A Proposed Model for Translating Military Training into Academic Credits

This applied dissertation investigates the difficulties veterans face when transitioning from military service to higher education, specifically, the inconsistent process of awarding academic credit for military training despite the availability of the Joint Services Transcript (JST) and American Council on Education (ACE) criteria. Miami Dade College (MDC) in particular lacks a standardized mechanism for ensuring fair and consistent credit evaluations, which can hamper the academic and social integration of veterans who want to use their service coursework to complete a degree. Drawing upon Tinto's Departure Theory, Astin’s Involvement Theory, Schlossberg’s Transition Theory, and Maslow’s Hierarchy of Needs, this project emphasizes the importance of recognizing military-acquired learning to support veterans' college transition. Through a literature review and analysis of best practices at other institutions—such as the University of North Carolina's Military Equivalency System and Eastern Kentucky University's VETS|Ready Opportunity Portal—this dissertation identifies gaps in MDC’s current process and proposes a phased approach to implement a centralized, transparent credit evaluation system. The project aims to improve veteran retention, reduce academic delays, and provide a clearer pathway for military-affiliated students to succeed in higher education.