The TiTo model has been applied in other disciplines, in particular Engineering (Telley & Chester, 2009) and Design. Qualitative data suggest that the program facilitated a genuine learning community and resulted in several academic, social, and psychological benefits for students and peer tutors. Results revealed improvements in first year Engineering students’ life satisfaction, psychological wellbeing, and group work skills in comparison to controls. A range of benefits was also noted for peer tutors, including the reinforcement of their own academic skills, improvement in leadership competencies, and a heightened sense of purpose and responsibility.

The best bits of the mentoring were:

“The chance to meet new people and become friends with them”
(First Year Student, Engineering)

“Collaboration; help given between peers”
(First Year Student, Engineering)

“It was helpful to have advice from more experienced students with different viewpoints from the lecturer”
(First Year Student, Design)

“Being able to offer assistance and advice to students had similar difficulties as I did”
(Third Year Mentor, Engineering)

“Helping put people on a good track for University”
(Third Year Mentor, Engineering)

“Being able to help the mentees work and talk through design problems also helped me sometimes to navigate my way through my own problems”
(Third Year Mentor, Design)