The connected learning approach calls for a central focus to include the linking of deep "vertical" expertise with horizontal expertise and creating connections to other cultural domains and practices, and also expects an outcome of the learning approach to be to deepen and expand each student's areas of interests and expertise. A successful connected learning environment can deepen and expand each student's interests, expertise, and knowledge by challenging them to learn and explore content outside of their "islands of expertise," and emphasizing the importance of dialogue and connection practices. Connected learning environments allow students to be embedded in social networks and communities of different interests and expertise that they can call upon for help, feedback, and mentorship. Connected learning environments are characterized by their "low barriers to entry and a multiplicity of roles, ways of participating, and improving and gaining expertise." The goal of connected learning is to integrate the peer culture, academics, and interests in the way that each individual student is best reached. Student engagement represents two critical features of collegiate quality. The first is the amount of time and effort students put into their studies and other educationally purposeful activities. The second is how the institution deploys its resources and organizes the curriculum and other learning opportunities to get students to participate in activities that decades of research studies show are linked to student learning. The J. Erik Jonsson Community School (3 year-old-5th grade) in Dallas, TX has a simple formula for success: "Powerful Pedagogy + trusting relationships = student engagement" (Journal of Staff Development, 2008). The majority of research is done is early education (Pre-School-5th), but this sentiment rings equally true in higher education. Accomplishing that end is nearly impossible in introductory, general education classes with class enrolments reaching up to 300 students at some schools but relationship-building is a skill that is under-appreciated in the "college experience". In Australia many schools offer an integrated program developed by Hands On Learning Australia which provides a type of micro-climate for students experiencing disengagement to develop trusting relationships in the context of practical, construction based, tasks.