testDoyle, Wendy2023-06-282023-06-282016https://dspace.griffith.ie/handle/123456789/344There are many themes effecting entry-level student progression. Connectedness is one such theme, suggesting the more socially integrated into College life the student is, the greater the likelihood of the student progressing. Despite many strategies and interventions designed to retain the entry-level student, non- progression remains high. Researchers suggest this is partly because these interventions stop short of the classroom. This Action research is the start of a real time investigation into the relationship between time constraints and student connectedness and seeks to gain a deeper understanding of how and why students connect to each other in a first year design studio classroom. The action took place during a design studio project while the students worked in groups; various time constraints were applied as they worked together to bring a task to completion. The aim of this action research project is to produce real knowledge that is practical and can be used by people in everyday contexts. The research found that students experienced connection to the task when operating in teams under a time constraint and that a time constraint may be a variable in students connecting to each other but warrants further investigation. A further iteration of the cycle, attempted to create a ‘safe emergency’ where students, without tutoring had to bring a task to completion under a time constraint. During this ‘action’ the students perceived they connected to each other and the task.Thesis