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Student veterans are a unique population on college/university campuses who may face numerous obstacles associated with transitioning from service member to student. One of the most daunting challenges these student veterans face occurs when they earn a grade for Failure for Nonattendance (FA). The GI Bill ®/Post 9/11 benefits that student veterans receive is closely associated with their attendance and completion of classes each semester. Student veterans who stop attending class during a given term are required to pay back the funds associated with the class(es) they were enrolled in during a semester. This funding also includes the housing allowance that is part of the benefits package that some student veterans receive. This added financial burden that many student veterans then face, retention becomes a question for many colleges and universities. The purpose of this study aimed to determine if there was a link between student veteran retention and frequency of earning a grade of FA during the 2015-2016 to 2018-2020 cohorts. While using retrospective data provided by a regional university in Tennessee, chi-square analyses were performed to analyze, age, race, and frequency of earning a grade of Failure for Nonattendance (FA) variables to determine if there was an impact on student retention. Although the results of the Cramer's V test indicated a moderate association with only one test performed, conclusion could be drawn that would help to identify student veterans potentially at risk of not being retained. Future research involving an expansion of independent variables such as sex, number of hours enrolled, additional age categories, and adding more qualitative data using a mixed method approach are recommended to better understand factors that may impact students not being retained. Additionally, further research based on student veterans and the challenges they face during their transition from service member to student should be continued so that stakeholders involved in higher education can better understand and support them in their academic journey including retention and eventual completion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative phenomenological study employs a phenomenological approach to investigate the lived experiences of veterans returning to higher education. It aims to explore and understand the experiences and difficulties faced by veterans as they reintegrate into college education. Thematic analysis is used to analyze qualitative data, identifying prevalent themes and patterns in the gathered information. The outcomes of this research have the potential to offer valuable insights that can be utilized in developing more comprehensive and efficient initiatives to enhance veterans' educational journeys and address their specific needs. Additionally, the study provides evidence-based recommendations for college departments and academic institutions to enhance their support and accommodations for veteran students, promoting their academic achievements and overall well-being. Schlossberg's Transitional Theory, supported by Cohen's Social Support Theory, serves as the theoretical framework for this study. Ten student veteran participants were interviewed via Zoom and in person, sharing their experiences in the military and how those experiences have influenced their college journey. Overall, participants expressed various barriers and challenges encountered in college, as well as different forms of support that enabled them to persevere through their programs. The research emphasizes the importance of increasing awareness about student veterans and the specific support services they may need in college. In addition, the findings suggest a need for more training for college faculty and staff on how to support veterans in higher education. The research aimed to discover effective strategies and support systems to enhance academic performance and well-being. The findings indicate that despite veterans' valuable skills, knowledge, and contributions to higher education institutions, they face multiple obstacles that hinder their learning and success. Colleges should prioritize establishing effective communication structures within their veteran centers to ensure prompt and necessary assistance for veteran students. Additionally, colleges should consider implementing a peer mentorship program to help new veteran students integrate into the academic community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Military and veteran students face many challenges when navigating their journey in higher education. These non-traditional students have varied support needs when attending institutions of higher education that are different than the traditional student today. The purpose of this study is to determine the level of their satisfaction with the current academic and holistic support they are receiving at their college in Pennsylvania. The literature review of this situation shows that the support needed focuses on the areas of these military students' physical and mental wellness, their identity and campus culture, and the barriers and challenges they encounter in the higher education environment. Three research questions will guide the present study: (a) What are SSM/V students' level of satisfaction with the support they are receiving from their current college or university; (b) How comprehensive are support services for SSM/V students; and (c) What additional services may be required as perceived by SSM/V students? The study will survey military students at colleges in Pennsylvania with their responses providing feedback on the level of satisfaction at their institution of higher education. Many of the student veteran populations are now at or near 5% of the total student body at these participant institutions (PASSHE, 2023). The data revealed three main findings. First, SSM/V satisfaction with their institutions support was 94%; indicating that the sample population is satisfied with the support and services received at their respective institutions of higher education. Second, universities maintained or increased support to SSM/V students and met the demands needed for them to pivot to and succeed in online learning platforms and hybrid curriculum during the COVID Pandemic. Last, the results indicated a medium positive correlational relationship between satisfaction and a military friendly environment, with the military friendly variable being the strongest predictor of overall SSM/V satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative study was to understand how ten student veterans persist after entering private, 4-year institutions of higher education during or following their military service. The study's conceptual framework, drawing from Vacchi's Model of Student Veteran Support (2011, 2013), employs a narrative approach to spotlight the varied backgrounds and identities of the student veteran population. This research uncovers significant findings through the restorying of participants' narratives and employing multiple rounds of coding-including deductive, open, in vivo, and process coding. These findings highlight the critical role of Adaptation to Academic Life, which emphasizes the veterans' ability to adjust to new academic environments; Navigating Support and Resources, which details how veterans utilize specific benefits and support systems for academic and personal advancement; and Personal Development and Future Orientation, which examines the complex journey of these individuals in their post-military academic pursuits. The study also offers recommendations for both practice and research. Practical suggestions include improving orientation and transition programs tailored for veterans, expanding access to veteran-specific resources, integrating early career planning and professional development, and strengthening veteran communities and peer networks. Future research should broaden the scope to examine student veterans' experiences across different educational settings and assess the impact of institutional policies on their success, thus contributing to policy reforms that significantly improve their academic and well-being outcomes. Additionally, further investigations should consider the (in)visibility of veteran identities in academic contexts and explore intersectionality within student veteran populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative study was designed to add to educators' understanding of veteran student success and offer ways to reframe how they measure veteran student success. Currently, university leaders tend to measure veteran student success using traditional metrics such as retention and graduation rates. This study involved examining whether there are alternative methods we can use to better understand veteran student success. Consequently, a Students as Partners (SaP) framework served as the theoretical approach that undergirded the study. In keeping with the tenets of SaP, three undergraduate veteran students were recruited to serve as research assistants. By using SaP, these United States Marine Corps (USMC) veteran students were able to serve as meaningful contributors on a research team that sought to learn what veterans say it means to attend a university that is on the U.S. Department of Education's military friendly list. The narrative analysis for this study uncovered several significant findings. Specifically, the findings revealed partnerships strengthen our common goals, partnerships cultivate a culture of learning and curiosity, and veterans want educational communities that invest in their experience. Essentially, the findings provide a template educators can use to reconceptualize veteran student success. A substantive discussion section is provided to expand on and interpret the three key findings by comparing them to the guiding principles used in the SaP framework. Finally, implications for practice and research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As student veterans and service members (SVSM) continue to pursue post-secondary education, the body of literature contains multiple studies of transition and acculturation, but little empirical assessment of programs and services to support SVSM and address factors of student success, including academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. The current study fills that gap through examination of a self-regulated learning intervention in an introductory seminar course. I combine Bronfenbrenner's ecological systems and social cognitive theory as a framework to help illuminate factors that influence the results of the study. Through a mixed-methods study of longitudinal concurrent explanatory design, a quasi-experimental intervention was combined with interview evidence to describe the differences and understand how changes occur in student success variables as a result of a self-regulated learning intervention. Participants were recruited from two sections of ALDC 300 undergraduate students, including SVSM and non-traditional students, in an adult learner degree completion program, ALDC Program, at a large, public, research one (R1) institution in a mid-Atlantic state, Metro U, to participate in the study. As a result of the intervention, the expected changes in self-regulated learning behaviors and elements of student success were not seen; only limited increases in success variables were seen. Interviews revealed what participants did and did not learn as a result of the intervention, and themes described the complexity of life and robust support systems that impact student success. Themes of time and the value of a degree were also influential to student success. Mixing also shed light on multiple threats to validity which would not have been discovered in a monomethod study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student veterans may encounter educational barriers that can impact transitions to college. This research focused on veteran transitions to college during onboarding. Onboarding is beneficial in a higher education setting and, when properly deployed, can help ease transitions. This study involved the development, implementation, and assessment of a newly created Veterans Onboarding Program (VOP) to improve access to services and resources and to assess the effectiveness of the program. Using a mixed methods study design, I explored the benefits of the VOP and enhancements to improve upon the program. Study participants included students utilizing veterans' educational benefits. Quantitative survey question responses were analyzed using the Mann-Whitney U Comparative test and mapped to inquiry questions to analyze program benefits and areas for enhancement. Using thematic analysis of participants' qualitative responses, I coded open-ended survey responses, found themes, and mapped them to the inquiry questions to determine if the content areas were beneficial and to identify areas for improvement. The results of the study indicated the modules were beneficial and should be included in future iterations of the VOP. The information provided in the onboarding program assisted student veterans in identifying services and locating resources. The results also revealed additional information to incorporate into the onboarding program. Given that all content areas of the VOP were found to be beneficial, I recommend using the modules to establish a permanent onboarding program at the institution where the study was conducted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Military veterans' prior experiences can impact their study experiences and result in barriers to entering higher education. Prior research on veteran student barriers in higher education has not included the perspectives of faculty and administrators in addition to veterans. The purpose of this basic qualitative study was to explore the barriers that veteran students face in higher education and how those barriers could be addressed. The research questions focused specifically on the perspectives of administrators, faculty, and veterans on the barriers veteran students face and how those barriers could be addressed. The conceptual framework included Tinto's student integration model and Bean and Metzner's theory of nontraditional undergraduate attrition. The semistructured interview process included interviews with five veteran students, three college administrators, and four faculty members from a four-year private learning institution in the state of Michigan. Data collected were analyzed, coded, and inductive data analysis was used to identify themes: (a) veteran resource awareness, (b) generational differences in the classroom, (c) transitional barriers, (d) psychological triggers, and (e) need for a dedicated contact person on campus to assist veteran students. Addressing these barriers may allow more veterans to complete their college degrees, creating a better environment for their families and communities. Therefore, the findings from this study have potential implications for positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While federal funding has provided financial benefits to assist the increasing number of veteran students in their academic pursuits, universities have not always been well-equipped to properly support this nontraditional demographic. For this study, the researchers utilized a mixed-methods approach to determine if the enrollment, retention, and academic success of veteran students were impacted by the use of grant funding. In addition, the researchers investigated factors that impacted the academic success of veteran students while also uncovering the challenges they faced during their time at a private, non-profit university. The researchers constructed instrumentation that they used to collect data from veteran students, including dependents, as well as faculty and staff. The researchers found that the university exemplified several practices that supported the academic success of veteran students. These included: (1) positive relationships developed with faculty/staff, (2) the benefits of an office, staff, and lounge specifically dedicated to supporting their needs, as well as (3) a department and assessment designed to translate military-acquired knowledge and skills into academic credit. The researchers also recognized challenges faced by veteran students, such as the: (1) difficulty to transition to university life, (2) gaps in educational knowledge, and (3) complications derived from conflicting responsibilities that included balancing family, work, and academics. The researchers outlined several recommendations for future practice and research that could further advise the university regarding how to best support veteran students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While federal funding has provided financial benefits to assist the increasing number of veteran students in their academic pursuits, universities have not always been well-equipped to properly support this nontraditional demographic. For this study, the researchers utilized a mixed-methods approach to determine if the enrollment, retention, and academic success of veteran students were impacted by the use of grant funding. In addition, the researchers investigated factors that impacted the academic success of veteran students while also uncovering the challenges they faced during their time at a private, non-profit university. The researchers constructed instrumentation that they used to collect data from veteran students, including dependents, as well as faculty and staff. The researchers found that the university exemplified several practices that supported the academic success of veteran students. These included: (1) positive relationships developed with faculty/staff, (2) the benefits of an office, staff, and lounge specifically dedicated to supporting their needs, as well as (3) a department and assessment designed to translate military-acquired knowledge and skills into academic credit. The researchers also recognized challenges faced by veteran students, such as the: (1) difficulty to transition to university life, (2) gaps in educational knowledge, and (3) complications derived from conflicting responsibilities that included balancing family, work, and academics. The researchers outlined several recommendations for future practice and research that could further advise the university regarding how to best support veteran students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While federal funding has provided financial benefits to assist the increasing number of veteran students in their academic pursuits, universities have not always been well-equipped to properly support this nontraditional demographic. For this study, the researchers utilized a mixed-methods approach to determine if the enrollment, retention, and academic success of veteran students were impacted by the use of grant funding. In addition, the researchers investigated factors that impacted the academic success of veteran students while also uncovering the challenges they faced during their time at a private, non-profit university. The researchers constructed instrumentation that they used to collect data from veteran students, including dependents, as well as faculty and staff. The researchers found that the university exemplified several practices that supported the academic success of veteran students. These included: (1) positive relationships developed with faculty/staff, (2) the benefits of an office, staff, and lounge specifically dedicated to supporting their needs, as well as (3) a department and assessment designed to translate military-acquired knowledge and skills into academic credit. The researchers also recognized challenges faced by veteran students, such as the: (1) difficulty to transition to university life, (2) gaps in educational knowledge, and (3) complications derived from conflicting responsibilities that included balancing family, work, and academics. The researchers outlined several recommendations for future practice and research that could further advise the university regarding how to best support veteran students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student veterans face a multitude of transitions throughout their life, with the initial transition into the military as a civilian, the possibility of multiple transitions throughout their enlistment, and the transition from military service to readjusting to life as a civilian following discharge. As veterans reintegrate into society, some choose to pursue higher education. While student veterans experience anticipated transition, the unanticipated transitions cause one to question how "student" veterans experience the unexpected. This qualitative phenomenological study aimed to understand how student veterans experienced transition while enrolled in community college courses during an unanticipated period of disruption. The researcher selected Cuyahoga Community College (Tri-C) in Cleveland, Ohio, as the study's host site. The study focused on how student veterans experienced a rapid change in course delivery generated by the COVID-19 pandemic's disruption to higher education during the 2020 spring semester. Using semi-structured interviews, the researcher aimed to understand how student veterans defined the experience of unanticipated disruption while enrolled in community college classes and the successful strategies used to navigate any decisions made during the transition. The researcher guided the study using Schlossberg's (1981) Adult Transition Theory. Schlossberg's theory was selected because it has a four-step process of defining how adults cope with transition called the 4S System. The researcher aligned the interview questions with the 4S System to understand how student veterans experienced unanticipated transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student Veterans experience a range of health and mental health challenges that may impact their social and academic functioning as they transition from military to student life. Of those in need of treatment, some do not receive support for successful integration into collegiate life. Recognizing the barriers to care faced by this population, a brief, non-stigmatizing psychosocial support intervention was developed to address the mental health needs of Student Veterans experiencing psychological distress. The intervention, called IPC-3, was adapted to be sensitive and inclusive of Veteran culture, norms, and values. It was delivered by peer providers and offered on campuses instead of at medical treatment facilities. IPC-3 trained and provided clinical supervision for peers through the Department of Veterans Affairs, Veterans Integration to Academic Leadership program, to leverage and expand capacity through an existing, care-delivery pathway. This study examined specific Dissemination and Implementation (D&I) science outcomes for IPC-3, assessing the intervention's readiness for transitioning from a research setting to routine, clinical practice, utilizing a mixed-methods research design. Specifically, the D&I outcome measures of Adoption, Acceptability, Appropriateness, Feasibility, Reach, and Sustainability were explored across three groups. Participants included the Student Veteran consumers who received the intervention, the Peer Mentor providers who delivered IPC-3, and the Site Supervisors who provided clinical case supervision. Attitudes regarding each construct were evaluated at the pre- and post-intervention timepoints via surveys and key informant interviews. Results were assessed to identify potential barriers that, if removed, may bridge the research-to-practice gap for IPC-3. As the first study to assess D&I outcomes for a psychosocial support intervention developed specifically for Student Veterans, findings offer insights for treatment developers and implementors serving Student Veterans experiencing psychological distress and suggest ways that IPC-3 may be implemented in routine-care settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student veterans are often viewed in popular culture with a deficit mindset. They are "wounded warriors" who are navigating mental health challenges, academically underprepared, and non-traditional students balancing other responsibilities beyond college. Despite potential lingering effects of military service, student veterans bring Funds of Knowledge (FOK) that are collective "assets" when enrolled in higher education. Military Funds of Knowledge is a new concept developed through qualitative, phenomenological interviews with 15 military service members enrolled in degree-seeking programs at 3 universities located within the state of Arizona. Military FOK include a sense of altruism (sacrificing self-interests for a greater good), task cohesion, collective mindset, problem-solving skills, and perseverance through challenges. When Military FOK are converted to sources of social and cultural capital, it can bolster student veterans' academic success and integration within their colleges by positioning them to serve as change-agents within their campus and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The 1946 GI Bill is widely credited with having created the modern U.S. higher education system, and the Post-9/11 GI Bill led to an expansion of services available to veterans at U.S. colleges and universities and the nonprofit veterans services industry. Despite this, veterans struggle to adapt to civilian society and report a lower sense of belonging on college campuses. At the University of Southern California's Marshall School of Business, the Master of Business for Veterans (MBV) program offers a potential solution to this issue. Through a series of interviews with key members of the program team, this study sought to understand their interpretation of the intentionality of the MBV's staff, faculty, and key volunteers in facilitating the self-efficacy necessary for veterans to undertake this transition. Two theoretical models were leveraged to form the theoretical and conceptual framework of this study: Bandura's (1986) social cognitive theory, specifically the principle of self-efficacy, and Schlossberg's (1981, 1984) transition theory, specifically the 4-S model. Interviewees responded to questions relating to the structure, design, and practices of the MBV program across a variety of areas to understand the intentionality of the key actors in facilitating military to civilian transition for student veterans. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Women are the fastest growing population of veterans in the United States. When asked why they joined the military, women have overwhelming indicated they were seeking educational benefits; as such, the number of women veterans attending higher education has risen. While women veterans face many challenges, including physical and mental health challenges, at a greater proportion than male veterans, they also struggle when they return to the classroom. Previous research has shown that in higher education institutions, women student veterans often feel marginalized and invisible as a group and struggle with who they are due to identity dissonance. However, when transitioning into higher education, they tend to excel within their respective institutions. Though research has focused on the challenges women veterans face, few studies have sought to identify the attributes that help women student veterans succeed--more so than male veterans or their female non-veteran peers. In this study, the researcher conducted semi-structured interviews with five diverse women veterans who attended higher education institutions, creating an overarching narrative of their time in the military, their transitions to higher education, and their beliefs about their futures after graduation. Participants' stories identified the challenges, support strategies, and factors related to their military service and their successful college persistence and graduation. The findings from this research may help administrators better understand the needs of this growing population of women student veterans and the practical steps higher education institutions can take to assist in their success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This multi-case study explored the experiences and perceptions of student veterans in a college setting and who work or regularly spend time in the student veteran center. Through in-depth interviews, student veterans described their experiences on campus and the extended campus community. Further, participants discussed their experiences and perceptions of campus veteran support student such as with the Student Veteran Center and campus support staff. The institution used for this study was a large, public, 4-year institution in the Midwest United States. Six participants participated in face-to-face interviews as well as various support staff that works with student veterans or in departments that service student veterans. Transcripts, observations, and artifacts of collected data were analyzed to identify common themes and contextual information to understand the student veterans' experiences and perceptions at their institution. The primary research questions for this study were: 1) What are student veterans' reported experiences with support systems in place specifically for them? 2) How do student veterans perceive the role of support services in meeting their goals and needs? 3) Using which tenets of Veterans' Critical Theory (Phillips & Lincoln, 2017) best explain the experiences student veterans have on campus and with a university community as a whole? This study informs university administrators and faculty about the unique student veteran demographic and their unique attitudes that come out of a military background. The findings of this study will help determine areas that need further assessment and future studies to advance understanding of student veterans and their journey through higher education. Furthermore, results will help inform higher education institutional policies and strategic planning on areas to best support student veterans so they may successfully integrate throughout the university community and meet their educational goals, leading to program completion and eventual graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student veterans have long been a population needing specialized assistance, however due to their unique intersectional identities higher education professionals in many cases are unsure of what to do when meeting with them. This Grounded Theory-Action Research focused study has sought to identify the career needs of student veterans as well as any potential barriers they face when working with career practitioners. Arguably just as important, this study also sought to identify the needs of the practitioners who are working with these students in their career advising appointments. The purpose of this study is to begin to work towards filling knowledge gaps within the career advising industry from both the perspective of the student and the practitioner. To accomplish this purposive sampling was used to interview student veterans from Youngstown State University remotely using semi-structured recorded interviews. Similarly, career practitioners were interviewed using a semi-structured format, however practitioners were staff at several different collegiate institutions throughout the state of Ohio which were deidentified. Interviews were then transcribed and coded to identify themes. Once themes were found an action plan revolving around a comprehensive training program was created. Findings indicate that the primary areas of need for the student veterans include practitioners having information on transferable career paths, a centralized location and point of contact for student veterans to receive services (not the career center), and the need for practitioners to be aware of mental health needs of the population while not becoming overly cautious. A unique element of these findings is that student veterans continually mentioned the need for the practitioner to have a general understanding, and ideally appreciation of, their unique experiences and culture. Findings of practitioners indicated that there is an understanding that student veterans face similar transition issues to other non-traditional adult students, and also have unique cultural needs. Additionally, practitioners discussed that student veterans need assistance in skill translation, have higher rates of mental health concerns, and need specialized skill when undergoing career counseling. Administratively, practitioners also noted that there needs to be better ways to identify student veterans when meeting for appointments, and expressed a strong desire for a comprehensive training program on military culture. This study has important implications for not just college career practitioners working with student veterans but also faculty, employment offices, and other student affairs professionals. By discussing their unique needs specific elements of military culture was shown to be important areas for practitioners to be knowledgeable in for appointments to be as successful and meaningful as possible. As an Action Research guided study, research on this topic is not complete and must continually conducted and explored to ensure this population who has sacrificed themselves for their country are being served effectively. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this hermeneutic phenomenological study was to describe the experiences of women student veterans and the role of self-efficacy in their utilization of campus support services. The theory guiding this study was Bandura's self-efficacy theory as it relates to the influences of the utilization of campus support by women student veterans. Drawing on this theory, this study sought to answer the following central research question: How do women student veterans describe their experiences using academic, administrative, and health support services on campus? This qualitative study employed a hermeneutic phenomenological approach using purposeful sampling techniques, namely maximal variation and criterion sampling, to describe the experiences of women student veterans and their campus support service usage at any US-based college or university. The ten participants were selected using the following criteria: woman, former or current servicemember, currently or formerly enrolled in an undergraduate degree program, and enrolled in an undergraduate degree program within the last five years. The data were collected using individual interviews and letter-writing techniques. Further, this study utilized Miles, Huberman, and Saldana's data analysis model to code, group, cluster, and identify themes in the data. The results of this study were that when academic and administrative support services prioritized human connection and cultural awareness, women student veterans reported favorable experiences. When services lacked human connection and cultural awareness, participants relied on their military influences for support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The transition from the Air Force to civilian life can be a challenging process for enlisted members because of inconsistent and limited information provided by transition counselors at Air Force Base Airmen and Family Readiness Centers. The Department of Defense mandates the establishment of these centers down to the base level; however, counselors are restricted in the scope of topics they can address, potentially leaving gaps in the Transition Assistance Program (TAP). The purpose of this study was to determine necessary and effective transition education for enlisted Air Force members to help them access available resources and better prepare them for postmilitary life. Mismanaged transitions can lead to negative consequences for veterans and affect their benefits. For many transitioning members, the Post-9/11 GI Bill is a critical tool for pursuing education. This study explored the transitional needs of veterans to define what elements of TAP are missing for transitioning, Air Force-enlisted members to effectively be able to further their education using their allotted benefits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]