The Master of Education (MEd) in Teaching and Learning is designed for education professionals seeking advanced studies in education. The program develops scholarly practitioners through coursework, applied research, and a capstone portfolio. It emphasizes teaching and learning grounded in place-based, culturally responsive education across a variety of settings, including P-12 schools, universities, tribal organizations, and other community-based programs. Students work closely with a faculty advisor to define a professional focus area aligned with their educational practice and academic and career goals.
Admission Requirements
- Complete the Admission Requirements for Graduate Degrees.
- Complete the School of Education MEd Admission Requirements.
- Complete the Department of Graduate Studies in Education, Indigenizing Education, and Leadership application packet, including:
- A resume documenting at least one year* of relevant professional experience
- An essay writing sample
- Two references with the program's Dispositional Rating Form
- Contact the School of Education's Department of Graduate Studies in Education, Indigenizing Education, and Leadership for more information: (907) 786-4450.
*First-year teachers who have completed an approved initial licensure program and are working as professional educators will be considered for admission.
Background Check Requirements
See School of Education Field Placements.
Graduation Requirements
- Complete the General University Requirements for Graduate Degrees.
- Complete the School of Education MEd Graduation Requirements.
- Students complete a portfolio that demonstrates attainment of the Program Student Learning Outcomes. The portfolio, developed in EDTL A692A, includes an applied research project, selected artifacts, and reflections on personal learning.
- Complete the following major requirements:
| Code | Title | Credits |
|---|---|---|
| Teaching and Learning Core | ||
| EDTL A651 | Curriculum Theory and Design | 3 |
| EDTL A652A | Teaching and Learning Inquiry Project Design | 1 |
| EDTL A652B | Teaching and Learning Inquiry Project Implementation | 1 |
| EDTL A692A | Teaching and Learning Capstone Seminar | 1 |
| Complete two courses from the following list: | 6 | |
| Indigenizing Learning and Organizations | ||
| Indigenizing Teaching and Education System | ||
| Culturally Responsive Leadership: Navigating Differences, Systems and Community | ||
| Organizational Theory and Change | ||
| Politics, Law and Ethics in Leadership | ||
| Data-Informed Instruction and Decision Making | ||
| Action Research in Education | ||
| Foundations of Instructional Design and Technology | ||
| Mindfulness in Education | ||
| Seminar in Culturally Responsive Education | ||
| Public Policy Analysis | ||
| Alaska Policy Studies | ||
| Research | ||
| EDRS A660 | Fundamentals of Research in Education 1 | 3 |
| Professional Focus Area 2 | ||
| In consultation with an advisor, select an approved area of focus and complete 15 credits of coursework relevant to the professional focus area. | 15 | |
| Total | 30 | |
- 1
It is recommended to complete EDRS A660 within the first nine credits of program coursework.
- 2
Sample focus areas include leadership, instructional design and technology, Indigenizing education, language and literacy education (ELL), special education, and children's mental health. Credits earned in a graduate certificate program may be applied toward the Master of Education in Teaching and Learning. Additional focus areas can be identified through consultation with a faculty advisor.
A minimum of 30 credits is required for the degree.
Program Student Learning Outcomes
Students graduating with a Master of Education in Teaching and Learning will be able to:
- Demonstrate advanced content and pedagogical knowledge for teaching.
- Use research to inform professional educational practice.
- Analyze how structural and policy factors affect educational opportunities and outcomes.
- Demonstrate leadership skills in teaching and learning contexts.
- Apply place-based, culturally responsive approaches in professional practice.