Mission Statement
The Department of Education believes that competent, caring, and committed educators are successful in their careers.
- Educators who are competent use pedagogical and content knowledge to support learning for all, provide instruction based on standards and student needs, and use assessment and strategies for active engagement so that all can learn.
- Educators who are caring are responsive to individual needs and create learning environments that promote positive social interactions and motivation.
- Educators who are committed collaborate with others by using effective communication skills while being reflective decision makers and lifelong learners who are willing to change in order to improve continuously.
We believe that all of these qualities are fostered through standards-based coursework with coordinated field experiences.
About
The Department houses undergraduate degree programs in Early Childhood Education (grades PK-3), Elementary Education (grades 1-8), and an add-on to these two degrees in the area of Special Education (grades PK-12). In addition, the department provides the professional education coursework required for education degree programs offered by other departments across campus: English Education (Department of English & Foreign Languages), Music Education (Department of Art, Music and Theatre Arts), and Social Studies Education (Department of Social Sciences). Elementary and Social Studies programs are also offered on the Rogers State University campus in Claremore, OK.
Graduate programs offered by Cameron’s Department of Education include an M.Ed. in Education with concentrations in literacy, special education (only leads to certification in Special Education when taken in conjunction with the state boot camp), and teaching and learning (focused on supporting alternatively-licensed teachers); an M.Ed. in Reading (leading to additional certification as a Reading Specialist); and an M.S. in Educational Leadership (leading to additional certification as a School Principal).
