main header picture main header picture

Identity

Established in 1991

Christian Liberal Arts university, established by a joint venture of Lithuanian, Canadian and American foundations. 

MISSION STATEMENT

LCC International University provides Christian liberal arts education within a diverse learning community that transforms people for servant leadership.

VISION STATEMENT

To be the leading Christian liberal arts university in Europe, renowned for its flourishing academic community, spiritual vitality, and global impact.

Read more about LCC history
NORTH AMERICAN

education style

LIBERAL ARTS

philosophy

Christian

values and worldview

More than 2,000 Alumni

total number of alumni since 1991

Our partners

See all >

Distinctives

Christian

We confirm the identity of LCC as a Christian university.

Liberal Arts

We emphasize eight core competencies: critical thinking, conflict transformation, multicultural perspective, effective communication, Christian worldview, servant leadership, multidisciplinary knowledge and community building. Our definition of liberal arts education takes into account quantitative diversity of course work, but further emphasizes the importance of student self-transformation.

International

We confirm our identity as an international university, with student and faculty/staff diversity. The international distinctive is mirrored in our program content, teaching approach and student life programming.

North American Style

An integral part of  LCC's uniqueness is  providing a North American style of education, but in the region of Eastern Europe.

Relational

LCC is a relational university. We believe that student transformation takes place within the context of community and one-on-one relations.

Philanthropic

A philanthropic identity is central to the life and mission of LCC. Indeed, we are global citizens who share a responsibility to collectively care for people in need.

Strategic Plan 2018-2023

Read more about our vision of LCC as a Flourishing Community.

“VALUED IN LITHUANIA
AND ABROAD”

“LCC is not only an example of personal initiative to a lot of academic institutions and young people, it is a high quality university, connecting both Christian principles and openness in society. The best evidence of that are LCC alumni, who are welcomed and valued both in Lithuania and abroad, and faculty from North America, who find a mature and bright audience filled with youthful courage at LCC International University.”

a photo of person or place for the testimony

Valdas Adamkus
President of Lithuania
From 1998 to 2003 and 2004 to 2009

Accreditation

BA & MA PROGRAMS

LCC International University offers accredited Bachelor's and Master's programs in social sciences and humanities recognized by The Republic of Lithuania. See full list of all accredited institutions in Lithuania.

EXTERNAL EVALUATION

LCC received a positive external evaluation in 2016. The review process included an institutional self-report and a site visit by international experts which happened in November, 2015.

Internal Quality Assurance

We have developed and implemented a continuous quality improvement strategy and a internal quality management system that is coherent to Lithuanian and North American requirements, and the Standards and Guidelines for Quality Assurance in the European Higher Education Area.

Documents:

Facts and figures

758

Enrolled students this year

64

Countries represented

79%

International students

60%

Students receive financial support

92%

Recent graduates would recommend LCC to school seniors

16:1

Average student to faculty ratio

90%

Student retention rate

2,434

Total number of alumni

News and Events

A photo for this news article
TESOL Principle 4: Adapt lesson delivery as needed 

2024-03-08

On my computer, I have a folder of unit plans, lesson plans, readings, activities, and assessments for the composition course that I teach at LCC International University. I have taught this course in both fall and spring semesters for many years. My well-organized documents give me confidence. Each of the 42 lessons of the semester are already planned for next fall.  But, do my pre-made lesson plans make me a good teacher? What is good English language teaching? How can we conceptualize good teaching in a way that is both concrete and comprehensive? TESOL has articulated 6 principles of English Language teaching. These principles are broad enough to include K-12, adults, university classes, children, migrants, new comers, and English taught as foreign language (outside the USA). You can find information about all 6 principles here: https://www.the6principles.org/the-principles/ The fourth TESOL principle is: Adjust lesson delivery as needed. Good teachers walk into a classroom with a well-developed lesson plan. The teacher has designed a lesson with clear objectives, engaging activities, and elements of review.  However, as I learn more about how students engage with my lessons, I must be willing to adapt my lessons. This year, I have been concentrating on upgrading my lessons for my composition classes. With some effort, I remember how my students reacted to ideas that I presented last semester. I ask myself; how can I adapt my lessons to truly fit the needs of my students this year?  Over the spring semester,  I have adapted my assignments to more fully activate students’ motivation.  I have adjusted the metaphors that I use to describe abstract concepts.  I have changed my examples to better address key ideas.  I have swapped out introductions to lessons so students can see the logical paths to the lesson objectives.  I have created different class activities with more focus.  The course remains the same. The learning objectives have not moved. The final assessment remains in place.  As a lifelong learner, I will keep adjusting and adapting my lessons in order to offer better lessons for the students who are sitting in front of me today. I am not seeking perfection. I am seeking improvement. The fourth TESOL Principle is a reminder to learn, to improve, and to adjust. This week, I asked my students to evaluate my teaching at mid semester. I am eager to hear from them, if my adjustments are hitting the mark.Note:  TESOL International is a worldwide organization of English language teaching professionals and practitioners. They provide professional development workshops, seminars, and conferences at the state and national level. The national TESOL convention draws thousands of classrooms teachers, program directors, curriculum writers, university and graduate students, textbook authors, and researchers. TESOL offers scholarship, grants, and learning opportunities both face to face and online. TESOL representatives advocate for equality in education in the national, political agendas. Consider joining this dynamic organization today!  Author: Robin Gingerich, Ph.D., MA TESOL Program Director at LCC International University.

A photo for this news article
God bless mental health professionals

2024-03-08

I would love to be able to teach every student on my classlists. I would be thrilled if I saw improvements in students’ writing skills over time. I never expect perfection; however, I love to see improvement. My goal for each lesson, each week, each semester, is that, over time, students learn something. Maybe one student learns how to punctuate a sentence correctly. Maybe another student learns how to write more coherently. Maybe another student grows in her confidence to contribute to a group discussion.“Thank heaven” that I am not their last teacher. My freshmen will have other teachers next year, and the next year and the next year. They will continue to learn and they will continue to improve. They may never become perfect writers (is there such a thing anyway?) We are aiming for growth, not perfection.  Sadly, I can’t teach all students. I don’t have the skills to teach students who are severely autistic. I don’t have the skills to teach students who are socially and emotionally unable to manage their own actions in the class. I have never been trained to teach mentally challenged students. While, I would not be opposed to learning that skill set, I am not equipped at this point.  This year, a young man on my classlist was on the autism spectrum. Not severe autism; he could control basic functions. He could behave appropriately most of the time. But within the first week, I could see that his mind did not function as a ‘normal’ student.  I tried. I really tired. I tired giving super clear, simple instructions just for him. I drew concepts in pictures. I tried to be firm and straight forward with him. I tried offering extra time to complete his assignments. I did my very, very best to be kind and patient with him during the lessons, especially when his behavior was unexpected and unusual. And I must applaud my entire class of students who were kind, patient, generous, and tolerant of this young man. It was clear to all of us that he “just was not” comprehending the material or the instructions.  Thankfully our university has an amazing team of professionals who are experts in dealing with students who are differently abled. They took time, they listened, they coached, they offered support, and they garnered the support of other mental health professionals. Sadly, but rightly so, it was determined that we simply don’t have the support for this young man at our school.  May God richly bless the professionals who can care for students with mental health issues. And may God bless the young people who struggle with their mental health each day.Author: Robin Gingerich, Ph.D., MA TESOL Program Director at LCC International University.

“Welcome from the President”

"Welcome to LCC International University. An LCC education is valuable – it offers opportunities to put theory into practice; it brings people together from many parts of the world to live and study and interact; it helps us discover how to live a life of faith. In community! At LCC we grow together as a learning community, we interact as a relational community, we celebrate our international community, and live lives of integrity as a Christ-centered community. Join our flourishing community of students, faculty and staff, friends and donors!"

a photo of person or place for the testimony

Marlene Wall, Ph.D.
President

President's Cabinet

Founding Board of Directors Members

Art DeFehr

Winnipeg, Manitoba, Canada

Otonas Balčiūnas

Carmel, Indiana, USA

Dennis Neumann

Abbotsford, British Columbia, Canada

Leona DeFehr

Winnipeg, Manitoba, Canada  

Raimonda Balčiūnas

Carmel, Indiana, USA

Rene Neumann

Abbotsford, British Columbia, Canada

Board of Directors Members

John Reynolds – Chair

President, LAPU

San Dimas, California, USA

Jurgita Choromanskytė

Political Consultant, Lecturer
Klaipėda, Lithuania

Tim Herrmann

Graduate Chair, Taylor University

Upland, Indiana, USA

Bryan Kay

Consulting CFO and Controller
Burlington, Washington, USA

Andris Lanka

Owner, Valodu Vēstniecība

Liepāja, Latvia

Johann Matthies

Director, Multiply-MB Mission/Europe and Central Asia 

Horn-Bad Meinberg, Germany

Klementina Shahini

Principal, Lezha Academic Center
Lezhe, Albania

Peter Tielmann

President, EQ3

East St. Paul, Manitoba, Canada


David Wallace

Chief Investment Officer, Pomona College

Claremont, California, USA


Pär Lidaker – Vice Chair

Owner, BJS Group AB

Bolmsö, Sweden

D. Merrill Ewert

President Emeritus, Fresno Pacific University

Topeka, Kansas, USA

Andrew Kaethler

Academic Dean, Catholic Pacific College

Langley, British Columbia, Canada

Alexander Kharitonov

President, CCI/Russia
St. Petersburg, Russian Federation

Allon Lefever

President, AB Hospitality Company

Lancaster, Pennsylvania, USA

Olga Rubel

Coordinator of Programs, Mennonite Center
Zaporozhye, Ukraine

Roger Friesen

Executive VP/Business Development

Palliser Furniture Holdings Ltd.

East St. Paul, Manitoba, Canada


Cornelia Horsch

HORSCH Maschinen GmbH

Schwandorf, Germany


Board Emeritus Members

  • Ed Buller

    Winnipeg, Manitoba, Canada

  • Hansuli Gerber

    Geneva, Switzerland

  • Bill Goff

    Rome, Georgia, USA

  • Howard Loewen

    Valencia, California, USA

  • Ron Mulder

    Holland, Michigan, USA

  • Myrl Nofziger

    Goshen, Indiana, USA

  • Ben Sprunger

    Nokomis, Florida, USA

  • Stanley Clark

    Emily, Minnesota, USA

  • Todd Gibson

    Seattle, Washington, USA

  • Bruce and Marianne Konrad

    Abbotsford, British Columbia, Canada

  • Russ and June Michealsen

    Santa Barbara, California, USA

  • Gerald Neufeld

    Delta, British Columbia, Canada

  • Ken Penner

    Winnipeg, Manitoba, Canada

  • Dwight Wyse

    Harrisonburg, Virginia, USA

Memberships & Associations

Collaborative Partner, Council for Christian Colleges & Universities

Affiliate Member, Consortium for Global Education

Member, International Network for Christian Higher Education

Member, European Association for International Education

Member, Lietuvos Anglų Kalbos Mokytojų Asociacija

Member, European Association of Institutional Research

Member, Baltic Management Development Association

Christian Mission

Core values
  • We believe that a liberal arts education integrates learning with all aspects of life.
  • We affirm a Christian worldview that invites all people to grow in truth and restoration through the power of the Gospel of Jesus Christ.
  • We value community as a safe place where people are respected, affirmed, and empowered, so that their dignity is upheld.
  • We pursue relationships that are mutual, authentic, and based on trust.
  • We celebrate diversity of cultures and traditions, personalities and opinions.
Understanding LCC Christian mission

LCC is an ecumenical Christian university grounded in the historic Christian faith, and respectful of other religious traditions.  

Read about our mission >

Special projects

Middle East Scholars

Assisting war-affected students from Syria, Iraq and Afghanistan by providing an opportunity to start or continue their BA or MA education at LCC International University.

Read more about MES program >

Mission partners

See all >

Campus Tour

Venue rental

Looking for a venue to host a large event or accommodation for a large group?

Transformations

A monthly newsletter for friends, donors, faculty, staff and alumni. Energetic doze of news, perspectives, stories and facts that illustrate progress of our mission.

Annual report

Review our annual report archive, highlights of the year, facts numbers and stories!

Open archive

Contact Us

Faculty and Staff Recruitment