Middle Childhood Education : Language Arts & Social Studies

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

Graduates of this program will be prepared for the careers listed below. All opportunities may not be listed. 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.

Federal regulations require the University of Cincinnati to publicly disclose whether completion of certain programs that lead or may lead to professional licensure or certification would meet a given state’s educational requirements for a specific professional license or certification required for employment in an occupation (regardless of whether the program is on-ground, online, or hybrid).   To learn whether a University program meets a given state’s educational requirements, please visit the University of Cincinnati State Authorization webpage. 

CECH Student Services Center
College of Education, Criminal Justice, and Human Services
360 Teachers-Dyer Complex
PO Box 210014
Cincinnati, OH 45221
(513) 556-2336
cechssc@uc.edu

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

• accreditation from the Council for the Accreditation of Educator Preparation (CAEP), the organization responsible for professional accreditation of teacher education
• a 65th 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

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.

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.

CECH Student Ambassadors
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.

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
• Attain 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

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)

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 students should contact the University of Cincinnati's Office of Admission for details at 513-556-1100.

The educator preparation programs at the University of Cincinnati are accredited by the Council for the Accreditation of Educator Preparation (CAEP). 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
• 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.