Evaluating GPA and Satisfaction Rates for Veteran Populations Transitioning from Combat to College Classrooms

Document Type


Degree Name

Doctor of Education (Ed.D)


Higher Edu and Learning Technology

Date of Award

Spring 2013


Nationwide, colleges and universities are bracing for an influx of military veterans returning to their hometowns after having served their country, many after serving in combat operations. Regional universities have long prepared for this anticipated increase in college attendance by men and women who have served the country during times of war. Iraq and Afghanistan era veterans are 'coming home' at rates not seen since the post-Vietnam era. This movement is significant as research suggests that some veterans pursue higher education as a way to reestablish a sense of self after separation from the military. Veterans of Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF) are returning from war theatres and seeking the same access to education as previous veterans, only today's veterans have more benefits than their predecessors did. Over the next couple of years, tens of thousands of veterans will return home, and some will return with the expectation of using their Montgomery G.I. Bill and Post 911 benefits. Their choices may include various educational and professional options such as 4-year institutions, community or 2-year colleges, or direct entry into the workplace. Information on the educational benefits earned by transitioning from full-time military service to civilian life may be limited or profoundly impacted by many barriers. Colleges and universities are tasked with limiting or eliminating hurdles that may keep veterans from being successful college students. With known and unknown limitations, the task of ensuring academic success can be daunting to the institution and the transitioning veteran. The sample population for this study involved student veterans who had transitioned from combat and combat-training operations to part- or full-time student status at a regional university. Participation was voluntary; therefore, the sampling method was participant self-selection. Data were gathered using an online survey (student GPA and satisfaction survey) created by the researcher based on a synthesis of the literature. To establish validity, the survey was pilot tested with a sample of current and former faculty. A multiple regression was used to analyze GPA and three components of satisfaction of undergraduate and graduate student veterans at a regional university.


Richard Lumadue

Subject Categories

Education | Educational Technology