GPH-GU 2255 Psychoactive Drug Use and Public Health

Psychoactive Drug Use and Public Health
GPH-GU 2255
Class Schedule: [Days and Time]
Class Location:
Semester and Year:
Professor: Michael Weitzman, MD
Phone: 212-263-8695
Email: [email protected]
Course Assistant: Jenni Shearston
Course Assistant Email: [email protected]
Office: 1 Park Ave, LL16
Office Hours: By appointment
This course covers the broad group of drugs with psychoactive effects used world-wide, including: licit
and illicit use of prescribed medications for Attention Deficit Hyperactivity Disorder and opioid based
pain medications; alcohol; marijuana; tobacco; Ecstasy, Designer Drugs and methamphetamine; cocaine
and crack; heroin and methadone; hallucinogens such as LSD and peyote; as well as others like energy
drinks and steroids. The epidemiology and effects on biologic, psychological, social function and public
health as well as history, trafficking, regulation, treatment and controversies are the focus. In addition,
pharmacological properties and effects of drugs are reviewed and linked to health, economic, and
societal problems. Best clinical practices in prevention and treatment and controversies over
management of substance use disorders (SUDs) will be discussed, along with ethical issues of interest to
health providers and public health practitioners.
On completion of the course the student will:
1. Describe the history and scope of licit and illicit psychoactive drug use and relevant public policies
in the US and worldwide.
2. Summarize key US, WHO and regional policies on the regulation, trafficking and seizure of drugs, and
the intended and unintended consequences of such policies and programs.
3. Identify ways in which social determinants of health (i.e. race, socioeconomic status, gender and
other socio-demographic factors) influence the epidemiology of multiple psychoactive drugs used in the
4. Contrast and compare the effects of various drugs used on the biological, psychological and social
function of persons, as well as the effects of use on society, care practices, and public health.
5. Describe the principles and best practices for treatment of severe substance use disorders
6. Describe the principles and best practices for the prevention of severe substance use disorders
7. Compare and contrast approaches and controversies to drug related policies, such as prohibition of
alcohol, legalization of marijuana, public education and health care counseling efforts, frisk and search
efforts, harm reduction efforts (needle exchange programs), and the legalization of selected drugs in the
US and other countries and regions.
No Pre-requisites
Objective #
3. Understand the patterns of disease and injury in human populations and apply to the
control of health problems.
13. Recognize system level properties that result from dynamic interactions among human and
social systems and how they affect the relationships among individuals, groups, organizations,
communities, and environments.
4. Understand practices associated with the delivery, quality, and costs of health care for
individuals and populations.
5. Apply managerial and policy approaches regarding the structure, process and outcomes of
health services including the costs, financing, organization, outcomes and accessibility of care.
6. Apply constructs of behavioral, social and cultural theories related to individual and
population health and health disparities over the life course.
4. Understand practices associated with the delivery, quality, and costs of health care for
individuals and populations.
10. Incorporate public health biology – the biological and molecular context of public health –
into public health practice.
2. Recognize environmental factors including biological, physical and chemical factors that
affect the health of a community.
10. Incorporate public health biology – the biological and molecular context of public health –
into public health practice.
11. Demonstrate ethical choices, values and professional practices implicit in public health
decisions while considering the effect of choices on community stewardship, equity, social
justice and accountability.
12. Demonstrate the ability to plan for the design, development, implementation, and
evaluation of strategies to improve individual and community health.
13. Recognize system level properties that result from dynamic interactions among human and
social systems and how they affect the relationships among individuals, groups, organizations,
communities, and environments.
Each week, students will be required to read chapters from Chasing the Scream and Buzzed, as
described below. In addition, other specific articles and selections from books will be assigned for
particular talks. Students will be expected to read all of the required readings assigned for that day’s
class. In addition, relevant websites and books on national and international drug policies and statistics
will be recommended.
Required Booklist:
 Hari J. Chasing the Scream: The First and Last Days of the War on Drugs. New York: Bloomsbury
USA; 2015.
 Kuhn C, Swartzwelder S, Wilson W. Buzzed: The Straight Facts about the Most Used and Abused
Drugs from Alcohol to Ecstasy. New York: W.W. Norton & Company, Inc; 2014.
Suggested Booklist:
 Halkitis P. Methamphetamine Addiction: Biological Foundations, Psychological Factors, and
Social Consequences. Washington D.C.: American Psychological Association; 2009.
 Musto D. The American Disease: Origins of Narcotic Control. USA: Oxford University Press; 1999.
 Okrent D. Last Call: The Rise and fall of Prohibition. New York: New York Times Co.; 2010.
 Markel H. An Anatomy of Addiction: Sigmund Freud, William Halsted, and the Miracle Drug
Cocaine. New York: Pantheon Books; 2011.
 Huxley A. The Doors of Perception; and, Heaven and hell. New York: Harper & Row; 1963.
Mini-Essays: Mini-essays will be assigned asking questions about students’ reaction to the readings. A
question will be provided in advance, based on the assigned readings. Responses should address the
question and be between 1 and 2 double spaced pages, in 12 pt. font. Students should reference at least
one of the assigned readings in their response. Essays will be graded based on depth of thought and
reflection as well the quality of comprehension of the content of the readings—there is no right or
wrong answer—we simply want to hear what the students think about the topic and question provided.
Term Papers: Students will decide upon the topic for their term paper by the end of Week 4 (TBD), after
discussion with the Instructor. Students may choose topics on their own or choose from a list of
potential topics provided by the Instructor. Term papers will be due a week before the end of the course
Group Presentations: Students will randomly be assigned to groups of 3-5 depending on class size. Each
group will create a 10 minute presentation on a discrete relevant case study during the last class of the
semester. Students may select a topic of their choice; however the topic must be discussed in a global
public health context. Topics will be decided by the end of Week 6 (TBD). Group presentations will be
given in class on TBD, the last day of class. After all groups have presented, the entire class will discuss.
Student input and discussion greatly influences the richness of the educational experience of a course
such as this and all students will be encouraged to actively participate in each class discussion.
Participation will be evaluated as follows:
 Students will be able to earn 5 points for each class attended (up to 75 points total)
o For each class, 3 points will be awarded for showing up
o For each class, 2 additional points can be earned by asking at least one thoughtful
question or making at least one insightful comment
We understand that emergencies and sicknesses do arise, and realize that students may need to miss
class on occasion. If students need to miss class for any reason, an explanation via email to the professor
with his approval will result in no penalty, and no loss of participation points. However, missing class
without approval of the instructor will result in loss of the day’s participation points.
Please be punctual, as tardiness can be very disruptive in a discussion. If you are late multiple times the
instructor will ask to speak with you, and you may lose some participation points.
Class Participation
Term Paper
Group Presentation
NYU Classes will be used extensively throughout the semester for assignments, announcements, and
communication. Details about assignments will be posted at the beginning of the semester. NYU
Classes is accessible at
The richness of teaching and student participation frequently is enhanced by students utilizing the
internet to look up answers to questions that arise during discussions. Therefore, laptops and phones
are welcome and encouraged in the classroom, as long as they do not distract other students or are
used for personal activities during class.
Introduction: Class
Expectations, and
Substance Use
Disorders in the US
and Worldwide
Policies and
Programs for
Prevention and
Readings/Materials Due
Assignments Due
 Hari, Chpts, 1-2
 Buzzed chpts. 13-14
 Palamar J. “They Deserved to Die”
 Hari, Chpts, 3-4
 Buzzed chpts 15-16
 Degenhardt et al, 2011
 Hari, Chpts 5-6
 Degenhardt et al, 2012
Medically Prescribed
Dependence and
Addiction Treatment
Heroin and Opioids
Cocaine and Crack
Maternal use of
Illicit Opioids
Tobacco Products
Methamphetamines, 
and Energy Drinks
Hari, Chpts 7-8
Buzzed Chpt 10
Haffajee, 2015
Hari, Chpts 9-10
Pincus and England, 2015
Hari, Chpts.11-12
Buzzed Chpt 1
The Irrationality of Alcoholics Anonymous
Palamar et al, 2014
Hari, Chpts. 13-14
Buzzed Chpt 9
The Antedote, by Ian Frazier
Hari, Chpts. 15-16
Buzzed Chpt 12
Kulze, 2015
Hari, Chpts. 17-Conclusion
Tolia et al, 2015
A Sillborn Child, A Charge of Murder…
Buzzed Chpt. 8
Giovino et al, 2012
Buzzed Chpt. 3
Drumright et al, 2006
Buzzed Chpt. 7
The Life of a Pot Critic
 Group
Topics Due
 Mini-Essay #1 Due
 Term Paper Topics
 Mini-Essay #2 Due
 Mini-Essay #3 Due
 Mini-Essay #4 Due
Controversies in the
Legal System and
Drug Regulation
 The Rise and Fall of the Biggest Pot Dealer
in New York City History
 What Science Says about Marijuana
 The Injustice of Marijuana Arrests
 Seeking the Facts on Medical Marijuana
 Of Pot and Percocet
 Legal Use of Marijuana Clashes With Job
 In Colorado, a Rebranding of Pot Inc
 Congress’s Double-Edged Marijuana
 Palamar et al, 2014
 Buzzed Chpt. 4
 The Trip Treatment, by Michael Pollan
 New Psychoactive Substances in Europe,
 Weaver et al, 2015
Group Presentations
 Term Paper Due
 Group
Presentations Due
Class 1 (TBD): Introduction to the course: review of the content, objectives, expectations and process
of student class evaluation. In addition, this class will begin a discussion of relevant terminology,
sources of information and a general introduction to the epidemiology (prevalence and sociodemographic characteristics of individuals with Substance Use Disorders [SUDs]), and the consequences
of SUDs on individuals.
Assigned Readings:
 Hari, Chpts. 1-2
 Buzzed, Chpts. 13-14
 Palamar J. “They Deserved to Die” and other views on drug use. The Independent. 2015.
Suggested Readings:
 Musto, Chpts. 1-3
Class 2 (TBD): Introductory Discussion Part 2, Substance Use Disorders in the US and World-wide. This
class continues Class 1 with a more detailed general discussion of the family, societal, penal and
economic effects of SUDs. It also provides an overview of drug trafficking, regulation and scheduling in
the US and world-wide. Classes 1-3 are intended to give an in-depth overview of the individual drugs,
treatment approaches and controversies concerning SUDs in the US and world-wide.
Assigned Readings:
 Hari, Chpts. 3-4
 Buzzed, Chpts. 15-16
Degenhardt L, Bucello C, Calabria B, Nelson P, Roberts A, Hall W, Lynskey M, Wiessing L, GBD
illicit drug use writing group. What data are available on the extent of illicit drug use and
dependence globally? Results of four systematic reviews. Drug and Alcohol Dependence.
Suggested Readings:
 Musto, Chpts. 6-7
Class 3 (TBD): New York City Department of Health and Mental Hygiene Drug Policies and Programs
for Drug Prevention and Drug Treatment. As a major urban center with a Health Department widely
respected for the breadth, quality and effectiveness of its preventive and therapeutic programs for a
wide range of public health problems, its services for SUDs serves as an excellent case study of real
world approaches to the many SUDs in the US.
Guest Speaker: Hillary Kunins MD, Acting Deputy Commissioner, Mental Health for the NYC DOHMH
Assigned Readings:
 Hari, Chpts, 5-6
 Degenhardt L, Hall W. Extent of illicit drug use and dependence, and their contribution to the
global burden of disease. the Lancet. 2012:376:55-70.
Suggested Readings:
 Musto, Chpts. 4-5
CLASS 4 (TBD): Use of medically prescribed psychoactive drugs such as those for ADHD, depression
and pain management for (a) medically indicated purposes and (b) use of such psychoactive drugs
obtained illicitly. More than 10% of US children and adults take prescribed psychoactive drugs, and the
licit and illicit use of such drugs are increasing in the US and world-wide. The indications, side effects,
abuse and controversies surrounding the use of these substances are discussed.
Assigned Readings:
 Hari, Chpts 7-8
 Buzzed, Chpt. 10 Sedatives
 Haffajee R. Mandatory use of prescription drug monitoring programs. JAMA. 2015:313(9):891892.
Suggested Readings:
 Chirdkiatgumchai V, Xiao H, Fredstrom B, Adams R, Epstein J, Shah S, BrinkmanW, Kahn R,
Froehlich T. National trends in psychotropic medication use in young children: 1994-2009.
Pediatrics. 2013:132(4):615-623.
 Jenco M. AAP: No evidence that drug testing in schools reduces substance use. AAP News.
 Musto, Chpts. 8-11
 Soloman A. The Secret Sadness of Pregnancy with Depression. The New York Times. May 28,
2015. Accessed June 4, 2015.
Class 5 (TBD): Youth Dependence and Addiction Treatments The pyramid of the severity of SUDS is
often not fully understood—there are misperceptions surrounding prevalence of severe disorders, as
well as treatment options. This talk will detail prevalence of youth drug use, including risk factors, and
the importance of family interventions in making a difference. The second part of the conversation will
discuss treatment modalities, barriers to treatment, and available resources.
Guest Speaker: Partnership for Drug Free Kids
Assigned Readings:
 Hari, Chpts. 9-10
 Pincus H, England M J. Improving the quality of psychosocial interventions for mental and
substance use disorders: a report from the IOM. The Journal of the American Medical
Association. July 16, 2015.
015. Accessed July 17, 2015.
Suggested Readings:
 Musto, Chpts12-13
Class 6 (TBD): Global Alcohol Use. Alcohol is the most widely used and abused psychoactive agent
worldwide, exceeded only by tobacco as a nicotine delivery vehicle in terms of global morbidity and
mortality. This class focuses on its history, its deleterious effects on individuals, families and societies,
the prevalence and epidemiology by region and country and policies and practices aimed at regulating,
preventing and treating the negative effects of this ubiquitous agent.
Assigned Readings:
 Hari, Chpts.11-12
 Buzzed, Chpt. 1 Alcohol
 Glaser G. The Irrationality of Alcoholics Anonymous. The Atlantic. 2015, April.
 Palamar J, Fenstermaker M, Kamboukos D, Ompad D, Cleland C, Weitzman M. Adverse
psychosocial outcomes associated with drug use among US high school seniors: a comparison of
alcohol and marijuana. The American Journal of Drug and Alcohol Abuse, Early Online: 1-9. 2014.
Suggested Readings:
 NIH National Institute on alcohol Abuse and Alcoholism. Alcohol Use Disorder: A Comparison
Between DSM-IV and DSM-5. NIH Publication No. 13-7999, November 2013.
 Last Call, By Daniel Okrent
Class 7 (TBD): Heroin and Opioids. Heroin has recently reached epidemic proportions in small towns in
the US, and has resulted in the implementation of new treatments. It has served as a model for harm
reduction efforts, including needle exchange programs and methadone maintenance programs. These
agents have been intimately tied to the HIV epidemic, sex trafficking, and profoundly high rates of
incarceration, which itself have multiple devastating individual and societal effects.
Assigned Readings:
 Hari, Chpts. 13-14
 Buzzed Chpt. 9 Opiates
 Frazier I. The Antidote. The New Yorker. September 8, 2014.
Suggested Readings:
Class 8 (TBD): Cocaine and Crack. These agents very often have devastating effects on users, their
families (including their children who may be exposed and adversely affected in utero) and communities
world-wide, including not just communities where they are widely used, but also in the countries of
origin. Widespread and profound disparities in incarceration rates and length of incarceration for crack
vs. cocaine possession are being widely debated and considered for alteration.
Assigned Readings:
 Hari, Chpts. 15-16
 Buzzed Chpt. 12 Stimulants
 Kulze E. The disparity between crack and cocaine arrests show how the system targets poor
people. Business Insider. February 22, 2015.
Suggested Readings:
 An Anatomy of Addiction: Sigmund Freud, William Halsted, and the Miracle Drug Cocaine, By
Howard Markel
 Palamar J, Davies S, Ompad D, Cleland C, Weitzman M. Powder cocaine and crack use in the
United States: An examination of risk for arrest and socioeconomic disparities in use. Drug and
Alcohol Dependence. 2015.
Class 9 (TBD): Maternal use of illicit opioids, and the construct of child abuse. In utero exposure to
illicit opioids is a longstanding and growing public health problem with profound implications for
parents, children, the foster care system and entire communities. The frequent conceptualization of
maternal use of illicit opioids as immoral, both during pregnancy and during the child rearing years, has
many unintended untoward consequences. Utilizing such a conceptualization remains as a very frequent
underpinning of the current standard of care. This class will discuss the ethical implications and practical
consequences of this approach, and potential solutions to changing it.
Guest Speaker: Jonah Fleisher, MD, MPH Candidate
Assigned Readings:
 Hari, Chpts. 17-Conclusion
 Tolia V, Patrick S, Bennett M, Murthy K, Sousa J, Smith P, Clark R, Spitzer A. Increasing incidence
of the neonatal abstinence syndrome in U.S. neonatal ICUs. The New England Journal of
 Martin N. A stillborn child, a charge of murder and the disputed case law on ‘fetal harm.’
ProPublica March 18, 2014.
Suggested Readings:
Class 10 (TBD): Tobacco as a global health issues: use, uptake, effects and the new face of alternative
tobacco products. Tobacco use is the leading preventable cause of death in the world, killing more
people than HIV, Malaria and Tuberculosis combined. More than 1 billion people will die of tobacco
related diseases this century. Tobacco is a nicotine delivery system, i.e. it is used to obtain the
psychoactive drug of nicotine. Nicotine has had profound effects on history, greatly influencing the slave
trade to the New World, and there are major socio-demographic and geographic variations in its use
worldwide. Countless effective policies, regulations and practices exist to prevent and treat tobacco use
and nicotine dependence, but these are all threatened by the emergence of new alternative tobacco
products such as hookahs (water pipes), smokeless tobacco and alternative nicotine delivery systems
such as e-cigarettes.
Assigned Readings:
 Buzzed Chpt. 8 Nicotine
 Giovino G, Mirza S, Samet J, Gupta P, Jarvis M, Bhala N, Peto R, Zatonski W, Hsia J, Morton J,
Palipudi K, Asma S, GATS Collaborative Group. Tobacco use in 3 billion individuals from 16
countries: an analysis of nationally representative cross-sectional household surveys. Lancet.
Suggested Readings:
 Zhou S, Rosenthal D, Sherman S, Zelikoff J, Gordon T, Weitzman M. Physical, behavioral, and
cognitive effects of prenatal tobacco and postnatal secondhand smoke exposure. Current
Problems in Pediatric Adolescent Health Care. 2014:217-241.
Class 11 (TBD): Ecstasy, Methamphetamines, Energy Drinks. The past decade has witnessed an
epidemic of use of newly designed drugs such as Ecstasy (MDMA, Molly) and methamphetamines.
Methamphetamines have literally ravaged entire communities in the US, and Ecstasy has resulted in
numerous adverse effects, including death. The use of these drugs is especially common among
adolescents and young adults throughout the US and the developed world. The scope of the use and
problems caused by these agents, and global efforts to limit their use and negative health consequences
are the focus of this class.
Assigned Readings:
 Buzzed Chpt. 3 Ecstasy
 Drumright L, Patterson T, Strathdee S. Club drugs as causal risk factors for HIV acquisition among
men who have sex with men: a review. Substance Use and Misuse. 2006:41: 1551-1601.
Suggested Readings:
 Methamphetamine Addiction: Biological Foundations, Psychological Factors, and Social
Consequences, by Perry Halkitis
 Klitzman R, Pope H, Hudson J. MDMA (“Ecstasy”) abuse and high-risk sexual behaviors among
169 gay and bisexual men. American Journal of Psychiatry. 2000:157:1162-1164.
Class 12 (TBD): Marijuana. Marijuana has a long history of use in the US and world-wide. In the recent
past states throughout the US have begun to legalize marijuana for medical and recreational purposes,
leading to a large number of anticipated and unanticipated public health issues, all of which raise
important issues concerning the regulation of other illicit psychoactive drugs. These issues, and the
world-wide use and regulation of marijuana, is the focus of this class.
Assigned Readings:
 Buzzed Chpt. 7 Marijuana
 Palamar J, Fenstermaker M, Kamboukos D, Ompad D, Cleland C, Weitzman M. Adverse
psychosocial outcomes associated with drug use among US high school seniors: a comparison of
alcohol and marijuana. The American Journal of Drug and Alcohol Abuse, Early Online: 1-9. 2014.
 Bennett J. The Life of a Pot Critic. New York Times. November 7, 2014.
Accessed January 2, 2015.
 Feuer A. The Rise and Fall of the Biggest Pot Dealer in New York City History. New York Times.
September 5, 2014. Accessed January 2, 2015.
 Boffey P. What Science Says about Marijuana. The New York Times. July 30, 2015. Accessed January 2, 2015
 Wegman J. The Injustice of Marijuana Arrests. The New York Times. July 28, 2014. Accessed January 2, 2015.
 Dreifus C. Seeking the Facts on Medical Marijuana. The New York Times. March 23, 2014. Accessed March 24, 2015.
 Bachluber M, Barry C. Of Pot and Percocet. The New York Times. August 29, 2014. Accessed January 2, 2015.
 Healy J. Legal Use of Marijuana Clashes with Job Rules. The New York Times. September 7, 2014. Accessed January 2, 2015.
 Bennett J. In Colorado, a Rebranding of Pot Inc. The New York Times. October 3, 2014. Accessed January 2, 2015.
 The Editorial Board. Congress’s Double-Edged Marijuana Stance. The New York Times. December
10, 2014. Accessed January 2, 2015.
Suggested Readings:
 Repp K K, Raich AL. Marijuana and Health: A comprehensive review of 20 years of research.
Washington County, Oregon: Department of Health and Human Services; October 20, 2014.
Class 13 (TBD): Hallucinogens such as LSD and peyote; Nitrous oxide, Ketamine. Hallucinogens have
been used for countless centuries in countless countries across the world for spiritual and religious
purposes. They also became very prominent public health issues in the US during the 1960s and 1970s,
and are still widely used on college campuses. In addition, the past decade has seen the introduction of
a wide range of drugs that are used both for their psychoactive and other biologic effects. Global issues
and policies regarding these drugs, and recent findings and questions about their utility (hallucinogens
for end of life care, ketamine as an anti-depressive agent) and dangers (seizures and cardiac effects of
energy drinks; multiple adverse physical and psychological effects of steroids) will be discussed.
Assigned Readings:
 Buzzed Chpt. 4 Hallucinogens
 Pollan M. The Trip Treatment. Annals of Medicine. February 9, 2015.
Suggested Readings:
 Doors of Perception by Aldous Huxley
Class 14 (TBD): Controversies in Regulation and Penal System Involvement. Substance use disorders
are common and profound public problems in the US and world-wide. Much uncertainty and
controversy surrounds regulations and policies globally concerning these agents, from legalizing them,
regulating their production and distribution, and the legal and penal consequences of their use. Given
the scope of issues raised, broad-based and open consideration of controversies are desperately needed
and are the focus of this class.
Guest Speaker: Joseph Palamar PhD,MPH, Assistant Professor of Population Health at NYUMC, a
nationally renowned expert on the use of many psychoactive agents and a provocative thinker and
speaker frequently cited in the press.
Assigned Readings:
 European Monitoring Centre for Drugs and Drug Addiction. New psychoactive substances in
Europe: An update from the EU Early Warning System. March 2015.
 Weaver M, Hopper J, Gunderson E. Designer drugs 2015: assessment and management.
Addiction Science and Clinical Practice. 2015: 10(8).
Suggested Readings:
Class 15 (TBD): Presentations by students, discussion of presentations and student discussion of the
strengths, weaknesses and proposed changes of the course.
The NYU Global Institute of Public Health values both open inquiry and academic integrity. Students in
the program are expected to follow standards of excellence set forth by New York University. Such
standards include respect, honesty and responsibility. The GIPH does not tolerate violations to academic
integrity including:
 Plagiarism
 Cheating on an exam
 Submitting your own work toward requirements in more than one course without prior
approval from the instructor
 Collaborating with other students for work expected to be completed individually
 Giving your work to another student to submit as his/her own
 Purchasing or using papers or work online or from a commercial firm and presenting it as your
own work
Students are expected to familiarize themselves with the GIPH and University’s policy on academic
integrity as they will be expected to adhere to such policies at all times – as a student and an alumni of
New York University.
Plagiarism, whether intended or not, is not tolerated in the GIPH. Plagiarism involves presenting ideas
and/or words without acknowledging the source and includes any of the following acts:
 Using a phrase, sentence, or passage from another writer's work without using quotation marks
 Paraphrasing a passage from another writer's work without attribution
 Presenting facts, ideas, or written text gathered or downloaded from the Internet as your own
 Submitting another student's work with your name on it
Submitting your own work toward requirements in more than one course without prior
approval from the instructor
 Purchasing a paper or "research" from a term paper mill.
Students in the GIPH and GIPH courses are responsible for understanding what constitutes plagiarism.
Students are encouraged to discuss specific questions with faculty instructors and to utilize the many
resources available at New York University.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty,
appropriate disciplinary action is as follows:
 The Professor will meet with the student to discuss, and present evidence for the particular
violation, giving the student opportunity to refute or deny the charge(s).
 If the Professor confirms that violation(s), he/she, in consultation with the Program Director may
take any of the following actions:
o Allow the student to redo the assignment
o Lower the grade for the work in question
o Assign a grade of F for the work in question
o Assign a grade of F for the course
o Recommend dismissal
Once an action(s) is taken, the Professor will inform the Program Director, and inform the student in
writing, instructing the student to schedule an appointment with theAssociate Dean for Academic
Affairs, as a final step. The student has the right to appeal the action taken in accordance with the GIPH
Student Complaint Procedure.
Students with disabilities should contact the Moses Center for Students with Disabilities regarding the
resources available to them, and to determine what classroom accommodations should be made
available. Information about the center can be found here: Students requesting accommodation must obtain a letter from
the Moses Center to provide to the instructor as early in the semester as possible.