Abstract
Student veterans represent a growing and distinct population in U.S. higher education, yet many face challenges related to academic adjustment, social integration, and navigation of complex institutional systems. Although Veteran Resource Centers (VRCs) have become a key institutional approach to supporting this population, variation in structure, services, and evaluation practices limits their overall effectiveness. The purpose of this applied dissertation was to examine the challenges student veterans experience in transitioning to college and achieving academic success, with emphasis on the role of VRCs in supporting this outcome. Guided by Rendón’s Validation Theory and Astin’s Input-Environment-Outcome (I-E-O) model, this project reviewed literature to identify key barriers, institutional factors, and evidence-informed strategies related to student veteran success. Findings indicated that student outcomes are shaped not only by individual characteristics but also by the effectiveness of institutional processes requiring coordination, clarity, and reliability, as well as by the extent to which VRCS are integrated within campus systems. Evidence-based recommendations are presented, including a structured VRC Effectiveness Cycle and a set of assessment instrument instruments to support continuous assessment and improvement. This dissertation offers a practical framework to strengthen VRC operations and enhance student veteran engagement, persistence, and success.