{'fraction_non_alphanumeric': 0.01444043321299639, 'fraction_numerical': 0.0, 'mean_word_length': 6.595890410958904, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Comparing Faculty and Student Perception of Academic Performance, Classroom Behavior, and Social Interactions in Learning Communities

ABSTRACT Learning community participation is often linked with effective student communication, belonging, persistence, increased retention rates, and higher GPA. However, learning communities can also foster less desirable social and behavioral dynamics. This study explored differences in student and faculty perception and how differences might impact classroom dynamics. Using survey data and qualitative responses, we compared student and faculty perception about the effects of learning community participation in relation to student academic performance, classroom behavior, and social interactions. Students and faculty exhibited statistically significant differences in perception around questions of academic performance and classroom behavior but showed no statistical difference around questions of social interaction. The implications of these findings are discussed in relation to learning community faculty training and retention and pedagogical development.