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Middle School Education Lang Arts & Nat Science

The middle childhood education language arts and natural science program at the University of Cincinnati is dedicated to improving the educational experiences of children in grades four through nine, with a special commitment to urban education. The program’s central goal is the preparation of outstanding teachers who are:

  • qualified to meet the unique intellectual, social and emotional needs of children in middle childhood
  • reflective and responsible professionals who demonstrate an inquiry orientation toward teaching and professional development
  • committed to working with children who are diverse in learning style, ethnicity, language, gender, age, class, physical and intellectual achievement and family background
  • experienced in thinking critically, solving problems and working collaboratively with children, families and other professionals
  • knowledgeable about disciplinary subject fields, curriculum integration and technology

Candidates in the middle childhood education language arts and natural science program complete a bachelor of science degree and an internship. After passing the appropriate Ohio Assessments for Educators exams, candidates are eligible to apply for an initial State of Ohio teaching license, which licenses them to teach language arts and natural science. Candidates can also expand their licensure by completing appropriate course work to become eligible to apply for a generalist license, which would allow them to teach in all four subject areas in grades four, five and six.


Quick Info

Program Code


Real-World Learning Components

Required teaching experience


4 years

Admission Criteria



Main Campus
21.0 - 25.0
970 - 1110


Middle Childhood Education
College of Education, Criminal Justice, and Human Services


361 Dyer Hall
Cincinnati,OH  45221-0014
CECH Student Services Center
Phone: 513-556-2336

Student Success Factors

Successful candidates are those who:

  • know how young adolescents learn and develop
  • can articulate the central concepts, tools of inquiry and the structures of their discipline
  • collaborate effectively with others to develop their own professional competence
  • demonstrate leadership through family and community involvement
  • address issues of diversity with equity
  • use technology to support their practice
  • use assessment to inform their classroom practices
  • demonstrate pedagogical and philosophical knowledge of the middle school concept
  • embrace the intent of the program through learning situations within an urban environment
  • exhibit responsible, caring, fair and honest behavior
  • commit to the endeavor of social justice

Career Possibilities

Graduates of the middle childhood education language arts and natural science program may teach in public or private schools. The middle childhood license allows teachers to teach two licensure areas in grades four through nine. There are additional endorsements that allow teachers to teach in either or both of the additional licensure areas for grades four through six. Graduates of the middle childhood program usually elect to teach in Ohio, but graduates teach across the nation.

Additional career options are listed on the Center for Exploratory Studies website.

Major Details

Each candidate must complete course work in two licensure disciplines, as well as course work in educational and professional studies referred to as the professional cohort. The program provides on-site contact with schools and social agencies. These experiences give candidates the professional point of view and practical understanding essential to the preparation of effective teachers. In cooperation with area school systems, candidates complete a wide range of field experiences and teaching internships in urban and suburban classrooms.

Advancement in the program consists of a two-step process. The first step is admission to the UC College of Education, Criminal Justice, and Human Services (CECH) as an education student. The second step involves admission into the professional cohort, which occurs during the second year (i.e., sophomore status or its equivalent). For more information about the cohort selection process and criteria, please contact an academic advisor. During year two, education students who meet requirements for advancing in the program must attend a mandatory information meeting during fall semester and in early spring semester submit a completed application for admission to the middle childhood education professional cohort that begins the following fall semester. Enrollment is limited; admission is competitive.

Once admitted into the cohort, students take their professional education courses. 

Upon successful completion of the undergraduate program requirements, students earn a baccalaureate degree from the UC College of Education, Criminal Justice, and Human Services (CECH). After successful completion of the licensure program and passing state-required Praxis tests, candidates are eligible to apply for an appropriate State of Ohio teaching license.

The middle childhood education program consists of both an undergraduate and graduate program that prepares candidates for teaching young adolescents in grades four through nine. Candidates can also earn licensure while pursuing a master’s degree in middle childhood education. Licensure, while connected to the master’s degree program, can be completed prior to the master’s degree depending on the candidate’s scheduling of course work. The middle childhood education program also offers a master’s degree in middle childhood education for those who have already obtained licensure.

Minor Details

There is no minor offered in middle childhood education.


These tools assist students to identify course requirements and individual progress toward completion of academic programs. It is important to utilize these resources with personalized guidance from a UC academic advisor regularly to ensure timely graduation..

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Curriculum Guide Versions:

Middle School Language Arts and Natural Science

Predominant Program

    Fall (Year 1)
    • ENGL1001, English Composition, EC, 3
    • SPED1001, Individuals with Exceptionalities, DC, SE, 3
    • EDST1001, Introduction to Education, DC, HP, 3
    • GEOL1003, Physical Geology, NS, 3
    • GEOL1003L, Physical Geology Laboratory, NS, 1
    • PHYS1017, How Things Work: From Roller Coasters to Superconductors, TI, NS, 3
    Spring (Year 1)
    • CI1001, Educational Technology, TI, 3
    • EDST1002, Educational Psychology, SS, 3
    • XXXXxxxx, Student will select MATH1021 or MATH1008 or STAT1034 or HPE2071., 3
    • ENGL2001, Topics in Literature, HU, 3
    • COMM1071, Introduction to Effective Speaking, HU, 3
    Summer (Year 1)
    • N/A
    Fall (Year 2)
    • EDST2003, Pre-Adolescent through Adolescent Development, SS, 3
    • CI2001, Digital Communication for Modern Learning, HU, 3
    • CHEM1010, Chemistry in Today's Society I, NS, 3
    • CHEM1010L, Chemistry in Todays Society Lab I, NS, 1
    • BIOL1021, How Life Works: Introductory Biology I, NS, 3
    • ENGLxxxx, Student will select ENGL2021 or ENGL2022., 3
    Spring (Year 2)
    • BIOL1022, Introductory Biology II: Life on Earth, Organism to Ecosystem, NS, 3
    • CHEM1011, Chemistry in Today's Society II, NS, 3
    • ENGL2089, Intermediate Composition, EC, 3
    • MDL2001, Introduction to Middle School Field Experience, 1
    • ENGL2080, Ethnic Literatures of the United States, DC, HU, 3
    • CI3003, Teaching and Learning in Diverse Classrooms, 3
    Summer (Year 2)
    • N/A
    Fall (Year 3)
    • LSLS3020, Foundations and Assessment of Literacy for Middle Grades, 4
    • LSLS3021, Reading Instruction Using Literature in Middle Grades , 3
    • PHYS1020, Astronomy: The Solar System, NS, 3
    • MDL4015, Middle Childhood Education Assessment and Evaluation, 3
    • ENGLxxxx, Student will select an American Literature Directed Elective., 3
    Spring (Year 3)
    • LSLS2006, Phonics Theory & Practice: Middle Childhood and Special Education, 3
    • MDL4000, Middle Childhood Education Field Practicum I, 1 - 9
    • SPED2001, Overview and Special Education Law, 3
    • LSLS3061, English Language Development, Analysis, and Pedagogy, 3
    • MDL4001, Middle School Natural Science Methods I, 3
    • ENGBxxxx, Student will select ENGB2034 or ENGB2035., 3
    Summer (Year 3)
    • N/A
    Fall (Year 4)
    • LSLS4024, Disciplinary Literacy in the Middle School, 3
    • MDL4005, Middle School Language Arts Methods , 3
    • MDL4008, Middle School Natural Science Methods II, 3
    • MDL4002, Classroom Management: Middle Childhood, 3
    • MDL4010, Middle Childhood Education Field Practicum II, 1 - 9
    Spring (Year 4)
    • MDL5080, Middle Childhood Education Organization and Practice Capstone , 3
    • MDL4110, Middle Childhood Education Student Teaching, 1 - 12
    Summer (Year 4)
    • N/A
    English Literature Directed Elective
    • ENGB2034, Survey of English Literature I, HU, 3
    • ENGB2035, Survey of English Literature II, HU, 3
    American Literature Directed Elective
    • ENGL2007, American Literature Survey I, HU, 3
    • ENGL2008, American Literature Survey II, HU, 3
    • ENGL3010, American Fiction 1860-1910, 3
    • ENGL3012, Literature of the British North American Colonies and Early United States, 3

UC Advantages and Special Opportunities

Formed as the Teachers College in 1905, the UC College of Education, Criminal Justice, and Human Services continually merits local, state and national recognition. Recent commendations include:

  • accreditation from the National Council for Accreditation of Teacher Education (NCATE), the organization responsible for professional accreditation of teacher education
  • 55th ranking in U.S. News & World Report
  • the Best Practice Award from the American Association of Colleges for Teacher Education (AACTE)
  • consistently high scores by candidates on state mandated licensure exams -- 100 percent pass rate on the Praxis II licensure tests

In addition, the middle childhood education program provides small classes, talented faculty in each discipline and extensive field clinical experiences in urban and suburban schools.

Special Programs

Future Educators of America (FEA)
UC’s FEA chapter is dedicated to fostering the love of teaching, examining the reality of teaching and promoting the rewards of teaching. FEA is open to all UC students; however, our main focus is to offer a path for teacher education students to stay connected to their college and to their future profession. Members have the opportunity to work with children and young adults in local schools and FEA chapters.

Kappa Delta Pi (KDP)
Kappa Delta Pi is a prestigious international honor society that recognizes scholarship and excellence in the field of education. Members must have a college GPA of at least 3.0 for undergraduate students or 3.25 for graduate students. KDP members work on several volunteer activities that focus on education. Some of the benefits of being a member of KDP include annual scholarships, professional development, a nationwide job database and access to the ideas, research, insights and expertise of internationally renowned educators.

Student Council for Exceptional Children (SCEC)
SCEC is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities and gifted children, as well as those typically developing. If you are committed to children, focused on becoming the best educator and want to meet new people, then SCEC is for you! Membership dues permit you to receive professional development opportunities, journals and newsletters with new research and classroom practices and the opportunity to attend conventions and conferences.

Students for the Education of Young Children (SEYC)
SEYC helps students prepare to enter the teaching profession as early childhood educators. It provides opportunities to network with other professionals and members of the Cincinnati Association for the Education of Young Children (CAEYC) and its state and national affiliated groups. Students provide outreach to centers/schools (preschool through grade three), participate in service projects, and contribute to CAEYC activities such as Week of the Young Child, annual conference, and community lecture series. Students presented at the 2005 NAEYC conference in Washington, DC. Past members welcome and mentor all new students.

CECH Tribunal
The purposes of the CECH Tribunal are to ensure that the interests of the students of the college are voiced and to provide student representation on behalf of all undergraduate students in CECH where representation is warranted. Also, the tribunal organizes programs and social events for students of the college.

Student Ambassador Program
The Student Ambassador program represents CECH at the University of Cincinnati by assisting with the recruitment and retention of students in the college. CECH student ambassadors provide a valuable service by representing the student perspective of university life to prospective and new students. Ambassadors also represent the college at numerous collegiate functions, professional events and key promotional events. Being selected as a CECH student ambassador is an honor that reflects academic rigor and a commitment to the fields of education, health promotion and education and criminal justice.

Admission Requirements

Freshmen applicants, please visit the Admission Requirements page for more information.

Transferring to UC Requirements

Admission to this program is generally available for students transferring to the University of Cincinnati if they were admissible directly from high school and have a 2.8 cumulative GPA (all prior institutions combined).

Students who were NOT admissible directly from high school must have:

  • 24 semester (36 quarter) hours earned
  • at least a 2.8 cumulative GPA (all prior institutions combined)

Changing Majors Within UC

Admission to this program is generally available for University of Cincinnati students enrolled in other colleges of the University of Cincinnati if they were admissible directly from high school and have a 2.8 cumulative GPA (UC and any prior institutions combined).

Students who were NOT admissible directly from high school must have:

  • 24 semester (36 quarter) hours earned
  • at least a 2.8 cumulative GPA (UC and any prior institutions combined)

Current UC students wishing to transfer into the program should contact the UC College of Education, Criminal Justice, and Human Services at 513-556-2336.

International Student Requirements

International students should contact the University of Cincinnati's Office of Admission for details.

Graduation Requirements

In order to graduate from the UC College of Education, Criminal Justice, and Human Services, a student must:

  • Complete all required course work and program requirements
  • Obtain at least a 2.8 cumulative grade point average, with a 2.6 GPA in both content areas
  • Be in good academic standing; that is, not on academic or disciplinary probation or suspension
  • Meet the college's residency requirement of 30 semester credit hours
  • File formal application for the degree by the posted semester of graduation deadline

Application Deadlines

Fall Semester


  • Application Deadline: Feb. 1*
  • Confirmation Deadline: May 1

* Your application must be complete by this date in order to be considered for scholarships and the Honors Program.


  • Application Deadline: July 1
  • Confirmation Deadline: Aug. 1

Spring Semester

Freshmen and Transfers: 

  • Application Deadline: Nov. 1
  • Confirmation Deadline: Dec. 1

Summer Semester

Freshmen and Transfers: 

  • Application Deadline: March 1
  • Confirmation Deadline: April 1


The University of Cincinnati and all regional campuses are accredited by the Higher Learning Commission.

The educator preparation programs at the University of Cincinnati are accredited by the National Council for the Accreditation of Teacher Education (NCATE). In addition, the middle childhood education program is accredited by the following associations: the National Middle School Association, the National Council for Teachers of English, the National Council for the Social Studies, the National Science Teachers Association and the National Council for Teachers of Mathematics. This program has been determined to meet the Ohio reading mandate and is aligned with the Ohio content area standards.