Admission To a Middle Childhood Education Cohort

Cohort Admission Criteria

Students who are Middle Childhood Education (MCE) majors must meet a set of requirements to continue in the major and register for their cohort—a group of students selected to experience methods courses and field experiences together. Criteria for registering for a MCE cohort include:

  1. Complete EDT 190 and EDP 201 with a grade of B or higher in each course
  2. Complete 30 graded credit hours or more
  3. Earn a cumulative GPA of 2.75 or higher
  4. Score at or above the 50th* percentile in Reading, Writing, and Math on the ACT or SAT. The required ACT/SAT are:


Reading: 21

Math: 21

Writing: 6


Reading: 543

Math: 532

Writing: 5


  • These test scores are required by our accreditor, the Council for the Accreditation of Educator Preparation (CAEP). Students who do not meet the 50th percentile requirement in one or more test area may petition to continue in the program. Please contact the Teacher Education Department to submit a petition. These percentile scores may vary slightly from year to year.
  • Note: The writing requirement only applies to students entering a cohort in Fall 2021 and beyond.


As a pre-major, you will be directed to speak the Departmental Advisor. After you have been admitted into the program (see “Admission into the Middle Education Program” above), you will be assigned an academic advisor who specializes in the MCE Program (see “Current Plans and Advisors” under the “Current Majors” link).

What is a Cohort?

Whether first-year or transfer, all students begin as pre-majors and apply for their programs during their first year. We call this process "applying for a cohort." The term "cohort" refers to the group of students who will take their methodology (instructional procedures) coursework together.

When you apply and are admitted to the MCE Program, you will receive an email congratulating you and telling you when to sign up for your Early Field Block semester. By doing this, we have assigned you to a cohort – that is, to a group of students with a similar major that will progress through the program together, taking their “blocked” courses at the same time. Being in a cohort is like having your seat reserved for you in each of the forthcoming blocked semesters. We know you are in the program and will be taking a collection of connected courses with us at a particular time. We can plan accordingly, and you know when to schedule those courses. It also allows you to get to know your peers in your major and to be able to better coordinate on projects, field placements and assignments.


It is the responsibility of the College of Education, Health, and Society to successfully prepare candidates to become effective teachers.  All of our initial licensure programs require candidates to demonstrate the knowledge, skills, and dispositions outlined in the conceptual framework of the College of Education as they align with the expected behaviors of beginning teachers. Each candidate will be evaluated on these dispositions by faculty and school personnel and provided with feedback to assist with their progress.

Dispositions are defined as how values, commitments, and professional ethics manifest themselves in professional practice. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice (NCATE, 2001) and are operationally defined as tendencies or beliefs that are conveyed or made public through observable behaviors. The following dispositions are expected of teacher education candidates in the university classroom and in the schools:

  • Professional Commitment and Responsibility: The candidate demonstrates a commitment to the profession and adheres to the legal and ethical standards set forth by it.
  • Professional Relationships: The candidate develops, maintains, and models appropriate relationships within the workplace, community, and larger society.
  • Critical Thinking and Reflective Practice: The candidate demonstrates a commitment to continuous development within the profession.
Each of these broad categories of Dispositions has a set of observable behaviors that are expected of a professional educator. Upon admission to the program, you will be expected to read and sign a form acknowledging your understanding of these dispositional expectations.