Ministry Formation


Fulfillment of Mission and Purpose

LPC–Ignite was originally established as a ministry training and experience program with an emphasis on hands-on ministry experience. Immersion discipleship, which means the development of personal disciplines, is key to the success of LPC–Ignite. The development process, mandatory for each student, includes daily devotions, weekly community service projects, weekly church serving assignments, monthly outreach events, and urban and global missions trips following each four-month semester.

 

Hourly breakdowns

Typical hourly breakdown of a week (assuming 70 students)
Activity Per student As a community
Devotions 7 hours 490 hours
Chapel 1 hour 70 hours
Classes 15 hours 1,050 hours
Community service 8 hours 560 hours
Typical hourly breakdown of a semester (assuming 70 students)
Activity Per student As a community
Devotions 112 hours 7,840 hours
Chapel 16 hours 1,120 hours
Classes 240 hours 16,800 hours
Community service 128 hours 8,960 hours
Mission trip (Fall) 40 hours 2,800 hours
Mission trip (Spring) 180 hours 12,600 hours
D.C. trip (Spring) 12 hours 840 hours

The tables to the left show the weekly hours devoted by LPC–Ignite students and resident interns to their weekly responsibilities, which include off-campus community service. We believe each of these elements are critical to the overall objective of students discovering their Life-Mission, and we recognize that an individual’s sense of purpose in life, with pointed direction to begin pursuing it, will include all aspects of education, training, study and practical experiences.

A weakness, not reflected in what is otherwise an impressive chart of hours served by LPC–Ignite students is this: not 100% of LPC–Ignite students participate in the fall and spring mission trip experience. This is largely because of the financial constraint on a student and their family since the cost of the trips is not factored into their tuition billing for Title IV consideration. The goal would be to ensure 100% participation, and therefore efforts must be made to create a scholarship program to assist students in need for mission trip involvement.


Ministry Placement

The final stage for LPC–Ignite before a student matriculates into becoming alumni is to find placement in a ministry assignment. The success of our internship program is partially determined by the number of local churches who are calling LPC–Ignite every Spring looking for Summer and/or full-time interns. Some churches are also calling on a more regular basis looking for potential candidates to fill youth, children and administrative pastor positions.

Graduate ministry placement

Students placed in ministry
Academic Term Number Percentage
2012 – 2013 31 76%
2013 – 2014 13 81%

The chart to the left shows an increase in graduate ministry placement from the 2012-2013 and 2013-2014 academic terms. However, what the chart does not show is that 100% of our students who have completed the LPC–Ignite program, desiring to be placed into a ministry position, have successfully found a spot. Students who for whatever reason (continued education, jobs outside of ministry) not stepping into ministry roles contribute to the less than 100% above.

Resident interns and advisors

Graduates serving as resident interns and advisors
Academic Term Number
2012 – 2013 13
2013 – 2014 19

One of the philosophies and subsequent components of the LPC–Ignite organizational structure is the cyclical leadership development process. LPC–Ignite students who complete the LPC–Ignite program after two-years are eligible to become resident interns for their third and fourth year. One of the requirements is that resident interns must be enrolled in an online degree completion program with a four-year academic institution.

Summer internships

Percentage of spring enrollment serving in summer internships
Summer Percentage
2011 Not tracked
2012 Not tracked
2013 82%
2014 55%

One area of attention by LPC–Ignite leadership is the development of a placement program for LPC–Ignite students and graduates. A discovery in looking at the decline between summer sessions shown above, is that greater care needs to be made in connecting students with opportunities.