Lyman Briggs College: A History of Interdisciplinary Science Education

The Lyman Briggs College (LBC) at Michigan State University (MSU) stands as a unique institution dedicated to fostering interdisciplinary science education. Located in East Lansing, Michigan, LBC addresses the modern dilemma described by C. P. Snow's "Two Cultures" by educating STEM students in the natural sciences as well as the humanities and social sciences, effectively attempting to create a curriculum of "liberal sciences." Founded in 1967, the college has a rich history of innovation and commitment to integrating science with its broader human, social, and global contexts. This article delves into the origins, evolution, and distinctive features of Lyman Briggs College.

Origins and Founding

In the mid-1960s, Michigan State University experienced rapid growth due to the influx of students following World War II. Drawing inspiration from the "Living-Learning" model gaining traction in North American higher education, MSU President John Hannah spearheaded the establishment of residential colleges. In 1965, Justin Morrill College, focusing on the arts and humanities, became MSU's first residential college.

Subsequently, faculty committees representing diverse disciplines across the university-including natural sciences, chemistry, entomology, philosophy, psychology, mathematics, and physics-convened to plan a second residential college, initially known as "College II." This new college would center on the sciences and explore their societal implications. Dr. Frederic B. Dutton, director of MSU's Science and Mathematics Teaching Center, led a second planning committee that refined these proposals. In February 1967, the MSU Board of Trustees approved the initiative, naming the institution Lyman Briggs College in honor of Lyman J. Briggs, a distinguished alumnus of Michigan State University, an accomplished engineer and physicist who later worked in the federal government. F.B. Dutton was named the college's inaugural dean.

Lyman Briggs College shares historical ties with James Madison College (JMC), as both were established in 1967 as part of Michigan State University's (MSU) expansion of residential colleges to foster intimate learning environments within a large public institution. JMC focuses on social sciences and public policy, contrasting LBC's emphasis on natural sciences integrated with humanities and social sciences.

The "Living-Learning" Model: Holmes Hall

MSU President John Hannah's foresight led to the construction of over a dozen dormitories around the edges of campus to accommodate expanded enrollment. Across colleges and universities in North America, a new concept was being put forth, based on the "Living-Learning" model: the residential college, which was said to provide the best environment for undergraduate students. In this model, the students would have access to academic classrooms and labs, along with staff and faculty offices within the same buildings in which they lived.

Lyman Briggs College is located in Holmes Hall (named for MSU founder John Clough Holmes), the largest residence hall on campus. Many of the over 1250 students in the residence hall are members of LBC. Holmes Hall and McDonel Hall had been constructed in 1965, with the first physical and biochemical labs (with fume hoods) ever included in residence halls. Holmes included six classrooms in the upper C-wing, and three labs in the lower. LBC as a residential science college presented many advantages: Smaller numbers of students in classes, a close-knit community, and the opportunity for faculty to use innovative methods and ways of teaching. Even the structure of having faculty members jointly appointed in Lyman Briggs and other university departments was experimental.

Curriculum and Pedagogy: Bridging the "Two Cultures"

Lyman Briggs College addresses the modern dilemma described by C. P. Snow's "Two Cultures" by educating STEM students in the natural sciences as well as the humanities and social sciences, effectively attempting to create a curriculum of "liberal sciences." Science classes offered by LBC include chemistry, biology, physics, and math, and classes in the history, philosophy, and sociology of science. All of these classes reveal science's relationship with society, literature, history, and philosophy.

LBC's curriculum is designed to integrate cutting edge, student-focused science and mathematical pedagogy with an innovative interdisciplinary curriculum that explores the history, philosophy, sociology, and communication of the sciences. LBC implements a liberal arts-based curriculum in the natural sciences, designed to integrate foundational training in biology, chemistry, physics, and mathematics with humanities and social sciences, thereby addressing the "Two Cultures" divide articulated by C.P. Snow.

Foundational requirements center on rigorous, hands-on courses in the core sciences, typically delivered in small classes with integrated labs and recitations to build conceptual understanding and problem-solving skills. The Science and Society component, comprising 11-12 credits, examines the social, historical, and philosophical contexts of science, promoting skills in critical analysis, research, and communication.

In its formative years during the late 1960s and 1970s, LBC introduced several pedagogical innovations that distinguished it from traditional science programs.

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Innovations in Teaching

Even the structure of having faculty members jointly appointed in Lyman Briggs and other university departments was experimental. Other innovations:

Computer programming courses were offered and computers integrated into math courses in the 1960's
Introductory biology courses were developed which did not require a student to know the principles of organic chemistry
Initial biology lectures were recorded and shared in lecture, with recitation and laboratory facilitated by graduate teaching assistants
Chemistry and physics were taught sequentially, to avoid topical repetition
Majors were eventually coordinated across the university to allow students to have foundational science courses in Lyman Briggs before focusing on "fields of concentration"
Written and spoken communications were emphasized in all courses
An introductory writing course was crafted by a professor in the Department of American Thought and Culture, called Third Culture Rhetoric. The course was a response to the theories of British physical chemist and novelist C. P. Snow, "The Two Cultures and The Scientific Revolution" which proposed a third culture to bridge the cultural divide between the sciences and the humanities
Additional courses in the "Third Culture" vein would include Logic, the History of Science, and the Philosophy of Science
Two years after the college was founded, Undergraduate Learning Assistants were employed in courses for the first time, providing knowledgeable and enthusiastic support for their peers in LB classes

"Third Culture" Courses

A cornerstone innovation was the development of "Third Culture" courses, inspired by C.P. Snow's concept of bridging the gap between the sciences and humanities. These courses aimed to explore the intersection of science, society, and culture, fostering critical thinking and communication skills among students.

Science and Society

LBC offers a distinctive major and minor in Science and Society, tailored exclusively for its students. The Bachelor of Science in Science and Society emphasizes the historical evolution of science, its societal norms, and its broader impacts, while developing skills in science communication and critical analysis through customizable coursework selected in consultation with faculty advisors. The corresponding minor extends this focus, enabling students to explore science's integration into society via elective courses.

Responding to World Events

The late 1960's was a tumultuous period of world history. Between the divisive Vietnam War, the growing feminist and Civil Rights movements, and events like the Kent State Massacre, students craved more discussion of world events in classes and beyond. In response to Kent State, some LBC faculty members held classes in their homes. The college observed Moratorium Day as well. The "Third Culture" curriculum evolved from a fairly narrow set of course offerings to courses that explored society and the cultural impacts of science. That area of study in Lyman Briggs changed its name to "Science Studies." This curricular expansion has only gotten broader over time, and has become a component of the Lyman Briggs curriculum.

The college adapted dynamically to the turbulent socio-political climate of the late 1960s and 1970s, including the Vietnam War, Civil Rights Movement, and the 1970 Kent State shootings.

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Student Life and Community

Lyman Briggs College fosters a vibrant community through student governance structures that emphasize collaboration and input. Peer support networks are integral to the Briggs experience, promoting academic and social integration. Student activities highlight the college's emphasis on fun, collaboration, and interdisciplinary engagement. The community thrives on an inclusive environment that values curiosity, collaboration, and responsiveness to societal changes. High student engagement in these activities cultivates leadership and global awareness. The process emphasizes community integration and preparation for LBC's residential environment.

One of Lyman Briggs College’s greatest strengths is its ability to immerse students in a collaborative living-learning community of educators and peers who study science and its social impacts. Its students develop strong relationships with faculty members and advisers because of its small class sizes, the close proximity of offices and classrooms to dorm rooms, and its approachable and enthusiastic faculty and staff. Briggs students are remarkably supportive of one another because they are pursuing their studies in a setting that fosters cooperation, rather than competition. This kind of learning environment is rare and invaluable.

Student Involvement

The student voice has always been important at Lyman Briggs. Early in LBC's first year, a Student Advisory Committee was formed. It was responsible for the "co-curricular" nature of college life for Briggsies. In addition, these students would come to have open meetings and would represent student concerns to faculty and administration. In 1970, three LBC students presented "An Undergraduate View of Science Education" at the December meeting of the American Association for the Advancement of Science. Students were invested and involved in the ongoing development of Lyman Briggs College and its innovation.

"Briggsies"

LBC students, affectionately called “Briggsies,” live and learn together in Holmes Hall their first year. They build a core science foundation in LBC’s innovative biology, chemistry, physics, and math courses before taking upper-level STEM and courses in other MSU colleges. They complement these STEM courses with a series of interdisciplinary courses in Science and Society that explore the relationships between the sciences and the arts, humanities, and social sciences, which results in scientists and citizens who think critically.

Administrative Structure and Leadership

Administratively, LBC underwent significant structural changes in the late 20th and early 21st centuries. Lyman Briggs College (LBC) at Michigan State University (MSU) operates as a degree-granting residential undergraduate college focused on the natural sciences, humanities, and social sciences. Established in 1967, it was initially structured as an independent college but was reorganized in 1981 as the Lyman Briggs School of Science within the College of Natural Science.

In 2007, the school went through the formal process of regaining its status as a residential college, "in time for the school's 40th anniversary in the fall [of 2007]." The proposal to change its status was unanimously approved by the Faculty Council on April 10, 2007, presented to the Academic Council on April 17, 2007, and approved by the MSU Board of Trustees on June 15, 2007.

Leadership of LBC is headed by a dean, who reports to the MSU provost and oversees academic, research, and administrative functions. The inaugural dean was Frederic B. Dutton, appointed in 1967, who guided the college's founding and early development. Elizabeth Simmons served as director from 2003 to 2007 and then as dean until 2016, during which she led the transition to degree-granting status. Mark Largent acted as interim dean from 2017 to 2018. Michele H. Jackson held the position from 2018 to 2020. Currently, Kendra Spence Cheruvelil is acting dean on an interim basis.

Administratively, LBC maintains a unique structure with approximately 60 administrative and support staff (as of 2016), supporting its residential and academic operations. Faculty, numbering approximately 30 core members, hold joint appointments in LBC and other MSU departments, such as those in the College of Natural Science, fostering interdisciplinary integration while ensuring expertise in specialized fields.

Collaboration and Partnerships

LBC partners with the James Madison College (JMC) and the MSU Department of Fisheries and Wildlife in the Science, Technology, Environment, and Public Policy specialization, which is based in JMC and offers a minor. The James Madison College at Michigan State University was founded in the same year on the same principle of residential college, but in the area of public policy, political theory, and the liberal arts. Madison and Briggs Colleges collaborate with the Department of Fisheries and Wildlife in offering an undergraduate specialization in Science, Technology, the Environment, and Public Policy (STEPPS).

These colleges operate under a shared "living-learning" model, where academic programs are housed in residence halls to create small-college communities amid MSU's scale of over 50,000 students, promoting interdisciplinary dialogue and peer mentorship. LBC's science-oriented approach complements JMC's policy focus and RCAH's creative disciplines, enabling cross-college collaborations that enrich MSU's undergraduate experience.

Friendly inter-college rivalries enhance community bonds, exemplified by the annual Canoe Race on the Red Cedar River between LBC and JMC students, a tradition that fosters spirited competition and social interaction. Collectively, LBC, JMC, and RCAH contribute to MSU's national recognition for learning communities.

In fall 2007, Michigan State opened a new Residential College in the Arts and Humanities.

Recognition and Impact

Lyman Briggs College's residential model has been instrumental in Michigan State University's recognition as a top institution for learning communities. Michigan State University has been the top public institution for learning communities for consecutive years, to which Lyman Briggs College is a large factor.

LBC students have among the highest graduation rates of anyone at the MSU and nearly twice the national average for STEM students. The Briggs experience is open to every incoming MSU student. If you are admitted to MSU and want to study science, you can be a Briggs student.

Special Programs

Special programs at LBC include the 3+4 accelerated pathway with the MSU College of Osteopathic Medicine, available to biology majors meeting specific criteria; this allows qualified students to enter medical school in their fourth undergraduate year, completing a B.S. and D.O.

Looking Ahead

The milestone has encouraged us to think about some of the challenges that lay ahead for our state, our country, and our world - and recognize that scientists will play a central role in managing or solving many of the problems we face. For that to happen, tomorrow’s leaders will need world-class training in the sciences, coupled with an education that engages them in critical analysis of science and society.

Science and politics are more deeply intertwined and more complicated than ever before. Today’s problems are more challenging, and their potential negative consequences are more significant than previous generations ever faced. Climate change, communicable diseases, sustainability, population growth, food and water security, access to energy, income disparity, natural resource management and many other pressing problems require citizens and leaders with a sophisticated understanding of the interplay between nature, science, politics and ethics.

Now, more than ever, we need leaders who understand science who also recognize that asking questions about nature has political consequences. For the last half century, Lyman Briggs College has focused on providing exactly this sort of education.

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