Amy Dalsimer is a principal technical assistance consultant with the Adult Education and Literacy Practice Group at AIR. Her work is focused on improving services and instruction to adult learners by conducting research and providing professional development to states and local providers, strengthening accountability and use of data for program improvement, and promoting innovative models and research-based best practices in instruction.
Dalsimer is a national expert in comprehensive career pathways and bridge program design, sector-focused contextualized literacy, integrated career training, and postsecondary readiness initiatives designed to serve low-skilled adults and out-of-school youth. With more than 20 years of experience teaching and leading career-focused high school equivalency, literacy, and career and college transition programs, She was the founding executive director of the College and Career Pathways Professional Development Institute, the evidenced-based Bridge to College and Careers Program, and numerous Integrated Education and Training (IET) programs at LaGuardia Community College/CUNY.
Dalsimer is the recipient of the 2014 NYC Literacy Recognition Award and has served as a keynote speaker, panelist, and presenter at numerous national conferences and professional development events. Recent presentations include: the Designing Career Pathways Programs for Adults and Disconnected Youth Workshop Series, sponsored by the Boston Mayor’s Office of Workforce Development; Policy Panel: Innovations and Initiatives Shaping Adult Education, at the 2015 National College Transitions Network Conference; Back on Track: Supporting Adult, Immigrant and Disconnected Youth To and Through College, at the National College Access Network Conference; Designing Contextualized and Integrated Instruction, Tex-BEST Contextualization Conference; and Adult Pathways to Postsecondary Forum (keynote speaker), Minnesota State Colleges and Universities.
Certificate of Career Planning & Development, New York University; MSW, Hunter College, City University of New York; B.A., Education, Sociology, and Psychology, Hampshire College