Information for Pre-Majors

Admission to the Middle Childhood Education Program

When you are admitted to Miami University you are not automatically admitted to the Teacher Education Program, but enter as a pre-major. During your first year, you will need to apply for admission into the MCE Program. Students must apply by December 15 to be considered for the following Fall cohort and by May 15 to be considered for the following Spring cohort.

Admission Requirements:

The following criteria must be met for consideration of admission to the MCE program:

1. 12 Miami Plan hours (except for University Honors and Transfer students)

  • 12 Miami credit hours from graded courses will be used for University Honors and Transfer students ONLY.
  • Credit/No Credit coursework will not be counted in these 12 hours.

2. A 2.75 Miami Plan GPA (except for University Honors and Transfer students)

  • 2.75 Cumulative Miami GPA will be used for University Honors and Transfer students ONLY.

3. Praxis Core exam scores of 156 in Reading, 150 in Math and 162 in Writing

A student is exempt from taking the Praxis Core exam if he/she has earned one of the following:

  • an ACT score of 21 or higher, or
  • an SAT combined critical reading/math score of 1060.

4. Apply to the MCE Cohort


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.