Recitations in the General Chemistry courses in the College of Natural Science have now adopted LBC's format and methods after pilot testing over the past year.

The Biological Sciences laboratory courses in the College of Natural Science are now using LBC's "Teams and Streams" model for multi-week, inquiry-based labs.

MSU's recently revised policy on Undergraduate Learning Assistants is based upon the existing LBC policy.

LBC's pilot of the Student Assessment of Learning Gains has recently spurred MSU's University Committee on Academic Policy to consider implementing university-wide on-line student course evaluations.

LBC's Study Abroad Fair in Holmes Hall is being used by the Office of Study Abroad as a model for its new informational programs for all MSU students.

•LBC's faculty mentoring program is used as a model by the Office of Faculty and Organizational Development and MSU's NSF-funded ADVANCE initiative (ADAPP) in campus workshops for faculty and administrators.

•LBC's joint appointment practices are cited as a model in campus workshops sponsored by the Office of Faculty and Organizational Development.

•LBC's inclusive hiring practices are cited as a model by the Office of Inclusion and Intercultural Initiatives and MSU's NSF-funded ADVANCE initiative (ADAPP).

•MSU's residential colleges (Lyman Briggs, James Madison, and RCAH) and the Honors College are collaborating with the Office of Admissions and with Residential & Hospitality Services to offer popular and effective "Future Spartans: See How We Live" recruitment events across Michigan.

•Each year, LBC enrolls a 625-student freshman class of strong STEM students who are highly valued by the many MSU departments where they pursue coordinate majors, persist to degree completion, and pursue post-graduate study. Of students entering Lyman Briggs, 95% return to MSU as sophomores and 87% (90%) graduate from MSU within 5 (6) years, two-thirds of them with degrees in STEM fields.

•LBC faculty and administrators are regularly invited to serve as consultants and speakers who can discuss LBC as a model residential college integrating the STEM and HPS disciplines. Recent examples include: Notre Dame University, 2009, 2010; Fukuoka Institute of Technology (Japan), 2009; ACUHO-I Living Learning Programs Conference, 2008.

•LBC faculty and administrators receive invitations to serve as consultants and speakers about LBC teaching and outreach innovations that broaden participation in STEM disciplines. Recent examples include: New Mexico State University, 2010; CIRTL Network Leaders Meeting, 2009; APS/AAPT New Faculty Workshop, 2009; ICWIP-08 (Korea), 2008.

•LBC faculty are frequently asked to lead workshops at national, regional, and local conferences for K-12 teachers and/or university faculty on the teaching of evolution and general biology, based on innovations introduced and assessed in LBC classrooms.

•LBC faculty consistently publish peer-reviewed articles on the Scholarship of Teaching and Learning in a variety of national journals read by faculty members in Science Education, Physics, Chemistry, Mathematics, Statistics, and Biology. This work is based on innovations introduced and assessed within LBC classrooms, often by multi-disciplinary teams of LBC faculty – and the articles help disseminate LBC innovations to other campuses around the country.