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Applying Schlossberg’s transition theory to the student veteran transfer experience at the University of Southern California: a qualitative case study

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Applying Schlossberg ’s Transition Theory to the Student Veteran Transfer Experience at
the University of Southern California: A Qualitative Case Study

Eric Armando Mejia

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Eric Armando Mejia 2023
All Rights Reserved

The Committee for Eric Armando Mejia 2023 certifies the approval of this Dissertation.

Robin Bishop
Jennifer Phillips
Sheila Banuelos, Committee Chair

Rossier School of Education
the University of Southern California
2023

iv
Abstract
This case study highlights the experiences of student veterans transferring from 2-year
community colleges to the University of Southern California. Transitioning from a military
culture to an environment of higher education is an experience that is both unique and often
misunderstood. The increase in returning veterans requires institutions of higher learning to
identify these students’ needs and enhance the transfer experience through programming, access
to resources, and campus-wide training. Six student veterans and three staff members at USC
were interviewed, focusing on how transfer student veterans describe their support from student
services programs and how these programs support student veterans toward persistence and
student engagement. All six student participants agreed on the value of engaging and interacting
with others whose knowledge and experiences have proven successful in their transfer
experiences. Additional findings note the university’s need to be active and intentional in
providing educational opportunities for faculty and staff members to better understand the
veteran’s experiences and needs. Lastly, an emerging theme in staff interviews suggests a deeper
evaluation of USC’s policies aimed at designing services to promote student engagement,
community partnerships, and career opportunities post-graduation.

v
Acknowledgments
There are several individuals whom I want to acknowledge for their support, direction,
guidance, and encouragement throughout the writing of this dissertation. First and foremost, I
would like to thank the office of undergraduate admissions at USC for supporting me in this
process while representing USC during demanding work recruitment schedules. Your flexibility,
patience, and support did not go unnoticed, and I thank my colleagues, supervisors, and
leadership team for being my cheerleaders in this most demanding endeavor.
I would also like to thank USC’s Rossier School of Education class of 2022 and class of
2023, whose unwavering support and encouragement through those late nights and long
weekends of research and writing made it possible to cross the finish line. All of you were key in
staying focused and on track. Your feedback and recommendations, especially in choosing
relevant literature and the framework for this case study, were extremely helpful. The time you
invested in my development in this case study was extremely helpful, and I owe you a huge
“thank you” for your contributions.
I would also like to express my deepest gratitude to my committee chair, Dr. Sheila
Banuelos. Dr. Banuelos, your guidance, your commitment, and most of all, your patience
through some of my most challenging stages outside of writing this dissertation is something I
hold dear to my heart. I am extremely grateful to you. To Dr. Jennifer Phillips, whose passion
and interest in the veteran experience was noted from our initial conversation, was the
reassurance I needed to continue this important research and, most importantly, bring the voices
of the veterans to this platform. You reminded me of the importance of staying true to the
mission and of staying purposeful in the story I am telling. Thank you so much for the
confidence to proceed with this case study.

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To Dr. Robin Bishop, whose support did not only start as my committee member for this
dissertation but also began as a graduate student at Mount Saint Mary’s University, Los Angeles.
You saw something in me. You believed in me when I struggled to see that “something” in me. I
cannot express how extremely blessed I feel knowing you have been a huge advocate of me, my
goals, and my passion for impacting the veteran community. Your mentorship during my
academic career has been instrumental in my success. I owe a lifetime of gratitude for allowing
me to find my voice and reminding me of the power that comes with it. You ROCK!
Lastly, I have always said that I did not do this alone. It took a village, and very
important people outside the academic community helped make this happen. First and foremost,
the Mejia Family. To my parents, Oscar and Maura Mejia. Your sacrifices throughout the years
positioned me to take advantage of this opportunity. You paved the way so I can realize my
dreams, and your constant prayers have given me strength and ground in this process. The
lessons of hard work and humility I have carried throughout my life, and I dedicate this
accomplishment to you. To my siblings, Oscar and Patty Mejia, though I probably was not the
easiest person to be around during this process, I cannot thank you enough for your support and
constant reminder of how proud it is to be a Trojan! As I mentioned, there is no need to call me
Dr. Mejia; Doctor is fine—we are family! To my nephews, Eric, Oscar Jr., and Aaron, whom I
love dearly. You all are amazing human beings, and I hope I have made you proud. You were
my inspiration and my motivation.
Lastly, to the entire Almeida Family, whose support and encouragement are greatly
appreciated. Special thanks to my fiancée (at the time of this writing), Pilar Almeida (future Mrs.
Dr. Mejia), who has been my biggest cheerleader, supporter, therapist, and overall best friend
anyone could ask for not only throughout this process but in life. You gave me strength when I

vii
needed it the most, and you were there to help pick up the pieces. Thank you for being the
shoulder I needed when I needed a shoulder to lean on. I look forward to the next chapter in our
lives. You deserve honorary degrees for embarking on this path with me!
To all mentioned above and the number of friends I did not mention (but have
remembered), this dissertation is dedicated to you all! Thank you so much, and Fight On and
Semper Fidelis!

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Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgments............................................................................................................................v
List Tables ...................................................................................................................................... xi
List of Figures ............................................................................................................................... xii
Chapter One: Overview of the Study ...............................................................................................1
Purpose of the Study ............................................................................................................3
Research Questions ..............................................................................................................4
Conceptual Framework ........................................................................................................5
Significance of the Study .....................................................................................................6
Positionality and Researcher’s Background ........................................................................6
Definition of Terms..............................................................................................................9
Summary ............................................................................................................................10
Chapter Two: Literature Review ...................................................................................................12
Student Veterans in Higher Education ...............................................................................13
Transfer Student Veterans and Success .............................................................................23
Conceptual Framework ......................................................................................................26
Summary ............................................................................................................................36
Chapter Three: Methodology .........................................................................................................37
Research Questions ............................................................................................................38
Design of the Study ............................................................................................................38
Military Tradition...............................................................................................................41
Procedures for Student Participation .................................................................................44
The Instrument for Student Interview ................................................................................45
Instrumentation for Student Support Staff .........................................................................46

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Data Collection ..................................................................................................................47
Data Analysis .....................................................................................................................48
Summary ............................................................................................................................50
Chapter Four: Findings ..................................................................................................................51
Transfer Student Veterans Participants ..............................................................................51
Staff Participation ..............................................................................................................57
Presentation of the Student Participant Data: Four Ss .......................................................61
Presentation of the Staff Participant Data: Moving In, Moving Through, Moving
Out......................................................................................................................................73
Chapter Five: Discussion ...............................................................................................................81
Characteristics of the Transfer Student Veteran ................................................................81
Transfer Student Veterans Challenges ...............................................................................83
Institution-Wide Training ..................................................................................................84
Building Community .........................................................................................................85
Female Transfer Student Veteran ......................................................................................87
Limitations .........................................................................................................................89
Implications for Institution-Wide Policy and Practice.......................................................90
Consideration for Further Research ...................................................................................90
Transfer Experience ...........................................................................................................91
Conclusion .........................................................................................................................92
Chapter Six: Epilogue ....................................................................................................................94
References ......................................................................................................................................96
Appendix A: Case Study Information Sheet ................................................................................109
Appendix B: Recruitment Email Communication .......................................................................111
Appendix C: Screening Questionnaire.........................................................................................113
Appendix D: Recruitment Flyer...................................................................................................115

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Appendix E: Staff Recruitment Email .........................................................................................116
Appendix F: Request to Participate Email Communication ........................................................117
Appendix G: Interview Protocol for Transfer Student Veterans .................................................118
Introductory Questions.....................................................................................................118
Heart of the Interview (In-College Experience) ..............................................................119
Transfer Experience .........................................................................................................119
Closing Question ..............................................................................................................120
Appendix H: Request to Participate Email Communication .......................................................121
Appendix I: Interview Protocol for Student Support Staff Members ..........................................122

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List Tables
Table 1: Participants’ Information ................................................................................................ 52
Table 2: USC Staff Participation Information .............................................................................. 58

xii
List of Figures
Figure 1: Conceptual Framework: Veteran Transition ................................................................. 30
Figure 2: Moving In, Moving Through, Moving Out: Three Phases of Transition Theory ......... 31
Appendix D: Recruitment Flyer.................................................................................................. 115

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Chapter One: Overview of the Study
Understanding the impact of the transitioning experience of a veteran from a military
culture to an environment of higher education is an experience that is both unique and often
misunderstood. The transformation process for veterans is challenging, especially if they wrestle
with the traumatic events of hostility seen in war. Thus, when they enter academia, they need
help adapting. This struggle contributes to the universities’ lack of understanding of their
psychological, emotional, and physical impairments due to their negative experiences on tours of
duty while serving in the military. Traumas during a veteran’s deployment and constant danger,
injury, and death contribute to the homecoming transition (Ahern et al., 2015). The phenomenon
of returning servicemen and women from a hostile environment to a college campus is not a new
or contemporary trend. Due to the GI Bill, universities across America have welcomed veterans
since the end of World War II. Instead, they have sought to meet their needs better and offer a
fulfilling education. The increase of returning veterans to universities and colleges has prompted
these institutions to look for strategies to identify their needs and create innovative ways to
bridge these cultural differences.
Many veterans feel isolated from non-veteran classmates; the lack of understanding of
military culture creates a division between these student groups. Moreover, a potential
disconnect may arise between faculty/staff members and student veterans if the former is
unfamiliar with the transition into higher education. This isolation causes the student veteran to
withdraw, creating a sense of detachment and the fear of non-acceptance from their peers.
According to Holloway (2009), “These student veterans are navigating with unprecedented
concerns as they adjust to the collegiate environment” (p. 11). Therefore, coping with this
transition and the cultural differences between military culture and higher education can be
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frustrating and challenging. With that said, if administrators and policymakers wish to make a
difference in the student veteran’s education experience, they should consider reframing the
word “adjustment” to “acceptance.”
As the transfer student population displays an upward trend at institutions of higher
learning, institutions should begin to take steps to understand better how to support this growing,
diverse, and nontraditional student population. This study focused on the challenges the transfer
student veterans face and their experiences with student support systems at a private,
predominantly White, 4-year institution. In addition, this study intended to explore predictors of
student support programs and their personnel to determine how effective their policies and
procedures are in helping this diverse student population. This study aims to understand this
growing better, diverse student population to reveal the impact student services and
programming have on the student veteran’s engagement, experience, persistence, and success.
As academia begins to take significant steps to understand this group of students, the
primary intent is to improve the relationship between the student veteran and those representing
higher education institutions. Therefore, the main goal for members of an institution should be to
facilitate resources to assist in coping and adapting to the college classroom, which may be
disorienting for this group. Burnett and Segoria (2009) found that a collaborative movement and
a unified approach will bridge all components of an institution to optimize the success of a
transitioning transfer student veteran (TRSV). This will ensure the navigation of university
protocol and provide a positive transitioning experience. In addition, minimal research has been
conducted regarding the challenges, successes, and adjustments of student veteran transition,
even though there is much research on post-traumatic stress disorder of returning veterans
(Bonar & Domenici, 2011).
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A recent report from California Community Colleges Chancellor’s Office (2022)
estimates that over 1.8 million veterans live in California. Approximately 89,000 veterans,
active-duty service members, and dependents are enrolled at a California community college
annually. Community colleges are quickly becoming a preferred entry point for veterans entering
or returning to college because of their low tuition rates, open enrollment policies, and flexible
instructional methods (Rumann, 2010). For these reasons, community colleges represent the
preferred choice or entry point for veterans returning to college or entering academia for the first
time.
As a student veteran, specifically a TRSV, I understand that veterans often find their new
roles as college students differ from their counterparts. These students’ unique needs, as they
prepare to transition from military to college, from a 2-year college to a 4-year institution, and
the importance of effective institutional practices warrant further discussion in the literature.
Purpose of the Study
Universities and colleges are seeing more U.S. military veterans enter postsecondary
education. More than 500,000 post–9/11-era U.S. military veterans have transitioned to
postsecondary education (McBain et al., 2012), with university enrollment rates projected to
increase as the U.S. Department of Defense systematically downsizes (Mueller et al., 2012),
meaning a higher number of service members are leaving the military. With this increase, this
study aimed to generate discussion on how a higher education institution can promote success
through student engagement inside and outside the classroom.
For student veterans, navigating a college campus can be confusing, frustrating, and often
demanding (Flink, 2017), causing them to feel out of place or isolated on campus, adding to
struggles for veterans more than their counterparts. This study aims to understand what helpful
4

student resources are present to support a veteran’s transitional experience and level of
engagement to promote a positive student experience and student success. The following three
key areas will be discussed: (a) addressing the veteran’s transition, (b) recreating the student
veteran experience, and (c) creating a platform where veterans can advocate for inclusivity and
military representation in the various student support services. Research has established that this
comprehensive support is needed to meet the needs of this unique student population.
Though there is literature and research on the transition phase from military to civilian,
little research focuses on the transition into higher education (Jones, 2013). Therefore, this study
aimed to identify how student support services at a 4-year private university support student
veterans’ transfer experiences. Additionally, it investigated how the services promote student
engagement and persistence. Understanding the student veterans and the experiences and insight
they bring to campus was central to this research. In addition, supporting their academic
achievement requires understanding their needs to better support them.
Research Questions
The restructuring of a veteran’s engagement role in and out of the classroom helps to
understand the relationship between them and institutions of higher education to gauge the level
of persistence and student success. The following research questions guided this inquiry:
1. How do TRSVs describe their support from student services programs at the
University of Southern California?
2. How do these student services programs support TRSVs toward persistence and
student engagement?
Data were collected to answer these questions through qualitative research methods,
including semi-structured interviews (Seidman, 2006). I intended to follow protocol with specific
5

procedures in recruiting participants, setting up structured interviews, transcribing the data,
conducting data analysis, and reporting the findings. In addition, I used open-ended questions to
help identify emerging themes from the participants’ experiences. The focus here was on
recruiting participants who transitioned from a 2-year community college to the University of
Southern California (USC). Participants were six TRSVs and three current staff members who
directly work with these students.
Conceptual Framework
Schlossberg’s (2007) theory of adult transition served as the primary framework for this
study. When seeking to understand the transition, a critical component is the context, or primary
setting, in which the transition occurs (Schlossberg, 2007). Adapting to civilian life is one of the
most prominent challenges veterans often face when leaving the service. For example,
researchers such as DiRamio, Rumann, and Hamrick have incorporated Schlossberg’s transition
theory to aid in understanding students’ transitions specifically, identifying the three types of
transitions: Anticipated, unanticipated, and non-event. For instance, Jones (2017) described an
anticipated transition as attending college after leaving the military. Unanticipated transitions,
Jones explained, represent events that are neither predictable nor scheduled, such as divorce or
medical problems. Non-event transitions are described as events that people expect but do not
occur. For example, a student veteran who expects assistance when enrolling in higher education
but fails to receive any.
This theoretical model characterizes the transition experience as a process of moving in,
through, and out of a significant transition concerning four factors that help people cope with
transitions: situation, self, support, and strategies (the four Ss; Goodman et al., 2006).
Schlossberg’s (2007) transition theory suggests that life events (or nonevents) are experienced
6

phenomena that include multiple challenges. Transition theory posits that when a transition
occurs, a process takes place as an individual integrates changes into their daily life. Data were
collected and analyzed using this theoretical framework.
Significance of the Study
This study aimed to inform faculty, staff, administrators, and the higher education
community about the experiences of student veterans transferring from a 2-year college to a 4-
year university, explicitly analyzing the contributions of student support offices and personnel
concerning student-veteran engagement and persistence. In addition, education professionals and
practitioners can be better prepared to support these students with this knowledge. Additionally,
this study’s findings can assist college and university administrators in developing policies,
programs, and procedures focused on this student population.
Therefore, this study examined individual and institutional-level student success
characteristics in transferring from a 2-year community college to a 4-year university. The key to
serving this student population is to adopt a collaborative, creative, and adaptive student support
approach to accommodate student veterans. The approach should promote sharing ideas and
experiences and, most importantly, identify the participants’ needs to ensure they receive the
support they require to succeed as students and members of society.
Positionality and Researcher ’s Background
My interest in exploring the TRSV experience stems from my experience as a Marine
Corps veteran, a non-commissioned officer, and a squad leader in an infantry unit. The squad
comprised 13 marines (squad leader and three fireteams of four men each), for whose welfare I
was responsible. My role as a squad leader was to provide leadership for all of my marines in
training while simultaneously preparing their readiness for deployment should it be necessary. I
7

learned the importance of my marines’ growth and the significance of leveraging each Marine’s
strengths to highlight and maximize their performance. To achieve optimal performance, I
learned that a supportive environment combined with guidance, mentorship, and constructive
feedback was the key.
Growing up in a military family, I have experienced firsthand the challenges many
military service members experience upon discharge. For example, one of my uncles, who
served in the United States Army during the Vietnam War, struggled to assimilate into civilian
life and turned to a toxic environment to self-medicate. I also witnessed a neighbor who served
in the Marine Corps during the Panama conflict in 1988 have a challenging time sustaining work
due to numerous injuries (physical and invisible) that limited functional performance for the
civilian job demands. These experiences catalyzed my desire to support the military community
professionally and personally.
Additionally, my interest in researching the TRSV experience originated from my
experience as a student veteran who transferred from a community college to a 4-year institution
as an undergraduate student. Upon enrolling in a local community college, I quickly realized the
challenges I experienced in transitioning from boots to books. As a student veteran, I found a
disconnect with academic topics that made it difficult to relate. I experienced isolation and
depression due to my inability to connect with my counterparts or find support services tailored
to student veterans. Relating to my classmates was difficult as I attempted to build relationships
and community. In those days, academic support for student veterans was limited, and finding
support was extremely difficult.
With this experience and my military background, I approached this study and my
interactions with the participants holistically and compassionately as a higher education
8

professional. In addition, I have dedicated my professional experience in higher education to
empowering student veterans to develop the skills necessary to succeed in college. I hope this
research will inspire further conversations on how to increase support, develop programs to aid
student veterans and their transition into institutions of higher learning and create a more
streamlined process to help them gain access to resources that will support their success
academically and professionally.
The role of the researcher is to access the thoughts and feelings of the participants
involved in the study (Sutton & Austin, 2015). In other words, it attempts to capture and convey
the experiences that answer why people think and feel what they feel. As a veteran and a student
veteran, I acknowledged and examined the study for possible biases. Through a great deal of
reflection and through a triangulation process that includes staff, administrators, and other
researchers, I, as the researcher, was reminded to remove my experience from the interview
design. However, I am reminded of the value of my experiences and how these unique
experiences inform my approach to the study’s design, interview questions, and data collection.
Additionally, due to the possibility that my student experience might be similar to that of
some participants in this study, I engaged in critical self-reflection to minimize biases and
assumptions about the participants’ experiences during the interviews and data analysis. Holmes
(2020) asserted that a researcher’s positionality and its influence on research have the following
advantages:
• As the researcher, more accessible access to the culture being studied is regarded as
one of us.
• The ability to ask more meaningful or insightful questions (due to possession of prior
knowledge).
9

• The researcher may be more trusted so that he may secure more honest answers.
• The ability to produce a more truthful, authentic, or ‘thick’ description and
understanding of the culture.
• Potential disorientation due to ‘culture shock’ is removed or reduced.
• The researcher can better understand the language, including colloquial and non-
verbal cues.
Definition of Terms
The following terms are defined in the context of this study:
Combat veteran: A veteran who has served in the Armed Forces, precisely one who has
served in combat. For example, they may have served in Iraq and Afghanistan. This definition
includes regular active-duty military members and reserve and guards individuals, regardless of
whether they are currently on active duty or discharged civilian veterans.
Non-combat veteran: A veteran in the Armed Forces did not participate in combat.
Nontraditional student: Adult learners not participating in higher education immediately
after high school. Usually, they are 25 years old and older and have life responsibilities (Kim,
2002)
Student veterans: Student veterans are college students who have served as active-duty
service members in a war zone due to military deployment and have re-enrolled in college
(Rumann & Hamrick, 2010).
Traditional student: For this study, traditional represents those students under 25 years of
age who enroll in high school, attend full-time, and do not have significant life and work
responsibilities (Pascarella & Terenzini, 1998).
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Transfer student: A student at a college or university who has completed classes at
another college or university after leaving high school (Oxford University Press, 2022).
Transition: Goodman et al. (2006) defined a transition as “any event, or non-event, that
results in changed relationships, routines, assumptions, and roles” (p. 33), which can be
anticipated, unanticipated, or non-event. Transitions can positively and negatively affect a
person’s life (Schlossberg, 1989).
Veterans Affairs certifying official (VACO): For this study, the VACO is anyone at a
school who certifies beneficiaries of VA education benefits. The school certifying officer will
have a direct line of communication with the VA for official inquiries on student issues (U.S.
Department of Veterans Affairs [VA], 2020).
Summary
This study explored the transfer experiences and the relationship between student
veterans and student support office and personnel at a 4-year private university. The study’s
findings inform education professionals and other college administrators, faculty members, and
university leadership about the collegiate transition experiences and needs of this unique,
growing student population.
Chapter One provides an overview of the study, background information, purpose of the
study, research questions, introduction to Schlossberg’s (2007) transition theory, the significance
of the study, the researcher’s positionality, and definition of terms.
Chapter Two contains a literature review of historical perspectives on the effects of the
experiences of student veterans in colleges and universities and research on their college
experiences as first-generation TRSVs. The chapter concludes with Schlossberg’s (2007)
11

transition theory and a brief description of the 4-year private research university as an
appropriate setting for this study.
Chapter Three outlines the study’s purpose, research questions, design, population,
sample, and limitations. This section also describes recruitment procedures for students and staff
participants, data collection, and data analysis protocol.

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Chapter Two: Literature Review
This study explores the college experience for TRSVs at a 4-year private research
university. This study seeks to identify student support systems and programs that help support a
student veteran’s engagement (in and out of the classroom), leading to student success and a
positive student experience. As research suggests, many returning veterans will seek a degree in
higher education in the upcoming decades (Griffin & Gilbert, 2015). For this reason, many
universities and colleges have begun to initiate support services explicitly focusing on the
success of returning veterans to institutions of higher education. Through military training,
student veterans are positioned for academic achievement and success, which stem from personal
characteristics, work ethic, and unwavering commitment (Student Veterans of America, 2019).
Based on the research highlighted in this chapter, it is evident that student veterans represent a
valuable asset whose contributions through academic discourse and student engagement make a
lasting impact on higher education institutions.
Though addressing the transition experience from military to civilian is beyond the scope
of this dissertation, it is important to understand the various unique challenges a veteran face
when returning to civilian life. For example, the U.S. Department of Veteran Affairs states that
(a) veterans may find difficulty in relating to people who do not know or understand what
military personnel has the experience, and (b) joining or creating a community becomes a
challenge as the structure is often not automatic, (c) creating a structure where a veteran will
have to create his or her structure or adjust to living in an environment with more ambiguity and
(d) adjustment to a different pace of life, work, or school will pose challenges where a veteran
may need to learn how to navigate the new process or a new daily routine (VA, 2019).
13

Understanding these challenges will help provide context to veterans’ added challenges as
students.
In this chapter, the literature will examine a student veteran’s experience inside and
outside the classroom to identify how engagement activities and services, if any, influence a
student veteran’s persistence and a student veteran’s success as a transfer student. Finally, the
literature will explore the many obstacles to a veteran’s higher education experience, including
administrative barriers, inability to fit in, cultural differences from military to college, and
analyzing a veteran’s sense of self that incorporates their experiences as a service member,
veteran, and civilian student into a coherent identity.
Student Veterans in Higher Education
Historically, from colonial times, college institutions became the primary site of access to
and development of citizen soldiers for military service (Rumann & Hamrick, 2010). This
relationship between the American military and American education institutions stems from the
Morrill Land-Grant Collect Act of 1862, named after Justin Morrill, a congressman from
Vermont. His primary purpose was to promote agriculture and the mechanical arts (Abrams,
1989). Essentially the Morrill Land Grant would grant land to state colleges whose objective
would be to teach subjects, especially agriculture and the mechanic arts, including a military
tactics clause where military instruction would be incorporated. Over time, the Morrill Land-
Grant Collect Act would significantly impact the growth of education as 69 universities around
the country were founded under this Act (Lee, 1963).
Post-9/11 GI Bill
Over 600,000 veterans have entered higher education since the Post-911 GI Bill was
enacted in 2009 (Griffin & Gilbert, 2015). For example, the Persian Gulf War and Operation
14

Desert Storm was a period in the United States where additional education benefits were
allocated to members of the military and veterans. This act forced Congress to pass legislation to
increase education benefits for veterans based on factors such as training, length of service, and
veteran category (Arminio et al., 2014). Additionally, this Act authorizes the Secretary of
Education to extend the grace and deferment periods for repayment of federal student loans and
the eligibility period for specific federal grants for activated reservists who served during the
Persian Gulf conflict. This encourages colleges and universities to provide tuition credits or
refunds for students called to active duty and who could not complete their courses. This
legislation is known as the Persian Gulf Conflict Supplement Authorization and Personnel
Benefits Act 1991.
The post-9/11 GI Bill, signed in the summer of 2008, is one of the most significant
expansions of federal financial aid since World War II and the Pell Grant in 1965. The Post-9/11
GI Bill benefits veterans, service members, and families enrolled and pursuing approved
education programs. Recent data in the Congressional Research Service Report of 2021 states
that the post-9/11 GI Bill accounts for more than 70% of total GI Bill participation and more
than 80% of annual spending since FY2013. The same report estimates that over 600,000
individuals have benefited from this educational assistance, noting almost $10 billion in financial
aid (Dortch, 2021). Today, there are about 18 million U.S. veterans, roughly 4.5 million of whom
served after September 11, 2001 (U.S. Bureau of Labor Statistics, 2021), and there is evidence
that suggests an upward trend in college enrollment as educational benefits have encouraged
veterans to pursue a degree at institutions of higher learning.
Though emerging studies and research on this topic begin, there is a further need to
examine institutions’ financial consideration and return on investment to create programs to
15

support this student community. As a colleague and fellow student veteran suggests, there are
ample reasons for institutions of higher learning to consider being proactive in their efforts to
seek this student community and welcome our military personnel into our institution.
Student Veteran Transition
As mentioned, the GI Bill has allowed many veterans to seek a degree in higher
education. However, that is only the first step. Once they are enrolled, there is an expectation that
the institution must be committed to understanding how they develop their identity and make
meaning as it relates to their transition (Green & Dusen, 2012). As the literature notes, student
transition offers considerable challenges to the individual student and all parties involved (Briggs
et al., 2012). For example, for transitioning students, levels of social anxiety, academic
difficulties, financial instability, inability to fit in, and often, redefining their student’s identity or
role can influence the challenges the student might encounter throughout their transition.
Student veterans enrolled in higher education belong to a subgroup of nontraditional
students. They are exposed to concerns and encounter various issues as they transition to college
and university. Rumann and Hamrick (2010) noted that additional issues range from role
incongruities, maturity issues, relationships, and identity renegotiation. Though Rumann and
Hamrick wrote in greater detail about these issues, additional literature notes that role
incongruities occur when these students have difficulty reconciling their military identity with a
campus environment that is not always sensitive to their experiences (Barry et al., 2014). The
experience of cultural incongruity is that the student may feel their voices are silenced by their
veteran identity to succeed or let their academics suffer (Gloria & Kurpius, 1996).
As O’Herrin (2011) noted, maturity speaks more to level of life experience than age. This
speaks to the motivation to succeed and earn a degree upon returning from military service.
16

When considering the relationship, we must consider the impact of social integration.
Relationship building with peers can then be complex and challenging, as age, life experiences,
and expectations may differ from those of traditional college students. Therefore, interactions
with faculty members are imperative to help encourage student veterans’ peer-group interactions
(Dean et al., 2020). Lastly, when considering what the student veteran represents on higher
education campuses, we must consider their identity as practitioners in higher education.
Schroeder and Perez (2022) assessed that a student veteran’s identity informs their use of support
services and engagement in veteran-centered communities. Gaining more insight into a veteran
identity can help campus communities and student affairs professionals better understand these
students and, in turn, address their needs more comprehensively (Schroeder & Perez, 2022).
Student Veterans: First Generation
For many, identifying as a first-generation college student represents being the first
person in one’s family to attend college. For others, being part of a first-generation college
student community represents the start of progress for one’s family and self. However, what does
it mean to be a first-generation college student? While the term “first-generation college student”
might sound self-explanatory, studies in education have a variety of definitions associated with
this term. For example, First-generation students are students from families where neither parent
attended college (Choy, 2001). Another definition of a first-generation college student is having
yet to complete a college degree (Toutkoushian et al., 2019) or having parents with a college
degree (Toutkoushian et al., 2018). While defining first-generation college students is well
studied throughout literature, for this dissertation, the definition of students whose parents have
no college or postsecondary experience is appropriate (Pascarella et al., 2004).
17

In addition to defining this student group, it is also essential to understand their
challenges. Among these challenges, literature shows that first-generation students need more
college preparation, lower career aspirations, lack family support, and lack faculty, staff, and
peer support. In addition, they have trepidation about the college environment and display poor
study skills or habits (Elkins et al., 2000). These challenges are worth noting because they speak
to the negative experience that may impact some first-generation students’ college academic
outcomes.
For first-generation student veterans, there are additional challenges to consider. First,
before delving further into these challenges, what is the definition of a first-generation student
veteran? Although no formal definition is found throughout the literature, examining the
intersectional student veteran and first-generation identities is deemed appropriate for the
context. College students come to universities and colleges with multiple identities (Orbe, 2004).
For example, 62% of student veterans are more likely to be first-generation college students,
15% of student veterans are traditional-age college students where most student veterans are
between the ages of 24–40, and 47.3% of student veterans are married (VA, 2020).
Understanding what it means to be a first-generation student veteran means affirming the identity
and value this student community brings to the classroom and the overall campus environment.
Along with the challenges previously discussed, other factors contribute to this
community’s unique challenges. For example, additional concerns are social connections and
identity, mental health concerns, physical disabilities, and knowing how to access educational
benefits. Social connections and identity, for example, may arise from an unpleasant or intrusive
interaction with peers. Often, limited understanding, knowledge, or concerns about overseas
conflicts and inappropriate questions (e.g., if s/he had killed someone) can be uncomfortable for
18

the student veteran (Dunwoody et al., 2014). In addition, managing and accessing educational
benefits is a common challenge. Though they have access to military educational benefits, many
first-generation student veterans lack knowledge about the processes for accessing the funding,
which can often be confusing (Hamrick & Rumann, 2013).
Student Engagement
Little is known about the student veteran experience in higher education institutions,
including information to assess whether programs or services provided by institutions are helpful
to veterans and service members in colleges or universities. Similarly, not much is learned about
the transfer experience to a 4-year university from a 2-year college or whether student veterans
are engaged in academic programs, campus life, or taking advantage of support services. A
common theme reported in student veteran studies is difficulty connecting socially with the
university and other students (DiRamio et al., 2008). However, community colleges are ideal for
student veterans, given their various support services for nontraditional learners (Flink, 2017).
As it is valid for non-veteran students, the college experience can provide veterans with personal
and academic growth, which requires civilian socialization for student veterans. This notion is
supported by Brown and Gross (2011), who posited the positive impact of developing a veteran-
friendly environment.
For colleges and universities, finding innovative ways to support the student veteran
during a transition phase or as a transfer student can be challenging. However, many factors of
the student veteran experience require attention to support their needs holistically. For example,
research warns that colleges and universities must prepare to assist student veterans (Semer &
Marmening, 2015), and there is a general lack of support for college veterans. However, for the
student veteran, the challenges in their student experiences are enhanced in the resocialization
19

process as they attempt to navigate a new environment. As Vienna (2014) noted, a large number
of student veterans enlist in the military as emerging adults and spend a good number of years in
a strict and structured environment, which adds to the degree of difficulty when attempting to
navigate services outside the context of the military.
Some factors include building social connections on campus, learning how to navigate
their education benefits, loss of purpose or direction as student veterans may struggle to identify
their direction, and loss of structure. This form of socialization is common for all veterans upon
entry or reentry to a college campus. To change this narrative, there are two factors to consider:
quality engagement and building program support and services (Kirchner & Biniecki, 2014)
collaboratively as an institution to support academic success for student veterans.
Identifying institutional practices to promote a friendlier and more supportive community
for student veterans requires time and resources to include buy-in from administrators, faculty,
and staff. Emphasizing good educational practice helps focus faculty, staff, students, and others
on the tasks and activities associated with higher yields in desired student outcomes (Kuh, 2003).
At institutions where faculty members use these and other practical educational practices more
frequently in their classes, students are more engaged overall and gain more from college. As we
see an influx of veterans returning to colleges and universities, universities nationwide recognize
veterans’ struggles in their transition. However, there needs to be more evidence regarding which
specific factors impact student success for student veterans or the role an institution plays in
supporting this student group.
Barkley and Major (2020) defined student engagement in higher education as “a process
and a product experienced on a continuum and results from the synergistic interaction between
motivation and active learning.” However, scholars such as Pascarella and Terenzini referred to
20

student engagement as the amount of time and energy students are willing to invest in various
activities to receive the outcomes they seek in the undergraduate experience. They invite the
student to take ownership of his/her engagement (Pascarella & Terenzini, 2005). Both definitions
allude that student engagement disproportionately influences a student veteran’s learning
outcome outside the classroom environment, including participation in on-campus activities,
school organizations, and engagement with students academically and socially. Additionally, the
literature suggests that students engaged on campus have higher educational attainment than
those not involved (Schlossberg, 1989). Finally, suggesting that student veterans’ involvement is
imperative to a veteran’s development, and the level of engagement is a pivotal contributor to
their sense of purpose, belonging, and student success.
Student Persistence
Over the years, several terms have risen to investigations of students who stayed in
college until graduation and those who left before graduating (Habley & Bloom, 2012). For this
study, the term “persistence” focuses on the student veteran’s level of engagement regarding goal
attainment and overall positive student experience. Tinto (2017) asserted that the more students
integrate into the collegiate experience, the more successful they will be and the more likely they
will remain in school until graduation. The author further suggested that a student desires to
persist to degree completion to expend considerable effort (Tinto, 2017). Tinto’s definition
allows for further examination of whether a student’s level of engagement contributes to a
student’s academic performance and persistence.
Student veterans are defined as adult learners who face unique challenges and obstacles
(Gregg et al., 2016), making their level of engagement a challenging one. For example, student
veterans may struggle with the losses of personal growth, individual aspirations, and
21

interpersonal relationships as they transition into academia (Holloway, 2009), ultimately
impacting their engagement level in and out of the classroom. Student veterans may find
themselves detached from others due to these unique challenges and require additional support
from their institutions to help navigate them. However, regardless of the obstacles, De La Garza
et al. (2016) argued that the veteran-student population exhibits positive traits conducive to
academic achievement.
Student engagement holds together all aspects of student learning and personal growth.
Student engagement is rewarding in many ways and is fundamental for student success in college
(Fredin et al., 2015). Student engagement plays a central role in a veteran’s success. A better
understanding of student engagement yields a more positive student experience. The goal of
active student engagement for student veterans is to take ownership of their experience, create a
stronger sense of self-efficacy, and develop a greater sense of responsibility while understanding
the governance of the institution’s education system.
As veterans continue to enroll in institutions of higher learning, they find support that
increases their level of engagement. A notion supported by Rumann et al. (2011) is that
appreciation by the student veteran for the opportunity to meet and interact with others on
campus helps make the college environment feel less isolating. The more academically and
socially involved a student is, the more they see themselves integrated into the institution and as
a valued member of the institution’s community.
Student Veteran Transfer and Retention
The definition of retention in higher education is keeping students enrolled in college,
community colleges, or other institutions of higher education (Wild & Ebbers, 2002). It is an
integral part of higher education due to the effects on graduation rates, indicating how well an
22

institution supports its students. There is, however, a difference between college persistence and
retention. As Hagedorn (2006) noted, persistence follows a student who continues with his or her
study regardless of which institution they attend, while retention represents the number of
students who continue enrollment (or degree completion) at the same institution (National
Student Clearinghouse-Research Center, 2021).
Drawing from the literature on retention, there are factors that ultimately impact student
retention. First, there are several factors to consider, and two specific factors are noted in this
section: student experience and sense of belonging and student support services’ role in
encouraging and supporting students in higher education. The greater students find themselves
academically integrated into the institution’s life, the more likely they will persist (Demaris &
Kritsonis, 2008). In addition, student services are seen as critical components of many
educational systems, and they contribute to the quality of student learning experiences and
academic success (Ciobanu, 2013).
Understanding the availability of an institution’s programs and resources is essential for
student veterans and adds to the student experience and sense of belonging. Student veterans
appreciate the opportunity to meet and interact with others on campus, which helps make the
college environment feel less isolating. In addition, the support student veterans receive
influences their transition into higher education (Ryan et al., 2011). In addition, colleges
interested in supporting student veterans are beginning to recognize the impact staff and support
services have on student veteran success (National Association of Student Personnel
Administrators, 2013).
This researcher believes that student veterans bring unique life experiences to higher
education institutions. The student veteran represents a diverse group of students who express the
23

stressful experience of transitioning from the military into the civilian culture and then to a
culture of higher education. Colleges and universities recognize these transition difficulties and
are working to ease the transition difficulties to foster a better sense of belonging to the
university. In addition, researchers on student veteran transition address many ways
administrators, faculty, and staff can promote programs and services that address the transition
difficulties of student veterans. For example, Carlton et al. (2019) noted that institution-wide
training for faculty, administration, and staff helps support student veterans. Rumann and
Hamrick (2010) posited that training an institution’s constituents helps to understand and address
the needs specific to student veterans.
Transfer Student Veterans and Success
The accurate indicator of student success identifies how well students prepare to achieve
their academic, personal, and professional goals. These goals are achieved by developing
knowledge, self-reliance, and connection to the college community. Social support was a general
predictor of importance for veterans (Cook & Kim, 2009), where relationship building and the
need for social support reflected higher academic achievement. Hence, there is a need to
acknowledge the correlation between student engagement and success. As Caruth (2018) noted,
in assessing student success, some student characteristics are important to consider, such as
direction, determination, and dedication, which are shared with some nontraditional students.
Understanding the factors contributing to student success in and out of the classroom is often
complex and individualized. Nonetheless, the common theme among the literature on this subject
suggests that a student’s success and achievement are present when a sense of belonging, a
growth mindset, and salient personal goals and values are present.
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Veterans attending college develop characteristics through military service that are
considered valuable college assets. These assets are highlighted by their ability to build
relationships and kinships with other student veterans (Bauman, 2013). Another characteristic is
high self-efficacy. According to the literature, self-efficacy enhances success in critical areas,
such as student engagement in extracurricular activities, positively affecting the sense of
belonging (De La Garza et al., 2016). There is also a tendency to respect professors having
experienced a hierarchical military culture (Jones, 2013). Offering the opportunity for student
veterans to contribute and engage in colleges and universities can allow for continued
institutional exploration of programs and policies to foster their confidence and resilience,
yielding successful outcomes.
However, how does research define success when speaking of the student-veteran
community? To answer this question, the VA has established a way to help veterans enter their
eligibility standing, military status, and the name of the school the veteran wishes to attend. This
website is called the GI Bill Comparison Tool. The tool shows whether the school complies with
the Principles of Excellence as detailed in Executive Order 13607 and the U.S. Department of
Education’s eight keys to veterans’ success. It is the latter that I wish to outline.
The key to the comparison tool is the U.S. Department of Education’s eight keys to
veterans’ success. These keys are part of an initiative that allows participating educational
institutions to highlight their steps to support positive educational opportunities for student
veterans (U.S. Department of Education, 2015). The eight keys are as follows:
• Create a culture of trust and connectedness across the campus community to promote
well-being and success for veterans.
• Ensure consistent and sustained support from campus leadership.
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• Implement an early alert system to ensure all veterans receive academic, career, and
financial advice before challenges become overwhelming.
• Coordinate and centralize campus efforts, creating a designated space for veterans
(even if limited in size).
• Collaborate with local communities and organizations, including government
agencies, to align and coordinate services.
• Utilize a uniform set of data tools to collect and track information, including
demographics, retention, and degree completion.
• Provide comprehensive professional development for faculty and staff on issues and
challenges unique to these students.
• Develop systems that ensure the sustainability of effective practices for veterans.
Given this context, institutional leaders must understand the nature of the veteran-student.
Colleges and universities have “an obligation and an opportunity in the years ahead to achieve
even greater success by doing what our veterans have done on our behalf for years: listen,
improvise, persevere, and lead” (Knapp, 2013, p. 33). Having a variety of support programs
increased academic success rates for student veterans and has remained sensitive to their needs
as they progress through their educational careers and adjust accordingly (Norman et al., 2015).
To demonstrate the work being done to aid in the success of the student veteran, Cook and Kim
(2009) suggested that veterans may benefit from a transition course tailored specifically for
student veterans. In addition, transition courses can bring value to the student veteran who is not
yet comfortable with his/her/their new identity as a veteran and the uncertainty on how to engage
members of the campus community effectively as a student veteran.

26

Conceptual Framework
The TRSV transition from a community college to a 4-year university is a phenomenon
that has recently received attention from the higher education community. Students face many
obstacles when they transfer to a 4-year institution. In addition, there is a stigma toward TRSVs
having served in the military (Clary et al., 2021). Flink (2017) noted that military veterans face
unpleasant transition experiences, which contribute to finding themselves as victims of
stereotyping and discrimination due to the stigmatization of invisible disabilities. He added that
stigmatizing invisible disabilities, for example, can make the transition to college challenging for
many military veterans. Student veterans, especially those with invisible disabilities, find
navigating and surviving the college campus confusing, frustrating, and demanding (Karp &
Klempin, 2016). Returning veterans experience physical or emotional scars where medical
attention or psychological services may be required. Lastly, many student veterans experience
anti-military sentiment, where their fellow students challenge them based on the social and
political climate (Osborne, 2014).
However, universities and colleges have begun to initiate services and transitional
support to ensure the success of returning veterans in navigating the obstacles previously
discussed. This support helps establish an engaging relationship between students and the
institution, building confidence, a sense of belonging, understanding, and consideration. Studies
suggest that incorporating mentorship programs or support groups, these forms of support can
cultivate a veteran’s discipline and motivation to succeed. To optimize these programs, a unified
approach enlisting all institution components through a campus-wide collaboration directed by
the highest administrative authority is of utmost importance (Burnett & Segoria, 2009).
Therefore, I posed two questions to lead this discussion:
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1. How do TRSVs describe their support from student services programs at a 4-year
private university?
2. How do these student services programs support TRSVs toward persistence and
student engagement?
In this section, I will explain and describe Schlossberg’s (2007) transition theory,
including what she calls the 4s, which identify four tenets that influence a person’s ability to
cope with a transition: situation, self, support, and strategies. Schlossberg’s four Ss in the theory
of transition helped identify themes contributing to the transition process’s challenges. This
framework characterizes the transition process as moving in, moving through, and moving out of
significant transition periods.
Within these four tenets, trigger questions are introduced to help an individual perceive
the current changes in a person’s life and how we cope with them:
• Self: Who are you, and how do you process transition?
• Situation: What happened (or did not happen)? When did it occur?
• Strategies: How does one respond to transition?
• Support: Who and what is around you to help you through the transition?
Student development plays a critical role in addressing the needs of college students
during the student transition (Astin, 1984). Understanding student development within student
transition can offer student affairs practitioners sufficient resources when interacting with
students. Schlossberg’s (2007) transition theory is a helpful framework for considering the
transition process of a student from a community college to a 4-year university. Additionally,
Griffin and Gilbert’s (2015) studies incorporating Schlossberg’s four S tenets and analyzing the
narrative of veterans, administrators, and student affairs practitioners can promote and support
28

the development of navigational strategies and policies that pose transitional challenges (Griffin
& Gilbert, 2015).
Schlossberg’s (2007) transition theory suggests that life events (or nonevents) are
experienced phenomena that include multiple challenges. For example, Schlossberg’s transition
theory is an adult development theory (Evans et al., 1989) that focuses on the adult transition
experience throughout life and how they cope and adjust (Schlossberg et al., 1995). Further,
when a transition occurs, a process occurs as an individual integrates changes into his or her
daily life. In reviewing several literature reviews and published articles, Schlossberg’s transition
theory has been a significant addition to an academic leader’s toolbox to help understand the
college student. For example, Flowers et al. (2014) used this theory to examine transfer student
athletes’ perceptions of their transition experience. Others have used the theory to examine the
transition experiences of first-generation students of color from urban areas to extremely
predominantly White institutions, where students of color are grossly underrepresented in the
campus and local communities (McCoy, 2014).
The Schlossberg (2007) transition model also addresses general life transitions, where
student support services can be used as a framework for all students, including student veterans.
Literature notes overarching goals of advising from the Schlossberg theory perspective.
Facilitating students’ personal and academic success is achieved by helping them gain a greater
sense of control and hopefulness about making academic transitions (situation); develop
academic motivation, identity, and skills (self); build, identify, maintain, and utilize support
networks (support); and develop and employ practical coping skills (strategies; Ryan et al.,
2011). The transition theory was created because a “need existed to develop a framework that
would facilitate an understanding of adults in transition and aid them in connecting to the help
29

they needed to cope with the ‘ordinary and extraordinary process of living” (Evans et al., 2010).
Though labeled as a theory of adult development, many practitioners have found the theory also
relevant to college students going through various transition stages.
Schlossberg’s (2007) transition theory outlines the second-year transfer student
experience. Transition theory outlines three phases in the transfer student experience: moving in,
moving through, and moving out of their transfer student experiences. The four Ss represent four
factors that influence a person’s (or, in this case, a student’s) ability to cope with a transition:
self, support, strategies, and situation (Figure 1).

30

Figure 1
Conceptual Framework: Veteran Transition

Note. Adapted from Overwhelmed: Coping with life ’s ups and downs by N. K. Schlossberg,
2007. M. Evans, Incorporated. Copyright 2007 by M. Evans, Incorporated.
31

Schlossberg’s (2007) transition theory outlines the transition as a three-phase process.
Moving in, moving through, and moving out is the idea or process by which an individual
navigates transition or changes (Goodman et al., 2006). The first phase, moving in (in the context
of transitioning students), is when the student assesses the impact of college. In other words,
students are asked to examine their new roles, routines, and relationships in this new setting. The
second phase, moving through, represents the student’s ability to assimilate into the new college
setting and navigate this new experience with minimal challenges. The final phase, moving out,
Chickering and Schlossberg (2002) explained, is when people end one series of transitions and
start to look forward to the subsequent experiences. In other words, life after college (Figure 2).

Figure 2
Moving In, Moving Through, Moving Out: Three Phases of Transition Theory

Note. Adapted from Getting the Most out of College (2nd ed.) by A. W. Chickering and N. K.
Schlossberg, 2002. Prentice Hall. Copyright 2002 by Prentice Hall.
32

Though the subsequent studies do not focus on the student veteran’s transfer process,
they emphasize the student veteran’s transition into higher education. For instance, Griffin and
Gilbert (2015) utilized Schlossberg’s transition theory to analyze narratives from veterans,
administrators, and student affairs professionals to examine whether and how higher education
institutions can influence student veterans’ transition to higher education. Finally, the study
specifically examined institutional structures that support students in developing navigational
strategies and institutional actions and policies that pose transitional challenges.
Griffin and Gilbert supported the findings of Goodman and others that multiple forces
influence an individual’s ability to manage a transition, known as the four Ss. This research is
part of a more extensive study conducted by researchers at the Center for the Study of Higher
Education at Pennsylvania State University. This study collected data from students, faculty,
administrators, and student affairs professionals. Individual and group interviews were conducted
with administrators, student affairs professionals, and currently enrolled student veterans across
seven institutions: three research universities (very high research activity), two doctoral/research
universities, and two associate institutions. In addition, three institutions (two research
universities and one doctoral/research university) were early grantees of the National Science
Foundation’s Veterans’ Education in Science and Engineering Grant Program. The remaining
four institutions were identified as veteran-friendly based on the congruence between the
services and support they offered and research documenting the needs of returning student
veterans. Pseudonyms refer to all institutions in this study to protect participants’ identities.
In addition, semi-structured interviews were conducted with 72 administrators, faculty,
and student affairs professionals across campuses, focusing on professionals working in student
services offices. Professionals working in financial aid, the registrar’s office, admissions,
33

tutoring centers, disability services, and counseling centers were interviewed at each campus. For
example, the supervising administrator was also interviewed if an office for student veterans was
present at the institution. In addition, there were 52 individual and group interviews and seven
focus groups (one student focus group per campus) held with 28 student veterans.
The use of the moving in, moving through, and moving out stages of Schlossberg’s
(2007) transition theory and the four Ss system was considered to analyze these services in this
study. People moving into a situation need to familiarize themselves with the new system’s rules,
norms, and expectations. Once in a new situation, individuals must learn to balance their
activities with other areas of their lives as they transition. Moving out can end one transition and
cause one to consider what comes next. Goodman et al. (2006) described four significant factors,
known as the four Ss, that influence the ability of an individual to cope during a transition:
situation, self, support, and strategies. A person’s effectiveness in coping with transition depends
on his or her resources in these areas. Finally, the study found the Schlossberg model beneficial
in identifying how institutions aimed to facilitate student veterans’ transitions.
In an earlier study, DiRamio et al. (2008) also focused on the student veteran population
through a multi-campus study, with a broader sample size derived from three geographically
diverse universities representing northern, southern, and western regions in the United States. I
incorporated the model of adult transition by Schlossberg (2007) as a guiding theory to
understand students transitioning from wartime service to colleges and universities. This model
helped explore findings and implications that will be helpful in an institution’s effort to assist
veterans and improve student success through a holistic approach. This study’s findings highlight
how individuals experience a change in assumptions about the self and a corresponding change
in behavior and relationships.
34

DiRamio et al. (2008) interviewed 25 students who served in Iraq and Afghan conflicts.
The method in this study was the grounded theory approach of Glaser and Strauss (1967). It was
used to develop critical themes based on individual cases inductively, focusing on capturing the
essence of experiences as they are perceived and described by student veterans. Grounded theory
is primarily applied to qualitative research and is a tool that allows researchers to find and
conceptualize areas of interest through constant comparison (Walsh et al., 2015).
Participants in DiRamio et al.’s (2008) study were six women and 19 men enrolled at one
of three research universities. The three institutions are geographically diverse, representing the
northern, southern, and western regions of the United States. All 25 participants were recently on
active duty, having served in the Iraq or Afghan conflicts between 2003 and 2007, and were full-
time students. Eleven of the students were members of the Reserves or National Guard, and the
others were regular Army (n = 4), Marine Corps (n = 5), and Air Force personnel (n = 3).
Students still on active duty and thus receiving full military pay and benefits were excluded from
the study. Ages ranged from 20 to 34, with the majority in their early twenties and a part of the
millennial generation; nine participants attended college before deployment.
Both these qualitative studies explored the student veteran experience by incorporating
the adult transition model by Schlossberg (2007). These studies identified emerging themes that
brought into light how institutions plan to facilitate the experiences of student veterans through a
holistic approach. For example, DiRamio et al. (2008) pointed to the need for a comprehensive
and holistic system to assist veterans. The study posits that each student veteran is the key to
coordinating campus professionals’ efforts, including academic affairs, student life, and central
administration. In addition, the authors argued that the student veteran student community is a
35

special needs community and suggested that there are ways for colleges and universities to work
with these students to meet their needs (DiRamio et al., 2008).
Similarly, Griffin and Gilbert identify three themes that encourage the transition student-
veteran transition experience. First, veterans and institutional agents described the importance of
offices, services, and professionals. Second, the need for specific campus policies and procedures
for administering veterans’ information, benefits, and services was highlighted through
institutional structures. Lastly, there was a discussion regarding veteran-student representation in
the student body, veteran-specific groups and services, and the quality of relationships student
veterans have with peers and personnel on campus through social and cultural support (Griffin &
Gilbert, 2015).
These studies address the need for a collaborative and intentional approach to supporting
transitioning student veterans with the common denominator: Schlossberg’s (2007) transition
theory. In analyzing these studies, Schlossberg’s transition theory has been effectively utilized to
understand and assist an individual’s transition adjustment. Its findings provide a deeper
understanding of the uniqueness of the student-veteran transition into higher education.
However, one standard limitation in these studies is that they do not speak of the student
veteran’s transfer experience. For example, enrolling in college after the military will not be the
only transition for this student population. For example, negotiating the college and classroom
environment, adjusting to their college student role, and their newfound stability as a college
student, to name a few (Mendez et al., 2018). Transitioning does not only occur when a student
enters college for the first time but can occur again for TRSVs transferring from a community
college into a 4-year college or university.

36

Summary
As the body of literature and research on the student veteran transition continues to grow,
more needs to be known about the actual transfer experience of the student veteran. Therefore, in
this study, Schlossberg’s (2007) transition theory was the lens to better understand the transition
experience for the TRSV community. Chapter Three will outline the methodology in greater
detail, including the site selection, participants, research methods, data collection, and data
analysis. The aim is to highlight why it is critical to identify these experiences.

37

Chapter Three: Methodology
The primary aim of this study was to understand the contributing factors that lead to the
student veteran’s engagement and persistence in higher education. This study explicitly
considered how student support services and programs contribute to the student veterans’
transfer experience. This chapter outlines the research design for this qualitative study, describes
the study’s design, population and sample, data collection and analysis procedures, and
subsequent ethical considerations.
To ensure this study’s validity, I intended to follow protocol with specific procedures in
recruiting participants, setting up semi-structured interviews, transcribing the data, conducting
the data analysis, and reporting the findings. In addition, I used open-ended questions to help
identify emerging themes through the participants’ experiences through semi-structured
interviews. I planned to use criterion sampling to ensure diversity in age, sex, and military
experiences representing all military branches: Air Force, Army, Coast Guard, Marine Corps,
Navy, Reserve, or National Guard. Creswell (2014) noted that criterion sampling is utilized when
all participants studied represent people who have experienced the same phenomenon. I planned
to use snowball sampling to ensure that all military branches are present and accounted for in this
case study. In research, snowball sampling is typically used to locate hidden populations.
Johnson (2014) noted that this method relies on referrals from initially sampled respondents to
other persons believed to have the characteristic of interest. This method allowed me to start with
a small sample who fit the research criteria and were invited to participate. Those who agreed
recommended others who fit the research criteria and who might have been willing to participate
as well. McCall (1978) referred to this as a chain of referrals.

38

Research Questions
Institutions must understand what makes student veterans unique to work and support
them effectively. Supporting them best requires acknowledging these students’ diverse
characteristics. Additionally, understanding the relationship between TRSVs and institutions of
higher education requires understanding the restructuring of a veteran’s engagement role both in
and out of the classroom to gauge the level of persistence and student success. Two research
questions guided this study:
1. How do TRSVs describe their support from student services programs at USC?
2. How do these student services programs support TRSVs toward persistence and
student engagement?
Design of the Study
This study used a qualitative research design to understand the student experience by
incorporating strategies to find meaning in their experience (Patton, 2015) as TRSVs. Creswell
and Creswell (2009) described qualitative research as “a means for exploring and understanding
the meaning individuals or groups ascribe to a social or human problem” (p. 4). To capture the
human experience of the TRSVs, I used Schlossberg’s (2007) transition theory. The theory
focuses on how adults cope with the transitions they experience throughout life (Jenner, 2017).
Using Schlossberg’s transition theory, the study examined how TRSVs navigate their transition
process by incorporating the four Ss strategies (coping skills).
This case study aims to identify the TRSV’s level of engagement, persistence, and
experience with the on-campus student support services; thus, individual interviews were most
appropriate for this case study. Case study research aims to provide an “in-depth understanding
of situations and meaning for those involved” (Hancock & Algozzine, 2017). This researcher
39

believes a qualitative approach is the most appropriate for this case study. It allows for the
experiences and stories of student veterans to be told, which seeks to explain the how or the why
of a social phenomenon (Yin, 2009).
I hoped that the university’s constituents, including faculty, school personnel, and
administration, would be open to thoughtful recommendations based on the staff and student
veteran transfer experiences of this qualitative case study. Additionally, I hoped leadership at
USC would exert support for helping this population which brings valuable experiences,
perspective, and insights to classroom discussion and enrich the student body with their unique
life experiences.
Population and Sample
Individuals who met the following criteria were considered for participation in this study:
(a) identified as TRSVs, (b) transferred from a 2-year college, (c) were currently enrolled full-
time or part-time at USC, (d) were at least 18 years of age, and (e) were currently or had
previously been exposed to student support services on campus. All participants signed an
informed consent form or information sheet. My interest in this topic stems from my identity as a
TRSV, my lived experience, and the gap in the literature for this population.
For this case study, I included male and female participants. To protect their
confidentiality and anonymity, the participants selected pseudonyms, which are used through the
presentation of the study’s results to conceal their identities. In addition, I intended to stay within
protocol procedures and record all interactions, with the participant’s permission,
communications, reflection notes, and meetings chronologically. All materials related to the
study were included in a password-protected email account and a password-protected laptop.
Materials will be kept on file for up to 5 years.
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Site Selection
I purposely selected to interview TRSVs at USC. I selected this site primarily due to its
military and veteran initiatives and its tradition of supporting the military and veterans for over
100 years. The university also creates new programs and resources for student veterans, active
service members, and ROTC students, including academic, financial, and wellness support. It
also undertakes innovative cross-disciplinary research through multiple institutes and centers and
collaborates with public and private institutions to advance knowledge of issues central to the
diverse veteran community. Maxwell (2005) noted that a purposeful selection is where
“particular settings, person and activities are selected deliberately to provide information that
cannot be gotten as well from other choices” (p. 88). The location of USC proved to be
convenient as I am a university staff member. The interviewing participants, students, and staff
were also members of USC.
The University of Southern California is a 4-year private research university, an anchor
institution in Southern California. Its diverse curriculum offers extensive opportunities for
students to collaborate in research and participate in its interdisciplinary studies while infusing
its global perspective. The university opened its doors in the early 1800s, welcoming 53 students
in its inaugural year. It is now home to over 49,000 students: 20,000 undergraduates and over
25,000 graduate and professional students. Student demographics are highly diverse, noting
domestic and international representation. In a 2020–2021 Integrated Postsecondary Education
Data System (IPEDS)report, 65% of USC’s students were awarded grant aid of $37,811. This aid
includes federal government, Pell Grant, other federal aid, state/local aid, and institutional aid.
Students identified as veterans and current or service-connected members also
participated in financial benefits. For example, the same IPED report notes that 55 undergraduate
41

students were awarded $5,468,471 through the institution 668 via post-9/11 GI Bill benefits.
Additionally, over 600 graduate students were awarded over $14,500. Fewer military service-
connected members have taken advantage of additional aid from the U.S. Department of Defense
Tuition Assistance Program. In addition, IPEDS reports that only one undergraduate student was
awarded assistance of $4,000, while 45 graduate students were awarded over $187,000.
According to research, the institution currently has approximately 1,200 student veterans
enrolled each semester, including on-campus and online offerings. I attempted to gather
additional information on the veteran-student population at USC from the Office of Institutional
Research and the office of the provost; however, said information was not available. The
additional information I attempted to obtain was the number of student veterans on campus
throughout the three academic levels (undergraduate, graduate, and doctoral) and how many
identify as transfers from the California State University and the University of California
systems. The lack of representation in the sample can limit the accuracy of data analysis.
Military Tradition
The University of Southern California has over 100 years of service to the military
community. Through various programs, USC has a solid commitment to serving those who have
served this country and has initiatives to ensure the student veteran community (including
current service members, veterans, and their families) are supported and provided with the
resources to ensure success. USC has a historical tradition of supporting veterans, families, and
the military. From its earliest support, USC became known for being a training school for the
United States Army during World War I and serving as a naval preparatory flight cadet school
during World War II. In 1943, the university founded its ROTC program, which comprised
future officers representing the four military branches. In addition, hundreds of veterans each
42

semester support their return to civilian life through the College Park Veterans Association, the
College Park Veterans Certifying Office, Transfer and Veteran Student Programs, and other
initiatives.
Lastly, the university’s commitment to the military extends to other schools and units.
For the last 12 years, College Park has hosted the Institute for Creative Technologies, a leading
center in artificial intelligence and virtual humans funded by the U.S. Department of Defense to
improve the training and preparedness of officers and their troops.
Recruitment Process
Before conducting this research, I applied for approval from the institutional review
board (IRB) at USC. The IRB application was submitted on July 30, 2022, and approved on
September 19, 2022. Upon approval from USC’s IRB, a letter of informed consent or
information sheet (Appendix A) and a recruitment communication email (Appendix B) were
created and emailed to prospective participants. The recruitment communication email outlined
the purpose of the study, its risks, and the voluntary and anonymous nature of the study. In the
study information sheet, USC’s veterans resource center (VRC) numbers, the institution’s
counseling services & crisis intervention number, and the peer support number at the VA were
provided. Said information was provided should the interviewee have felt the need for support
due to the nature of the questions in the short questionnaire and the interview. Lastly, to protect
the well-being of the participants, contact information for campus counseling offices was listed
on the questionnaire for reference. The student and staff participation recruitment process took
approximately 2 months, and the data collection process took an additional 2 months.
For additional support in this study, I contacted the VRC coordinator at USC to confirm
their interest in it before IRB’s approval. The role of the veteran resource center coordinator
43

(VRCC) was to identify prospective participants based on the criteria for this study. The VRCC
maintains a log of student veteran emails attending USC. I asked the VRCC to email student
veterans meeting the participant criteria. The email confirmed the student participation
confirmation along with a quick response code (QR code) to the screening questionnaire
(Appendix C). The short questionnaire was used to determine eligibility for the study. The hope
was that the questionnaire would generate a much faster response time, is more accurate, quicker
to analyze, flexible, easy to use as a researcher, and easy to use for participants.
In addition to email communication to staff, faculty, and students on campus, a request to
share a recruitment flyer through the various military-related social media handled by the
university, on-campus military-related organizations, and VRC newsletters were in place. Social
media recruitment allowed me to spread research information to a broader pool of participants
and narrow participants who met the criteria for this study. The recruitment flyer included a
description of the purpose of the study, monetary incentives, participation criteria, and my
contact information. A copy of the recruitment flyer can be viewed in Appendix D.
Participants who met the criteria for the study were contacted to schedule an individual
interview. The goal was to identify and recruit five to seven participants who meet the criteria.
The objective was to understand the TRSV experience with student support programs and
services at USC. The emphasis was placed on recruiting student veterans who transferred from a
2-year community college and identified as current service members, members of the reserves,
or veterans. Diversity in the participants was vital in the recruitment process, considering that the
military comprises individuals with diverse backgrounds. Therefore, in the recruitment process,
no limitations are placed on race, ethnicity, sex, or other demographics.
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Additionally, the university’s student support staff members who work closely with the
student veteran population were contacted and asked to participate (Appendix E). A purposive
sampling technique was employed to recruit student support staff participants who were
affiliated with financial aid/scholarship aid assistance, career planning and guidance, academic
counseling, VA education certification assistance, student housing, and staff members of the
VRC were asked for their interest in participation. I sent three emails to representing staff
members at each previously noted office. Staff participation includes program directors, office
managers, counselors, and administrators. The purpose of their participation was to allow them
to describe their experiences working with TRSVs.
In student and staff recruitment, I employed snowball sampling, where the initial
participants were asked to recommend others to take part in the case study. This method is
beneficial when initial participants are no longer interested or available. Additionally, through
snowball sampling, I could still find more participants if needed.
Procedures for Student Participation
With the assistance of the VRCC, an email was sent to student veterans and a list with
instructions on how to access the questionnaire through the QR code. Participants who received
the email could access the questionnaire by clicking the QR code. The participants could then
view the consent form or information sheet where they can consent to participation and
acknowledge their rights, risks and harm, conflicts, and procedures for withdrawal. The
questionnaire included multiple choice, check box options, and open-ended responses. The short
questionnaire was utilized to filter participants that met the criteria for participating in the study.
Upon completing the questionnaire, participants were encouraged to click a graphic labeled
“submit the survey.” After they did so, a thank you window appeared with names and numbers
45

of counseling services available to them, as previously noted. The questionnaire could be used
and submitted on a computer, laptop, or mobile device. Upon reviewing each submission,
participants who met the study’s criteria were contacted to set up an interview (Appendix F).
The Instrument for Student Interview
The data sources were individual semi-structured interviews consisting of open-ended
questions. Interviews allow researchers to learn about the world of others (Qu & Dumay, 2011)
through casual conversation. As Kvale and Brinkmann (2009) shared, it is the most effective and
convenient means of gathering information because of its basis in human conversation. The
interview questions include four preliminary questions that were asked to gather information on
the veteran’s military background and understand their transition experience from military to
student (Appendix G). In addition, four questions aligned with the first research question. These
questions were used to assist in understanding the TRSV’s thoughts and opinions about the
student support system at the university. Finally, it aligns with the second coping strategy in the
conceptual framework: support.
The next six questions supported the second coping strategy in the conceptual
framework, the self. These questions aided in discovering each participant’s experience on
campus and the specific student support services provided to help them succeed in their
academic journey through active engagement. Interview questions were structured explicitly
around these two coping strategies, including probing questions or follow-up questions to
encourage the participants to provide in-depth and complete responses, examples, and the
opportunity to provide clarification or additional information to support the further elaboration of
the participant’s experience.
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Once the participants were identified, they received an invitation email to participate in a
45- to 60-minute interview (Appendix H). The interviews were recorded for accuracy (with the
participant’s permission) using my voice recorder feature on my mobile device. Interviews were
conducted via Zoom and occurred at a designated location at USC. The location ensured privacy
to prevent confidentiality concerns. The interviewer conducted the interview in a safe place
where the participants were comfortable, promoted a positive rapport, and invited authenticity to
the interview. If the participant was unavailable for an on-site interview, a Zoom option was
made available where I recorded the interview sessions through the Zoom audio recording
option.
Instrumentation for Student Support Staff
The interviews were conducted through Zoom (Appendix I). As Creswell and Creswell
(2018) noted, interviews allow researchers to elicit the views and opinions of the participants. As
noted previously, there is a need for additional qualitative research on the transfer experience for
the veteran-student population; therefore, this approach was deemed appropriate. In addition, the
semi-structured interviews allowed for flexibility for probing and following up for a more in-
depth description of experiences (Merriam & Tisdell, 2016).
The average length of the interviews was between 45 and 60 minutes. The intention was
to audio-record the staff interview with the participant’s consent. The Zoom transcript was
reviewed and modified after each interview and shared with the participant to ensure its
authenticity. In qualitative research, this form of member check is a technique to help improve
the study’s accuracy, credibility, and validity (Creswell, 2014). A copy of the staff interview
protocol can be reviewed in Appendix H. These questions helped provide information about the
47

institution’s resources for student service members and identified limitations and barriers
encountered by TRSVs when attempting to obtain information and support.
It is important to note that the interview questions were intentionally designed for the
participants of this study. As Charmaz and Belgrave (2012) discussed, the qualitative interview
provides an open-ended, in-depth exploration of an aspect of life about which the interviewee
has substantial experience, often combined with considerable insight. For this reason, I
performed an informal interview with a student support staff member for feedback and
suggestions. As a novice researcher, the purpose of the informal interview was to ensure that the
research questions aligned with the purpose and goal of the proposed study. This allowed me to
carefully word the questions in a way that is easy to understand and framed in a way that allows
the participants to share freely (Kvale & Brinkmann, 2009).
Data Collection
I obtained IRB approval on September 19, 2022, and immediately began the student and
staff participation recruitment process. The recruitment process lasted 3 weeks. The first student
interview was initiated in the first week of October 2022, and the last was conducted in the
second week of November 2022. All three staff interviews were completed during the second
week of December 2022. The data collection took place between October and December 2022. I
read the interview transcripts, and I began to transcribe the content of the interviews from
December 2022 to February 2023. During the reading and listening of the interview, notes were
taken on what was heard and seen to develop tentative ideas about categories and themes. At this
point, I had several analytic options to consider: memos, categorizing strategies (such as coding
and thematic analysis), and connecting strategies (such as narrative analysis; Maxwell, 2012).
For this case study, I chose a narrative data analysis and interpretation approach to develop an
48

understanding of the meaning of their lived experiences through storytelling. The narrative
analysis serves to find narrative meaning, and it is a way of understanding the human experience
through stories, helping to understand human phenomena and human existence (Kim, 2016).
Ensuring systematic data collection is an essential aspect of this qualitative research. The
data were collected via semi-structured interviews. As mentioned in the sample section,
participants in this study who met the following criteria were considered for participation: they
identify as a current service member, member of the reserves, or veterans; transfer students from
a 2-year community college; currently enrolled either part-time or full-time at USC; (d) at least
18 years old; (e) currently or previously exposed to student support services on campus. In
addition, all participants received an information sheet, which served as a summary of the case
study’s project and gave all the participants an understanding of the motivation and procedures
of the case study.
Interviews in this study ranged between 45 and 60 minutes. The duration of the
interviews was intentional, so participants could have flexibility in their responses and allow
time for reflection and detail in their responses. The interview setting took place via Zoom at
USC in a quiet and private office to allow for confidentiality. This information has been stored in
a password-protected Google Drive folder using pseudonyms to protect the names of the
participants. Both raw data and transcriptions were stored and will be kept for 3 years for future
research reference.
Data Analysis
This case study’s data analysis depended on the participant’s audio recordings. The
interview recordings were transcribed and verified to prepare for data analysis. Once the
transcriptions and the verification process were completed through member checks, the
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transcripts were coded, identifying specific interview themes. In qualitative research, coding
defines what the data are about (Gibbs, 2018). This qualitative approach allows researchers to
analyze patterns, what constitutes a theme, what to name it, and what meanings to extract from
case studies (Patton, 2002). In the initial coding process, themes in coding patterns developed in
the interviews. Schlossberg’s (2007) transition theory was a prominent part of the process as I
reviewed the transcriptions for experiences relevant to moving in, moving through, and moving
out, as well as the four Ss. Finally, I took note of common themes and language used to describe
participants’ experiences, along with physical cues, through my journaling. Finally, as qualitative
studies are designed to capture the meaning of the human experience, it was important to identify
the participants’ responses to inform the themes used in the analysis.
Confidentiality
Though I know the identity of the participants, I took steps to protect their identity from
being discovered by others. As noted in the recruitment section, no identifiable data were
collected to maintain confidentiality. This was critical to ensuring that all participants were
protected. As the investigator, I secured participants’ information through a protected Google
Drive folder using their assigned and agreed-upon pseudonyms. The participant chose a
pseudonym. The email was encrypted if a participant’s information was transmitted over email.
All data, such as audio interview recordings, handwritten notes, and transcripts, will be retained
for 5 years and destroyed.
Risks and Discomfort
Research risk assessments have historically been limited to examining the risks to
participants (Dickson-Swift et al., 2008). Therefore, as the researcher of this case study,
maintaining awareness of potential risks and sensitivities in sensitive research was key. The
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nature of qualitative research often means providing space for participants to share their
experiences and stories. Given the nature of this study and the students being interviewed, I am
cognizant that some of the questions might have triggered an emotional reaction. For example,
when military personnel become veterans, there is a socialization process in transitioning from
military to civilian culture. The fear of being judged in their efforts to adapt is present. I advised
the participants of these possible risks and harms, along with a list of resources. Finally, they
were free to stop answering questions they felt would trigger an uncomfortable emotion
(Appendix A).
Summary
This qualitative study with this group of participants represents TRSVs who identified as
adult-aged current service members, members of the reserves, or veterans who transferred from
to USC from a 2-year college and were currently enrolled either part-time or full-time.
Once I identified the participants, I provided additional information about the study and
outlined their participation. I invited all participants to schedule an interview with me, either in
person or via Zoom. In addition, I conducted a semi-structured interview with TRSVs who were
not included in the study to field test the questions. The interview protocol served as a guide. The
interviews were 45 to 60 minutes long. After completing the interviews, data were collected and
transcribed. In addition, participants received a $20.00 electronic Amazon gift card in
appreciation for their time.

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Chapter Four: Findings
This chapter introduces TRSVs and staff participants, including the academic profile of
the TRSV and the roles of the staff members. This qualitative case study aimed to explore how
student support services at USC support TRSVs, if at all. Through the lens of Schlossberg’s
(2007) transition theory, data were collected and analyzed to better understand the academic
infrastructures and student support services for TRSVs that contribute to the overall college
student experience.
The findings illustrated in this chapter are based on the research questions posed in
Chapter One. The research questions asked (a) how TRSVs described their support from student
services programs at USC and (b) how these programs support these students toward persistence
and student engagement.
Transfer Student Veterans Participants
The participants were six current TRSVs. They self-identified their sex, age, class level,
and military status in the screening questionnaire and verified through Zoom during the
interviews. Graduate students were intentionally excluded from this study, as the intent was to
focus on the transfer experience of the undergraduate student veteran. Though I anticipated a
broader range of military branches represented in the sample, three participants served in the
Army, two in the Navy, and one in the Marine Corps. The sample had sex parity, as three
interviewees were females and three were males. Their ages ranged, as four participants were
between 22 and 29, and two were between 30 and 37.
Table 1 presents the participants, the military branch in which they served, their ages,
sex, year in school, current military status, and the community college from which they
transferred. The participants are listed by the order in which they were interviewed. All of these
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were self-identified in the screening questionnaire and verified during the interview. This chapter
presents the study’s results. With emerging themes, a narrative approach enriches the details.
Saldaña (2011) shared that humans place knowledge within narratives, and adding this creative
nonfiction mechanism to provide details can bring the participants to life. This approach provides
a better understanding of this case study’s meaning and emerging themes.

Table 1
Participants ’ Information
Pseudonym Branch Age Sex School year Military status
Zach Marine 29 M Sophomore Veteran
Angela Army 29 F Senior Combat vet
Navy1991 Navy 30 M Junior Veteran
Alex95 Army 22 F Junior Reserve/combat vet
Brightness23 Army 37 F Junior Veteran
Rob Navy 27 M Junior Non-combat
veteran

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Six individuals expressed willingness, eagerness, and excitement when asked to
participate in this study to discuss their experiences as student veterans and transfer students.
Each interview was conducted separately, and no subjects were ever made aware of other
interviewees. Data analysis showed common themes. In the next section, I will provide an
overview of each participant to humanize their experiences and lived stories.
Zach
Zach joined the Marine Corps at age 21. Before enlisting, Zach attended a 4-year
institution for one semester. Due to familial circumstances, he joined the workforce. He shared
that, financially, he could not afford to attend that institution. When enlisting, Zach had a good
idea of what he wanted to pursue in the Marine Corps: gaining experience and knowledge in
media and public affairs. While in service, he was stationed in Okinawa, Japan, for 2 years and
traveled all over the Pacific to cover a wide range of stories.
After his orders in Okinawa ended, he worked with the Portland recruiting station to
perform support staff operations. Some of his responsibilities were reconciling the budget, and
he created marketing materials and strategies as well as provided additional support for
recruiters. In 2020, after being honorably discharged, Zach enrolled at a community college to
transfer and study Film. While in service, he kept the military education benefits in mind, and he
expressed the positive impact education has had on him.
Angela
Angela served as a supply specialist in the U.S. Army for 4 and a half years as a sergeant.
She moved to the United States at age 18 from Korea and joined the Army when she turned 21.
Angela was deployed to Iraq from 2017 to 2018 and honorably discharged in August 2019.
Initially, she intended to attend college after high school, but her parents could not provide the
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resources for her to continue her academic pursuits. However, having an adoptive mother who
served in the Air Force, Angela could have attended college as an ROTC cadet. Though she
could have taken advantage of the benefits her mother offered, she wanted to “start from the
bottom” and use the education benefits later.
While in service and inspired by a mentor, Angela attended another college, taking one to
two classes at a time before being honorably discharged from the Army. Once she was
discharged, she returned to pursue her academic goals by attending a community college. She
chose that school because of its strong reputation. In addition, the representation of the veteran
community was essential for her. She mainly found the supportive environment of that college’s
VRC welcoming, which was essential to her. Angela is now a senior, holding a leadership
position in the veteran’s association at USC.
Navy1991
Navy1991 served in the U.S. Navy for 7 years. His military occupational skill was as a
corpsman. His first duty station was overseas at a branch health clinic in mainland Japan where
he was an emergency medical technician. Upon completing his service in Japan, he served with
the 2nd Battalion, 4th Marines, 1st Marine Division for a year and a half before relocating and
joining the 5th Marine Regiment Headquarters Company. There, Navy1991 helped run the
regimen aid station for a year and a half before taking on an instructor role for another year and a
half before being honorably discharged.
Navy1991 always had an interest in serving, influenced by members of his extended
family who also served in the military. Navy1991 realized that his path was best entering the
workforce instead of higher education. He joined the Navy straight after high school. However,
his mindset changed during a Navy trauma training course where he did a 3-week rotation at Los
55

Angeles County USC Medical Center. Having worked alongside county employees, he greatly
appreciated their knowledge and expertise. He described them as “top-tier medical providers,”
and he realized that he “wanted to be as good as them one day.” That is when his interest in
attending college began.
Navy1991 is a junior majoring in human biology and aspires to a career in the medical
field as a physician assistant.
Alex95
Alex95 enlisted in the Army Reserves in December of 2018 and is also a combat veteran.
As a reservist, Alex95’s academic journey is more flexible than that of the other participants. She
enlisted in the U.S. Army after her first semester at a community college. However, she did not
attend basic training after completing her second semester. She shared, “I knew I wanted to
transfer to USC,” so she did not enlist for 4 years or attend any other schools. She shared that she
always wanted to join the military, and funding her education was important. Because of her
reservist status, she could take an online advanced individual training course at Fort Jackson,
South Carolina. Upon completing the training, she completed one more semester at the
community college, submitted her admission application, and was accepted to USC.
In her desire to deploy, she deferred her admission to the Fall. As Alex95 stated, “Getting
to go on deployment and especially getting on a combat deployment is a very much a pride
thing.” She shared, “It is very much you have to be a part of it, or you are missing out, and it is
this very elite club.” Outside of this metaphoric “badge of honor,” she recognized that reservists
do not receive the same GI Bill or Montgomery GI Bill benefits, so she knew she had to invest
time through deployment. Alexa95 deployed to Afghanistan and was one of the last people there.
She worked as a casualty liaison in Afghanistan before being transported to Kuwait. Her unit in
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Kuwait went on another mission to Qatar to participate in the Allies Refuge Mission, which was
escorting refugees from Afghanistan.
Alex95 is a junior. Though her transfer experience was different, she appreciates the
sense of community on campus. She found great support here, where faculty and staff understand
her military service.
Brightness23
Brightness23 is a 37-year-old junior, a USC Marshall School of Business student, and an
active member of USC’s VRC. She also serves as a veteran service officer assistant, supporting
student veterans on various levels, including reviewing their paperwork for accuracy before
submitting their documents to the VA so they can access their education benefits. She also held a
similar role at the community college she attended.
Brightness23 is a U.S. Army veteran who served for 3 years between 2017 and 2020. Her
enlistment came after her first year at a community college when she met a recruiter who
outlined the various benefits of military service. Outside of having several opportunities and
benefits in the military, she had what the military community refers to as esprit de corps, the
spirit of the body. Brightness23 is an active member of the veteran community on campus and
recognizes those who have helped her reach her current goals. She believes in paying forward
and serves as a voice for this student community. Though she believes there is still work to be
done, especially with mental health support, she feels she is part of a family with the student
veteran community on campus.
Rob
Rob is a 6-year non-combat Navy veteran who served from 2014 to 2020. Rob enlisted
right after high school in 2014, where his military occupational skill was as a nuclear mechanic
57

aboard a submarine. His initial 2 years of training were conducted in South Carolina and
Northern New York. He studied nuclear physics, reactor theory, and mathematics during his
training. In 2015, he was stationed in Hawaii aboard a submarine, and throughout his service in
the Navy, Rob completed two Western Pacific deployments. He shared that military service
crossed his mind during his junior year in high school, and his brother, who is 2 years older,
served as “a pipeline” to the military.
Outside of his brother’s influence, financial considerations concerned his desire to enlist
in the Navy. Admittedly, he felt he could have been a better student, so scholarships would not
be a realistic option. Rob shared that his initial thoughts were to be in service for a long time. He
aspired to achieve the chief ranking in the Navy; however, after 6 years, he realized that a long-
term military career would not be for him. This is where he started to put more thought into a
career and education outside the military.
Rob is currently a junior at USC who is heavily involved with the veteran community on
campus, having held a leadership position as president of the veteran club. Rob also serves as the
vice president of MASSA. He is also active with the American Legion post in Santa Monica,
California, as their finance officer.
Staff Participation
This section will discuss overlapping themes that emerged from the support staff
interviews. The two main themes are effective practices to support student veterans and their
transfer experience and the need for institution-wide training and education to understand the
veteran experience. These staff interviews are essential to this qualitative case study because they
allowed me to hear and learn from staff members’ experiences. The staff participants were the
director of military and veteran initiatives for the USC provost’s office, the chief admission
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officer for undergraduate admissions, and the director of Trojan success initiatives, student
equity, and inclusion programs (Table 2).

Table 2
USC Staff Participation Information
Pseudonym Sex Years of service Department of service
Fuchsia0 F 10 years and 1
month
Director, military & veteran
initiatives
Oliver M 27 years 7 months Dean of admissions
Selena F 8 years Director, SEIP Trojan
Success Initiatives

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Fuchsia0
Fuchsia0 has over 10 years of service at USC, where she worked in different capacities.
Before being appointed director of the Military & Veterans Initiative in the provost’s office, she
worked for a few years at the Price School of Public Policy. She helped support VIPs who would
visit the institution. Before joining USC, Fuchsia0 worked in New York in restaurant
management operations. During that time, she taught SAT practice preparation, tutoring services,
and operations and development work for non-profit organizations.
Her current role, which has a dual role, consists of supporting the students from the
bottom-down initiative. The bottom-down initiative means getting students the support and
services they need to transition. The other side of that duality role is what she refers to as a top-
down approach. These initiatives include celebration events, military appreciation events, and
veteran transition programming. In addition, her office is working on academic programming,
professional development programs, and summer programs that might benefit both current USC
students as well as prospective students.
Lastly, Fuchsia0 is active in outreach programming, such as building relationships with
community colleges to provide information on the admission and application process. In
addition, she shares information on the various ways USC supports the veteran community on
campus through the USC Veteran Association. Fifty percent of her role consists of military
initiatives, and the other half is focused on special projects in the provost’s office.
Oliver
Oliver has been a full-time USC employee for 30 years. As the dean of admissions, an
arm of the university’s enrollment services division, he has served as the chief admission officer
for 12 years, where he spent almost his entire professional career. As the chief admission officer
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and the dean of admissions, his primary role is to ensure that the overall enrollment and
admission activities meet the university’s needs.
This includes the veteran community’s needs, where he understands that “the veteran
population is an important group for the university.” In addition,
It is important for me not just to understand the issues that are particular to this
population but also to ensure that we, as an institution, are making progress at the front
end of our enrollment funnel. Making sure that veterans are served, that they are
recognized, and that we can enroll a critical mass of veteran students at the university.
In short, Oliver recognizes the importance of having someone on the admission team who serves
as a resource, is familiar with this student population, and understands the unique challenges the
veteran community faces and brings.
Selena
Selena works in central student affairs at a private research institution. Her duties include
overseeing three departments, basic needs, a student support center focusing on transfer students,
undocumented students, foster youth, and first-generation college students. This includes her
most recent department overseeing the VRC operations. There are many intersections and much
cross-collaboration among the three units, and all units fit along with all the cultural and identity-
based centers and initiatives. She has been at this institution for over 8 years in her professional
background.
When speaking of her long career trajectory, I asked about her roles, specifically
regarding the student veteran community on campus. When asked to describe the
responsibilities, she shared that “most of the students we work with are veteran students,
specifically, transfer students.” She said that a big part of her role is to ensure that departments
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are speaking with one another to ensure adequate support for our transferring veterans. In
addition, Selena’s support extends to her active leadership and advocacy for the veteran
community on campus. Finally, she noted,
that part of my job is just providing leadership guidance that indirectly connects and
mentors my staff and students. The biggest part of my job, I feel like, is advocating for
them, advocating for resources, for space, for them to empower them on our campus, and
for them to be seen for who they are, to be seen as students who have had a whole career
before they come here.
Presentation of the Student Participant Data: Four Ss
This section of Chapter Four represents the results of this case study. The information
from each interview question was formulated to answer the first research question. In addition,
the data aided in answering the second research question. Schlossberg’s (2007) transition theory
was used to help guide this case study. As alluded to in Chapter One, Schlossberg’s theoretical
model characterizes the transition experience as a process of moving in, through, and out of a
significant transition concerning four factors that help people cope with transitions: situation,
self, support, and strategies (the four Ss).
As alluded to in Chapter One, Schlossberg’s theoretical model characterizes the transition
experience as a process of moving “in, “through,” and “out” of a significant transition
concerning four factors that help people cope with transitions: situation, self, support, and
strategies (the four Ss). Goodman et al. (2006) described these factors as a person’s effectiveness
in coping with transition depends on the individual’s resources in these areas. Goodman noted
that an individual’s appraisal of a transition is viewed as positive or negative, and sometimes, it
can also be interpreted as neutral.
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The first S, a person’s situation, will vary according to specific triggers in the transition
experience, the timing of the transition experience, and the amount of control the person has over
the transition. For example, new roles the individual is taking on, whether in an individual’s
career or personal life, can impact how the individual assesses the transition and other stresses
the individual is experiencing. The second S represents the self, identifying personal and
demographic characteristics and psychological resources. Schlossberg (2007) noted that an
individual’s personal and demographic characteristics affect how they view life, including
socioeconomic status, sex, ethnicity/culture, age, stage of life, and health. Psychological
resources include ego development, outlook, personal values, spirituality, and resiliency.
The third and fourth S in Schlossberg’s (2007) transition theory speaks to the support and
strategies an individual employs when navigating through a transition phase in an individual’s
life. An individual’s support impacts one’s ability to adapt to a transition. For example, an
individual’s support system can represent itself in many ways, such as receiving support from
family, friends, intimate relationships, institutions, or communities. Lastly, the final S refers to
how individuals cope with transition strategies. Schlossberg found that coping strategies include
factors that modify the situation, control the meaning of the problem and aid in managing the
stress in the aftermath.
The following section will discuss the finding of this case study utilizing the narratives of
six student participants whose narratives illustrate the dynamic and overlapping nature of transfer
students, student veterans, and military identities. These six TRSVs were selected to illustrate six
perspectives and experiences relating to the four Ss in Schlossberg’s (2007) transition theory.
Finally, the process of moving “in, “through,” and “out” will be discussed in the proceeding
section when speaking of the staff participant data (n = 3).
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The data showed that most participating TRSVs had a positive experience utilizing some
student services at USC. In addition, four participants indicated they had a positive and
welcoming experience. At the same time, two noted having initial challenges upon transferring
to USC. Those who described their experiences as positive shared finding support in three areas:
the VRC, the on-campus veteran community, and academic advising. Further data analysis
revealed common themes among participants who noted initial challenges in their support
experiences: a disconnect with the overall student community on campus as commuter students,
the need for training that increases familiarity and awareness of the challenges TRSVs encounter,
a lack of military understanding that impacts faculty and student relationship, and robust
practices, services, and programming must be tailored to the TRSV community.
Support
Veteran Resource Center
All six participants in this case study shared that the VRC has been an essential and
positive contributor to their experience as transfer students. In addition, the student veteran
participants note being fully immersed in the community and the physical space the VRC
provides. When asked to describe what student support services they utilized at USC and how
said services proved to be helpful in their student and transfer experiences, all six participants
agreed that the VRC proved to be an essential resource for them. Specifically, Rob,
Brightness23, and Navy1991 had a common sentiment in noting that the VRC “represents a
place where many veterans come together to find support and share their resources and
experience.”
ALEX95, a junior at USC and an Army Reservist, shared her experience navigating
through the tuition assistance program, where she found herself emailing multiple people on
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campus to assist her on how to process her tuition assistance. She states, “I think I emailed 10
people before I even got to someone that was supposed to do it, and I do not think anyone ever
did it. In that aspect, there was not much help.” When asked how and where she obtained
assistance with her tuition assistance, she noted, “I know the [VRC] advisor was helping me
through that, and eventually, my debt got paid off.” For Alex95, the VRC helped her find a point
of contact on campus within the certifying official’s office that served as helpful in
understanding how to access the tuition benefits on campus. More importantly, it offered support
and direction from the VRCC.
Navy1991, a 7-year Navy veteran, found that his experience at the community college
differs from that at USC. When asked how different his experiences were between the
community college and USC, he said, “similar but more mild feelings.” When asked to elaborate,
he explained, “My first time on a college campus, I just had to figure out how USC did things.
Just intimidated about the academics I am about to encounter.” For Navy1991, having an active
VRC is the baseline for considering a supportive and military-friendly campus. From his
perspective, student veterans on campus appreciate the VRC’s presence, including having a
coordinator who advocates for them and understands their experience. Navy1991 shared,
“Having someone there full-time to be a resource has been great. … We can go to the
coordinator who can help us find and access resources on campus.”
Interviews with student veterans showed that the VRC and its coordinator had been a
thriving resource for the TRSVs at USC. As Angela shared in our interviews, the VRC. is “more
than a place to hang out; it is a place where students are offered a space to come together, … a
place to share challenges as transfer students and share resources.” Zach shared, “If I had not
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found a supportive space as the VRC, my transfer and academic experience would be completely
different.”
Academic Advising
Throughout the interviews, participants noted, outside the VRC, the second most valuable
resource in aiding their transfer experience was the support and commitment of their academic
advisors. Though the academic advisors at USC lack extensive knowledge and training to work
with the veteran population, participants shared their appreciation for their efforts to understand
their backgrounds, needs, and familiarity with education benefits as members of a nontraditional
student population. In addition, participants emphasized their gratitude for their patience,
guidance, and their willingness to be accessible for assistance was noted. Alex95 shared that
academic advisement is a resource he used the most at USC. When asked to compare his
advisement experience between USC and his community college, he shared,
They could have been more helpful when sharing, hey, I want to transfer. They were like,
well, you have to get your AA [associate degree] first, and I was like, well, no, not really.
So, I did my research for USC. … Now, as a transfer student, my academic advisor is
always there for me, and she is always available.
Participants shared how important it is to find support on campus that empathizes with its
students as a student community that desires to be seen, heard, and understood. Alex95, for
example, shared, “Academic advisor is definitely a big part of my success, and without their
support, I can feel lost.” Alex95 also attributes her current success to the level of understanding
of her military commitment by her academic advisor, specifically during deployment. She
shared, “She knew I was deploying, we met, and she planned my curriculum before deployment
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and upon my return.” This is an example of an advisor not only empathizing with the participant
but also an example of an advisor meeting the student where they are.
The level of support by academic advisors at USC influenced this student community’s
transfer and academic experience. Participants agreed that an advisor’s ability to anticipate their
needs effectively adds value to their student experience on campus. For example, Rob and
Brightness23 had similar sentiments when asked about their advisors’ support level. Both shared
that they get a “good amount of support” from their advisors. At the same time, there is a sense
from some participants noted they attribute part of their academic success to academic advisors
who understand their strengths: maturity, discipline, leadership, and work ethic, as positive
contributors to the campus environment and in the classroom.
Academic advising was discussed quite frequently throughout the interviews. All six
student participants acknowledged how pleased they were with the support they experienced at
USC. None recalled any negative experiences. Brightness23 eluded that she “enjoyed her overall
experience with her academic advisor,” and most likely, her experience would probably look and
feel different if it was not for the support she received.
While all participants agreed on how helpful and resourceful their academic advisors
have been, mention of other supports and resources was also highlighted in the interviews. A
common thread highlighted by nearly all participants was the need to understand how to access
resources. Zach, a commuter student, who is not always on campus, highlighted this the best
when he said that he could have used more guidance to information on available resources and
“access to them as a commuter would have been great. … I know the resources are there, but to
find out about them or how to access them through passing conversations with other vets is
challenging.”
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Though a significant number of resources were mentioned, counseling, tutoring service,
campus transportation services, and other online resources, a couple of participants noted how
helpful the financial aid office and the campus certifying official are. For veterans, access to their
education benefits is extremely important to TRSVs, and having someone who has a good
understanding of their financial situation, including how to access their aid, is fundamental.
Angela, for example, felt they understood their benefits well, while Navy1991 highlights that
these resources were “supportive.”
Self
“Walk me through your experience transitioning from military to student veteran at your
former community college and now at USC?” This question was posed to understand whether
students embraced the role of a community college transfer student as a veteran at USC. Did this
experience contribute positively or negatively? With little to no exception, everyone felt that
being a community college transfer student was a positive thing. All of the student participants
felt confident about the role. In this section, the emerging theme of the community will be
discussed.
Participants shared excitement about the opportunity to be part of the student body at
USC as a transfer student. This excitement was further tempered by what some described as the
“unknown” when noting the shift in environments between a community college and a 4-year
university. As participants navigated aspects of the transfer experience, many noted how
changing the environment from a 2-year community college to a 4-year private research
university was particularly challenging. While participants transferred at different points in their
academic careers (from the 1st-year transfer, 2nd-year transfer, and sometimes, as a 3-year
transfer), some participants shared everyday experiences of “self” in the transfer experience.
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Participants generally stressed finding community among the campus student body as
part of establishing identity. For instance, when asked about the student-veteran community at
USC, Zach shared having “more of a connection with the veteran community at USC as opposed
to [my prior college].” Zach continues to share, “Having other veterans to talk to is somewhat
therapeutic. It is still therapeutic for me even if it comes down to drastically different
viewpoints.” Angela shared a similar sentiment when asked about finding a veteran community
on campus. Finally, she shared, “Finding a veteran community was significant to me. So, I was
looking at a veteran-friendly college.”
Angela took on a very active approach when researching the support veterans obtained on
campus prior to applying to USC. Having experienced a VRC at his community college,
identifying a veteran community was vital to her. She shared having early conversations with the
veteran association at USC, which provided “guidance and counseling throughout the application
process, from developing her application essay to course planning to find inspiration from those
who have already gone through a similar process.” Lastly, she found similarities between the
student community on campus to her military community. She shared,
So, just looking at how strong the Trojan family and Trojan network is, I think, very
similar to the military community. It feels like family. So, just looking at that made me
feel like, okay, I wanna be part of this Trojan family.
Situation
While the student participants did not perceive being a community college transfer
student as a negative, they cited some negatives. Zach, the student commuter, notes the limited
time to interact with USC’s student community and the inability to take advantage of campus
resources and programming. Zach shared, “Many of the programs are tailored toward the people
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living in or around the neighborhood. … I drive 3 hours to get home, so I tend not to attend those
events because I live so far away.” The challenge of societal reintegration is a theme prevalent in
the interviews conducted in this case study. However, some participants experienced little in
common with the traditional-aged college student and did not connect with them as a vital source
of support.
For example, Zach shared the difficulties in accessing support and service because he is a
commuter and lives off campus. He shared, “As commuter students, we will experience some
circumstances that come with living off campus and often feel we are not part of that Trojan
community that everyone speaks of.” In addition, Zach shared, “As a commuter, it is rather
challenging to connect with others because I drive from home to school, school to home with
little time to connect as those veterans who do not commute.” Zach’s experience speaks to the
challenges that his residential student counterparts may not resonate with. As a commuter
student, he often has difficulty “fitting in” to the campus community. Zach also shared that
“meeting students or building community creates challenges because my only point of contact
with other students is in the classroom, which is also limited.”
In addition, Angela shared the disconnect and misunderstanding that veterans, “especially
transfer veterans,” have a different entry point than their counterparts. This is an essential theme
in this study because it introduces the human component in the transfer experience. As Zach
shared, it speaks to feeling alienated and withdrawn due to the lack of understanding of this
student community.
Participants also shared experiences with their professors, who they felt needed to be
better equipped with the tools to support student veterans and understand the needs of this
student community. The data concluded, in their experiences, that their instructors were less
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willing to work with this student community, linking this unwillingness to support the student
veteran with negative feelings. However, there were no specific reasons as to why these negative
perceptions may be present in their experiences. However, it is supported by Doe’s (2016)
research “that faculty members were unfamiliar with the challenges faced by student veterans
and were guided by stereotypes of veterans as wounded shells of people struggling to pick up
pieces of their lives.”
Upon hearing of their experiences, I could not help but ask, “What should faculty know
to provide resources and access to encourage an equitable learning experience for all student
veterans?” Through analysis of the interview data, participants described difficulties navigating
the faculty-student relationship. This theme is prevalent among two of the three female
participants. Participants were asked to share a challenging experience they have faced TRSVs
on the USC campus and where they turned for support. The female participants’ responses
indicated that very few faculty interactions were beneficial, specifically in their professor’s
assumption of the military identity. Additional responses note that their experiences with faculty
members who did not necessarily understand their military backgrounds, especially mental
health needs, proved challenging.
ALEX95, for example, shared a negative classroom experience where she was working
on a military policy project. Having been deployed to Afghanistan, she found her instructor
speaking about the Iraq conflict, questioned the deployment of the National Guard, and
questioned their presence in Iraq. The professor described the National Guard as “weekend
warriors” and questioned their level of training to assume “they do not know what they are
doing.” ALEX95, a reservist and combat veteran, shared that she felt awkward and awful in
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class: “I closed my laptop, and I left, and I went to the bathroom, and I cried. There is much
emotion to process.”
The same question was posed to the male participants, and their responses were slightly
different. For example, one interviewee shared that faculty members who were familiar with the
veteran culture and experience were generally much more approachable and encouraging. This
includes being accessible and accommodating to their needs. Rob shared, “For those professors
who understood my experiences and background, I felt they were welcoming to the veterans in
the classroom.” Navy1991 shared, “sensing a greater appreciation for my service and
background since he had family members who served.”
In the case of the female participants, the data support a need for more understanding and
support toward females in service in the classroom. Data also suggest a gap in military cultural
sensitivity and competence for female military members, while the opposite is true for their male
counterparts. This result speaks to possible biases and inequitable practices for the two sexes.
These findings, however, should not be interpreted as student veterans wanting to be treated
uniquely and with special treatment, as this study’s data show they want to be treated “equally
and as any other students on campus.” Brightness23 described her experience with an instructor
as a “lack of understanding toward the woman veteran, … and the challenge identifying myself
as a student at USC.” When asked how she navigated this experience, she shared her leaning on
the veteran community on campus, and the VRC support was helpful.
These sentiments speak to the fundamental ways students can help each other by creating
a community of peers to connect, engage, and contribute to USC’s culture in and out of the
classroom. This description indicates Schlossberg’s (2007) transition theory on identifying the
self during the transition theory. Transfer student veterans face several intersections in their
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identity. They are students, veterans, and adult learners; they represent a student population with
complexities associated with their military experiences.
Finally, Schlossberg’s (2007) framework aids in understanding their transfer experiences
and the role changes that influence their student experiences. Community, as shared by the
participants’ stories in this case study, can create a supportive environment for veterans as they
transfer from a 2-year community college to a 4-year private institution.
Strategies
Strategies refer to an individual’s ability to recognize and modify his/her effective coping
responses and processes. They also involve what advisors can do to help students develop
techniques to facilitate their progress (Schlossberg et al., 1995). Coping with transitions will
depend on each student veteran, as it is up to the individual to identify and employ strategies that
have already proven to aid with success in the transfer and student experience.
The emerging themes from the narratives of student participants and staff participants
speak to how USC can continue to foster the veteran’s ability to engage the student body, feel
supported by the institution, and fully immerse themselves in the campus environment while
promoting the navigation of transition as a TRSV. Student interviews in this case study suggest
that personnel and services campus-wide are valuable for TRSVs as they adapt to the culture of a
4-year private university. Brightness23 said it best: “Acknowledging the student veteran
community on campus means there is a certain type of quality on campus. … This is
empowering.”
However, employing institutional resources in a veteran’s strategy toolbox is only part of
the recipe for finding success in the transfer experience. Navy1991 shared that outside the VRC
at the community college and now, at USC, “family and friends” are the key to his success. He
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shared that being able to “call someone and talk to someone to share what he is going through is
a big help.” On the other hand, Zach leaned toward institutional programming such as “veteran
orientation” conducted by the VRC that shared where to find community on campus and how to
access education benefits and housing as critical strategies to transition to USC from a
community college.
The student participants talked about various strategies in this case study. All six student
participants agreed on the value of having the opportunity to engage and interact with others
whose knowledge and experiences have proven to be successful in their transfer experiences.
Learning how to navigate a private 4-year university, access valuable resources on campus, and
find social and academic support provides the opportunity to build a community to overcome
challenges and barriers.
Presentation of the Staff Participant Data: Moving In, Moving Through, Moving Out
Data findings in this study suggest that participants transferred to USC at different entry
points in their lives that consist of various levels of uncertainty, high expectations, anxiety, and
at the same time, excitement. Regardless of their entry point and past experiences at the
community college level, finding a supportive community of students, staff, and faculty
members at USC became essential to them.
The moving in, moving through, and moving out stages, as described in Schlossberg’s
(2007) transition theory, centered around the premise that when moving into a new situation,
people must become familiar with new roles, relationships, and routines. Familiarization with
new roles, relationships, and routines is connected to moving through. When adults have
achieved the moving in and moving through the process, moving out represents the end of the
transition. As a result, individuals begin to look for the next thing or transition in their lives.
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In these staff in-depth interviews, data were collected to help describe and understand
how student veterans find meaning in their transition from a community college to a 4-year
private institution by answering the second research question.
As student veterans are enrolling in college at increasingly rapid rates, there is a
consensus among staff participants, a robust programming allowing veterans to establish
connections with peers, as well as with the institution’s faculty and staff, can provide valuable
opportunities for military-connected individuals to acclimate to the campus culture. Additional
data from this case study identified a common thread noting the university’s need to be active
and intentional in providing educational opportunities for faculty and staff members to better
understand the veteran’s experiences and needs. Lastly, an emerging theme in staff interviews
suggests a deeper evaluation of USC’s policies aimed at designing services to promote student
engagement, community partnerships, and career opportunities post-graduation.
Theme 1: Robust Programming
All three staff participants agree that today’s veterans have many unique and positive
experiences that differ from their counterparts. These experiences bring tremendous value to the
campus community. Many of these veterans have survived, endured, and exceeded expectations
in real-world scenarios, learning resiliency, grit, and self-confidence. However, the dearth of
military culture and these experiences creates several challenges from an institution’s perspective
pursuing to streamline services and support veterans adequately. As Selena alluded, “A
supportive, well-versed, and intentional campus that understands the needs of the veteran
community contributes to the success of the student veteran.” When asked about areas of
opportunity that contribute to the overall student veteran experience, Oliver shared the following:
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Training personnel here at the university, whether they are academic advisors, admission
officers, financial aid officers, or anybody who will interface with students, is an
opportunity to have some basic knowledge and understanding conveyed to folks about
the military experience, about the kinds of challenges that student veterans have faced
and will be facing—an opportunity to improve the community’s understanding.
The data from the staff interviews also spoke to building community in developing
programs for TRSVs. The success of veteran programs is further realized through collaboration
with other programs and services. Such alliances can implement a comprehensive array of
services and provide opportunities to build a sense of community and find advocacy. All staff
participants agreed that implementing transfer support programs requires customized
programming that promotes community, support, awareness, housing, and financial literacy as an
institution. Fuschia0 said it best:
We need to focus on the people we have here and ensure that we provide the best support
for them. Ultimately, that is why we are here to do it. To educate them like any student,
send them to the world better prepared, and be leaders.
Theme 2: Educational Opportunities for Faculty and Staff
University faculty and administrators critically examine how they serve and support
different populations at their institutions, such as student veterans and service-connected
members. Throughout the student lifecycle, employing strategies that support academic success,
career planning, health & wellness, and financial and social needs improves veterans’
acclimation to college and aids them in finding success. This contributes to a military-friendly
campus. Although the words differed from participant to participant, all three staff participants
agreed that USC is a military-friendly institution. For example, Oliver shared,
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We can be considered a military-friendly institution. I absolutely believe that. There are a
lot of reasons for that. One is that the proof is in the data. We have quite a few veterans
here enrolled in our classes, an even higher number at the graduate level than at the
undergraduate level. To be considered an institution serving any population, there needs
to be a critical mass, which I know is a phrase we use in many areas of higher education.
I do not know what that mass is, but I do feel like the USC does have a sizable number;
even though the ROTC population is separate and distinct, I do believe that any military-
friendly institution probably needs to have a strong and well-recognized ROTC program
because even though ROTC is working with individuals before they have become
veterans, I think it really goes to show if the institution values the institution of the
military. I do think USC is an institution and historically has always been an institution
that is friendlier to the military.
Selena defined a military-friendly institution:
My definition of military-friendly is making space for them, putting our money and our
resources where our mission statement is having not just the VRC serve our students,
having a collective group of campus partners who are specifically focused on our military
students and then having the buy-in and support of our central offices like the registrar,
admissions, financial aid, all those other pieces that every student needs to use.
Fuschia0’s shared that USC is “a friendly veteran-campus focus[ed] on better serving this
student population to promote a collaborative approach of support and understanding.”
Though military-connected students and student veterans bring valuable experiences and
insights that contribute to the college and university environments, establishing staff and faculty
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training and education opportunities to promote awareness of the needs of this student population
is a resonated theme drawn from the interviews. Oliver added,
It is also our responsibility to be aware that this group is not monolithic. Veterans should
be treated more than just a singular group, thinking that they all need the same things or
the same guidance or even have the same goals.
In addition, Oliver supports the idea of faculty and staff training. For example, Oliver
shared, “The people who interface with our veterans, academic advisors, and administrators just
need further schooling to better understand this population’s needs. Furthermore, if they do, the
other needs will become more obvious.” When asked to elaborate on the idea of additional
campus-wide schooling, Oliver added,
I think there is an opportunity to have some basic knowledge and understanding
conveyed to folks about the military experience, about the kinds of challenges that
student veterans have faced and will be facing. Moreover, I think it is just an opportunity
to improve the community’s understanding.
Theme 3: Institutional Accountability
Combined with the themes, the development of institutional accountability to support this
student community emerged from the staff interviews conducted in this study. For example,
Fuschia0 indicated, “Accountability is more than saying we are here to support our student
veteran community but also identifying ways to improve how we do it.” Through the findings, I
identified at least two areas where the institution could shift its attention to establish institutional
accountability: identify processes, on-campus programming, and services, as well as institutional
policies that evaluate and support the student veteran community in support of their experiences
and growth.
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For example, Oliver, who has worked with the institution for many years and is focused
on areas of opportunity to engage a diverse student community, shared, “I think a perfect
example besides just who is actually being enrolled is thinking about how the institution’s
policies and procedures, and even going back to training, how it overlaps well with the military
experience.” When asked how the institution can continue to be accountable in support of our
student veterans, Selena gave a robust response:
I think it is super important for us to put our egos aside in this and to put aside what we
know about the military community and what we do not. Did we serve? Did we not
serve? Learn, and figure it out. Ask them. Let them know that you do not know. Let them
know there are gaps because we will never progress by pretending. One, we cannot do
anything about it or pretend that everything is fine, and we should just be happy with
what has been given. Our veterans are very good with the chain of command. They will
to their detriment, sometimes back off. I do not want them to do that. I want them to keep
finding respectful ways to break down these barriers and to make themselves known on
campus and to integrate and to get everything that they can get out of this campus
experience because they are investing way too much time, money, energy, effort into
becoming well-rounded scholars and we cannot fail them.
Theme 4: Ensure That Staff and Faculty Are Equipped with the Tools Needed to Improve
the Chances of Student Success for This Student Community
All staff participants agreed that taking an active and intentional approach to learning is
the best way to support the student community. Fuschia0 translates this to “more success at
meeting the needs of the student veteran community.” Additionally, institutional accountability
suggests further evaluation of institutional policy. As academic leaders, we should ask ourselves
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if the policies and structures positively represent best practices in serving the student veteran on
campus.
Further evaluation of the data suggests that the institutionalization of services and
training programs supporting the needs of transfer students is essential. This theme speaks to the
value this student community brings to the institution and the need for the institution to cultivate
their voices. The theme of collective institution support was present in all three interviews. The
idea that a supportive institution working toward the same goal promotes a community of
support resonated with Fuschia0. Fuschia0 agreed that a community of support among “veterans,
faculty, staff, and their student counterparts improve levels of belonging and engagement.”
On the other hand, for Selena, institutional accountability translates to advocacy for the
student veteran community, especially for TRSVs. Reflecting on her role at USC, she is
reminded of her position as an advocate for this student community. She shared,
To remind people that our veterans are just as diverse as every other student population.
So, they are not all one political background. They are not one race, ethnicity, or age;
some have served 4 years in the military. Some have done 10 or 15. Some of them have
done tours, and some of them have not. Some have seen combat, and some have not, like,
right. Furthermore, they had so many jobs and roles in the military, reminding people of
their brilliance and what it takes to be a scholar here.
As an institutional agent, Selena’s position at the university has given her a greater
perspective and a sense of accountability for serving and advocating for the veteran-student
community on campus. This perspective and accountability have led her and her team to what
she noted as “establish[ing] a positive and supportive culture for current and [TRSVs] on
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campus.” Additionally, the staff interviewees emphasized “advocating and serving the student
veteran” as institutional agents.

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Chapter Five: Discussion
This case study identified vital contributing factors that TRSVs and staff perceived to the
success and impact of the transfer experience at USC. This case study is significant because it
highlights the transfer experience of the student veteran through the lens of Schlossberg’s (2007)
transition theory. As Chapter Two mentions, Schlossberg’s transition outlines the transition
process as a three-phase process. Moving in, moving through, and moving out is the idea or
process by which an individual navigates transition or changes (Goodman et al., 2006). Finally,
Schlossberg introduced the four Ss, which identify four tenets that influence a person’s ability to
cope with a transition: situation, self, support, and strategies. This study’s results showed that
TRSVs felt a disconnect with the overall student community, TRSVs and staff recommended
training to increase familiarity and awareness of the challenges TRSVs encounter for faculty and
staff, TRSVs indicated they experienced individuals on campus lacking the military
understanding that impacted their relationships with faculty and staff, and TRSVs indicated a
need for robust onboarding programming that includes housing, counseling, and how to access
education benefits. In this chapter, the primary identified themes from both sets of interviews are
discussed in the larger context of the relevant literature and Schlossberg’s transition model.
Characteristics of the Transfer Student Veteran
In the 10 years of experience working with the veteran-student community, and of
course, having been one myself, I have realized that the more the university knows about the
student veteran, the more positive experience they will have on campus. This holds for TRSVs as
well. Characteristics of the TRSV, shared by staff and student participants in this case study,
were that veterans come into their academic journey at different entry points of their lives
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compared to their counterparts. They are likelier to be adult learners, perhaps married and with
children, and more likely to be commuter students living far away from campus.
Often, they are compared to traditionally college-aged and nontraditional students who
are not veterans. Additionally, student veterans also have distinct life experiences from their
counterparts. These discoveries confirm previous studies that have revealed student veterans
being nontraditional students, which means they are older (since they are entering colleges
and/or universities post-military service) and are more likely to be married and/or with
dependents. In addition, many have additional familial and financial responsibilities (O’Herrin,
2011). Therefore, it is important to take these factors into consideration when promoting
“access” for campus-wide resources and considering programs specifically tailored to the
transfer student veteran community.
According to data from the VA (2018), 15% of student veterans are the traditional age of
college students, meaning that most veterans are between the age of 24-40. The VA also reports
that 47% of student veterans have children, 47.3% are married, and 62% are first-generation
college students (this study does not go into greater detail about first-generation student
veterans). The report also stated that 75% of student veterans attend school full-time; similarly,
the staff also did not characterize student veterans as first-generation.
The narratives of student and staff participants emphasize the significance of bringing
well-qualified student veterans to this institution and acknowledging the critical viewpoints and
experiences they bring to this campus. The anecdotes shared by the TRSV participants and staff
participants in this case study depict the positive effect this student community brings by
improving campus diversity and enhancing the scholarly discourse in and out of the classroom
environment. This begins with the institution explicitly communicating its commitment to the
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veteran community on campus and by proactively inviting faculty and staff to learn about the
attributes and contributions of the student veteran community.
Transfer Student Veterans Challenges
The findings of this case study from TRSVs and staff also show that transitioning from
military to civilian life has many challenges. The military is known for its highly structured
organization and chain of command. The military culture is known for creating tasks that are
dictated or strategized and with purpose. This resocialization process can present challenges as
they get reacquainted with civilian rules, expectations, and societal roles and re-establish their
identity. When transitioning to civilian life, many student veterans need more structure and
direction when navigating the university or community college system independently. As a
result, the student veteran has to adapt to an environment where the onus is on the student,
meaning they must determine which path to take to attain their goals.
In this case study, staff participants also identified student veterans’ challenges when
discovering their path toward their academic and career goals. Finally, most student veterans in
this case study had transferred from community college to a 4-year university as sophomores and
juniors. So, the college experience was familiar to this group of students, as they had already
completed 2 or 3 years of coursework at a community college.
Overall, the findings in this case study confirm the literature, which shows that many
elements contribute to a difficult transition from military service to civilian life. For instance,
many student veterans wrestle with different challenges than non-veteran students (Rumann &
Hamrick, 2010). Others noted various issues student veterans negotiate once they embark on
their college experience. As noted in Chapter Two, some of these challenges may differ from
relationships where they fit with others on campus, levels of maturity, role incongruities, and
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identity renegotiation (Rumann & Hamrick, 2010). Student participants broadly discussed the
positive aspects of being able to “fit in” or “find community” due to their involvement with
USC’s VRC. Finally, they pointed out that finding a space to build community and support was
an advantage in promoting confidence while interacting with student veterans.
Institution-Wide Training
To create a military-friendly campus environment, the campus community should be
trained and educated on student TRSVs’ needs and experiences. There is also the need for the
campus community to understand the best practices for addressing and overcoming barriers to
achieving academic success. Training for faculty and staff was the central theme when
interviewing staff members at USC. The institution must be intentional when offering specific
training regularly to support this student community effectively. For example, Jacksonville
University has made the “Best for Vets” list 4 years in a row. With a four-star GI Bill gap
coverage rating and a 71% military retention rate, Jacksonville University excels in culture,
support, and outcomes for veterans and active-duty military. The “Green Zone Training,” which
equips faculty and staff with the tools they need to connect with this population of students, is
attributed to their success.
Incorporating campus-wide training at USC, such as the Green Zone, empowers
participants to support military-connected students, staff, and faculty to construct change on their
campus. For example, Green Zone Training offers the opportunity to develop an understanding
of military vernacular and experiences with a greater understanding of the transition experience
from military culture to campus culture. Lastly, it will help institutional agents identify on-
campus resources and services (academic, mental health, disability, and career services) that
support military-connected students.
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The overarching goal of implementing training programs, such as the Green Zone, can
lead to promoting and improving the campus culture for student veterans at USC. The objective
would be to facilitate student veterans’ transition and transfer experience. Additionally, the
Green Zone Program is geared around informing faculty and staff about student veterans and
their needs on campus. The primary purpose of the Green Zone Program is to raise the
knowledge and skills of USC’s faculty and staff to identify and support the needs of veterans
while assisting them in navigating challenges and obstacles in the student experience.
Faculty and staff members who volunteer to partake will attend training focusing on
critical issues veterans face as students at USC. While they will not be expected to be experts or
to solve all of their problems, the training can provide skills to be empathetic and understanding
and to assist the student veteran in finding the proper support resources. Upon completion, all
those who attend are given a Green Zone sticker to signify their designation as a “military-
friendly area of operation.”
Finally, this training helps better understand student veterans’ unique needs and
challenges as they transition from the military to an academic environment. This training also
emphasizes effective practices in responding to student veterans’ challenges as they transition to
campus life. As Oliver stated, “We must be proactive and not reactive” when describing the
institution’s practice of responding to student veterans’ challenges when transferring to USC. For
veterans to be a part of an inclusive and supportive campus, higher educational institutions must
bring awareness to their faculty and staff (Murray et al., 2009).
Building Community
One significant finding is connected to the VRC at USC. Participants discussed the
benefits of having a safe, physical space (though limited in physical space) to connect and have
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the opportunity to meet other like-minded student peers, an essential attraction for transferring
student veterans who are seeking community at USC. Though the VRC serves as a hub for
connecting the student veteran community, the VRC is limited in collaborating with student
support services, including academic advising, financial aid, disability support, health, and career
services. These limitations are partly due to its physical space and few staff members.
It should be noted that the VRC is currently staffed by a coordinator, a veteran who
serves as a counselor, mentor, and advocate for the veteran community on campus. Both student
and staff participants, specifically Selena, acknowledged the VRCC’s work with the veteran
community by creating a safe and welcoming space to find support, identify with, and find
community. The interview findings showed that having an active VRC at USC is a sign of
success and support in navigating the transfer and transition process.
When attending a university, students seek resources that will answer their questions and
support them as they navigate through higher education. The VRC at USC was created to do this
specifically for the population of focus. Additionally, the VRC was created to develop a sense of
belonging for this community and camaraderie with other veterans on campus. The VRC
represents a place where these students feel connected with the institution’s student body,
cultivating a sense of belonging.
Research suggests that having a veteran-specific lounge is important to institutions that
consider themselves veteran-friendly and committed to this student community (Dillard & Yu,
2018). However, additional research posits that the most significant obstacle to student veterans’
success is the inability to fit into the campus community (McCaslin et al., 2013). A sentiment
that was shared by Zach, who said, “As a commuter student, it is hard to feel connected with the
veteran community and the student body as a whole.” This leads to the recommendation that
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collaborating with other campus departments will allow students to feel more welcomed and feel
like they “fit in” on campus. For example, specific welcoming events such as stand-alone new
student orientation programs in collaboration with the USC Office of Admission can aid in
connecting new students with current students, staff, and faculty and introducing them to
services and resources in their initial introduction to the university.
Though student-veteran-centered orientation is not new, research gives us a clearer
picture of the benefits of creating student-veteran programming. For example, research asserts
that student veterans who attend campus programs may correlate with improved retention and
other measures of student success (Ritz et al., 2013). To better understand the effectiveness of
student-veteran-centered programs at USC, conversation institution-wide must occur to
determine how said programs can influence this student community’s perception of their “fit”
into USC.
Female Transfer Student Veteran
This case study also highlighted the challenges of the female student veterans on campus,
specifically in navigating the staff and student relationships. The notion of the invisible veteran
stems from Andrea Goldstein (2018), who shared, “These women already face the obstacle that
many, including male veterans from previous generations, do not think of women as veterans at
all” (p. 1). She noted, “Women go from being visible outsiders in the military to invisible
outsiders in their communities” (Goldstein, 2018, p. 1). Difficulties relating to their non-veteran
counterparts and faculty on campus, this case revealed the need for female student veterans to
conceal their identity as veterans. Per Rumann and Hamrick (2010), an overwhelming feeling
may stem from an invisible aspect of a complex identity that some individuals choose to keep
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hidden, due to traditional-aged students and faculty potentially lacking the knowledge or
understanding to approach them or empathize with their experiences.
Interviews with female transfer student veterans highlight the differences in the support
and relationships between students and faculty, specifically between their male counterparts. For
example, as female veterans exit the military, they struggle with adapting to the college
environment, including learning how to navigate their new identity as a student, balancing
academic and family responsibilities as transfer students, and learning how to connect to their
non-veteran peers and faculty members. Despite these challenges, this student remains resilient
and employs various strategies, support systems, and resources to overcome them. They seek
assistance from the VRC and the veteran community on campus, and their academic advisors to
navigate these obstacles.
The University of Southern California can help the female student veteran community (to
include TRSVs) by developing programs that support them in strengthening their skill set that
focuses on building relationships and coping skills to help them succeed on campus. I believe
that USC. can help develop a female student organization that employs a mentorship component
that will support the female student’s academic, social, and career aspirations. Much like the
Master of Business for Veterans program at USC, this organization should be led by veteran
female instructors on campus. Research suggests that female veterans select schools where they
are more apt to see other female veterans (DiRamio & Ackerman, 2009). This recommendation
aims to mitigate this student group’s desire to establish positive relationships with faculty
members and provide a support system to enhance their transfer and student experience at USC.

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Limitations
This case study has several limitations. First, the number of TRSVs and staff participants
is limited. The student and staff narratives may not represent the TRSV experience, which invites
additional research with a greater sample size to determine if the themes depicted in this case
study align with the more significant sentiment of the whole student veteran community on
campus.
This case study, however, did include three male and three female student veterans who
identified as transfer students. In terms of racial/ethnic background, this information was not
disclosed. None of the student participants disclosed whether they identified as first-generation
students, which could have identified additional challenges in their transfer experience.
Nonetheless, I attempted to include a representative sample based on sex, age, branch of service,
and military status.
Another limitation is that the study was limited to the experiences of veteran
undergraduate students who transferred to USC from 2-year institutions. It did not include
transfer students from 4-year institutions, military academies, out-of-state institutions, or
international transfer students. Additionally, socioeconomic status should have been considered
in this case study. It should also be noted that all student participants were involved at the
veterans center, which limits the generalizability of the results. However, the findings do not
reflect the perspectives of all TRSVs at USC.
I recognize an additional limitation in the sample. Since the number of student veterans
was limited to six, these participants do not represent the total number of student veterans or
TRSVs on this campus. Most qualitative studies aim not to generalize but to provide a rich,
contextualized understanding of some aspects of human experience through the intensive study
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of particular cases (Polit & Beck, 2010). Therefore, the second limitation of this study is that it
intended to gather stories and experiences from specific participants; hence, the generalizability
of this qualitative research findings was not the goal.
Implications for Institution-Wide Policy and Practice
The success of TRSVs in higher education relies on enacting institutional practices to
create a veteran-friendly campus environment. Effectively implementing these practices requires
institution-wide commitment staff to become knowledgeable and skilled at understanding
military culture and the barriers student veterans face adapting from military to civilian life to
add to the role of a student veteran.
USC’s leadership and its institutional agents must commit to understanding the needs,
concerns, demands, and experiences of the veteran community on campus. Additionally,
investing in research-based policies to devise a program where TRSVs are made to feel they
belong and are supported can enhance the student experience and promote student engagement
and academic success. Serving the needs and demands of this student community requires
working with multiple systems and collaborative methods in bridging campus-wide services and
departments.
Consideration for Further Research
This qualitative case study aimed to bring awareness to the TRSV experience at a 4-year
private university. The goal of this case study was to introduce the student narrative and share
the experiences of the staff participants to inform further studies. Based on the findings, further
research could be conducted on how to further aid the TRSVs in finding support in their transfer
experience. Further research could examine what additional services on and off campus are the
most effective for TRSVs to increase student engagement and promote overall student success.
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Finally, this case study could give way for institutional examination of current policies and
practices to encourage a proactive and collaborative approach to help this student community.
An additional finding that could usher in further research is the role of staff and faculty
training to understand these students’ needs and provide adequate services to support them.
Training for staff and faculty can offer a greater understanding of military culture, increasing
performance and engagement and improving the overall student experience at USC. Veteran
students face similar challenges as adult learners or nontraditional students. They are older and
have diverse life experiences, many are married with children, and some students are commuters.
However, student veterans bring natural strengths to the spaces, such as sound work ethic, a
sense of commitment, and direction that prove to be a recipe for success.
Further studies of the TRSV community should capture a more diverse and extensive
sample to examine a greater representation of the transfer experience. I believe adding a more
diverse and extensive sample can influence further studies for broader implications and
evaluation of best practices. Additional research can also focus on other factors that contribute to
the overall transfer experience of the student veteran, such as taking a deeper look at campus
culture, access to education benefits, financial aid support, veteran housing, and career guidance
post-graduation.
Transfer Experience
Finally, I hope that future research focuses on the transfer experience of this student
community. This case study examined the experiences of the TRSV from their first interaction
with USC to their class experiences to their relationship with their academic advisors. However,
little was known about the importance of the transfer onboarding experience for this student
community at USC With limited research on the lived experiences of transfer student veterans
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and their interactions with the university’s resources during the onboarding experience, it is
difficult for academic leaders to make decisions regarding these students.
In this case study, student participants shared that an orientation specifically tailored to
the transfer student veteran could have contributed to their onboarding experience in a more
impactful way. “Orientation programs connect new students with their peers, staff, and faculty
and facilitate their initial connection to the institution” (Mayhew et al., 2010). I hope that further
research can draw a comparison between transfer student veterans who participated in an
onboarding or 1st-year orientation program and those who did not and how said involvement
impacts a student veteran’s sense of belonging, improved social and academic experience, and a
sense of community among transfer student veterans who took part of an onboarding or 1st-year
orientation program.
Conclusion
Transfer student veterans have distinctive backgrounds and experiences that make them
welcome additions to university campuses. As the number of veterans seeking higher education
degrees increases, more veterans take advantage of tuition assistance opportunities and pursue
higher education. Institutions must be mindful of best-practice processes that foster student
success and engagement and provide the veteran-student community with the opportunities they
seek in their higher education experience. The participants’ voices provide institution-wide
reflection for faculty, staff, and institution leadership to better understand this student population
and their needs. Despite veteran-specific challenges, veteran students have many strengths that,
if capitalized upon, can lead to high levels of student achievement and create welcoming and
positive opportunities for our veteran-student population and the institution that serves those who
served.
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Finally, the success of student veterans relies on implementing effective practices and
policies on campus. The campus community requires knowledgeable and trained staff who
understand military culture and the obstacles student veterans face in adapting from military to
civilian life and in becoming college students. This qualitative case study hopes that lessons from
the participants’ narratives are drawn and utilized as the framework applied to other student
populations with similar characteristics and life experiences as the student veteran community at
USC.

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Chapter Six: Epilogue
When I was fresh out of high school, at 17 years old, growing up in Huntington Park, a
city in the gateway cities district of southeastern Los Angeles County, California, the world was
scary for me. I was raised by immigrant parents whose dream was to live the American Dream to
have a better life and opportunities for their three children was their mission in life. Of course,
attending a 4-year university or college was not an option for me, though earning a quality
education was the central message in our family. Unfortunately, the financial commitment of a
first-generation low-income family made the dream of pursuing a higher learning degree
impossible, and well, it was just that, a dream.
At 17, the only options set before me were either (a) work because habia biles que pagar
(there were bills to pay) or (b) earn a technical certification to show I possessed some skill to
earn a decent wage. At least in my mind, the third option was to join the military. The military
represented financial freedom, an opportunity to find community, and the chance to discover
who I am and find a place where I could make an impact. Joining the Marine Corps meant being
part of something bigger than myself, representing the opportunity to make my family proud.
Joining the military meant following in the footsteps of my grandfather, Don Miguel Angel
Mejia, a high-ranking officer in El Salvador (en paz descanse) who, unfortunately, never
physically saw me serve. Still, I am sure he saw me in spirit, hoping I have made him proud.
Having spent 8 years in the Marine Corps gave me a front-row seat to the reality of this
world, and it showed me what it meant to be part of a brotherhood, an esprit de corps. At the
same time, the military experience introduced me to the challenges and obstacles military
servicemember experience in one’s attempts to assimilate back into society. Attempting to find a
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community of support and renegotiating one’s identity becomes challenging and often lonely.
These feelings hold true when there is an additional layer-the academic setting.
In my experience, finding guidance, mentorship, and a community of support was
difficult. I often felt like an outsider, alone, frustrated, and sometimes like an “other” among my
academic counterparts. However, I had to believe that with every grain of frustration and
obstacle, with every heartache and heartbreak, I felt something out there waiting for me, waiting
to unleash my passion for serving, guiding, and mentoring. This was the motivation that helped
me overcome those moments of doubt. This inspiration led me through my master’s thesis in
graduate school and now through this dissertation experience.
When I began this process, I questioned whether I could do justice to all veterans and
military-connect personnel who shared a similar path I have. Through the stories shared by the
participants in this case study, especially those whose initial experiences questioned their identity
and worth in this world of academia, I thank you! Each one of you reminded me how unique this
student community is. Despite the branch of service, years of service, combat veteran or non-
combat veteran, disabled veteran or non-disabled veteran, we are a community, a brotherhood
unmatched by any other. And because I honor and respect this brotherhood, I hope I did you all
justice.
Semper Fidelis and Fight On!

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Appendix A: Case Study Information Sheet
Title: Applying Schlossberg’s Transition Theory to the Student Veteran Transfer Experience at
the University of Southern California: A Qualitative Case Study

Principal Investigator: Eric A. Mejia
Department: Doctor of Educational Leadership, Rossier School of Education
INTRODUCTION
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
1. Understand the relationship between transfer student veterans and institutions of higher
education.
2. Capture the stories and experiences of transfer student veterans and their experiences
with student support offices on campus.
3. Identify obstacles and challenges accessing resources at a 4-year private university as a
transfer student.
4. Offer recommendations that promote the overall support of transfer student veterans on
campus.
PARTICIPANT INVOLVEMENT
If you decide to take part, you will be asked to do the following:
1. Create a pseudonym which will be used in this study.
2. You will participate in a 45- to 60-minute interview. To accommodate your schedule, it
will be either in person or in Zoom. With your permission, handwritten notes will be
taken as well as recording the interview.
3. The questions in the interview are aimed to capture the participant’s experience as a
transfer student veteran and the level of support received with student support offices and
resources.
RISKS AND DISCOMFORT
Possible risks and discomfort associated during the interview could be present when sharing your
experiences. You can choose to stop answering questions at any time. Additionally, if you feel
support is needed, please feel free to contact any of the following support offices:
USC Veterans Resource Center: (213) 740-8605
USC’s Counseling Services & Crisis Intervention:(213) 740-9355 (WELL)
Veteran Peer Support Service at the VA:800-827-1000

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PAYMENT/COMPENSATION FOR PARTICIPATION
If you agree to participate in the interview, you will be given a $20.00 electronic Amazon gift
card which you will receive via your email.
ALTERNATIVES TO PARTICIPATION
There are no other alternatives in this study other than not to participate.
CONFIDENTIALITY
Participant records for this study will be kept confidential to the extent permitted by the law.
Participants will be assigned a pseudonym, which will be used throughout the study. The
investigator will remove any identifiable information and store it separately from recordings,
transcripts, and pseudonyms.
Participants’ responses will be saved in a password-protected Google Drive folder. All
handwritten notes will be scanned upon completion of the interview and will be stored in the
Google Drive where the investigator will have access. All data collected in the interview, such as
audio recordings, hand-written notes, and transcripts will be retained and destroyed 3 years after
the dissertation is submitted.
The sharing of the finding will be used in a doctoral dissertation and for the protection of the
participants, pseudonyms will be used. The use of data in this research may be used in future
publications or at conference presentations.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please feel to contact the study Principal Investigator,
Eric A. Mejia, at mejiaeri@usc.edu or the faculty advisor Dr. Sheila Banuelos at
smsanche@usc.edu
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

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Appendix B: Recruitment Email Communication
Dear [Name],
My name is Eric A. Mejia, and I am a doctoral candidate at the Rossier School of
Education at the University of Southern California. I am conducting a research study on the
transfer experience of the student veteran community on campus. The aim of this study is to
identify the ways student support services at 4-year private university support transfer student
veterans. Additionally, this study will investigate how the existing services promote student
engagement and persistence. It is important to understand the experiences of student veterans and
the valuable experiences and insight they bring through their diverse life experiences. Supporting
their academic achievement requires the understanding of their needs to better support them
throughout their academic journey.
If you are interested in participating in this study, you are asked to complete a brief nine
screening questionnaire (see QR code below). The online questionnaire should take no more than
5 minutes to complete. This survey will assist me in collecting general descriptive data and
determine a purposeful sample of 5–7 study participants who meet the criteria. If you meet the
participant criteria for the purposeful sample, I will contact you to schedule a date and time for
your individual interview, which will be conducted in a private location on campus. Each
interview is anticipated to last approximately 45 to 60 minutes and may be audio-taped, with
your permission. Participation in this study is completely voluntary, and your identity as a
participant will remain confidential at all times during and after the study. If you are selected to
participate as part of the purposeful sample, a $20 Amazon gift card will be presented a few days
after the completion of the interview.

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To access the questionnaire, please access the following QR code:

Thank you in advance for consideration.

Eric A. Mejia
emejia17@usc.edu
Doctoral Candidate - Rossier School of Education
University of Southern California

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Appendix C: Screening Questionnaire
1. What is your sex?
_________________________________
2. What is your current age?
__________________________________
3. Are you a community college transfer student?
• yes
• no
4. What community college or university did you transfer from?
___________________________________
5. What is your current student year status?
• Freshman
• Sophomore
• Junior D
• Senior
6. Do you identify as a first-generation college student?
• Yes
• No
• Not Sure
• Wish not to answer

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7. What is your current military status?
• Reserve/National Guard
• Veteran
• Combat veteran
• Non-combat veteran
8. What branch of the military did you or currently serve in?
a. Marines
b. Army
c. Air Force
d. Coast Guard
e. Navy
f. Space Force
9. If chosen to participate, what is your preferred email? ___________________

115

Appendix D: Recruitment Flyer
Appendix D: Recruitment Flyer

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Appendix E: Staff Recruitment Email
Dear [Name],
My name is Eric A. Mejia, and I am a doctoral candidate at the Rossier School of
Education at the University of Southern California. I am conducting a research study on the
transfer experience of the student veteran community on campus. This study aims to identify
how student support services at 4-year private university support transfer student veterans.
Additionally, this study will investigate how the existing services promote student engagement
and persistence. Supporting their academic achievement requires an understanding of their needs
to support them throughout their academic journey better.
I am inviting you to participate in this study because of your expertise in student support
services. Participation in this study is voluntary and there are no consequences for choosing not
to participate or withdrawing from the study. Your participation in this study will take
approximately 60 minutes. Confidentiality of your participation will be maintained and the data
will be kept confidential, secure, and password-protected.
Any additional questions or concerns regarding this study can be directed to me, Eric
Mejia, at 333-333-3333 or emejia17@usc.edu. Please email me if you are interested in
participating in this study.

Respectfully,
Eric A. Mejia
Doctoral Candidate- Rossier School of Education
University of Southern California

Study ID: UP-22-00610

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Appendix F: Request to Participate Email Communication
Dear [Name],
Thank you for participating in the screening questionnaire and for being willing to
participate in my study on the transfer experience of the student veteran community on campus
and the ways student support services at 4-year private university support transfer student
veterans. I will be calling you within the week to set up a time, date, and location to conduct the
interview. As mentioned, the interview will take approximately 45 to 60 minutes and may be
audio-taped with your permission. Participation in this study is completely voluntary, and your
identity as a participant will remain confidential at all times during and after the study. A
reminder, you will receive a $20 Amazon gift card for participating in this study.
Thank you once again for your participation.

Eric A. Mejia
Doctoral Candidate - Rossier School of Education
University of Southern California

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Appendix G: Interview Protocol for Transfer Student Veterans
Welcome and thank you for your interest in participating in my study today. My name is
Eric A. Mejia, and I am a doctoral student at the University of Southern California. I appreciate
your time you have set aside to answer my questions today. As previously noted, I am going to
ask you several questions, and the interview should take about an hour to complete.
Interview questions utilized in this study will be the same and will be asked to each of the
participating student veterans in the study. Feel free to provide me with specific examples and
any relevant background information you think might be helpful to better understand your
experience. Interviews will be person to person and take place at a designated location at the
institution to ensure privacy and prevent confidentiality concerns. The interview will be
conducted in a safe place where the participant is comfortable in the interview.
Interviews will last for approximately 45–60 minutes, and they will be recorded (with
your permission) to ensure the accuracy of the data collected. After completing the interview, I
will transcribe the recording and will share it with you to ensure accuracy in the data collection.
Before we begin, I want to assure you that I am strictly wearing the hat of a researcher
today. My goal is to understand your perspective as a student and as a veteran. This is a
judgment-free space. This is a safe place where you can be authentic and genuine.
I will use the pseudonym you have selected when referring to you throughout the
interview. I will begin the interview after you have reviewed your rights as a research
participant. Before we start, would you mind choosing a pseudonym?
Introductory Questions
1. Tell me about yourself and your military experience.
2. Tell me more about your decision to transfer to the University of Southern California.
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3. Walk me through your experience transitioning from military to student veteran at
your former community college and now at the University of Southern California.
Heart of the Interview (In-College Experience)
1. How would you describe a “military-friendly” institution? In your experience, how
does USC exercise the student support services and programs to make you feel UP is
a “military-friendly” institution? (RQ1)
2. Can you describe any student support services you have utilized at USC’s campus
and how have they been helpful or not helpful to you? (think about 2 and 3; RQ1)
3. What, if anything, would you change about student support services for student
veterans? What recommendations do you have for improving the experience of
student veterans and better support this student population? (RQ1)
4. Please describe how USC provides student support services to help you be successful
as a student. (RQ1)
Transfer Experience
1. What student support services on campus helped you transition successfully as a
transfer student from your prior institution to the University of Southern California?
(RQ2)
2. Can you share your experience using student veteran-specific resources that helped
with your transfer experience to the University of Southern California? (RQ2)
3. Please describe how you became aware of student support services specifically
focused on transfer students on campus. (RQ2)
4. Describe how you use student support services on campus as a transfer student.
(RQ2)
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5. As a student veteran and a transfer student, how often do you use student support
services on campus? (RQ2)
6. Scenario: Can you share with me a challenging experience you have faced as a
transfer student veteran on USC’s campus and where you turned for support? (RQ2)
Closing Question
Is there anything else you would like to share with me about your transfer student
veteran experience at the University of Southern California?

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Appendix H: Request to Participate Email Communication
Dear [Name],
Thank you for participating in the screening questionnaire and for being willing to
participate in my study on the transfer experience of the student veteran community on campus
and the ways student support services at 4-year private university support transfer student
veterans. I will call you within the week to schedule a time, date, and location to conduct the
interview. As mentioned, the interview will take approximately 45–60 minutes and may be
audio-taped, with your permission. Participation in this study is completely voluntary, and your
identity as a participant will remain confidential during and after the study. A reminder, you will
receive a $20 Amazon gift card for participating in this study.
Thank you once again for your participation.
Eric A. Mejia
Doctoral Candidate - Rossier School of Education
University of Southern California

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Appendix I: Interview Protocol for Student Support Staff Members
Thank you for your participation in my study today. My name is Eric A. Mejia, and I am
a doctoral student at the University of Southern California. I appreciate your time you have set
aside to answer my questions in this 45- to 60-minute interview.
Interview questions utilized in this study serve a dual purpose in that it not only provides
information about the institution’s resources for transfer student veterans but also helps identify
limitations and barriers likely to be encountered by this student population when attempting to
obtain information. Feel free to provide me with specific examples and any relevant background
information you think might be helpful to better understand your experience. Interviews will be
person to person and take place at a designated location at the institution to ensure privacy and
prevent confidentiality concerns. The interview will be conducted in a safe place where the
participant is comfortable in the interview. In addition, the Zoom option will be available if the
person to person interview option is not available for flexibility.
Before we begin, I want to assure you that I am strictly wearing the hat of a researcher
today. My goal is to understand your perspective as a student support staff member. This is a
judgment-free space. This is a safe place where you can be authentic and genuine.
The researcher will use a pseudonym when referring to the subject throughout the
interview. After the demographic questionnaire and pseudonyms are selected, the researcher will
begin the interview.
Before we start, would you mind choosing a pseudonym, the student support department
you represent, how long you have been employed by said department, and your professional
background?
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1. Can you tell me about your role and responsibilities in supporting transfer student
veterans at the University of Southern California?
2. Can you tell me how your department supports transfer student veterans? Support
student veterans as a whole? (RQ1)
3. Within your department, is there a designated person who is assigned to work with
student veterans if it is not you? If so, can you please describe their responsibilities?
(RQ1)
4. How would you describe a “military-friendly” institution? In your experience, how
does USC exercise the student support services and programs to make students feel it
is a “military-friendly” institution? (RQ1)
5. What, if anything, would you change about student support services for transferring
student veterans? What recommendations do you have for improving the experience
of student veterans? (RQ1)
6. As a student support staff member, what experience can you share on student veteran-
specific resources that helped student veterans in their transfer experience to USC to
feel supported? (RQ1)
7. How often do you see student veterans use student support services on campus?
(RQ2)
8. As a student support staff member, can you share with me a challenging experience
you have faced with a student veteran at USC? What resources did you find helpful?
(RQ2)
124

9. In your experience, do you have immediate access to resources that support student
veterans? Such as financial assistance, housing, and class scheduling to name a few?
(RQ2)
10. In your role working with (transfer) student veterans, have your assumptions about
this student population changed? If so, can you share your experience? (RQ2)
11. Is there anything else you would like to add or share with me about transfer student
veterans at the University of Southern California?

Abstract (if available)

Abstract This case study highlights the experiences of student veterans transferring from 2-year community colleges to the University of Southern California. Transitioning from a military culture to an environment of higher education is an experience that is both unique and often misunderstood. The increase in returning veterans requires institutions of higher learning to identify these students’ needs and enhance the transfer experience through programming, access to resources, and campus-wide training. Six student veterans and three staff members at USC were interviewed, focusing on how transfer student veterans describe their support from student services programs and how these programs support student veterans toward persistence and student engagement. All six student participants agreed on the value of engaging and interacting with others whose knowledge and experiences have proven successful in their transfer experiences. Additional findings note the university’s need to be active and intentional in providing educational opportunities for faculty and staff members to better understand the veteran’s experiences and needs. Lastly, an emerging theme in staff interviews suggests a deeper evaluation of USC’s policies aimed at designing services to promote student engagement, community partnerships, and career opportunities post-graduation.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Mejia, Eric Armando (author)

Core Title Applying Schlossberg’s transition theory to the student veteran transfer experience at the University of Southern California: a qualitative case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2023-05

Publication Date 05/15/2023

Defense Date 05/13/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag 4 S's,Army,case study,combat vet,Community,Education,female veterans,Higher education,Marine Corps,Military,military tradition,moving in,moving out,moving through,Nancy Schlossberg,Navy,non-combat,OAI-PMH Harvest,private research university,qualitative,qualitative research,reserve,Schlossberg,self,situation,strategies,student engagement,student persistence,student services,student support,student veterans,support,training,transfer student veterans,transfer students,transition,transition theory,TRSV,University of Southern California,USC,veteran challenges,veteran resource center,Veterans,Veterans in Higher Education,VRC

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Banuelos, Sheila (committee chair), Bishop, Robin (committee member), Phillips, Jennifer (committee member)

Creator Email ericarmandomejia@gmail.com,mejiaeri@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113122865

Unique identifier UC113122865

Identifier etd-MejiaEricA-11842.pdf (filename)

Legacy Identifier etd-MejiaEricA-11842

Document Type Dissertation

Format theses (aat)

Rights Mejia, Eric Armando

Internet Media Type application/pdf

Type texts

Source 20230515-usctheses-batch-1044 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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