Administrators' Reports of Collegiate Veteran Student Service

The purpose of this study was to employ Swail's (2004) geometric model of student persistence and achievement to investigate administrators' reports of collegiate veteran student support services. This study spanned multiple institutions in Connecticut. The goal was to determine whether the supports provided to veteran students through veteran student services offices were consistent with the predictors of persistence defined in Swail's geometric model of student persistence and achievement.;A qualitative case study design was chosen. This designed allowed the researcher to speak one-on-one with administrators who specifically serve the veteran student population at colleges in the state of Connecticut. Eleven administrators participated in the study.;Overall, the study highlighted the programs and tactics that administrators employ to engage with and support the veteran student population. The two most frequently referenced tactics were providing support for veteran student organizations and creating physical space on campus for veteran students to engage with one another. Administrators reported both tactics facilitated peer-to-peer interaction among veteran students. This dissertation provided a review of the relevant literature, an overview of the research methodology and design, a comprehensive review of the findings, conclusions drawn from the literature review and findings, and recommendations for practice and further research.