High-Impact Learning

At Lyman Briggs College, students learn by doing. Through research with faculty, peer leadership, global experiences, mentoring, and a close-knit learning community, students engage in educational experiences that have been shown to deepen learning, strengthen belonging, and prepare graduates for life after college.

LBC has long been a hub for teaching innovation, where faculty are focused on helping students grow, succeed, and thrive. A central way we do this is through High-Impact Practices (HIPs). HIPs are active teaching practices that promote deep learning through student engagement (Association of American Colleges & Universities). HIPs are intentionally designed so that students spend significant time on meaningful work. LBC students collaborate with peers and faculty, receive frequent feedback, build reflective practices, and connect their learning to real-world questions and challenges. Examples of HIPs include learning communities, learning assistantships, mentoring, undergraduate research, and education abroad.

MSU President Kevin M. Guskiewicz, Ph.D. is a frequent proponent of HIPs, citing their ability to prepare students for a rapidly changing world and workplace. That’s because HIPs have powerful results. Research shows that students who participate in them are more likely to stay in college, earn higher grades, and graduate sooner. They also build strong skills in critical thinking, communication, and problem-solving: skills that are valued by employers. When universities ensure broad access to these experiences, HIPs can help close equity gaps by providing structured, supportive opportunities that help all students succeed.

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High-Impact Practices at Lyman Briggs College

a student chats with a faculty member one-on-one

Supportive Learning Community

From the day an LBC student moves into Holmes Hall, they are surrounded by peers interested in science, who take the same classes and live just down the hall. Our living-learning community and interdisciplinary curriculum foster academic and social connections, with our dedicated faculty, academic advisors, and upper-level student mentors and learning assistants providing support to students. From application to graduation, LBC students have intentional access to people and experiences that help them develop as scientists and citizens.

 

A group of students with mentor t-shirts on smile at the beginning of the school year

Briggs First-Year Seminar

A college student’s first semester is a time of freedom, self-discovery, and increased academic pressures. It can be exciting and at the same time, daunting to attend a large university like MSU with hundreds of opportunities and resources. In our Briggs First-Year Seminar, all first-year Briggsies have a mentor and small group connections. This one-credit seminar helps students build community, access campus resources, and explore career fields. Students also learn essential skills, like time management, scientific study strategies, and how to set goals. LBC students are provided with dedicated support and knowledge to help them thrive at MSU.

A student helps teach another student in a chemistry lab

Undergraduate Learning Assistants

Undergraduate Learning Assistants (ULAs) are typically upper-level LBC students who assist our faculty in lectures and labs. Students in courses with ULAs have an additional instructional team member to consult with questions. Further, that team member has taken similar challenging classes and can help make connections and provide perspective to students. In fact, national research has shown that students report higher levels of satisfaction in courses with learning assistants, than those in courses without. For the ULAs themselves, the experience develops leadership skills and greater content mastery through instruction. This supportive academic program not only helps students in courses succeed; it develops students who help others succeed.

A student presents research to a faculty mentor at the LBC Research Showcase

Undergraduate Research

Undergraduate research is a powerful learning experience, both as an individual experience or part of an LBC class. Some LBC lab classes engage students in inquiry-based research. Many students work as volunteer or paid research assistants in departments and labs across campus. Others find opportunities in LBC through faculty-led projects during the academic year. Students explore ideas, develop transferable analytical and technical skills, and hone their science communication skills through conducting and presenting undergraduate research. In Spring 2026, over 200 LBC students presented at the University Undergraduate Research and Creative Arts Forum, the premier research showcase at MSU.

Collage of four images from Wytham Woods, Oxford, England

Education Abroad

MSU is a world leader in education abroad, and approximately 150 LBC students study abroad each year. Students who engage in global learning frequently describe their time abroad as life-changing. Immersed in new cultures and communities, students not only gain global perspectives but also strengthen essential life skills such as adaptability, self-confidence, problem-solving, and effective communication. Recent LBC faculty-led programs include:

  • American Colonialism and the Creation of Biodiversity in Panama
  • Health and Medicine: History, Present and Future in Paris, France
  • Ecology: The Birth and Development of a Science, Oxford, U.K.
  • Engineering the Modern World: How Mathematics Shaped History in Italy and England
  • Exploring Principles and Practices of Wildlife Conservation in South Africa
Green background with a silver Spartan helmet and the words Imagine if every LBC student had a life-changing learning experience...

Imagine if every LBC student had a high-impact learning experience

We are driven to provide a high-impact learning experience to every Lyman Briggs student. It is a central goal of the LBC 2032 Strategic Plan, and it will help empower LBC students to tackle some of the world's most complex problems.

To expand these learning experiences and provide access to all students, we rely on financial support. If you are interested in supporting programs like these, please email Christina Thelen, LBC's associate director of development.

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