GLHLTH 363S: Fundamentals of Global Mental Health

Reader requirements: professional experience in global/international health research–whether in academia, NGO’s, governmental organizations, etc.; experience in monitoring, evaluation, implementation, intervention trials. Background in mental health especially desirable and experience in grant writing or review.

  1. Course Information
  2. Schedule
  3. Giving Feedback

Course Information

Instructor: Prof. Eve Puffer

Examines global mental health from perspectives of culture, public health, epidemiology, human rights, policy, and intervention. Readings focus on peer-reviewed research literature highlighting topics such as the prevalence of mental health disorders worldwide, the role of culture in mental health, and the interventions backed by strong evidence for prevention and treatment. Students will discuss and critique study methodologies and explore the needs for future research in this emerging field. Designed for students with prior research methods and psychology coursework.

Student Writing Assignment

What are students writing? Research grant proposals.
For whom? Government or NGO funders.
Where would such writing typically be found?Governmental or nonprofit global health organization.
Why would someone usually read it? Readers of grant proposals help federal and private agencies evaluate the merit and feasibility of research projects being considered for funding. Readers are selected based on their knowledge of the field, technical expertise, and expertise in project management.

See examples of bios of possible readers for this course


Student – Reader Interactions

Here are the deadlines for students in the reader project:

Interaction (1) 

  • 9/19: Student sends draft of intro outline to reader (and prof):
  • real-time meeting (in person, webcam, phone) by 9/26 to discuss outline (no written feedback)
  • students send memo to prof w/ summary of conversation and thoughts about revision by 9/28

Interaction (2) 

  • 10/9: Students send Full Introduction To Reader (and prof)
  • Reader provides written feedback by 10/24
  • students send memo to prof w/ summary of conversation and thoughts about revision by 9/28
  • mtg to discuss feedback optional

Interaction (3)

  • real-time meeting between 11/5 – 11/21: Students meet with reader to discuss methods draft and draft and/or ideas for remainder of proposal
  • students write summary of conversation and notes toward revision

Link to full Syllabus:

[syllabus title]

Giving Feedback

Giving feedback is the activity around which the entire project is designed. You may have considerable professional experience giving feedback on writing — whether to colleagues, employees, or other contexts — or perhaps this is an fairly novel experience. Given the aims and nature of the Reader Project, we are hoping that our volunteers engage with student writing in a particular way–one that is quite different from what is conventionally done in other contexts.

The primary aim of the project is to help students really understand what it means to write for readers, rather than as a school assignment. Think about the following when you give feedback, whether in writing or in real time:

  • Respond as a reader rather than as an editor. (They can get basic editorial help from others.) Focus on sharing your reactions to the draft as a user of such writing. What are you thinking as you read? More

Instructor’s response questions:

  1. Is there a clear and logical presentation of background literature that leads to the research question?
  2. Does the introduction convince you that the topic is of importance? (If you were a grant funder, would you be excited to read more?)
  3. Does the research question/idea itself address a clear gap in the literature and have positive implications for the overall field of global mental health?
  4. How clear, logical, and appropriate is the methodology for answering the question? (for later drafts)
  5. How excited would you be, as a funder, to fun this proposal?


Quality Reader Feedback Example

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