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

Authors

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

DOI:

https://doi.org/10.53967/cje-rce.5639

Keywords:

Teacher education, admissions, equity, multiple mini interviews

Abstract

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.

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Published

2023-06-27

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. https://doi.org/10.53967/cje-rce.5639