In this special grad edition of Sincerely, South hosted by Dr. Tres Stefurak, Dr. Jim Van Haneghan discusses the history of the Instructional Design doctoral program at South as well as the core of the program that attracts students from all disciplines. Mentorship throughout the program is highlighted as one of the components that drives success from the beginning, through dissertation, and beyond. They are joined in the studio by four recent graduates who share their motivations for studying Instructional Design as well as their experiences throughout the program. Get inspired by Dr. Julie Schwindt (former Accountant & CPA), Dr. Shelly Bates (former recreational therapist), Dr. Stephanie McGilvary (former physician assistant), and Dr. Shelly Mayo (former medical records supervisor) as they discuss their educational backgrounds and what led them to pursue their Instructional Design doctorate.

Dr. Jeremiah Newell has been part of Accel Day and Evening Academy Charter School in Mobile, AL since its start and now serves as CEO of the Mobile Area Education Foundation. In this episode ofSincerely, Southhe illuminates the need for alternative education and alternative paths to help students recognize their educational goals, including flexible scheduling to help students earn their high school diplomas. Join Drs. Joe Gaston and Susan Ferguson as they discuss with Dr. Newell how state and local partnerships and support have been instrumental in offering educational and career-ready options to create agency for more students from middle grades through graduation and how that is now expanding to lower grades as well.

How do faculty and advisors influence the way students feel a sense of belonging in higher education? Science Education Advisor Dr. Katie McCorrison co-hosts with Dr. Joe Gaston in a special alumni highlight episode. Alternative school teacher Sophia Houston discusses how engaging, hands-on experiences such as onsite field trips offer new perspectives for students with limited experiences. Informed by her research with university faculty, Dr. Henning and Dr. Tran into disparities between an individual and their organizational norms, Houston has developed meaningfully tangible experiences for marginalized students in secondary science classrooms. She also discusses how this "cultural mismatch" can hinder first generation college students as they navigate applying for admission and financial aid as well intersecting with STEM disciplines and student organizations. In exposing student perceptions of barriers to access advisors and resources as well as condescending attitudes by faculty, Houston is getting the word out about how to become agents of change in better assisting and promoting marginalized college students.