This case study explores the experiences of student veterans who participated in a veterans transition seminar course (TSC). A sample of 54 veterans participated in focus groups that were digitally recorded and transcribed. Data analysis revealed six themes corresponding to the stages of the thriving transition cycle, as applied to the higher education environment for student veterans. Several recommendations result from these findings such as: Creating a foundation for peer interaction, identification of transferable skills, promotion of co-curricular engagement and the extension of support services beyond course completion.
This holistic single-case study explores the experiences of 54 student veterans who participated in a veterans transition seminar course at a regional, comprehensive institution in the Mountain West. Employing the Harris, Myhill, and Walker (2012) Thriving Transition Cycle as a framework for the inquiry, the study examines participants’ experiences separating from the military, encountering the college and classroom environment associated with the transition seminar course, adjusting to the college student role, and their newfound stability as college students. Implications for student affairs practitioners and faculty, as well as additional research areas, are discussed.
Mendez, S., Witkowsky, P., Morris, P., Brosseau, J., & Nicholson, H. (2018). Student Veteran Experiences in a Transition Seminar Course: Exploring the Thriving Transition Cycle. Journal of Veterans Studies, 3(2), 1–18. DOI: http://doi.org/10.21061/jvs.v3i2.52