Discover groundbreaking projects in inclusive education and community empowerment. From reshaping STEAM/STEM education to addressing public health disparities, I'm driving change through innovative research.

​

Funded Research & Community Initiatives​

for my full CV, click here.

 

Funded Proposals as PI or Co-Pi

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 the art of 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 through 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

​

*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.