Students who get high grades are not always prepared for leadership and the expectations of the science and technology world. In addition, at-risk students are left almost entirely out of the learning loop because the present science classroom is geared to a particular type of learning style and intelligence approach. Students will actively engage in the educational process and will gain meaningful work experience as teaching assistants. When this occurs, the nuts and bolts process of lab work no longer is the focus for students and teacher. Data collection becomes more efficient, more effective, and more accurate.
Students verbalize theories and make conclusions based on their own learning.
Teachers learn and grow with students and renew visions, energy, and intellect as well as improve teaching strategies, and enrich student-teacher relationships. For example, teachers facilitate student questions and problem-solving, and address the larger questions rather than dealing with how many beakers and Bunsen burners are needed for the lab activity. Students see themselves as part of a larger global community. Students make scientific presentations using technology as the tool and exchange ideas with a larger community of learners via Internet. Community members who work in technology will mentor TIP students, Student Technology Teaching Assistants, and Lab Assistants on appropriate work skills that will foster advanced avenues for exploration and sharing.