Alison Milofsky is the director of curriculum and training design in the Institute’s Academy where she is responsible for bringing sound pedagogy to the Institute’s training and education work. Milofsky specializes in curriculum development, facilitation skills development, intergroup dialogue and the design of training-of-trainers programs.

Milofsky oversees the Institute’s youth portfolio which aims to elevate and amplify the experience and expertise of youth leaders in conflict-affected communities so they are seen as contributors to the field of peacebuilding and are engaged in all stages of peace processes. Milofsky has designed the content for USIP’s flagship youth program, the Generation Change Fellows Program which strengthens the capacity of youth leaders to build bridges across divides in their communities.

Milofsky also oversees the Institute’s work on intergroup dialogue and conflict management training for security actors, including USIP’s Conflict Management Training for Peacekeepers program in partnership with the State Department’s Africa Contingency Operations Training and Assistance program. Through this program, USIP has provided training in negotiation, mediation, and protection of civilians to more than 5500 peacekeepers from 22 African countries deploying to 8 UN/AU missions.

Milofsky authored the Institute’s Peacebuilding Toolkits for Educators and facilitates trainings for educators on how to infuse peacebuilding concepts into their teaching. She has conducted programs for educators in Southeast Asia, the Middle East and Central Asia, and Africa. 

Before joining the Institute in 2002, Milofsky was associate director of the Anti-Defamation League’s Washington, D.C. regional office, where managed the offices education and training programs, including anti-bias education programs for students and teachers and trainings on hate crimes and extremism for law enforcement. Earlier, she served in Peace Corps/Slovakia as a teacher trainer. 

Milofsky holds a bachelor’s degree from McGill University and a doctorate in education policy, with a specialization in curriculum theory and development, from the University of Maryland.