Institutional Accountability
PLAN & REPORT | 2016/17 TO 2018/19

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 1

2 | THOMPSON RIVERS UNIVERSITY

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 3

4 | THOMPSON RIVERS UNIVERSITY

TABLE OF CONTENTS
Accountability Statement.................................................................................................................................................................2
Table of Contents...................................................................................................................................................................................5
1. Institutional Overview...................................................................................................................................................................6
2. Strategic Direction and Context.............................................................................................................................................10
3. Academic Highlights..................................................................................................................................................................... 31
4. Performance Plan.......................................................................................................................................................................... 42
5. Ministry Performance Measures, Targets, Results...................................................................................................... 63
6. Financial............................................................................................................................................................................................. 69

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Institutional Overview

6 | THOMPSON RIVERS UNIVERSITY

1. INSTITUTIONAL OVERVIEW
1.1 TRU’S MANDATE
Thompson Rivers University recognizes and celebrates the location of its main and regional campuses
in the traditional territories of Aboriginal people. The Kamloops campus is situated in Tk’emlups territory;
the Williams Lake campus is situated in the T’exelcemc; the 100 Mile House regional centre is situated
in Tsq’escenemc; the Ashcroft regional centre is situated in the Ashcroft First Nation, belonging to the
Nlaka’pmx Nation; the Barriere and Clearwater regional centres are situated in Simpcw territory; and the
Lillooet regional centre is situated in the St’át’imc Nation, which includes Bridge River (Nxwisten), Pavilion
(Ts’kw’aylacw), Cayoose Creek (Sekw’el’was), Mt. Currie (Lil’wat), Seton Lake (Chalath), Lillooet (T’it’q’et),
Fountain (Xáxl’ip), Anderson Lake (N’quatqua), Douglas (Xa’xtsa), Skatin and Samahquam. Thompson
Rivers University recognizes the need to include learning opportunities for all Aboriginal students,
including First Nations, Inuit, and Métis learners.
Thompson Rivers University evolved from a community college (Cariboo College) to a university college
(University College of the Cariboo) and in 2005 became TRU. During these substantial transitions,
TRU developed its mission statement: a comprehensive, learner-centred, environmentally responsible
institution serving regional, national, and international learners and their communities through high
quality and flexible education, training, research and scholarship. These values led to a unique mandate
from British Columbia’s provincial government, articulated in the Thompson Rivers University Act (2005)
and based on amalgamating the University College of the Cariboo with BC Open University and other
aspects of the Open Learning Agency.

OUR LEGISLATED MANDATE
1) The purposes of the university are:
		
		
		
		
		

a) to offer baccalaureate and master’s degree programs,
b) to offer post-secondary and adult basic education and training,
c) to undertake and maintain research and scholarly activities for the purposes
of a) and b), and
d) to provide an open learning educational credit bank for students.

2) The university must promote teaching excellence and the use of open learning methods.
3) In carrying out its purposes, the university must serve
		
a) the educational and training needs in the region specified by the
		 Lieutenant Governor in Council and
		
b) the open learning needs of British Columbia.

		

(Thompson Rivers University Act, 2005)

In the TRU Act, the province designated TRU as a university which offers undergraduate and master’s
degrees, certificate and diploma programs, vocational training and adult basic education, foundation and
apprenticeship programs in trades and technology, and Open Learning programs and courses, and also
undertakes research and scholarly activities. The fulfillment of this unique mandate drives all aspects of
TRU and will remain at our core as we continue our historic trajectory.
Thompson Rivers University is redefining what “university” can mean by breaking through traditional
boundaries of higher education with the range of programs we provide, the diverse learning paths
we present and the research opportunities we extend—to students in Kamloops, in surrounding BC
communities and around the world, through all phases of their lives. TRU offers more than 140 programs
through campuses in Kamloops and Williams Lake, as well as at five regional centres across the BC
Interior, and almost 600 courses and 57 programs online through TRU Open Learning.
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1.1.1 GOVERNANCE
Governance at TRU is overseen by three bodies responsible for corporate and academic decisionmaking. This tri-cameral system of governance consists of a Board of Governors, Senate, and Planning
Council for Open Learning. The composition, powers and duties of each body are legislated by the
Province of British Columbia in the Thompson Rivers University Act (2005).

BOARD OF GOVERNORS
The Board of Governors is responsible for the management, administration and control of the property,
revenue, business, and affairs of the university, except those affairs vested in the Senate or the Planning
Council for Open Learning.

SENATE
The Senate, chaired by the president, is responsible for the academic affairs of the university. It sets
criteria for awarding credentials, curriculum content, qualifications for admission, and educational
policies and procedures. The Senate also advises the Board on the development of policy concerning
TRU’s objectives and other matters.

PLANNING COUNCIL FOR OPEN LEARNING
The Planning Council for Open Learning sets the admissions and residency requirements for courses,
programs and credentials offered through TRU’s Open Learning division. It must report any resolutions
it makes to the Senate. It may also advise the Board concerning the educational mandate, programming
or strategic direction of the division.

1.1.2 TRU’S 45TH ANNIVERSARY
An estimated 1,500 students, faculty, staff, alumni and Kamloops community members celebrated TRU’s
45th anniversary with an evening of live music—featuring Van Damsel, Anita Eccleston and Serious
Dogs—a food fair and beverage garden, activities and children’s play area on September 11, 2015.
Campus Commons, the outdoor hub of celebration, was decorated with a magical arc of lighted
balloons that glowed as the sun set. Little ones enjoyed the face painting and games. Dozens of
celebrants of every age posed for memento photos, later captured on the website. And, along with the
non-stop music, beverages and eats were on hand to keep spirits, energy and the urge to dance going
until late that night.
Students, alumni and retirees were invited to celebrate TRU’s “Proud Past, Promising Future”. Starting
from Cariboo College in 1970, then the University College of the Cariboo and now Thompson Rivers
University, the institution has grown up serving Kamloops, the BC Interior, Canada and the world—and
more than 60,000 TRU alumni are making an impact across the globe.
After 45 years, TRU now offers its students and communities access to the benefits of a full-service
university. It has integrated on-campus and online education, maintaining access to a broad range
of programs and providing excellence in learning for its students. TRU has become a destination
for Aboriginal and international education. From trades to law, its students are graduating to career
success. Thanks to its researchers and innovators, TRU is a creator of knowledge for the benefit of
people everywhere. The TRU model is unique and it is eager to share its story.

8 | THOMPSON RIVERS UNIVERSITY

1.2 ABOUT TRU

TRU AT A GLANCE
2015/16

25,754

13,443

13,471

STUDENTS

ON CAMPUS

OPEN LEARNING

9 FACULTIES AND SCHOOLS
12%

10.5%

SLOVAKIA

INTERNATIONAL STUDENTS

ABORIGINAL STUDENTS

2,147 ON CAMPUS INTERNATIONAL STUDENTS
FROM 87 COUNTRIES
COLOMBIA

11,618

STUDENT FULL-TIME EQUIVALENT ENROLMENT

9,883
DOMESTIC FTE

over

1,100

1,736

INTERNATIONAL FTE

75M

$

PROVINCIAL OPERATING
GRANT

177M

$

REVENUE

FULL-TIME EMPLOYEES

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 9

Strategic Direction
and Context

10 | THOMPSON RIVERS UNIVERSITY

2. STRATEGIC DIRECTION AND CONTEXT
2.1 OUR STRATEGIC DIRECTION
Thompson Rivers University is mandated to provide open access to a diverse range of programs, from
adult basic education and training to graduate-level programs, while simultaneously promoting teaching
excellence. TRU has defined this challenging task as “Access to Excellence”. In short, our goal is to provide
open educational access to the widest possible range of students (including those who require adult basic
education to gain admission to university programs) while achieving a national reputation for educational
excellence. To understand fully what this mission means as it is lived daily by the TRU community, one
must experience the TRU convocation ceremonies, at which adult students with cognitive disabilities
(completing the Education and Skills Training program) cross the same stage in the same ceremony as
students receiving master’s degrees. It is hard to say which students provide the TRU community with
more inspiration to fulfill its complex mission, but it is fair to say that these programs have impact of equal
value on the university’s communities and the lives of students and their families.
TRU is also mandated to undertake and maintain research and scholarly activities. This has been defined
to include scholarly teaching, creative activity, and research that serves communities, business and
industry. Finally, TRU is mandated to provide an open learning educational credit bank for students. TRU
continues to build on the strengths of the credit bank and the Prior Learning Assessment and Recognition
(PLAR) program in an effort to position the university at the cutting edge of recognizing learning outcomes
obtained outside of university, including in experiential and applied learning contexts.

OUR TRADITIONAL FOUNDATIONS
TRU serves our Aboriginal, local, regional, national and global communities by cultivating:
•
•
•
•
•
•
•

student, faculty, staff, and community engagement and service excellence
faculty and student engagement in scholarly research and creative activity
innovative, interdisciplinary, and experience-based learning environments
open and flexible learning environments
Aboriginal education, culture, traditions, opportunities and partnership
environmental, economic, social, cultural and creative sustainability
international opportunities for students, faculty and staff

In the Open Learning division, TRU’s PLAR platform is internationally recognized for both innovation and
excellence. The open education university framework was conceived by the Ministry at the time of the
institution’s formation as a university. It is the belief at TRU that such a university, which has a strong and
very traditional base, is the ideal platform to explore innovative and cutting-edge educational practices:
this allows TRU to maintain audit, assessment, accountability and quality assurance practices under
the scrutiny of the Ministry of Advanced Education and its post-secondary system peers while also
challenging the status quo.

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2.2 OUR STRATEGIC PRIORITIES
The TRU Strategic Priorities (2014-2019) inform all other planning processes at the university. The planning
process was guided by four existing strategic documents: the mandate articulated in the Thompson Rivers
University Act, the TRU mission statement, the 2007-2013 TRU Strategic Plan, and the Academic Plan. The
Strategic Priorities outline areas which the university will enhance during the period of 2014 to 2019.
The strategic priorities for “Redefining the Modern University” are:

INCREASING STUDENT SUCCESS
TRU will prioritize academic engagement and programs which fully develop our learners’ knowledge
and skills and support student career success.

INCREASING INTERCULTURAL UNDERSTANDING
TRU will prioritize programs and practices that support diversity, inclusion and intercultural
understanding between our Aboriginal, local, regional and global communities.

INCREASING RESEARCH CAPACITY
TRU will prioritize the development and mobilization of scholarship, research, training, teaching
innovation, professional practice, and creative capacity for the benefit of people.

INCREASING ENTREPRENEURIAL CAPACITY
TRU will prioritize entrepreneurial collaboration and social enterprise that mutually benefits the
university and the communities we serve.

INCREASING SUSTAINABILITY
TRU will prioritize initiatives that mutually benefit the university and the communities we serve.

2.3 INTEGRATED PLANNING AND ASSESSMENT
A framework to map existing planning processes and better support and formalize the planning processes
at the level of individual units has been established. The Integrated Planning and Assessment Framework
(IPAF) was adopted in late 2014. Figure 2.3 illustrates the relationship and alignment between existing
approved university strategic planning documents: the Academic Plan, Strategic Research Plan, Strategic
Priorities and Outcomes, Strategic Sustainability Plan, and Campus Master Plan. The IPAF is a living and
iterative document that will be refined in future years.

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Figure 2.3 TRU’s Integrated Planning and Assessment Framework

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2.4 OUR STRATEGIC CONTEXT – EXTERNAL
As every post-secondary institution, TRU is affected by external social, technological, environmental,
economic and political factors. Such factors must be taken into account in the institution’s planning
efforts. According to the Spring 2016 issue of Trends for Higher Education (Society for College and
University Planning, 2016), the following are some of the significant issues, movements and changes
expected to influence higher education:
•

workforce challenges of more diversity in workplaces, the rise of workforce performance 			
management, the evaporation of certain workplace roles as more functions are automated, and 		
the learning curve associated with learning and adapting to new technologies

•

student alcohol drinking has become a safety issue that affects all students

•

more employers want the “T-shaped professional”—employees whose specific expertise is 		
combined with superior soft skills, like communication and critical thinking

•

intensive, short-term education courses (“boot camps”)

•

more professors are delaying retirement

•

ceaseless threat of cyber attacks on campus IT networks making robust IT security policies and 		
practices imperative

•

increasing use of Open Educational Resources (OER) that are freely accessible and
openly licensed

•

the Internet of Things will be more than just a web of devices—it will provide business efficiencies,
enable management of physical assets, and quickly synthesize data from many sources

•

employers demand soft skills as essential baseline skills, e.g. writing, critical thinking, 			
problem solving, communication, organization skills

•

to increase the engagement of employees in their work, post-secondary institutions may need to
have better opportunities for experiential and active learning

•

campus makerspaces that offer physical locations with specialized tools and supplies to foster 		
student invention and ingenuity

•

active learning across the student experience has value that eclipses the traditional lecture model;
physical spaces are re-designed to support active learning

•

three environmental concerns: rising pollution, more severe weather events, and increasing stress
on access to water. Reduce resources that the institution consumes and the pollution it produces

•

sustainability is one of the top five challenges; relationship between sustainable practices and 		
perceptions of institutional reputation

•

lots of deferred maintenance has accrued that mean threats to building integrity, user health and
safety, and the ability of institutions to fulfill their missions with optimal efficiency

•

ensuring student safety, e.g. campus sexual violence

•

scrutiny of accreditation and quality assurance systems for post-secondary institutions; concerns
about the quality of higher education in terms of what students learn, how to measure the quality
of learning, and how well that learning prepares students for careers

•

ongoing fiscal constraints and increased competition for public expenditures in provincial 		
budgets leads to ongoing debate about appropriate public support for post-secondary education

14 | THOMPSON RIVERS UNIVERSITY

		

2.4.1 POPULATION TRENDS
The changing demographics of the population continue to influence TRU’s planning and operations. The
size of the traditional post-secondary age cohort in British Columbia, generally people 15 to 29 years old,
is shrinking and is projected to do so until 2023. This affects School District 73 Kamloops/Thompson in
TRU’s catchment area. Figure 2.4.1a shows actual enrolment from 2009 to 2014 and projected enrolment
from 2015 onward.
For the past several years, of the School District 73 Grade 12 graduates who transitioned immediately to
a post-secondary institution, about 85% were admitted to Thompson Rivers University.

Figure 2.4.1a School District 73 actual and projected enrolment 1,
Grade 12 graduates 1, and transition to TRU 2, 3

1
Source: Projection Report for Public School Aged Headcount Enrolments 2014/15 District and Provincial Report. March
2015. Retrieved from: http://www2.gov.bc.ca/assets/gov/education/administration/resource-management/capitalplanning/archive/1558a-2014.pdf

Source: Student Transitions Project. 2015 First Annual Transitions (2016-03-30)

2

“SD73 Gr12 graduates immediate transition” is the number of School District 73 Grade 12 graduates that immediately
transitioned to any BC post-secondary institution. “SD73 Gr12 graduates immediate transition to TRU” is the number of
School District 73 Grade 12 graduates that immediately transitioned to TRU.
3

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In contrast, the population of people 30 years of age and older is increasing and projected to continue
increasing. TRU’s On Campus student population generally fits into the traditional age cohort with an
average age of 25 years, whereas TRU’s Open Learning students are older and have an average age of 30
years (Figure 2.4.1b).

Figure 2.4.1b TRU students’ age distribution 2015-16

TRU is engaged in a strategic enrolment planning process and we expect to complete and initiate the
implementation of a strategic enrolment management (SEM) plan in 2016/17. This SEM plan will address
the challenges presented by changing demographics.

2.4.2 GOVERNMENT INITIATIVES
Federal and provincial government policy and initiatives also shape TRU’s external environment. In the
past year, TRU participated in the Skills Gap initiative, contributed to the Administrative Service Delivery
Transformation initiative, continued to advance the province’s international education strategy and
Economic Stability Mandate, worked to implement taxpayer accountability principles, and supported
Aboriginal learners.

BC’S SKILLS FOR JOBS BLUEPRINT
TRU has supported the BC’s Skills for Jobs Blueprint initiative through the Skills Gap Plan initiative to
target 25% of system funding to address high demand jobs and met its targets every year. In the 2016/17
Skills Gap Plan, TRU is targeting a further $3,150,080 in funding. The 293 newly targeted FTEs are in the
following areas: respiratory therapy, nursing, accounting, business administration, psychology, law, social
work and human service. In addition, TRU also contributed to the needs of the province through our
delivery of 1,687 trades Full-Time Equivalent enrolments in 2015/16.

ADMINISTRATIVE SERVICE DELIVERY TRANSFORMATION
TRU has participated actively in the Administrative Service Delivery Transformation (ASDT) initiative.
The following are ASDT/Joint procurement projects currently underway and TRU’s involvement in each:
• Natural Gas – TRU is participating
• Vending machines – TRU led the project and is participating
• Courier Services – TRU took independent lead on this project. Sector will have option to share 		
results/value of TRU’s negotiated agreements.
• Cylinder Gas – TRU assessing value of onboarding once existing Cylinder gas agreement expires.
• Trades Equipment – TRU participated.
• Travel Management – TRU assessing value of onboarding once existing Travel Management 		
agreement expires.
• Managed Print Devices – TRU currently under contract and will not be participating.
• Elevator Maintenance – TRU currently under contract, will assess merits of initiative when current
agreement expires.

16 | THOMPSON RIVERS UNIVERSITY

• Fire Extinguishers – TRU currently under contract. Will assess merits of initiative when current 		
agreement expires.
• Custom Brokerage – TRU will participate once initiative completed and contract in place.
• Office Supplies – TRU will participate once initiative completed and contract in place.
• Commercial card program – TRU currently under contract with BMO (government program).
Government has recently completed an RFP for their P-Card program and have awarded the
business once again to BMO. TRU will be assessing the value differences between the ASDT 		
sector program (Scotia) and the new government program (BMO).
In addition, TRU has been a core member of BCNET since 2006 and relies on BCNET’s advanced network
and shared information technology services to provide state-of-the-art network and IT infrastructure
for TRU students, faculty, and researchers. TRU has gained significant economies of scale by leveraging
BCNET’s purchasing power for hardware and software and has lowered its computing costs through the
adoption of BCNET EDUCLOUD infrastructure as a service.
TRU also gives back to the BCNET community by hosting learning management systems for seven BC
institutions, provides information security leadership and supports the DATASAFE backup service in the
TRU data centre.

INTERNATIONAL EDUCATION STRATEGY
Launched in 2012, the Ministry of Advanced Education’s four-year international education strategy
encourages a global two-way flow of students, educators and ideas between countries while providing
valuable social, cultural and economic opportunities for educational institutions, students and
communities in BC. TRU World (the international education, training, and development division at
Thompson Rivers University) continues to support the province’s strategy. We welcomed 478 new
international students from 53 nations for Fall 2015. In total, there were 1,735 international students from
79 nations, which was 22.7% of the entire on-campus student body.
In other achievements, the TRU World Facebook page counted more than 500,000 “likes” worldwide;
an online “live chat” feature was launched through which students on campus and around the
world can contact an International Student Advisor; and five new agreements were signed with
partner institutions.

ECONOMIC STABILITY MANDATE
During 2015-16, labour agreements were successfully negotiated with two employee groups – TRUFA
(on campus faculty members) and CUPE (support workers). These agreements are in place for the next
several years, and are in keeping with the provincial government’s Economic Stability Mandate which
limits salary increases.

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TRUTH AND RECONCILIATION COMMISSION
The BC Aboriginal Post-Secondary Education and Training Partners Group (PSE Partners) was
established in 2005 with the signing of a Memorandum of Understanding on Aboriginal Post-Secondary
Education and Training. The PSE Partners are committed to improving access and success for all
Aboriginal post-secondary students in BC, and they meet regularly to share information and implement
joint strategies.
In 2015, the PSE Partners requested information on the current status and future plans of public
post-secondary institutions to meet the findings and recommendations (Calls to Action) of the Truth
and Reconciliation Commission (TRC), which was established in 2008 under the terms of the Indian
Residential Schools Settlement Agreement. This section details TRU’s response.

TRC CALL TO ACTION: EDUCATION FOR RECONCILIATION (OVERALL)
To enhance the education of Canadians for reconciliation, including fostering public dialogue, to “learn
about the history and legacy of residential schools in ways that change both minds and hearts” (Truth
and Reconciliation Commission, 234), TRU hosted many different events:
• Western and First Nations Philosophy towards Aboriginal Economic Development. Over 400 TRU 		
community members attended a session on February 3, 2015. Aboriginal and non-Aboriginal 		
community leaders presented in a panel format and then answered questions from the audience.
• Learning at Intercultural Intersections. In March 2015 as part of IDays, TRU hosted an international
conference that promoted Indigenous peoples and Indigenization. TRU Aboriginal faculty presented
on Indigenization to over 300 conference delegates. Researchers from around the world shared and
discussed their research, and created new research partnerships that will inform educational 		
practice on themes related to intercultural learning, pedagogy, and curriculum.
• Aboriginal Awareness Week and TRU Powwow. Each year in March, TRU’s department of Aboriginal
Education, Cplul’kw’ten (the Gathering Place) and Aboriginal staff and students host campus-wide
activities celebrating First Nations music, storytelling, practices, and traditional ceremonies. More
than 300 people attended the annual Elders Luncheon in 2015.
• Welcoming Ceremony. In the fall 2015 semester, TRU partnered with Tk’emlúps te Secwépemc to 		
hold a First Nations ceremony that welcomed new TRU senior administrators at the Secwepemc 		
territorial marker that was installed in Old Main in 2014.
• Storyteller’s Gala. Most importantly, on October 26, 2015, TRU and TRUSU co-hosted Justice Murray
Sinclair, Commissioner of the TRC. Truth and reconciliation activities on this day included: Circle
and Square Philosophy; Broad-Based TRU Update–Aboriginal Education, Community, Law, 			
Education and Nursing; the Historical Blanket Experiential Workshop; and the combined President’s
Lecture and TRU Students’ Union Storyteller’s Gala, at which Justice Sinclair was the guest 		
speaker. At this historic event there were 750 TRU community members in attendance.

18 | THOMPSON RIVERS UNIVERSITY

TRC CALL TO ACTION: CREATING RESPECTFUL LEARNING ENVIRONMENTS (OVERALL)
To create learning environments that treat Aboriginal and Euro-Canadian knowledge systems with
equal respect, TRU:
• makes explicit attempts to include Aboriginal symbolism into traditional academic objects.
For example, the university mace was carved by Interior Salish artist Daniel Tom with special
attention to local materials and imagery; the House of Learning is overseen by a sculpture of an
important Secwepemc teaching symbol: Seklep (Coyote – the Trickster); the north entrance to Old
Main is anchored by a territorial marker (carved stone) marking the land as traditionally part of
Secwepemc territory; and hanging in the Science building is a large original painting of Aboriginal
art that celebrates diversity and achievement through learning.
• offers the Aboriginal Tourism Certificate through the Tourism Management Department when
requested by communities. The program was first piloted at TRU’s Kamloops campus about a
decade ago, when it was discovered that on-campus program delivery was not compatible with
cultural commitments and schedules for most students. Subsequently, the department has
offered the program on-site near communities with a schedule designed to work for students.
The program was delivered twice in Lillooet, BC for First Nations students in the region.
• made changes to orientation to enable new Aboriginal students to attend together, as a
group. This helps new students develop cohort study relationships and supports retention of
Aboriginal students.
• created TRUSpace, our institutional digital repository. The University Library lead the project,
which is a multi-faceted and versatile new academic and research resource housed on a secure
website. TRUSpace makes Aboriginal resources more accessible and provides a measure of
preservation for Aboriginal documents, artifacts, oral histories, images, languages, multimedia, and
other resources.
• established a First Nations Aboriginal Affairs Committee that promotes the successful launch
of Aboriginal Education initiatives, programs and events. This is a committee that reports to the
TRU Senate.
• hired an Aboriginal student recruiter after securing authorization from the BC Human Rights
Tribunal to post the position with a rider that the incumbent be of Aboriginal descent.
• adapted hiring practices in the Faculty of Arts and the Faculty of Education and Social Work in
areas where First Nations, Métis and Inuit are central.
In particular, steps were taken to fully incorporate
individuals with strong connections to Indigenous
communities, as well as the usual disciplinary and
interdisciplinary experts, in selection committees and to
involve others such as Aboriginal students and Elders in
the selection processes.
• dedicates faculty positions within the Faculty of
Arts for Aboriginal Journalism, Aboriginal Sociology
(Restorative Justice) and
Aboriginal History.
• had all short-listed candidates for Provost and VicePresident, Academic meet with the Executive Director of
Aboriginal Education and the Elders as part of the hiring
process, who then provided feedback to the selection
committee on the candidates.

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TRC CALL TO ACTION 1: SOCIAL WORK
To train social workers in the history and impacts of residential schools and the potential
for Aboriginal communities and families to provide more appropriate solutions to family
healing, TRU:
• ensures that Aboriginal perspectives are integrated throughout Bachelor of Social Work courses
and invites Aboriginal Elders and Aboriginal knowledge holders as guest lecturers in social
work courses.
• requires Social Work and Human Service students to take courses on First Nations decolonizing
practice and culturally safe care.
• recruits Aboriginal Social Work faculty as ongoing and sessional faculty.

TRC CALL TO ACTION 12: EARLY CHILDHOOD EDUCATION PROGRAMS
To prepare students to provide early childhood education programs that are culturally appropriate
for Aboriginal families, TRU:
• integrates Aboriginal perspectives and practices into the early childhood education student
orientation and curriculum.
• partners with Tk’emlups te Secwepemc to deliver the Early Years Certificate.

TRC CALL TO ACTION 16: ABORIGINAL LANGUAGES DEGREE AND DIPLOMA PROGRAMS
To support the development of degree and diploma programs in Aboriginal languages, TRU:
• offers Aboriginal language courses through the Faculty of Education and Social Work.
• recruited a “Language Apprentice” alongside the First Nations Language instructor. This enabled
the Elder teaching the course to mentor someone who will be able to one day take the lead with
First Nations language education.

TRC CALL TO ACTION 24: MEDICAL AND NURSING SCHOOLS
To have nursing schools teach students about Aboriginal health issues, including the
history and legacy of residential schools, the United Nations Declaration on the Rights of
Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices;
and to provide skills-based training in intercultural competency, conflict resolution, human
rights, and anti-racism, TRU:
• holds eight dedicated seats for Aboriginal applicants to the Bachelor of Science in Nursing
program. Additional Aboriginal students are accepted when applicants meet or exceed the
criteria for acceptance to the BScN program.
• continues to integrate issues affecting Aboriginal peoples’ health into the activities and
curriculum across all four years of the TRU School of Nursing BScN program. For example,
first year students visit the Secwepemc Museum and former residential school. Other
activities promote cultural safety/ competency and Aboriginal health. Starting in Year 1 of
the BScN program, students can also choose to work in practice placement settings with
Aboriginal individuals, groups, and Interior Health communities.
• Aboriginal nursing faculty and a committee are developing an undergraduate elective course
on Indigenous Health. The course will be evaluated after one year to determine if it can be
considered as a required course for the nursing program.

20 | THOMPSON RIVERS UNIVERSITY

• faculty members from the School of Nursing are
playing important roles as principal investigators
or co-investigators on Aboriginal-related research
grants and publications, including pathways to
health equity for Aboriginal peoples; comprehensive
school health approaches for prevention of
diabetes and obesity in First Nations communities;
community consultation with Aboriginal peoples
in Alberta to develop culturally appropriate access
indicators in urgent care; culturally safe dementia
care—building nursing capacity to work with First
Nations elderly with memory loss; a collaboration
between TRU students and Conayt Friendship
Society in Merritt to enhance mental health and
wellness among Aboriginal peoples; developing
and evaluating a nursing education program on
culturally-safe dementia care for Secwepemc nation
elders; increasing the capacity of nurses to care
for elders with memory loss in North and South
Secwepemc communities.
• runs an annual Aboriginal Science and Health
Science summer camp. As part of the camp, highschool-age students are given opportunities to
learn first-hand about careers in health sciences
(including medicine, nursing, respiratory therapy,
medical laboratory technology, etc.) and natural
sciences (chemistry, ethnobotany, microbiology,
etc.). In addition, students live on campus and learn
about campus life and university activities.

TRC CALL TO ACTION 28: LAW SCHOOLS
To teach students about Aboriginal people and the law, which includes the history and legacy of
residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties
and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations; and to provide skills-based
training in intercultural competency, conflict resolution, human rights, and anti-racism, the TRU
Faculty of Law:
• adopted a position statement on July 9, 2015 welcoming the Truth and Reconciliation Commission
findings and Calls for Action, and particularly #28. Visit: http://law.inside.tru.ca/2015/07/09/tru-lawstatement-on-the-findings-of-the-truth-and-reconciliation-commission/
• is surveying its courses to identify which ones include elements of Aboriginal legal issues. Three
upper-year elective courses focus solely on the matters identified in Call to Action #28.
• participates each year in the Kawaskhimon Aboriginal Law Moot hosted by a Canadian law school,
for which TRU’s five student mooters receive academic credit.
• conducts an annual one-day field trip for all first-year law students to the former Kamloops Indian
Residential School in conjunction with the Tk’emlups te Secwepemc First Nation, to focus on
residential schools and the continuing effects of its racist legacy. In Fall 2015, Orientation Week
for new students included a half-day field trip to Pipsell (Jacko) Lake with presentations from
representatives of the two local First Nations who recently filed a claim of Aboriginal title over
the lake.
INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 21

TRC CALL TO ACTION 57: EDUCATION FOR PUBLIC SERVANTS
To teach students of Public Policy/Administration about Aboriginal peoples, including the history
and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous
Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations; and to
provide skills-based training in intercultural competency, conflict resolution, human rights, and
anti-racism, TRU:
• offers a certificate in Aboriginal Studies that provides an opportunity for students to develop a
broad understanding of the history, culture and politics of the Indigenous peoples of Canada.

TRC CALL TO ACTION 62 & 63: TEACHER EDUCATION
To educate teachers on how to integrate Indigenous knowledge and teaching methods into
classrooms, share information and best practices on teaching curriculum related to residential
schools and Aboriginal history, and build student capacity for intercultural understanding,
empathy, and mutual respect, TRU:
• integrates First Nations content into all Bachelor of Education courses. The degree has a required
course, Teaching First Nations Children, and students can do practicum placements on reserves.
• offers the Developmental Standard Term Certificate – First Nations Language Teachers, which
provides leadership development in First Nations language education.
• provides teacher education by three Indigenous full professors along with other faculty.

22 | THOMPSON RIVERS UNIVERSITY

TRC CALL TO ACTION 65: RESEARCH ON RECONCILIATION (OVERALL)
To support research on reconciliation, TRU:
• expects to officially welcome visitors into the All My Relations Centre next year. This is a research
and training centre led by BC Innovation Chair in Aboriginal Health, Dr. Rod McCormick (Mohawk
nation), that focuses on developing grass-roots solutions to address the mental health concerns
of Indigenous families, communities and nations in culturally relevant ways.
• is providing important insights and building greater understanding through research like
anthropologist Dr. Lisa Cooke’s ethnographic approach to historic and contemporary indigenoussettler relations, focusing on how these relations play out with respect to land, territoriality
and place.
• has woven throughout its Strategic Research Plan an awareness of the importance of place, of
relationships with community and, in particular, awareness, appreciation and cooperation with
Aboriginal communities. Because of its size, structure, and evolution, TRU is uniquely situated
to cultivate relationships that encourage community involvement and facilitate communitybased and community-driven research. These strengths are already realized through strong
reciprocal relationships between the university and many Aboriginal groups and bands, including
the Shuswap Nation Tribal Council, the Secwepemc Cultural and Education Society, the
Secwepemc Health Caucus, the Northern Shuswap Tribal Council, Q’wemtsín Health Society,
and the Aboriginal Friendship Society. TRU has made the strategic decision to identify Aboriginal
Understanding as a priority area for capacity building and knowledge mobilization, recognizing
that researching and employing Aboriginal understanding has implications for all areas
of scholarship.
• has received national and provincial recognition and funding for its work on the preservation
and promotion of Aboriginal language, culture, and history; on establishing protocols for the
ownership of cultural knowledge; and on how traditional knowledge and practices have been
found to enhance biodiversity and ensure environmentally, socially, culturally, and economically
sustainable development.
• has submitted an application for a Canada Research Chair (Tier II) in Indigenizing Higher
Education. The outcome will be known later in 2016.

TRC CALL TO ACTION 86: JOURNALISM/MEDIA SCHOOLS AND PROGRAMS
To teach students about the history of Aboriginal peoples, including the history and legacy of
residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties
and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations, TRU:
• admits about 7% Aboriginal students to the Bachelor of Arts major in communication and the
Bachelor of Journalism each year.
• incorporates perspectives of First Nations, Métis and Inuit communities and Indigenous ways of
thinking into many of the courses in Communication and Journalism. These perspectives also
form a key part of the course, Intercultural and Cross-Cultural Communication.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 23

TRC CALL TO ACTION 92: BUSINESS SCHOOLS
To teach students about the history of Aboriginal peoples, including the history and legacy of
residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties
and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations; and to provide skills-based
training in intercultural competency, conflict resolution, human rights, and anti-racism, the TRU
School of Business and Economics (SOBE):
• admits about 6% Aboriginal students to its many business programs (certificates, diplomas,
bachelor’s degrees, master’s degree) each year.
• has introduced a number of original programs relating to First Nation self-governance and
economic development. In partnership with the TULO Centre and the First Nations Taxation
Commission, SOBE offers a Certificate in First Nations Taxation and a Certificate in First Nations
Applied Economics.
• established laddering agreements with the Aboriginal Financial Officers (AFOA) of Canada for
their Certified Aboriginal Financial Manager (CAFM) and new Certified Aboriginal Professional
Administrator (CAPA) professional designations. Graduates of these programs can ladder into
TRU’s Bachelor of Business Administration if they are interested in becoming a Chartered
Professional Accountant (CPA) or ladder into the Bachelor of Public Administration if they are
interested in First Nations self-governance and administration. These programs are available both
on campus and online.
• is an active member of UBC’s Ch’nook Scholars program, which is open to Aboriginal students
studying full-time in a business program at a college or university in British Columbia and is
inclusive of First Nations, Inuit and Métis students. In 2015/16, TRU had three Ch’nook Scholars.
• offers two economics courses relating largely or in part to First Nations self-governance and
development issues: Issues in Aboriginal Economics and Community Economic Development.
• graduates over 200 Bachelor of Business Administration students per year and is TRU’s largest
degree program. The degree has two core courses that emphasize many of the issues raised in
Call to Action #92: Business Ethics and Society and International Business.

TRC CALL TO ACTION 93: NEWCOMERS TO CANADA
To give international students a better understanding of First Nations people in British
Columbia, TRU:
• hosts experiential events each year for TRU’s international students, such as Aboriginal
Awareness Week, Orientation, and Powwow, in a partnership between Aboriginal Education and
Cplul’kw’ten (the Gathering Place) and TRU World, the international education, training, and
development division.

24 | THOMPSON RIVERS UNIVERSITY

2.5 OUR STRATEGIC CONTEXT – INTERNAL
Internally, in the last year TRU undertook a number of important initiatives including the development and
implementation of a new institutional brand, the formation of a Task Force on Sexual Assault Prevention
and Response and a successful first visit from the Northwest Commission on Colleges and Universities
(NWCCU) as part of our accreditation process. TRU also continues to develop its research culture and
provide opportunities for faculty and students to engage in research activity.

2.5.1 A NEW BRAND FOR TRU
Thompson Rivers University launched its new brand in a campaign in BC and Alberta in late 2015—
including airing Find Your TRU videos in movie theatres in several cities during the release of Star Wars:
The Force Awakens—followed by an internal celebration on the Kamloops campus Feb. 25, 2016.
Nearly two years in the making, including a brand strategy, launch campaign, comprehensive visual
identity and tagline, the new brand articulates what makes the university distinctive, meaningful and
credible. More than 1,000 individual responses and 6,000 comments were gathered during a year
of consultation.

BRAND STRATEGY
External audiences will recognize TRU’s brand through elements like colour, font, style and tone.
Internally, the brand strategy articulates TRU’s reason for being, its unique offerings, how it delivers on
its promise, and defining characteristics by which its audiences will describe TRU:
• purpose: we believe everyone has the right to seek their potential
• promise: we offer diverse pathways to living your potential
• essence: we instill collective confidence
• attributes: we are purposeful, empowering, collaborative, open and visionary

NEW FINANCIAL AWARDS ANNOUNCED
During the internal brand launch on Student Street, five TRU Potential Awards were announced. The
entrance awards are open to anyone who plans to study at TRU on campus, through Open Learning, or
both. Five new students will each receive $4,000 to help them find their TRU potential.

NEW TAGLINE
The new tagline, Find Your TRU, evokes the values of authenticity, integrity and truth associated with the
word “true”—and is something TRU can claim and represent as no other can, because of its initials.
Will Creative, based in Vancouver, was chosen from several marketing agencies who bid on the branding
project in 2014. With a strong track record in Canadian post-secondary branding, Will helped develop a
brand strategy, concept and applications to set TRU apart from other post-secondary institutions.
For more information about TRU’s new brand, visit tru.ca/brandguide

2.5.2 SEXUAL ASSAULT PREVENTION AND RESPONSE
In the summer of 2015, President Shaver struck the President’s Task Force on Sexual Assault Prevention
and Response to provide advice and support to the senior executive as the university acts on its
commitment to foster healthy attitudes and behaviours towards sexuality, sex and gender roles; to
respond to and support those that experience sexual violence; and to eliminate the incidence of sexual
violence on TRU’s campuses.
This task force provided an update to the Board of Governors and Senate in the Spring of 2016 on its
work thus far and anticipates bringing forward the draft policy to the TRU community and governance
structures in Fall 2016 for further consultation and approval.
INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 25

2.5.3 INSTITUTIONAL ACCREDITATION
In February 2014, TRU received Applicant status for US Accreditation through the Northwest
Commission on Colleges and Universities (NWCCU). Institutional accreditation of postsecondary
institutions is a voluntary, non-governmental, self-regulatory process of quality assurance and
improvement. Regular external assessment of TRU’s adherence to best-practice standards will increase
accountability to stakeholders and will help foster public confidence in TRU’s ability to fulfill its stated
mission and goals. Institutional accreditation will reinforce for TRU students and their families—
past, present and future—that a TRU education is a high quality education, based on objective,
comprehensive and internationally recognized criteria.
Between April 2014 and December 2015, TRU’s Accreditation Steering Committee coordinated a
university wide consultation, review and writing process to prepare a candidacy Self-Evaluation Report.
The purpose of the Self-Evaluation Report was to examine how TRU’s policies, procedures and practices
relate to the five standards prescribed by the NWCCU. The standards are statements that articulate the
quality and effectiveness expected of accredited institutions. Collectively, they provide a framework for
continuous improvement within the institution.
TRU’s Self-Evaluation Report was endorsed by Senate in September 2015, approved by the Board of
Governors in December 2015, and submitted to the NWCCU in February 2016. On April 25 to 27, 2016,
TRU hosted its first on-site evaluation visit by the NWCCU. The evaluation team, comprised of eight
university faculty and administrators from peer institutions, met with students, faculty and staff to
evaluate TRU’s Self-Evaluation Report and application for candidacy. TRU’s application for candidacy will
be considered at the June 2016 NWCCU Board of Commissioners meeting.
For more information about institutional accreditation, visit http://www.tru.ca/vpacademic/
accreditation.html

2.5.4 RESEARCH CULTURE
The objectives in the Strategic Research Plan which was launched in 2014/15 will be achieved through
the further development of TRU’s research culture. This culture will be enhanced by increasing the
profile of faculty and student research success; by consulting regularly with the university research
community, including our community research partners and stakeholders; by seeking out collaborative
research opportunities with other university partners; by supporting the closer integration of research
with teaching, including the development of new graduate programs and graduate student training
opportunities; by increasing the number of research leadership chairs; by implementing a new research
peer-mentoring strategy; and by increasing support for research centres, conferences, workshops and
outreach events.
The Office of Research and Graduate Studies offers a suite of programs to students that have
incremental opportunities for enhanced research training. This past year, 86 students benefited from
these four programs:
• Research Ambassadors: This pilot program (2015 launch) is a collaboration between The Office of
Research and Graduate Studies and The Centre for Student Engagement and Learning Innovation.
This capstone experience is available to those with previous research experience, and strengthens
students’ research understanding, providing them with training and opportunities to enhance their
skills as peer mentors.
• Graduate Student Research Mentor Program: These awards are designed to support graduate
students engaged in research and who wish to serve as mentors for undergraduate research,
scholarship and creative inquiry. This pilot program allows Mentors to volunteer on a variety of
projects related to the enhancement of student research.

26 | THOMPSON RIVERS UNIVERSITY

• Undergraduate Research Apprenticeship Fund: This pilot program (2015 launch) provides entry-level
experience. Research Apprentices assist faculty by accelerating their research endeavours, and the
fund provides students with meaningful, hands-on training opportunities.
• Undergraduate Research Experience Award Program (UREAP): The UREAP provides a $4,500
scholarship to third- and fourth-year students, enabling them to complete original research projects.
In addition to the $4,500 scholarship, students are eligible for an operating grant of up to $1,000 to
cover expenses such as supplies, travel for the purpose of research or travel to share research. The
UREAP provides opportunities for students to increase their academic and professional skills and
engage in experiential learning.
For the past two years, TRU has invited international researchers to campus to participate in the
Intercultural Intersections Research Conference. The conference is coordinated by Dr. Kyra Garson of
the Centre for Student Engagement and Learning Innovation, and supported by a $25,000 grant from
TRU’s International Research Conference Fund. The conference provides educators with theoretical and
pedagogical tools, allowing them to prepare students with the knowledge, skills and attitudes required
for success as informed and engaged citizens and professionals in an increasingly multicultural society.
In an effort to accelerate the implementation of TRU’s Strategic Research Plan, TRU launched a
Research Groups and Centres Fund. The pilot program provided two successful applicants with $10,000
each and course release for the development of new research groups, with the expectation that the
group’s director will secure external funding within the first year of operations.

2.5.5 STUDENT FEEDBACK
Student feedback is key to TRU’s planning and operations at TRU. Information about the satisfaction and
experience of our students is continuously gathered through internal surveys, provincial surveys, and
national surveys. The feedback continues to reflect a high degree of satisfaction with the institution.
TRU baccalaureate students who responded to the Canadian University Survey Consortium’s (CUSC)
2015 Survey of Graduating Students indicated that their experience was as good or better compared to
graduating students’ experiences at other Canadian universities on several aspects.

CUSC 2015 Survey of Graduating Students: TRU compared to Canada
TRU

Canada

How satisfied are you with your decision to attend
this university?

satisfied or very
satisfied

94%

90%

Has your institution met, exceeded, or fallen short of
your expectations?

met or exceeded

88%

84%

Would you recommend this university to others?

agree or strongly
agree

89%

89%

I received good value for the money at this university
(domestic respondents)

agree or strongly
agree

74%

68%

I feel as if I belong at this university

agree or strongly
agree

80%

80%

A comprehensive new report from BC’s six research universities showed that TRU baccalaureate alumni
are achieving career success and are earning competitive salaries in their chosen fields. The second
annual report, called Putting Degrees to Work (Research Universities’ Council of British Columbia,
December 2015), provides evidence that baccalaureate graduates get the jobs they want, in the regions
where they want to work and are paid competitive salaries that rise over the course of their careers.
The report presents five years of results collected by BC Stats for the Student Outcomes project.
Students were surveyed two years after graduation and were asked about their employment, salary,
INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 27

where they were living and whether their education was relevant to their career. The high quality of
education provided by TRU is helping drive BC’s dynamic and diversified economy by supplying the
highly-educated and skilled workforce we need. Our graduates have the right education, the right skills
and the right training to lead British Columbia.
Putting Degrees to Work 2015: Key findings for TRU Baccalaureate graduates
Two years after graduation 47% were earning $50,000 or more

77% said their program of study was relevant to their career
96% were satisfied or very satisfied with their TRU education
96% give top marks to the quality of instruction they received
65% were living in the Southern Interior of BC
2.5.6 ACADEMIC PROGRAM AND ADMINISTRATIVE DEPARTMENT REVIEWS
All TRU academic certificate, diploma, degree and post-graduate degree programs, no matter where they
are offered or how they are delivered, undergo a program review approximately once every seven years.
The purpose of Academic Program Review (APR) is to assess each program’s health through evidencebased inquiry and analyses, with the findings documented in a comprehensive report and action plan.
The focus of APR is on program improvement, sustainability and accountability.
The Academic Program Review Office facilitates the reviews which are completed by faculty members
within the department and supported by the department chair and dean. TRU’s program review process
incorporates data, plus the combined insight of students, faculty, and external experts to identify
program improvements.
Academic Program Reviews 2015-16
Substantially Completed

Initiated

Bachelor of Education (Degree)
Early Childhood Education (Certificate)
Health Care Assistant (Certificate)
Nursing (Degree)

Horticulture (Certificate)

In addition to program reviews, this past year several initiatives were undertaken to enhance the quality
of academic programs.
• learning outcomes promotion
• campus-wide learning outcomes inventory
• development and implementation of semester mapping process
• development and implementation of curriculum mapping process
• development of alternate program review process prototypes
For more information on academic program review, visit http://www.tru.ca/vpacademic/academic_
program_review.html
Starting in 2012, TRU implemented a process of assessing each administrative service division under
the guidance of the Vice-President Administration and Finance. The internal assessment includes an
overview of the services provided by the division benchmarked against leading institutions in the area
and an assessment of key performance indicators. The internal self-assessment is complemented by an
external review conducted by qualified external evaluators. Two or three units are reviewed each year on
a rotational basis. This review process complements the Academic Program Review process.

28 | THOMPSON RIVERS UNIVERSITY

Administrative Department Reviews Completed in 2015-16
Institutional Planning and Analysis
Student Services, Faculty of Student Development

2.5.7 REDEFINING THE MODERN UNIVERSITY: OUR PEOPLE
A key internal factor influencing TRU’s operations is the people who choose to work here. There are
more than 2,100 full-time and part-time faculty and staff who are part of a diverse and welcoming
community at our Kamloops and Williams Lake locations. These offer a wide range of social, cultural and
athletic amenities, in addition to beautiful gardens, natural areas with trails, green spaces and an overall
environment that promotes engagement and a healthy work-life balance.
TRU is committed to cultivating a diverse and inclusive workforce, fostering a respectful workplace, and
planning in a collaborative, collegial way for a future that includes the most effective and efficient use of
all our resources.

WHAT OUR NUMBERS SAY:
• as of March 1, 2016, there were 1,177 full-time and 927 part-time employees at our Kamloops and
Williams Lake campuses
• approximately 25% of our workforce is engaged in contract work
• 642 job opportunities were posted in 2015-16
• the average age of all employees was 48 years old
• the average years of service for continuing employees was 11 years
• the longest years of service for an employee was 45 years
• the voluntary turn-over rate of full-time employees was 3.2%, not including normal retirement

DIVERSITY AND INCLUSION
It is important to TRU that we have a diverse workforce and that we provide equal employment
opportunities for members protected under the Employment Equity Act, and members of gender and
sexual minority groups. In celebration of diversity, TRU has a week-long event called IDays that brings
the entire campus and community together.
Percentage who are:

Women

Visible
Minorities

Aboriginal

Persons
with disabilities

All Employees

58%

12%

5%

7%

TRAINING AND DEVELOPMENT
Life-long learning is encouraged at TRU in the following ways:
• the annual amount spent on training per full-time faculty employee is $1,700
• employees may apply for tuition subsidies for themselves and their immediate family members
• subsidies are available for professional association memberships
• in-house and online training is available
During the annual Reading Break in Winter semester, all employees are invited to attend a day-long
Inservice Day. Organized by the Human Resources department, this event is well attended, and
always anticipated as a day of learning, networking, and inspiration. At Inservice Day 2016, following
a passionate keynote address by Lesra Martin, the afternoon allowed individuals to participate in
45 minute break-out sessions, with themes including Learning and Development; Leave for Change
Program; Career Planning; Brand: U; Volunteer Kamloops; and Curiosity, Courage and Commitment.
Lunch and Learn sessions are offered at least once a month for all staff.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 29

COMMUNITY INVOLVEMENT
Our TRU community extends into our city and beyond with the United Way. The TRUly United campaign
funds and supports disadvantaged and at-risk youth, women, and families in our local and regional
communities. Last year, more than $204,000 was raised at TRU, and we were proud to be the recipient of
the United Way award for Best Employee Campaign.

2.5.8 NEW SENIOR ADMINISTRATORS
During 2015/16, key administrators were appointed at TRU.

PROVOST & VICE-PRESIDENT ACADEMIC
Dr. Christine Bovis-Cnossen was appointed Provost and Vice-President Academic for a five-year term
starting Sept. 1, 2015. An accomplished teacher, scholar and experienced academic administrator, she
came to TRU from the Ontario College of Art and Design University, where she served as Vice-President
Academic since 2012. Her role focused on recruiting and supporting students and faculty; promoting
excellence and innovation in research, scholarship and teaching; and developing and implementing
OCAD U’s academic plan. She led the development of the university’s strategic enrolment management
action plan, established strategies for internationalization and e-learning, and negotiated and delivered
OCAD U’s first major international partnership agreement with India. Prior to joining OCAD University,
Dr. Bovis-Cnossen served as Dean of Arts, Social Sciences and Management at Queen Margaret
University, Edinburgh, Scotland from 2003 to 2012. Dr. Bovis-Cnossen has a BA (Hon) in Political Science
from McMaster University, an MA in Political Science from Wilfrid Laurier University and completed her
PhD in Sociology and Social Anthropology at the University of Hull in the UK.

ASSOCIATE VICE-PRESIDENT STRATEGIC ENROLMENT AND UNIVERSITY REGISTRAR
Michael Bluhm was appointed Associate Vice-President Strategic Enrolment and University Registrar
effective Aug. 1, 2015. He brings experience in institutional enrolment management and strategy, policy
research and development, data analysis, process and systems development, student recruitment
and service delivery. Mr. Bluhm came from Kwantlen Polytechnic University, where he was the
Acting Associate Registrar, Admissions, Graduation and Enrolment Services. He also worked for the
University of Alberta as an enrolment management consultant, was the Director of Enrolment at the
University of British Columbia’s Faculty of Applied Science, and prior to that, the Associate Director of
Undergraduate Admissions at UBC. He holds an MEd from UBC, and completed his undergrad at the
University of Waterloo.

DEAN OF THE SCHOOL OF BUSINESS AND ECONOMICS
Dr. Michael Henry was appointed the new Dean of the School of Business and Economics beginning
Aug. 1, 2015. Coming to TRU from MacEwan University, where he was the Associate Dean of the School
of Business since 2004, Dr. Henry brings extensive leadership expertise. He developed the school’s
Bachelor of Commerce degree, including initiating an outcomes-based Assurance of Learning research
project, and co-led the transformation of MacEwan’s two-year college program to an internationalized
university degree. Dr. Henry has a Doctor of Business Administration (DBA) in human resources
management from the University of Southern Queensland, and an MBA from the University of Alberta.
He completed undergraduate degrees at the University of Ottawa and Brock University. Dr. Henry was
also a member of the Alberta Legislature for four years.
Works Cited, Chapter 2
Truth and Reconciliation Commission of Canada. Honouring the Truth, Reconciling for the Future: Summary of the Final
Report of the Truth and Reconciliation Commission of Canada. Winnipeg: Truth and Reconciliation Commission. 2015.

30 | THOMPSON RIVERS UNIVERSITY

Academic Highlights

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 31

3. ACADEMIC HIGHLIGHTS
TRU’s program offerings are broad and comprehensive. They include: open admission bachelor’s degrees
in arts, business and science; limited and selective admission programs in areas such as education and
nursing; adult basic education; distance and online education; foundational and apprenticeship programs
in trades and technology; training in Williams Lake and regional centres; and several certificate and diploma
programs that ladder up to higher credentials. Many credentials offer enriched learning opportunities such
as co-curricular certificates, co-operative education, field schools, Study Abroad choices, practicums, and
undergraduate research projects. TRU also offers a three-year Juris Doctor program through its Faculty of Law,
a variety of graduate level certificates and diplomas, and three master’s programs. Programs are organized and
administered across several academic divisions and supporting departments.
In the 2015/16 fiscal year, TRU’s total audited Full-Time Equivalent (FTE) enrolment was 11,618.

3.1 FACULTY OF ADVENTURE, CULINARY ARTS AND TOURISM
The Faculty of Adventure, Culinary Arts and Tourism offers internationally recognized certificates,
diplomas, bachelor’s degrees, and post-baccalaureate diplomas in adventure studies and tourism
management. Students are trained as outdoor adventure guides and managers, event and conference
organizers, and managers for resorts or hotels in the growing tourism industry. The Culinary Arts and
Retail Meat department teaches students these trades in a hands-on environment that includes
international quality gourmet food preparation for a public cafeteria and a retail meat store located on the
Kamloops campus.

3.2 FACULTY OF ARTS
Arts at TRU—including humanities, social sciences and fine arts—offers a wide selection of high quality,
flexible and innovative academic programs and learning options. These include the Bachelor of Arts,
Bachelor of Interdisciplinary Studies, Bachelor of Fine Arts, and Bachelor of Journalism degrees with 15
majors and minors in eight departments: English and Modern Languages; Geography and Environmental
Studies; Interdisciplinary Studies; Journalism, Communication and New Media; Philosophy, History and
Politics; Psychology; Sociology and Anthropology; and Visual and Performing Arts.

FACULTY OF ARTS YEAR IN REVIEW 2015/16
• The Faculty of Arts is responding to the declining enrolment situation with a comprehensive
Faculty Degree and Program Review. A lead-off workshop was held in spring 2015 with Alex Usher,
a half-day program visioning retreat was held in fall 2015 and another half-day retreat is planned for
late spring 2016. From the review as a whole, the design, structure and content of Bachelor of Arts,
Bachelor of Fine Arts and Bachelor of Journalism degrees will be assessed and reformulated as
necessary. New degrees such as an International Bachelor of Arts will also be considered.
• Course enrolments, after falling for several years, were level for the 2015/16 academic year as a
result of the following strategic enrolment management initiatives in combination with steps taken
by TRU as a whole.
• A new Special Project Leader: Student Engagement is coordinating faculty activities in the areas
of strategic enrolment management and student engagement.
• Two traditional part-time secretarial positions were combined and reformulated into an
information coordinator position to help reach out to students through the web and social media.
Significant improvements to the faculty website were made.
• A Faculty of Arts Student Success Team (FASST) consisting of advising staff and faculty members
was developed and given a prominent newly renovated location. FASST is responding to the
recommendations of the Student Services Task Force with an eye toward making further
improvements to program advising and academic mentorship.
32 | THOMPSON RIVERS UNIVERSITY

• A TRU International Start program is at the proposal stage (with TRU World) to admit international
students with strong academic qualifications into a Bachelor of Arts program and provide an
opportunity for them to concurrently develop their language skills in the context of a 12-month
first-year experience.
• To provide greater opportunities for students and to indirectly boost enrolment, the Faculty of Arts
is developing new programs: a Bachelor of Science in Geosciences (with the Faculty of Science); a
Master of Arts in Communities and Cultures; a Bachelor of Visual Communication; minors in areas
such as language and global studies, film studies and digital production, public relations, online
journalism, international business communication, and new media studies; and a speech language
specialization which would prepare students for graduate programs in speech pathology.

3.3 FACULTY OF EDUCATION AND SOCIAL WORK
The Faculty of Human, Social, and Educational Development was re-named the Faculty of Education
and Social Work in January 2016. It is a unique academic division with programs ranging from the
master’s level to employment courses for those with learning challenges, offered by two schools and
two departments: the School of Education, School of Social Work and Human Service, Department of
English as a Second Language, and Department of University and Employment Preparation. The faculty
offers credit and non-credit courses in adult basic education, adult special education, English as a second
language, and teaching English as a second language. The programs include certificates and diplomas
in areas like First Nations language and human services; bachelor’s degrees in elementary education,
physical education, and social work; a master’s degree in education (with concentrations in educational
leadership, counselling, and curriculum); and several post-diploma, post-baccalaureate and graduate
certificates. The courses and programs are offered on campus in Kamloops, Williams Lake, and regional
centres and/or through Open Learning.

FACULTY OF EDUCATION AND SOCIAL WORK YEAR IN REVIEW 2015/16:
• During 2015/16 the faculty initiated the Knowledge Makers interdisciplinary program to mentor
Aboriginal undergraduate students into research.
• The Bachelor of Education in Trades and Technology and the Bachelor of Education in Science,
Technology, Engineering and Mathematics are new programs planned to start in July 2017. The
former is an applied degree designed to prepare people who have trade qualifications and work
experience to teach in middle and secondary schools in technical and trades-related areas. The
latter prepares teachers to be specialists in STEM education. By offering these new programs, TRU
will assist the Province of British Columbia to ensure the availability of teachers delivering trades
and technical training, and increasing student competencies in STEM.

3.4 FACULTY OF LAW
The Faculty of Law offers a three-year Juris Doctor program that was approved by the National Approval
Committee on Accreditation, Federation of Law Societies of Canada in June 2014. Students have the
opportunity to participate in a wide variety of initiatives, including a legal information service in which
students serve the community, award winning competitive mooting, an international law journal, and
student-run groups and activities.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 33

FACULTY OF LAW YEAR IN REVIEW 2015/16:
• Two TRU Law students are headed to Wiesbaden, Germany as part of the law school’s first
international exchange. First-year students Fayme Hodal and Hart de Loi will spend six weeks at EBS
Law School, one of Germany’s leading private law schools, as part of an intensive academic summer
program. Meanwhile, in the fall, TRU will send two more students to EBS for a full fall semester
exchange, and TRU Law will also welcome an EBS student to Kamloops.
• A second-year TRU Law student has been awarded a $3,000 scholarship from the Legal Leaders of
Diversity Organization. The scholarship was developed to support and promote inclusiveness in the
legal profession and is made possible by donations from 42 managing partners across Canada. The
award is open to law students with a disability.
• Richard Oppong, TRU Law faculty member, was elected as a Fellow of the Ghana Academy of
Arts and Sciences, the country’s premier Academy. The prestigious academy is the equivalent of
the Royal Society of Canada. Oppong joins 110 other fellows, including Dr. Kofi Annan, former UN
Secretary General. Opping will formally be inducted in November at a ceremony in Ghana.
• Two law students are gaining an international experience this summer with internships overseas.
Ruby Lau, a first-year student, landed a position in the Hague at the International Criminal Tribunal
for the former Yugoslavia. The ICTY is a United Nations court of law dealing with war crimes that took
place in the Balkans in the 1990’s. Lau’s position is as a defence intern. Meanwhile, Meagan Kuiper,
also a first-year student, is spending the summer in Kenya at her internship with the International
Federation of Women’s Lawyers (FIDA), the premier women’s rights organization in Kenya.
• In April, TRU Law faculty member Micah Rankin appeared before the Supreme Court of Canada to
argue an important case that he says will help determine how much a sentencing judge can vary
from a plea bargain. Rankin decided to pursue the case because he argues that clarity is needed to
bring consistency on the matter to courts across the country.
• Three TRU Law faculty members were awarded a major national research grant in April. Dr.
Lorne Neudorf, Dr. Chris Hunt and Micah Rankin will receive one of two $10,000 awards from the
Foundation for Legal Research for their project “The Guide to the Canadian Interpretation Act.” The
trio calls the initiative important because it will act as a key legal resource in understanding and
interpreting the law.
• TRU Law’s inaugural career fair was held in mid-March. Over one hundred students were able to
speak to representatives from eighteen regional and national firms in attendance. The fair was
preceded by a career panel discussion where employers offered a series of comments on making
application packages and resumes stand out.
• Four TRU Law faculty members received 2016 TRU Internal Research Fund Grants to support their
research. The funds provide seed money for research with the objective of helping faculty increase
their competence in a specific area, in order to better compete for external funding. The faculty
members and their research include Dr. Lorne Neudorf (“Parliament’s Supervisory Role in Lawmaking
by Regulation”); Margaret Hall (“Responding to the Needs of Persons With Dementia: Developing
a Canadian Guardianship Tribunal Model”; Charis Kamphuis (“Canadian Embassies Responses to
Social Conflicts with Canadian Mining Companies” and Nicole Schabus (“Determining Access:
Theory and Practice in Implementing Indigenous Governance over Lands and Resources”).
• In mid-March, all of the first-year students participated in the 1L law moots, the culmination of the
mandatory course Fundamental Legal Skills. Thirty teams of four students each acted as either
crown counsel or defence counsel in a mock criminal case. Several TRU Law faculty members as
well as members of the local bar association volunteered their time as judges over the course of
three evenings.
• The TRU student-led Women in Law Club hosted it second annual Women in Law Career Panel in
mid-March. Three prominent BC lawyers spoke to a group of about thirty students. The women

34 | THOMPSON RIVERS UNIVERSITY

offered advice and wisdom on topics such as leadership, mentorship, career expectations,
emotional burnout and sexism in the workplace. Students described it as a great forum to ask
questions in a non-intimidating environment.
• Twenty students and professors gathered in late February to celebrate the launch of the TRU Law
Black Law Students Association (BLSA). The club is a chapter of the national BLSA Canada and is
for students wishing to examine and explore Black culture in the Canadian legal context. The club
hopes to also connect with the Canadian Association of Black Lawyers (CABL).
• In mid-February, TRU Law students attended the McIntyre Cup for the first time. The Western
Canadian law competition in trial advocacy was held in Calgary. Third-year students Kelly Melnyk
and Olivia Harvey competed against teams from law schools across the region, arguing in the
context of a criminal law scenario. While the pair did not advance to the national Sopinka Cup, both
say they learned skills that will serve as strong foundations in their legal careers.
• In mid-February, for the third time, TRU Law sent a team of students to the Wilson moot in Toronto.
The event carries the name of Madam Justice Bertha Wilson, and reflects her lifelong commitment
to human rights through a competition centered around the Charter of Rights and Freedoms.
Although they did not place, the team of five TRU Law students performed very well.
• A team of five TRU Law students placed second at the BC Law Schools Competitive Moot in midFebruary 2016 in Victoria. UBC took first, while UVic placed third. The annual competition sees
teams from each of the three BC law schools compete in appeal moot court. This marks the third
year TRU Law has sent a team to the BC Cup since the law school opened in 2011.
• Fifteen TRU Law students gained valuable insight into the judicial process during Reading Week
in February 2016, by participating in a unique program to shadow a judge for a day. The voluntary
program, a coordinated effort between the university and local judges, is not commonplace at other
law schools, which speaks to the relationship between TRU and the community. Groups of three
students met with a different judge each morning and then observed the day’s court proceedings.
The students and judge met throughout the day to talk about matters of the law and procedure,
and how judges and lawyers approach their work. There were participating judges from both the
Supreme and Provincial Courts of British Columbia.
• In early February, students had the chance to examine rights and freedoms in a legal perspective
at the student-run conference Keeping it Civil: Exploring Civil Liberties and the Charter in Canada.
The two-day affair is organized by the SLS (Society of Law Students) and features a variety of
distinguished legal guests (including keynote speaker Dennis Edney, who is Omar Khadr’s lawyer) as
well as student and faculty presenters. The SLS issues a call for proposals to law schools in Western
Canada in an effort to attract law students from around the region.
• Several dozen mediators, judges and lawyers from around BC and western Canada participated in
a series of TRU Faculty of Law courses in dispute resolution in early January 2016. The volunteer
instructors assembled either online or as teams in Kamloops to lend their expertise in one of three
courses highlighting a different aspect of dispute resolution. Known as Block Week, the mandatory
week-long courses kick off the winter semester for the entire law student body. The unique format
includes classroom and practical sessions and allows students to finish a course in just one week
while receiving instruction from a wide network of legal professionals. First-year students learned
the basics of interviewing and counselling; second-year students studied and practiced the role of
lawyer in negotiation and mediation; and third-year students practiced trial advocacy and litigation
(the processes associated with trials) based on an actual criminal case.
• The Environmental and Natural Resources Law Club argued its way to first place of 24 teams at the
12th annual UBC Environmental Law Group Negotiation Competition. This was the first time a nonUBC team took first place. Twelve TRU students (six teams of two) attended the competition, which
revolved around three fictitious environmental groups. Winner Danielle Oliver and Dustin Ellis, both
third-year students were so enthusiastic about the competition they organized an internal TRU

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 35

Environmental Law Negotiation Competition—in late February the event attracted 48 TRU Law
students with eight local lawyers acting as judges.
• Justice Rosalie Silberman Abella visited the Faculty of Law on November 24, 2015 to speak to
the students and engage in a lively question and answer session with the audience. She fielded
numerous questions from the audience, providing insight on such topics as the evolution of
equality in Canada, her career path, and the increasing number of self-represented litigants in the
legal system. Justice Abella is among the most distinguished jurists in Canada and the world.
• Professor Katie Sykes launched an innovative new course offered for the first time in the fall of 2015.
Lawyering in the 21st Century encourages students to challenge the legal status quo and develop
ideas to improve something within the legal profession, pitching their ideas in a Dragon’s Den style
to a panel of judges. The unique course has garnered national attention as captured in an article
of the Fall 2015 issue of Canadian Lawyer 4 Students. As a result of the course project, a team of
students has developed an app to revolutionize the court scheduling system. The students intend
to pilot the app in Kamloops in 2017.
• Law graduate Miranda Schmold (’14) has much to be proud of these days. At the top of the list is
being among the first Lheidli T’enneh First Nation members to be called to the British Columbia
bar. Schmold helped establish TRU’s Indigenous Law Students’ Association and went on to be its
founding vice-president and later president.
• TRU law student Brianna Meyer turned her passion for the environment into practical experience
during the summer of 2015, and helped improve the lives of others. On an internship in Alaska with
Canadian Lawyers Abroad, she worked with 70 tribal and First Nation communities and much of her
time was spent researching land acquisition models and opening dialogues about water quality. Her
story was featured in canadianlawyermag.com, written by classmate Eli Zbar.
• TRU officially opened the doors to the first community legal clinic in the BC Interior in April 2016.
Addressing the need for increased access to justice and legal services for low-income populations,
the part-time clinic will also enable TRU Law students to earn credits and learn to apply practical
legal skills. It offers a wide range of resources and programs for seniors and others. The operation
of the clinic is made possible by a grant from the Law Foundation of BC, and will enable the parttime clinic to operate for about a year. Plans for funding ongoing operations include applying for
additional grant money from the Law Foundation of BC, as well as potentially exploring other
funding sources. Six students will staff the clinic in any given semester, interviewing clients and
providing advice under the supervision of a lawyer, provided they have taken Community Lawyering,
the prerequisite course. Community Lawyering was developed by Dr. Ruby Dhand, who oversees
TRU Law’s Clinical Program.

36 | THOMPSON RIVERS UNIVERSITY

3.5 FACULTY OF SCIENCE
The Faculty of Science provides opportunities for practical hands-on experience across a spectrum of
science disciplines in the classroom, in the lab, and in the field. Certificate, diploma, transfer, bachelor’s
degree, and Master of Science programs are offered through on campus and/or Open Learning in the
areas of animal health technology, architectural & engineering technology, biology, chemistry, computing
science, engineering transfer, environmental science, geology, health science, mathematics and statistics,
natural resource science, physics, and respiratory therapy.

FACULTY OF SCIENCE YEAR IN REVIEW 2015/16:
• Faculty of Science overall enrolments increased by approximately 6% over the previous year.
• New faculty were hired in the departments of Architectural Engineering, Mathematics and
Statistics, and Biological Sciences.
• In September 2015, the first intake of students in the second year of the engineering transfer
program began.
• In January 2016 the first cohort of students entered the Applied Sustainable Ranching program in
Williams Lake.
• Faculty members (with students as co-authors) published articles in the highly esteemed journals
Science and Nature Communications as well as in leading journals in every major field they study.
• Major grants were received from Genome BC and the Real Estate Foundation of BC in support of an
NSERC Industrial Research Chair in Ecological Reclamation and Restoration.
• Research by TRU’s Centre for Optimization and Decision Science in support of Highland Valley
Copper’s Energy Sustainability Plan was recognized by Teck Resources for the energy savings it will
be able to generate for the company.
• For over 30 years TRU has delivered and engineering transfer program and the students that go on
to finish their studies elsewhere do extremely well. In 2015 an expansion of the program began and
currently there are three applications made for every seat available. National, provincial, and local
market analysis surveys indicate there will be a large and growing demand for engineers in the next
decade. Because of TRU’s existing strengths in computer science and the number of professional
engineers on faculty, a proposal for a full bachelor’s degree in engineering has been developed, with
anticipated specialties in electrical, computer, and software engineering.

3.6 SCHOOL OF BUSINESS AND ECONOMICS
The School of Business and Economics has dedicated itself to the design and delivery of quality
educational programs that are “global in perspective, accessible in design” and enable learners to achieve
their full potential – becoming successful in the workplace or further academic study. It has certificate,
diploma, bachelor’s degrees, post-baccalaureate credit and non-credit courses and programs, and the
most flexible Master of Business Administration program in Canada through on-line, on-campus and
blended delivery modes, and on a full- or part-time schedule. Subject areas include accounting and
finance; applied business technology and legal assistant; economics; management; and marketing,
international business and entrepreneurship.

SCHOOL OF BUSINESS AND ECONOMICS YEAR IN REVIEW 2015/16:
• SOBE received approval from the provincial Degree Quality Assessment Board for two new master’s
degree programs in the areas of environmental economics and management. Pending final ministry
approval, the school plans to launch these programs on campus in Fall 2017 and online soon after.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 37

• The school launched its eighth major in the Bachelor of Business Administration. The Supply Chain
Management major prepares students to assume leadership positions in the areas of procurement,
operations management, and logistics and transportation globally.
• To expand the co-curricular and extra-curricular opportunities available to students, SOBE revived
and expanded its Business Kickstart program and other student engagement activities including a
number of student clubs and intercollegiate business competitions.
• SOBE continues to be one of the leading producers of peer-review scholarship at TRU. Three of the
school’s faculty were promoted to the rank of full professor for their outstanding performance in the
areas of teaching, research and service.
• SOBE finalized program learning outcomes for each of its certificate, diploma, and degree programs
and began to measure student performance in relation to these outcomes as part of its assurance
of learning system using both direct and indirect assessment measures. This project included 26
separate programs and over 200 learning objectives.

3.7 SCHOOL OF NURSING
The School of Nursing has a rich history in providing nursing education over the past 35 years. It offers a
Health Care Assistant certificate, a Seniors Living Management certificate, a licensed Practical Nursing
diploma, a Bachelor of Science in Nursing, a Registered Nurse re-entry certificate program for those who
have been away from nursing and wish to re-enter the workforce, and continuing education courses that
are pertinent to nursing. As well, the Aboriginal Pathways certificate is for Aboriginal high school students
preparing to take university programs in health sciences.
The School of Nursing is planning to offer a Master of Nursing program in collaboration with the University
of British Columbia’s School of Nursing starting in Fall 2016.

3.8 SCHOOL OF TRADES AND TECHNOLOGY
TRU’s School of Trades and Technology offers programs through Construction Trades, Mechanical &
Welding Trades, and Horticulture departments. These include foundation training for students who do
not have a lot of experience in their trade of interest; apprenticeship training for students that result in
Industry Training Authority or Red Seal Certification; professional driver training that prepares learners for
a career in the trucking industry; Bachelor of Technology for those who already have a diploma or trades
qualification; and Continuing Studies and industry contract training.
ACE-IT (Accelerated Credit Enrollment in Industry Training) is an innovative partnership between TRU
Trades and Technology, BC school districts and independent schools from Vancouver Island to the Alberta
border. This program bridges secondary and post-secondary education and training for high school
students who are seeking a head start in a trades career. Grade 12 students earn dual credit in a postsecondary course and a secondary school course.
Trades also offers certificate, diploma, and continuing education courses through the TRU Water
Education and Research Centre in water and wastewater technology and utilities to meet the varied
education and training needs of the water industry in Canada and internationally.

38 | THOMPSON RIVERS UNIVERSITY

SCHOOL OF TRADES AND TECHNOLOGY YEAR IN REVIEW 2015/16:
• provided welder training in Hope, Clinton, and Clearwater using the mobile training unit (a 12
welding bay expandable trailer)
• implemented the Mechanical Trades Sampler program which introduces students to automotive
technician, motorcycle technician, heavy mechanical, and welding trades
• implemented the Construction Trades Sampler program which introduces students to carpentry,
plumbing/piping, and electrical trades
• added the Industrial Mechanic (Millwright) Foundation program with two intakes of students
• future plans include developing accelerated apprenticeship programs that combine face-to-face
and online delivery, preparation towards national harmonization of the trades, and growing the
Women in Trades Training program

3.9 FACULTY OF STUDENT DEVELOPMENT
TRU supports student success through programs overseen by the Faculty of Student Development, which
works collaboratively with the Centre for Student Engagement and Learning Innovation (CSELI), TRU
World’s International Student Services team, the Open Learning division, and the TRU Library. Student
well-being is also addressed through the university’s Advising services, Counselling department, Wellness
Centre, Multi-Faith Chaplaincy, Health Services, Career Education department, Assessment Centre,
Disability Services, Writing Centre, Math Help Centre, Supplemental Learning, Services for Aboriginal
Students, and transitional programming such as University Preparation and English as a Second or
Additional Language.

FACULTY OF STUDENT DEVELOPMENT YEAR IN REVIEW 2015/16:
• As TRU entered its 10th year as a university, it was appropriate to consider how well we are meeting
the needs of our students through student life programming and academic support services.
The Faculty of Student Development was central in the university’s Student Service Review Task
Force. This review helped determine students’ awareness of, utilization of, and satisfaction with
programs and services that are provided for their benefit and well-being; identify and describe any
unmet needs; and discover opportunities to better communicate about and improve deployment,
coordination, and integration of these programs and services through a robust, student-centered
approach. The Task Force engaged the services of an external consultant for this review. Final
recommendations were made in late April 2016 for implementation beginning in the 2016-17
academic year.
• An investment from the Province of $400,000 for BC public post-secondary institutions will assist
TRU in helping transform the culture of drinking on campus through projects such as the Drink
with Class campaign. The initiative, co-led by the Centre for Addictions Research of BC and the
Canadian Mental Health Association BC Division as part of the Changing the Culture of Substance
Use (CCSU) project, aims to address substance use at BC public and post-secondary institutions.
Brandon de Krieger, TRU residence services supervisor, has been involved with the CCSU group for
the past two years and is spearheading the Drink with Class initiative on campus, targeting students
during their first six weeks living in residence with multiple strategies to encourage responsible
drinking. The initiative takes a harm reduction approach rather than an abstention approach.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 39

3.10 OPEN LEARNING
For over 35 years, open learning has been an option for British Columbians interested in pursuing an
independent and flexible way to advance their education. TRU is continuing this tradition through its Open
Learning division (OL). Through OL, which provides access to education by online and distance studies,
TRU reduces barriers potential students may face when entering into their post-secondary studies and
assists them in capitalizing upon any knowledge they have gained outside the walls of the academy.
This is accomplished by offering minimal admission requirements for courses and programs; allowing
generous amounts of transfer credit; removing the physical barriers to education; increasing the flexibility
as to when students study; and allowing students to gain credit for their non-formal prior learning by
providing prior learning assessments and recognition (PLAR) services as well as maintaining an open
learning credit bank.
OL offers over 55 programs and 590 courses that cover these areas of interest: adult basic education,
arts, business and management studies, education, general studies, health and human services, nursing,
science, technology, and tourism. Courses and programs delivered by OL are fully accredited and
recognized by other post-secondary institutions, so credits can be transferred to another institution
or program.

OPEN LEARNING YEAR IN REVIEW 2015/16:
• increased domestic registrations from students within BC by over 5%
• increased domestic registrations from students outside of BC by 10%
• granted through the use of prior learning assessment and recognition (PLAR) over 14,000 university
level credits for learning achieved outside the academy
• launched online Master of Education and Seniors Living Certificate
• created eight new credit bank evaluation and articulation agreements with industry
• supported launch of an online, open access journal at TRU
• Open Learning is also working to strengthen its ties with provincial, national, and international
influencers in open and distance education. Some efforts include: active involvement in BC Prior
Learning Action Network (BC PLAN); founding membership in the Canadian Virtual University
(TRU is currently responsible for updating the organization’s website); and founding and active
membership in the Open Education Resource University (OERu) initiative, which is dedicated to
providing low cost education throughout the world by developing courses as educational resources.

CURRENT ACTIVITIES IN OPEN LEARNING INCLUDE:
• developing additional OERu courses
• the adoption, where feasible, of BC’s open textbooks into our courses to lower the cost of education
for our students
• participation in the development of a provincial Ed-Tech collaboration hosted on EduCloud
• exploring the possible inclusion of selected UBC courses in the TRU Open Consortium
• intensive and strategic marketing efforts to reach more learners

40 | THOMPSON RIVERS UNIVERSITY

3.11 WILLIAMS LAKE AND REGIONAL CENTRES
TRU’s campus at Williams Lake and the regional centres (100 Mile House, Ashcroft and Cache Creek,
Barriere, Clearwater, Lillooet and Lytton) offer an array of programs, courses and workshops designed to
meet the demands of today’s workplace and the interests of the Cariboo Chilcotin community. Williams
Lake offers some of the programs and courses listed above in each of the academic divisions, including
a certificate in Applied Business Technology; developmental programs; an Educational Assistant and
Community Support certificate; a Human Service diploma; years 1 and 2 of the Bachelor of Science in
Nursing; a Health Care Assistant certificate; Electrical, Heavy Mechanical, Carpenter, and Welding trades
programs; university preparation programs, and Continuing Studies courses. The Practical Nurse diploma
program, Saw Filer apprentice program, and the new Applied Sustainable Ranching program are offered
only at Williams Lake.

WILLIAMS LAKE AND REGIONAL CENTRES YEAR IN REVIEW 2015/16:
• as a pilot project, Williams Lake implemented block scheduling and blended delivery for most
academic courses and University and Employment Preparation courses in Fall 2015 and Winter
2016. The semesters were divided into two six-week compressed “blocks”. A research project is
underway to gauge the success of this initiative.
• developed the new Applied Sustainable Ranching program with industry and the Faculty of
Science, and funded by the Ministry of Advanced Education and partnerships with industry.
The first intake of students was in January 2016.
• added a second intake of students to the Practical Nurse program that started in January
2016. This will allow for a pilot transition program in the Fall 2016 semester for a cohort of
international students.
• completed a $40,000 renovation to the gymnasium to allow for disabled access, and renovated to
expand the trades compound.
• began planning for a wood pellet (biomass) boiler “district energy system” in partnership with
School District 27 that will be completed later in 2016.
• partnered with Cariboo Chilcotin Aboriginal Training Employment Centre (CCATEC) for
an Administrative Office Assistant program. This 18-week program prepared students for
employment in a wide range of positions within the office environment. Students received
training in Microsoft Office software, oral and written communication, interpersonal skills, time
management and project management. Key skills in bookkeeping, petty cash and the preparation
of financial records were introduced.
• partnered with CCATEC also for a Camp Cook program. Upon completion, successful students
demonstrated the ability to cook in a camp or lodge, or in a restaurant in an entry level position.
Menu planning included traditional recipes and exploration of Aboriginal culture and foods. Class
time was divided between lectures and practical instruction using a working kitchen under the
guidance of a Red Seal Chef, which enabled students to earn industry working hours towards
their Red Seal exam.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 41

Performance Plan

42 | THOMPSON RIVERS UNIVERSITY

4. PERFORMANCE PLAN
4.1 OUR ALIGNMENT WITH AVED GOALS
The Strategic Priorities guide TRU’s institutional goals and objectives. Figure 4.1 demonstrates alignment
of TRU’s strategic priorities and support of the Ministry of Advanced Education’s goals. The matrix shows
that each of TRU’s strategic priorities support two or more of the Ministry’s goals.
Ministry of Advanced Education Goals
Goal 1:
Students

Goal 2:
System

Goal 3:
Society

Goal 4:
Citizens

Students are
supported to
achieve their
education,
employment
and training
goals

Maintain a
quality postsecondary
education
system that
provides BC
with a global
competitive
advantage

An education
and training
system that
maximizes
return on
investment
and supports
BC’s diverse
communities

Citizens are
informed and
engaged with
government
in a way that
is inclusive,
and builds
both trust
and quality
of life

TRU Strategic Priorities
1. Increasing Student
Success

ü

ü

ü

2. Increasing
Intercultural
Understanding

ü

ü

ü

ü

3. Increasing Research
Capacity

ü

ü

ü

ü

4. Increasing
Entrepreneurial
Capacity

ü

ü

ü

ü

ü

ü

5. Increasing
Sustainability
For more information, visit:

British Columbia Ministry of Advanced Education. February 2016. 2016/17 – 2018/19 Service Plan. Retrieved from
http://www2.gov.bc.ca/gov/content/governments/organizational-structure/ministries-organizations/ministries/advancededucation/service-plan
1

Thompson River s University. February 2014. Redefining the Modern University: Strategic Priorities 2014-2019. Retrieved
from http://www.tru.ca/__shared/assets/2014-2019_StrategicPriorities_PDF31428.pdf

2

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 43

4.2 OUR STRATEGIC PRIORITIES
This section details how TRU’s Strategic Priorities align with the Ministry of Advanced Education’s goals
and objectives.

4.2.1 INCREASING STUDENT SUCCESS
TRU will prioritize academic engagement and programs which fully develop our learners’ knowledge and
skills and support student career success in the context of:
• co-curricular, extracurricular and experiential learning opportunities
• flexible delivery models for innovative programs
• flexible learning options, such as laddering, prior learning assessment, open learning, 			
and life-long learning options
• student transitions to work or further study though skills-based, competency-based, 			
and learning outcomes-based education and training
• transitions between high schools and the university; trades, vocational and academic 		
streams; virtual, distance and face-to-face learning environments

TRU offers an outstanding range of programs, from trades to traditional academics, certificates to
bachelor’s and graduate degrees. Our academic divisions provide academic and professional programs,
interdisciplinary options, and practical experiences like co-op, study abroad and undergraduate research
to enrich learning. A variety of services support students to increase their success.

44 | THOMPSON RIVERS UNIVERSITY

Selected Student Success Highlights
POLI SCI CLASS GETS INTERNATIONAL EXPOSURE
A TRU political science class partnered with the International Labor Organization (ILO) in an experiential
learning project that could have lasting implications for small businesses worldwide. Dr. Robert Hanlon’s
class set a precedent as the first Canadian institution to be involved in such a project for the ILO,
developing low-cost training modules dealing with negotiation and conflict resolution. The self-led
training modules will be rolled out in the Philippines in 2016, for use by community-based enterprises
that can’t afford training. Hanlon’s upper-level arts students gained international exposure and
experience that will make a real-world impact.
Read more: http://inside.tru.ca/2016/02/09/poli-sci-class-gets-international-exposure/

FINANCE PROGRAMS GET NOD FROM CFA INSTITUTE
The Chartered Financial Analyst (CFA) Institute welcomed TRU into its University Recognition Program
in early 2016. The Bachelor of Business Administration finance major and Post-Baccalaureate Diploma
in Finance were acknowledged as incorporating at least 70% of the CFA Program Candidate Body of
Knowledge and placing emphasis on the institute’s code of ethics and standards of practice. Entry
into the University Recognition Program signals to potential students and employers that the TRU
curriculum prepares students well to obtain the CFA designation, the most respected and recognized
investment credential in the world. In addition, TRU is eligible to receive five student scholarships for the
CFA Program each year.
Read more: http://inside.tru.ca/2016/01/27/finance-programs-receive-top-marks-from-accreditation-organiztion/

MINING DIPLOMA PILOT
The BC Centre of Training Excellence in Mining (CTEM) announced an agreement in January 2016
for a new pilot project, enabling students to complete a diploma in mineral exploration and mining
technology from the British Columbia Institute of Technology (BCIT) at TRU. Diploma graduates from
TRU can then apply their credits towards a degree in mining and mineral resources engineering at BCIT.
CTEM is a virtual hub connecting BC’s mining and mineral industries, communities and public postsecondary institutions to ensure students receive targeted training for these industries.
Read more: http://inside.tru.ca/2016/01/27/mining-and-minerals-diploma-opportunity-announced/

TRADES HELPS INMATES GET JOB-READY
Six inmates at Kamloops Regional Correctional Centre completed
a six-week pilot program through TRU in January 2016 and are
one step closer to meaningful employment upon their release.
In a partnership between the School of Trades and Technology
and BC Corrections, students took Level 1 Construction Craft
Worker (CCW), which included classroom and practical training,
first aid and Construction Safety Training Systems certification.
All six students passed the CCW Level 1 Apprenticeship exam
administered by the Industry Training Authority, and are one step
closer to receiving the CCW Certificate—the newest Red Seal
Certification—and future employment in the construction and
natural resource sectors. The program supports the BC’s Skills for
Jobs Blueprint.
Read more: http://inside.tru.ca/2016/01/21/trades-helping-inmates-get-jobready/

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 45

AWARDS SUPPORT STUDENTS
In November 2015, 602 TRU students shared $729,000 in
financial awards from the TRU Foundation, representing
more than 334 donor awards for the fall semester. Fourthyear Bachelor of Science in Nursing student, mother of
two and past award recipient Amanda Turnbull spoke to
students and donors at the annual Foundation Awards
Ceremony about the difference these awards make.
Foundation staff and volunteers raised more than $3 million
in 2015/16 for students, buildings and programs.
Read more: http://inside.tru.ca/2015/11/19/nearly-500-share-in-morethan-550000-in-student-awards/

TRANSITIONS DAY OFFERS OPTIONS

Fourth-year nursing student Amanda
Turnbull shares how thankful she
continues to be to have received
a financial student award in a
previous year.

In high school Marcus Scherer knew he would go to
university and even had strong ideas of what he would study
when he got there. But what really convinced the Natural
Resource Science student that university was the right
choice was a six-hour visit to TRU in 2011, an annual field
trip for Aboriginal students in grades 10-12 in School District
73 called Transitions to Post-Secondary. About 150 students visited TRU in November 2015 to become
familiar with campus, learn about support services and staff and meet Aboriginal university students like
Scherer. “I would like students to leave knowing that going to university isn’t impossible,” he said, “and
for them to get a better idea of what university is all about.”
Read more: http://inside.tru.ca/2015/11/13/transitions-day-introduces-aboriginal-high-schoolers-to-campus/

MOBILE WELDING TRAINING
In Hope, BC, 12 students were able to stay closer to home while receiving their entry-level welding
training. Starting in August 2015, the School of Trades and Technology‘s mobile training unit (MTU), an
expandable trailer with 12 welding bays, delivered a compressed 26-week program to a mix of adults and
high schoolers enrolled in TRU’s dual-credit ACE IT program. MTU delivers welding foundation and other
industry contract training in smaller and remote communities in a partnership between TRU, School
District 73 and the Industry Training Authority.
Read more: http://inside.tru.ca/2015/07/29/mobile-welding-trailer-brings-training-to-hope/

CO-OP STUDENT OF THE YEAR
Assisting with ground-breaking cancer research earned
fourth-year Bachelor of Science student Carlee Poleschuk the
Association of Co-operative Education (ACE) BC/Yukon University
Co-op Student of the Year for 2015. The chemical biology major
spent two co-op terms at TRIUMF, Canada’s national laboratory
for particle and nuclear physics, collaborating with TRIUMF’s
nuclear medicine team and the BC Cancer Agency.
Read more: http://inside.tru.ca/2016/03/07/poleschuk-is-bc-yukon-co-opstudent-of-the-year/

Carlee Poleschuk spent two co-op terms at TRIUMF, Canada's
premier nuclear physics lab, in 2015.

46 | THOMPSON RIVERS UNIVERSITY

TOP UNDERGRADUATE IN MICROBIOLOGY
Bachelor of Science alumnus Cohord Mason was recognized as one of the top six undergraduate
microbiologists in the country in 2015. The Canadian Society of Microbiologists awarded the cellular,
molecular and microbial biology major with a CSM Undergraduate Award, one of six presented for 2015.
The award recognized Mason’s outstanding promise and early career contributions to microbiology. This
is the third year a TRU student has won the CSM award since its inception in 2012.
Read more: http://inside.tru.ca/2015/07/29/science-grad-recognized-by-canadian-microbiology-society/

DEVELOPING TRADES SKILLS
University, industry and labour partnered to prepare students for the challenges and opportunities
within their community in a memorandum of understanding signed between Domtar pulp mill, Unifor
10B employees’ union and TRU on July 28, 2015. The MOU will enhance and enrich the quality of trades
skills development within the Kamloops regional area. The agreement aims to support TRU Trades
Foundation training programs, and to train and, where possible, hire students from TRU Foundation
programs into the Domtar mill in Kamloops where, as members in good standing of Unifor 10B, they can
begin a successful career in trades.
Read more: http://inside.tru.ca/2015/07/28/industry-helping-develop-trades-skills-in-the-region/

HIGH MARKS FOR SCHOOL OF NURSING
Commitment to a high-calibre learning experience earned TRU’s
School of Nursing the highest accreditation possible from the
Canadian Association of Schools of Nursing (CASN) in 2015.
The seven-year designation is the result of a rigorous review
which scrutinized the School of Nursing, its administration,
faculty, programs, student success before and after graduation,
the learning spaces and equipment, relevance of courses and
programs, and its corporate and community partnerships. The
school completed a detailed self-study report and a site visit
was conducted in March 2015 by a team of peers from different
Canadian universities.
Read more: http://inside.tru.ca/2015/07/02/nursing-receives-top-marks-fromnational-accreditation-organization/

BASKETBALL MAKES HISTORY
The WolfPack men’s basketball team had a season for the books, making school history with their firstever trip to the Canadian Interuniversity Sport men’s basketball Final 8 in March 2016. Playing in the Final
8 not only meant national attention, it will help with recruiting quality players and remaining competitive
into the 2016-2017 season.
Read more: http://inside.tru.ca/2016/03/22/mens-basketball-season-to-remember/

PLAYER OF THE YEAR
Announced in March 2016, WolfPack women’s volleyball player Iuliia Pakhomenko was named Canadian
Interuniversity Sport (CIS) Player of the Year. She was also Canada West female athlete of the year, CIS
female volleyball player of the year, and CIS All-Canadian for the second year in a row, all while working
towards a Master of Business Administration.
Read more: http://athletics.inside.tru.ca/2016/03/10/iuliia-pakhomenko-cis-womens-volleyball-player-of-the-year/

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 47

4.2.2 INCREASING INTERCULTURAL UNDERSTANDING
TRU will prioritize programs and practices that support diversity, inclusion and intercultural
understanding between our Aboriginal, local, regional and global communities in the context of:
• the Indigenization of our university through the inclusion of traditional and 				
contemporary Aboriginal teaching, learning, knowledge, research and creative practice
• the internationalization of our university through the inclusion of globally-engaged 			
teaching, learning, knowledge, research and creative practice
• the recognition of the diversity and uniqueness of Canadian society including a local 			
and BC perspective
• the creation of a culture of inclusion in all aspects of university work and life

TRU’s Strategic Priorities indicates that TRU will prioritize programs and practices that support
diversity, inclusion and intercultural understanding between its Aboriginal, local, regional and global
communities. The TRU community is culturally diverse. TRU is home to international students from
over 80 countries, a substantial Aboriginal student body from a wide number of First Nations, Inuit and
Métis communities across Canada, and a domestic student population representing an array of cultural
heritages and an increasing number of new Canadians.
Students can receive formal recognition for their intercultural experiences through the Global
Competency Certificate, which can be earned in tandem with any academic program. Students
collect points for academic and non-academic global engagement (e.g. international or intercultural
experiences, learning another language, study abroad), communicate what they’ve learned in a
presentation (poster, blog, speech, video, publish an article, etc.), and submit a portfolio and a reflective
essay. The supplementary credential formally recognizes the global literacy—knowledge, skills, and
attitudes—of a globally minded citizen.
See section 2.4.2 – Truth and Reconciliation Commission for numerous activities held at TRU that were
designed to increase understanding of Aboriginal culture.

48 | THOMPSON RIVERS UNIVERSITY

Selected Intercultural Understanding Highlights
LAW FIELD TRIP REVEALS INDIGENOUS PERSPECTIVES
First-year law students who have been studying Aboriginal rights and title and Indigenous law heard
from several guest speakers during a field trip to the Tk’emlúps te Secwépemc reserve in February
2016. The annual field trip for TRU law courses in constitutional law and legal perspectives took the
group to Chief Louis Centre (formerly the Kamloops Indian Residential School) and was an opportunity
for students to learn about Aboriginal law issues from local Indigenous perspectives. Topics covered
included Aboriginal rights and Indigenous law with respect to land and resources and the residential
school experience.
Read more: http://inside.tru.ca/2016/02/11/aboriginal-speakers-impact-students-on-law-field-trip/

CONFERENCE ON ABORIGINAL TITLE
Nearly two years after the Supreme Court of Canada issued the first declaration of Aboriginal title in
Canadian history in Tsilhqot’in Nation v. British Columbia, questions remained about how to implement
this decision and its impact on resource development. TRU’s Determining Access, Theory and Practice
in Implementing Indigenous Governance over Lands and Resources Conference aimed to address
some of those questions. Supported by a $25,000 Social Sciences and Humanities Research Council
of Canada (SSHRC) Connection Grant, the two-day conference in February 2016 was organized by Law
faculty members Dr. Janna Promislow and Nicole Schabus in partnership with TRU Aboriginal Education
and the Interior Alliance nations. Promislow and Schabus anticipate ongoing work with the Interior
Alliance and Tsilhqut’in Nation this summer.
Read more: http://inside.tru.ca/2016/01/21/access-conference/

TRUTH AND RECONCILIATION TALK
The TRU Students’ Union Storytellers Gala and President’s Lecture
Series jointly presented keynote speaker Justice Murray Sinclair,
Commissioner of Canada’s Truth and Reconciliation Commission
on Oct. 26. His talk addressed the fundamental questions of
the six-year commission: what happened in residential schools,
who is responsible, and what we can do to assist moving
reconciliation forward.
Read more: http://inside.tru.ca/2015/10/09/justice-sinclair-truth-andreconciliation/

Justice Murray Sinclair.
Photo by Galit Rodan/For the Toronto Star.

CHINESE AGREEMENT TRAINS TEACHERS
On November 20, 2015, TRU expanded its global involvement with the signing of an agreement with
Maple Leaf Educational System (MLES), the largest BC curriculum teaching offshore school in China.
The agreement will see 20 MLES graduates annually enrol in TRU’s Bachelor of Science program,
followed by the Bachelor of Education. Successful BEd grads will have guaranteed employment
opportunities as BC-Certified teachers in MLES off-shore BC Education Ministry accredited schools,
which teach BC Curriculum.
Read more: http://inside.tru.ca/2015/12/07/agreement-with-maple-leaf-education-systems-mles-china/

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 49

SUMMER IMMERSION
Since 2009, two of TRU’s global branches—TRU World and the International Training Centre—have
attracted an increasing number of international students for short-term summer immersion programs.
Over 700 students from China, Colombia, Ecuador, Japan, Korea, Mexico, Spain, Russia, Ukraine, and
Vietnam practiced their English and experienced Canadian culture on- and off-campus in summer 2015.
Homestay families (more than 200 of them) are a critical part of the programs’ success.
Read more: http://inside.tru.ca/2015/08/07/more-than-700-immersion-students-help-drive-regional-economy/

ABORIGINAL YOUTH CAMP FOR SCIENCE AND HEALTH
In August 2015 TRU held its annual science and health
sciences camp for 20 Aboriginal youth in grades 8 to 10.
Participants came from around the region with a few
as far away as Hazelton and Fort St. James. Funded by
TRU’s science and nursing departments as well as other
organizations, the camp’s goal is to soft-sell science and
health sciences to a population that’s typically underrepresented in both. Academic activities related to
microbiology, ethnobotany, chemistry, biology, math and
nursing are combined with activities like a scavenger hunt,
rock climbing, yoga and swimming. Campers also become
familiar with TRU’s Kamloops campus.
Read more: http://inside.tru.ca/2015/08/07/camp-for-aboriginal-youthsparks-interest-in-science-health-sciences/

Campers discuss their results at the
starfish station.

CELEBRATING DIVERSITY FOR 23 YEARS
Hundreds of students, alumni, faculty, staff and community members attended IDays, TRU’s 23rd annual
celebration of the world’s culture and diversity. Spanning a week in March 2016, more than 60 events
included interactive workshops, displays, information sessions, a handful of international guest speakers
and a variety of cultural festivities with food, art and performances. Guest speakers Craig Kielburger and
Gwynne Dyer were among the lecture highlights.
Read more: http://inside.tru.ca/2016/03/24/idays-successfully-brings-people-together/

ABORIGINAL LAW MOOT
Four TRU Law students expanded their Aboriginal law skills at the Kawaskimhon Moot at Queen’s
University in March 2016. Seventeen law schools from across Canada participated in the annual event
which challenges students to use their knowledge of the law governing the relationship between
Indigenous peoples and settler society to negotiate legal issues of importance to Aboriginal people. This
year’s moot problem focused on issues arising from the Truth and Reconciliation Commission’s report
and the commitment to implement the 94 calls to action. The entire experience made a big impact
on students Harman Bains, Ken McLeod, Brianna Meyer and Christopher Gall. “Peeling back the legal
issues to their bare bones is how reconciliation can finally begin. The value of this exercise should not
be understated and it is something we will carry with us well into our legal careers,” said Meyer. This is
the fourth year TRU Law has participated, and TRU hopes to host this event in 2019.
Read more: http://inside.tru.ca/2016/03/16/students-debate-trc-issues-at-aboriginal-law-moot/

50 | THOMPSON RIVERS UNIVERSITY

AGREEMENT EXPANDS TRU’S GLOBAL NETWORK
In June 2015, TRU expanded its global network of institutional partners with its first formalized
agreement with a Mexican state university. The agreement with Universidad Autónoma de Guerrero
(UAGRO) opens potential for both universities in several areas, including joint research, training
and management projects, as well as academic programs (double degrees, 2+2 models, and visiting
student programs).
Read more: http://inside.tru.ca/2015/06/26/agreement-with-mexican-university-expands-global-network/

FACULTY AND STAFF VOLUNTEER ABROAD
Last fall TRU employees Stephanie Chaput and Kelly Warnock strengthened their intercultural
understanding during three weeks spent volunteering their expertise in developing countries on
the Leave for Change (L4C) program. The first two participants in the program since TRU joined
umbrella organization Uniterra in April 2015, the pair contributed their vacation time and had the
rest of their travel, accommodations and pre-trip orientation covered by TRU and L4C. TRU has
committed to sponsoring four employees annually, with postings available in a variety of occupations in
12 different countries.
Read more: http://inside.tru.ca/2016/03/03/leave-for-change/

4.2.3 INCREASING RESEARCH CAPACITY
TRU will prioritize the development and mobilization of scholarship, research, training, teaching
innovation, professional practice, and creative capacity for the benefit of people in the context of:
• the strengths and expertise of faculty and students
• the needs of people, populations and organizations in our communities
• program and course innovation and development for undergraduate and graduate students
• partnerships across disciplines with industry, businesses, social and cultural organizations, and
other educational institutions
• intercultural and international career and professional development, research activity, and creative
activity for students, faculty, staff and alumni

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 51

Research and creation are the heart and soul of a university. They inform who we are and why we do
what we do as teachers, scholars, students, support staff and administrators. Continuing to build TRU’s
research profile is seen as crucial not only to student recruitment and engagement, faculty progression
and renewal, and the development of new graduate programs, but also to our university’s local, regional,
national and international reputation.
Having launched a new Strategic Research Plan (SRP) in 2014/15, we are moving from planning to
implementation, and to achieving the plan’s key objectives. These include increasing the number and
percentage of active faculty holding external research funding, increasing the total dollar amount of
tri-agency grants and external contracts with business and industry, increasing student engagement in
research, and increasing the number of peer-reviewed publications, scholarly works and exhibitions as a
percentage of total research-focused faculty.

Selected Research Capacity Highlights
NEW TOURISM RESEARCH CHAIR
Dr. Courtney Mason was appointed as Tier II Canada
Research Chair in Rural Livelihoods and Sustainable
Communities in TRU’s Faculty of Adventure, Culinary Arts
and Tourism in February 2016. A Tier II Canada Research
Chair at TRU further boosts the university’s growing
research capacity, and the sustained funding that comes
with this appointment signals the federal government’s
confidence in the university. Mason specializes in
Indigenous and tourism studies, and his role at TRU is
to act as an engine of research, working to connect the
university with the communities it serves in purposeful and
meaningful ways.
Read more: http://inside.tru.ca/2016/02/10/crc-tourism/

RESEARCHERS AWARDED DISCOVERY GRANTS

Dr. Courtney Mason was introduced on
Feb. 10, 2015 as TRU’s new Tier II Canada
Research Chair in Rural Livelihoods and
Sustainable Communities in the Faculty
of Adventure, Culinary Arts and Tourism.

Science faculty members Dr. Mohamed Tawhid and Dr. Sean
McGuinness shared in Natural Sciences and Engineering
Research Council (NSERC) Discovery Grants in July 2015.
Tawhid received $90,000 for his research on metaheuristics and heuristics for global optimization
problems, and McGuinness $55,000 for his work on base exchange and extremal properties of matroids.
NSERC Discovery Grants fund discovery in chemistry, physics, life sciences, mathematics, computer
science, geoscience, and the many branches of engineering, usually for a five-year term.
Read more: http://inside.tru.ca/2015/07/20/researchers-share-in-discovery-grants/

INSIGHT DEVELOPMENT GRANT ON RUSSIAN HISTORY
History faculty member Dr. Wilson Bell was awarded a prestigious Insight Development Grant from the
Social Sciences and Humanities Research Council (SSHRC) in September 2015. A Russian historian,
Bell will receive $40,000 over two years for his project, “44 Lenin Avenue: Siberia’s 20th Century History
as Told through Its Most Remarkable Building”. The funding allows him to spend eight weeks in
Tomsk, Siberia this summer, focusing on two events that took place at 44 Lenin Avenue: the murder
of an Orthodox priest in 1917, and the opening of a museum dedicated to memorializing Stalinist
repression in 1992.
Read more: http://inside.tru.ca/2015/09/28/historian-awarded-prestigious-research-grant/

52 | THOMPSON RIVERS UNIVERSITY

PRESERVING THREATENED BAT POPULATIONS
Biological Sciences faculty member Dr. Naowarat Cheeptham and Wildlife Conservation Society of
Canada biologist and TRU Adjunct Professor Dr. Cori Lausen were awarded a $75,000 USD research
grant in September 2015 from the United States Fish and Wildlife Services to advance the search for
effective biological controls of the fungus that causes White Nose Syndrome (WNS), which has been
decimating North American bat populations since 2007. The researchers aim to identify new microbes
and viruses that inhibit the growth of the fungus, increasing the options to mitigate WNS and protect
bat species across North America.
Read more: http://inside.tru.ca/2015/09/29/tru-researchers-awarded-75000-grant-to-study-deadly-bat-disease/

PUBLISHED IN NATURE COMMUNICATIONS
Ground-breaking findings by Dr. Cynthia Ross Friedman, Biological
Sciences and a team of researchers including Dr. Mark Paetkau,
Physics and undergraduate student Rolena deBruyn were
published on February 9, 2015 in Nature Communications, one
of the highest-ranked multidisciplinary journals in the world.
The paper, “Thermogenesis-triggered Seed Dispersal in Dwarf
Mistletoe” confirms the teams’ finding that the plant produces
its own heat, and that heat provides the trigger for seed eruption.
Undergraduate research assistant deBruyn was supported by a
Natural Sciences and Engineering Research Council (NSERC) of
Canada Undergraduate Student Research Award.

Dwarf Mistletoe researcher Dr. Cynthia
Ross Friedman with some of her
student researchers in the field near
Lac le Jeune. Front row: Baylee Out.
Back row: Cameron Boyda, Cynthia,
Rolena Debruyn.

Read more: http://inside.tru.ca/2015/02/11/novel-discovery-mistletoe-createsits-own-heat-to-discharge-seeds/

ECOSYSTEM RECLAMATION CHAIR GAINS SUPPORT

In December 2015, Genome British Columbia pledged $250,000
towards the creation of a Natural Sciences and Engineering
Research Council (NSERC) Industrial Research Chair position in
ecosystem reclamation at TRU. Creating an NSERC research chair
position supports the development of industry-based solutions to
environmental problems and is a first step towards the creation of a Centre for Ecosystem Reclamation
at TRU, the first of its kind in Canada. Dr. Lauchlan Fraser, professor in Natural Resource Science, is the
candidate for the chair position.

Read more: http://inside.tru.ca/2015/12/03/genome-bc-pledges-support-for-a-research-chair-in-ecosystem-reclamation/

PUBLISHED IN SCIENCE
Results from a research paper published in June 2015 in the journal Science—the world’s leading
journal for cutting-edge research—have global ramifications for the management and conservation of
biodiversity. Findings from the international project led by Natural Resource Science faculty member
Dr. Lauchlan Fraser show a link between plant biomass and species richness in grassland ecosystems:
the highest diversity is found at intermediate levels of plant biomass. Fraser designed the experiment
and coordinated the efforts of 62 scientists from 19 countries and six continents. The project is part of
HerbDivNet, a network of scientists studying the relationships between plant biomass production and
species diversity.
Read more: http://inside.tru.ca/2015/07/16/tru-led-grasslands-study-has-global-reach/

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 53

RESEARCH ABROAD
TRU Bachelor of Science student Nadja Hedrich was accepted to the German Academic Exchange
Service’s (DAAD) Rise Program, which allowed her to spend summer 2015 abroad engaged in research.
Each year, highly qualified Canadian undergraduate students are invited to apply for scholarships that
fund research and internships in Germany. Hedrich was paired with a German PhD student at the
Helmholtz Centre for Environmental Research in Halle, Germany, and stayed for 12 weeks, studying the
effects of native versus exotic species on biodiversity in German grasslands.
Read more: http://inside.tru.ca/2015/11/18/daad/

SMALL BIRDS, GLOBAL IMPACT
In a multi-disciplinary project to track the movement of small birds, Biological Sciences associate
professor Dr. Matt Reudink and his research team are collaborating with Dr. Mark Paetkau, Physical
Sciences, Dr. David Hill, Geography and Environmental Studies, and international partners at the
Swedish University of Agricultural Sciences in Umea, Sweden. To monitor the movements of individual
birds over the two university campuses, the team is using radio-frequency identification (RFID)
technology adapted by Paetkau and a web-based platform for the public visualization and dissemination
of the data developed by Hill. This system allows researchers to ask important questions in conservation
biology, ecology and evolution, and will be available for classroom use and outreach through web
visualization.
Read more: http://inside.tru.ca/2016/01/05/nationalbirdday/

PATHWAYS TO LEARNING

Jackson Kusack checks out one of the
bird feeders on campus which monitor
bird movements.

Animal biology major Jackson Kusack’s Undergraduate Research
Experience Award Program (UREAP) project on migratory
songbirds took him much further than he expected—all the way
to Wolfville, Nova Scotia. In July 2015, he presented a poster of his
findings at the 2015 Ornithology Meeting of the American Field
Ornithologists, Society of Canadian Ornithologists and Wilson’s
Ornithological Society at Acadia University, for which he received
a Society of Canadian Ornithologists Student Presentation
award. For his project, Kusack looked at a multitude of traits from
migration distance to plumage brightness and social system
to find out which were significant to moult strategies—when
and where the songbirds replace their feathers in relation to
migration. Recognition at the conference has spurred him to
share his findings in an article for publication.
Read more: http://inside.tru.ca/2015/08/25/songbird-research-ureap/

ARTS UNDERGRADS SHOWCASE RESEARCH

A host of topics like Syrian refugees, gender in Hollywood, selfies as art, and terror and violence were up
for discussion during TRU’s ninth annual Philosophy, History and Politics (PHP) Conference in January
2016. PHP is an opportunity for students in those three areas to bring their undergraduate research to
life through creative lectures of about 20 minutes followed by time for questions and answers. More
than 50 students presented, including students from universities across BC and Alberta.
Read more: http://inside.tru.ca/2016/01/15/php-students-bringing-research-to-life/

54 | THOMPSON RIVERS UNIVERSITY

OPEN LEARNING ACQUIRES INTERNATIONAL JOURNAL
Dr. Irwin Devries, Interim Associate Vice President, Open Learning, became co-editor of the
International Journal of E-Learning & Distance Education, along with Dr. David Porter, Associate
Vice-President, Education and Support and Innovation at BCIT. The journal was transferred to TRU
from Mount Royal University in January 2016, and is supported by a grant from the Social Sciences
and Humanities Research Council (SSHRC) Aid to Scholarly Journals Program. It is an international
publication of the Canadian Network for Innovation in Education that aims to promote and encourage
scholarly work in e-learning and distance education, and to provide a forum for the dissemination of
international scholarship.

ENCOURAGING ABORIGINAL RESEARCH ENGAGEMENT
Seventeen TRU students spent their Reading Week break in February 2016 in an intensive Knowledge
Makers program, designed to encourage Aboriginal undergraduate students to engage in research. The
Knowledge Makers workshops were spent developing a research publication and individual research
projects. Bachelor of Tourism Management student Jason Johnston used the opportunity to strengthen
his business plan for a culturally-based adventure experience business at home in Neyaashiinigmiing
First Nation in Cape Croker, ON, by conducting first-hand research on what band members want.
Read more: http://inside.tru.ca/2016/02/23/knowledge/

A HUB FOR INVASIVE SPECIES RESEARCH
Natural Resource Science faculty member Dr. Brian Heise was
appointed Chair of the Invasive Species Council of BC (ISCBC)
in February 2016, further solidifying TRU as a hub for research
in invasive species. He will be involved in the development of
national research-based policy, and hopes to expand the council’s
focus on research.
Read more: http://inside.tru.ca/2016/02/24/invasive/

Dr. Brian Heise, Associate Professor in Natural Resource
Sciences, has been appointed Chairman of the Invasive
Species Council of BC.

RESEARCH VIDEO IN TOP 25
Ryland Fortie, a fourth-year Bachelor of Fine Arts student, was one of the Top 25 finalists in the Social
Sciences and Humanities Research Council (SSHRC) 2016 Storytellers Challenge. The annual contest
asks post-secondary students from across the country to demonstrate—in three minutes or 300
words—how SSHRC-funded research is making a difference in the lives of Canadians. Fortie’s video,
“The Camera Obscura Project: Optics, Learning and Play in Canada’s Wilderness,” details his journey as a
research assistant on the project led by Visual Arts Professor Donald Lawrence.
Read more: http://inside.tru.ca/2016/04/04/research-story-recognized-as-among-25-best-in-canada/

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 55

NEW CENTRE FOR NURSING RESEARCH
TRU is now home to a new research centre: the Collaboratory for
Educational Research and Development in Nursing, spearheaded
by Dr. Noeman Mirza, Assistant Professor in the School of Nursing.
The objective of the collaboratory is to address pedagogical
questions with the intent to provide evidence-informed guidance
in decisions about teaching, learning and evaluation in the School
of Nursing, the university and beyond.
Read more: http://inside.tru.ca/2016/04/14/new-centre-of-excellence-innursing-education-launched/

Dr. Noeman Mirza, Assistant Professor in the School of Nursing,
is the director of the new Collaboratory for Educational Research
and Development in Nursing.

AWARD USED FOR INTERNATIONAL RESEARCH
As captain of the TRU swim team, Jagdeesh Uppal is a gifted
athlete and leader, and he is also a fourth-year chemical
biology student. Uppal received a $5,000 Mitacs Globalink
Research Award and an additional $5,000 from the Indian
Ministry of Human Resource Development to spend three
months in Summer 2016 joining a research project at the
Indian Institute of Technology that focuses on the early
detection of Alzheimer’s disease.
Read more: http://inside.tru.ca/2016/05/24/alzheimer/

Jagdeesh Uppal will spend his summer
at the Indian Institute of Technology
where he will work with a team
researching methods of early detection
of Alzheimer's disease.

56 | THOMPSON RIVERS UNIVERSITY

4.2.4 INCREASING ENTREPRENEURIAL CAPACITY
TRU will prioritize entrepreneurial collaboration and social enterprise that mutually benefits the
university and the communities we serve in the context of:
• innovative practices, experiences, and ideas
• research and creative opportunities for students and faculty
• career development opportunities for students, faculty, staff and alumni
• partnerships with government, NGOs, industry, business, professional and academic institutions
and communities
• innovation leading to economic development

At TRU, entrepreneurial capacity does not have a narrow, business-innovation-focused definition.
Rather, its definition is broad and primarily community-based, deriving directly from TRU’s mandate to
serve the educational needs of its region. Objectives in this section reflect the institution’s goals to
increase its community collaboration, its creative, cultural and social engagement and its connection to
the region. Successfully increasing entrepreneurial capacity at TRU will result in a vibrant campus life (a
“university village”) that connects to and supports the community around it.

Selected Entrepreneurial Capacity Highlights
UNRAVELLING THE MYSTERIES OF BEER
Dr. Jonathan Van Hamme is using his microbiology research lab to develop solutions for challenges
faced by local business owners. In May 2015, the Biological Sciences faculty member was awarded two
$25,000 Engage Grants from the Natural Sciences and Engineering Research Council (NSERC). The
grants allowed him to use his experience in genomics to help local U-brew operation B.A. Brewmaster
save money by reducing the cost of brewing supplies, and work with Red Collar Brewing Co, a local
microbrewery, to sequence the genomes of unique yeast strains. The bulk of the funding went towards
hiring student research assistants Robyn McArthur and Corrie Belanger, who were also awarded
NSERC Undergraduate Student Research Assistantships (USRA). Recent TRU graduate Katiana
Pyper was awarded an NSERC Industrial USRA to contribute to the research while working on site at
B.A. Brewmaster.
Read more: http://inside.tru.ca/2015/06/22/unravelling-the-mysteries-of-beer/
INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 57

AWARDS FOR BUSINESS STUDENTS
Scotiabank donated $150,000 in September 2015 towards awards and bursaries for domestic,
international and Aboriginal students who are enrolled in entrepreneurial courses and programs in
TRU’s School of Business and Economics. A total of nine annual awards will be given out each year for
five years, including a $6,000 award for a student majoring in New Venture Creation (Entrepreneurship)
within the Bachelor of Business Administration (BBA) or the Post-Baccalaureate Diploma (PBD) program
who submits a winning business plan.
Read more: http://inside.tru.ca/2015/09/11/scotiabank-supports-tru-students-with-annual-awards/

GENERATING ENTREPRENEURIAL SUCCESS
Hummingbird Drones chief executive officer and TRU
alumnus Robert Atwood was awarded the Startup Canada
Young Entrepreneur Award for BC and the North on
November 4, 2015. A Bachelor of Natural Resource Science
graduate, Atwood and BBA student Richard Sullivan founded
the business after they saw an opportunity while working as
firefighters during the 2014 wildfire season. Hummingbird
Drones is the first UAV (Unmanned Aerial Devices) service
provider in North America involved in wildfire suppression
activity, offering low-level infrared scanning and mapping for
wildfire agencies, emergency responders and environmental
industries. Key to the company’s success was the support of
the TRU Generator, an on-campus entrepreneurial hub that
provides mentorship, education, venture creation and seed
funding support for alumni, students, faculty and staff.
Read more: http://inside.tru.ca/2015/10/26/generator_success/

KIOSK PROVIDES RETAIL EXPERIENCE

Hummingbird Drones founders Robert
Atwood (centre), and Richard Sullivan
(right), are joined here by Andy Low,
Wildlife Preparedness Officer for the BC
Wildfire Service.

The kiosk conceived and operated by students in the
Essential Skills Training (ESTR) program did a brisk business again in 2015/16 at the heart of the
Kamloops campus. For retail worker student James McFarlane, the kiosk means regular opportunities
to hone his interpersonal and communications skills. “If it looks like people might need help, I’ll ask
if I can help. If they don’t know what they’re looking for, I can make suggestions.” Now in its 19th year,
ESTR offers individuals with cognitive disabilities a combination of classroom learning and workplace
experience in various settings, with retail worker, automotive assistant and kitchen assistant streams
and a chance to explore entry-level employment options. Working with the TRU Foundation, ESTR
obtained a grant from the Robert L. Conconi Foundation in Vancouver to cover costs for the cart, an iPad
and software for students to operate as a cash register, a printer and other items.
Read more: http://inside.tru.ca/2015/10/22/kiosk-provides-retail-experience-for-students-with-cognitive-disabilities/

ENGAGE GRANT TACKLES LUMBER SUPPLY
When faced with the possibility of shutting down mills due to lack of lumber supply, two local groups
came together to look for a solution, and enlisted the help of TRU hydrologist Dr. Tom Pypker in the
department of Natural Resource Sciences. The Skeetchestn Indian Band and Norbord Inc., working
together through Sk7ain Ventures, asked Dr. Pypker’s research team to determine whether fast-growing
hybrid poplar is a viable crop for their land, a 100-hectare plot located along the Deadman River, where
challenges could include soil fertility, cold hardiness and the poplar’s high water needs. This summer the
team will assess the success of different poplar clones and test mulches for prevention of water loss and
weed issues. The research is supported by an NSERC Engage Grant.
58 | THOMPSON RIVERS UNIVERSITY

NEXT STEPS TOWARD UNIVERSITY VILLAGE
At a town hall on March 9, 2016, the TRU community was invited to learn about recent progress on the
implementation of the 2013 Campus Plan and next steps for the TRU Community Trust (TRUCT) as it
moves forward on the university village development. President Alan Shaver and Vice President Finance
and Administration, Matt Milovick, provided a brief history of the plan—which will densify campus,
increase its vitality and create a revenue stream for scholarships, bursaries and research—and next
steps, namely rezoning applications for certain parcels of the Kamloops campus.
Read more: http://inside.tru.ca/2016/03/10/rezoning-next-step-toward-university-village/

4.2.5 INCREASING SUSTAINABILITY
TRU will prioritize initiatives that mutually benefit the university and the communities we serve in the
context of:
• financial sustainability of the university
• economic sustainability of the region and the province
• cultural and social sustainability of our communities
• creative and community arts sustainability
• environmental sustainability

Planning to fulfill the priority to increase sustainability is primarily driven by the Strategic Sustainability
Plan. The plan is intended to be strategic but also operationally practical. TRU has adopted a broad
and wide-ranging definition of sustainability, including of its human and financial resources, its
social, cultural and creative capacity, and its environmental sustainability. TRU’s proactive approach
incorporates risk assessment as a fundamental component of sustainability.

		

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 59

Selected Sustainability Highlights
RISING STARS
TRU’s commitment to reducing its environmental impact
while encouraging others to do the same earned it another
distinction from the Association for the Advancement of
Sustainability in Higher Education (AASHE) in October
2015. TRU received a Rising STARS distinction for improving
its score by 15 points or more over the previous reporting
period three years ago. In May 2015, TRU was recognized by
AASHE for moving up to the gold STARS level from silver.
STARS—the Sustainability Tracking, Assessment, and
Rating System—is a transparent, self-reporting scorecard
for colleges and universities to measure sustainability
performance. More than 600 institutions throughout
the world use the tool to improve their operations. TRU’s
Strategic Sustainability Plan was developed around the
rigorous standards and clear action items laid out in the
STARS scorecard.
Read more: http://inside.tru.ca/2015/10/28/rising-stars-distinction-inenvironment-and-sustainability/

Solar panels like these atop the Campus
Activity Centre are among the numerous
initiatives that have cut TRU’s energy
consumption and green house gas
emissions by 25% since 2009.

AWARD-WINNING DESIGN
The Old Main building expansion, which houses TRU Law, received international recognition at the
2015 Wood Design Awards. The interior of the law school as well as the building’s exterior features
extensive use of wood and showcases modern wood designs. Facilitated by the Canadian Wood
Council and Wood Design & Building Magazine, the awards recognize excellence and leadership in
wood architecture and design. “It’s one thing to build a building, it’s another to ensure that the building
complements its surrounding environment from a green, structural/functional and aesthetic point of
view,” said Etienne Lalonde of the Canadian Wood Council. Old Main’s addition is also LEED (Leadership
in Energy and Environmental Design) certified.
Read more: http://inside.tru.ca/2016/01/29/law-school-building-design-wins-award/

SWEATERS SAVE ENERGY
National Sweater Day, an initiative of the World Wildlife Fund,
has become a fun annual event at TRU in winter, in which the
heat gets turned down 2˚C in most campus buildings and the
sweater swagger gets turned up. With impressive results over
the last three years, the Office of Environment and Sustainability
stretched the February 2016 event from one to three days in
hopes of making three times the impact. Energy consumption for
the three Sweater Days totaled 542 gigajoules (GJ), compared to
632 GJ at the usual setpoints of 22 or 23 degrees, a savings of 14%.
Read more: http://inside.tru.ca/2016/03/04/sweater-days-savings/

Hockey Sweater Contest winner Lane
Haller in his vintage Canucks jersey,
signed by Pavel Bure.
60 | THOMPSON RIVERS UNIVERSITY

SUSTAINABLE INVESTMENT STRATEGY
Announced in April 2016, TRU will begin including environmental, social and governance factors in its
investment decisions through membership in the United Nations-supported initiative called Principles
for Responsible Investment (PRI). The decision to apply to PRI comes after TRU opted to undergo a
yearlong examination of its investment strategies, which included a review of what other institutions
in Canada are doing. The PRI approach enables TRU to be engaged and invest in those corporations
that are actively searching for cleaner methods of fossil fuel extraction, developing alternative forms of
renewable/clean energy and prioritizing reclamation, while yielding returns that support the needs of
TRU’s students and researchers. As a signatory, TRU will be required to complete an annual reporting
framework to help evaluate progress in implementing the six PRI principles, with help from peers in PRI’s
global network.
Read more: http://inside.tru.ca/2016/04/11/sustainability-to-extend-to-investment-strategy/

WIND POWER
The Office of Environment and Sustainability initiated a project in
January 2016 to collect data on the feasibility of TRU using wind
power. A metal tower located atop a hill behind the Trades and
Technology building uses spinning propellers to feed information
to an onboard storage device. TRU is likely some years away
from using wind because of the substantial costs at this time
for equipment and maintenance, but when the costs come
down, TRU will have usable data to make an informed decision.
Currently, the university offsets its non-renewable energy use
with solar power collected from panels atop Old Main, Campus
Activity Centre and the Culinary Arts Training Centre.
Read more: http://inside.tru.ca/2016/01/10/truly-enough-wind-to-power-tru/

NEXT GENERATION CAR-POOLING
With rising parking and transportation costs, and a growing
understanding of the need to lessen our individual ill effects
on the environment, ride-sharing is more in demand than
ever. With this in mind, TRU Facilities Services and the
Office of Environment and Sustainability introduced TRU
Rideshare – a new online carpooling solution for students,
staff and faculty starting in December 2015. The online
program is easy to understand and simple to use with any
digital device.
Read more: http://inside.tru.ca/2015/12/02/new-solution-forsustainable-commuting/

Thinking about retiring your bike for the
winter? TRU’s new Rideshare program
can help you find a carpool—or maybe a
cycling buddy to keep you motivated in
winter weather.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 61

STUDENTS CAMPAIGN FOR SUSTAINABILITY
Instead of just talking about environmental concerns, TRU geography students took action through
six crowdfunded projects to raise awareness, purchase needed equipment and even create awards
for student research. Geography professor Dr. Michael Mehta gave students in his Environment and
Resources course (GEOG 3100) an assignment far removed from the typical essay: create six different
sustainability awareness campaigns. The resulting group projects in April 2015 included rainwater
collection, a bike-sharing program, a weather station and a community garden—all on campus—a
website encouraging a low-meat diet, and an award for undergraduate environmental research.
Read more: http://inside.tru.ca/2015/04/22/geography-class-campaigns-for-sustainability/

SUSTAINABILITY PROJECTS FUNDED
Four new projects were given the green light in the latest
round of funding through TRU’s Sustainability Grant Fund
(SGF) in mid-March 2016. Each academic year $100,000 is
available and submissions are open to students, faculty and
staff. Proposals must improve the university’s operational
environmental performance, foster sustainability literacy
and campus community engagement, advance applied
research, and demonstrate the viability of sustainability
technologies. The projects that received the go-ahead this
year include:
• A Bright Idea. New LED Par lighting equipment for
the performing arts department’s Actors Workshop
Theatre which use a fraction of the electricity of older
lights, do not burn as hot and do not require expensive
replacement bulbs.

Solar panels will be installed on walkway
lamp posts in high traffic areas around
campus. This post outside AE could be
among them.

• Solar Compass. A solar photovoltaic path/road in front of
the Arts and Education building will be embedded into
the existing decorative compass and will showcase, in a
highly visible location, a new and innovative solar energy technology.

• Solar Street Lamps. Solar panels will be installed on walkway lamp posts in high traffic areas around
campus. The energy produced during daylight hours will offset the energy required by the lights, with
the anticipated surplus feeding the power grid rather than using batteries for storage.
• Sweat Lodge. A sweat lodge will be built on the campus to connect younger and older generations
spiritually and culturally through teaching, prayer and purification, as well as helping to implement
familial and social cohesion and sustainable practices. These techniques have been used
traditionally by many Aboriginal communities in Canada for thousands of years.
Read more: http://inside.tru.ca/2016/03/11/four-new-sustainability-projects-approved/

62 | THOMPSON RIVERS UNIVERSITY

Ministry Performance
Measures, Targets, Results

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 63

5. MINISTRY PERFORMANCE MEASURES, TARGETS, RESULTS
Each year, TRU’s performance is reported on measures and targets that are set by the Ministry of Advanced
Education (AVED). TRU, along with other public post-secondary institutions in the province, is accountable
to the ministry and the public for its performance related to ensuring students receive quality educational
opportunities relevant to their needs and the needs of the labour market.
The Ministry assesses TRU’s performance against each target using this scale:

Assessment

Percentage

Exceeded

110% or more of the target

Achieved

100% to 109% of the target

Substantially achieved

90% to 99% of the target

Not achieved

Less than 90% of the target

Not assessed

Survey results with less than 20 respondents or a margin of error
of 10% or greater, or descriptive measures, or measures without targets

The performance results below are calculated for TRU as a whole, including Kamloops campus, Williams Lake campus, regional
centres, and Open Learning activity. Consult the Ministry’s 2015/16 Accountability Framework Standards Manual for a full
description of each measure: http://www.aved.gov.bc.ca/framework/

5.1 STUDENT SPACES (FTE ENROLMENT)
Ministry accountability strategic objective: Capacity
Operational definition: The number of Full-Time Equivalent (FTE) student enrolments
delivered overall and in designated program areas.
Performance measure

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Student spaces (FTE)

Actual

Target

Actual

Assessment

Target

Target

Total student spaces

8,283

8,013

8,463

Achieved

7,981

7,981

Nursing and other allied
health programs

1,245

768

1,221

Exceeded

768

768

Developmental

430

944

335

Not Achieved

944

944

Note: Results from the 2014/15 reporting year are based on data from the 2014/15 fiscal year; results from the 2015/16
reporting year are based on data from the 2015/16 fiscal year. Excludes Industry Training Authority student spaces.

64 | THOMPSON RIVERS UNIVERSITY

During 2015/16 our Developmental FTE enrolment was 335 compared to the target of 944, giving TRU a
utilization rate of 35.5% on this target. Most Developmental FTE was on campus (254 on campus, 81 Open
Learning). While the target for Developmental student spaces was not met, steps signalled in last year’s
report were taken to increase utilization, e.g. media promotion of Adult Basic Education (ABE), web-based
information expanded, admissions processes refined. These steps contributed to a slowed rate of decline
in on campus ABE enrolment, a notable achievement in the year in which ABE tuition was reinstated
by TRU.
In response to 2015/16 ABE enrolment levels, for 2016/17 on-campus delivery will proactively expand its
summer school offerings. TRU and School District 73 continue to expand their level of cooperation to
increase developmental FTE where relevant to the District. TRU continues to increase its partnership
agreements with Indigenous organizations throughout the province including the delivery of
Developmental programming in Alexis Creek. A feature of these arrangements is that ABE courses are
specifically linked to further credentials, for example upgrading in English and Study Skills course work
may be attached to the Education Assistant and Community Support Certificate. This in turn can be a
pathway into Human Services and Social Work studies. During 2016/17 we will explore how to best link ABE
to BC’s Skills for Jobs Blueprint, and community-based workforce development plans. Further initiatives
to increase developmental FTEs include: an expansion of web-based information about developmental
programs and student success stories, a communications plan (social media, radio, etc.) to provide
information on Adult Basic Education available at TRU including how to access the Adult Upgrading Grant,
and further enhancement of internal admission processes and associated support services for students
new to the university environment. TRU has invested in the TRU ABE Futures initiative over 2016/17 to
2017/18 which aims to advance ABE throughout the university—through on-campus, Open Learning and
regional delivery. During 2016/17 a review will be undertaken of strengths, outcomes and opportunities,
followed by curriculum development and implementation by 2017/18.

5.2 CREDENTIALS AWARDED
Ministry accountability strategic objective: Capacity
Operational definition: The average number of credentials awarded in the most recent three years.
Performance measure

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Credentials awarded

Actual

Target

Actual

Assessment

Target

Target

Number

2,445

2,501

2,527

Achieved

2,580

TBD

TBD = To Be Determined
Note: Annual performance is measured using a rolling three-year average of the most recent fiscal years, e.g., the results for
the 2015/16 reporting year are a three-year average of the 2012/13, 2013/14, and 2014/15 fiscal years.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 65

5.3 ABORIGINAL STUDENT SPACES (FTE ENROLMENT)
Ministry accountability strategic objective: Access
Operational definition: The number of Full-Time Equivalent (FTE) enrolments of Aboriginal students
delivered in all program areas.
Performance measure

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Aboriginal student spaces (FTE)

Actual

Target

Total Aboriginal student spaces

1,312

N/A

Actual

Assessment

Target

Target

1,196

Not assessed

n/a

n/a

• Ministry

1,089

1,006

n/a

n/a

• Industry Training Authority (ITA)

223

190

n/a

n/a

n/a = not applicable
Note: Results from the 2014/15 reporting year are based on data from the 2013/14 fiscal year; results from the 2015/16
reporting period are based on data from the 2014/15 fiscal year.

5.4 STUDENT SATISFACTION WITH EDUCATION
Ministry accountability strategic objective: Quality
Operational definition: The percentage of former students who were very satisfied or satisfied with
the education they received.
Performance measure

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Student satisfaction

Actual

Target

Actual

Assessment

Target

Target

with education

%

+/-

%

+/-

DACSO

94.1%

0.9%

92.7%

1.7%

Achieved

APPSO

92.6%

2.7%

91.9%

3.3%

Achieved

≥ 90%

≥ 90%

BGS

95.9%

1.4%

91.8%

2.1%

Achieved

≥ 90%

DACSO = Diploma, Associate Degree, and Certificate Student Outcomes survey of graduates
APPSO = Apprenticeship Student Outcomes survey of apprenticeship graduates
BGS = Baccalaureate Graduate Survey of Bachelor degree graduates
Note: Results from the 2014/15 reporting year are based on 2014 survey data; results from the 2015/16 reporting year are
based on 2015 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. Survey results are not assessed if the number of respondents is less than 20 or the confidence interval is 10%
or greater.

66 | THOMPSON RIVERS UNIVERSITY

5.5 STUDENT ASSESSMENT OF THE QUALITY OF INSTRUCTION
Ministry accountability strategic objective: Quality
Operational definition: The percentage of students who rated the quality of instruction in
their program positively.
Performance measure

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Quality of
instruction

Actual

Target

Actual

Assessment

Target

Target

≥ 90%

≥ 90%

%

+/-

%

+/-

DACSO

94.8%

1.6%

91.1%

1.9%

Achieved

APPSO

94.8%

2.3%

95.3%

2.5%

Achieved

BGS

95.2%

1.5%

91.8%

2.1%

Achieved

≥ 90%

DACSO = Diploma, Associate Degree, and Certificate Student Outcomes survey of graduates
APPSO = Apprenticeship Student Outcomes survey of apprenticeship graduates
BGS = Baccalaureate Graduate Survey of Bachelor degree graduates
Note: Results from the 2014/15 reporting year are based on 2014 survey data; results from the 2015/16 reporting year are
based on 2015 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. Survey results are not assessed if the number of respondents is less than 20 or the confidence interval is 10%
or greater.

5.6 STUDENT ASSESSMENT OF SKILL DEVELOPMENT
Ministry accountability strategic objective: Quality
Operational definition: The percentage of students who indicated their education helped
them to develop various skills.
Performance
measure
Skill development
(overall)

%

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Actual

Target

Actual

Assessment

Target

Target

≥ 85%

≥ 85%

+/-

DACSO

Results not
comparable

APPSO

Results not
comparable

BGS

Results not
comparable

≥ 85%

%

+/-

86.4%

2.3%

Achieved

84.0%

4.9%

Achieved

85.7%

2.7%

Achieved

DACSO = Diploma, Associate Degree, and Certificate Student Outcomes survey of graduates
APPSO = Apprenticeship Student Outcomes survey of apprenticeship graduates
BGS = Baccalaureate Graduate Survey of Bachelor degree graduates
Note: In 2015 the wording of the skill development questions changed. Until 2014, respondents were asked to indicate the
“extent to which their in-school training provided them with opportunities to develop various professional skills” and used
a five-point scale. In 2015, respondents were asked “how helpful their program was at developing a number of professional
skills” and used a four-point scale.

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 67

5.7 STUDENT ASSESSMENT OF THE USEFULNESS OF KNOWLEDGE AND SKILLS
IN PERFORMING JOB
Ministry accountability strategic objective: Relevance
Operational definition: The percentage of employed graduates who indicated the knowledge and
skills they acquired through their education were useful in performing their job.
Performance
measure
Usefulness of
knowledge
and skills for job

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Actual

Target

Actual

Assessment

Target

Target

≥ 90%

≥ 90%

%

+/-

%

+/-

DACSO

90.4%

2.4%

86.5%

2.6%

Substantially
achieved

APPSO

97.5%

1.8%

90.6%

3.7%

Achieved

BGS

87.4%

2.7%

89.4%

2.6%

Achieved

≥ 90%

DACSO = Diploma, Associate Degree, and Certificate Student Outcomes survey of graduates
APPSO = Apprenticeship Student Outcomes survey of apprenticeship graduates
BGS = Baccalaureate Graduate Survey of Bachelor degree graduates
Note: Results from the 2014/15 reporting year are based on 2014 survey data; results from the 2015/16 reporting year are
based on 2015 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. Survey results are not assessed if the number of respondents is less than 20 or the confidence interval is 10%
or greater.

5.8 UNEMPLOYMENT RATE
Ministry accountability strategic objective: Relevance
Operational definition: The percentage of graduates who were unemployed at the time of the
survey, compared with the percentage of British Columbia unemployed individuals with
high school credentials or less.
Performance
measure

2014-15

2015-16

2015-16

2015-16

2016-17

2017-18

Actual

Target

Actual

Assessment

Target

Target

Unemployment
rate

%

+/-

%

+/-

DACSO

7.1%

2.0%

8.4%

1.9%

Exceeded

APPSO

5.9%

2.5%

2.8%

2.1%

Exceeded

10.1%

BGS

7.0%

1.9%

7.5%

2.1%

Exceeded

≤ unemployment rate
for individuals with high
school credentials
or less

≤ 10.5%

DACSO = Diploma, Associate Degree, and Certificate Student Outcomes survey of graduates
APPSO = Apprenticeship Student Outcomes survey of apprenticeship graduates
BGS = Baccalaureate Graduate Survey of Bachelor degree graduates
Note 1: Results from the 2014/15 reporting year are based on 2014 survey data; results from the 2015/16 reporting year are
based on 2015 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. Survey results are not assessed if the number of respondents is less than 20 or the confidence interval is
10% or greater.
Note 2: Target is the unemployment rate for those aged 18 to 29 with high school credentials or less for the province.

68 | THOMPSON RIVERS UNIVERSITY

Financial

INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 69

6. FINANCIAL
In accordance with targets in the Ministry’s three-year Service Plan, TRU maintained a balanced budget in
2015/16. TRU’s audited financial statements can be viewed at TRU financial statements

70 | THOMPSON RIVERS UNIVERSITY

Thompson Rivers University
900 McGill Road
Kamloops, BC V2C 0C8

tru.ca
INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2016/17 TO 2018/19 | 71