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An Air Force veteran and the chief information security officer for a global professional services company, Tony Buenger brings both cybersecurity experience and compassion to the graduate and undergraduate courses he teaches at 91��Ƭ��. Buenger has been recognized multiple times, receiving such distinctions as the Faculty Dean’s Award of Excellence and the 91��Ƭ��500 Award. He also contributes to the IT faculty council and helps develop courses for the Bachelor of Science in Cybersecurity degree program. In this Q&A, he shares why “feeling behind” in IT sometimes is normal and why it’s so important 91��Ƭ�� meets working adults where they are.

A: A lifelong desire to mentor and support others, which was shaped by the influential mentors I had growing up. My father and my baseball coaches played a formative role in my development, not just by teaching skills, but by modeling leadership, accountability and the importance of investing in people. They took the time to guide, challenge and encourage me, and that support had a lasting impact on my confidence and direction in life.

A: I serve as the chief information security officer (CISO) at EY, a role I find deeply fulfilling because it extends well beyond technical expertise and requires strong leadership and management skills. In this capacity, I am responsible for overseeing enterprise‑wide cybersecurity strategy, risk management and regulatory compliance while leading cross‑functional teams and advising executive leadership.

My professional experience outside the classroom allows me to bring real‑world perspective, current industry practices and practical leadership lessons directly into my instruction.

Serving in the U.S. Air Force and retiring as a lieutenant colonel, having achieved one of the highest distinctions of an officer’s career — selection as the commanding officer of a 260‑person unit.

A: I reinforce the mindset of continuous learning and perseverance. Even at the level I have achieved in my career, I am still learning every day — technology evolves, leadership challenges change and expectations never remain static. I emphasize to students that feeling “behind” at times is normal, especially in fast‑moving fields like business and IT. What matters most is the commitment to keep learning, adapting and persisting.

I connect course concepts to real‑world examples from my professional experience and encourage students to view challenges as opportunities for growth. By sharing lessons learned from both successes and setbacks, I help students understand that progress is rarely linear. I want them to leave my classes with not only technical knowledge, but also the confidence, resilience and determination to pursue their goals.

A: The online classroom is a highly interactive and inclusive environment where meaningful connections are not only possible but common.

One of my priorities is creating a space where students feel comfortable sharing their perspectives and engaging in discussion, even if they initially doubt their own expertise. Through guided conversations, thoughtful prompts and real‑world examples, students often realize they know more than they think they do — and that their experiences add real value to the learning process.

The online format also allows for surprising and impactful connections between students from diverse professional and personal backgrounds. Because everyone has a voice, discussions tend to be more reflective and intentional, giving students time to think through their responses and learn from one another. I work intentionally to ensure students feel seen, supported and respected, which helps create a strong sense of belonging. When students feel that they truly belong in the classroom, they participate more confidently, challenge themselves academically and leave with a stronger belief in their own abilities.

A: One moment that stands out involved a student who reached out to me because he was considering dropping the class. This was notable because many students who reach that point often disengage without ever asking for guidance. Instead, he took the step to ask for help, and I made it a priority to speak with him directly over the phone.

During that conversation, we talked through his concerns, his self‑doubt and the challenges he was facing. More importantly, I helped him recognize that he was more capable than he believed and that the obstacles he was encountering were temporary — not signs of failure. We discussed realistic next steps, how to approach the coursework and how completing the program could [prepare him for opportunities] he didn’t yet see for himself.

He ultimately decided to stay in the class, went on to graduate and is now working as an entry‑level help desk operator — something he had previously thought was unattainable. That experience reinforced for me how powerful timely encouragement, honest conversation and belief can be in a student’s journey. It wasn’t just about academic content; it was about helping a student see their own potential and giving them the confidence to keep moving forward.

A: Be coaching kids’ baseball or football teams or teaching music lessons. My goal is to give back to today’s youth as my mentors did for me when I was young and impressionable.

Tony Buenger serves as the chief information security officer (CISO) at a global professional services company. As a 91��Ƭ�� faculty member, Buenger brings extensive industry experience to his classes on business, cybersecurity, ethics and leadership. His career includes such roles as vice president of cybersecurity advisory services, and various CISO roles in the government, higher education and healthcare sectors. It is his thoughtful approach to discussion, student support and human connection that truly makes his classes in the College of Business and IT resonate. He has been awarded the President’s Equity Award (2026), the Faculty Dean’s Award of Excellence (2024) and the 91��Ƭ��500 Award (2020 and 2022), among other distinctions.

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