Short answer
Design support systems and academic programs for higher education that do not make assumptions about the academic limitations of veteran students; instead, focus on leveraging their unique experiences and skills.
- Field
- Human Factors
- Source
- SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) (2013)
- Method
- Quantitative comparative analysis
- Sample
- 50 veteran students and 368 non-veteran students (total 418 individuals surveyed)
- Evidence
- Strong effect
Academic performance, measured by GPA, of veteran students utilizing educational benefits is statistically indistinguishable from their non-veteran peers. This human factors research insight is drawn from a 2013 study published in SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University). Using Quantitative comparative analysis with 50 veteran students and 368 non-veteran students (total 418 individuals surveyed), researchers explored how this design variable affects real-world outcomes. The key design takeaway: Design support systems and academic programs for higher education that do not make assumptions about the academic limitations of veteran students; instead, focus on leveraging their unique experiences and skills.
Veteran Students Achieve Academic Parity with Peers Despite Combat Experience
Academic performance, measured by GPA, of veteran students utilizing educational benefits is statistically indistinguishable from their non-veteran peers.
SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) · 2013
Key Findings
- 01No statistically significant difference in GPA between veteran and non-veteran students.
- 02No statistically significant difference in GPA based on the number of months spent in military service.
- 03No negative correlation found between aggregate months served in combat and academic performance.
Application
Design takeaway
Design support systems and academic programs for higher education that do not make assumptions about the academic limitations of veteran students; instead, focus on leveraging their unique experiences and skills.
How to apply
When designing student support services, onboarding processes, or academic advising for higher education institutions, actively include veteran students in the design process and ensure that assumptions about their academic readiness are based on data, not stereotypes.
Project actions
- 01When researching student populations, consider the diverse backgrounds and experiences of individuals.
- 02Ensure your research methodology allows for the comparison of different demographic groups without inherent bias.
Method & Evidence
Variables
Strengths & Limitations
Strengths
- +Directly compares veteran and non-veteran academic performance.
- +Investigates the impact of combat experience on academic outcomes.
Limitations
The findings are specific to one university and may not apply everywhere. The number of veteran students studied was small.
Reliability & validity
Reliability could be improved by replicating the study across multiple institutions. Validity is supported by the use of a standardized metric (GPA) and statistical analysis, but the self-reported nature of some data (combat months) could introduce bias.
Think critically
How might the specific support structures provided by the VA (Chapter 33 Post 9/11 benefits) influence the academic performance of veterans, and would these effects be present in other educational contexts without such benefits?
Design Principles
"Academic inclusion: Design educational environments and support structures that recognize and accommodate diverse student backgrounds without pre-judging capabilities."
This research challenges potential biases and assumptions about the academic capabilities of individuals transitioning from military service to higher education. It highlights that prior military experience, including combat, does not inherently hinder academic success, informing institutional support and curriculum design.
What This Means for Your Design
Students who have served in the military, even in combat, do just as well in college as students who haven't, based on their grades.
How to use in your project
- 1.Use this study to justify the inclusion of veteran students in your user research for educational technology or services.
- 2.Cite this finding to support the idea that diverse student populations can achieve similar academic outcomes.
Add to My Project
Quick Cite
Paragraph starter
Research indicates that veteran students, including those with combat experience, demonstrate academic performance on par with their non-veteran peers. For instance, a study at OSU found no significant difference in GPA between these groups, suggesting that educational programs and support systems should be designed with an assumption of equal academic capability across diverse student backgrounds.
Source
SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University)
Academic performance of veterans in higher education
journal · 2013
View sourceQuestions About This Research
- What does the research say about veteran students achieve academic parity with peers despite combat experience?
- Design support systems and academic programs for higher education that do not make assumptions about the academic limitations of veteran students; instead, focus on leveraging their unique experiences and skills. Evidence: SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) (2013).
- Why does "Veteran Students Achieve Academic Parity with Peers Despite Combat Experience" matter for design?
- This research challenges potential biases and assumptions about the academic capabilities of individuals transitioning from military service to higher education. It highlights that prior military experience, including combat, does not inherently hinder academic success, informing institutional support and curriculum design.
- How can designers apply this research?
- Design support systems and academic programs for higher education that do not make assumptions about the academic limitations of veteran students; instead, focus on leveraging their unique experiences and skills.
- What were the main findings?
- No statistically significant difference in GPA between veteran and non-veteran students.. No statistically significant difference in GPA based on the number of months spent in military service.. No negative correlation found between aggregate months served in combat and academic performance.
- What research method was used?
- Quantitative comparative analysis with 50 veteran students and 368 non-veteran students (total 418 individuals surveyed).
- How strong is the evidence?
- Evidence strength is rated Strong effect, based on a 2013 journal from SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University).
- What should I do differently in my next project?
- When designing student support services, onboarding processes, or academic advising for higher education institutions, actively include veteran students in the design process and ensure that assumptions about their academic readiness are based on data, not stereotypes.
- What are the limitations?
- The study was conducted at a single institution (OSU) and may not be generalizable to all universities. The sample size of veteran respondents was relatively small (50).