BRC - 310 - Producing Podcasts

2025-2026 Undergraduate Course New

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  • Department*
  • School/College Curriculum Committee
    Departments in CLAS or SCMA can ignore this question. This question only needs to be answered if your proposal is in the SoE or SoB.
  • Subject*
    Course Number*
    310
    310
  • Title*
    Producing Podcasts
    Producing Podcasts
    Course titles longer than 30 characters will be abbreviated by the Registrar's Office.
  • Course Type*
  • Catalog Course Description*

    Producing Podcasts equips students with the knowledge and skills needed to develop, produce, and distribute professional-quality podcasts. The course explores all aspects of podcast production, from conceptualization and scripting to recording, editing, marketing, and publishing. Students gain hands-on experience with industry-standard tools and techniques, as well as an understanding of the podcasting landscape and its role as a platform for storytelling, information sharing, and entertainment.

    Write a concise catalog course description (125 words or less) for the college catalog, including the course goals and/or content.
  • Prerequisite:

    BRC 229 or BRC 220. Upper division standing.

    Please indicate if prerequisite should include "or instructor permission". The college catalog specifies that courses at the 300 and 400 level are expected to have prerequisites. Try to avoid cascading prerequisites. Instead, include only the last course the student would be expected to take in sequence of courses. Be sure to specify “and” or “or” between prerequisite courses. It is not necessary to include a prerequisites’ own prerequisites. For example: if MAT 161 is the prerequisite to MAT 162, any course whose prerequisite is MAT 162 should not also list MAT 161 as a prerequisite. Please note that minimum grade requirements for a major are not enforced course prerequisites. If a minimum grade is part of a course prerequisite, please be sure to list that here.
  • Should the prerequisite also include "or instructor permission"?*
    Prerequisites that include the "or instructor permission" allow the advisor and department chair to submit/approve a prerequisite override. If this statement is not part of the prerequisite, the advisor needs to submit a prerequisite deviation form for the student, and the department chair needs to review and approve the registration.
  • Co-requisite:
    Indicate any course the student is also required to take along with this new course.
  • Equivalent Course:
    Use for equivalent courses where a student with credit in one may not earn credit in the other. Example: HIS 204 – “Not open to students who have credit in ANT 203.”
  • Offered:*
    Check all that apply - checking a semester indicates to students that this course will always be offered in that semester.
  • If "other" selected above, please provide detailed offering information
  • Credit:*
    3
    3
    Indicate credit hours appropriate to course content. Variable credit courses should list “low figure OR high figure” or “low figure TO high figure.” The low figure represents the minimum number of credits for which a student may enroll in any one semester or term. The high figure represents the maximum number of credits for which a student may enroll in any one semester or term. Where a course is to be taken only for one credit value OR another higher credit value, the entry would be "(low value OR high value)." For example, if a course may be taken for either 3 or 6 credits (never less than 3, never 4 or 5, never more than 6), the entry would be 3 OR 6. Variable credit courses that may be taken for a range of credit, such as, from 1 to 9 credits (including 2, 3, 4, 5, 6, 7, 8, or 9 credits, but never exceeding 9) the entry would be "(1 TO 9)" credits.
  • Is this course repeatable?*
  • Repeat Credit Limit
    Enter the maximum number of credits the student can earn for all instances of this course.
  • Is there a lab associated with this course?*
  • If yes, what is the lab course name?
    (i.e. BIO 110)
  • How many credits is the lab?
  • Grade Mode*
  • Mode of Instruction*
    Please select the primary mode of instruction. Note that if internship is selected, EXCEL will be notified to review the proposal for consistent wording and course set-up.
  • Institutional Research Special Section Attributes
    Check all that apply. You may find a description of each special section in the following document: https://docs.google.com/spreadsheets/d/e/2PACX-1vT53TjC4Gj0ZmfCmVd9_ccHhqts7jO4FgjVVY_a7z2TcRYRkxZom6jkL3I/pubhtml
  • Is this new course to be added to an "area of study" within a major/minor?*
    Examples of "areas of study" /"concentration" include: Art: Art History Non-Western; History Western; History Modern or Contemporary; History Medieval/Renaissance; Museum Studies; Foundations; etc. English: Reading and Critical Methods; Literary Histories, Cultural Aesthetics & Transformations of Power (Before 1700, 1700-1900, After 1900); History: US History; European History; World Transnational/Comparative History; African, Asian or Latin American History
  • If yes, which area?

  • Justification

    Justify the need for the course in a particular program of study. Explain the unique contributions of this course within the canon of your offered courses. Include such details as: Targeted student population, rationale for class size, rationale for elective or required status, and why the course is offered at a particular level.

  • Justification of new course*

    Podcasting is a growing medium for storytelling, information dissemination, and audience engagement among legacy media organizations, private companies, non-profits, and independent media entrepreneurs. According to a 2023 Pew Research Center survey, roughly 40% of Americans have listened to at least one podcast in the last week. Audience appeal, particularly during and after the COVID-19 pandemic, has driven a demand for skilled producers who can create compelling, high-quality audio content that stands out in a crowded and competitive market. This course addresses this demand by providing students with practical skills and best practices for successful podcast production and distribution. By integrating technical training with creative development, this course will provide students with an understanding of the unique process of producing content that's designed to be consumed by listening, not reading or viewing. The course will explore the latest audience research as it relates to podcasts, including production styles and genres. The course will also explore how podcasts are monetized and marketed.

  • Course Information

    List the course objectives in measurable terms (i.e. list what the student is expected to do as a result of this course). Avoid non-measurable terms, such as: Understand, Familiarize, Appreciate, Help, Learn

    Unacceptable Examples:
    1. Students will understand important terms and events.
    2. Students will appreciate nuanced criticisms.

    Use measurable objectives:
    Critically Examine, Describe, Discuss and compare, Analyze and interpret, Demonstrate

    Acceptable Examples:
    1. Students will analyze and interpret important terms and events.
    2. Students will demonstrate informed criticism.
    3. Students will produce a project that will...
    4. Students will identify important historical resources...

  • Course Objectives*

    At the completion of the course, students will demonstrate the ability to:

    • Evaluate podcasts for content, production quality, and audience engagement.
    • Develop an original podcast series and create detailed episode outlines and scripts.
    • Model best practices in writing, sound gathering, and editing techniques to produce high-quality audio content.
    • Describe effective strategies for podcast marketing, distribution, and audience engagement for diverse populations.
    • Critically assess ethical and professional standards for audio storytelling.
  • Course Outline*

    Producing Podcasts equips students with the knowledge and skills needed to develop, produce, and distribute professional-quality podcasts. The course explores all aspects of podcast production, from conceptualization and scripting to recording, editing, marketing and publishing. Students gain hands-on experience with industry-standard tools and techniques, as well as an understanding of the podcasting landscape and its role as a platform for storytelling, information sharing, and entertainment.

    Course Outline:

    1. Introduction to Podcasting
      1. Major milestones and influential figures
      2. The impact of podcasting on traditional media
      3. Key terminologies and concepts
      4. Defining Podcasts
      5. Examples of successful podcasts
      6. Podcast genres
      7. Video vs. traditional podcasting

     

    1. Diversity and inclusion in podcasting
      1. The power of podcasting for marginalized voices
      2. Representation in podcasting
         
    2. Concept Development and Audience Analysis
      1. Identifying and understanding the target audience
      2. Developing podcast concepts and themes
      3. Pitching a podcast
      4. Creating episode outlines

     

    1. Conducting Interviews
      1. Interviewing methods
      2. Finding and booking guests
      3. Conducting background research on interview subjects
      4. Developing questions

     

    1. Scriptwriting and Storytelling for Podcasts
      1. Writing engaging scripts
      2. Structuring episodes 
      3. Considering narrative 
      4. Incorporating interviews and guest segments

     

    1. Recording and Editing Techniques
      1. Best practices for recording clear and professional audio
      2. Review of editing techniques: cutting, fading, and mixing
      3. Removing background noise and enhancing audio quality
      4. Adding music, ambient sound, and sound effects

     

    1. Publishing and Distribution
      1. Podcast hosting platforms 
      2. RSS feeds and syndication
      3. Uploading and managing episodes

     

    1. Marketing, Promotion, and Monetization 
      1. Developing a promotion strategy
      2. Sponsorship and advertising
      3. Crowdfunding and listener support
      4. Merchandise and live events

     

    1. Legal and Ethical Considerations
      1. Copyright and intellectual property
      2. Fair use, licensing, and other legalities 
      3. Ethical storytelling: Commentary, Entertainment, or Journalism
      4. Misinformation and Disinformation concerns 

     

    1. Podcast Analytics and Feedback
      1. Tracking and interpreting podcast metrics
      2. Using feedback to improve content
      3. Engaging with the audience
      4. Incorporating feedback into production
    Most course outlines contain the following: Course Content; Methods of Instruction; and Course Requirements. This may include: an outline, a bulleted list, or a prose description. UCC will not enforce a specific format for the Course Outline. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department).
  • Methods of Evaluation*

    The methods of evaluation include: participation in class discussions and small-group activities, assessment of case studies, the creation of a series of podcasts/creative content, quizzes and/or exams.

    Describe the types of assignments or assessments that may be used to evaluate student learning outcomes. You should not specify the frequency, number or duration of these activities. For example- The methods of evaluation include: participation in classroom discussions, oral presentations, written projects, quizzes and exams.
  • Textbook(s)/Course materials*

    Students will need an external hard drive for storing audio files and projects, a set of over-the-ear headphones, and access to software like Audition or ProTools. A textbook or supplemental readings will be at the instructor's discretion. 

  • Bibliography*

    Bakke, A. (2022). Podcasting for social justice: An interview series. The International Journal of Equity and Social Justice in Higher Education, 1, 33-34.

    Biewen, J. & Dilworth, A. (Eds.). (2017). Reality Radio: True Stories in Sound (2nd Ed.). University of North Carolina Press.

    Clark, J. (2020, July 20). 6 things you need to know about IP in podcasting. Bello Collective. https://bellocollective.com/6-things-you-need-to-know-about-ip-in-podcasting-a9c8eb5560d8.

    Drushel, B. (2023). Where radio dare not tread: Podcasts as queer audio media. Radio Journal: International Studies in Broadcast & Audio Media, 21(1), 67-81.

    Fox, K., Dowling, D. O., & Miller, K. (2020). A curriculum for Blackness: Podcasts as discursive cultural guides, 2010-2020. Journal of Radio & Audio Media, 27(2), 298-318.

    Jackson, D. (2020). Profit from your Podcast: Proven Strategies to turn Listeners into a Livelihood. Allworth.

    Jenkins, B. M., & Myers, T. K. (2022). Digital Black voices: Podcasting and the Black public sphere. Digital Humanities Quarterly, 16(3).

    Joyce, C. (2015, March 20). Campfire tales: The essentials of writing for radio. NPR. https://training.npr.org/2015/03/20/campfire-tales-the-essentials-of-writing-for-radio/.

    Kaufman, R. (2024). The Podcasting Blueprint: Mastering Purpose, Power, and Profit. Vertical Momentum.

    Knowings, L. D. (2023). The Podcasting Blueprint: Unveiling your Voice to the World. Independently Published.

    Larson, D., & Fielding, J. (2020). Podcasting Made Simple: The Step by Step Guide on How to Start a Successful Podcast from the Ground Up. Independently Published.

    Lindgren, M. & Loviglio, J. (Eds.). (2022). The Routledge Companion to Radio and Podcast Studies. Routledge.

    Llinares, D., Fox, N., & Berry, R. (Eds.). (2018). Podcasting: New Aural Cultures and Digital Media. Palgrave Macmillan.

    Mayo, A. (2019). Podcasting: How to Start a Podcast and Create a Profitable Podcasting Business. Independently Published.

    McHugh, S. (2022). The Power of Podcasting: Telling Stories through Sound. Columbia University Press.

    Nuzum, E. (2019). Make Noise: A Creator’s Guide to Podcasting and Great Audio Storytelling. Workman Publishing Company.

    Rime, J., Pike, C., & Collins, T. (2022). What is a podcast? Considering innovations in podcasting through the six-tensions framework. Convergence: The International Journal of Research into New Media Technologies, 28(5), 1260-1282.

    Spinelli, M., & Dann, L. (2019). Podcasting: The Audio Media Revolution. Bloomsbury.

    Stanley, K. (2020, July 7). Podcast creators of color grapple with a system that doesn’t let them own their own work. Nieman Lab. https://www.niemanlab.org/2020/07/podcasting-can-still-realize-its-promise-if-it-meets-the-challenge-for-creators-of-color/.

    Trier-Bieniek, A. (2023). Podcasting as feminist pedagogy: An intersectional approach. Radio Journal: International Studies in Broadcast & Audio Media, 21(1), 115-130.

    Warner, A. (2021). Stop Asking Questions: How to Lead High-Impact Interviews and Learn Anything from Anyone. Damn Gravity Media.

    Weiss, B. (2023). Listenable: The Content and Delivery System to set your Podcast Apart. Panta Press.

    Weldon, G. (2021). NPR’s Podcast Start Up Guide. Ten Speed Press.

    Witting, Jr., C.J. (2020). Podcast to Broadcast: The Six Step Formula to turn your Podcast into a Profitable, Nationally Syndicated Radio Show. Harmony House, Inc.

    Provide a current bibliography that reflects course content (within last 5 years), written in a consistent style (such as APA, MLA, etc.). If there are no recent works, justify why.
  • Library Resources*

    Current library databases and assets will be sufficient, including equipment or podcasting room they have available for public use by students.

    Indicate the digital, print, and/or other library resources (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact your subject librarian in Penfield Library. Provide examples such as: databases, journals, physical materials, course guides, course reserves, liaison collaboration, etc
  • Computer Technology Resources*

    Computer lab with audio editing software (Adobe Audition, ProTools, Audacity, or similar.)

    Indicate the computer technology resources and/or computer lab software, etc. (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact Campus Technology Services, or if appropriate, the Chief Technology Officer.
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