Diversity and Inclusiveness

Executive Summary  
Florida Agricultural and Mechanical University (FAMU) is an 1890 land-grant institution dedicated to the advancement of knowledge, resolution of complex issues and the empowerment of citizens and communities. The University provides a student-centered learning environment consistent with its core values. The faculty is committed to educating students at the undergraduate, graduate, doctoral and professional levels, preparing graduates to apply their knowledge, critical thinking skills and creativity in their service to society. FAMU’s distinction as a doctoral/research institution provides mechanisms to address emerging issues through local and global partnerships. Expanding upon its land-grant status, the University enhances the lives of constituents through innovative research, engaging cooperative extension, and public service, while continuing its historic mission of educating African Americans. 

University Mission Statement   
Florida Agricultural and Mechanical University is an institution devoted to student success at the undergraduate, graduate, doctoral and professional levels. FAMU enhances the lives of its constituents and empowers communities through innovative teaching, research, scholarship, partnerships, and public service. The University continues its rich legacy and historic mission of educating African Americans and embraces all dimensions of diversity.  

The School of Journalism & Graphic Communication (SJGC) aligns with the University’s mission which seeks to cultivate a campus culture where every individual, regardless of background, has the full opportunity to flourish and thrive.  

This spirit also aligns with the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) Diversity and Inclusiveness Standard 4: The unit demonstrates it has a diverse and inclusive program that embodies domestic and global diversity and that empowers those traditionally disenfranchised in society especially as grounded in race, ethnicity, gender, ability, and sexual orientation.  

Complete and attach to this narrative section the following tables:  
Table 4, “Area Populations  
Table 5, “Student Populations”  
Table 6, “Faculty Populations”  
Table 7, “Full-time Faculty Recruitment”  
Table 8, “Part-time/Adjunct Faculty Recruitment”  

Table 4. Area Population SCHOOLS LOCATED OUTSIDE OF THE UNITED STATES should adjust the response and listing below to best represent the racial/ethnic/socio economic groups of the area’s population.

1. Service Area: Describe here the unit’s geographic service area as far as student enrollment is concerned (region, states, state, counties, etc.). 

Tallahassee, Florida, serves as the state capital and is home to 202,221 people. It is located in the northwest portion of the state and is referred to as “The Big Bend” area, as it straddles nearby Georgia and Alabama.  

Table 4 – Area Population
https://www.census.gov/quickfacts/fact/table/tallahasseecityflorida/PST045223  
  
Based on the most recent Census figures, what percentages do the following groups represent the population of the unit’s geographic service area as described above.

Group	% of population
White	42.6%
Black	35.5%
American Indian	2%
Asian	4.2%
Native Hawaiian or other Pacific Islander	0%
Two of more races	5.7%
Hispanic or Latino	7.4%

Tallahassee is home to two distinct universities: Florida A&M University (FAMU), a Historically Black College and University (HBCU), and Florida State University, a predominantly white institution. Additionally, the city hosts Tallahassee State College, a public community college. Florida A&M University serves 9,269 students, with its main campus in Tallahassee and several satellite campuses. These include a College of Law in Orlando, a College of Pharmacy and Pharmaceutical Science in Crestview, Tampa, Jackson, and Miami, and a Research and Development Center in Quincy, Florida. 

As an HBCU, FAMU’s student body is predominantly African American, which the US Census does not adequately represent. Most students come from six Florida counties: Broward, Miami-Dade, Escambia, Hillsborough, Leon, and Orange. Out-of-state students typically hail from Georgia, Illinois, Michigan, and Texas. 

Link for Student Enrollment from Florida Counties

Table 5. Undergraduate Student Populations  
Show numbers of male, female, minority, white and international students enrolled in the unit, the percentages they represent of total journalism and mass communications enrollment, and the percentages these racial/ethnic groups represent of the total institutional enrollment. 

Undergraduate Student Populations (As of Spring 2024 Semester)

Group	Male	Female	% of total in unit	% of university
Black/African American	90	214	94	85
White	3	0	1	2
American Indian/Alaskan native	0	0	0	.09
Asian	0	0	0	.70
Hispanic/Latino (any race)	2	11	4	6
Native Hawaiian/Pacific Islander	0	0	0	.08
Two or More Races	1	4	2	2

Table 6. Faculty Populations, Full-time and Part-time  
Show numbers of female, male, minority, white and international faculty members, and the percentages they represent of the unit’s total faculty. (Report international faculty the same way the university reports them.)  

Academic Year: 2023 – 2024 Journalism and Public Relations Full-time Faculty

Group	Male	Female	% of total in unit
Black/African American	3	6	69.23
White	2	1	23.08
American Indian/Alaskan native	0	0	0
Asian	0	1	7.69
Hispanic/Latino (any race)	0	0	0
Native Hawaiian/Pacific Islander	0	0	0
Two or More Races	0	0	0

Academic Year: 2023 – 2024 Part-time/Adjunct Faculty  

Group	Female	% of total faculty	Male	% of total faculty
Black/African American	4	57.14%	4	44.44%
White	2	28.57%	3	33.33%
American Indian/Alaskan native	0	0	0	0
Asian	1	14.28%	1	11.11%
Hispanic/Latino (any race)	0	0	0	0
Native Hawaiian/Pacific Islander	0	0	0	0
Two or More Races	0	0	1.68	0
Other Race	0	0	0	0

Link for Academic year: 2023 – 2024, University Faculty’s Demographics  

Table 7. Full-time Faculty Recruitment  

Provide the following information for any searches for full-time faculty members conducted by the unit within the past three years.  

Academic Years	2021-2022	2022-2023	2023-2024
Openings	2	2	5
Total applications in hiring pool	19	16	38
Females in hiring pool	4	6	15
Female finalists considered	2	0	3
Offers made to females	0	0	3
Offers accepted by females	0	0	3
Minorities in hiring pool	14	12	26
Minorities finalists considered	3	0	4
Offers made to minorities	1	0	2
Offers accepted by minorities	0	0	2
International faculty in hiring pool	2	1	6
International consideration	0	0	1
Offers make to international faculty	0	0	0
Offers accepted by international faculty	0	0	0

Table 8. Part-time/Adjunct Faculty Recruitment  

Academic Years	2021-2022	2022-2023	2023-2024
Openings	N/A	N/A	N/A
Total applications in hiring pool	N/A	N/A	N/A
Females in hiring pool	N/A	N/A	N/A
Female finalists considered	N/A	N/A	N/A
Offers made to females	N/A	N/A	N/A
Offers accepted by females	N/A	N/A	N/A
Minorities in hiring pool	N/A	N/A	N/A
Minorities finalists considered	N/A	N/A	N/A
Offers made to minorities	N/A	N/A	N/A
Offers accepted by minorities	N/A	N/A	N/A
International faculty in hiring pool	N/A	N/A	N/A
International faculty considered	N/A	N/A	N/A
Offers make to international faculty	N/A	N/A	N/A
Offers accepted by international faculty	N/A	N/A	N/A

The unit does not currently advertise for visiting or adjunct faculty, opting instead to recruit adjuncts locally or from industry. To expand the adjunct pool, the unit proposes implementing a permanent application for adjunct positions on the University’s website going forward.

2. Provide a web link to the unit’s diversity plan. The plan should give the date of adoption/last revision, any designated timelines for reaching goals, the unit’s definition of diversity, and the under-represented groups identified by the unit. The plan should include key performance indicators, and focus on domestic minority groups and, where applicable, international groups.

SJGC embraces the diverse differences and experiences each individual brings to its academic community. The unit is committed to fostering an inclusive environment, celebrating unique backgrounds, perspectives, and abilities. By nurturing a culture of respect, the school ensures that everyone feels valued and heard. In previous years the school did not have a diversity plan, and as a result this proposed plan was created. It now awaits faculty approval.    

Proposed 2024 Diversity Plan 

The School of Journalism & Graphic Communication (SJGC) faculty work to create a welcoming and nurturing environment for underrepresented faculty and students, including ethnic, religious, and racial minorities; people with disabilities; lesbian, gay, bisexual, and transgendered individuals; the economically disadvantaged; and nontraditional and international students.  Faculty and staff strive to create and maintain a diverse and inclusive program that reflects society and embraces the Values and Competencies related to diversity as defined by ACEJMC.  

The Council defines diversity as “all of the differences that exist within people, with the recognition that some elements of diversity are linked to the disenfranchisement of people.” Inclusion, on the other hand, is defined as “feeling as if a person belongs and is a respected and valued member of the organization; proactive behaviors that make each person feel welcome and a part of an organization,” which is exactly what SJGC strives to achieve. The faculty has embraced these definitions in crafting the unit’s first diversity plan. However, acknowledging that terms like “diversity” are disputable by state lawmakers, the unit opted to use specific terms to described diverse populations such as “first-generation” and “underrepresented.” The unit’s plan focuses on three areas: students, faculty and staff, and curriculum. 

Goal 1 – Students     

Increase the number of first-generation and underrepresented college students, along with increased recruitment to foster a diverse student population.   

Strategy 1.1 Continued recruitment of a diverse and inclusive campus community. 
Metric 1.1.1 Increase by 10% the number of first-generation students by 2027. 
Strategy 1.2 Hire a full-time recruiter for the school. 
Metric 1.2.2 Increase by 20% the number of overall applications to SJGC. 
Strategy 1.3 Annually review retention rates of minority and underrepresented students.  
Metric 1.3.3 Maintain a 90% retention rate of minority and underrepresented students. 

Goal 2 – Faculty and Staff     

Strive to attract an inclusive candidate pool for vacant and new positions.  

Strategy 2.1 Use conferences as recruitment opportunities to identify potential candidates and raise awareness about the program. 
Metric 2.1.1 Increased applicant pool by 5%. 
Strategy 2.2 Place job ads on the websites of diverse organizations within the recruitment season (Fall to Spring). 
Metric 2.2.2 Increase applicants by 10% by advertising on websites of diverse organizations. 
Strategy 2.3 Expand outreach to local and regional community colleges.
Metric 2.3.3 Attract a minimum of five applicants from area community colleges.  
Strategy 2.4 Use social media platforms to advertise positions.
Metric 2.4.4 Identify three social media sites for advertisements and track engagement. 

Goal 3 – Curriculum     

Achieve and maintain domestic and global diversity in the curriculum.  

Strategy 3.1 Review annually curriculum to ensure all forms of diversity are addressed as it relates to mass communication. 
Metric 3.1.1 Use Communication Law & Ethics course to enhance the understanding of ethics and diversity, and the contributions of minorities in the media. 
Strategy 3.2 Create an understanding of the diversity of peoples and cultures in a global society.  
Metric 3.2.2 Use International Issues & the Media course to increase awareness of media systems worldwide. 
Strategy 3.3 Identify comparable universities and explore best practices for including diversity in the curriculum. 
Metric 3.3.3 Outreach to 3-5 universities to identify best practices for integrating diversity into the curriculum.

3. Describe how the unit assesses its progress toward achieving the plan’s objectives, and how frequently faculty discuss the plan. 

Despite recent state laws prohibiting certain diversity initiatives in public universities, SJGC remains steadfast in prioritizing diversity. The unit acknowledges these rulings but recognizes that diversity has been integral to the journalism school since its founding in 1982. A proposed plan emphasizing diversity and inclusion among students, faculty, and staff is currently under faculty consideration. 

The unit values diversity in all its forms and aligns with ACEJMC’s definition, acknowledging that some aspects of diversity are linked to the disenfranchisement of people. Many of the school’s initiatives focus on supporting first-time-in-college and first-generation students, a core mission of Historically Black Colleges and Universities (HBCUs). The Student Success portion of the school’s strategic plan aims to enhance the recruitment and retention of these students. By implementing a diversity plan, SJGC aims to produce graduates who contribute essential diversity to both the classroom and the industry. This plan will be reviewed annually. 

4. Describe how the unit’s curriculum includes instruction on issues and perspectives relating to mass communications across diverse cultures in a global society. Provide a grid that outlines where cultural communications proficiency is taught in the curriculum.

The diversity goal is met by exposing students in each academic track to the journalistic beliefs, ideas, practices, and dignity of all mass media cultures from around the world. The faculty teaches students to understand media and its practices in the Western culture, while recognizing, understanding, and respecting mass media structures and practices by people who may have come from different national, ethnic, political, economic, racial, and religious backgrounds. The unit has welcomed speakers of different nationalities. SJGC students have taken advantage of study abroad opportunities in Spain, Italy, Cuba, South Africa, Hong Kong, and other countries.  

Cultural Communications Proficiency Courses 

Course Number	Course Title	Domestic Diversity	Global Diversity
MMC 2310	International Issues & the Media	X	X
MMC 4481	Communication Law  & Ethics	X	X
RTV 3320	TV News	X
RTV 2520	Visual Storytelling	X
RTV 3332	Documentary & Film	X
JOU 3308	Magazine Article Writing	X
PUR 4800	Public Relations Agency	X	X
JOU 4342	Writing & Reporting III	X
MMC 3603	Strategic Communication	X	X

International Issues & the Media  
This course increases students critical thinking and global awareness of international issues and the media while increasing their ability to be thought leaders. In the class, theoretical and philosophical concepts fundamental to understanding media systems worldwide are explored, and the implications for future trends and developments are evaluated. The flow of transnational communication technology and information and their consequences are investigated. The course’s purpose is to give students an in-depth understanding and appreciation for International Communication & the Media.  

Communication Law & Ethics  
The course emphasizes the contributions of minorities – racial, religious, ethnic, and political – to freedom of the press, freedom of speech, and other rights guaranteed under the law. By understanding the relationship underlying Law, Ethics, and the U.S. Constitution, students will be prepared for leadership roles in media and communication. More specifically ACEJMC, the accrediting body for this school, requires:  

1. Upon graduation students will be able to identify the principles and laws of the First Amendment, including freedom of speech and freedom of the press.  
2. Students will be able to distinguish the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances.  

TV News, Visual Storytelling, Documentary & Film, Magazine Article Writing, Writing and Reporting III 
In the Division of Journalism, which encompasses multimedia journalism and public relations, multiculturalism and global communication are intrinsic in academic courses and programs. Journalism students are required to follow local, national, and international news events as part of their major studies. In the reporting and writing courses, communicating across diverse cultures is a precept of the discipline. Moreover, student lab projects in all reporting and writing courses require them to cover stories that may have ties to international events that impact local audiences.  

Public Relations Agency, Strategic Communication  
Likewise, public relations majors are engaged in diverse studies that focus on local, national, and international markets. PR students review and evaluate case studies of successful campaigns from various countries, and they periodically review real-life PR situations stemming from current events around the globe.

5. Describe efforts to establish and maintain a climate that is free of harassment and discrimination, accommodates the needs of those with disabilities, and values the contributions of all forms of diversity.

The Division of Journalism is a welcoming environment for all students and does not tolerate harassment or discrimination whether in or outside the classroom. The division works closely with the Center for Disability Access and Resources to explore ways to help students with disabilities in the classroom. On an annual basis the division’s faculty complete the University’s required Title IX and sexual harassment training.  

The division does not tolerate harassment or discrimination among students or faculty members. Below is the Policy Statement on Non-Discrimination from FAMU’s FANG Student Handbook:  

“Florida A&M University is committed to providing an educational and work environment free from discrimination and harassment on the basis of sex, race, color, religion, national origin, disability, age, marital status, sexual orientation, gender identity, gender expression, military veteran status, as provided by law. The commitment applies to all educational and work environments affecting students, faculty, Administrative and Professional (A&P) employees, Executive Service employees, University Support Personnel System (USPS) employees and Other Personal Service (OPS) employees and any employment conditions and practices. Vendors, independent contractors, visitors, and others who conduct business with the University or on University policy are also expected to comply with this Regulation.”  

Faculty are encouraged to include the following clause in syllabi about accommodating students with disabilities:  

Americans with Disabilities Act (ADA) policy statement   
Students with special needs because of a physical or mental ability should contact the Center for Disability Access and Resources (CeDAR). The center has been established to assist students with disabilities attending FAMU. The staff has close contact with federal and state agencies that provide services to disabled individuals. The staff will work with each student individually to develop solutions to meet their needs. For more information about services available to FAMU students with disabilities, contact the CeDAR, 667 Ardelia Court, FAMU, and Tallahassee, FL 32307. Email: CEDAR@famu.edu. Phone: 850-599-3180.  

SJGC informs students of these policies through each course syllabus and the statement is on the University’s website. The University’s Office of Equal Opportunity provides information to explain the complaint process related to these policies.  

The unit follows the University’s efforts to remain free of harassment and discrimination. The University has an office of compliances and oversees the needs of those with disabilities. When issues of this type emerge, parties are referred to the appropriate university office. Each year, the University has training exercises on rights, respect, and responsibilities of the FAMU community and on how to be sensitive to the needs and views of others. The University has a system for reporting incidents of bias and unlawful discrimination and its role in ensuring compliance with anti-discrimination laws and policies. There are regular training sessions that explains policies and reporting procedures for bias and unlawful discrimination.

6. Describe the unit’s efforts to recruit and retain a student population reflecting the diversity of the population eligible to enroll in institutions of higher education in the region or population it serves, with special attention to recruiting under-represented groups.  

The mission of FAMU and the SJGC is to recruit, retain, and graduate students of color who will then contribute to diversity efforts in media industries and the nation at-large. Given FAMU’s historic role as the only public historically black university in the state of Florida, more than 84.7% percent of the university’s students are African American, a traditionally underrepresented group; within SJGC the African-American student population is 91.38% 
   
Beyond African-American students, there is a growing population of students of Caribbean descent enrolling in programs within SJGC. Also, there is an increasing number of students who are bi-racial, Hispanic, or Anglo. The unit also has a co-op relationship with neighboring Florida State University, a predominately white institution, where FSU students attend some of SJGC’s Mass Comm and TV news classes.  

The unit participates in major university-wide recruitment events such as the Fall and Spring Preview and Career Days at area high schools and recruitment fairs at Tallahassee State University. Journalism Division students who are presidential ambassadors also participate in recruitment trips, which are typically held during the football season and/or the president’s annual spring break bus tour.  

SJGC hosts a Living Learning Community (LLC). This program is for first-year and first-generation college students who have an interest in journalism, public relations, and graphic design. The students meet weekly and engage in university and SJGC events. The relationships formed in the LLC continue as the students matriculate though their degree program.

7. Units in which admission is selective or varies from general university admission requirements should describe considerations given to the effects of selective requirements on minority enrollment.  

The Division of Journalism, a limited access program, currently requires a minimum GPA of 2.5 in the major, which is higher than the University’s standard of 2.0 for most majors. However, given the higher GPA profile of incoming students, the unit plans to increase the minimum GPA requirement to 2.75. This change aims to align with the institution’s enrollment and academic goals. Although this adjustment may initially impact SJGC enrollment, the unit will closely monitor trends and implement strategies to address any effects. 

The Division of Journalism currently has 100% retention rate in a student’s first and second year (2018-2023). For the 2018 cohort the retention number was 74.58%. Meanwhile during that same 2018 cohort, the University’s four-year retention rate was 65.84%.  

Link for Division of Journalism Retention Numbers  
Link for University Retention Numbers  

In the SJGC 2018 cohort, 44.07% of students graduated in year four, followed by 59.32% in their fifth year. Within the University, in 2017-2018 the four-year graduation rate was 26.97% and the fifth-year graduation rate was 46.56%. 

Link for Division of Journalism Graduation Rates  
Link for University Graduation Rates  

In May 2023, an academic program coordinator was hired, and in January 2024, two new advisers were hired for the unit. The advisers are responsible for advising students from their freshmen to senior year. All students are assigned to an adviser based on the first letter of their last name. The student remains with the same adviser during their academic tenure at FAMU, unless the identified adviser is no longer employed in that capacity. All students enter the Division of Journalism as pre-journalism majors. Students change their major after meeting program requirements, including achieving 45 credit hours.  

8. Assess the unit’s effectiveness in retaining minority students from first enrollment through graduation. Describe any special program developed by and/or used by the unit in the retention of minority students. Note the role of advising in this process. 

The role of advising is pivotal in retaining students. For incoming students, whether freshmen or transferring, the advising process begins before the student arrives on campus. The advisers and academic program coordinator prepare a potential schedule for each student. Once on campus during student orientation, all first-year and transfer students meet with their assigned adviser to discuss their proposed major. There are two tracking systems used to advise students. 

1. First, the FAMU advisement module is set up for each student based on the curriculum for the journalism and public relations major. As students successfully complete each course, the course grade and semester are noted in the system. Each section requirement of the advisement module system must be satisfied for a student to graduate.  

2. In addition to the FAMU advisement module, advisers complete a curriculum guide for each student. The guide is a recommendation of courses to be taken and when the student should take the course. The guide is completed during advisement sessions that occur after course grades have been posted. The student and adviser maintain a copy of the updated curriculum guide.  

During this advising session, students receive a copy of the Division of Journalism Requirement Form and the semester’s course schedule Advisement Form. Prior to the registration period for each semester, an academic advisement hold is placed on each student’s account. The academic advisement hold prevents students from registering for classes until they visit an adviser. In mid-October and early March of each year, all returning undergraduate students meet with his or her academic adviser to:  

1. Discuss academic progress during the current semester.  
2. Review and update the Division of Journalism Requirement Form for their respective major.  
3. Create the following semester’s course schedule and complete the Advisement Form.  
4. Modify the student’s academic program (i.e., change of major, change of program type, etc.) must be approved by the adviser, division director and the dean.  
5. Review the advisement module and complete Course Exception Forms if necessary.  

Efforts are made each semester to e-mail and place phone calls to students who have not registered for the next semester. During the last semester of a student’s academic career, the student completes the intent to graduate form. An Eligible to Apply (ETA) online process, once completed, results in the student being a Candidate for Graduation. Once the final grades are posted, a director views the advisement module to assess if the completion of exception forms is needed and if the student has completed all program requirements.  

The unit also hired an associate dean of curriculum and student success (Dr. Felicia McGhee) and an academic programs coordinator (John Tornes) to create programming and keep students abreast of school and university deadlines. Both the associate dean and the academic programs coordinator make themselves available to students to address any of their concerns. Currently, the unit uses Canvas, an online classroom, to communicate with students. The associate dean also created a monthly program called “Tea with McGhee,” where students are featured, along with SJGC professionals on Instagram Live. Viewers can post live questions. The episodes range from topics such as effective study habits, to advising, to proper budgeting. According to informal student feedback, they see the episodes as informative.  

The Division of Journalism also employs an internship coordinator (Ranata Hughes) to advise students of professional development and internship training with local media partners and out of town partners.  The internship coordinator develops relationships with students and provides them with sound advice as they matriculate through the program.

9. Describe the unit’s efforts to recruit women and minority faculty (as enumerated in Table 7, “Full-time Faculty Recruitment”). 

The Division of Journalism has conducted six faculty searches since 2021. The candidate pool has been diverse, with applicants from various racial, ethnic, and geographic backgrounds, Advertisements for faculty and staff positions have been posted on the university website, as well as Higheredjobs.com and trade publications of professional organizations. The SJGC is implementing a retention plan to maintain staff diversity. The plan ensures a diverse faculty in the future by using metrics of staff satisfaction rates along with professional development opportunities. 

10. Describe the unit’s efforts to provide an environment that supports the retention, progress and success of women and minority faculty and professional staff. 

In Strategic Priority 2, Goal 2.2 of the school’s strategic plan, it states a goal of recruiting and retaining exceptional faculty and staff. One strategy is to provide professional development to faculty and staff via conferences, workshops, and training, along with rewarding faculty productivity. This goal matches well with the University’s new strategic plan, Boldy Striking 2022-2027, as goal two is to nurture the professional development of faculty and staff across the career span and across disciplines to create a culture of sustainable excellence.  

11. If the unit hires adjunct or part-time faculty members, describe the unit’s effort to hire minority and female professionals into these positions (as enumerated in Table 8, “Part-time/Adjunct Faculty Recruitment”).

In 2023-2024, part-time faculty recruitment included four females, who were offered positions and accepted them. The university’s strategic plan encourages producing diverse and culturally astute graduates for the global workforce and enhancing international initiatives and programs.  

The school leverages its relationships with local practitioners to notify them of available adjunct and part-time opportunities, along with a purposeful effort to hire women and minorities.  

12. Provide examples of professionals, visiting professors, and other guest speakers invited or sponsored by the unit during the past three academic years whose background or expertise served to introduce students to diverse perspectives.  

(Five examples a year are sufficient and those examples should include the name, title, subject area/expertise, race, gender of speakers to provide context. The unit has the option of providing a complete list in a separate digital file.)  

The unit has hosted guest speakers from the U.S. and abroad. Presenters have visited classrooms, student organizations, colloquiums, panels, and workshops. The Grads Are Back celebration during Homecoming week is a huge event for SJGC and normally attracts more than 60 alumni as panelists, keynote speakers and workshop leaders.  

Name	Title	Subject Area	Race	Gender	Year
Katie Kingsbury	New York Times Opinion Editor	Journalism, opinion writing	White	Female	2024
Laura R. Downey	WebMD Executive Editor	Journalism, health, features	Black	Female	2024
Thomas Bennett	Senior VP, FleishmanHillard PR Agency	Public relations	Black	Male	2024
Rickey Smiley	Rickey Smiley Morning Show Host	Radio/talk, entrepreneurship	Black	Male	2024
Kelsey Orens	Senior Manager, Corporate Social Responsibility, The Walt Disney Company	Social impact	White	Female	2024
Mike Siegel	Senior Vice President of Marketing, St. Jude’s Children’s Hospital	Public relations	White	Male	2023
Sheldon Lauderdale	NASA Management & Program Analyst	Career pathways	Black	Male	2023
Staci R. Collins Jackson	CEO of The Collins Jackson Agency	Public relations, entertainment	Black	Female	2023
Kelly Corder	Director of Media Relations, Sachs Media Group	Public relations/marketing	White	Female	2023
Chirag Shah	Founder & CEO of Current Agency	Public relations	Asian	Male	2023
Rick Hirsch	Senior Editor for Talent Development, McClatchy	Journalism	White	Male	2023
Trymaine Lee	MSNBC correspondent	Journalism	Black	Male	2022
Ginger Maddox	Executive Producer, WBBM-TV, Chicago	Journalism	Black	Female	2022
Tia Mitchell	Washington correspondent, The Atlanta Journal-Constitution	Journalism, politics	Black	Female	2022
Rana Cash	Executive Editor, Charlotte Observer	Journalism, local news	Black	Female	2022
Kareem White	Senior Talent Producer, ESPN	Journalism, sports	Black	Male	2022