To better support veterans in their transition from the military to college, current literature recommends the use of a first-year transition course. However, it does not suggest how to implement this intervention nor if this tool is indeed effective at increasing retention and persistence toward graduation. In this pilot study, five institutions of various sizes and locations were surveyed to discover common themes related to their courses' structure, objectives, assignments, and assessment practices. The goal of the study was to compile "best practices" among the findings and provide practical application tools for institutions looking to start a course or adapt an existing one.

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