students move from class to class, but with varied periods of unstructured time in between learning activities. Secondly, students have an opportunity to sit in on lectures or practical sessions within their intended field of study or area of interest, resulting in a better sense of course suitability or relevance. Finally, students can familiarize themselves with the campus, permitting them to gain a sense of the layout and general ambience, helping them to make informed decisions about whether the course, institution and campus are a good fit with their own personal preferences. Course No. of Students Art 2 Entrepreneurship and Management 2 Animation 3 Applied Entrepreneurship 2 Arts Management 2 Creative Computing 2 English, Media, and Cultural Studies 1 Creative Technologies 2 Applied Entrepreneurship 1 Photography 1 3D Design, Modelmaking and Digital Art 1 Table 3: Student Shadowing Days Easter Camp Seventeen students attended four days of a non-residential Easter Camp. The majority of students had an identified learning need, and had previously attended either Phase 1 (September to December 2016) or Phase 2 (January to April 2017) sessions. Two 6th year students on the programme elected not to participate in the Easter Camp as they had already identified IADT as their first-choice destination, choosing instead to focus on concentrated Leaving Certificate study. The Easter Camp was designed as an immersive experience in which students engaged in activities that captured real college experiences. It took place across the entire IADT campus, utilizing teaching spaces, radio and photography studio spaces and computer labs. Specialist input was provided by IADT staff as well as Naidu+, a life coaching company who provide pro-bono work for IADT’s Access Service. The full schedule is indicated in Table 5 below.
students move from class to class, but with varied periods of unstructured time in between learning activities. Secondly, students have an opportunity to sit in on lectures or practical sessions within their intended field of study or area of interest, resulting in a better sense of course suitability or relevance. Finally, students can familiarize themselves with the campus, permitting them to gain a sense of the layout and general ambience, helping them to make informed decisions about whether the course, institution and campus are a good fit with their own personal preferences. Course No. of Students Art 2 Entrepreneurship and Management 2 Animation 3 Applied Entrepreneurship 2 Arts Management 2 Creative Computing 2 English, Media, and Cultural Studies 1 Creative Technologies 2 Applied Entrepreneurship 1 Photography 1 3D Design, Modelmaking and Digital Art 1 Table 3: Student Shadowing Days Easter Camp Seventeen students attended four days of a non-residential Easter Camp. The majority of students had an identified learning need, and had previously attended either Phase 1 (September to December 2016) or Phase 2 (January to April 2017) sessions. Two 6th year students on the programme elected not to participate in the Easter Camp as they had already identified IADT as their first-choice destination, choosing instead to focus on concentrated Leaving Certificate study. The Easter Camp was designed as an immersive experience in which students engaged in activities that captured real college experiences. It took place across the entire IADT campus, utilizing teaching spaces, radio and photography studio spaces and computer labs. Specialist input was provided by IADT staff as well as Naidu+, a life coaching company who provide pro-bono work for IADT’s Access Service. The full schedule is indicated in Table 5 below.
My_Future_IADT_Report_2016-17.docx