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This thesis creates recommendations for methods to increase classroom engagement, specifically in classrooms consisting of art/design students within a dual enrollment setting. The recommendations follow the investigation of literature and the examination of studies related to engagement features of young college students who are studying graphic design. This thesis examines factors that potentially reduce classroom connectivity, and looks deeper into how those factors play a role in the engagement levels of students. It begins with a focus on overall classroom engagement followed by a closer look at engagement of early college students in the graphic design classroom. After an examination of the literature, I reveal ways instructors can improve their instruction to connect as deeply as possible with as many students as possible.