Digital Pathways to Belonging: Canvas and the Campus Culture of Support at UB

By Comie Edmund

A positive experience since returning to school at the University of Bridgeport as an adult student completing my nursing prerequisites has been learning to navigate Canvas, the online platform where all my course materials and assignments are organized. After several years away from higher education, I felt unsure about how well I would adjust to academic expectations again. What surprised me was how much the structure of the digital learning environment supported that transition. The clear modules, the easy to find assignment due dates, and the alignment between the syllabus and assignments made it easy to see what I needed to focus on each week in the class. This organization made it easier to stay engaged with the readings, videos, and tasks because I always knew where to find information and how the pieces of the course connected.

The experience helped me rebuild confidence in my ability to participate in academic work while balancing the responsibilities of my nursing career. Stepping back into a learning environment after a significant gap is not only an academic adjustment but also an emotional one. I had to relearn how to manage deadlines, how to read academic material efficiently, and how to participate in discussions with classmates who might be at very different stages of life. Canvas helped reduce that anxiety by giving me a sense of structure and predictability. Instead of feeling overwhelmed by a chaotic stream of information, I felt supported by a system designed to help students stay organized. Even small moments, such as successfully locating a reading or submitting an assignment without technical confusion, became reminders that I could succeed in this new chapter. These moments built on each other and created a sense of momentum that made me feel more grounded in my role as a student.

Another meaningful part of this experience was realizing that online learning can still feel personal and connected. Even though I am not physically on campus, the way the course was organized made me feel included in the academic community. The announcements, discussion boards, and feedback from my instructor helped me feel like I was part of something larger than just a list of assignments. This sense of connection mattered because it helped me stay motivated. It reminded me that I was not navigating this journey alone, even if my coursework was completed from home after long shifts at work. This feeling of inclusion is essential for non-traditional students who may lack the social safety nets available to those living in dormitories.

Experiences like this matter because they show how much a learning environment shapes a student’s ability to succeed. Margaret T. Brower (2022) explains that institutions play an important role in creating structures that help more students participate meaningfully, especially those who might otherwise feel overlooked. Canvas functioned this way for me by reducing the confusion that often comes with returning to school after a long break. When the expectations of a course are clear, students can spend more time learning the actual content and less time trying to figure out where things are or what they are supposed to do. This clarity is especially important for adult learners who may be balancing school with work, caregiving, or other heavy responsibilities.

Cressida Heyes (2024) adds that a person’s social location influences how they experience institutions, which helped me understand why the clarity of the platform mattered so much in my transition back to academic work. My "social location" as an adult student and a working nurse means my time is a scarce resource. UB’s campus culture, especially in its digital form, made this experience possible by designing courses that are organized, predictable, and accessible to students with different backgrounds and schedules. The university’s emphasis on clear communication and consistent course layouts reflects a culture that values student success across all demographics. Even though I am primarily an online student, I feel connected to the university because the systems put in place acknowledge my presence and my specific needs of flexibility and convenience.

My experience shows how educational institutions can create environments where more people feel capable of participating. When students gain confidence in their ability to learn, they are more likely to contribute their skills and perspectives to their communities. Brower (2022) notes that everyday forms of engagement can support a more democratic campus culture when institutions build structures that invite a wider range of students into meaningful participation. When students feel supported, they are more willing to speak up, ask questions, and share their ideas. This kind of engagement strengthens not only individual learning but also the collective learning environment, as a diverse range of voices brings new insights into the classroom.

Sara Rimer’s article about college access (2007) highlights how unequal support can limit opportunities for many students. A well-designed digital platform cannot solve every inequity, but it can reduce unnecessary barriers and help students use their time more effectively. When universities create systems that support a wider range of learners, they promote a culture of inclusion that extends beyond the classroom. My experience with Canvas showed me that thoughtful instructional design can open doors for students who might otherwise feel unsure of their place in higher education. In this way, even a simple interaction with a digital platform can contribute to a more equitable and supportive academic world.

Ultimately, my experience navigating Canvas at UB taught me that campus culture is not limited to physical spaces. It also exists in the systems, structures, and practices that shape how students learn and interact with their coursework. For adult learners like me, these structures can make the difference between feeling overwhelmed and feeling empowered. By continuing to build environments that support clarity, accessibility, and student engagement, UB can help more students succeed and contribute to a more inclusive and democratic academic community. When institutions take the time to refine these digital gateways, they do more than just provide a tool; they validate the presence of diverse learners and ensure that the path to a better life through education is open to everyone, regardless of where they are starting from.

Comie Edmund

Comie Edmund was born and partially raised in Jamaica, where resilience, community, and faith laid the foundation for her life’s journey. Becoming a young mother of two has shaped her profoundly, instilling discipline, sharpening her sense of purpose, and teaching her to lead with patience and determination. Rather than derailing her path, motherhood became the linchpin of her success, grounding her ambitions and strengthening her resolve to build a better future.

Comie is currently pursuing an Associate Degree in Nursing, with the intention of continuing her academic progression. She aspires to advance into the field of Psychiatric Nurse Practitioner, striving to deliver the highest caliber of clinical expertise, leadership, and compassionate care. Her long-term vision includes not only practicing at an advanced level but also influencing standards of excellence in patient-centered care.

Driven by purpose and strengthened through perseverance, Comie hopes to channel her clinical training and lived experience into establishing a full-service home for the elderly and displaced, creating a safe, dignified, and nurturing environment where vulnerable individuals can receive comprehensive care and experience a true sense of belonging.

References

Brower, M. T. (2022, December 12). Reimagining democracy through student activism. Inside Higher Ed. https://www.insidehighered.com/views/2022/12/12/colleges-should-promote-not-repress-student-activism-opinion

Heyes, C. (2024). Identity politics. In E. N. Zalta & U. Nodelman (Eds.), The Stanford Encyclopedia of Philosophy (Winter 2024 ed.). Metaphysics Research Lab, Stanford University. https://plato.stanford.edu/entries/identity-politics/

Rimer, S. (2007, July 27). Making a hard-life story open a door to college. The New York Times. https://www.nytimes.com/2007/07/27/education/27college.html