You are hereHome › College of Education & Professional Studies (CEPS) › Department of Educational Research and Administration › Schutts, Joshua › High Impact Practices Style APAChicagoHarvardIEEEMLATurabian Choose the citation style. Schutts, J. W. (2016). High Impact Practices. Perspectives. High Impact Practices Details Title High Impact Practices Contributor(s) Schutts, Joshua W. (author) Located In Perspectives Date 2016 Notes High Impact Practices, Why We Should Incorporate These Elements into Practice and the Impact it Could Make Abstract The essence of high-impact practice is not a new thing. Many of the components were first proposed by Chickering and Gamson (1987) as best and promising practices for undergraduate teaching and learning. The authors identified seven principles which included faculty interaction, student cooperation, active learning, prompt feedback, time on task, high expectations, and respect for diverse talents and learning styles. Later studies demonstrated the positive effects of those practices on student learning and development (Chickering & Reisser, 1993; Pascarella & Terenzini, 2005).