Institutional
Accountability
Plan & Report:

2010/11 to 2012/13

Table of Contents
Table of Contents .......................................................................................................... 2
Letter from the Board Chair and President ............................................................... 3
Institutional Overview ................................................................................................. 4
Thompson Rivers University: Our History ......................................................................... 4
Mission Statement ....................................................................................................................... 6
Value Statements......................................................................................................................... 6
Strategic Goals ............................................................................................................................. 8
Planning and Operational Context ........................................................................... 16
External Environment ................................................................................................ 16
Population ...................................................................................................................................16
Aboriginal Population ...............................................................................................................18
Labour Market & Skills Shortages .........................................................................................20
Community Relations...............................................................................................................22
Internal Environment ................................................................................................. 24
Human Resources .....................................................................................................................24
Infrastructure Growth – House of Learning ......................................................................31
New Program Development and Implementation ............................................................32
Research, Innovation and Graduate Studies .......................................................................35
Aboriginal Education Initiatives ..............................................................................................37
Environmental Sustainability ...................................................................................................38
Open Learning Division ...........................................................................................................39
TRU World ................................................................................................................................42
Williams Lake Campus.............................................................................................................43
Student Satisfaction ..................................................................................................................45
University Athletics ..................................................................................................................47
2010/11-2012/13 Goals and Objectives & Review of 2009/10 Progress............. 49
Performance Results ................................................................................................................58
TRU Overall FTE Targets 2010/11-2012/13 .......................................................................62
Summary Financial Report 2009/10......................................................................... 63
Appendix I: Performance Results, On-Campus ..................................................... 71
Appendix II: Performance Results, Open Learning ............................................... 72

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Letter from the Board Chair and President

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Institutional Overview
TRU’s institutional overview is best framed by our 2007-2012 strategic plan:

Thompson Rivers University:
Our History
Thompson Rivers University (TRU) was founded in 1970 as Cariboo College, one of
the network of two-year community colleges created in the 1960s and ’70s to bring
post-secondary education and training to all corners of British Columbia. The college
began operations in Kamloops in the fall of 1970 in temporary quarters at the
Kamloops Indian Residential School, and in the summer of 1971 moved to the current
campus location on the south slope of the city overlooking the Thompson Rivers.
From the main campus in Kamloops, and a satellite campus in Williams Lake, the
institution has served regional communities from Merritt in the south and Lillooet in
the west, Williams Lake and Clearwater to the north, and east to Chase for over 40
years.
The original selection of programs offered included university transfer courses in arts
and science, certificate and diploma programs in career and vocational fields and the
trades. At the same time, the College took over the responsibility to deliver
continuing education courses from the six participating school boards that created the
college and defined the region to be served.
Twenty years after the creation of community colleges, widespread public support for
greater access to university studies led to a second major expansion of postsecondary education in BC. One major strategy of the ‘Access For All’ initiative
resulted in the college being given university college designation in 1989. This allowed
the college to expand its range of program offerings to include complete
undergraduate university degrees, through partnership agreements with all three
provincial universities.
The new University College of the Cariboo (UCC) thrived under the expanded
mandate, developing new program options and taking a leadership role in developing
the concept of ‘ladders’ between traditional one- and two-year college programs and
university degrees. This helped to break down traditional barriers between ‘college’
and ‘university’ training and create new flexibility for students in planning their career
paths.
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With the proclamation of the amended College and Institute Act in 1994, UCC was
given full authority to grant degrees in its own right, and within five years almost all
degrees were independent. UCC established itself as a provincial leader in developing
new degree programs such as the Bachelor of Natural Resource Science (BNRS),
which was designed for the changing world of environmental awareness and was the
first new degree in BC developed outside of the three provincial universities.
As the model of an integrated institution evolved and instructional divisions created
new degree completion opportunities that made post-secondary education more
accessible, other dimensions of being a university also emerged. New scholarship and
research opportunities, a growing international presence, and connections to the
workplace through co-op education and other forms of work experience were all
making it apparent that the institution really had become a new kind of university.
This reality, combined with a new understanding in local and regional communities of
the potential of a truly comprehensive and highly flexible institution, led to a
grassroots community effort to achieve full university status. The Friends of UCC
University Society was the catalyst for the second major transition in the history of
the institution. In March 2004, the Government of British Columbia announced that
UCC would be a full provincial university, mandated to be fully comprehensive and
highly flexible.
As an integral component of the transition, the new university would assume full
responsibility for all courses and programs of the former BC Open University and
Open College, including some 300 distance and online courses, and more than 50
degree, diploma and certificate programs that offered maximum flexibility through
open learning. This opportunity allowed TRU to benefit from the significant expertise
and background in distance learning that the Open University and Open College had
developed over twenty-five years of operation. In addition, it has enabled TRU to
significantly expand its services to students across the province and establish a
foundation for the flexible delivery of its own programs and those it inherited from
the Open University and Open College.
The naming of the university took place in September 2004, and on March 31st, 2005
the Inaugural Convocation ceremonies marked the formal transition to Thompson
Rivers University. Today, the impacts of this new role are being felt in many different
ways, and the potential benefits of a truly comprehensive, primarily undergraduate,
teaching-focused university are being recognized across the country and beyond.
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Upwards of 13,000 students now study on campus at TRU, while another 10,000
students enrol annually in distance and online courses and programs. The launch of
the first TRU Master Degree, a Master of Business Administration, in the Fall of 2006,
followed by the Master of Education and Master of Environmental Science programs
introduced in the Fall of 2007, marked the next step in the continued evolution of the
University. Furthermore, the introduction of distance and online learning into an
already highly integrated offering of degree, diploma, certificate, trades and adult
education programs makes Thompson Rivers University the most comprehensive
university in Canada.
In many respects, the transition to Thompson Rivers University marks the
achievement of the majority of goals the institution set for itself in its 2000-2005
Strategic Plan. The University’s new plan reflects both the dynamic nature of the
communities it serves and the changing needs of its students, alumni, faculty and staff.
Accordingly, adjustments have been made to the University’s mission and value
statements and a set of new strategic goals have been framed and provide direction
for the next decade and beyond.

Mission Statement
TRU is a comprehensive, learner-centred, environmentally responsible institution that
serves its regional, national, and international learners and their communities through
high quality and flexible education, training, research and scholarship.

Value Statements
Learner-Centredness
TRU is a learner-centred institution dedicated to the development of its students, staff
and faculty. It aims to empower individuals through intellectual, cultural, ethical,
emotional, social and physical development. To this end, TRU believes that all
programs or courses should provide students with learning and critical thinking skills
and the encouragement to approach issues with creativity.
Accessibility
TRU aims to serve the needs of adult learners across British Columbia and around the
world. It is committed to life-long learning and sees the provision of multiple modes
and levels of access to education as the best way of meeting these needs. TRU
endeavours to maintain access through flexible scheduling of courses and services,
through a variety of traditional and distance delivery methods, through a progressive
credential structure, and through laddered curricula, all of which allow students to
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move in and out of post-secondary education as their personal and professional needs
allow.
Quality of Education and Service
TRU strives for the highest levels of educational quality, research, scholarship and
service. It is dedicated to maintaining the integrity of its programs and developing
graduates who strive for excellence in their studies and rise to the challenge of the
future. It sets high standards for its students, faculty and staff and believes that the
support necessary to meet those standards should be provided.
Responsiveness
TRU recognizes the interdependence of the region, its communities and the
University. It endeavours to play a responsive and creative role in the province’s
economy through training, research and the development of human resources. It also
recognizes a responsibility to respond to the educational, cultural and social needs of
the communities it serves.
Comprehensiveness
TRU believes that it can best meet the needs of its face-to-face and distance learning
constituencies through a balanced profile of programs and services and, accordingly,
provides a range of preparatory, undergraduate, graduate, continuing studies, careertechnical, trades and vocational programming.
Sense of Community
TRU recognizes and values the diversity of interests and plurality of cultures among its
students and staff. Consequently, it seeks to create a safe, participatory environment
in which the keystones are mutual trust, respect and integrity of relationships among
those various interests and cultures.
Accountability
TRU values the responsible and effective stewardship of human, physical and financial
resources as a means of maximizing benefits to its students and staff, and to the
provincial, national and international communities it serves.
Environmental Responsibility
TRU recognizes the environmental challenges faced by current and future generations,
believes in the importance of a sustainable future, and values the ethic of
environmental responsibility.
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Quality Work Place
TRU recognizes the importance of a work environment that provides for the
professional, personal, social and cultural development of its employees. The
integration of employees into the life of the campus is integral to making the
University a desirable place to work.

Strategic Goals
As the most comprehensive primarily undergraduate university in Canada, Thompson
Rivers University seeks to build on the strengths it has established for the quality and
impact of its highly flexible, integrated, experiential and practical university learning
experience. Specifically, TRU will seek to clearly establish itself as the University of
Choice in the context of seven distinct strategic goals:
The University of Choice for Student Engagement
Thompson Rivers University recognizes that learning in all its forms is greatly
enhanced by the environment in which it takes place. As a comprehensive, teachingfocused university, TRU has a unique opportunity to engage students and create an
experience, be it on campus or in the community, that will enhance educational
objectives and serve to prepare students to make positive, life-long contributions to
our global society and the sustainability of the communities in which we live.
As the University of Choice for Student Engagement, Thompson Rivers University will:
> Engage students in the quest for world citizenship through social and cultural
learning opportunities, in a respectful and inclusive environment that provides
a better understanding and appreciation of our global community.
> Engage students in discovery by incorporating research, in the broadest sense,
as part of the curriculum and equip them with an understanding of academic
integrity, ethics, social and environmental responsibility.
> Engage students in a stimulating academic experience that provides a highly
interactive environment between students, faculty and alumni as an integral
part of an ongoing focus on improving and enhancing learning.

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> Engage students in a healthy lifestyle through activities that promote their
physical, social, cultural, emotional and intellectual development.
> Engage students in university governance and decision making and ensure they
have meaningful representatives on university, faculty, and departmental
committees.
> Engage students both in the use and application of technology in the processes
of teaching and learning and in the experience of distance education as a
lifelong learning skill.
> Engage the campus community in facilitating the successful transition of
students from high school or the workplace to the university environment, and
the retention of students to credential completion at all levels, and by all
means of program delivery.
> Engage the campus community in providing a welcoming environment for
students, with a positive service focus in all areas, to ensure a rich campus life
that supports the development of a strong sense of belonging to the institution.
> Provide increased opportunities for students to engage in on-campus
employment.
The University of Choice for the Integration of Research and Scholarship
with Teaching and Learning
Thompson Rivers University recognizes that it is the contribution to the creation of
knowledge and the application of existing knowledge to solve problems that
distinguishes universities from other post-secondary institutions, and that students will
benefit most from this when faculty who are actively engaged in research and scholarly
work bring their expertise and experiences to their teaching. The University also
believes that students benefit when they have the opportunity to participate in the
processes of creation, integration, application and dissemination of knowledge, and
sets as a high priority the integration of research and scholarly work with teaching and
learning.
As the University of Choice for the Integration of Research and Scholarship with
Teaching and Learning, Thompson Rivers University will:
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> Encourage, support and celebrate research, scholarship, creative works and
innovation transfer that enhance the quality of education.
> Increase the opportunities for students to participate in research and scholarly
work, and promote the value of pure and applied research in meeting the
challenges faced by the communities the University serves.
> Ensure that academic curricula contribute to students’ understanding of the
ways in which knowledge is obtained, evaluated, integrated, applied and
disseminated and that all students have a firm understanding of academic
integrity, ethics and social responsibility.
> Develop strengths in pedagogical research that support ongoing improvements
in the quality of teaching and learning.
> Support the development of Master degree programs in areas consistent with
TRU’s expertise and in which there is demonstrated need.
> Raise the profile of faculty and student research and scholarly work across
campus by promoting the dissemination of results, and by supporting regular
research colloquia and seminars for faculty, students and interested external
community constituents.
> Plan and build a new Library and Learning Commons on the Kamloops campus
that is designed to facilitate and support the scholarship and research activities
of both faculty and students.
> Recognize and celebrate the contribution of TRU alumni – both students and
faculty – to research, scholarship, creative works and innovation, and
knowledge transfer.
> Expand professional development activities focused on teaching and learning,
the integration of research activities into programs, and improving services to
students and university operations.

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The University of Choice for Aboriginal Students and First Nations
Thompson Rivers University, known for its broad, multi-cultural student population,
seeks to ensure that the campus, curriculum and the university community are
welcoming, supportive and positive environments for Aboriginal students to achieve
their educational goals.
As the University of Choice for Aboriginal Students and First Nations, Thompson
Rivers University will:
> Review curricula to identify courses and programs where it is appropriate to
incorporate Aboriginal knowledge and culture and promote understanding for
all students.
> Determine, through consultation, how to make the campus more welcoming
and supportive for people of Aboriginal ancestry.
> Expand services in support of the successful participation of Aboriginal
students in all programs.
> Build partnerships with Aboriginal and First Nations communities and
organizations to support the academic preparation of Aboriginal students.
> Develop business, technology, trades and leadership programs in response to
the needs of First Nations.
> Devote space to support a First Nations House of Learning on campus to
provide social, cultural and educational opportunities for all.
> Seek to increase the number of employees of Aboriginal ancestry in university
employee groups.
> Expand training for faculty and staff in order to develop cultural awareness and
sensitivity to the issues faced by Aboriginal students.

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The University of Choice for Open Learning
Thompson Rivers University, which has a legacy of being open and accessible to
students, now has a legislative mandate for open learning in the province of British
Columbia. As the most comprehensive university in Canada, TRU has the ability and
opportunity to incorporate openness across all programs, and ensure that learning,
and the recognition of learning in the form of a credential, is available provincially,
nationally and internationally.
As the University of Choice for Open Learning, Thompson Rivers University will:
> Strive to make post-secondary education available at a time and place and
through delivery methods convenient to the learner.
> Establish distance education as a viable complement to On-Campus and
classroom learning, and promote the inherent openness of all TRU programs
across the institution.
> Expand the recognition and acceptance of credits earned at national and
international institutions by establishing an educational credit bank that
broadens credential-completion opportunities.
> Broaden participation in post-secondary education by developing programs to
encourage and engage first-time, first-generation learners.
> Enhance the opportunities for distance students to receive academic and nonacademic support on-line with the aim of improving completion rates.
> Where programs allow, expand options for greater flexibility through parttime and distance learning opportunities.
> Examine opportunities for distance learning students to develop a dynamic and
meaningful relationship with other students and the institution.
> Work to improve the integration of off-campus employees into the life of the
institution.

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> Expand training in the field of distance learning for faculty and staff, and
provide an orientation to the challenges faced by students in the distance
learning environment.
The University of Choice for Environmental Sustainability
Thompson Rivers University recognizes that it has a significant role to play in
education, research, policy development and information exchange related to the
health of the local and global environments in which we live and work. TRU seeks to
be the University of Choice for students concerned about environmental sustainability
and to be recognized for its leadership and stewardship in responding to
environmental challenges.
As the University of Choice for Environmental Sustainability, Thompson Rivers
University will:
> Develop and expand programming and associated research activities in the
areas of environmentally sustainable technologies, policy development, and
environmentally and socially responsible economic development.
> Develop policies and best practices that support environmental stewardship
and sustainability in the University’s operations.
> Foster environmental literacy amongst students, staff, faculty and alumni, and
cooperate with other community partners to increase environmental
awareness.
> Encourage the development of partnerships with public and private sector
organizations in support of environmental stewardship and sustainability.
The University of Choice for International Opportunities
Thompson Rivers University has a rich history of being open and accessible to
students from around the world, and of extending the expertise of the University to
the international community. Building on the legacy of thirty years of international
connections, the University seeks to balance success in the international context by
creating expanded international opportunities and experiences for Canadian students,

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faculty and staff, and by increasing levels of international awareness and understanding
within the university community.
As the University of Choice for International Opportunities, Thompson Rivers
University will:
> Increase the number of international learning opportunities for TRU students.
> Increase opportunities for TRU faculty to teach and conduct research
internationally.
> Develop partnerships with international universities for joint research,
scholarship and faculty exchange opportunities.
> Review curricula to identify courses and programs where it is appropriate to
incorporate international perspectives and increase awareness of global issues.
> Develop an international presence on the Williams Lake campus and create
activities that will profile and celebrate internationalism on all TRU campuses.
> Expand TRU’s academic activities internationally.
> Expand support and services available to international students.
> Expand training for faculty and staff in order to develop cultural awareness and
sensitivity to the issues faced by students from international backgrounds.
The University of Choice for Career Success
Thompson Rivers University recognizes that access to post-secondary education is
essential for all members of society in the 21st-century global economy. Success is a
lifelong achievement, and over the course of a lifetime individuals will have
opportunities to achieve success in many ways. TRU seeks to be the university best
known and regarded for its unique ability to prepare students with an integrated set of
academic, applied and experiential skills to be highly successful at every stage of life.

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As the University of Choice for Career Success, Thompson Rivers University will:
> Define and establish the characteristics of TRU graduates that will equip them
for career success in a global economy by providing the knowledge, skills and
experiences required to achieve academic excellence, personal growth, and
international awareness and understanding.
> Create new interdisciplinary opportunities that give students the flexibility to
combine theory and practice in preparation for the demands of the 21st
century.
> Achieve the full integration and laddering of credentials in all program areas
(academic, professional, technical and trades) to establish the University as the
first choice for transfer students from universities and colleges across Canada
for degree completion or to complete a professional career credential.
> Review the mandate and direction of Continuing Education to increase
opportunities for integration, flexibility of learning, and specialized training that
builds on existing credits and credentials in support of continued career
advancement and success over the working lifetime of individuals.
> Expand services to link graduates with potential employers and to engage
alumni in mentoring and supporting graduates as they move into the
workforce.
> Develop graduate programs that support the environmental, economic, social
and professional development objectives of the interior region and the
province.

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Planning and Operational Context
External Environment
Population
The cohort of traditionally-aged post-secondary students (18 to 24 years) is expected
to experience a pronounced decline over the next 15 years in the Thompson Rivers
region - despite an overall projection of population growth for the region (Figure 1).
In the fall of 2009, 74% of all new students at the Kamloops campus were aged 18 to
241. The entire province will experience a decline in this population group, however
the Thompson Rivers region will experience a faster decline (an average of 1.8% a year
over the next ten years, as compared to 1.1% provincially) (Figure 1.I). This trend will
see a net decrease of over 2,600 people by 2020 (Figure 1.II). The 18 to 24 cohort
will again see positive growth by 2025 (Figure 1.1). While it is projected that the
provincial cohort will see a full recovery by 2035, the Thompson Rivers region cohort
will not experience a similar recovery (Figure 1.III).
Figure 1: Projected Population Changes of 18 to 24 Cohort 2

1
2

(Institutional Planning & Analysis, 2009)
(BC Stats, 2010a) (Bélanger & Statistics Canada, 2005)

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Only 11% of the population in both the Thompson Rivers region and the province is a
traditional university-going age (17 to 24), and this figure is expected to decrease.
This group, however, comprises a large portion of the TRU student population (53%
of On-Campus students and 32% of Open Learning students) (Figure 2)3. The Open
Learning student population is fairly representative of its mandated catchment area (all
of British Columbia), with 45% of students aged 30+.
Figure 2: 2009-2010 Student Population Age Distribution, TRU4
On Campus

Open Learning

46%
6K

45%

31%
4K
2K

30%
23%

16%
7%
1%

0K
17-18

19-24

25-29

30+

17-18

19-24

25-29

30+

In 2009, 94% of domestic TRU students came from areas within BC.5 Of students
who were new to the Kamloops campus, 55% were direct or delayed high school
entrants6. As is congruent with the projected declines in the traditional postsecondary aged population, Grade 12 cohorts are also expected to decrease over the
next several years (Figure 3).
Figure 3: Projected Grade 12 Cohorts, Thompson Rivers Region School Districts 201020187

3

(BC Stats, 2010b)
(Institutional Planning & Analysis, 2010)
5
(Institutional Planning & Analysis, 2009)
6
ibid
7
(Resource Management Division, 2010)
4

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Of the 55% of new TRU students that come from high school, about half (or 24% of
all new students) originated from high schools in the Kamloops/Thompson school
district (District No. 73)8. This district, along with most districts, is projected to
experience a decline in the Grade 12 population from 2010 to 20189. The largest
growth of individual Grade 12 students is projected to occur in the Burnaby school
district, with a net increase of only 120 students over the next eight years.
Although a decline in the traditionally-aged university student population is projected
across the province, the population of individuals aged 30+ is projected to increase
(Figure 4). Currently, this age group represents only one-third of TRU’s on-campus
population (Figure 2).
Figure 4: B.C. Population Projections by Age Group, 2010-203610

Aboriginal Population
The Thompson Rivers post-secondary region population is comprised of a
comparatively large percentage of Aboriginal people. The combined population of
Aboriginal people living in the Thompson Rivers region represents 12.9% of the total
population, as compared to 4.8% in all of BC. This cohort was comprised of a total of
2,185 people in 2006, with (41%) living on-reserve. The Thompson Rivers on-reserve
18 to 24 cohort is one of the largest in the province.
The largest Thompson Rivers region reserves in terms of total population include
Kamloops (1,786), Anahim’s Flat (526), Nicola Mameet (483), and Alkali Lake (363)11.
8

(Institutional Planning & Analysis, 2009)
(Resource Management Division, 2010)
10
(Bélanger & Statistics Canada, 2005)
11
(BC Stats, 2009)
9

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The off-reserve 18 to 24 cohort of the Thompson Rivers region was the fifth-largest in
the province, according to the 2006 Census12. The largest groups of Aboriginal people
not living on a reserve, in terms of total population, are located in the communities of
Kamloops (5,165), Williams Lake (1,435), and Merritt (1,125)13.
Despite fluctuations in overall enrolment over the last five years, Aboriginal
representation in the student population has remained stable. Approximately 9% of all
TRU students are identified as Aboriginal. This proportion includes approximately
10% of all On-Campus students and approximately 6% from the Open Learning
Division. In the Thompson Rivers region, the average educational profile of the
Aboriginal population is lower than that of the non-Aboriginal population (Table 1).
Table 1: Thompson Rivers Post-Secondary Region Educational Profile14
Highest Level of Education Attained:

Aboriginal

Non-Aboriginal

High School

24.5%

29.8%

Post-Secondary Completion

44.4%

54.2%

12.5%

19.2%

University Certificate, Diploma, or Degree

According to the 2006 census, Aboriginal people aged 25 to 64 in the Thompson
Rivers region were less likely to have completed high school and post-secondary
education than their non-Aboriginal peers. The percentage of Aboriginal people aged
25 to 64 who have completed high school is over 5% lower than that of nonAboriginal people, and an education gap of nearly 10% exists for post-secondary
completion (including a 6.7% gap for university completion levels). Aboriginal people
aged 25 to 64 living off-reserve were more likely to have completed both high school
and post-secondary credentials than their on-reserve peers15. Although the
proportion of high school completion of the Aboriginal 25 to 64 cohort is similar
between males and females in this region, the level of post-secondary attainment is
higher for females (49.6% as compared to 38.1%). The post-secondary attainment for
non-Aboriginal females is 4.7% higher than that of Aboriginal females. The education
level of the Aboriginal cohort in the Thompson Rivers region was similar to that of all
Aboriginal people in BC, with minimal differentials in high school, post-secondary, and
university attainment (+0.1%, -0.6%, and -0.5%, respectively)16.

12

ibid
ibid
14
ibid
15
ibid
16
(BC Stats, 2009)
13

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In comparison to the natural decrease that will be experienced by the BC population
as a whole, the Aboriginal population of this province is expected to increase by 7%
from 2011 to 2017 (according to a medium-growth scenario) (Figure 5)17.
Figure 5: Projected Aboriginal Population in BC, 2006 to 2017 (Medium Growth)

Similarly to the entire population, however, the Aboriginal population of BC is aging,
and the traditional post-secondary aged cohort is projected to have decreased by 6%
from 2006 to 2017. The numbers of people older than the traditional post-secondary
age will also increase. The location, age and educational profile of Aboriginals in this
region all have significant recruitment and planning implications for TRU. As the
institution faces a decline in the traditional post-secondary aged population, an even
higher percentage of eligible students in the future will be of Aboriginal descent.
These aging trends, along with the comparatively low education rate of the Aboriginal
population, points to recruitment focused on mature Aboriginal and non-Aboriginal
students across the province. Therefore, to ensure future competitiveness, it is
crucial that the university is adequately equipped with the infrastructure, human capital
and program mix that will attract and retain these potential students.

Labour Market & Skills Shortages
According to the latest BC Labour Market Outlook, over 1.1 million job openings are
expected for BC over the next decade (2009-2019)18. About 60% of these openings
will result from replacement demand (retirements and deaths) and the remaining 40%
will result from expansion demand (increased economic growth). Overall, the
province is expected to experience an average annual employment growth of 1.8%
over this period, and the Cariboo region will experience the third-largest regional
growth in the province (1.8%) after the North Coast and Nechako and Vancouver
Island/Coast regions. In terms of numbers of job openings, the Thompson-Okanagan
region will have the third-highest increase, with 116,000 openings from 2009-2019
(following the Mainland/Southwest and Vancouver Island/Coast regions), despite
17
18

(Statistics Canada, 2005)
(Work BC, 2009)

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having the lowest annual growth rate (1.6%). In order to fill new labour demand, the
Thompson-Okanagan region is expected to rely heavily on migrants, especially in the
latter half of the outlook period. Provincially, the largest numbers of job openings will
occur in the following occupational sectors:
• sales and service,
• trades, transport and equipment operators and related occupations, and
• business, finance and administration.
The highest growth rates will occur in the:
• health,
• trades, transport and equipment operators and related occupations, and
• natural and applied sciences and related occupations.
Similar to provincial trends, the top three growth occupations from 2009-2019 in the
Thompson-Okanagan region will be in the health sector (Table 2).
Table 2: Top Growth Occupations, 2009-201919
Region

ThompsonOkanagan

Cariboo

Occupation

Avg. Annual
Growth

Growth in Labour
Demand

Nurse supervisors and registered nurses

3.2

2,000

Physicians, dentists and veterinarians

3.2

630

Optometrists, chiropractors and other

3.2

80

Agriculture and horticulture workers

6.5

280

Contractors and operators in agriculture

6.4

590

Masonry and plastering trades

3.9

120

The increased demand for health occupations in the Thompson-Okanagan region
reflects an aging population20. Although agriculture-related occupations are among
the top projected growth occupations in the Cariboo region, provincial demand for
these occupations will not reach pre-recession levels over the next 10 years.
Nearly 70% of job openings in BC will require some post-secondary or a higher level
of educational training (Figure 6). Approximately 38% of openings will require a
college or trades certificate (technical, para-professional, and skilled occupations) and
30% will require a university education (professional and managerial occupations).
Due to its unique combination of program offerings, TRU is well situated to educate
students for the majority of occupational openings across the province.
19
20

(Work BC, 2009)
(Work BC, 2009)

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Figure 6: Skills Demand for Projected BC Job Openings, 2009-201921

Community Relations
Thompson Rivers University continues to be an integral part of the region and a
cornerstone for debate, dialogue and celebration in the communities it serves. As a
venue, the University hosts dozens of events each year that range from academic
conferences to the BC Lions training camp, from political caucus gatherings to
professional associations, and from high school graduations to weddings.
We are committed to building a better community. The Residential Construction
students completed upgrades to the rowing and canoeing facilities at Shumway Lake, a
legacy project for the 2011 Western Canada Summer Games. The students will also
complete a two-storey barn at the BC Wildlife Park as part of their hand-on trades
training before completing their program in July 2010.
Last year we reported that the School of Trades and Technology and the School of
Advanced Technologies and Mathematics, in association with the Canadian Home
Builders Association (CHBA) Central Interior Chapter, had been chosen to build one
of three new CMHC Sustainable Housing Demonstration Homes in Canada. The
home is now complete and is part of the Kamloops YMCA’s annual fundraising. A
portion of the proceeds will go towards scholarships for TRU students and tools for
the School of Trades.
Thompson Rivers University has been recognized for demonstrating inspirational
leadership in the area of mental health promotion and education by the Kamloops
Branch of the Canadian Mental Health Association.
21

ibid

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In the last two years the United Way campaign at TRU has garnered more support,
earning the committee the 2009 United Way Community Spirit Award. During
November’s 27th Annual Foundation Awards Ceremony, $409,000 was awarded to
470 students through 254 donor sponsored awards. An expected $1,420,000 will be
given out to students throughout the year in the form of scholarships, bursaries and
awards from the TRU Foundation and internal university funding.
Business students in marketing, human resources and other disciplines under the
mentorship of TRU faculty liaised with a variety of local non-profit groups to develop
marketing plans, workplace safety policies and wellness programs. The project, now in
its fourth year, has had very good response. Students have worked on over 45
projects including Big Brothers and Big Sisters, SPCA, Circle Day Care Secwepemc
Cultural Society, Multiple Sclerosis Society and Child Development Centre. In
addition, the accounting students offered free tax-preparation workshops to the
community members.
Students and faculty from the School of Nursing stepped in and lent their hands and
expertise to the community at the height of the Province’s initiatives during this fall’s
H1N1 immunization clinics. There were also several flu clinics held on campus,
coordinated by nursing faculty.
Through the President’s Lecture Series and the TRU Students Union Common Voices
Series the community was invited to hear the distinguished Canadians John Ralston
Saul and Stephen Lewis.
Thompson Rivers University, now Kamloops’ third-largest employer with over 1,100
full-time employees, significantly contributes to regional prosperity and growth with an
overall economic impact of upwards of $500 million a year. Indirect economic
impacts also include research and development, student and faculty studies and
business support, graduate start-up enterprises, a diverse and accessible labour pool
and community promotion through national and overseas initiatives.

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Internal Environment
Human Resources
TRU is proud to introduce the following individuals who will
join in the continued development and growth of TRU.
President and Vice-Chancellor, Dr. Alan Shaver
An accomplished academic and administrator with senior
leadership experience at two of Canada’s best known
universities has embraced Thompson Rivers University for its
pioneering spirit and flexible delivery model of academic
programming.
The national search culminated on June 2nd with the announcement of Dr. Alan Shaver
as the next President and Vice-Chancellor of Thompson Rivers University. Dr. Shaver
was selected after a comprehensive six-month process led by the TRU Board of
Governors. Dr. Shaver will assume presidential responsibilities on December 1, 2010,
after fulfilling his commitment as VP Academic and Provost at Dalhousie University.
Mr. Karl deBruijn described Dr. Shaver as having a highly student-centric approach to
leadership and decision-making. “We look forward to the leadership of Dr. Shaver
and his vision for TRU,” says Mr. deBruijn, Chair of TRU’s Board of Governors. “He
has the academic qualities to lead and a proven administrative record. The Board and
the search committee are confident Dr. Shaver is the ideal candidate to define,
articulate and navigate TRU’s position in the Canadian university landscape.”
Unable to attend the media conference in person due to his key role in Dalhousie’s
convocation ceremonies, Dr. Shaver spoke via videoconference to students, faculty
and administrators in TRU’s Grand Hall.
“There is a pioneering spirit in Kamloops and in the past 40 years it has built an
innovative and dynamic institution,” Dr. Shaver said. “Many of the great Canadian
universities are founded upon the vision of pioneers such as fur trader James McGill
and British colonial administrator Lord Dalhousie, both believed that society must be
built on education and free thought. That legacy of vision and spirit continues at TRU.
It is time to take that legacy onto the global stage and continue innovating strategically
to build a better world.”
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Dr. Shaver earned a BSc (Honours) from Carleton University and a PhD from the
Massachusetts Institute of Technology. He has published over 130 papers on a variety
of research topics. From 1995 to 2005 he served as Dean of Science at McGill
University; prior to that he served as Chair of Chemistry. Dr. Shaver has held the
position of Vice-President Academic and Provost at Dalhousie University since 2006.

Provost and Vice-President Academic, Dr. Ulrich Scheck
After serving as TRU’s Interim Provost since June 2009, Dr.
Ulrich Scheck was appointed Provost and Vice-President
Academic in January 2010. The national search was led by Dr.
Roger Barnsley, who announced Dr. Scheck’s selection from 30
candidates. Dr. Scheck has previously served as Associate VicePresident Academic and Dean of Arts at TRU. Dr. Scheck
envisions adding smart delivery, more dual and joint degrees, and
accelerated outcomes to the options for TRU learners, saying,
“My vision for TRU has always been to move us towards
becoming a distinct and open institution on the foundation of TRU’s long-standing
tradition of welcoming a very diverse group of students …. It is a truly exciting
prospect to be part of the continued emergence of a new university. TRU has the
potential to take on a leadership role in combining academic excellence with
educational choice.”
Prior to coming to TRU, Dr. Scheck was the Dean of Graduate Studies and Research
at Queen’s University in Ontario and had also held the positions of Professor and
Queen’s National Scholar. He also served as the Director of International Programs
for the Faculty of Arts and Science at Queen’s University.
Founding Dean of Law, Mr. Christopher Axworthy
Immediately following the announcement of TRU’s new
Law School, a national search began for its Founding
Dean. In May 2010, Mr. Christopher Axworthy joined
TRU as the Founding Dean, Faculty of Law. Mr.
Axworthy was the former Dean of Law at Manitoba, and
is a former Attorney General of Saskatchewan. Mr.
Axworthy is faced with a unique task, saying, “It’s a rare
opportunity to build a law school from the ground-up. It
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is particularly attractive to do so in a vibrant community like Kamloops with such a
forward-looking and dynamic university as Thompson Rivers University, with the
support of the University of Calgary.” Mr. Axworthy also looks forward to reaching
out to BC’s Aboriginal population, noting that he has always had a keen interest in the
issues of Aboriginal peoples as a Law professor in Manitoba and Saskatchewan.
Mr. Axworthy completed his graduate studies in Law at McGill University. After
serving at the University of New Brunswick and Dalhousie University, he moved to
the University of Saskatchewan to become the founding Executive Director of the
Centre for the Study of Co-operatives, as well as Professor of Law. After being
elected to Parliament, Mr. Axworthy was appointed as Minister of Justice and
Attorney General for the Province of Saskatchewan. He was also appointed as
Minister of Aboriginal Affairs and Minister of Intergovernmental Affairs and appointed
as Queen’s Counsel before returning to academics, where he has most recently been
the Professor and Dean of Law at the University of Manitoba.
Associate Vice-President International and CEO Global Operations of TRU
World, Dr. Wes Koczka
In May 2010, Dr. Wes Koczka joined TRU as the Associate
Vice-President International and CEO Global Operations of
TRU World. As described by Mr. Cliff Neufeld, TRU’s VicePresident Finance and Administration, “Dr. Koczka has over
20 years of experience gained in both public and private
sectors. He will bring a solid background in the
development of domestic and international student
marketing / recruitment, international partnerships and
other internationalization opportunities at TRU.”
Dr. Koczka envisions continued growth for TRU World,
stating, “TRU has an excellent reputation around the world for its programs and
marketing innovation … I am excited by this opportunity to continue the momentum
of the individuals at TRU World that have created an enterprise that hosts more than
1,200 students from 70 countries on its campus and has more than 1,000 students
enrolled in programs in China, India, Malaysia, Singapore and Thailand.”
Dr. Koczka has an extensive background in the international field and continuing
studies area, including more than a decade with the University of Victoria and most
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recently as the Vice-President, Business Development with the University Canada
West. Dr. Koczka received his BA, BEd, and MEd degrees from the University of
Saskatchewan, and his Doctorate in Education from Brigham Young University in Utah.
Dean of Students, Ms. Christine Adam
In May 2010, Ms. Christine Adam joined TRU in a fiveyear appointment as its first Dean of Students. Ms. Adam
was selected after a search led by TRU’s Vice-Provost
Students, Mr. Peter Hilton. He emphasized the
importance of this new Dean position, saying, “We have
placed great importance on this new position and the role
it will play in moving the student services and support
side of our university forward in new and exciting ways.
In Christine Adam, we are delighted to have found a
leader who understands how important this is to our university, and who embraces it
with enthusiasm that can only inspire those around her.”
Ms. Adam is focused on student engagement, especially given that coming to TRU is a
homecoming for her. She stated, “Supporting university students in the pursuit of
their personal and professional goals is my passion … To be able to return home to
British Columbia and work with the team at TRU to create a campus that excels in
engaging its students is truly an amazing opportunity.”
Ms. Adam has recently moved from Ottawa, where she held the post of Assistant
Dean of First Year Programs in the Faculty of Arts and Science at Carleton University.
Prior to that, she was the Associate Director of the Centre for Initiatives in Education,
and the Director of the Office of First Year Arts and Social Sciences, also at Carleton
University. Ms. Adam graduated high school in 100 Mile House, received her BA in
English at the University of Ottawa, a certificate in teaching English As A Second
Language at Carleton University as well as her Master of Arts in Applied Language
Studies at Carleton.
Dean, School of Nursing, Dr. Barbara Paterson
In July 2010, Dr. Barbara Paterson will begin her appointment as TRU Dean of
Nursing. Dr. Paterson will leave the positions of Professor and Tier 1 Canada
Research Chair in Chronic Illness at the University of New Brunswick, where she is
also the Director of the UNB Chronic Illness Research Institute. As stated by TRU
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Provost and Vice-President Academic Dr. Ulrich Scheck,
“Attracting this caliber of candidate to TRU and our
School of Nursing is not only a tremendous opportunity
for our faculty and students, but it is an incredible
resource for the region … While Dr. Paterson is an
award-winning educator with a strong record of
scholarship and research funding in the areas of nursing
education and chronic illness, she also has considerable
experience working with, and learning from, Aboriginal
peoples.”
Dr. Paterson looks forward to the continued development of the School of Nursing
stating, “I am excited about working with the faculty at Thompson Rivers University
School of Nursing because I appreciate their commitment to student learning and to
the scholarship of teaching. I am confident that as we work together with our
community partners we will contribute to the reputation of the School of Nursing as
being among the best in Canada.”
Dr. Paterson’s research includes looking for new ways to foster effective prevention
and care among marginalized and medically underserved populations with or at-risk
for chronic illness in Canada and beyond. Her administrative experience includes
nursing service, higher education, and leading a research institute as the senior
administrator.
Dean, Faculty of Science, Dr. Tom Dickinson
In April 2010, Dr. Tom Dickinson became Dean of TRU’s
Faculty of Science. Dr. Dickinson first joined Cariboo
College in 1989, helped develop the University College of
the Cariboo’s Natural Resource Science program, and has
served as Interim Associate Vice-President, Research and
the Interim Dean, Faculty of Science, at TRU. Dr. Ulrich
Scheck, TRU’s Provost and Vice-President Academic,
emphasized Dr. Dickinson’s unique contributions to the
senior management team at TRU, stating, “We are pleased
to have Dr. Dickinson … His experience as a leader spans
three phases at our institution. He has an excellent understanding of our university’s
strengths and aspirations.”

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Dr. Dickinson has continually contributed to the development of programs at TRU,
including the establishment of the Wells Gray Education and Research Centre. He has
also played a major role in provincial naturalist organizations and land-use planning
initiatives, and still serves as a volunteer consultant to government on land and
resource management issues. Dr. Dickinson will continue to lead innovation as the
first Dean of the newly restructured Faculty of Science, which now includes the School
of Advanced Technologies and Mathematics.
Dr. Dickinson graduated with a BSc (Honours) from Queen’s University. He then
pursued graduate studies at the University of Calgary and the University of
Pennsylvania. Following his PhD, Dr. Dickinson returned to Canada to pursue postdoctoral studies at the University of Toronto, where he also held a faculty
appointment in the Department of Zoology.
Dean, Faculty of Arts, Dr. Michael Mehta
Dr. Michael Mehta will join TRU as Dean of Arts in
July 2010. Dr. Mehta is leaving his post as a
Professor of Environmental Studies at the University
of Winnipeg. He is also a former Director of
Canadian Blood Services and SaskPower, was the
Founding Principal of Richardson College for the
Environment at the University of Winnipeg, and has
served as Executive Director of the Population
Research Laboratory at the University of Alberta.
Dr. Mehta has also held academic and administrative
appointments at the University of Saskatchewan, Queen’s University, and York
University. Dr. Mehta is recognized as being a co-founder of the Environmental
Studies Association of Canada and currently sits on numerous editorial boards and
research management committees.
As Dr. Mehta states, environmental issues are an area of interest: “I am honoured to
be moving to Kamloops and joining TRU during what promises to be another exciting
period of growth at the University. As TRU moves closer to its goal of being the
University of Choice for Environmental Sustainability, it is a great privilege for me to
be sharing my knowledge and experience in any way I can to help make that happen.”
Dr. Mehta has a BA in Psychology, a Master of Environmental Studies, a PhD in
Environmental Sociology, and has completed four years of post-doctoral training in
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Environmental Policy. Dr. Mehta is a recipient of Health Canada’s Chief Scientist
Distinguished Lecturer Award, the Saskatchewan Centennial Medal, and is author and
editor of five books on topics including environmental issues, nuclear safety,
biotechnology, risk assessment, and nanotechnology.
Dean, Faculty of Human, Social and Educational Development, Dr. Charles
Webber
In July 2010, Dr. Charles Webber will join TRU as Dean of
the new Faculty of Human, Social and Educational
Development. This new faculty brings together the
School of Education, the School of Social Work and
Human Service, the departments of English as a Second
Language and University Preparation, and the Centre for
Teaching and Learning. Dr. Webber joins TRU with
experience as the Associate Dean in the Graduate
Division of Educational Research at the University of
Calgary, as well as having the position of full Professor in the Faculty of Education.
Dr. Webber embraces the challenges associated with his new role, stating, “It will be a
privilege to lead this new Faculty. The colleagues assigned to the unit are strong
teacher-practitioners and scholars with the expertise that is so necessary in their fields
of study. It is exciting to become part of Thompson Rivers University when it is at
such a pivotal point in its history. Not only is there a new Faculty, but a new team of
senior leaders who I believe will work together very well and build on the many past
successes of the University.”
Dr. Webber completed his PhD in 1984 at the University of Oregon in the Faculty of
Education. He has published numerous chapters in books, has a sustained record of
articles in refereed publications, and has presented papers frequently at major
conferences. He is also in demand as a keynote speaker on topics such as technology
and higher education, the culture of higher education, and educational leadership.

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Infrastructure Growth – House of Learning
TRU’s infrastructure development will continue through 2010, with the House of
Learning being completed by the end of
this year.
November, 2008 marked the official
groundbreaking of the $32 million,
LEED Gold TRU House of Learning,
which is situated at the Kamloops
campus. The building will be
approximately 58,000 square feet in
size and will house a new welcoming
centre, library, classrooms, offices, and
will feature a 300-seat assembly hall.
The hall has been designed in the context of an Interior Salish pit house and will
symbolically and practically represent TRU’s commitment to the region’s vibrant
Aboriginal culture.
The assembly hall will be named the Irving K. Barber British Columbia Centre, in
honour of Dr. Barber’s recent $1.5 million donation to the project. When completed
in January 2011, “The Irving K. Barber British Columbia Centre” will be the largest inthe-round lecture theatre in the province and will feature state-of-the-art technology
to support lectures, meetings, symposia and conferences in a setting that will
encourage and facilitate
interactive dialogue in the
tradition of Aboriginal culture.
Construction of the House of
Learning is expected to be
completed by the end of this
year, with tours for the public
available during the 40th
Anniversary Celebration week in
September 2010. As part of its
commitment to environmental
sustainability, the Assembly Hall
ceiling was constructed with pine-beetle logs that were produced locally.
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The House of Learning will open in
2011 and will include the Department
of Aboriginal Services, Library Services,
the Centre for Teaching and Learning,
the Math Centre, and the Writing
Centre for students. The House of
Learning also features computer labs,
study space for students, bookable
rooms and a full service Tim Horton’s.
The House of Learning is today’s
student place with flexible meeting
spaces.
The House of Learning was designed by Diamond and Schmitt Architects Inc, whose
portfolio includes major design projects for 17 academic libraries, the Banff Centre,
and prestigious projects in Toronto, Jerusalem, Detroit, and New York.

New Program Development and Implementation
TRU is continuously developing on all fronts, including academic diversity. The past
year has seen several new programs approved by the Board of Governors, with
several more in the development stages.
Law School
In 2009, TRU announced the creation of Canada’s first new Law School in over 35
years. Canadian legal history was made on May 31st, 2010 when leaders of the
University of Calgary’s (U of C) Law School and TRU met in Calgary to sign a unique
partnering agreement. The first-of-its-kind licensing agreement will provide TRU with
an existing common-law curriculum that will enable the new School of Law to begin
teaching its first class of about 60 students in the Fall of 2011. The TRU School of
Law, the first in the Province outside of a major centre, will adapt the U of C’s
curriculum, making some changes to account for differences in provincial legislation.
The U of C law faculty’s focus on natural resources, energy and environmental law are
uniquely suited to the academic priorities at TRU. Upon completion of the program,
graduates will earn a TRU Juris Doctor (JD) degree that recognizes the collaboration
with the U of C. The TRU School of Law will build capacity for access to legal
services in rural communities in the BC Interior and Peace River region in BC and
Alberta.
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Graduate Programs
Master of Arts in Interdisciplinary Studies
In the area of Graduate programs, a new Master of Arts in Interdisciplinary Studies
(MAIS) program was approved by the Board of Governors in March 2010. The MAIS,
offered by the Faculty of Arts, will provide an exciting opportunity for students to
combine their career goals and studies in an interdisciplinary model. Students will
create their own personalized curriculum based on their future aspirations, such that
the educational and employment outcomes may be as varied as the students who
undertake the degree. The TRU Strategic Research Plan identifies seven key areas of
collaborative and emerging excellence in research at the institution; the MAIS is
directly linked to three of those: Sustainable Communities; Visual, Verbal and Cultural
Literacy and Communication and Communication Technologies; and Culture and
Creative Arts. This program will allow students to engage in research in these areas,
among others, and to gain critical thinking, analytical, and research skills. Moreover,
allowing maximum flexibility for students who are currently in the workforce, the
program’s delivery methods will accommodate combinations of traditional delivery
and intensive residency, along with a graduating thesis or project. Students will be
able to complete the program in a minimum of twelve months and a maximum of
thirty-six.
Master of Social Work
A Master of Social Work (MSW) program is currently under DQAB review. The
TRU MSW program will provide an opportunity for students and faculty to conduct
community-based research, understand and promote social service practice and
leadership in community-based settings (such as Indigenous communities), and provide
a career path into leadership positions for those with an existing undergraduate
degree in social work. The foundation of this graduate program in social work
includes a focus on the development of knowledge in community-based approaches to
delivering social programs, the development of leadership skills and capabilities, the
development of critical analysis of socio-economic inequalities and processes of
marginalization, and the development of advanced research and critical inquiry skills.
This expertise responds directly to the educational needs of existing social work
practitioners to prepare for leadership in a broad range of practice fields and
organizations. These include child welfare, mental health and addictions, primary
health care organizations, justice and corrections, and education in government and
non-government community organizations and Indigenous communities. The program
may begin student intake as early as September 2011.
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Baccalaureates, Diplomas and Certificates
The following is a summary of new programs that have been approved by the Board of
Governors:
• Honours in Computing Science & Mathematics (Bachelor of Science)
• Supply Chain Management (Post-Baccalaureate Diploma, Minor, Major)
• World Languages and Cultures (Certificate)
• Business Administration (Post-Baccalaureate Diploma)
• Inclusive & Special Education (Certificate, Diploma)
• Teacher Leadership (Certificate)
• Entrepreneurial Skills I (Certificate)
• Entrepreneurial Skills II (Certificate)
• Power Line Technician (Certificate)
The following is a summary of TRU’s new program initiatives that are currently under
development:
• Counselling (Graduate Certificate / Diploma)
• Brain Injury (Post-Baccalaureate Certificate)
• Thematic Option in Comparative Societies and Cultures (Bachelor of Art)
• Major in Criminology (Bachelor of Art)
• Global Competency (Certificate)
• Major in Economics and Mathematics (Bachelor of Science)
• Minor in Creative Writing (Bachelor of Art)
• Japanese Language and Culture (Certificate)
• First Nation Taxation Administration (Certificate)
• Accounting Technician (Diploma)
• First Nations Language (Developmental Standard Term Certificate for
Teachers)
Global Competency Certificate
Global Competency is a credential that can be earned in tandem with any credit
program (undergraduate or graduate) offered by Thompson Rivers University. The
credential recognizes the global literacy (knowledge, skills and attitudes of a globally
minded citizen) acquired by students through their educational experience at TRU and
offers them the opportunity of earning a valuable supplementary credential. This
program is designed to recognize existing courses and activities that contribute
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towards Global Competency. Upon completion of the program requirements, Global
Competency will be noted on student transcripts and will be conferred upon
graduation in the same manner as any other TRU credential. Students can apply for
this credential at any time while they are studying in a TRU credit program and up to
one year after they have completed their program. This Certificate is not tied to a
specific School or program, and will be administered by Student Support.

Research, Innovation and Graduate Studies
The Office of Research, Innovation and Graduate Studies continued to support and
expand upon the research culture of the university, providing support for faculty,
undergraduate and graduate students, and assisting with research initiatives in many
Faculties and Schools. Specific activities included: 1) Introduction of a new funding
initiative, the Research Enhancement Fund to assist start-up of new faculty; 2) Support
for the creation of new research centres funded by the Social Sciences and Humanities
Research Council (SSHRC) ‘Aid to Small Universities’ initiative; 3) Support of faculty in
the social sciences and humanities through SSHRC Institutional grants; 4) Successful
Canada Foundation for Innovation (CFI) applications and other faculty research
funding; 5) Presentation of a number of workshops to assist faculty and students in
grant applications; 6) Development of a suite of policies to support graduate studies at
the university; 7) Increased financial support for student research at the undergraduate
and graduate level; 8) Renewal of the Tier 2 Canada Research Chair in Community
and Ecosystem Ecology; 9) Expanded support for local industry through the activities
of the National Research Council (NRC) supported Business Mentor; 10) Increased
interaction between faculty and industry through the support of the Research
Capacity Developer.
A total of almost $58,000 in start-up funds was provided to 15 faculty members
through the new Research Enhancement Fund to enable them to initiate new research
ventures. The objective of the fund was to assist faculty in developing a research
foundation to enable them to apply for Tri-Council research funding in the future.
Funding of $28,000 was provided for the preparation of proposals for the creation of
four new research centres through the SSHRC ‘Aid to Small Universities’ initiative.
The four research centre proposals were for: Communication, Education and New
Media Research Centre; Centre for Community-Based Youth Health Research;
Walking Lab: A Centre for Examination of Walking, Health and the Civic Landscape;
and International Research Centre on Social Development. These centre proposals
are now going through the formal approval process to establish them as Board
recognized TRU Research Centres.
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Nine faculty members in the social sciences and humanities were provided funding
through the SSHRC Institutional Grants program to assist them in becoming more
competitive in national grant competitions, in reorienting their research program or in
disseminating their research findings: Dr. Tina Block, Dr. Hasnat Dewan, Dr. Julie
Drolet, Dr, Jim Hu, Dr. Emily Hutchison, Dr. Shelly Johnson, Dr. Kelly-Anne Maddox,
Dr. Mervyn Nicholson and Dr. Anne St. John Stark.
Two faculty members, Dr. Cyndi Ross Friedman ($266,533) and Dr. Julie Drolet
($11,704) received funding from CFI, with two other applications pending, and a
number of other faculty received funding from the tri-Councils in the amount of
$363,000. The Office organized or arranged for seven workshops throughout the
year on a variety of topics to support faculty, ranging from Aboriginal ethics,
developing research contracts, writing grant proposals to the national funding agencies
of the Natural Sciences and Engineering Research Council of Canada (NSERC), SSHRC
and Canadian Institutes of Health Research (CIHR) and a NSERC presentation to
students planning to apply to graduate school.
The Office continued to provide support to the Research Committee of Senate in the
development of a suite of policies to guide the introduction, structure, format and
operation of all graduate programs at TRU. Wherever possible the policies were
integrated into existing policies, but of necessity new policies were introduced that
recognized the distinct structure of graduate programs.
A total of 19 undergraduate students received funding through the internal
Undergraduate Student Research Experience Award supported by the Comprehensive
University Enhancement Fund. A further 10 undergraduate students received funding
from NSERC as Undergraduate Student Research Awards, and two received funding
from CIHR as Health Professional Student Research Awards. Three graduating
students received post graduate scholarships from NSERC, two of them prestigious
Alexander Graham Bell Post-graduate Scholarships, two students received Industrial
Post-Graduate scholarships from NSERC and two students received Joseph-Armand
Bombardier Scholarships from SSHRC. All students receiving awards were
encouraged to present their work at the Annual Undergraduate Research Conference
that was held in April.
Dr. Lauchlan Fraser, Tier Two Canada Research Chair (CRC) in Community and
Ecosystem Ecology was renewed for a second term, and continues to provide strong
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leadership to the MSc in Environmental Sciences. Our other two CRCs, Dr. Norm
Friesen, Chair in E-Learning practices, and Dr. Ashok Mathur, Chair in Cultural and
Artistic Enquiry, continue to develop their strong research profiles. Equipment that
had been purchased to support the research activity of a former CRC has found new
life in a new initiative from faculty in the Department of Psychology. The Business
Mentor, Ms. Gillian Watt, funded by NRC, has continued to build solid relationships in
supporting local industries, and in cooperation with the BC Regional Innovation Chair
in Cattle industry Sustainability, Dr. John Church, has developed a range of
opportunities for the cattle industry in the interior of BC.
The Research Capacity Developer, Dr. Lincoln Smith, in working to catalyze the
development of commercialization of BC-based technologies, is actively seeking out
industry partners to collaborate with TRU research faculty. This activity resulted in a
NSERC Engage Grant of $25,000 being award to microbiologist Dr. Jonathon Van
Hamme for collaboration with a corporation in Vancouver.
The Academic Inventory Database that was referenced in last year’s report was
successfully tested, and beginning in June 2010 will be open for TRU Faculty input of
academic activity information.
The TRU Research, Innovation and Graduate Studies website has been completely
rejuvenated to reflect current and future activities and provide targeted dissemination
of opportunities for TRU Faculty and Industry.
2009/10 has been a year of building linkages, supporting faculty research initiatives and
enabling new researchers, and building the research capacity of our undergraduate
student body.

Aboriginal Education Initiatives
Aboriginal education programming has continued to grow at Thompson Rivers
University. Capacity in human resources, course offerings, communications and facilities
has increased to address the education needs of Aboriginal learners at Thompson Rivers
University, who comprise nine percent of the student body.
The Student Services section has been reinforced by the addition of staff specific to
Aboriginal counselling and recruitment. The Aboriginal Transition Planner position has
been converted from a term to a permanent position, reflecting the importance of this
position in supporting Aboriginal students.
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Course offerings continue to expand. The course, Essentials of First Nations Governance
(FNST 091), was reviewed and piloted by TRU and the National Centre for First Nations
Governance (NCFNG) then offered in May 2010. Additional courses will be offered in
Summer and Fall of 2010. Courses in First Nations languages, land taxation and
wastewater treatment are currently being developed with planned offerings in 2010.
Communications with Aboriginal people is becoming more strategic. An Aboriginal
website is under construction which will serve the needs of Aboriginal students,
communities and university faculty. A Handbook for Educators of Aboriginal Students is
being developed and information materials for prospective Aboriginal students are being
revised. Both the website and handbook will be complete by September 2010.
Space for Aboriginal services continues to expand. Gathering Places at both the Williams
Lake and Kamloops campuses have been built. These facilities provide places for
Aboriginal students to study, socialize, and receive personal or academic counselling. The
House of Learning is being built with space for Aboriginal education administration,
program offices and meeting rooms. The building clearly reflects Interior Salish culture
by its architectural design and the prominent display of Interior Salish art.
Respect and awareness of Aboriginal culture has been supported by the purchase of
Aboriginal pieces of art to be displayed in public spaces throughout the university and the
acquisition of additional Aboriginal resources by the library. A logo has been created to
clearly identify university Aboriginal programs and initiatives and bilingual traffic stop signs
(Secwepemctsin and English) have been erected around campus roadways.
Thompson Rivers University has continued to work with its Aboriginal and First
Nations partners to create programs and services that support success for Aboriginal
learners.

Environmental Sustainability
Environmental Sustainability is one of the seven pillars of Thompson Rivers
University’s Strategic Plan. The Strategic Plan and the supporting action plan, contains
20 actions to be completed by the end of the year 201I. These actions cover all
administrative, academic, and support activities of the university.
TRU has a full-time Director of Environment and Sustainability, as well as an
Environmental Advisory Council, jointly appointed by the Board and the Senate to
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advise on sustainability issues. Environmental Sustainability is becoming integrated into
all units of the university and is considered explicitly in all decision-making processes,
from purchasing to academic course development. Thompson Rivers University is
committed to meeting the requirements of the Greenhouse Gas Reduction Targets Act.
An Energy Manager has been hired to identify and plan for more efficient energy use
on campus.
TRU Chairs the BC Campus Sustainability Working Group and represents the
University and College sector on the provincial Carbon Neutral Committee. During
2009, a Campus Sustainability Action Plan was created by a committee appointed by all
unions and organizations on campus. The plan was based upon an analysis of the
ecological footprint of TRU and recommended actions in three areas, the built, natural
and human environments. The actions in each of the areas were selected to be
consistent with the direction in the Strategic Plan.
For the fall orientation the Department of Environment and Sustainability coordinated
the distribution of approximately 4,500 reusable water bottles to incoming students.
Combined with the addition of six new water refilling stations and an education
programme conducted by the TRU Students Union, this resulted in a 15% reduction of
water bottle purchases on campus in the following quarter.

Open Learning Division
The 2009/10 fiscal year saw the Open Learning (OL) Division of Thompson Rivers
University successfully reach the FTE target set by the Ministry. This achievement was
the culmination of several factors that, when combined, yielded a 17% growth in FTE
enrolments over the prior year. Without the success realized in each of the following
areas, this result would not have been achieved.
TRU-OL’s Prior Learning Assessment and Recognition (PLAR) process for individual
assessment continued with the success of prior years. The Open Learning Credit
Bank was also heavily accessed by students interested primarily in obtaining PLAR
credits towards the Bachelor of Health Sciences. Student retention improved and
resulted in an increase in the average number of courses taken per student. This was
the first full fiscal year in which TRU-OL had its online marketing campaign in place for
the entire year. This played a role in an increase in new first time inquiries by 22%
over the prior year. New courses and programs became available providing access to
offerings TRU-OL had not previously had.

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As TRU-OL reviews the performance measures from 2009/10, and looks ahead to
2010/11, it is confident that its plan for the upcoming year will once again deliver
enrolment results that meet the ministry targets.
Much of the effort TRU-OL has undertaken since moving to Kamloops has been
focused on improving student enrolments in the short term. Significant effort has
been expended to create both an improved market awareness of TRU-OL’s offerings
plus improved services for students. The Service Oriented Architecture that TRU-OL
has employed is aligned with its strategy to differentiate TRU-OL from other online
post-secondary education institutions by providing superior service to students.
While the focus on marketing and student services was being undertaken, the course
development and maintenance departments of the division were tasked to work with
the fixed resources available. This was a challenge as the effort required to update
courses inherited from British Columbia Open University (BCOU) surpassed the
resources available. In 2009, the ministry assisted financially in the updating of these
courses. These funds provided the support required to start refreshing these courses.
With the financial resources obtained and enrolments on pace to achieve 100%
utilization, TRU-OL focused its attention on the course development process. An
organizational restructuring saw the former Instructional Design and Research Group
transformed into two separate operating groups that reflect the TRU-OL Service
Oriented Architecture: the resulting departments were Instructional Design and
Curriculum Services. With the reorganization complete, ongoing efforts to support
the operations and structure by taking inventory of existing processes, identifying best
practices and performing gap analyses were accelerated. This re-engineering of the
processes was driven by the need to bring current courses to market in less time at a
lower cost.
As 2009/10 drew to an end, the first major re-engineered process to develop new
courses was close to being implemented. It is expected that as the new processes get
introduced in the upcoming year and thereafter, TRU-OL will improve its ability to
serve more students as the scalability and sustainability of TRU-OL operations is
solidified. This future growth will not come at the expense of decreased service
levels.
Student Spaces – Total: As previously noted, this measure is the culmination of all of
TRU-OL’s efforts. It is anticipated that new courses for 2010/11 and increased
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enrolments by first time students will offset an anticipated decrease in the number of
PLAR credits accessed in the Credit Bank. This Credit Bank reduction comes with
the realization that there was notable pent-up demand that existed for these credits.
This pent-up demand was a result of this service not being utilized until it was
rekindled and enhanced in 2009/10 after the transition from BCOU to TRU.
Nursing and Allied Health: TRU-OL expects to meet this target; however, it does not
expect to reach the same level of enrolment achieved in the past year. In particular,
the Medical Laboratory Assistant Program (MLAP) was extremely successful in
educating individuals for immediate placements. As the demand for these graduates
satiates, enrolments in this popular program will decline. The recently approved
Return to Registered Nurse Practice Certificate is expected to help offset the decline
in the MLAP.
Developmental Programs: The decline in the number of enrolments is expected to
continue in the upcoming year. TRU-OL is offering fewer courses in this area as it
focuses on the core courses that are recommended prerequisites for the university
level instruction it offers. Consequently, courses with low enrolments have been
suspended as resources are focused on the university preparation courses.
Credentials Awarded: Credentials awarded in 2009/10 have increased as forecasted.
During the 2009/10 year, a marked increase in program participation over the
previous year was experienced. This bodes well for credentials awarded in future
years.
Aboriginal Students: TRU-OL introduced the Certificate in First Nation Tax
Administration program in 2009/10. This program aims to help First Nations build
legal and administrative systems to reduce business costs on First Nation lands and
support competitive market development. It is anticipated that initial interest
expressed in this program will translate into an increase in First Nation enrolments in
2010/11.
In 2010/11, TRU-OL will maintain its focus on its internal processes and complete
many of the initiatives that it initiated in the past year. The Service Oriented
Architecture governance structure put in place during the past year utilizes the
following: employee directed Service Excellence Team, Process Management Group,
Project Management Group and Program Market Analysis Committee. The role of

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these groups is to ensure that the current and future efforts are focused on services
to students along with the TRU-OL academic and enrolment plans.
TRU-OL will be opening an office in Vancouver in the next year. This marks the
return of TRU-OL to the Vancouver area after its departure in 2007. The majority of
TRU-OL students reside in the Metro Vancouver area. The physical presence is
intended to demonstrate to future and current students TRU-OL’s commitment to
service the open learning needs of the area plus serve some administrative functions.
While focusing on the tasks underway and opening the Vancouver storefront, TRUOL will meet its enrolment target for the coming year and emerge as a stronger
operation to meet and exceed the future open learning needs of all British
Columbians.

TRU World
Thompson Rivers University has a rich history of being open and accessible to
students from around the world and of extending the expertise of the University to
the international community. TRU World, the international education, training, and
development arm of the University, is a multi-dimensional, multi-cultural business unit
that provides a wide variety of services to an extensive international client base. In
existence for over 25 years, the department has moved from a cost-recovery
operation to generating significant net revenues for the University. In addition, TRU
World has contributed to the internationalization of the main campus and projected
the institution’s image and reputation around the world. The unit is recognized across
Canada as being a post-secondary leader in international education, training, and
development.
In 2009/10, TRU saw continued growth in international student enrolments, reaching
our highest number to date with 1,274 students from more than 70 countries enrolled
in Fall 2009. In December 2009, Thompson Rivers University was officially granted
the BC Education Quality Assurance (EQA) designation which identifies and promotes
public and private post-secondary institutions that have met or exceeded government
recognized quality assurance standards and offer consumer protection mechanisms.
TRU also continues to be a leader in campus internationalization efforts, with new
initiatives including the development of a Global Competency Certificate for TRU
students. TRU has further raised its profile internationally, awarding an Honorary
Doctorate to Mark Roswell (popularly known as Dashan), the most well known
Canadian in China, and participating in a highly-regarded and influential seminar - the
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International Dialogue on Education – at the invitation of the Canadian Embassy in
Berlin, Germany. In 2009, TRU forged partnerships with two top overseas
universities – a Protocol of Cooperation with South Korea’s Kyung Hee University
and an Articulation Agreement with the University of Science of Vietnam National
University. TRU World also continues to position itself as a provider of Olympic
training expertise, establishing a strong working relationship with the Sochi 2014
Olympic and Paralympic Organizing Committee and the Sochi State University for
Tourism and Recreation. Finally, in 2009/10, 69 TRU students went out on Study
Abroad exchanges and TRU received 92 inbound students from exchange partner
schools.

Williams Lake Campus
This fiscal marked another year of continued growth and expansion for the Williams
Lake (WL) campus: enrolments increased by approximately 5% (compared to
2007/08, last equivalent year with same programs running), and a surplus was
demonstrated within a budget of approximately $3 million.
Williams Lake and the region have been impacted economically due to the combined
effects of the pine beetle epidemic and the recession, with many mills and secondary
manufacturing businesses slowing down or closing. Government-funded transition
programs have resulted in increased Continuing Studies interest, especially in jobready skills training such as First Aid, Driver Training, FoodSafe, etc. Tied to this is
the fact that our strongest program areas were in the certificate and diploma fields
(nursing, human service, trades, continuing studies). These are the program areas that
are of relatively short length and enable people to live and learn in their home
community and not have to move away for schooling. Academics and university
preparation remain as challenge areas with declining enrolment. A new cohort model
for an Associate of Art Degree and guaranteed university preparation courses are new
initiatives planned for 2010/11 and 2011/12 to address this issue.
Community connections remain strong: Rotary, Kiwanis, and Construction
Association groups are attended regularly; City / School District / Cariboo Regional
committee involvement includes Sustainability Groups, Visioning Committee work,
and Facilities Joint Use. The flooring and lighting in the TRU WL gymnasium have
been re-done and/or replaced through capital funding this year. These significant and
environmentally-friendly alterations have served to brighten and modernize the space.
Municipal groups are using the gym in exchange for use of local recreation facilities by
TRU students. In addition, the gym is regularly booked by the School District and
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used by the TRU student population. Various fairs (Science World, Emergency
Preparedness and Mining) as well as Convocation ceremonies have benefited from the
improvements to the gymnasium.
Aboriginal programs, services, and cultural connections continue to be a focus area.
TRU Aboriginal Service Plan (ASP) funding supports the Williams Lake Open Learning
Center, a program that sees students enrol in on-line courses that are supported by a
classroom area, a facilitator, tutors, as well as advisors and counsellors - all on campus.
Contract programs with many of the surrounding bands and education councils show
continued growth in areas such as Home Support Resident Care, Early Childhood
Education, mining & trades transition, and other short-term, job-ready Continuing
Studies-type programs.
The construction of an Aboriginal Gathering Place, a 1,500 square foot classroom
facility that can also be used for meetings and ceremonial celebrations has been
completed. This facility will offer safe and comfortable study, learning and cultural
space for Aboriginal students. The official opening with invited dignitaries is
anticipated for September 2010. Additional ASP funding has been utilized for tutors, a
strategic planning session and the purchase of various equipment, furniture, marketing/
promotional items and supplies. Weekend University, a partnership with UNBC and
the Northern Shuswap Tribal Council, fulfills a need to offer programming on Friday
evenings and weekends for those who are unable to attend during the week for a
variety of reasons such as work, day care, travelling distances. All this activity
supports an Aboriginal population that comprises 25% of the region and is the only
demographic that is increasing (approximately 3-5% per year).
In addition to repairs to an aging roof, the Williams Lake campus will be developing a
new Student Plaza area alongside the Gathering Place to enhance and beautify the
outdoor space for students. This area will be large enough to accommodate student
barbecues, small concerts, and various other gatherings and events. Picnic tables,
benches and lighting will be inviting to students, staff, faculty and the community in
general.
Student engagement initiatives included Orientation Day as the first day of classes for
students in the fall, intake surveys, representation on key campus committees and
councils, as well as support for numerous student council activities including bowling,
open microphone music night, fashion shows, and theatre. Comprehensive University

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Enhancement Fund support was used to send students to Kamloops to present at the
Student Research as well as for numerous recreational opportunities.
With the changes to the programming model, enrolment is expected to continue to
increase this academic year, particularly in the academic area. This new vision is a
significant investment in the Williams Lake campus and the community. Continued
growth in nursing (BScN and Practical Nursing) and human service programs is
expected with trades remaining strong as well. Administratively, the campus has
settled into its new facilities with the ongoing task of improving and enhancing the
grounds and facilities. Faculty and support staff levels remain stable; a new Director,
Williams Lake campus has been appointed for September 1, 2010.

Student Satisfaction
TRU continually solicits feedback from students with regard to their satisfaction and
experience, through internal instruments as well as through participation in national
initiatives.
Nation-wide initiatives include the National Survey of Student Engagement (NSSE) and
the Canadian University Report (CUR). TRU participated in NSSE for the third time
this spring. As in the previous year, the 2009 administration returned strong scores,
especially in the areas of Active and Collaborative Learning and Student-Faculty
Interaction (Table 3). Students also indicated their high satisfaction with TRU, with
83% of first year students and 85% of fourth year students rating their entire
educational experience as either “good” or “excellent” (both scores are significantly
higher than the Canadian average). Fourth year students are also likely to choose
TRU in hindsight, with 84% stating that they “probably” or “definitely” would choose
TRU again if they could start over (significantly higher than the Canadian average).
The satisfaction scores for Aboriginal students were even higher than those of the
non-Aboriginal population, with 92% of first year students rating their entire
educational experience as “good” or “excellent”, and 90% of first year students saying
they would choose TRU again. TRU values student feedback and has developed a
process to ensure that feedback from NSSE and other sources is included in its
planning activities.

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Figure 9: 2009 National Survey of Student Engagement Results Compared to the 2009
Canadian Average22

According to a recent pan-Canadian NSSE study of the 2008 administration results,
TRU is serving International and mature students very well in comparison to a peer
group. Both student groups awarded TRU top scores in nearly every engagement
category.
TRU also gives students an opportunity to provide feedback by participating in the
CUR. The 2009 results of this survey showed similar high levels of satisfaction.
Graduates of TRU are also very satisfied with their learning experience. The results
of the 2009 administration of the Baccalaureate Graduate Survey (for graduates in
2007) indicate that TRU scores are higher than the system-wide scores in most
categories (Table 3).
Table 3: 2009 Results, Baccalaureate Graduate Survey of 2007 Graduates

Accountability Indicator
Usefulness of knowledge, skills and abilities acquired
during program (“very/somewhat useful”)
Program satisfaction (“very satisfied/satisfied”)
Quality of instruction (“very good/good”)
Employment rate

22

TRU
Oncampus
(n=366)

TRU
OL
(n=86)

TRU
Overall

86%

86%

89%

87%

94%
94%
94%

96%
96%
95%

98%
96%
99%

96%
96%
96%

System
(n=9609)

(n=452)

(Institutional Planning & Analysis, 2009a)

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Table 3 (cont’d.)

Skill development in the following categories: (“very high/high”)
Written communication
Oral communication
Reading and comprehension
Group collaboration
Critical analysis
Problem resolution
Use of mathematics appropriate to field
Use of computers appropriate to field
Learning on your own

81%
78%
86%
79%
89%
76%
55%
63%
88%

87%
87%
86%
86%
87%
75%
54%
66%
87%

96%
82%
91%
68%
93%
84%
50%
90%
94%

89%
87%
87%
83%
88%
77%
54%
70%
89%

Certificate and diploma graduates have also expressed high satisfaction with TRU.
According to the 2009 results of the Diploma, Associate Degree, and Certificate
Student Outcomes Survey (DACSO), 93% of on campus students and 94% of open
learning students stated that their main reason for enrolling at TRU was “completely”
or “mostly” met. Enabling employment has also been a success of TRU, with 88% of
on campus students and 96% of Open Learning students stating that their education
was either “very” or “somewhat” useful in obtaining a job after studies.

University Athletics
In 2009/10, over 260 athletes and coaches represented Thompson Rivers University.
Since TRU officially came into being five years ago, our athletic program has grown to
include 11 sports. As of June 2010, we have four teams which compete in the top
echelon of university sports: Canadian Interuniversity Sport (CIS). Those teams are
men’s and women’s volleyball along with men’s and women’s basketball. This spring,
Thompson Rivers University played host to the 2010 CIS National Men’s Volleyball
Championships.
TRU has four teams in the BC College Athletic Association: Men’s and women’s
soccer, badminton and men’s golf. A fifth - cross country running - will join this fall.
We also have two club teams who have varsity status. The Men’s hockey team was a
huge success in its first year (2009/10). They drew a thousand fans on a regular basis
on Saturday nights at Memorial Arena as they played second in the BC InterCollegiate
Hockey League. The WolfPack baseball team has won three Canadian College
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Baseball Conference Championships. This year, they won their first regular season
pennant and hosted the CCBC Championships where they lost in the championship
final.
TRU student athletes are being shown that not only do they receive a first class
education at TRU, and learn from quality coaches, but they also are taught that to be a
productive citizen and role model, they have to be community minded. Our athletes
and teams are required to do at least three community events during the course of
their season; such activities include Terry Fox Runs in elementary schools, charity
soccer clinics, Wendy’s Dream lift and Raise a Reader. The Canadian College
Athletics Association awarded the TRU WolfPack athletic teams the 2009 Community
Service Award for their efforts connecting student athletes with community causes
and elementary students.

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2010/11-2012/13 Goals and Objectives & Review of
2009/10 Progress
We continue to work on the institutional goals as outlined in our strategic plan. The
2010/11-2012/13 goals for TRU remain the same and include the seven goals outlined
in the strategic plan document.
TRU’s institutional goals and objectives are aligned with those of the Ministry, as the
following figures indicate. Below is an update of the strides we have made towards
achieving these goals, as well as just a few of the initiatives we plan to implement over
the coming year.
Goal: To establish itself as the University of Choice for Student
Engagement

TRU recognizes that student engagement is an essential element of the learning
process, and that the enhancement of the learning environment is key to student
development and success. As a comprehensive, teaching-focused university that
serves a diverse learning population, TRU has a unique opportunity to engage students
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in myriad ways to prepare them for life-long learning and contributions to our global
community.
Creating an engaging environment includes ensuring students are involved in university
government. To this end, TRU hired a Student Leadership Coordinator in September
2009, who works with the Chief Student Affairs Officer to encourage and support
student participation in committees and other governance structures. A Student
Advisory Council was also created in November 2009, which is chaired by the ViceProvost Students. This Council represents the breadth of programming, student
demographics, study modality, and study locations of students. Students provide input
through the student members of the Forum, which comes together on a regular basis
to discuss issues, share ideas, and recommend strategies aimed to enhance the
development of community on the university campus.
Learning communities are recognized as important modes for student engagement and
development. As such, the Faculty of Arts is currently developing two cohort-based
learning groups. A new Student Services unit will also be completed this summer,
which will enable the development of a collaborative student advising approach.
As an important indicator of student engagement and success, retention rates are an
area of active study at the university. The causes, factors, and indicators for student
retention and persistence are being studied, especially for Aboriginal students. The
Executive Director of Aboriginal Education has commissioned a study on this subject,
which will include talking circles, interviews, and data analysis.

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Goal: To establish itself as the University of Choice for the integration of
research and scholarship with teaching and learning.

TRU broke ground on the revolutionary House of Learning in November 2008. The
structure, which includes a new Library and Learning Commons, is set to be
completed in the winter of 2010. The House of Learning will officially open in January
2011.
The development of Master degree programs has been a priority at TRU over the past
several years; local demand for graduate programs is increasing. The Master of
Education has successfully launched its second cohort, with a third intake scheduled
for July 2011. The Master of Environmental Science program is also continually
growing. A new program, the Master of Arts in Interdisciplinary Studies, has recently
been approved by TRU, and a Master of Social Work is currently under development.
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GOAL: To establish itself as the University of Choice for Aboriginal
Students and First Nations.

In 2008/09, TRU developed an Aboriginal Service Plan, which outlines the institution’s
objectives in this area. The full report can be accessed at:
http://www.tru.ca/president/aboriginal_service_plan.html.
Promoting dialogue and inclusive decision making between local Aboriginal groups and
TRU is essential to maintaining accessibility and success for Aboriginal students. A
First Nations and Aboriginal Affairs Committee of University Senate was created to
provide direction to the institution, as well as the continued development of the
Aboriginal Education unit.
In terms of student support, TRU continues to support the Elders in Residence
program, which allows local Elders to be available to students in the Gathering Place
during the regular school year, and the hours of the Gathering Place on both
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campuses have also been extended. The Gathering Place in Kamloops is currently
undergoing infrastructure expansion, which will double its current size, while a new
structure has also been built on the Williams Lake campus.
The visibility of local First Nations culture on campus is an important factor in creating
a welcoming and respectful environment for Aboriginal students, and a number of
steps have been taken to ensure this environment exists. They include: the installation
of bilingual stop signs (Secwepemcstín and English), the purchasing and display of First
Nations artwork, and the installation of Elders and drummers in the graduation
ceremony. A local First Nations artist also conceptualized and created a new Mace,
which features traditional symbols such as a wolf, salmon, and the four directions.
As a permanent display of local First Nations culture at the Kamloops campus,
the soon-to-be-completed Irving K. Barber British Columbia Centre is modeled after
an Interior Salish pit house, and will emphasize Indigenous ways of knowing while
emphasizing the pride, respect, and regard that TRU has as an Aboriginal-serving
institution.

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GOAL: To establish itself as the University of Choice for Open Learning.

TRU is a learner-centred institution, and service to the learning community is a
priority for all divisions and departments. The new Service Oriented Architecture
implemented in the Open Learning Division will ensure that future efforts will
continue to be focused on services to students, along with the Open Learning
academic and enrolment plans.
In a statement to its accessibility, TRU experienced a 17% growth in FTE enrolments
in the Open Learning Division. TRU recognizes the importance of providing
convenient learning options to students, and has surpassed its total Open Learning
spaces target by 6%. Additionally, Open Learning spaces for Nursing and other allied
health programs surpassed the target by 158%.

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Flexibility and accessibility for learners was supported with the introduction of new
programs, such as the Certificate in First Nations Tax Administration and the Bachelor
of Public Administration.
GOAL: To establish itself as the University of Choice for Environmental
Sustainability.

Following the development of an Environmental policy at TRU, several actions have
been taken to increase environmental sustainability and awareness at TRU. For full
details, see http://www.tru.ca/sustain.html. TRU is carbon neutral; to further increase
efficiency, an Energy Manager joined TRU in May 2010. Initial audits of greenhouse gas
emissions and solid waste were completed, and several initiatives, such as the
implementation of Smarttool, are now under way. Mixed recycling has been made
available on campus, and in a continued effort to encourage environmental
responsibility at TRU, a car pooling program was implemented in January 2010. TRU
seeks to recognize and encourage organizational and individual actions for the
environment, and the first Environmental Achievement Award was presented this
Spring to Dr. Penny Powers.
TRU will continue to chair the BC Campus Sustainability Working Group, and to
represent the University and College sector on the provincial Carbon Neutral
Committee. The Campus Sustainability Action Plan will continue to be implemented
through active promotion and through numerous initiatives over the coming year,
including the reduction of bottled water sales on campus, reduction of paper usage,
and the development of plans for a community garden.

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GOAL: To establish itself as the University of Choice for International
Opportunities.

TRU enjoys a world reputation for excellence, with over 1,200 International students
from over 70 countries being enrolled in Fall 2009. Domestic students are also able
to participate in many opportunities for global learning, as is illustrated by the creation
of a new credential: the Global Competency Certificate. This credential encourages
students to take advantage of the many internationalization opportunities at TRU,
including: foreign language education, study abroad, and international / cultural
experiences within Canada. A fund has been established to promote the
internationalization of current TRU curricula.
TRU will continue to increase opportunities for faculty to teach and conduct research
internationally. Over the last year, 25 faculty members were sent abroad for credit
program delivery and contract training as part of an enrolment-driven financial plan.
This plan will be incorporated into the strategy for new graduate program
development. TRU will also continue to develop international learning opportunities
for students, and has undertaken a study to determine the accessibility and success
factors for students in study abroad programs.

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GOAL: To establish itself as the University of Choice for Career Success.

TRU recognizes that success is a lifelong achievement, and that preparing students
with an integrated set of academic, applied, and experiential skills is essential to enable
that success at each stage of life. To support the provision of applied and experiential
skills, TRU continues to develop its Co-operative education program. Academic
restructuring has located Career Education under the Dean of Students, which will
ensure continued accessibility for all students.
To enable the full integration and laddering of credentials in all program areas, an audit
of all program laddering opportunities was conducted. Best practises have been
identified through this study, and credential laddering opportunities continue to
increase.
In support of the environmental, economic, social and professional development
objectives of the Interior region and the Province, a Master of Arts in Interdisciplinary
Studies was developed. This program will allow students to customize their programs
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of study, and will allow maximum flexibility for students who are currently in the
workforce.

Performance Results
The performance results below are calculated for TRU as a whole. For divisional
breakdowns, see Appendices I and II.
Student Spaces2
Performance measure

Reporting year
2008/09
Actual

2009/10
Target

2009/10
Actual

Total student spaces

7,233

8,046

7,933

853

736

1,066

Exceeded

559

944

617

Not achieved

Nursing and other allied
health programs
Developmental

2009/10
Target assessment
Substantially
achieved

TRU has achieved a growth of 813 student spaces from 2008/09 to 2009/10, which
totals 99% of its target. Spaces for Nursing and other allied health programs have
exceeded the target by 330 spaces (a 25% growth from 2008/09). Despite not
reaching the 2009/10 targeted growth for Developmental student spaces, TRU has
seen a 10% increase in this measure from last year.
Credentials Awarded3
Performance measure
Number

Reporting year
2008/09
Actual
2,194

2009/10
Target
under review

2009/10
Actual
2,134

2009/10
Target assessment
Not assessed

2009/10
Target

2009/10
Actual
2,262

2009/10
Target assessment
Exceeded

9.1%

Achieved

Aboriginal Student Headcount4

Number

Reporting year
2008/09
Actual
2,034

Percent

8.5%

Performance measure

≥ previous year

Aboriginal representation at TRU has increased by 0.6% over last year, or by 228
students. These successes meet and exceed the 2009/10 targets.

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Student Satisfaction with Education5
Performance measure

Former diploma, associate
degree and certificate students
Baccalaureate graduates

Reporting year
2008/09
Actual
%
+/-

2009/10
Target

94.8%

1.2%

≥

96.0%

1.4%

≥

2009/10
Actual
%

2009/10
Target assessment
+/-

90%

95.4%

1.1%

Achieved

90%

96.2%

1.1%

Achieved

Student satisfaction has increased by 1.1% for both baccalaureate graduates and
former diploma, associate degree, and certificate students. TRU continues to solicit
student feedback on a regular basis, and has developed a process which will ensure
continued institutional response to this information.
Former Diploma, Associate Degree, and Certificate Students' Assessment
of Skill Development5
Performance measure

2008/09
Actual
%

2009/10
Target
+/-

Skill development (avg. %)

82.3%

2.3%

Written communication
Oral communication
Group collaboration
Critical analysis
Problem resolution
Learn on your own
Reading and comprehension

74.8%
75.4%
86.5%
85.8%
83.0%
83.0%
87.9%

3.0%
3.1%
2.1%
2.0%
2.1%
2.1%
1.9%

≥

Reporting year
2009/10
Actual
%
+/85%

79.3%

2.0%

69.5%
74.4%
85.2%
83.5%
78.7%
83.0%
81.2%

3.4%
3.2%
2.1%
2.0%
2.3%
2.1%
2.2%

2009/10
Target assessment
Substantially
achieved

The target for overall skill development of former diploma, associate degree, and
certificate students has been substantially achieved. These students assessed overall
skill development at 79%, or 93% of the identified target. Areas showing the most
improvement include written communication and oral communication.

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Baccalaureate Graduates' Assessment of Skill Development5
Performance measure

Skill development (avg. %)

2008/09
Actual
%
86.1%

2009/10
Target
+/2.7%

Written communication
Oral communication
Group collaboration
Critical analysis
Problem resolution
Learn on your own
Reading and comprehension

84.5%
83.0%
81.6%
91.4%
80.6%
92.5%
88.8%

2.9%
2.9%
3.1%
2.1%
3.1%
2.0%
2.5%

≥

Reporting year
2009/10
Actual
%
+/85% 85.4%
2.2%
88.5%
86.5%
83.3%
87.6%
76.6%
88.5%
86.8%

2009/10
Target assessment
Achieved

2.0%
2.1%
2.4%
1.9%
2.6%
1.9%
2.0%

Baccalaureate graduates assessed TRU as being above the target in their assessment of
overall skill development. Areas showing the most growth from last year include
problem resolution and group collaboration.
Student Assessment of the Quality of Instruction5
Performance measure

Former diploma, associate
degree and certificate students6
Baccalaureate graduates

2009/10
Target

Reporting year
2009/10
Actual
%
+/-

2009/10
Target assessment

2.0%

≥

90%

96.1%

1.0%

Achieved

1.7%

≥

90%

95.8%

1.1%

Achieved

2008/09
Actual
%

+/-

85.1%
94.8%

Both groups of students assess TRU’s quality of instruction as being over 95%, and
well above the 90% target.
Student Assessment of Usefulness of Knowledge and Skills in
Performing Job5
Performance measure

2009/10
Target

Reporting year
2009/10
Actual
%
+/-

2008/09
Actual
%

2009/10
Target assessment

+/-

Former diploma, associate
degree and certificate students7

89.5%

1.9%

≥

90%

90.8%

1.9%

Achieved

Baccalaureate graduates

98.1%

2.4%

≥

90%

86.6%

2.3%

Substantially
achieved

Former diploma, associate degree and certificate students assessed TRU at nearly 91%
for the usefulness of knowledge and skills in performing their jobs, meeting the 90%
target. Baccalaureate students assessed TRU at 87%, which puts the 2009/10 actual at
96% of the identified target.
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Unemployment Rate5,8
Performance measure

Former diploma, associate
degree and certificate students7
Baccalaureate graduates

2009/10
Target

Reporting year
2009/10
Actual
%
+/-

2009/10
Target assessment

1.4%

≤

12.5%

11.2%

1.8%

Achieved

1.0%

≤

12.5

4.1%

1.3%

Exceeded

2008/09
Actual
%

+/-

6.2%
1.6%

The unemployment rate targets for TRU were met and exceeded this year. Former
diploma, associate degree, and certificate students reported 11%, and baccalaureate
students reported only 4%.

Notes:
1
There have been a number of changes to the performance measures for the 2009/10 reporting cycle. Please
consult the standards manual for a description of each measure.
See http://www.aved.gov.bc.ca/framework/documents/standards_manual.pdf.
2
Results from the 2008/09 reporting year are based on data from the 2008/09 fiscal year; results from the 2009/10
reporting year are based on data from the 2009/10 fiscal year.
3
Annual performance is measured using a rolling three-year average of the most recent academic years, e.g., the
results for the 2009/10 reporting year are a three-year average of the 2006/07, 2007/08 and 2008/09 academic years.
Revisions are incorporated once a year based on October 2009 Central Data Warehouse (CDW) data and January
2010 Research Universities’ Council of British Columbia (RUCBC) data. The formula for the credentials target is
currently under review. In the interim, the 2009/10 result has not been assessed.
4
Results from the 2008/09 reporting year are based on data from the 2007/08 academic year; results from the
2009/10 reporting year are based on data from the 2008/09 academic year. Because some students attend both TRU
and TRU-OL, combining the Aboriginal student headcount results will overstate the total.
5
Results from the 2008/09 reporting year are based on 2008 survey data; results from the 2009/10 reporting year
are based on 2009 survey data. For all survey results, if the result plus or minus the margin of error includes the
target, the measure is assessed as achieved. In all cases, the survey result and the margin of error are used to
determine the target assessment.
6
The 2009/10 Diploma, Associate Degree and Certificate (DACSO) survey results are calculated using a new
method which includes the three response categories "Very good, Good and Adequate". The 2008/09 results are
shaded because they were calculated on a different basis and should not be compared with the 2009/10 results.
7
The 2009/10 Diploma, Associate Degree and Certificate (DACSO) survey results include graduates only. The
2008/09 results are shaded because they were calculated on a different basis and should not be compared with the
2009/10 results.
8

Target is the unemployment rate for those aged 18 to 29 with high school credentials or less for the Interior
region.

Target assessment scale
Exceeded
Achieved
Substantially achieved
Not achieved

Description
More than 10% above target
Up to 10% above target
Up to 10% below target
More than 10% below target

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TRU Overall FTE Targets 2010/11-2012/13 1
Performance measure
Student spaces

2010/11

2011/12

2012/13

Total student spaces

8,034

7,986

7,986

Nursing and other allied health programs

736

736

736

Developmental programs

944

944

944

Credentials awarded
Number

To be determined

Aboriginal student headcount
Number

2,262

≥ previous year

Percent

9.1%

≥ previous year

Student satisfaction with education
Former diploma, associate degree and certificate
students

≥ 90%

Baccalaureate graduates

≥ 90%

Former diploma, certificate, and associate degree students' assessment of skill development
Skill development (avg. %)

≥ 85%

Baccalaureate graduates' assessment of skill development
Skill development (avg. %)
Student assessment of the quality of instruction
Former diploma, associate degree and certificate
students
Baccalaureate graduates

≥ 85%
≥ 90%
≥ 90%

Unemployment rate
Former diploma, associate degree and certificate
students
Baccalaureate graduates

≤ unemployment rate for individuals with
high school credentials or less
≤ unemployment rate for individuals with
high school credentials or less

Student assessment of usefulness of knowledge and skills in performing job
Former diploma, associate degree and certificate
≥ 90%
students
Baccalaureate graduates

≥ 90%

Notes:
1
Includes targets for TRU-OL

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Summary Financial Report 2009/10
CONSOLIDATED FINANCIAL STATEMENTS

Consolidated Statement of Operations - Revenue

Consolidated

Operating
Fund

Capital

Ancillary

Designated

Services

and Trust

Specific
Purpose &
Sponsored

Consolidated revenue for the twelve months ended March 31, 2010 totalled $158.7
million, an increase of $14.8 million from the previous year. Consolidated revenues
come from a variety of sources as illustrated below:

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Revenues (in millions)
Ministry Operating Grant
Specific Purpose and Sponsored Research
Capital Grants
Tuition Fees - Domestic
International Activity
Access Fees and other income
Investment Income
Sales and Services (Ancillary)
Amortization of Deferred Capital Contributions
Unrealized gain (loss) on financial instruments
Total

2010
$ 67.1
10.2
3.0
24.4
19.8
10.6
2.6
14.6
3.9
2.5
$ 158.7

2009
$ 63.9
9.7
2.4
23.4
16.1
9.8
2.1
15.4
3.5
2.4
$ 143.9

Highlights
The year-to-year difference in revenues results from the following significant changes:
•

Tuition revenue increased by $4.7 million over the prior year. This increase can
be attributed to increase in enrolments:
Domestic enrolment increase of 9% (face-to-face and Open Learning)
International enrolment increase of 4%
Lab, ancillary and other fees also increased in correlation with
enrolments.

•

Ministry operating grant funding increased by $3.2 million over the prior year.

•

Unrealized gain (loss) on financial instruments increased by $4.9 million over the
prior year. This gain is created by the market fluctuations on investments and
long-term debt and does not affect cash flows.

Consolidated Statement of Operations – Expenses
Consolidated expenses for the twelve months ended March 31, 2010 increased by
$7.2 million from the previous year to $148.8 million.

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Expenses (in millions)
Salaries and Benefits
Building, Equipment, Operations and Maintenance
Cost of Materials Sold
Amortization of Capital Assets
Travel
Professional Fees and Contracted Services
Supplies, Postage and Freight
Advertising and Public Relations
Bursaries, Awards and Scholarships
Computer Supplies and Licences
Leases and Rentals
Interest on Capital Lease
Interest on Long Term Debt
Bank Charges and Interest
Total

Thompson Rivers University
Institutional Accountability Plan & Report: 2010/11 to 2012/13

2010
$
92.0
7.3
6.5
8.8
4.1
10.6
5.8
3.7
2.2
1.8
2.4
2.1
0.5
1.0
$ 148.8

2009
$
86.4
7.1
6.5
7.7
4.5
10.5
6.1
4.0
1.2
1.4
2.7
2.1
0.6
0.8
$ 141.6

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Highlights
The majority of the increase in expenses results from:
•

Salary and benefit increases are due to:
general wage increases (as per negotiated contracts)
annual increments (as per salary grid)
additional staffing to accommodate higher enrolments
additional staffing for projects (Banner 8 and others)
benefit cost increases.

•

An increase in amortization of capital assets of $1.1 million.

Consolidated Statement of Financial Position
Assets total $228.1 million while liabilities and deferred contributions total $182.8
million, leaving a net asset balance of $45.3 million dollars. This balance is invested in
Capital Assets ($14.7 million), Consolidated Unrestricted Fund Balance ($9.4 million)
and Internally Restricted Reserves ($21.2 million).

Total Assets by Category (% of total)
For the year ended March 31, 2010

Current Assets
15%
Long-term
Investments
21%

Property, Plant
and Equipment
64%

Assets (in millions)
Current Assets
Long-term Investments
Loan Receivable
Property, Plant and Equipment
Total
Thompson Rivers University
Institutional Accountability Plan & Report: 2010/11 to 2012/13

Loan
Receivable
0%

2010
$
33.1
48.4
1.1
145.5
$ 228.1

$

$

2009
19.6
43.7
1.1
138.7
203.1
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Liabilities and Net Assets (in millions)
Accounts Payable, Accrued Liabilities and Wages
Liabilities:
Payable
Employee Future Benefits (Incl. current portion)
Debt
Obligation under capital lease (Incl. current portion)
Deferred Revenue
Deferred Capital Contributions
Net Assets:
Unrestricted Fund Balances
Internally Restricted Reserve
Invested in Property, Plant and Equipment
Total
$

2010
$

2009

17.1
13.0
15.8
40.7
17.5
78.7
9.4
21.2
14.7
228.1

$

11.7
12.4
17.5
41.1
15.7
69.3
3.6
16.5
15.3
$ 203.1

Highlights
The majority of the change in financial position results from:
•

The increases in accounts payable, accrued liabilities and wages payable is a result
of:
Increase in general trade payable of $1.2 million
Increase in House of Learning payables of $1.0 million

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Increase in wages and benefits payable of $3.3 million
The increases in internally restricted reserves are increases in faculty
and departmental carry forwards, capital, operational and specific
purpose reserves.
•

The decrease in invested in property plant and equipment is from amortization
expense.

•

The increase in deferred capital contributions is from provincial grants received
for the House of Learning and other capital projects.

•

The increase in unrestricted net assets is from Ancillary Services ($1.5) and
general operating ($4.4 million).

DESIGNATED, SPECIFIC PURPOSES AND SPONSORED RESEARCH FUND
The Designated, Specific Purpose and Sponsored Research fund(s) are primarily
restricted by external sponsoring agencies and the Board of Governors. Internally
restricted funds as designated by the Board, may be unrestricted by the Board at their
discretion.
The major categories of Specific Purpose Funds include: Comprehensive University
Enhancement Fund, Library Building Fund, Computer Leasing (computer labs), and
Student Financial Assistance Programs. Unused funds that are externally restricted
appear as deferred revenues on the balance sheet, while internally restricted unused
funds flow through to the income statement. During the past year this fund
accommodated approximately 264 specific purpose project activities.
Sponsored Research consists of a mix of internally and externally restricted funds.
The majority of funds are restricted to research use only as established by the grantor.
Unused funds that are externally restricted appear as deferred contributions on the
balance sheet. In the 2009/10 fiscal year there were approximately 193 active
research projects undertaken at TRU with research grants in a variety of disciplines,
representing $3.7 million in sponsored research expenditures.
ANCILLARY ENTERPRISES
Ancillary enterprises provide goods and services to the University community and
include: the Bookstore, Food Services (Food Training Centre), parking fees,
commissions from contracted food and beverage services, conference and convention
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activities, Student Residence and Conference Centre (Campus Living Centres) and the
Print Shop.
Products and services are priced to generate sufficient revenues to cover operating
expenses and debt service payments and, in certain cases, to create sufficient reserves
for reinvestment in the business to ensure long term financial viability. These reserves
are designated as internally restricted.

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Ancillary Revenues (in millions)
Conventions, CAC and Contracted Food and Beverage
Bookstore (face to face and distance)
Printing Services
Food Services (Food Training Centre)
Parking Lots
Residence
Subtotal
Less internal sales
Total per financial statements

$

$
$

2010
1.7
7.6
1.2
0.5
0.9
4.6
16.5
(1.9)
14.6

$

$
$

2009
2.1
7.0
1.3
0.5
1.0
4.6
16.5
(1.0)
15.5

Internal sales are eliminated from published financial statements as a consolidation
entry but are listed here to provide total sales for ancillary services.
CAPITAL PROJECTS
The University is in the process of implementing a new administration system. The
Student Admissions and Registration, Advancement, Student Aid and Budget aspects
of the new Banner system are to be implemented in fiscal 2010/11.
The construction of the House of Learning has continued through fiscal 2010 and is on
schedule to be in use by the University community in 2011.
The University completed construction on its two ‘Gathering Houses’ (Kamloops and
Williams Lake), the structures will provide space for displays and ceremonies
celebrating First Nations and Aboriginal culture and history.
The University completed several Knowledge Infrastructure Projects including roofing
upgrades, Information Technology equipment upgrades. Other Knowledge
Infrastructure Projects started in the fiscal year include Old Main building code
upgrades.

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Appendix I: Performance Results, On-Campus

Notes: See page 61.

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Appendix II: Performance Results, Open Learning

Notes: See page 61.

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