Military Education and Training

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The U.S. military is the largest in the world, and ensuring that its more than one million service members build knowledge, skills, and proficiency in an ever-changing military-technology environment is a considerable challenge. RAND helps to inform and improve training tools, force planning, and educational opportunities for military personnel, including the post-9/11 GI Bill for veterans.

  • Cyber warfare operators monitor cyber attacks at Warfield Air National Guard Base, Middle River, MD, December 2, 2017, photo by J.M. Eddins Jr./U.S. Air Force

    Commentary

    How the Military Might Expand Its Cyber Skills

    Apr 22, 2021

    The U.S. military will need to improve its software fluency if it wants to be dominant on the battlefields of the future. Ensuring that future leaders in the military develop cyber skills and the ability to interface with technical experts may be increasingly important.

  • An F-16 Fighting Falcon an F-35A Lightning II from Eielson Air Force Base and an F-35A from Hill Air Force Base, Utah, fly over the installation in Alaska, May 15, 2020. With the arrival of the F-35As, the 354th Fighter Wing is now home to fourth and fifth-generation fighter aircraft, photo by Tech. Sgt. Jerilyn Quintanilla/U.S. Air Force

    Report

    Fighter Basing Options to Improve Access to Advanced Training Ranges

    Feb 5, 2021

    The U.S. Air Force has determined that its fighter pilots do not currently have sufficient access to training ranges that are capable of representing advanced potential adversaries. What squadron restationing and range upgrade policies maximize access to advanced training ranges?

Explore Military Education and Training

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    Stephen Dalzell

    Senior Political Scientist
    Education Ph.D. in political science, University of California Santa Barbara; M.A. in national security studies, California State University San Bernardino; B.A. in international management, Claremont McKenna College

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    Lindsay Daugherty

    Senior Policy Researcher
    Education Ph.D. in policy analysis, Pardee RAND Graduate School; M.A. in applied economics, University of Michigan; B.A. in economics, University of California, Berkeley

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    Samantha E. DiNicola

    Policy Analyst
    Education MA in industrial/organizational psychology, George Mason University; BA in psychology, Loyola University Maryland

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    Bryan W. Hallmark

    Senior Social Scientist
    Education Ph.D. and M.A. in psychology, The University of Connecticut

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    John B. Halstead

    Senior Operations Researcher; Professor, Pardee RAND Graduate School
    Education Ph.D. in systems and information engineering, University of Virginia; M.S.S. in strategic studies, Army War College; M.S. in operations research, Kansas State University; B.S in mathematics of operations research, United States Military Academy

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    Chaitra M. Hardison

    Senior Behavioral Scientist; Faculty, Pardee RAND Graduate School
    Education Ph.D. in industrial/organizational psychology, University of Minnesota; B.A. in psychology, University of California, Berkeley

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    David E. Johnson

    Principal Researcher
    Education Ph.D. and M.A. in history, Duke University; M.S. in national resource strategy, Industrial College of the Armed Forces; M.M.A.S. in military art and science, U.S. Army Command and General Staff College; B.A. in history, Trinity University

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    Kirsten M. Keller

    Senior Behavioral Scientist
    Education Ph.D. in industrial/organizational psychology, University of Maryland; M.A. in industrial/organizational psychology, University of Maryland; B.A. in psychology, Franklin and Marshall College

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    Jenna W. Kramer

    Associate Policy Researcher
    Education Ph.D. in education policy, Vanderbilt University; B.A. in psychology, Colgate University

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    Henry A. Leonard

    Senior International/Defense Researcher
    Education M.P.A. in economics and public policy, Woodrow Wilson School of Public and International Affairs, Princeton University; B.S. in engineering, United States Military Academy, West Point

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    Matthew W. Lewis

    Senior Research Scientist; Professor, Pardee RAND Graduate School
    Education B.A. in developmental psychology and education, University of California, San Diego; Ph.D. and M.A. in cognitive psychology, complex skill acquisition, Carnegie Mellon University

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    Maria C. Lytell

    Associate Director, Personnel, Training, and Health Program, RAND Arroyo Center
    Education Ph.D. in industrial-organizational psychology, University of Illinois at Urbana-Champaign

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    Paul W. Mayberry

    Senior Policy Researcher
    Education Ph.D. in quantitative psychology, University of Illinois-Urbana, Champaign

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    David Schulker

    Policy Researcher
    Education Ph.D. in policy analysis, Pardee RAND Graduate School; MPhil in policy analysis, Pardee RAND Graduate School; BS in economics, U.S. Air Force Academy

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    Michael G. Shanley

    Senior Policy Researcher
    Education Ph.D. in public policy analysis, Pardee RAND Graduate School; M.A. in urban and regional planning, Cornell University; B.S. in industrial management, Purdue University

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    Susan G. Straus

    Senior Behavioral Scientist, Research Quality Assurance Manager
    Education Ph.D. and M.A. in industrial/organizational psychology, University of Illinois, Urbana-Champaign; B.A. in psychology, University of Michigan, Ann Arbor

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    Tara L. Terry

    Senior Operations Researcher
    Education Ph.D. in industrial and operations engineering, University of Michigan; M.S.E in industrial and operations engineering, University of Michigan; B.S. in mathematics, Oakland Univeristy; B.S.E in computer engineering, Oakland Univeristy; B.S.E in electrical engineering, Oakland Univeristy