Reduced-Hour BS in Education Program (K-5 Concentration)

(see Mathematics Placement)

Admissions Disclosure

LMU cannot guarantee that the Reduced-Hour BS in Education program will fulfill the admission or pre-requisite requirements for graduate and professional degree programs (other than the LMU Carter and Moyers School of Education Master of Education program). Additionally, LMU cannot guarantee that graduates of this program will meet the expectations of some future employers.

Financial Aid Disclosure

Reduced-Hour BS in Education students may receive federal and state financial aid while enrolled in this program; however, financial aid can only be applied to coursework that counts toward the required 90 credit hours of the degree program. For financial aid purposes, at the time of enrollment, students must choose to enroll in either the Reduced-Hour BS in Education program or the traditional BS in Education program (requiring 122 credit hours). Enrollment in both degree tracks at the same time is not permitted.

Teacher Licensure

The LMU Carter and Moyers School of Education is a Tennessee Department of Education (TDOE)-approved Educator Preparation Program (EPP). Students completing the Reduced-Hour BS in Education program will be eligible for Tennessee teacher licensure if: they complete all program requirements, pass the required licensure exams, and meet any other licensure/eligibility requirements as determined by TDOE.

Student Transcript

Students who complete this program will have the following degree program recorded on their transcripts: Reduced-Hour Bachelor of Science in Education.

Cost Variation

For full-time students enrolled in the Reduced-Hour BS in Education program, tuition will be charged at the same rate regardless of how many credit hours they are enrolled in each semester. (The tuition price is equivalent to 24 credit hours per year. Most full-time students will enroll in at least 30 credit hours per year.) Part-time students will pay a per credit hour rate.

Students who complete programs fully online at LMU are charged an online comprehensive fee per credit hour. (This fee is located under the Other Fees section on the Undergraduate Cost of Attendance webpage.) This is the only cost variation between fully online (distance education) programs and programs taught using a face-to-face method of delivery. The new Reduced-Hour BS in Education program will be offered via distance education and face-to-face instruction on the LMU main campus (in Harrogate, Tennessee).

Courses in the program are delivered through a mix of formats to provide both flexibility and hands-on experience. The majority of instruction, about 63.9%, takes place in-person using a hybrid/Hyflex model. For the Hyflex portion, students are required to join class synchronously through Zoom, allowing them to participate in real-time even when they are not physically present. An additional 16.4% of coursework is completed fully online, supporting independent learning and accessibility. The remaining 19.7% consists of student teaching, which is completed in-person in real classroom settings, giving candidates the opportunity to apply what they have learned in an authentic teaching environment.

Cost Comparison

The traditional BS in Education program requires 122 credit hours and is typically completed over four academic years. The Reduced-Hour BS in Education program requires 90 credit hours and is designed to be completed over three academic years.

Because the Reduced-Hour BS in Education program requires fewer credit hours and one fewer academic year of enrollment than the traditional program, the total cost of completing the Reduced-Hour BS in Education program is expected to be lower (by approximately one year) than the total cost of completing the traditional four-year BS in Education program. Actual student costs may vary based on enrollment status (full-time/part-time), housing choices, delivery format, applicable fees, financial aid, and other individual factors.

For additional information on undergraduate costs, please visit the Undergraduate Cost of Attendance webpage at:
https://www.lmunet.edu/student-financial-services/tuition-and-fees/undergraduate.

Program Outcomes

The goal/desired outcome of the program is to prepare candidates of excellence who demonstrate professional dispositions, appropriate content knowledge and skills, and pedagogical knowledge and application that produce effective classroom teachers to make a positive impact on this generation and the next. The Reduced-Hour BS in Education program provides “the candidate with the knowledge and skills to effectively teach all students, including students at risk, students with disabilities, English language learners, economically disadvantaged students, highly mobile students, intellectually gifted students, and students from different… backgrounds” (Tennessee Educator Preparation Policy, 5.504, 2017). 

Student Learning Outcomes

Upon completion, graduates of the program will be able to:

1. Demonstrate professional dispositions, strong content knowledge, and effective pedagogical skills to positively impact student learning and development.
2. Effectively teach diverse learners, including students at risk, students with disabilities, English language learners, economically disadvantaged students, highly mobile students, intellectually gifted students, and students from varied cultural and linguistic backgrounds, in alignment with Tennessee Educator Preparation Policy (5.504, 2017).
3. Meet professional standards aligned with the Interstate Teacher Assessment and Support Consortium (InTASC), the Council for the Accreditation of Educator Preparation (CAEP), and the Tennessee Department of Education.
4. Apply literacy integration, content-specific expertise, and research-based instructional practices to support student achievement.
5. Demonstrate mastery of general education knowledge, specialized content in their teaching field, and foundational professional education standards.
6. Implement instruction using the Response to Instruction and Intervention (RTI²) framework to support all learners.
7. Utilize educator evaluation systems, including TEAM and TVAAS, to interpret data and inform instructional decisions that improve student outcomes.
8. Exhibit readiness to apply learned competencies in real classroom settings through supervised clinical experiences.
9. Engage in reflective practice and continuous professional growth through evidence-based decision-making and analysis of student and program data.
10. Adapt instruction to meet the needs of all learners, demonstrating flexibility, responsiveness, and a commitment to equitable education.

The Reduced-Hour BS in Education program is designed to help candidates gradually grow into effective teachers rather than trying to learn everything at once. The program is organized into four transition levels where knowledge, skills, and professional dispositions are introduced early and then built on through practice, application, and continuous assessment. This structure helps make sure candidates are prepared for the classroom by the time they reach student teaching.

In Transition 1, candidates are introduced to the teaching profession and what is expected of them. In EDUC 290: The Teaching Profession, they begin learning what it means to be an educator and are introduced to standards like InTASC, ISTE, and the TEAM evaluation framework. Field experiences at this stage focus on observation, so candidates can see how classrooms operate, how teachers manage students, and how lessons and assessments are conducted. Assignments such as writing samples and Educator Disposition Assessment interviews help establish a baseline and encourage reflection on their decision to enter teaching.

In Transition 2, candidates begin to become more involved in real classrooms with cooperating teachers. Before stepping into a real classroom, candidates practice teaching mini-lessons, read-alouds, and create content-specific lesson plans. Instead of just observing, as in Transition 1, in Transition 2, candidates assist teachers, work with small groups, begin teaching lessons through assignments in EDUC 340: Instructional and Assessment Strategies and during the EDUC 420 clinical hours with a Reading Specialist, and complete Response to Intervention (RTI) with assigned students. Coursework in Transition 2 focuses on instructional strategies and techniques, differentiation, trauma-informed practices, classroom management, and assessment, helping candidates connect what they learn in class to what actually happens in schools. Their progress is monitored through assignments, classroom presentations, exams, projects, fieldwork observed by a clinical practice supervisor, and evaluations of their professional behavior inside and outside of the classroom. This stage helps them build confidence while still having support and guidance.

In Transition 3, candidates are expected to be more independent. During Clinical Practice I, they are placed with their cooperating teacher, where they will student-teach. During these placements, candidates will plan and teach lessons, assess student learning, and manage classroom behavior. They also must demonstrate strong content knowledge by passing exams such as the Praxis or NES. At this point, they are evaluated using state expectations for teaching, including the TEAM evaluation framework, which helps them understand how teachers are assessed in real classrooms. Feedback from instructors and supervisors becomes more detailed, and expectations increase as they approach full-time teaching. Additionally, candidates complete a diverse setting to help prepare them for the diversity they will encounter as classroom teachers.

In Transition 4, the candidates’ final semester, candidates complete student teaching in Enhanced Clinical Practice II. Here, they assume the full role of a classroom teacher. They plan lessons, teach daily, assess students, analyze data, and adjust instruction based on students’ individual needs. They also complete and pass major requirements, such as the Watermark portfolio, TEAM evaluations, and mock interviews, to demonstrate their growth and readiness. Throughout this experience, they receive regular feedback from cooperating teachers and university supervisors to help with continuous improvement.

Across all four transitions, assessments and observations are built into everything candidates do. They are evaluated through coursework, quizzes, exams, projects, field experiences, classroom observations, and portfolios. Because of this, they are getting feedback throughout the program, not just at the end. This ongoing process and scaffolding help them improve and ensure they meet expectations before entering the classroom. Overall, the program is designed so that candidates move step-by-step from learning about teaching to actually doing it, building the skills and confidence they need to be effective educators.

Time-Commitment from Students

If enrolled full-time, students should complete the program in three years or six semesters. As stated in the curriculum plan (3-year plan), “In order to graduate in three years (six regular semesters), the student must average passing 16/17 credit hours per semester.”

The Reduced-Hour BS in Education program consists of 90 credit hours while the traditional BS in Education program requires 122 credit hours. The LMU Carter and Moyers School of Education faculty members were intentional in how they designed the Reduced-Hour BS in Education program’s curriculum. The program maintains all required education courses aligned with Tennessee Department of Education (TDOE) standards to ensure graduates of the program would be eligible for Tennessee teacher licensure. The only adjustments involved removing some elective courses and other non-TDOE-required courses that are not directly tied to state standards. This ensures that all essential competencies and requirements for teacher licensure are fully preserved while allowing students to complete the program in a more efficient timeframe.

Additionally, the Reduced-Hour BS in Education program includes the required general education courses approved by LMU’s General Education Committee. Students completing this program will be required to complete at least 32 credit hours of general education courses. This general education curriculum “provides the breadth of disciplines, soft skills, and preparation for citizenship relative to a traditional baccalaureate degree” as referenced in the SACSCOC Reduced Credit Undergraduate Degree Guidelines.