Lack of High-Quality, Frequent Feedback Contributes to Low Success Rates for Community College Students




feedback, professional development, student success, teaching strategies


Most students who enter a community college never finish. In fact, “fewer than four of every ten complete any type of degree or certificate within six years” (Bailey et al., 2015). One reason for low success rates is the lack of high-quality, frequent feedback provided to students. Feedback has been shown to improve student learning and success. The purpose of this systematic literature review was to understand the root causes for the lack of productive, consistent feedback. To this end, traditional peer-reviewed research, public scholarship sources, and faculty perspectives were included in this literature review. One cause identified was the lack of comprehensive faculty training in pedagogy in general and in how to provide high-quality feedback specifically. Another reason was lack of time. Faculty who teach in community colleges typically have heavy teaching loads, along with service and other responsibilities that make it difficult to provide regular, high-quality feedback to students. Finally, many students have a negative perception of feedback and therefore, often ignore it. When students do not use feedback, faculty can determine that providing feedback is not a good use of their time. There is ample evidence in the literature that supporting faculty to provide high-quality feedback is effective for promoting students’ academic success.

Author Biographies

Amy Hankins, New Jersey City University

Community College Leadership Program

Christine Harrington, New Jersey City University

Associate Professor, Community College Leadership Program


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How to Cite

Hankins, A., & Harrington, C. (2022). Lack of High-Quality, Frequent Feedback Contributes to Low Success Rates for Community College Students. Impacting Education: Journal on Transforming Professional Practice, 7(4), 2–7.

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