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The objective of this study was to explore the relationships between students’ perceptions of the importance of the faculty commitment to student success to their learning/success, expressed in terms of self-reported technical competencies and GPA in a technology-based baccalaureate electronics engineering technology (EET) program at a teaching university. The sample (N=225) represented seniors of the BSEET program from 13 geographically diverse campuses of a teaching university. Regression analyses revealed significant and direct relationships between faculty commitment to student success (FCSS) and student learning/success in terms of self-reported technical competency (effect size is medium). Student GPA failed to reveal any significant relationships with faculty commitment to student success (FCSS).

Students’ Perceptions Of The Importance Of Faculty Commitment To Student Success For Their Learning Success