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Established in 1991

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


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


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

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education style




values and worldview

2,500+ Alumni

alumni since 1991

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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.


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.


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


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.


“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.”

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



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.


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.


News and Events

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Netspeak: On the language superhighway


BTW in F2F class some1 LOL at my joooookes! WDYT? Am I funnee? G2G. mtg. CUL. <3.As an academic writing teacher, I am wrestling with the gap between netspeak and formal, academic writing. Recently I served on the panel of evaluators of BA theses (final projects) for the New Media Language Program at a neighboring university. The topics of the projects were super interesting. I learned about multimodal analysis, cultural signifiers, content marketing, and critical discourse analysis, among other topics.   One student focused her research on netspeak, memes, and Instagram. Now, I am not fluent in netspeak. Thankfully, the student offered our panel a glossary of netspeak terms that arose from her data collection. The glossary is probably something that I need to study if I want to keep up with my students’ style of online, social media communication.Then it hit me how odd the situation was. The bachelor’s thesis was written in formal language. The thesis introduced the background ideas in theoretical, technical vocabulary. Long sentences forced the reader to follow the train of thought through complex syntactic lexical structures. Dense paragraphs were organized cohesively and logically. Academic vocabulary signaled the intelligence of the author. The written work was carefully designed according to the university’s strict format for final projects. As all theses in Lithuania, this one will be available on a data base in PDF form and can be printed as needed.In contrast, the content of the thesis was a description of Netspeak, a created language common in online social media platforms like Instagram and X. In Netspeak, there are no rules of punctuation. Words are deliberately misspelled, lengthened, or clipped. Number and symbols combing with letter for words that can only be understood “phonetically.” Abbreviations are the norm. Netspeak is for fast, short messages which don’t require a long attention span. Netspeak disappears from platforms; it is not permanent. It will never be printed. Netspeak is flexible and innovative.It seems obvious now after reading the thesis, that analysis of netspeak is as important as any analysis of new language forms. So, the academically written thesis about discourse analysis interpreted the informal netspeak.This is multilingualism or at least “multi- genre.” I need to be super patient when I am teaching formal academic writing to teenagers who spend more time reading: LOL # b4 school? G2G. Academic writing itself is a foreign language to them.How can I best communicate to my young audience about formality, cohesion, and style which continue to be important in academic writing, when the phone in their fingers uses #’s and contractions to communicate flexible, innovative, temporary messages? Netspeak and academic writing are just different rhetorical modes. My job as an English writing teacher is to help my students navigate these different terrains.BTW BRB with more FAQ’s & blogs. CUL. <3Author: Robin Gingerich, Ph.D., MA TESOL Program Director at LCC International University.

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Your textbook is not the curriculum


“Open your books to page 24. Today we are going to learn about passive voice.” But your textbook is not the curriculum.I get it. Language teachers in public schools are often overwhelmed with students, tests, grades, meetings, paperwork, and classroom management. Sometimes it takes all the effort that one can muster just to move from class to class knowing that administrative paperwork, skeptical students, opinionated parents, and preparation for the standard exams are calling your attention. It’s just too tempting to pick up the textbook and turn to the next page and continue from yesterday.However, ideally, curriculum is a carefully designed plan of instruction with the purpose to meet the language learning needs of the particular students who arrive to your class daily.There are two basic types of curriculum planning. Forward design starts with the content or the tasks that the teacher hopes to teach the learners. Teachers organize the content (scope) into a syllabus (sequence) and select the materials for the lessons and accompanying methods and activities. The aim is to move the students through the content with appropriate lessons. Typically, teachers use a forward curriculum design for task-based instruction, large classes, at the introductory level, or with a very general course. Forward design is inventive; the teacher knows the content and asks, “how can I teach this content well?”Alternatively, a backward curriculum design begins with the end point in mind. A teacher may conduct a needs analysis to discover information about his students in relationship to the goals of the course. Only after the goals of the course are determined and the needs assessment analyzed does the instructor select materials and methods. The materials and methods purposefully move students to meet the goals. In starting with the ending, a backward design prioritizes the goals and helps students to reach those stated goals.In reality, curriculum is negotiated between school/ state requirements and the individual teachers. Many public-school administrations mandated a national or standardized framework that identifies what students should be learning at certain levels. In Europe, two examples of language frameworks are the Common European Reference of Languages (CEFR) from Cambridge and the Global Scale of English (Pearson). Ministries of education also have their standards of frameworks for pupils in schools. In a backwards curriculum design, a teacher’s job is to translate those overarching standards into a syllabus that refines the goals, content, and methods for a block or unit of time into a syllabus. The syllabus is then fine turned to daily lesson plans.So back to those textbooks. At what point can teachers balance the creation of a thoughtful curriculum with a textbook that provides an answer key? In the best-case scenario, the chosen standard, the goals of the course, and the textbook align. However, textbooks are only one tool in the teachers’ toolbox that will assist him to help the students reach the goals of the course.I am not saying “throw out the textbook.” In our course, Curriculum Design, we learn about curriculum development in a variety of contexts. Although we know that it is difficult, we aim for informed teachers to find that near-perfect balance of goals, materials, student needs, methods, and assessment.If you thought teaching was just a matter of opening to page 24? Think again. But that is what LCC’s MA TESOL master’s degree is all about: developing well-informed teachers who can purposefully negotiate the curriculum making significant decisions in their unique contexts.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!"

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Marlene Wall, Ph.D.

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

Roger Friesen – Chair

Executive VP/Business Development

Palliser Furniture Holdings Ltd.

East St. Paul, Manitoba, Canada

Jurgita Choromanskytė

Political Consultant, Lecturer
Klaipėda, Lithuania

Shawn Neumann

CBTW Co-Founder & Partner, Versett Partner

Abbotsford, British Columbia, Canada

Ausra Jakuboviene

Vice President, Transformation Office at Under Armour Inc

Severna Park, Maryland, USA

Andris Lanka

Owner, Valodu Vēstniecība

Liepāja, Latvia

Johann Matthies

Director, Multiply-MB Mission/Europe and Central Asia 

Horn-Bad Meinberg, Germany

Peter Tielmann

President, EQ3

East St. Paul, Manitoba, Canada

David Wallace

Chief Investment Officer, Pomona College

Claremont, California, USA

Cornelia Horsch – Vice Chair

HORSCH Maschinen GmbH

Schwandorf, Germany

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

John Reynolds

President, LAPU

San Dimas, California, USA

Pär Lidaker

Owner, BJS Group AB

Bolmsö, Sweden

John McQuaig

McQuaig and Welk, PLLC CEO

Wenatchee, Washington, United States

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.  

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