Course Syllabus

Faculty

Bethany Chamberlain

My academic background is in psychology and research methodology (MSc from University of Strathclyde, BA from Bemidji State University). My research interests focus on mental health and wellbeing, interdisciplinary approaches to research and education, and the integration of technology in teaching and learning. Since joining DIS in 2021, I've taught across both the Science & Health department (Public Mental Health) and Psychology department (Positive Psychology, Positive Psychology Practicum, and other courses). Additionally, I work with the DIS Faculty Learning Lab fostering dialogue around the responsible and beneficial use of AI tools in academic settings. My teaching philosophy emphasizes experiential learning and active engagement, prioritizing small group work, class discussions, and hands-on projects over traditional lectures. I strive to create opportunities for students to personally connect with course content both in and outside the classroom. Outside of DIS, I lead a monthly book club and enjoy spending time in my garden with my husband and three cats. I also love traveling and exploring new places and trying new foods. While I am currently settled in Denmark, I have previously lived in Sweden, Scotland, China, and various US states. I'm always happy to discuss experiences of living/studying/working abroad, share book recommendations, or chat about research and mental health.

Syllabus Disclaimer

Course Description

In this course, we will explore the different challenges faced by those with mental health conditions compared to physical health problems. Using peer-reviewed literature, white papers, popular media, and discussions with experts in academia and Danish Industry, you will develop the necessary competencies that will enable you to make a positive difference as future leaders promoting healthy populations.

The core teaching method for this course is based on collaboration -- collaboration between students but also between teacher and student(s). Class discussions and group work are used to help students develop or practice skills relating to the peer review process, giving effective presentations, tailoring messages and targeting appropriate audiences, and more. When possible, students are given the freedom to tailor assignments according to their academic background or personal interest.

Course Objectives

Throughout this course, we will explore key questions including:

• How does one best communicate a message in the public mental health arena?
• What challenges does the area of mental health face concerning research, social acceptability, and health economy?
• How does it differ from other public health challenges?
• Which disciplines are involved?
• How can problems be identified, addressed, and disseminated?

After successful completion of this course, you will be able to:

• Describe the challenges associated with mental health disorders and how they can be effectively addressed from a public health perspective
• Tailor and present information about mental health issues to specific audiences in collaboration with colleagues
• Engage with multiple disciplines when developing public health initiatives
• Write and format scientific research papers on topics in public mental health
• Conduct effective peer reviews and respond professionally to reviewer feedback

Beyond these specific objectives, our broader aims are to:

• Develop your confidence in discussing mental health topics, both formally and informally
• Build your capacity for flexible and creative thinking when developing mental health initiatives
• Strengthen your teamwork skills through collaborative projects and discussions

Teaching Approach & Course Structure

Teaching Philosophy and Style

My teaching style is highly interactive and experiential. Rather than traditional one-sided lectures, I aim to create an engaging classroom environment where students actively participate in their learning through:

• Facilitated discussions where we collaboratively explore complex topics
• Small group activities that allow for deeper analysis and peer learning
• Real-world applications through field studies and case discussions
• Student-led activities where you can contribute your unique perspectives
• Regular feedback and reflection opportunities to ensure the course meets your learning needs

You can expect me to:

• Provide clear frameworks and context for each topic
• Create a supportive environment for trying out new ideas
• Offer guidance while encouraging independent thinking
• Draw connections between theory and real-world applications
• Be available for questions and discussion both in and outside of class
• Adapt teaching methods based on class needs and interests

Student Expectations

The course includes a carefully curated selection of academic articles and readings. To get the most out of our discussions, you're expected to complete these readings before class and come prepared to engage with the material. Active participation means not just having read the material, but having thought critically about it: What questions does it raise? How does it connect to other topics or real-world situations? What might you disagree with?

Evaluation and Grading

The class will involve different assignments, each of which aims to increase your competencies to address mental health concerns within a written and oral context. The factors influencing the final grade and the proportional importance of each factor is shown below:

Attendance (7.5%)

Attendance is mandatory for all scheduled class sessions and field studies.

• Each absence from a class session or field study will automatically result in a deduction of 10 points from your attendance grade (out of 100 total points).
• Exceptions to this point deduction policy can only be made if supported by prior approval from DIS Academic Support (e.g., for serious personal or family matters).

Participation and Engagement (15%)

Engagement/contribution to the class is critical for individual and class success. Students are required to attend all classes, read all assigned material, and thoughtfully consider preparation questions before each class. Classes will include lectures, workshops, guest speakers, student presentations, videos, etcetera. In each class, you are expected to engage in some meaningful way: ask/answer questions, share personal opinions and insights, actively participate in class discussions, engage with outside speakers, offer different viewpoints, draw on material from other classes, etcetera. In short, students are expected to take an active role in their own learning. Missing classes will impact the grade for participation and engagement negatively and there will not always be make-up assignments due to the interactive and experiential nature of classes. Missing field studies will severely impact the grade for participation and engagement and cannot be made up.

Reading & Discussion Assignments (25%)

There will be 5 reading & discussion assignments, each made up of multiple journal articles. Reading & discussion assignments will be completed using Hypothesis, a social annotation tool which you will access directly through Canvas. Further instructions will be provided.

Reflection Assignments (30%)

A semester-long presentation project that grows with each module, combining personal reflection with academic content from readings, field studies, and course discussions. Students use creative multimedia formats to document their evolving understanding. Work progresses incrementally rather than as an end-term deliverable. Further instructions will be provided.

Project - White Paper (30%)

A key component to this class is learning how to engage different stakeholders (i.e., audiences) to best convey your message and propose solutions to problems. To that end, you will develop a white paper addressing a specific audience on a topic of your choice pertaining to public mental health. We will brainstorm together as a class the different stakeholders and topics one might want to address. This project will span the entirety of the semester and will include multiple checkpoints (e.g., drafts, peer review). Some assignments will be graded individually, while others will be graded as a group. Your grade for the final draft will be assigned individually to account for your group grade and peer evaluations.

What is a white paper?

• Simply put, a white paper is a piece of persuasive writing that provides a current review of what is known about a particular topic with the goal of identifying a problem and evidenced-based solution.

How does a white paper differ from a traditional term paper?

• A white paper explicitly addresses a specific problem that is faced by a specific audience, whereas a term paper provides a general overview of topic. A white paper should have an accessible rather than dry academic tone. The format should reinforce the “audience-friendly” tone by including images, figures, and headings.

How is a white paper the same as a traditional term paper?

• Whether you are writing a term paper or a white paper, everything you assert still needs to be connected to the scholarly literature (via APA-style citations and a reference list).

Why a white paper?

• When you graduate, no one will ask you to write a term paper, however, it is likely that you will be asked to read some specialized literature and then write a report that “translates” that specialized literature in a way that a non-expert can understand and that makes clear how to use that information to solve a specific problem.

Field Studies

The field studies planned for the Fall 2025 semester are:

Urban Mental Health

• Visiting a public therapy garden (tentative)
• Visiting a "meditation path" and hearing from a municipality worker (tentative)

Alternative Therapies

• Taking part in a sound bathing practice and discussing how public institutions can reach different people + think outside the box when it comes to budget limitations (tentative)

Policies

Policy on late assignments:

This course and the assignments have been structured to give you maximum planning flexibility - all assignments are posted from the start so you can work around travel and other commitments. This built-in flexibility means late work generally won't be accepted. If you have accommodations or special circumstances, please discuss this with the faculty early in the semester to make appropriate arrangements.

Use of laptops or phones in class:

Laptops are only to be used for appropriate class-related activities and should not be used in any way that will distract your peers. Your faculty will make it clear when laptop use is permitted. Phones and smart-watches should not be used in class. Phones should be placed in silent mode when arriving for class and students should not have them out during class unless you have a specific reason that has been discussed with the faculty ahead of time. If your use of technology is due to an official or unofficial accommodation you require to succeed in class, please let your faculty know at the beginning of the semester and/or reach out to the appropriate contact at DIS (care@dis.dk).

Office hours:

I will be available for meetings before and after class on Mondays. Please send me a message through Canvas to schedule a meeting (incl. preferred day, time, topic, and if relevant whatever file you want me to review before the meeting). With regard to scheduling meetings, plan ahead! In my opinion, it's always better to schedule a meeting you think you might need and cancel it later if you find you're progressing without issue.

Student organization and documentation:

Academic Regulations

AI Tools

Although AI tools are valuable, they should support human creativity and critical thinking, not replace them. Therefore, the use of AI tools (e.g., ChatGPT) is permitted within defined contexts if you include proper attribution. Usage outside of the predefined contexts and without attribution will be considered a breach of our Academic Honesty Policy and could result in a failing grade. Detailed instructions will be provided during the course.