JOUR 499: The World of Podcasting

4 Units

Spring 2019 – Mondays – 6-9:20 p.m.

Section: 21446R
Location: ANN 413

Instructors:
Willa Seidenberg
Office: ANN 205B
Office Hours: Wednesdays, 1-5 p.m.
Contact Info: seidenbe@usc.edu
office: 213-740-4301

George Lavender
Office Hours: TBD
Contact Info: georgehblavender@gmail.com,
510-292-7788

Course Description
Over the past 15 years, podcasting has grown in popularity and there are now some 550,000 podcasts with more
on the way, featuring subjects that range from politics to entertainment to history to self-help. But as fast as
podcasts debut, others are mothballed, known as “podfade.” Students in this course will learn how to be
discriminating listeners of podcasts and will give students the theoretical and practical framework to engage in the
podcast movement. The class will focus on the essential skills for podcast production, but students will also learn
how to identify their audience, distribute and market their podcast and get an understanding of analytics and
metrics, and monetization practices, all within a framework of ethical production. Students will also build their
collaboration skills by working in groups to produce podcast episodes.

Overall Learning Objectives and Assessment

By the end of this course students will be able to:
● Analyze elements that make up successful podcasts
● Identify a target audience and use audience information in designing their podcast
● Record and edit high-quality audio
● Conduct interviews for podcasts
● Produce a podcast episode and design a distribution and marketing plan

Course Notes
The class will be a combination of lecture/discussion and production workshopping. Students will work in groups:
each group or team will produce a themed podcast and each student in the team will produce one episode.
Students will be graded on their individual and group work. All assignments and PowerPoints used in lectures can
found on Blackboard. Students will have access to recording equipment and editing software needed for
assignments.

Required Readings and Supplementary Materials

There is no textbook for this course. All readings will be online or provided via Blackboard. In addition, you should
be a regular listener to podcasts which can be downloaded from any number of sources such as Apple Podcasts,
NPR One, Stitcher, Google or Spotify.

Description of Assignments

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Full assignment descriptions and grading criteria will be provided when the assignments are given.
Podcast Analyses: You will listen to assigned podcasts and write short essays using assignment prompts to dissect
elements of successful podcasts.
Audience research survey: Each group will develop and conduct surveys to gather audience information about
their podcast. Data from the surveys will be used to design your podcast.
Vox Pops: You will conduct vox pops (interviews with a wide range of people on a subject) on your podcast theme
to introduce you to audio recording and interviewing skills.
Podcaster Interview: You will conduct a one-on-one interview with a podcaster and edit it as a self-contained
interview to get practice on how to do interviews as a conversation.
Final podcast episode: Throughout the semester, you will gather various elements for your episode that could
include interviews, ambient sound, archival sound, music and your narration. Your final grade will be based on how
well you put all of the elements together into a cohesive episode production and how you contributed to your
group’s overall presentation.
Distribution and Marketing plan: Each student will contribute elements to their team’s distribution and marketing
plan for their podcast.
Participation: Participation will include your contributions to class discussions as well as in-class group work where
team members will all be expected to share tasks and give ideas and input.

You are responsible for the material covered in class and in the reading. If you miss a class session, you must get
the material you missed from a classmate. Though you may not be tested on the readings, they provide valuable
insight and advice and you will be disadvantaged by not reading them. It may show in your class participation or
homework.

In-class work
As noted above, part of each class session will be devoted to team work on your podcast episode.
Depending on what is being worked on that day, your group will be required to submit evidence of what
was accomplished by the end of the class period. You will be given instructions on how and what to
report.

Grading
Breakdown of Grade

Assignment % of Grade
Podcast analyses (2) 10

Audience research survey 10

Vox pop 10

Podcaster interview 10

Final podcast episode 35

Distribution and marketing plan 10

Participation (in class and in group work) 15

TOTAL 100%
Grading Scale

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 95% to 100%: A 80% to 83%: B- 67% to 69%: D+

90% to 94%: A- 77% to 79%: C+ 64% to 66%: D

87% to 89%: B+ 74% to 76%: C 60% to 63%: D-

84% to 86%: B 70% to 73%: C- 0% to 59%: F

c. Grading Standards

Course Grading Policy:

You will be judged first on the accuracy, fairness and thoughtfulness of your work. You will also be evaluated for
production value, originality and the ability to meet deadlines.

Grades will be assigned as follows:

A outstanding, thoughtful, accurate and insightful work, showing an ability to think beyond the basic course
material. (A+ will only be given when expectations are exceeded)
A-/B+ above average work, demonstrating effort and keen understanding of conceptual ideas and good grasp of
production techniques
B/B- average work, needs improvement on ideas and execution
C+/C shows little effort, lacks clarity and/or argument
C- fulfilling the bare minimum and showing little understanding of the material.
D no understanding of the material and/or does not meet bare minimum criteria
F failure to meet minimum criteria
The following are some other circumstances that would warrant a grade of “F” and potential
USC/Annenberg disciplinary action:

• Fabricating a story or making up quotes or information.

• Plagiarizing a script/article, part of a script/article or information from any source.
• Telling interview subjects what to say.
• Promising, paying or giving someone something in exchange for doing an interview either on or off
camera.
• Missing a deadline.

Assignment Submission Policy

All assignments MUST be turned in ON THE DUE DATE. Assignments must be uploaded to Blackboard by the 6 pm
start of each class in which they are due. If you have extenuating circumstances why you cannot turn in your work
on the due date, YOU MUST NOTIFY US IN ADVANCE. Extenuating circumstances could include illness, sources
cancelling a scheduled interview at the last minute or other conflicts, but if you do not inform me of the reason
ahead of time, a late assignments will be penalized a half a grade. If the assignment is more than a week late
without informing me as to the reason, a full grade will be taken off the final grade.

Specifics on what to turn in for your assignments and how to label them will be detailed on the assignment sheets.
For any text assignments, such as essays or scripts, please submit in Microsoft Word format.

Grading Timeline
Assignments will generally be returned within a week after they are due. For assignments that require revisions,
we will email you our comments. The grade for all assignments will be entered on Blackboard. If you have not
received a grade or email about your assignment in a timely manner, please email us.

Technology

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Blackboard
We will use Blackboard to post assignments and documents for the course and to receive assignment submissions.
If you are having trouble, try using Firefox to log onto Blackboard or visit the Annenberg Digital Lounge for help. It
is imperative that you check Blackboard for weekly assignments and announcements.

Any emails sent via Blackboard will go to your USC email address, so you must check that address regularly, or
have it forwarded to another email client.
To log onto Blackboard:
1. Go to http://blackboard.usc.edu
2. You must use your USC login and password
3. Click on 20191_jour_499_21446: Special Topics

Laptops and electronic devices

All undergraduate and graduate Annenberg majors and minors are required to have a PC or Apple laptop that can
be used in Annenberg classes. Please refer to the Annenberg Digital Lounge for more information. To connect to
USC’s Secure Wireless network, please visit USC’s Information Technology Services website.

You should bring your laptop to class each week. It will often be needed for in-class work. However, when there
are lectures, guest speakers, critiques or anything else requiring your full attention you must keep your laptop (and
any other device) closed and out of sight. If you want to take notes, please bring a notebook and pen.

Attendance
You are expected to attend class sessions and group sessions out of class. If you have an unavoidable reason why
you cannot come to class (illness, family emergency) please notify us as far ahead as possible. Please find out what
you miss from fellow students.

Class Etiquette
Please be respectful of your classmates and the instructors by not being late to class or by talking, texting,
emailing, Facebooking or any other activity during class, especially during lectures, guest speaking sessions or
student presentations. We will take a break mid-way through class when you can check your phones/email/social
media.

Class discussions and critiques should be respectful and constructive, and since this course will rely on
collaboration, it is important that you do your fair share of group work in addition to your episode production. If
any problems arise with a member of your group, please let me know immediately so that we can address it.

Feel free to bring in food, snacks and drinks to have during class.

Communication
You are welcome and encouraged to contact us outside of class if you have questions, concerns or suggestions. If
you want to meet with us in person outside of office hours, email some suggested days and times. Email is usually
the best form of communication for us; one of us will usually respond within a day. If you do not hear from one of
us promptly, please email us again in case we did not receive the email. We will also provide our cell phone
numbers, but please only text or call at night or on weekends if it’s urgent and can’t wait.

Add/Drop Dates for Session 001 (15 weeks: 1/7/19 – 4/26/19)

Friday, January 25: Last day to register and add classes for Session 001
Friday, January 25: Last day to drop a class without a mark of “W,” except for Monday-only classes, and receive a
refund for Session 001
Tuesday, January 29: last day to drop a Monday-only class without a mark of “W” and receive a refund for Session
001

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Friday, February 22: Last day to drop a course without a mark of “W” on the transcript. [Please drop any course by
the end of week three (or the week three equivalent for short sessions) to avoid tuition charges.]
Friday, April 5: Last day to drop a class with a mark of “W” for Session 001

Course Schedule: A Weekly Breakdown

Important note to students: Be advised that this syllabus is subject to change - and probably will change - based on
the progress of the class, news events, and/or guest speaker availability.

Topics/Daily Activities Readings and Homework Deliverable/Due

Dates
Week 1 *Introductions Homework: -Bring in three
Date: 1/7 *Review of the syllabus -Read in Listening In by Susan J. podcast themes you
*History of radio and Douglas, Chapter 1 “The Zen of are interested in
podcasting Listening” p. 22-39 and Chapter 6, “The
* Discussion of THEMES Invention of Audience” p.124-160.
*Discussion of podcast Posted on Blackboard.
formats -Write a 300 word essay on the parallels
*Assignment of groups and you see between then and now.
themes Assignment details on Blackboard.
*Field recording -- best -Read “Why People Listen to Podcasts
practices Instead of Consuming Other Digital
Media” by Backyard Media. February
2018.
https://backyardmedia.us/blog/2018/2/
10/why-people-listen-to-podcasts

Week 2 *Podcasting landscape: Homework: Due:

Date: Producers, listeners and
1/14 networks
*Designing surveys. Guest
speaker: Matthew Leveque,
PR Professor of Professional
Practice
*In-class group
workshopping: designing
surveys and distribution plan
-Finalize your group survey and -300 word essay on
distribute surveys. Update due next Chapters 1 and 6 in
week and final surveys due Week 4. Listening In
-Listen to an episode of one of the
podcasts on the list distributed in class
and on Blackboard.
-Write a 350 word essay using the
podcast listening assignment prompts.
Upload to Blackboard.
-Read “Understanding Public Media’s
most engaged podcast users” The
Knight Foundation on Medium.
https://medium.com/informed-and-
engaged/understanding-public-medias-
most-engaged-podcast-users-
bb592cd7e03e

Week 3 NO CLASS-MARTIN LUTHER Homework: Due:

Date: KING DAY -Continue work on distributing your -350 word essay on
1/21 surveys. Final survey results due next the podcast episode
week. Follow the reporting prompts on you listened to.
the assignment sheet on Blackboard. Upload to
-Listen to the podcast episode you drew Blackboard.
in class. Write a 350 essay on the -Give verbal update

5

Week 4 *Podcasting Today
Date: Guest speaker: ???
1/28 *Producing vox pops
*Logging audio
*In-class group
workshopping: survey
results
Week 5 *Audio editing with Adobe
Date: 2/4 Audition workshop
*In-class: editing vox pops
*Choosing sound bites or
interview sections
Week 6 *Interviewing techniques
Date: *In-class interviewing
2/11 practice
*In-class group
workshopping: podcast
design and episode planning
Week 7 NO CLASS - PRESIDENT’S
Date: DAY
2/18
episode using the listening prompts on survey
from last week. Due Week 5. distribution
-Read “How many podcasts have
‘Podfaded?’” by Steve Goldstein. RAIN
News, August 2018
https://rainnews.com/steve-goldstein-
how-many-podcasts-have-podfaded/
Homework: Due:
-Record vox pops following the vox pop Survey results using
assignment sheet. Log and highlight the format in the
sections you want to use. assignment sheet.
-Read “Audio ethics: Are you “fooling Upload to
listeners’?” by Elizabeth ODonovan. Blackboard.
Assoc. of Independents in Radio (AIR)
https://airmedia.org/audio-ethics-are-
you-fooling-listeners/
Homework: Due:
-Finish editing vox pops if you did not -Recorded vox pops.
complete it in class Bring to class. DO
-Record an interview with a podcaster NOT upload to
following the assignment prompts. Due Blackboard.
Week 7. -Logs (or transcripts)
Read Creative Interviewing, Chapter 10 of interviews.
“Learning to Listen” Uploaded to -Essay on the
Blackboard. podcast episode
Watch TedX video by Celeste Headlee
on “10 ways to have a better
conversation” (11 minutes)
https://www.ted.com/talks/celeste_hea
dlee_10_ways_to_have_a_better_conv
ersation
Homework: Due:
-Outline for your podcast episode per -Edited vox pops
assignment instructions. uploaded to
Read “It's All In Your Head: The One- Blackboard.
Way Intimacy Of Podcast Listening,” by
Glen Weldon on npr.org
https://www.npr.org/2018/02/02/5821
05045/its-all-in-your-head-the-one-way-
intimacy-of-podcast-listening
Homework: Due:
-Begin gathering interviews for your -Recorded and
episode. Log all of your recordings soon edited interview
after you do them. You should have 2-3 with a podcaster
interviews by Week 10 (the week after uploaded to
spring break). Bring a progress report Blackboard.
to class in Week 9 using assignment -Outline for podcast
prompts. episodes. Uploaded
-Read “Inside the Podcast Brain: Why to Blackboard.
Do Audio Stories Captivate?” by Tiffanie
Wen.
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 https://www.theatlantic.com/
entertainment/archive/2015/04/
podcast-brain-why-do-audio-stories-
captivate/389925/

Week 8 *Story development and Homework:

Date: writing -Write a detailed plan for your episode
2/25 *Using ambient sound, that includes research, interviews and
archival sound, music, on- timetable following the assignment
scene standups sheet. Due next week.
* Presentation on podcast -Continue field work on gathering sound
theme and episodes to for your episode (interviews, ambi or
entire class archival sound), etc. Log all of your
*In-class group recordings soon after you do them.
workshopping: outlines and -Prepare a progress report on what you
episode planning have gathered so far using the progress
report assignment prompts.
-Read -“13 Tips for Building a
Remarkable Brand with a Podcast” by
Chris Ducker on:
https://www.chrisducker.com/building-
your-brand-podcasting/
-”6 Strategies for Building Your Podcast”
by Carli van Heerden on We Edit
Podcasts.
https://www.weeditpodcasts.com/6-
strategies-for-building-your-podcast-
brand/

Week 9 *Branding and marketing Homework: Due:

Date: 3/4 Guest speaker TBA -Work on a draft of group plan for -Detailed plan
*Diversity and inclusion in branding and marketing your podcast. (structure) and
podcasting Submit one plan for your group as timetable for
*Ethics and legalities (fair noted in the assignment sheet. Bring episode. Uploaded
use, copyright, fact checking) hard copy to class Week 10. to Blackboard and
*In-class group -Continue field work on gathering sound hard copy brought
workshopping: branding and for your episode (interviews, ambi or to class.
marketing archival sound), etc. Two to three -Progress report.
interviews and the logs are due next
week.
-Read “State of Podcasts 2018:
Takeaways from Podcast Movement on
monetization, diversity, and discovery,”
by Justine and Olivia Moore from
hackernoon.com
https://hackernoon.com/state-of-
podcasts-2018-takeaways-from-
podcast-movement-on-monetization-
diversity-and-discovery-eea7ccd0eed2
Dates: No Classes: Spring Break
3/11-3/15
Week 10 *Analytics and metrics Homework: Due:

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Date: Guest speaker TBA
3/18 *Putting all of your elements
together and the glue of it
all -- the writing.
Week 11 *On-air delivery, tone and
Date: presence
3/25 *In-class group
workshopping: overall
podcast format, including
intros and outros, unifying
music and formatting, etc.
Divide tasks for podcast
production AND
branding/marketing.
Week 12 *Hosting and distribution of
Date: 4/1 podcasts and networks
Guest speaker TBA
*In-class group
workshopping: distribution
plan
Week 13 *Monetization and
Date: 4/8 Advertising
Guest speaker
*Discussion of distribution
plans
Week 14 *Do It Yourself Podcasting:
Date: gear, networks, resources
4/15 *In-class workshopping;
episodes
*Schedule group meetings
-Continue gathering any field recordings -Three (3) interviews
you are missing. and logs for your
-Begin choosing audio and writing your episode.
episode. Draft script is due Week 12. -Group draft plan for
-Read “How to Find the Right Tone of branding and
Voice for your Podcast” by Georgia marketing. Bring
Grey. Spreaker Blog. hard copy to class.
https://blog.spreaker.com/find-right- -Progress report on
tone-voice-podcast/ your episode.
Homework:
-Continue writing your podcast episode.
A written draft is due next week.
-Work on the task you were assigned for
the overall production and marketing.
Next week, your group should turn in a
list of production and marketing tasks
and who is assigned to each task. Bring
a hard copy to class next week.
-Read “Podcasting Basics, Part 4:
Hosting & Distribution” by Jeff Towne,
transom.org.
https://transom.org/2016/podcasting-
basics-part-4-hosting-distribution/
eading:
Homework: Due:
-Continue working on your individual -Written draft of
episode. your podcast
-Schedule a time outside of class with episode. Uploaded
your group to finalize your overall to Blackboard.
podcast format and critique episode -Group list of tasks
sections. Do this before Week 14. and assignments.
-Write a 150 word bio following
assignment. Due next week.
-Read “Why Listeners Respond to
Podcast Ads” Backyard Media.
https://backyardmediacompany.square
space.com/blog/2017/12/8/how-
listeners-respond-to-podcast-ads
Homework: Due:
-Continue working on your individual -150 word bio
episode.
-Make sure you have scheduled two
sessions outside of class with your
group to nail down overall podcast
format and critique episode sections.
Due Week 14.
Homework: Due:
-Work on revisions to your episode -Draft of your
based on feedback from class and episode, including
instructor. audio files and
-Read “Where Does Podcasting Go written script.
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 with the instructor Next?” by Tom Webster. Medium. Uploaded to
https://medium.com/s/story/podcastin Blackboard
gs-next-frontier-a-manifesto-for-
growth-7e8b88d32fde
Week 15 *Class evaluation Homework: Due:
Date: *Self-evaluation Do final rewriting, editing and mixing on Revised episode
4/22 *Critiques of draft material your episode. It must be completed and script.
*Discussion on future of uploaded by the start of the exam
podcasting movement period.
FINAL We will meet during the final Due:
EXAMS exam time to listen to the Final polished
5/6, 7-9 final podcasts. episode.
p.m.

Internships
The value of professional internships as part of the overall educational experience of our students has long been
recognized by the School of Journalism. Accordingly, while internships are not required for successful completion
of this course, any student enrolled in this course that undertakes and completes an approved, non-paid internship
during this semester shall earn academic extra credit herein of an amount equal to 1 percent of the total available
semester points for this course. To receive instructor approval, a student must request an internship letter from
the Annenberg Career Development Office and bring it to the instructor to sign by the end of the third week of
classes. The student must submit the signed letter to the media organization, along with the evaluation form
provided by the Career Development Office. The form should be filled out by the intern supervisor and returned to
the instructor at the end of the semester. No credit will be given if an evaluation form is not turned into the
instructor by the last day of class. Note: The internship must by unpaid and can only be applied to one journalism
or public relations class.

Statement on Academic Conduct and Support Systems

a. Academic Conduct
Plagiarism
Presenting someone else’s ideas as your own, either verbatim or recast in your own words - is a serious academic
offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in
Section 11, Behavior Violating University Standards (https://policy.usc.edu/scampus-part-b/). Other forms of
academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on
scientific misconduct (http://policy.usc.edu/scientific-misconduct/ ).

USC School of Journalism Policy on Academic Integrity

The following is the USC Annenberg School of Journalism’s policy on academic integrity and repeated in the
syllabus for every course in the school:

“Since its founding, the USC School of Journalism has maintained a commitment to the highest standards of ethical
conduct and academic excellence. Any student found plagiarizing, fabricating, cheating on examinations, and/or
purchasing papers or other assignments faces sanctions ranging from an ‘F’ on the assignment to dismissal from
the School of Journalism. All academic integrity violations will be reported to the office of Student Judicial Affairs &
Community Standards (SJACS), as per university policy, as well as journalism school administrators.”

In addition, it is assumed that the work you submit for this course is work you have produced entirely by yourself,
and has not been previously produced by you for submission in another course or Learning Lab, without approval
of the instructor.

b. Support Systems

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Student Counseling Services (SCS) – (213) 740-7711 – 24/7 on call
Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling,
stress fitness workshops, and crisis intervention. engemannshc.usc.edu/counseling

National Suicide Prevention Lifeline – 1 (800) 273-8255

Provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7
days a week. www.suicidepreventionlifeline.org

Relationship and Sexual Violence Prevention Services (RSVP) – (213) 740-4900 – 24/7 on call
Free and confidential therapy services, workshops, and training for situations related to gender-based harm.
engemannshc.usc.edu/rsvp

Sexual Assault Resource Center

For more information about how to get help or help a survivor, rights, reporting options, and additional resources,
visit the website: sarc.usc.edu

Office of Equity and Diversity (OED)/Title IX Compliance – (213) 740-5086

Works with faculty, staff, visitors, applicants, and students around issues of protected class. equity.usc.edu

Bias Assessment Response and Support

Incidents of bias, hate crimes and microaggressions need to be reported allowing for appropriate investigation and
response. studentaffairs.usc.edu/bias-assessment-response-support

The Office of Disability Services and Programs

Provides certification for students with disabilities and helps arrange relevant accommodations. dsp.usc.edu

Student Support and Advocacy – (213) 821-4710

Assists students and families in resolving complex issues adversely affecting their success as a student EX: personal,
financial, and academic. studentaffairs.usc.edu/ssa

Diversity at USC
Information on events, programs and training, the Diversity Task Force (including representatives for each school),
chronology, participation, and various resources for students. diversity.usc.edu

USC Emergency Information

Provides safety and other updates, including ways in which instruction will be continued if an officially declared
emergency makes travel to campus infeasible. emergency.usc.edu

USC Department of Public Safety – UPC: (213) 740-4321 – HSC: (323) 442-1000 – 24-hour emergency or to report a
crime. Provides overall safety to USC community. dps.usc.edu

XI. About Your Instructors

Willa Seidenberg:
I worked in broadcast journalism for … let’s just say a lot of years. Like many journalists, I began my career on my
college newspaper staff, but quickly discovered my true passion was public radio. I worked at community radio
station WYSO-FM in Yellow Springs, Ohio; WBUR-FM and WGBH-FM in Boston and as a freelance radio reporter. In
Boston, I made the switch to television news at WBZ-TV. At the same time I worked on an independent project
with my husband, photographer William Short. We published the oral history/photography book, A Matter of
Conscience: GI Resistance During the Vietnam War in 1992. That was followed by another oral history/photo
project called Memories of the American War: Stories From Viet Nam. I moved to Los Angeles in 1992 and worked
at KCAL-TV. I came to USC in 2000 as Associate Director of Annenberg TV News. I launched Annenberg Radio

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News in the fall of 2007, and in 2008, I co-founded Intersections South LA, which is now the South LA desk in
Annenberg Media. Finally, I too am a student, studying toward an MA in Heritage Conservation.

George Lavender:
I am the Vice President of Content at Wondery, the podcast production company behind shows like Dr Death,
Gladiator and Legal Wars. On a daily basis I work with storytellers and journalists from a range of different
mediums from TV to movies to print some of whom are coming to audio for the first time. With more and more
people listening to podcasts and making their own I am excited by the opportunity to take audio storytelling in
new directions and find creative ways to tell stories. Before I joined Wondery I worked as an independent
journalist and audio producer and an instructor. My reporting has been heard on NPR, Marketplace, KCRW, Radio
France International and 99% Invisible among others. I’ve also taught audio classes in universities, high schools,
and community centers in the U.S and abroad.

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