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.
In addition to providing an outstanding education in scientific principles, Lyman Briggs College teaches its students how to actually BE scientists, by requiring that they take courses in the history, logic and philosophy of science. In 1971 we read Thomas Kuhn's "The Structure of Scientific Revolutions", fifteen years before Kuhn's concept of "paradigm shifts" came to be used as a teaching tool by the general public.
My professor, Dr. Robert Snow, used this "paradigm shift" concept in counselling me to consider other options besides teaching Biology. In 1974 I took his advice, switched gears, and became an environmental lawyer for the newly created U.S. EPA, where I received awards as their lead counsel on the first case ever brought under Superfund and as lead counsel on the largest settlement in the history of U.S. EPA.
As a "residential college" within a large university, Lyman Briggs provides a very valuable and unique educational experience.
As a member of one of the first Lyman Briggs classes, I have found that the Lyman Briggs experience lasts a life time. The academic opportunities are phenomenal. The experiences beyond academics such as human interaction, communication, community awareness, self awareness, and building of self confidence make this environment extraordinary.
The personal impact for me was so significant that, when I could share financially, I decided to "pay it forward". I established an endowed scholarship in Lyman Briggs.