| Module 1: Choosing and Delivering Value to Customers | |||
|---|---|---|---|
| 1 | Tue, Aug-25 | Course Overview Case: Guess What? Reimagining Value for a Once-Iconic Fashion Brand |
|
| 2 | Thu, Aug-27 | Value Propositions and the Marketing Mix | Required
Optional
|
| 3 | Tue, Sep-01 | Marketing Analysis and the Customer Buying Journey | Required
Optional
|
| 4 | Thu, Sep-03 | Case: Snap Inc.: Becoming a “Camera Company” | Required
|
| 5 | Tue, Sep-08 | Marketing Malpractice Learning Check #1 |
Required
|
| 6 | Thu, Sep-10 | Challenge #1: Flight Plan Case: Parrot: Navigating the Nascent Drone Industry |
Required
|
| Module 2: Optimizing Value Delivery Through Segmentation | |||
| 7 | Tue, Sep-15 | Segmentation Challenge #1 Debrief |
Optional
|
| 8 | Wed, Sep-16 | Customer Lifetime Value | Required
|
| 9 | Thu, Sep-17 | Case: Hubble Contact Lenses | Required
|
| 10 | Tue, Sep-22 | Targeting and Positioning Learning Check #2 |
Required
|
| 11 | Mon, Sep-28 | Challenge #2: More Than a Sketch Case: reMarkable |
Required
|
| Module 3: Developing and Managing Valuable Offerings | |||
| 12 | Tue, Sep-29 | Product Development and Innovation | Required
Optional
|
| 13 | Thu, Oct-01 | Case: Duolingo: On a “Streak” | Required
|
| 14 | Tue, Oct-06 | Brand Management Learning Check #3 |
Required
Optional
|
| 15 | Wed, Oct-07 | Challenge #3: Beyond Pink Case: Barbie |
Required
|
GSBA 509
Marketing Management
Syllabus
Course Description
This course offers an overview of the marketing field as it applies to MBAs and the leadership roles they will hold across an organization. Rather than training specialists, it cultivates a marketing mindset—a way of thinking about customers, value, and competitive advantage that is essential to success in any management capacity. You will learn to analyze and develop profitable customer markets by creating, managing, and communicating strategic offerings (products, services, and brands) that deliver superior value. The course adopts an integrated approach that relies upon numerous real-world case examples to establish core concepts and frameworks within a practical context that you are likely to encounter in your career, regardless of your managerial discipline, industry, or geography. Working in teams, you will also develop marketing strategies in a consulting context that provides a hands-on opportunity to apply course material.
Learning Objectives
By the end of this course, students will be able to:
Analyze markets and customer behavior using both qualitative frameworks (5Cs, 4Ps, STP) and quantitative tools (market sizing, CLV, breakeven).
Craft and evaluate value propositions that align with customer needs and competitive dynamics.
Develop and defend segmentation, targeting, and positioning strategies that optimize value delivery.
Design and assess product, service, and brand strategies that sustain growth and competitive advantage.
Communicate insights and recommendations with clarity, rigor, and executive presence in high-pressure, consulting-style settings.
Materials & Resources
Required Texts
The Course Reader is the only text for the course. Assigned readings and cases are listed in the Course Outline and Assignments.
Slides
I upload most of the slides that I present in class to Brightspace. I have also compiled an easy to reference repository for the class at gsba509.profvincent.com. Some slides that I present in class may be omitted due to confidentiality or for intellectual property rights purposes. I use slides as visual exhibits to illustrate specific points. They are not a complete record of my lectures or our discussions, and they are not a substitute for notes you should take on your own.
All of my slides are created in Quarto, an open-source scientific and technical publishing system that makes it easy for data scientists to create beautiful documents. Quarto slide presentations are actually mini-websites created with reveal.js, an open source HTML presentation framework. Quarto reveal.js presentations are best viewed on a Chrome browser. Instructions for how to make PDFs of these slides (and print, if you like) can be found here
Teaching Assistants
Teaching GSBA 509 is a team sport. Each year I select a few top students from the prior term to serve as my TAs. They are more than assistants. They provide real-time feedback on course progress as we go. This is why there is usually a TA in attendance for most class sessions. TAs help me track participation and attendance, but they also help me develop call plans so that we include as many students as possible in our discussions.
You can always reach out to the TAs with questions or to update us on expected absences. You can email them using the email address: VincentCoreTAs@marshall.usc.edu. This email address copies the whole TA team.
Whenever you reach out to me via email, you should copy the TAs. This will ensure your matter/question gets addressed promptly. I receive a high volume of email during the term, and the TAs can often answer your question or make sure it gets my attention.
Grading
Final grades are determined in two steps. First, students accumulate points throughout the semester by completing course assessments. A total of 100 points is possible (see Table 1). These points serve as a raw measure of performance. However, your point total does not directly correlate to a letter grade.
WarningImportant
Be sure to read this next part carefully. It explains the rank-based grading system that I use to determine your grade at the end of the term.
At the end of the term I standardize all raw scores by calculating a z-score for each student across all students enrolled in the course.1 These standardized scores are used to rank students and inform final grade assignments. The top 20% of students (+/- 4 students) are in the Distinction tier and will receive a grade of an A. The next 25% (+/- 4 students) are in the High Pass tier and will receive a grade of A-. Collectively, only 45% of students in the class will rank in the Distinction and High Pass tiers. In cases where multiple students are tied at a grading threshold, the final distribution may be adjusted to ensure that students demonstrating equivalent performance receive equivalent grades.
1 A z-score is a statistical measure that expresses a score relative to the class average, measured in standard deviation units.
Below the High Pass tier, grades are not organized into predetermined bands. Each remaining grade is assigned based on where a student’s standardized score falls relative to the rest of the cohort, adhering to guidelines established by the Marshall School. Because these assignments follow the distribution of z-scores rather than fixed cutoffs, the specific grades awarded—and how many of each—vary from cohort to cohort.
NoteGrade Boundaries
While the distribution of Distinction and High Pass grades is fixed, all other grades depend on the performance of the cohort as a whole. There is no fixed floor. Last year, the lowest grade in the course was a B; in other years, the lowest grade has been considerably lower, in some cases falling below a passing level. Where your grade lands in the passing range is determined by how your standardized performance compares to that of your peers, not by a predetermined cutoff.
Standardizing scores across the cohort ensures that each student is assessed in a context that is fair and relevant to their shared classroom experience, while also guarding against grade inflation so that grades remain meaningful signals of performance. This approach also mirrors the compensation and performance systems you are likely to encounter in the workplace, where evaluation is relative to peers rather than against a fixed bar.
| Assignment | % of Grade | Points |
|---|---|---|
| Class Participation | 20% | 20 |
| Class Polls | 10% | 10 |
| Learning Checks (2 of 3) | 30% | 30 |
| Team Challenges (2 of 3) | 40% | 40 |
| Total | 100% | 100 |
Course Format
I teach GSBA 509 as a hands-on, participatory course. Theory and critical concepts are integrated into a discussion-format curriculum. The course relies on four components:
Discussion–Throughout the course we will have many discussions. I prefer interaction with students, rather than straight lecturing. Cases will often anchor our discussions, as they provide the best way to explore real-world scenarios and view marketing challenges from a managerial perspective. To prepare for case discussions, you will complete short case polls in advance. These polls count for course credit and require you to analyze the case material and commit to a position. Poll responses give you practice in making strategic choices, and they help me stage discussions by surfacing opposing viewpoints, which we will then debate in class.
Learning Checks–Rather than rely on a midterm and final exam for assessing comprehension of core concepts, I prefer to do learning checks that give both of us a chance to evaluate your progress. We’ll have three of these learning checks during the semester. Only the two best scores you achieve will count toward your course grade (one learning check score is dropped).
Challenges–Instead of a traditional marketing plan project, this course uses team Challenges to simulate the real-world situations you are likely to encounter in internships, case competitions, and future roles. Each Challenge is a fast-paced, team-based exercise in which you receive a short case briefing and work under time pressure to diagnose a marketing problem, frame solutions, and deliver an executive-ready recommendation. Challenges emphasize sharp analysis, application of course frameworks, and clear communication, while also building the collaboration and teamwork skills that are essential for career success. They are designed not only to reinforce module concepts, but also to strengthen your ability to perform under pressure in contexts that matter for recruiting and long-term professional growth.
Asynchronous Content—-To keep our in-class time focused on higher-level analysis, much of the core theory and methodology is provided through short videos, optional readings, and practice problem sets. While labeled “optional,” this content will play an important role in your success in the course. For most students, reviewing the asynchronous materials leads to stronger performance on learning checks, deeper engagement in case discussions, and more confidence during sprints. Because we cover a lot of ground quickly in class, asynchronous content allows you to dwell on key analytical concepts and practice applying them at your own pace. I also hold regular office hours to provide additional support, answer questions, and ensure that every student has the opportunity to master the material.
Attendance
You are expected to attend and be prepared for all class sessions in-person unless you are experiencing an illness. There is no Zoom option for this class.
While attendance is not directly graded, consistent participation in class sessions is essential for your success in this course.
There are no makeup sessions or alternative assignments for missed classes. Out of fairness to all students, and in adherence with university policy, I do not offer extra credit assignments for missed work or to accumulate participation points due to absence.
Preparation and Participation
Participation enriches the quality of the classroom and the student learning experience. It also constitutes 20% of your course grade. The primary way you earn participation points is through your active participation in class discussions, though I may provide other asynchronous opportunities to participate during the semester.
Read the cases. Do the analysis. Marketing is a complex and nuanced subject matter. It is both an art and a science. The way in which it is practiced varies greatly between companies, industries, and geographies. Cases provide the best platform for you to grasp the challenges and to experiment with approaches in a context that reflects diverse, real-world scenarios. Case discussions are to business school students as flight simulators are to aspiring pilots. They provide a safe space to apply critical concepts and knowledge that will prepare you for managing in the real world.
Expected preparation includes conducting any analysis on the data presented in the case before class meetings. I post study questions on Brightspace to help you prepare for in-class discussion. You should pay particular attention to the exhibits at the back of the case and the accompanying datasets (when applicable).
Sometimes I cold call2 on students, particularly when volunteers are scarce. It is never punitive. My goal is to encourage active participation and to gain multiple perspectives and points of view. This creates a richer learning experience and makes the grading of participation more fair.
2 A cold call is an unprompted call by the instructor on a student without warning. I also do warm calls, which give the student advanced notice that they will be asked to answer a question.
Quality participation means asking questions about key concepts in the material, sharing points of view on issues and decision points in the cases, relating relevant personal experience, contributing to class debates, or building upon points raised by others during the discussion. The best rule of thumb is to act like you are a stakeholder in the business issue we’re discussing. Imagine that you are sitting in a conference room at company headquarters. How would you engage if these decisions affected your livelihood? That’s the right level of engagement for the classroom.
Learning Checks
There will be three (3) learning checks–short assessments in a multiple-choice quiz format–over the course of the semester. Collectively learning checks are worth 30 points toward your course grade. Each Learning Check is designed to be completed within about 30 minutes. Your lowest learning check score will be dropped3.
3 For the final course grade, only your two highest learning check scores will be used. If you miss a learning check, the other two scores will be used.
4 A Mastery Moment is an essay-based “second-chance” assessment that provides you an opportunity to close the distance between a learning check grade and 100% by half. Mastery Moments are only offered to students who score below 80% on a learning check. They are subject to timing restrictions indicated in this syllabus.
To reinforce this course’s commitment to learning over judgment, students who score below 80% on any learning check may take advantage of a structured recovery opportunity called a Mastery Moment4. This optional, essay-based assessment provides you with a chance to demonstrate deeper understanding by synthesizing and applying the core concepts from the original check in a more integrative format—closer to the kind of reasoning expected in real-world settings.
Mastery Moments are administered in person by me, a TA, or a designated representative from the program office.
To ensure fairness and consistency across the cohort of 175 students, each Mastery Moment will be scheduled on a single designated date following the release of grades for the corresponding learning check. No alternative dates will be offered. Time and location will be announced in advance, typically within one week of grade distribution.
If you earn full credit on the Mastery Moment, your original score will be adjusted upward—improving by up to half the distance between your original score and 100%. This structure maintains accountability while encouraging reflection, renewed learning, and the pursuit of true mastery without inflating grades.
Team Challenges
Team Challenges5 are a cornerstone of GSBA 509. They are designed to replicate the pace, pressure, and collaboration you will encounter in the workplace, regardless of whether you pursue a career in marketing. The reality is that marketing decisions shape the success of every business function: investment bankers need to understand marketing to evaluate deals, accountants need to interpret how marketing activities drive revenue, and general managers must align strategy across functions. These challenges are your opportunity to experience how marketing frameworks and analysis come to life in contexts that will matter throughout your career. Along the way, they will also help you prepare for case interviews, recruiting activities, and performance in cross-functional roles.
5 Team Challenges are team-based in-class activities designed to synthesize concepts from the learning module. They are graded at the team-level, with potential adjustments for individual performance. There are no make-ups for missed Challenges.
Why we do them: The Challenges give you repeated practice applying course concepts to ambiguous, real-world problems. They sharpen your ability to frame marketing issues, analyze data under time constraints, and communicate clearly and persuasively. They also help you develop critical teamwork skills, including how to allocate roles, manage conflict, and perform under pressure.
How they work: At the beginning of a Challenge, your team will receive a short case briefing or dataset that outlines a marketing issue. You will have a limited amount of class time (and, in some cases, additional preparation time) to diagnose the problem, generate and evaluate options, and prepare a short presentation of your recommended solution. Presentations are delivered to the class in the style of an executive pitch or client meeting. Your team should expect to defend its recommendation in a short Q&A session.
How they are graded: I grade the team’s work on each Challenge using four criteria:
Analytical Rigor – How well the team diagnoses the problem, uses data, and applies relevant course frameworks.
Strategic Insight – The quality and originality of the recommendations, including how well they address the client’s or case’s objectives.
Clarity of Communication – How clearly, concisely, and persuasively the team presents its case and supports it in discussion.
Teamwork and Professionalism – Evidence of collaboration, time management, and professionalism in the team’s preparation and delivery.
Challenges are graded at the team level. Each Challenge is worth 20 points. The lowest Challenge grade out of the three will be dropped for course grading purposes. Collectively, Challenges account for 40% of the total course grade. Individual attendance at a Challenge is not graded; however, students are expected to contribute fully to their team’s effort. It is possible for a team to earn full credit even if one or more members are absent.
Important Note on Challenges. The first 30 minutes of the class period following the Challenge is dedicated to a debrief6. Teams need to be prepared to participate in the debrief, as you may be called upon to share your recommendations. This is an important part of the Challenge grade. Teams are encouraged to plan ahead so that representatives are prepared to participate, even if certain team members will be absent on the day of the debrief. For the final Challenge, the debrief will occur immediately after the Challenge.
6 Challenge Debriefs are 30 minute discussion sessions hosted in the class period that immediately follows a Challenge. Teams should be prepared to participate in the debrief, and may be cold-called. Teams are encouraged to plan ahead and determine which representatives will be present and able to participate.
Peer Evaluation
At the end of the term, each student will complete a confidential peer evaluation7. These evaluations are used to ensure fairness in individual grading. At the instructor’s discretion, an individual’s grade for the Challenges portion of the course may be adjusted up or down by up to 10% relative to the team’s grade, based on peer feedback.
7 Peer Evaluations are a critical part of course grading. While Challenges are graded at the team level, individual grades may differ slightly from the team grade depending on individual performance. The professor, in his sole discretion, determines whether or not individual adjustments are required; however, the peer evaluation is an important source of data used by the professor to make this determination. Peer evaluation counts toward your participation grade.
Missed Challenges
There are no make-ups for Team Challenges. Students who miss a Challenge will receive the team’s grade for that Challenge (subject to the peer evaluation adjustment noted above). This course occurs during a busy recruiting season, and I recognize that career pursuit is an essential part of the MBA experience. However, students are also accountable to their teams. Managing commitments responsibly—including proactive communication about absences—is part of the professional learning experience that the Challenges are designed to reinforce.
Course Evaluations
Towards the end of the course, you will be asked to complete a course evaluation. Your evaluations are extremely valuable to me. I am continuously revising and developing this course based on our classroom experiences together and your feedback. Please take the time to complete the course evaluation. Additionally, I may ask for periodic feedback to help guide the pace and flow of content during the semester. Your timely responses are greatly appreciated.
Course Policies
Emergency Preparedness
In case of a declared emergency if travel to campus is not feasible, the USC Emergency Information website will provide safety an other information, including electronic means by which instructors will conduct class using a combination of USC’s Brightspace learning management system, teleconferencing, and other technologies.
Use of Recordings
Pursuant to the USC Student Handbook (Part B, 11 & 12), students may not record a university class without the express permission of the instructor and announcement to the class. In addition, students may not distribute or use notes or recordings based on University classes or lectures without the express permission of the instructor for purposes other than personal or class-related group study by students registered for the class. This restriction on unauthorized use applies to all information that is distributed or displayed for use in relationship to the class.
All in-person sessions are recorded on the Panopto in-class video capture. I post the recording from most classes on Brightspace. There will be at least one remote session while the instructor is traveling with the Executive MBA program. That session will be facilitated on Zoom and the session will be recorded.
Lecture Notes and Distributed Materials
Notes made by students based on a university class or lecture may only be made for purposes of individual or group study, or for other usual non-commercial purposes that reasonably arise from the student’s membership in the class or attendance at the university. This restriction also applies to any information distributed, disseminated or in any way displayed for use in relationship to the class, whether obtained in class, via email or otherwise on the internet, or via any other medium. Actions in violation of this policy constitute a violation of the Student Conduct Code and may subject an individual or entity to university discipline and/or legal proceedings.
Academic Integrity
The University of Southern California is foremost a learning community committed to fostering successful scholars and researchers dedicated to the pursuit of knowledge and the transmission of ideas. Academic misconduct is contrary to this fundamental mission and includes any act of dishonesty in the submission of academic work (either in draft or final form), as well as cheating, plagiarism, fabrication (e.g., falsifying data), knowingly assisting others in acts of academic dishonesty, and any act that gains or is intended to gain an unfair academic advantage. Students are expected to uphold the highest standards of academic integrity in all coursework.
This course follows the expectations for academic integrity as stated in the USC Student Handbook. All students are expected to submit assignments that are original work and prepared specifically for the course/section in this academic term. Students may not submit work written by others or “recycle” work prepared for other courses without obtaining written permission from the instructor(s). Students suspected of academic misconduct will be reported to the Office of Academic Integrity.
Academic dishonesty has a far-reaching impact and is considered a serious offense against the university. Violations will result in a grade penalty, such as a failing grade on the assignment or in the course, and disciplinary action from the university, such as suspension or expulsion.
For more information about academic integrity see the Student Handbook, the Office of Academic Integrity’s website, and university policies on Research and Scholarship Misconduct.
Please ask your instructor if you are unsure what constitutes unauthorized assistance on an exam or assignment or what information requires citation and/or attribution.
Artificial Intelligence
I expect you to use AI (e.g., ChatGPT, Gemini, Anthropic’s Claude, Midjourney, Dall-E, etc.) in this class. Learning to use AI is an emerging skill, and I welcome the opportunity to explore with you over the semester. Keep the following in mind:
- AI tools are permitted to help you brainstorm topics or revise work you have already written. For example, some students have used AI to brainstorm survey questionnaires. The AI in programs like ChatGPT can write R and Python code that can be particularly helpful when conducting your analyses. Keep in mind that what AI produces tends to be generic and is rarely sufficient on its own.
- If you provide minimum-effort prompts, you will get low-quality results. You will need to refine your prompts to get good outcomes. This will take work.
- Proceed with caution when using AI tools and do not assume the information provided is accurate or trustworthy If it gives you a number or fact, assume it is incorrect unless you either know the correct answer or can verify its accuracy with another source. You will be responsible for any errors or omissions provided by the tool. It works best for topics you understand. This is also true for code that it generates.
- Generative AI—especially large language models (LLMs)—is prone to cognitive biases such as confirmation bias and acquiescence bias. In practice, this means the model may present information that aligns with your assumptions or simply tells you what it “thinks” you want to hear.
- AI is a permitted tool in this course, but its use must be acknowledged. When you use AI on an assignment, briefly explain how and why you used it, and describe the role it played in your work. A concise, high-level overview is sufficient—you do not need to submit every prompt or a full transcript. Failure to disclose AI use when required will be treated as a violation of academic integrity.
- As AI tools have proliferated, both industry and academia have observed a surge in workslop8—content generated by AI that is incoherent, superficial, or devoid of meaningful insight. While AI can be a powerful aid, workslop represents its misuse. It is characterized by writing that may appear polished on the surface but lacks substance, relevance, or original thought. Some analysts argue that the rise of workslop is already eroding the productivity gains AI promised to deliver. In this class, students are encouraged to use AI tools to support and extend their thinking, but not to substitute for it. I do not reduce a grade simply because I suspect a student over-relied on AI. However, if submitted work reflects the hallmarks of workslop—vapid analysis, empty phrasing, or meaningless generalities—I will grade accordingly, just as I would if a student had written it unaided. If AI helps you think better, use it. If it makes you think less, don’t expect it to carry the weight of your grade. If you choose to use AI, be sure it enhances your work rather than dilutes it.
8 Workslop is content generated by AI that is characterized by writing that may appear polished on the surface but lacks substance, relevance, or original thought.
9 “How Gen AI Is Transforming Market Research” in Harvard Business Review, 2025
Marketing has recently been dubbed the managerial function that is “the one that’s most disrupted by generative AI.”9 During our time together we will frequently discuss its increasing role in the field. I encourage you to explore it often and with care.
Technology Policy
Laptops and electronic devices distract your attention. They should not be used during our class sessions, except that you may use them during interactive activities such as Consulting Sprints.10 I ask that every student be fully present in class. It makes the class experience better for everyone. Students who are distracted by devices may lose participation points or be asked to leave the classroom.
10 Technology in the classroom. Most of this course is discussion based and does not require the use of electronic devices during sessions. Please keep them powered off unless otherwise directed.
Open Expression and Respect for All
An important goal of the educational experience at USC Marshall is to be exposed to and discuss diverse, thought-provoking, and sometimes controversial ideas that challenge one’s beliefs. In this course we will support the values articulated in the USC Marshall “Open Expression Statement.”
Academic Conduct and Support Systems
Accommodations
USC welcomes students with disabilities into all of the University’s educational programs. The Office of Student Accessibility Services (OSAS) is responsible for the determination of appropriate accommodations for students who encounter disability-related barriers. Once a student has completed the OSAS process (registration, initial appointment, and submitted documentation) and accommodations are determined to be reasonable and appropriate, a Letter of Accommodation (LOA) will be available to generate for each course. The LOA must be given to each course instructor by the student and followed up with a discussion. This should be done as early in the semester as possible as accommodations are not retroactive. More information can be found at osas.usc.edu. You may contact OSAS at (213) 740-0776 or via email at osasfrontdesk@usc.edu.
Support Systems
Counseling and Mental Health
(213) 740-9355 (24/7 on call)
health.usc.edu/counseling
Free and confidential mental health treatment for students, including short-term psychotherapy, group counseling, stress fitness workshops, and crisis intervention.
988 Suicide and Crisis Lifeline
988 (24/7 on call – phone or text)
The 988 Suicide and Crisis Lifeline (formerly known as the National Suicide Prevention Lifeline) provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week, across the United States. The Lifeline is comprised of a national network of over 200 local crisis centers, combining custom local care and resources with national standards and best practices. The new, shorter phone number makes it easier for people to remember and access mental health crisis services (though the previous 1 (800) 273-8255 number will continue to function indefinitely) and represents a continued commitment to those in crisis.
Relationship and Sexual Violence Prevention Services (RSVP)
(213) 740-9355(WELL) press “0” after hours (24/7 on call)
studenthealth.usc.edu/sexual-assault
Free and confidential therapy services, workshops, and training for situations related to gender- and power-based harm (including sexual assault, intimate partner violence, and stalking).
Office for Equity, Equal Opportunity, and Title IX (EEO-TIX)
(213) 740-5086
eeotix.usc.edu
Information about how to get help or help someone affected by harassment or discrimination, rights of protected classes, reporting options, and additional resources for students, faculty, staff, visitors, and applicants.
Reporting Incidents of Bias or Harassment
(213) 740-5086 or (213) 821-8298
usc-advocate.symplicity.com/care_report
Avenue to report incidents of bias, hate crimes, and microaggressions to the Office for Equity, Equal Opportunity, and Title for appropriate investigation, supportive measures, and response.
The Office of Student Accessibility Services (OSAS)
(213) 740-0776
osas.usc.edu
OSAS ensures equal access for students with disabilities through providing academic accommodations and auxiliary aids in accordance with federal laws and university policy.
USC Campus Support and Intervention
(213) 821-4710
campussupport.usc.edu
Assists students and families in resolving complex personal, financial, and academic issues adversely affecting their success as a student.
Diversity, Equity, and Inclusion
(213) 740-2101
diversity.usc.edu
Information on events, programs and training, the Provost’s Diversity and Inclusion Council, Diversity Liaisons for each academic school, chronology, participation, and various resources for students.
USC Emergency
(213) 740-4321 (UPC) 24/7 on call
(323) 442-1000 (HSC) 24/7 on call
dps.usc.edu, emergency.usc.edu
Emergency assistance and avenue to report a crime. Latest updates regarding safety, including ways in which instruction will be continued if an officially declared emergency makes travel to campus unfeasible.
USC Department of Public Safety
UPC: (213) 740-6000 24/7 on call)
HSC: (323) 442-1200 24/7 on call)
dps.usc.edu
Non-emergency assistance or information
Office of the Ombuds
(213) 821-9556 (UPC)
(323-442-0382 (HSC)
ombuds.usc.edu
A safe and confidential place to share your USC-related issues with a University Ombuds who will work with you to explore options or paths to manage your concern.
Occupational Therapy Faculty Practice
(323) 442-3340
otfp@med.usc.edu chan.usc.edu/otfp
Confidential Lifestyle Redesign services for USC students to support health promoting habits and routines that enhance quality of life and academic performance.