Shortly after wrapping up the instruction sessions and worksheets for the undergraduate music history course, my supervisor and I moved on to the graduate music history course. This course in particular was designed for students who needed to strengthen their knowledge after entrance exams into the Jacobs school.
Preparation for this class looked very similar to the preparation for the undergraduate course. My supervisor and I examined and brushed-up the library guide, I made some edits to the take-home worksheet, and I prepared some searches to use during in-class demonstrations.
The day of the instructional sessions looked similar to the undergraduate music history course, but this time I was able to tag-team the presentation with my supervisor (as opposed to doing it alone). The following weekend we graded the worksheets and offered feedback on their research topic ideas and sources they found.
Thus far, I’ve found that the style of presentation we give, paired with the immediate take-home worksheet, has been a really productive and successful way to familiarize the students with library tools and to make them feel more comfortable using the library’s space and librarian’s help.