Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program’s Admissions Policy Reform


  • Sheryl MacMath University of the Fraser Valley
  • Barbara Salingré University of the Fraser Valley
  • Awneet Sivia University of the Fraser Valley



Teacher education, admissions, equity, multiple mini interviews


Regardless of the commitments that universities and teacher education programs (TEPs) have publicly stated regarding equity, diversity, inclusion, or decolonization (EDID), rarely do these commitments impact their admission policies or practices. Through examining a small program’s efforts at implementing EDID change over a three-year period, this article provides critical reflections, questions, and action steps for TEPs looking to move beyond talking about the importance of EDID, to actually altering policies and procedures to address systemic change. Utilizing the concepts of “equity in” and “equity through” admissions, intake variables (Multiple Mini Interview [MMI], Program Preparation, GPA) were analyzed quantitatively and used in this beginning participatory action research project. Results illustrate the benefits of the MMI, the need for program admissions to account for capacities in relation to anti-racism directly, rather than just generally referring to equity, and the need for admission practices to reflect an appreciation of the complexities around identity and ethics.

Author Biographies

Sheryl MacMath, University of the Fraser Valley

Dr. Sheryl MacMath is a Full Professor and Department Head of Teacher Education at the University of the Fraser Valley. She teaches courses in assessment, planning, math methods, social studies methods, and research methods. Her scholarship interests include assessment for learning, teacher education admissions, decolonization of teacher education, and mentorship in teacher education. Sheryl is currently the Vice President of the Canadian Association for Teacher Education, Resources Chair for the Canadian Assessment for Learning Network, and Vice Chair of the Human Research Ethics Board of the University of the Fraser Valley.

Barbara Salingré, University of the Fraser Valley

Barbara Salingré is an Associate Professor in the Teacher Education Department at the University of the Fraser Valley. She teaches courses in mental health, conflict resolution, and teaching practices within the Bachelor of Education program and also provides developmental advising to prospective teacher candidates. One of her interests is teacher identity development which includes identifying social, emotional, and academic learning needs to help teacher candidates transform and transition into their teaching career. Barbara’s research focuses on admissions in teacher education, as well as social-emotional learning.

Awneet Sivia, University of the Fraser Valley

Dr. Awneet Sivia is an Associate Professor in the Teacher Education Department and current Associate Vice President of Teaching and Learning at UFV. She teaches courses in social justice/antiracist pedagogy, science education, classroom research, and educational leadership. In the Teaching and Learning division, Awneet oversees the revision of institutional learning outcomes, supports Communities of Practice for improving instruction, provides mentorship to newly hired faculty, encourages research on teaching, and engages the institution in enhancing online education through the promotion of humanizing pedagogies in virtual spaces. Awneet’s research interests and publications are in the fields of SoTL, social justice education, diversity leadership, curriculum innovations, and university-school collaborations. She is currently developing a vision for a formalized Centre of Scholarship of Teaching and Learning at UFV. Awneet is honoured to be a 2022 3M National Teaching Fellowship recipient.


Brownell, K., Lockyer, J., Collin, T., & Lemay, J-F. (2007). Introduction of the multiple mini- interview into the admissions process at the University of Calgary: Acceptability and feasibility. Medical Teacher, 29, 394–396.

Burke, P. J., & Whitty, G. (2018). Equity issues in teaching and teacher education. Peabody Journal of Education, 93(3), 272–284. 10.1080/0161956X.2018.1449800

Byrnes, D. A., Kiger, D., & Shechtman, Z. (2003, April 21–25). Evaluating the use of group interviews to select students into TEPs [Paper presentation]. Annual Meeting of the American Educational Research Association, Chicago, IL, United States.

Callwood, A., Cooke, D., Boyer, S., Lemanska, A., & Allan, H. (2018). The reliability and validity of multiple mini-interviews (MMIs) in values based recruitment to nursing, midwifery and paramedic practice programmes: Findings from an evaluation study. International Journal of Nursing Studies, 77, 138–144.

Casey, C., & Childs, R. (2011). Teacher education admission criteria as measure of preparedness for teaching. Canadian Journal of Education, 34(2), 3–20.

Caskey, M., Peterson, K., & Temple, J. (2001). Complex admissions selection procedures for graduate pre-service TEP. Teacher Education Quarterly, 28(4), 7–21.

Childs, R. A., Broad, K., Gallagher-Mackay, K., Sher, Y., Escayg, K.-A., & McGrath, C. (2011). Pursuing equity in and through TEP admissions. Education Policy Analysis Archives, 19(24), 1–22.

Childs, R., & Ferguson, A. K. (2015). Changes in, to, and through the initial TEP admission process. In L. Thomas & M. Hirschkorn, (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 420–440). Canadian Association for Teacher Education.

Childs, R. A., Ferguson, A. K., Herbert, M. B., Broad, K., & Zhang, J. (2016). Evaluating admission criteria effects for under-represented groups. Higher Education Research & Development, 35, 1-11.

Cochran-Smith, M., & Keefe, E. S. (2022). Strong equity: Repositioning teacher education for social change. Teachers College Record, 124(3), 9–41.

Crocker, R., & Dibbon, D. (2008). Teacher education in Canada: A baseline study. Society for the Advancement of Excellence in Education.

Eva, K. W., Rosenfeld, J., Reiter, H. I., & Norman, G. R. (2004). An admissions OSCE: The multiple mini-interview. Medical Education, 38, 314–326.

Evans, C. (2017). Predictive validity and impact of CAEP standards 3.2: Results from one master’s-level teacher preparation program. Journal of Teacher Education, 68(4), 363–376.

Falkenberg, T. (2010). Admission to TEPs: The problem and two approaches to addressing it. Canadian Journal of Educational Administration and Policy, 107, 1–35.

Griffin, B. N., & Wilson, I. G. (2010). Interviewer bias in medical student selection. Medical Education, 193, 343–346.

Guinier, L. (2003). Admissions rituals as political acts: Guardians at the gates of our democratic ideals. Harvard Law Review, 117, 113–225.

Hare, J. (2018). ABCDE report on the Aboriginal student retention and recruitment in teacher education symposium. Association of BC Deans of Education.

Hirschkorn, M., & Sears, A. (2015). More than gatekeeping. In L. Thomas & M. Hirshckorn’s (Eds.), Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada (pp. 440–462). Canadian Association for Teacher Education.

Holden, M., & Kitchen, J. (2018). Where are we now? Changing admission rates for underrepresented groups in Ontario teacher education. Canadian Journal of Educational Administration and Policy, 185, 45–60.

Holden, M., & Kitchen, J. (2019). Access and equity in Ontario teacher education: Teacher candidates’ perceptions. Alberta Journal of Educational Research, 65(1), 1–21.

Holden, M., Kitchen, J., Petrarca, D., & LeSage, A. (2016). Evolving practices: Admission policies in Ontario TEPs. Canadian Journal of Education, 39(4), 1–28.

Hopson, R. L. (2014). What does race have to do with it? Challenging the preservice admissions process. Canadian Ethnic Studies Journal, 46(2), 55–74.

James, E. A., Milenkiewicz, M. T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. SAGE.

Jerant, A., Henderson, M. C., Griffin, E., Hall, T. R., Kelly, C. J., Peterson, E. M., Wofsy, D., Tancredi, D. J., Sousa, F. J., & Franks, P. (2019). Do admission multiple mini-interviews and traditional interview scores predict subsequent academic performance? A study of five California medical schools. Academic Medicine, 94(3), 388–395.

Jewell, E., & Mosby, I. (2021. Calls to action accountability: A 2021 status update on reconciliation. Yellowhead Institute.

Jones, P. E., & Forster, J. G. (2011). A comparison of behavioral and multiple mini-interview forms in physician assistant program admission. The Journal of Physical Assistant Education, 22(1), 36–41.

Kelly, M. E., Dowell, J., Husbands, A., Newell, J., O’Flynn, S., Kropmans, T., Dunne, F. P., & Murphy, A. W. (2014). The fairness, predictive validity and acceptability of multiple mini-interview in an internationally diverse student population—a mixed methods study. Medical Education, 14, 267–292.

Kendi, I. X. (2019). How to be an antiracist. One World.

Klassen, R., & Kim, L. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32–51.

Knorr, M., & Hissbach, J. (2014). Multiple mini-interviews: Same concept, different approaches. Medical Education, 48, 1157–1175.

Lawrence, A., & Crehan, K. D. (2001, April 11–13). A study on the validity evidence of the Pre-professional Skills Test (PPST) as a screening device for entrance into teach-er education programs [Paper presentation]. Annual meeting of the National Council on Measurement in Education, Seattle, WA, United States.

Lemay, J-F., Lockyer, J. M., Collin, V. T., & Brownell, A. K. W. (2007). Assessment of non- cognitive traits through the admissions multiple mini-interview. Medical Education, 41(6), 573–579.

MacMath, S., & Salingré, B. (2015). Evaluating intake variables for a teacher education program: Improving student success and process efficiency. Studies in Educational Evaluation, 47, 76–82.

Mikitovics, A., & Crehan, K. D. (2002). Pre-professional skills test as college of education admission criteria. Journal of Educational Research, 95, 215–223.

Patterson, F., Knight, A., Dowell, J., Nicholson, S., Cousans, F., & Cleland, J. (2016). How effective are selection methods in medical education? A systematic review. Medical Education, 50(1), 36–60.

Petrarca, D., & LeSage, A. (2014). Should it stay or should it go? Re-considering the pre-service teacher education admissions interview. In. S. Van Nuland (Ed.), Proceedings of International Conference on Education for Teaching World Assembly, 2014 (pp. 252–261). OISE.

Rees, E. L., Hawarden, A. W., Dent, G., Hays, R., Bates, J., & Hassell, A. B. (2016). Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME guide #37. Medical Teacher, 38, 443–455.

Ryan, J., Pollock, K., & Antonelli, F. (2009). Teacher diversity in Canada: Leaky pipelines, bottlenecks, and glass ceilings. Canadian Journal of Education, 32(3), 591–617.

Salingré, B., & MacMath, S. (2021). Using multiple-mini-interviews for admission into teacher education. Canadian Journal of Education, 44(1), 150–173.

Salzman, S. (1991, February 16–20). Selecting the qualified: Predictors of student teacher performance [Paper presentation]. Annual Meeting of the Association of Teacher Educators, New Orleans, LA, United States.

Tamtik, M., & Guenter, M. (2019). Policy analysis of equity, diversity and inclusion strategies in Canadian universities – How far have we come? Canadian Journal of Higher Education, 49(3), 1–133.

Thomson, D., Cummings, E., Ferguson, A. K., Miyuki Moizumi, E., Sher, Y., Wang, X., Childs, R. A. (2011). A role for research in initial teacher education admissions: A case study from one Canadian university. Canadian Journal of Educational Administration and Policy, 121, 1–23.

Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciliation for the future.

Uijtdehaage, S., Doyle, L., & Parker, N. (2011). Enhancing the reliability of the multiple mini- interview for selecting prospective health care leaders. Academic Medicine, 86, 1032– 1039.

University of the Fraser Valley. (2022). Bachelor of Education Handbook 2022 – 2023.

Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major arguments. Urban Review, 42, 175–192.

Zeichner, K., & Flessner, R. (2009). Educating teachers for critical education. In M. Apple, W. Au, & L. Amacedo Gandin (Eds.), The Routledge international handbook of critical education (pp. 296–311). Routledge.




How to Cite

MacMath, S., Salingré, B., & Sivia, A. (2023). Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program’s Admissions Policy Reform. Canadian Journal of Education/Revue Canadienne De l’éducation, 46(2), 359–385.