Mission: Undergraduate residential college for the study of science in the context of society.
Results: Quick Facts about Lyman Briggs College
Average Freshman Class Size: 625
Average Total Enrollment: 1800
Large percentage of graduates are physicians, health professionals and research scientists
Established in 1967, became a school in the College of Natural Science in 1981, regained college status in June, 2007
Approximately 30% of students also in Honors College
Approximately 25% of students on Dean’s List (3.5 or better grade-point average)
36 majors in 5 areas of concentration: Biological Sciences, Physical Sciences, Mathematics & Computational Sciences, Environmental Sciences, Social Science & Humanities (HPS)
40% of graduates go on to graduate programs; 20% enter the workforce; 40% enter professional schools
Since its founding, LBC has graduated a Marshall Scholar, a Truman Scholar, five Goldwater Scholars, Two Udall Scholars, a Phi Kappa Phi and a recipient of a U.S. Department of Homeland Security scholarship.
Named after Lyman J. Briggs (1874-1963), who entered Michigan Agricultural College (now MSU) by examination in 1889 at 15 years of age. Dr. Briggs received his B.S. degree in 1893.
Located in Holmes Hall (MSU’s largest residence hall).
Programs: We intend to make the full transformative Briggs Experience available to every student, regardless of personal resources – making a difference for our students so they can make a difference in the world.
Goal 1: We will engage our friends and alumni in enabling all Briggs students to have the complete “Briggs Experience” including research-assistantship, learning-assistantship, or study away/abroad.
Our students arrive with a great variety of backgrounds and levels of academic preparation. But what they all share is their unquenchable motivation to contribute to society through careers in science or medicine. We want all Briggs students to pursue their dreams of scientific excellence without financial barriers.
Goal 2: We will encourage every student to undertake inquiry-based research of the highest caliber as part of their Briggs coursework.
Working on a faculty-mentored research team ignites new enthusiasm in students at every academic level. Using course material in a research project makes it come to life in a new way; extra opportunities to talk with professors lead to life-changing advice. All Briggs students should benefit from a research experience that unlocks their potential for scientific achievement.
Goal 3: We will undertake world-class scholarship on college teaching and learning, so that our students will have the best possible education and share our insights with (inter)national colleagues.
Briggs faculty members teach in student-centered, interdisciplinary, research-oriented ways that bring material alive for students and inspire them to excel. Part of our mission is to continue discovering even better ways to teach, so that we can offer the best possible education to our students. Just as we draw on the national educational community in developing our teaching methods, so we contribute our new ideas and knowledge to that community.
Goal 4: We will create bold new ways to find and support Briggs faculty who are deeply committed to scholarship and student success - helping them to excel as effective teachers and mentors for students and harnessing resources to endow chairs and opportunities to advance professional skills
Engaged scholars inspire students to pursue their intellectual dreams. All of our faculty members should have the resources and professional development opportunities needed to serve as true teacher-scholars and compelling role models for their undergraduate students and mentees.
I graduated from LBC as a pre-medical student in 1976, with a Bachelor of Science degree in Microbiology. Although I had not requested placement services in anticipation of my graduation, I was approached by a major pharmaceutical company who offered me my choice of jobs as a research assistant. This meant that I had an excellent job BEFORE I had even graduated! After several successful years, I resumed my plan to attend medical school and subsequently earned my Doctor of Medicine. I also earned a Masters Degree in Public Health.
The bottom line for me is this: LBC provided me with an excellent educational foundation that openened numerous doors for me, and that has ensured my success in all my professional endeavors.
Lyman Briggs College provides a unique experience to science and math undergraduates. I see several key advantages of the program:
1. As a residential college, Briggs provides a sense of community and support to students who might otherwise be overwhelmed in a large state university.
2. Professors for the Briggs programs are selected because they are truly interested in teaching undergraduates. So many times a large research universities, undergraduates are treated as a necessary nuisance. At Briggs, I never felt second class to graduate students or research projects.
3. The Briggs program is designed to encourage science and math majors to broaden their intellectual horizons, and to make room in their class schedules for humanities, social sciences, art, and all of the other wonderful disciplines that highly-focused science majors sometimes miss out on.
I am a 2002 graduate of LBC and the skills I learned at Briggs have served me well in the workplace and at graduate school. In addition to a very strong scientific academic preparation, Briggs gave me an edge on writing skills and working in small groups and teams. Sensitivity to the social implications of science and technology is key in medical school and clinical training, especially when applied to issues of patient education, informed consent, and policy.
An early alum, and 32 years later, my son is also a recent LBC grad. The fully developed picture of science in society and the broad scientific curriculum in the context of a living community with shared interests within a megaversity make LBC@MSU an experience like no other.
For students looking at a major in the sciences, LBC is a gem within the broader MSU community. Although I am a significantly older alumnus, the program has maintained its core since I attended. That core is to produce critical thinking graduates who have skills beyond their focused area of discipline. Graduates gain not only a deep knowledge and capability of their "science focus", but also of other important areas such as societal impacts of that science.
The broader education I experienced from LBC has been instrumental in my career, by allowing me to operate at a more strategic as opposed to tactical level.
More recently, I have provided both formal and informal external advising and am gratified that the program has only gotten better. Faculty members, while carrying a partial appointment in other departments and carrying on research, continue to be very focused on providing an excellent educational experience to students with classroom teaching, research activities, and student mentoring.