{"id":1086,"date":"2025-01-27T13:20:44","date_gmt":"2025-01-27T18:20:44","guid":{"rendered":"https:\/\/sites.temple.edu\/edvice\/?p=1086"},"modified":"2025-02-20T12:49:31","modified_gmt":"2025-02-20T17:49:31","slug":"crafting-space-for-student-belonging-part-ii-using-canvas-to-promote-belonging-in-undergraduate-courses","status":"publish","type":"post","link":"https:\/\/sites.temple.edu\/edvice\/2025\/01\/27\/crafting-space-for-student-belonging-part-ii-using-canvas-to-promote-belonging-in-undergraduate-courses\/","title":{"rendered":"Crafting Space for Student Belonging Part II: Using Canvas to Promote Belonging in Undergraduate Courses"},"content":{"rendered":"\t\t
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By Jonah Chambers and Elizabeth White Vidarte<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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Imagine it\u2019s your first visit to Philadelphia where you are meeting an important client for a new job. The only address you\u2019ve been given is \u201cThe Rocky statue on the Parkway,\u201d so after pulling off I-676, you struggle to figure out where to go once you\u2019ve exited onto The Ben Franklin Parkway. Eventually, you ask a kind stranger who suggests you try navigating to the Philadelphia Art Museum, but following \u201cArt Museum Drive\u201d takes you to a tiny parking lot overlooking the Schuylkill river (a river,\u00a0 you\u2019ve since discovered with some light embarrassment, that is <\/span>not<\/span><\/i> pronounced the \u201cShoo-lee-kill\u201d). You\u2019re clearly at the Art Museum \u2014 a large banner proclaims, \u201cArt Splash,\u201d and the pillars and entryway seem familiar from Google Images \u2014 but you\u2019re no closer to finding the boxer of 80s legend or your new client. You start to worry, with a vague sense of gloom, that this new job may not be in the cards for you.\u00a0<\/span><\/p>

As silly as this scenario may be, it\u2019s not entirely unlike what a brand new college student may feel, to greater or lesser extremes. Walking into a classroom, most students know from twelve-plus years of experience where to sit, who to talk to, and where the professor will likely be standing. But everything else about college may be utterly bewildering (not to mention an online course!). So how do we get our students to feel capable, excited, and welcomed in our learning spaces \u2014 instead of lost, confused, and checked-out?\u00a0<\/span><\/p>

We know from the research (Strayhorn 2018) that belonging matters a great deal when it comes to student engagement and success. By intentionally structuring your Canvas course, you can promote clarity, inclusivity, and motivation\u2014all of which contribute to students feeling they belong. Here are some practical strategies to help you use Canvas effectively to support belonging in your courses.<\/span><\/p>

1. Design for Clarity and Accessibility<\/b><\/h1>

A well-organized course structure makes it easier for students to navigate your content and understand expectations. This reduces anxiety and sets the stage for deeper engagement.<\/span><\/p>