade: Community, Love, and Culture – African American Studies Curriculum
Integrated STEM/STEAM Education & Design Thinking
- 9th Grade: Geometropolis: Building a Better Future – A Geometry Curriculum for Urban Neighborhood Redesign through Architecture
- 9th Grade: Breakthrough Cincinnati is a TRIBE! – Empowering Voices through STEAM; A Curriculum for Community Engagement and Innovation
- 8th Grade: Algebra in Action – Product Research and Community Engagement with GE & P&G; A Comprehensive Algebra Curriculum for Real-World Application
- 8th Grade: I/Voice – STEAM Curriculum Leveraging Augmented Reality for Social Change
- 8th Grade: Seismic Shift – Next Generation Earthquake Engineering; A NGSS-Aligned Curriculum
- 8th Grade: Community-Based Project to Design Storm Shelters – Integrated STEM Curriculum
- 7th Grade: Data for Impact – A Social Change-Driven Statistics Math Curriculum
- 7th Grade: Energy Dynamics – A Comprehensive Physics Curriculum for Understanding the Forces that Shape Our World
- 7th Grade: Pi in the Sky – STEM Curriculum; Coding Raspberry Pi Computers
- 7th Grade: Redesigning Shade Structures – STEM Curriculum in Collaboration with Cincinnati Zoo & Botanical Gardens
- 6th Grade: Breakthrough Ice Cream Shop – Applied Mathematics: Statistics, Algebra, & Geometry Curriculum
- 6th Grade: MicroWorlds VR-AR – An Outside-In Approach to STEM; Hands-on Curriculum Exploring Microbiology through VR-AR
- 6th Grade: Math in Literature – Exploring Saving Wonder Through Applied Mathematics; A Cross-Disciplinary Curriculum

Pre-Service Teacher Professional Development Curricula

Inquiry in Practice
- Teacher Action Research Methodology for Preservice Teachers Curriculum
Knowledge Co-Construction
- Youth Participatory Action Research Methodology for Preservice Teachers Curriculum
- Decolonizing Our Curriculum – Co-Creating Learning with Learners for Preservice Teachers Curriculum
Relational Learning & Ethic of Care
- Holding S.P.A.C.E. Framework – Creating and Sustaining a Holding Environment In-Person & Online for Preservice Teachers Curriculum
- Creating and Sustaining a Relational Learning Community In-Person & Online for Preservice Teachers Curriculum
- Difficult Conversations – How to Create a Safe Space for Learners to Take Risks & Be Vulnerable for Preservice Teachers Curriculum
Innovative Teaching Pedagogies
- Following the Learner – Doing Project-Based Learning for Preservice Teachers Curriculum

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

10,000 students and 240 supplementary schools [2020]. Developed a 30-week national K-6 trauma-informed, value-based curriculum incorporating project-based learning principles and delivered through asynchronous and synchronous modules using virtual platforms like FlipGrid and Zoom.

Outreach/Service

PROFESSIONAL AFFILIATIONS AND ACTIVITIES

University Service

Success by Design Curriculum Committee, ASU (2024)
LEAD/Explore Retention Design Committee, ASU (2024)
Member of the Success by Design Curriculum Committee, Arizona State University (2024)

Leadership Positions

Elected Representative At-Large, Coordinating Leadership Team, Action Research Network of the Americas (2024)
Elected Co-Chair of the 2025 Dream Team, Action Research Network of the Americas Conference Planning Committee (2024)
Co-Chair of Spanish Conference Proposal Submissions, Action Research Network of the Americas Proposal Committee (2024)
Managing Editor, Special Issue on Participatory Research Methods. Journal of Participatory Research Methods (JPRM), in collaboration with Action Research Network of the Americas (2025 – Present)

Selected Professional Memberships

American Educational Research Association (AERA)
Action Research Network of the Americas (ARNA)
Association for Practical and Professional Ethics (APPE)

Selected Editorial Consultation

Manuscript refereeing

Research Involvement and Engagement (one in 2024)
Visual Communications Quarterly (one in 2024)
American Journal of Qualitative Research (one in 2024)
Journal of Participatory Research Methods (two in 2022, one in 2021)
Remedial and Special Education (one in 2017)

Conference Service

Served as chair and discussant of APPE sessions including symposia and roundtables (2013, 2014).

OTHER ACTIVITIES/ACCOMPLISHMENTS – SERVICE/OUTREACH

Special Service to the State/Community

Instrumental in flagship community-based initiative, the BLINK Parade (organized a community event attended by 2 Million residents). Proud contributor and organizer of the 2023 BLINK Festival to enhance Cincinnati’s arts ecosystem, with an economic impact of $1.6 Billion for the Greater Cincinnati Area.

Professional Development Workshops

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, October). Bridging Cultures and Languages: Practical Tools for Supporting Multilingual

Learners in Diverse Classrooms. Workshop conducted at the University of Cincinnati, 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. Workshop

conducted online at Mandel Teacher Educator Institute.

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

Practices in ESL Teaching. Workshop conducted at Digital Playscape.

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

Students with Disabilities. Workshop conducted at Digital Playscape.

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

Workshop conducted at Digital Playscape.

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

Immersive Experiences. Workshop conducted at Digital Playscape.

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

Curriculum. Workshop conducted at Breakthrough Cincinnati.

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

Curriculum. Workshop conducted at Breakthrough Cincinnati.

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

conducted in-person at Mandel Teacher Educator Institute.

Lester, A. J. & Stanzler, J. (2017, November). Playful Learning Design. Workshop conducted in-person at

Mandel Teacher Educator Institute.

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

Assessment. Workshop conducted in-person at Mandel Teacher Educator Institute.