The student lifecycle model
The TiTo approach is based on a student lifecycle model developed by Alf Lizzio and Keithia Wilson (2010), which describes five aspects of student success. The lifecycle model suggests that successful transition into university is predicted by five core aspects: capability, purpose, resourcefulness, connectedness and culture.
The 'Five Senses' of Successful Transition
This model has a strong evidence base and has been used to predict first year retention and academic performance (Lizzio & Wilson, 2010). The TiTo project used the model as a framework for understanding both the transition of first year students into the program and third year students as they transition out and prepare for further study or work. In developing the TiTo model we attended to the five senses in the student lifecycle for both groups of students as summarised below:
| Five senses | First year mentees | Third year mentors |
|---|---|---|
| Connectedness | develop connection with colleagues through facilitated small group activities | develop connection with other third year colleagues, helping facilitate an alumni community |
| Capability | build capability (course knowledge) by guiding students through the first assessment task | build capability by enhancing not only academic skills, but the graduate attributes identified as important by employers, industry groups, and our professional body |
| Purpose | explore their sense of purpose, helping first year students work out why they are university and articulate their personal goals | explore their sense of purpose, helping third year students articulate their career goals and clarify their commitment to further study after graduation |
| Resourcefulness | develop resourcefulness by learning effective time management, interdependent learning and help seeking skills | develop resourcefulness, learning effective time management, interdependent learning and help seeking skills |
| Academic culture | learn about academic culture, including academic integrity, from a later year colleague who has successfully navigated the terrain | embed themselves in the academic culture by connecting more meaningfully with the staff and students of the discipline and develop a sense of professional identity |