BBH 143, Section 001: Drugs, Behavior, and Health

The Pennsylvania State University Greater Allegheny Campus

BBH 143, Section 001: Drugs, Behavior, and Health Fall 2014, M/W/F, 11:00 – 11:50, Frable, Room 227

I. BASIC COURSE AND ADMINISTRATIVE INFORMATION

Instructor: Kate McLean E-mail: [email protected] Office Phone: 412-675-9158 Office Location: Main Building, 105A Office Hours: Mondays and Wednesdays, 2 – 4:00 PM Course webpage: https://cms.psu.edu (Angel)

Prerequisites: There are no prerequisites for this course.

Required Texts:

Kuhn, C., Swartzwelder, S., & Wilson, W. (2014). Buzzed: The Straight Facts About the Most Used and Abused Drugs from Alcohol to Ecstasy (4th ed.). New York, NY: W. W. Norton

All other required readings will be available for download on the course webpage.

Course Description: This course examines the changing scientific and popular understandings of drug use, as well as the past and present debates about drug policy. Most major licit and illicit drugs will be discussed in comparative and historical perspective. While the individual and community health repercussions of substance abuse will be presented in depth, the concurrent harms inflicted by contemporary drug prohibition will also be held up for critical consideration. Above all, this class will emphasize the importance of social context in the evaluation of drug use, and its attendant risks, pleasures, and meanings.

II. COURSE OBJECTIVES

 To familiarize students with the patterns and prevalence of licit and illicit drug use, related morbidity and mortality, and social, economic, and demographic correlates in the United States

7  To introduce students to major social scientific theories of licit and illicit substance mis/use, including the concepts of deviance, stigma, and subculture  To give students basic experience in social scientific research methods including participant observation, ethnography, surveying, and interviewing  To develop students’ critical thinking and analytic skills, particularly the ability to differentiate between empirical evidence and belief with regard to drug use and abuse.  To teach students how to gather, interpret, and assess information about substance use from a variety of sources and points of view

III. COURSE AND INSTITUTIONAL POLICIES

Office Hours: Students are encouraged visit me during my office hours, to discuss any aspects of the course or their academic interests in criminal justice more generally. While you are free to drop by at any point in this time span, you may also schedule a specific time to meet with me, to ensure that you are not waiting.

Course Attendance and Participation Policy: Attendance is mandatory, and will be taken at the beginning of every class. We will regularly consider information and cases in class that may not appear in the required texts, but may well figure in pop quizzes or the final exam. Moreover, it is my belief that a deep understanding of course material only comes through sustained discussion and interaction with both your peers and myself. I reserve the right to lower your participation grade to reflect poor attendance (more than 5 discretionary absences).

I understand that students may sometimes be unable to attend class for legitimate, unavoidable reasons (such as illness, injury, family emergencies, religious observance, or regularly-scheduled, University-approved activities). While such nondiscretionary absences will not be penalized, it is your responsibility to alert me to the reasons for your absence, get lecture notes from your classmates, and find out any changes in assignments for the next class. If you know in advance that you will have to miss a class, please alert me as soon as possible, and provide any supporting documentation you might have; this is particularly important if your projected absence falls on the date of an exam, quiz or presentation. Students missing class for an unavoidable reason may be permitted to make-up a missed quiz, presentation, or exam, provided they give me prior notification of their absence. For religious holidays and regularly-scheduled, University-approved activities, I expect at least 3 days advance notification; for family emergencies, student illness, or injury, I expect

7 at least 24 hours prior notification (although students’ specific circumstances will be considered on a case-by-case basis.)

Some Notes on Technology and Classroom Citizenship: While I understand that some students may wish to take notes or view the readings on a laptop or tablet, you may be asked to leave class if it is apparent that you are simply surfing the web, using social media, etc. Similarly, individuals who are constantly seen texting or otherwise using their phone may be dismissed. An interesting class discussion requires the engagement of everyone present, and thus, those who are constantly distracted by wireless technology may lose points toward their ultimate participation grade.

More generally, everyone in the classroom (including myself) is expected to foster an environment of respect and open thought. Some of the material we discuss will be controversial, and while I encourage debate, I do not tolerate cutting personal remarks or discriminatory language of any sort. I expect this will not be a problem, as it rarely is, but I am asking you to be aware that others may hold different beliefs and values than you do.

Academic Integrity Statement 49-20: Definition and expectations: Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State University, and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University's Code of Conduct states that all students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts.

Academic integrity includes a commitment by all members of the University community not to engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty violate the fundamental ethical principles of the University community and compromise the worth of work completed by others.

To protect the rights and maintain the trust of honest students and support appropriate behavior, faculty and administrators should regularly communicate high standards of integrity and reinforce them by taking reasonable steps to anticipate and deter acts of dishonesty in all assignments (Senate Policy 44-40: Proctoring of Examinations). At the beginning of each course, it is the responsibility of the instructor to provide students with a statement clarifying the application of University and College academic integrity policies to that course. Committee on Academic Integrity: Each College Dean (or Chancellor as determined by College policy) shall appoint a Committee on Academic Integrity made up of faculty, students, and academic administrators with faculty being the majority. This committee shall: Promote expectations for academic integrity consistent with the definition in this policy; Ensure fairness and consistency in processes and outcomes. To ensure University-wide consistency, College Committees will work with the Office of Student Conduct and the Office of the Provost of the University to develop

7 procedures for handling and sanctioning dishonesty infractions; Review and settle all contested cases in which academic sanctions are applied. If necessary, further disciplinary action will be taken by the Office of Student Conduct; Record all cases of academic dishonesty within a college and report them to the Office of Student Conduct. (From Penn State's University Faculty Senate Policy 49- 20, http://www.psu.edu/dept/ufs/policies/47-00.html#49-20)

Disability Statement: The Pennsylvania State University is committed to providing access to quality education for all students. Penn State welcomes students with disabilities into the University’s educational programs. If a student has a disability related need for modifications or reasonable accommodations in this course, it is the responsibility of the student to first obtain a University accommodation letter confirming the disability and suggesting appropriate remedies. This letter should be obtained from the campus’s Disability Contact Liaison. The contact person at Penn State Greater Allegheny is Victoria Garwood (Frable 103, 412-675-9070, [email protected]). It is encouraged that students request their accommodation need early in the semester, and once identified, a reasonable accommodation will be implemented in a timely manner. Students may also access the web site for the Office of Disability Services at University Park for more information: http://www.equity.psu.edu/ods/

Academic Assistance: Your first source of assistance should be other students in class! Be sure to exchange phone numbers with others, and form study groups as necessary. Secondly, you should feel free to come see me during office hours to discuss any confusing aspects of the class material or your course progress more generally. Finally, students interested in subject specific tutoring or help with overall study skills should access the Learning Center, located in the lower level of the Kelly Library.

IV. COURSE ASSIGNMENTS AND EVALUATION

Reading Digests: For five weeks’ readings, I will distribute a short “reading digest” assignment (due in class). Reading digest assignments will feature 4 excerpts pulled from the upcoming week’s readings; you will be asked to paraphrase 2 of the excerpts, and critically respond to the remaining 2. Reading digests must be turned in at the beginning of class.

Pop Quizzes: There will be five “pop” quizzes throughout the course of the semester, typically on Mondays. Quizzes will only reflect the material covered in the Lab text, and will feature either multiple choice or (very) short answer questions.

Class Participation and Discussion Questions: While I will lecture on some of the material from the readings, the overall course format will more often be that of a seminar; we will also spend significant time spent viewing films, doing group presentations, and reviewing news items of interest. You must do the

7 readings, and be responsible for knowing the assigned materials, in order to be able to fully participate in the class discussions. Stated otherwise, while I realize that people participate in varying degrees, if it becomes clear that you have not done the readings I will discuss this with you privately, as well as note this in your grade. Please note that I reserve the right to call on students to comment or answer questions at random.

In order to stimulate wide-reaching class participation, every student will be required to bring in at least 1 question about an assigned readings for one class each week. Discussion questions should be written down and brought to these classes, noted on the reading schedule. Consistent failure to prepare a question in advance will negatively affect your participation grade.

Discussion Questions might (1) focus on clarifying a confusing concept or point in the article, (2) challenge certain arguments the author makes or (3) seek to identify “real world” or contemporary illustrations.

Short Primary Research Papers: Students will be asked to complete three out of four primary research projects in the course of the semester, and write up their results and reflections in 2-3 page papers. All papers should be typed and double-spaced in 12-point font. Papers are due at the beginning of class; additionally students should be prepared to discuss their results in class. For each day an assigned paper is late, one point will be deducted from the final grade. Each assignment is described on the Reading Schedule below.

Final Examination: The semester will conclude with a final exam based upon short essay questions. As the exam will be designed to evaluate students’ understanding of general course themes, rather than memorization of specific facts and figures, students will be permitted to bring in 1 8x10 sheet of paper containing notes on the required readings.

Reading Presentation: Every student will be asked to give a brief presentation on at least one assigned reading. Presentation assignments will be made alphabetically. Failure to appear in class on the day of your assigned presentation will automatically result in a “0” for your presentation grade, pending a documented excuse. Rather than narrating a detailed summary of their article, presenters are asked to (1) identify the primary thesis or argument of their article, (2) identify the major points made in support of this thesis, (3) give a personal response and/or critique of the article, and (4) speculate upon the crucial question: what’s the point?

V. DETAILED GRADING SCHEME

Final grades may be determined as follows:

7 1. Reading Digests (x5, 4 points each) 20 points 2. Pop Quizzes (x5, 2 points each) 10 points 3. Reading Presentation 5 points 4. Participation (incl. discussion questions) 10 points 5. Short Research Papers (x3, 10 points each) 40 points 6. Final Examination 15 points

VI. SCHEDULE OF READING AND WRITTEN ASSIGNMENTS

We will typically read one chapter of the required text (Buzzed) each week, and one additional article that can be found on the course web page (indicated by “CW”). Unless otherwise noted, all readings are required. Please let me know if you have any ideas for readings!

Week 1 (8/25): Defining drugs and drug abuse

M: No reading; first day of class. W: Read Buzzed, pp. 17 – 26 F: Read Zinberg’s “case studies” (CW) and write 1 discussion question

**Research Assignment 1, due Friday, 9/5: Write a 2 – 3 page “autobiography” of personal drug use. This paper need not exhaustively detail all of the drugs that you’ve ever consumed, but should rather focus upon the drug habits or experiences you feel are most meaningful to your daily life and/or identity. As space permits, please relate the circumstances that led you to try certain drugs, and your reasons for continuing to use each drug – or not! If you’ve never used any mind-altering substances, please describe (or speculate) upon your reasons for abstinence, and discuss whether there are any substances you’ve thought about trying, and why.

Week 2 (9/3): “This is your brain on drugs”: Socio/pharmacology

M: No class – University closed for Labor Day! W: Read Buzzed, pp. 295 – 326 F: Read Friedman, “Sociopharmacology” (CW) and write 1 discussion question; research paper 1 due in class!

Week 3 (9/8): A Brief History of Drug Use in the US

7 M: Read de Sevigné, Excerpt from Letters; Grinspan, “How Coffee Fueled the Civil War” (CW) W: Read Acker, “Portrait of an Addicted Family” (CW); do Reading Digest 1 and write 1 discussion question. F: No reading due; instructions for Research Assignment 2 in class.

**Research Assignment 2, due Friday, 9/19: For this assignment, you will create and conduct a short survey of your friends' and contacts' drug use (current and lifetime). The assembly of the survey will be discussed in class on 9/12. Page 1 of your paper should briefly discuss your findings, while page 2 should discuss how the drug use histories and habits of your samples compares to that within the US population at large, and reflect upon if, how, and why they differ. Findings will be discussed in class.

Week 4 (9/15): Why Do People Use Drugs, and Why Do We Care?

M: Read Becker, “Becoming a Marijuana User” (CW) W: Read Reinarman, “The Social Construction of Drug Scares” (CW) and write 1 discussion question. F: No reading due; research assignment 2 due in class!

Week 5 (9/22): The Soft Stuff? Alcohol…and Sugar

M: Read Buzzed, pp. 33 – 67 W: Read Morris, “Gender Bender” (CW) and write 1 discussion question; Armstrong, Fetal Alcohol Syndrome (CW) is recommended. F: Read Lustig, “The Toxic Truth About Sugar” (CW)

Week 6 (9/29): “Pills” for Performance: Adderall and Steroids

M: Read Buzzed, pp. 280 – 281 and Talbot, “Brain Gain” (CW); do Reading Digest 2 W: No additional reading due. F: Read Buzzed, pp. 257 – 265 and Klein, “Steroids, Tommy John, and Cataracts” (CW) and write 1 discussion question

Week 7 (10/6): Marijuana, Medical and Otherwise M: In-class movie, Reefer Madness (1936) W: Read Buzzed, pp. 166 – 203 F: Read Dr. Kush, “How Medical Marijuana Is Transforming the Pot Industry” (CW) and write 1 discussion question

7 **Research Assignment 3, due Friday, 10/17: For this assignment, please select and critically review any PSA (public service announcement) about crack, meth, or another “demon drug” on YouTube; a short news item is also acceptable. Your paper should first describe how the drug and its users are portrayed in this media spot, second, speculate upon how this media spot may affect viewers’ perception of this drug and it users, and finally, reflect upon how this media item relates to the article by Reding. Papers and media spots will be discussed/presented in class.

Week 8 (10/13): Demon Stimulants: Cocaine, Crack, and Meth

M: Read Buzzed, 266 – 291 W: Read Reding, “The Most American Drug” (CW) and write 1 discussion question; Reding, “Mirror Imaging” (CW) is recommended F: Research Assignment 3 due in class; please be prepared to discuss your paper!

Week 9 (10/20): Drugs and/as Subculture: Psychedelics

M: Read Buzzed, pp. 104 – 136 W: Read Didion, “Slouching Toward Bethlehem”; do Reading Digest 3 and write 1 discussion qusetion F: Read Buzzed, pp. 91 – 103; Grigoriadis’ “Travels in the New Psychedelic Bazaar” (CW) is recommended.

Week 10 (10/27): Opiates and Opioids, from Heroin to Oxycontin

M: Read Buzzed, pp. 221 – 242 W: Read Preble and Casey, “Taking Care of Business” (CW) F: Read Tough, “The Alchemy of Oxycontin” (CW) and write 1 discussion question.

**Research Assignment 4, due Friday, 11/7: For this assignment, you will interview any individual about an addiction that they have/had. The "addiction" can involve any substance or behavior; it can be professionally or self-diagnosed, treated or untreated, past or present. While your interview can involve many other questions of interest to you, it must capture your subject's personal understanding of their addiction (its origin or etiology and prognosis), how or why they have or haven't sought treatment, and how or why they have or haven't recovered. One page of your paper should summarize your findings; the second page should consider how your findings interact with the articles from Week 11. Findings will be discussed in class.

Week 11 (11/3): Interrogating Addiction

M: Read Buzzed, pp. 327 – 338

7 W: Read Peele, “Why It Doesn’t Make Sense to Call Addiction a Disease” (CW) and write 1 discussion question. F: Research Assignment 4 due in class;be prepared to discuss your paper!

Week 12 (11/10): Drug Treatment and Its Discontents: What Works Best?

M: Read Granfield and Cloud, “The Elephant That No One Sees” (CW) W: In-class documentary, Methadonia (2005) F: Read Dole and Nyswander, “A Medical Treatment for Heroin Addiction” (CW) and write 1 discussion question.

Week 13 (11/17): Waging the Drug War, From Both Sides

M: Read Buzzed, pp. 339 – 352; begin Alexander, “The Lockdown” (CW) W: Read Alexander, “The Lockdown” (CW) and write 1 discussion question. F: Read Bourgois, “Workaday World, Crack Economy” (CW); do Reading Digest 4.

Week 14 (11/24): Thanksgiving Break

M: No class – University closed for Thanksgiving! W: No class – University closed for Thanksgiving! F: No class – University closed for Thanksgiving!

Week 15 (12/1): Triaging the Drug War: Enter Harm Reduction

M: Read Woods, “Bringing Harm Reduction to the Black Community” (CW) W: In-class documentary, Staying Alive (2009) F: Read Wood, “Summary of Findings…” (CW) and write 1 discussion question.

Week 16 (12/8): Ending the Drug War: Decriminalization

M: Read Specter, “Portugal’s New Fix” (CW); do Reading Digest 5 W: No reading due. F: In-class review for the final exam!

Week 17 (TBA): FINAL EXAM WEEK