Guidelines for Rackham Presentation Requests
- Requests will be considered on a first come, first served basis. Rackham will determine if there is staff capacity to accommodate new requests as they are received.
- Please give us at least one month advance notice from the time you submit your request for a workshop or presentation. We will try our best to accommodate your timeline given staff availability.
- Please select from the list of workshop and presentation topics. For career-related topics, please see this University Career Center form to request a presentation by Kirsten Elling (Rackham’s embedded Career Advancement Coordinator).
- If your desired topic is not listed, please feel free to specify what you are interested in and we will do our best to accommodate if the topic falls within Rackham’s expertise. Please note that we may need more than one month advance notice to design customized presentations. If Rackham cannot fulfill your request, we will try to connect you with alternative resources.
- Rackham will contact you for an intake conversation to discuss your presentation goals and audience once we receive your submission.
- Requesters are required to coordinate all presentation logistical arrangements (e.g., catering, room reservations, advertising, etc.).
Click the workshop title to request the presentation.
This workshop provides an overview of graduate school, how students can prepare for graduate school, and Rackham specific information about applying to graduate school.
This session provides an overview of how Rackham supports students by providing funding, connecting students to communities, supporting their professional development, and providing help if students are struggling.
The advisor-advisee relationship is critical to graduate student success. This workshop will provide students with essential tools and strategies to create a positive relationship between themselves and their mentor or advisor.
Many graduate students struggle with feeling like an imposter. This session shares insights from the scholarship on imposter syndrome and stereotype threat and provides evidence-based strategies for managing imposter syndrome.
In this interactive session, Rackham experts in conflict resolution will discuss how to navigate difficult conversations. Participants will leave with concrete strategies for productive dialogue and clear communication, and with confidence in how to approach difficult conversations in the future.
Relationships are central to building and fostering a sense of community. This session will share values of restorative practices and will demonstrate how they can be applied in decision-making, engagement, stakeholder interactions, and communication as a way to develop trust and connection in relationships in academic and student services settings.
In this interactive session, we will discuss best practices for writing diversity statements, examine sample statements, and work through activities designed to help participants start writing their own statement.
Diversity is a critical component to achieving excellence. This workshop introduces evidence-based practices to support graduate programs in their effort to achieve their diversity goals.
Holistic admissions practices are an integral part of achieving both diversity and excellence when admitting graduate student cohorts. This workshop is designed to provide concrete strategies and evidence-based practices to support faculty and program goals of admitting diverse and excellent cohorts of graduate students. This workshop will provide members of graduate admissions committees an opportunity to develop their own holistic admissions tools.
Sense of belonging is a basic human need. For our graduate students to be as successful as possible, programs need to maintain welcoming and inclusive climates. This session will support graduate programs with evidence-based practices to improve their climate.
Beyond Compliance: Towards a More Inclusive and Accessible Climate for Rackham Graduate Students with Disabilities
The purpose of this workshop is to help participants distinguish between graduate student academic-based and employment-based accommodations, deepen their knowledge of disabilities and disability culture, and familiarize themselves with the new online academic accommodations request process and the Rackham employment-based accommodation process. Participants will also examine the intersections and differences between disabilities, mental health, and neurodiversity, learn evidence-based practices for improving climate and culture for graduate students with disabilities, and explore methods to go “beyond compliance”, such as incorporating universal design concepts.