Thompson Rivers University
PA-7: Support for Underrepresented Groups

TRU's non-discrimination statement is within the TRU RESPECTFUL WORKPLACE AND HARASSMENT PREVENTION Policy (POLICY # BRD 17-0), and the policy is listed alphabetically here with other TRU Policies that the public can access: https://www.tru.ca/policy/allpolicy.html
The direct link to the policy is here: https://www.tru.ca/__shared/assets/BRD_17-0_Respectful_Workplace_and_Harassment_Prevention47390.pdf

The non-discrimination statement from the policy states (under section 2. Principles): 2.1: "All members of the University community have the responsibility to respect the rights of others. Discrimination and harassment, will not be tolerated by the University." The policy also states (on page 1 under 'Policy'): "Thompson Rivers University promotes teaching, scholarship and research, and the free and critical discussion of ideas. The University is committed to providing a working and learning environment that allows for the full and free participation of all members of the University community. Discrimination undermines these objectives, violates the fundamental rights, personal dignity and integrity of individuals or groups of individuals and may require remedial action by the University.
Harassment is a form of discrimination that is prohibited under this policy and may result in the imposition of disciplinary sanctions including, where appropriate, dismissal or permanent suspension.
This policy responds to the University's responsibility under the Human Rights Code of British Columbia ('the Human Rights Code‛) to prevent discrimination, to provide procedures to handle complaints, to resolve problems, and to remedy situations when a violation of this policy occurs. The University will offer educational and training programs designed to support the administration of this policy and to ensure that all members of the University community are aware of their responsibilities under the Human Rights Code and this policy."

Any member of the University community who believes that he/she/they may have experienced discrimination - for example experienced or witnessed a bias incident, any sort of act of discrimination or hate crime - should discuss the matter with the Human Rights Officer or the Dean/Director of the faculty/school/division in which the concern has arisen. To contact the Human Right Officer, visit https://www.tru.ca/secretariat/governance-contacts.html
A link to the Annual Report of the Human Rights Officer (2020-2021) is here: https://www.tru.ca/__shared/assets/2020-2021-annual-report-of-the-human-rights-officer54681.pdf).
A member of the Human Rights Office will discuss the complaint fully with the complainant, who will be informed of the procedures of this policy, the RESPECTFUL WORKPLACE AND HARASSMENT PREVENTION policy (BRD 17-0; Page 7 of 12. Link to policy: https://www.tru.ca/__shared/assets/BRD_17-0_Respectful_Workplace_and_Harassment_Prevention47390.pdf). A complainant may bring a complaint to the Human Rights Office within six months of the last alleged incident of discrimination.
TRU supports those who have experienced or witnessed a bias incident, act of discrimination or hate crime by the following measures:
The bulk of the types of support that those who have experienced or witnessed a bias incident, act of discrimination or hate crime are listed in policy section 7. INVESTIGATION PROCEDURES:
7.1. If a complaint is within the jurisdiction of this policy and proceeds, the Human Rights Officer will initiate an investigation that is appropriate to the circumstances.
7.2. At any time, and even if the complainant and respondent have reached a resolution through mediation or otherwise, a responsible officer may, in appropriate circumstances, decide to assume the role of complainant in a case in order to initiate or continue an investigation.
7.3. Investigations may be conducted by either an internal or external investigator, as deemed appropriate by General Counsel.
7.4. If more than one complaint has been made about a respondent, General Counsel may decide that the complaints will be investigated together. Each party will have the opportunity to make submissions on this matter and to comment on the other's submission.
7.5. If a complainant makes the request for an external investigation, the request will contain a full account of the alleged discrimination. If the respondent requests an external investigation, the request must explain the reasons why he/she seeks an external investigation.
7.6. General Counsel has power to authorize or refuse to authorize an external investigation; this decision will be guided by the following criteria:
• the alleged discrimination or harassment may have had a serious impact on the complainant or respondent;
• the complaint is important to the mission, values or goals of the University; or
• the respondent has refused to participate in earlier efforts to address the complaint. If General Counsel refuses to authorize an external investigation, he/she will give reasons for this decision.
7.7. When a request for an external investigation has been refused by General Counsel, a direct appeal to the President, meeting without General Counsel, may be made. The appeal must be made within three weeks of General Counsel’s refusal to authorize an external investigation. The appellant will make an initial submission; the other party may make a response to which the appellant will have a right of reply. After consideration of the reasons for the request for an external investigation and any submissions and comments from the parties, the President will decide whether or not to authorize an external investigation.
7.8. When an external investigation is authorized, General Counsel will appoint an experienced investigator with expertise in administrative law and trauma informed investigations who is external to the University. The investigator will be provided with terms of reference for the investigation, a protocol for conducting the investigation and a timeline for completing the investigation and report.
7.9. Whether internal or external, the investigation will conform to the principles of natural justice and procedural fairness and:
7.9.1. be undertaken promptly and diligently, and will normally commence within three weeks of its authorization;
7.9.2. be fair and impartial; and
7.9.3. be sensitive to the interests of all parties involved and maintain confidentiality to the extent reasonably possible.
7.10. The investigator will normally interview the complainant, respondent, and such other persons and/or review documents as he/she considers may have or contain relevant information pertaining to the complaint.
7.11. Any complainant who wishes the University to assist in the resolution of a complaint through investigation must be prepared to be identified to the respondent.
7.12. All parties must be given the opportunity to present evidence in support of their positions and to defend themselves against allegations of discrimination or harassment. Where a party has the opportunity to make a submission, response or comment, it will normally be provided within two weeks.
7.13. All parties may be accompanied by legal counsel, a support person, and/or a representative of their constituency organization throughout the procedures set out in this policy.
7.14. A complainant may withdraw his/her complaint at any time. However, the University may nonetheless have an ongoing obligation to investigate the concerns raised.
7.15. If the complainant or the respondent refuses to cooperate with the investigator, the investigator will proceed with the investigation with the available evidence.
7.16. The investigator will normally prepare a report that conforms to the legislative requirements of the Freedom of Information and Protection of Privacy Act of BC. The investigator‘s report will include an opinion on the facts of the case, disputed and undisputed, and whether, on a balance of probabilities, there has been a violation of the policy.
7.17. The report of the investigator will be sent to General Counsel. In accordance with the Freedom of Information and Protection of Privacy Act of BC, the report is not releasable to either the complainant or respondent unless the complainant or respondent makes a written request under the provisions of the Freedom of Information and Protection of Privacy Act of BC and all personal information about other individuals is severed.
7.18. The investigator may recommend that the investigation be adjourned, stayed, or terminated, or otherwise settled with the agreement of the parties. The decision on this recommendation will be made by whoever authorized the investigation after considering submissions on the recommendation, if any, from each party.
Further measures to prevent any sort of discrimination from taking place at TRU take place by having ongoing educational activities on the subject. Under the Policy, the Human Rights Officer is responsible for coordinating a training and education strategy for students and employees on harassment and discrimination prevention. Educational activities and events have been documented since 2012 and are ongoing.
Other details around the process to deal with anyone at RTRU who has experienced discrimination include the following:
The Human Rights Officer may reject a complaint on the grounds that it is frivolous, vexatious, malicious, lies outside the jurisdiction of this Policy, or is beyond the time limits for laying a complaint. The decision to reject a complaint must include the reasons for the decision and may be appealed to General Counsel. General Counsel’s decision will be final.
The Human Rights Officer will determine whether or not a complaint falls within the definition of policy section 1(a), 1(b), or 1(c). If a complainant disagrees with this determination, the complainant may appeal this determination to General Counsel, whose decision is final.
A complainant will be informed of avenues for redress or resolution.
Complainants who elect to pursue redress or resolution under a collective agreement may not use section 9 of this policy. If a complaint is within the jurisdiction of this policy and proceeds, the Human Rights Officer will:
a. Begin an informal inquiry;
b. After receiving the consent of the complainant, the person responsible for the inquiry may discuss the complaint with the respondent in order to seek a mutually acceptable resolution. The complainant will not necessarily be identified to the respondent during an informal inquiry;
c. Every attempt should be made to resolve the complaint at this stage, prior to moving to the stage of mediation. If no resolution is reached through an informal inquiry, the Human Rights Officer will explain the options for proceeding further to both parties. The complainant may be identified to the respondent during this explanation and will be identified if the complaint proceeds further. Complaints involving allegations of personal harassment (1(c)) may be dealt with using the informal procedures of sections 6, 7, and 8 of this policy but will not use the procedures set out in section 9. If informal procedures have not been successful, the complaint should be directed to the supervisor of the person whose behavior is the subject of the complaint. The Human Rights Officer may be asked to provide further assistance in resolving the complaint. This policy responds to the University's responsibility under the Human Rights Code of British Columbia to prevent discrimination, to provide procedures to handle complaints, to resolve problems, and to remedy situations when a violation of this policy occurs. The University will offer educational and training programs designed to support the administration of this policy, and to ensure that all members of the University community are aware of their responsibilities under the Human Rights Code and this policy. This policy applies to all students, faculty, and staff on campus. It is overseen by the TRU Board of Governors.

Regarding the recruitment of students from underrepresented groups, TRU embarked on a project in 2016 to address one major underrepresented group in Canadian society, Indigenous people. The project is called the Coyote Project and it has over-all goals as well as set recruitment goals, defined by individual faculties. From the project website (https://www.tru.ca/indigenous/coyote.html), it says this about general goals: "In response, The Coyote Project will address recruitment, retention and completion issues for Indigenous students. Some faculties and departments are addressing all three areas, while others are tackling one or two. Regardless, the goal is to support Indigenous students and make TRU a university where they want to study and graduate." For information about specific recruitment goals by faculty, go to 'See the goals' at the bottom of the website.

Regarding the recruitment of staff and faculty from underrepresented groups:
TRU’s Employment Equity Policy (https://www.tru.ca/__shared/assets/EmploymentEquity5580.pdf) promotes the removal of barriers for underrepresented groups and encourages the development of a diverse workforce. As part of this policy, we make a commitment on each job advertisement that states: ʺAs part of its commitment to Employment Equity, TRU encourages applications from qualified members of the four designated groups: women, aboriginal peoples, persons with disabilities, and visible minoritiesʺ; and ʺApplicants are invited to identify themselves if they belong to any of the four designated groupsʺ.
In addition to our Employment Equity Policy, The Canada Research Chairs Program at TRU (CRCP) Secretariat has implemented an Equity, Diversity, and Inclusion Action Plan to respond to recommendations from the program’s 15-year evaluation. Many of the recommendations refer to Four Designated Groups (FDGs) of Chairs, namely women, Indigenous/Aboriginal peoples, persons with disabilities, and visible minorities. Thompson Rivers University is committed to the changes in policy, practice, organization, and culture necessary to support the advancement of equity, diversity, and inclusion at the university. This represents a commitment on the part of the university to strive beyond EEP, to create an inclusive environment that nurtures academic and employment success for all.
https://www.tru.ca/research/research-chairs/equity-diversity-inclusion.html

TRU's International Student Advisors provide personal counseling for international students both before arrival in Canada and during their time at TRU. They also provide information and coordinate housing, orientation, and settlement services. TRU’s International Student Activities Program (ISAP) plans and co-ordinates a number of on and off-campus student activities for International and Canadian Students.
Additionally, to support international students there is an International Academic Advising team, and finally, the Leisure Exploration Activity Program (LEAP). Details on Support Services for International Students can be found here: https://www.tru.ca/truworld/future-students/support-services.html
TRU’s Aboriginal Services Team provides support with everything from day-to-day life to funding applications and supports accessing daycare and housing programs. They also act as liaisons to faculty and other networks on campus and work to recruit, retain, and help aboriginal students be successful at TRU. The Elder in the House Program at The Gathering Place building on TRU’s Kamloops campus also provides mentoring, counseling, and support.
The Aboriginal Mentor Program assists new students with a successful transition into TRU. Through training, the TRU Mentor Program develops mentors’ skills and abilities for the work they do independently and collaboratively for the Students they mentor. Mentoring happens in different forms (one-to-one, groups, events, workshops, etc.) and is based on student needs. The program is supported by the Aboriginal Mentor Coordinator. New Aboriginal students who wish to be matched to a Mentor can apply to have one through the Aboriginal Mentor Coordinator, Vernie Clement. Those interested in becoming a mentor can apply by downloading the Aboriginal Mentor Program Application Form.
The Gathering Place also offers Indigenous students the following: on-site computers, kitchen and lounge area, assistance in locating basic facilities (daycare and housing), educational support like homework and scholarship and bursary applications, assisting with band funding applications, one-on-one tutoring, library outreach program, and personal development seminars (at no charge).
The health and wellness program at Cplul’kw’ten advocates for students on important issues such as discrimination and harassment. It offers on-site counseling three days a week (in addition to the counseling available all week in the Old Main building). Social support systems are set in place to enhance the sense of community and social activities, like potlucks and games.
TRU Accessibility Services provides access services to all eligible TRU students (on-campus or Open Learning students). Accessibility Services assists in facilitating equal access to educational opportunities at TRU by reducing the physical, attitudinal and systemic barriers for students. Accessibility Services facilitates and/or provides a variety of services and accommodations for eligible students with disabilities, ranging from exam accommodation, alternate format text material, sign language interpretation, access to adaptive technology, and the facilitation of in-class note-taking.

Regarding programs designed specifically to mentor/support academic staff, and/or non-academic staff from underrepresented groups, TRU offers the following.

The TRU Faculty Association (TRUFA) has three committees that focus on this issue (and all committees are open to and support both faculty members and non-academic staff and students):
- Gender Equity Committee (http://trufa.ca/directory/committees/other-trufa-committees/status-of-women-committee/): The committee’s main focus is to represent the interests of, and provide a voice for, female members of the TRU community. The Status of Women Committee members care deeply about equality and social justice, not only in our working lives, but also in society at large. The Status of Women Committee works on strategies for achieving equality in our institutions, and in our communities.
- Equity Committee (http://trufa.ca/directory/committees/other-trufa-committees/equity-committee/). The committee represents the interests of equity-seeking groups at TRU, including but not limited to Aboriginal people, people from racialized groups and ethnic minorities, persons with disabilities, women, gay, lesbian, bi-sexual, and transgendered persons. The main purpose of the Equity Committee is to: increase public awareness; seek improvements in equity issues at TRU; create a safer campus climate for members of equity-seeking groups; and advocate for improvements to equity issues at TRU critically examine current TRU and TRUFA practices as they affect negotiations and practices. The Equity Committee anticipates that its work will influence TRU policy.
- The Decolonization, Reconciliation, and Indigenization Standing Committee (DRIC; http://trufa.ca/directory/committees/other-trufa-committees/dri-committee/). The committee is open to all TRU faculty, staff, students, and community members interested in learning about, or contributing towards, DRIC teaching, research or service based initiatives. Broadly, these interdisciplinary initiatives are related to TRU’s implementation of Indigenous goals, objectives and policies with respect to the TRC Calls to Action, human rights instruments such as the UN Declaration on the Rights of Indigenous Peoples, and Section 35 of the Canadian Constitution.

The union which represents the majority of non-academic staff at TRU (CUPE), also has many mentoring/support programs and resources for their members (https://4879.cupe.ca/resources/).
These include sites on: Equality, justice, full inclusion and the right to self-government for all Indigenous peoples (https://cupe.ca/indigenous); Rights for workers with disabilities (https://cupe.ca/disability-rights); LGBTTI rights (https://cupe.ca/lgbtti); Racial equality (https://cupe.ca/racial-equality); and Women's equality and rights (https://cupe.ca/women).

Besides these specific programs/offerings, support for staff and/or faculty from underrepresented groups is offered through the TRU Human Resources Department on an as-needed basis. Training is available for HR staff, and resources are available to connect underrepresented groups and individuals to outside support if requested or necessary. TRU offers a variety of support mechanisms and benefits for all staff and faculty, which includes those from underrepresented groups: 100% paid employer benefits for Medical Services Plan (MSP), dental, extended health, sick leave, life insurance, AD&D, Free family assistance program, Confidential counseling, and preventative health programs, a free Employee Family Assistance Program (EFAP). Details of employee benefits can be found at the website listed below. This website also lists the tuition reimbursement for all staff and faculty (which includes dependent children of staff and faculty members). In addition to that, Administrative & Faculty staff members can receive support for funding graduate-level courses, and faculty can apply for educational loans. https://www.tru.ca/careers/health-and-well-being-benefits.html

TRU has two programs: Knowledge Makers Project and First Nations Language Teaching.
1. Knowledge Makers Project
(link: https://www.tru.ca/indigenous/knowledge-makers-tru.html)
The Knowledge Makers will be prepared to become instructors across all faculties within TRU that have indigenous students throughout.

42 Indigenous undergraduate students were mentored to lead research over three school years (2016/17, 2017/18, 2018/19). Of these, two have gone onto post-baccalaureate study, two have received national graduate scholarships, four have gone onto masters degrees, nine have gone onto to be research assistants, five have received graduate studies scholarships, one has participated in an international internship, one has received mainstream funding for an undergraduate research project, one has started his own business informed by their research and 42 have published at least one journal article.

Participants have self-identified as being Secwepemc Nation, Ojibway Nation, Saulteau First Nation, Métis, Seton Lake Band, Shushwap Nation, Dakelh Nation, Stó:lō Nation, Cold Lake First Nations, Waywayseecappo First Nations, Treaty Four Gimley, Ahnishinaabe, Chippewas of Nawash Unceded First Nation, St’at’limc Nation, Ts’Kw’laxw First Nation, Tsimshian, Carrier, Mi’kmaq, Nsyixcen: Upper Nicola Band, Tkemlups te Secwépemc, Tlingit, Neskonlith Indian Band, Inuit: Nunatsiavut region, Haida, Tahltan, T’exlc (Williams Lake Band), Tsqescen (Canim Lake), Stella’ten First Nations, Te Tsq’escen, Gitanmaax Band, Nak’azdli and Saik’z First Nation, Dene, Simpcw, Nisga’a, Nak’azdli Whuten and Skidegate, Haida Gwaii.

A key commitment is service to the unceded territory in which TRU is located. For the first time in 2018, Knowledge Makers had more than 50% of participants from Secwépemcul’ecw, the peoples on whose territory on which the program takes place at TRU. The 42 participants have been from across Thompson Rivers University including Nursing, Fine Arts, Education, Social Work, Humanities, Social Sciences, Tourism, Computer Science, Science, Business, and Law.

Further information about the TRU KNOWLEDGE MAKERS -
Three mentoring Circles are preparing future Indigenous academics: Knowledge Makers Undergraduate, Knowledge Makers Master, Knowledge Makers Doctoral Circles. We acknowledge and give honour to the Secwepemc—the ancestral peoples who have lived here for thousands of years—upon whose traditional and un-ceded land Thompson Rivers University is located. We recognize that as we serve the growth of future researchers and professors for TRU and beyond, here in Secwepemc Nation there have been researchers and professors who have existed and served for millennia.

The Knowledge Makers goals is to create the next generation of Indigenous professors at TRU through delivering on five measurable results in four areas - Big Sky aims, and mentoring at undergraduate, Masters and doctoral levels.
We are inspired by the symbol designed by 2016/17 Knowledge Maker Levi Glass (TRU Fine Arts). Drawing on the traditional Secwepemc practice of pine needle basket weaving, Levi has created an image that reminds us of the strength that comes from individual potential and effort combined together with that of others'. In our Knowledge Makers initiative we combine the younger up and coming scholars with those at graduate and post graduate level, who in turn are mentored by Indigenous and settler professors and scholars. It is a collective effort that together brings strength, shape, and success in reach our Knowledge Makers goals.

KNOWLEDGE MAKERS: FIVE RESULTS IN FOUR AREAS
1. Knowledge Makers 'Big Sky': Goals
• By 2022: The proportion of Indigenous faculty at TRU will be at least on par with the regional Indigenous demographic (13%)
• By 2024: The proportion of faculty members who are Secwepemc will be at least on par with the Secwepemc regional demographic
2. Knowledge Makers Undergraduate Circle: Goals
• By 2022: 100 undergraduate Indigenous students identify as Knowledge Makers, have at least one published research article, and graduate;

In the past three years of Knowledge Makers (Undergraduate) 42 Indigenous undergraduate students have been mentored (2016/17, 2017/18, 2018/19) to begin their journey towards becoming university researchers and academics. Even at this early stage in their journey two Knowledge Makers have gone onto post-baccalaureate study, two have received national graduate scholarships, four have gone onto masters degrees, nine have gone onto to be research assistants, five have received graduate studies scholarships, one has participated in an international internship, one has received mainstream funding for an undergraduate research project, and 42 have published at least one journal article in the TRU Knowledge Makers Journal (https://knowledgemakers.trubox.ca).

Participants have self-identified as being Secwepemc Nation, Ojibway Nation, Saulteau First Nation, Métis, Seton Lake Band, Shushwap Nation, Dakelh Nation, Stó:lō Nation, Cold Lake First Nations, Waywayseecappo First Nations, Treaty Four Gimley, Ahnishinaabe, Chippewas of Nawash Unceded First Nation, St’at’limc Nation, Ts’Kw’laxw First Nation, Tsimshian, Carrier, Mi’kmaq, Nsyixcen: Upper Nicola Band, Tkemlups te Secwépemc, Tlingit, Neskonlith Indian Band, Inuit: Nunatsiavut region, Haida, Tahltan, T’exlc (Williams Lake Band), Tsqescen (Canim Lake), Stella’ten First Nations, Te Tsq’escen, Gitanmaax Band, Nak’azdli and Saik’z First Nation, Dene, Simpcw, Nisga’a, Nak’azdli Whuten and Skidegate, Haida Gwaii. A key commitment is service to the unceded territory in which TRU is located. For the first time in 2018 Knowledge Makers had more than 50% of participants from Secwépemcul’ecw, the peoples on whose territory on which the program takes place. Once trained and having a PhD these 42 Knowledge Makers have the potential to transform universities having come have been from across TRU: Nursing, Fine Arts, Education, Social Work, Humanities, Social Sciences, Tourism, Computer Science, Science, Business, and Law.

The increase in demand from Indigenous undergraduate students for Indigenous-responsive teaching and research at TRU is helping drive the recruitment of Indigenous faculty.

3. Knowledge Makers Masters Circle: Goals
• By 2023: 50 Masters indigenous students identify as Knowledge Makers, have at least two published research articles, and graduate.
Beginning in 2018/19 Indigenous Master students meet weekly to discuss research underway and for mentoring as researchers. Masters Knowledge Makers published in the TRU Knowledge Makers Journal. In addition TRU Masters programs have introduced Indigenous-specific content. For example the Masters of Nursing includes an Indigenous leadership specialization. In the MEd there are five Indigenous-focused courses, including land-based learning, and Indigenous research methodologies.

The increase in demand from Indigenous Masters students for Indigenous-responsive teaching and research at TRU is helping drive the recruitment of Indigenous faculty.

4. Knowledge Makers PhD Circle: Goals
• By 2024: 20 doctoral Indigenous students identify as Knowledge Makers, have at least four published research articles, and graduate.

Beginning in 2017/18 Indigenous PhD students meet monthly to be mentored in their doctoral studies. PhD Knowledge makers will publish in the TRU Knowledge Makers Journal along with a range of national and international journals. PhD Knowledge Makers are admitted to a range of doctorate granting institutions nationally and internationally in order to find the best-fit for their disciplinary areas, and through distance learning have the opportunity to remain at home and student with their peers from their own community. TRU provides the mentoring space and Indigenous research expertise to support success in the PhD programs. At least two will have the opportunity to be employed by TRU as instructors, while holding Masters; and mentored in these roles towards higher levels of academic success.

Contributors:
Knowledge Makers is based at Thompson Rivers University. Thank you to Indigenous and university leadership including the President and Vice Presidents, and Executive Director Aboriginal Affairs Paul Michel. Knowledge Makers is co-led by Prof Airini and Dr Sereana Naepi, and made possible through funding and support from the TRU Research and Graduate Office. Thank you Prof Will Garrett-Petts. Faculty from across TRU and beyond provide support and input to the initiative, including the TRU Dean of Law Prof Brad Morse (Knowledge Makers, PhD), Dr Mahtab Nazemi (co-coordinator Knowledge Makers: Masters, PhD), and Assoc Prof Natalie Clark (co-coordinator: Knowledge Makers: PhD). Thank you to the All My Relations Research Centre at TRU for the leadership and mentoring provided to Knowledge Makers (Director: Prof Rod McCormick, Assoc. Director Dr Sereana Naepi).

2. First Nations Language Teaching:
Language Apprentice - Each upper level class in Secwepmecstin that is led by Elder Mona Jules has had a student language apprentice attached (Marie Sandy). Marie is a graduate of the TRU BEd and is now a FNLG language instructor in Secwepmecstin (at level 1) and a MEd student.

Besides these two programs, Thompson Rivers University encourages a diverse faculty through its Employment Equity Policy (ADM 04-1). In accordance with the BC Human Rights Code and the Federal Contractors Program on Employment Equity, Thompson Rivers University (TRU) will promote the interests of the four designated groups under the Employment Equity program (women, Indigenous peoples, persons with disabilities, and visible minorities). The goal of the Employment Equity program at TRU is to establish a qualified and diverse workforce that is representative of the labour market(s) to which TRU draws its employees and faculty members. TRU will ensure that no person is denied access to employment opportunities or benefits for reasons unrelated to ability or qualifications. This program will identify and remove systemic barriers to equality in employment for members of the designated groups. TRU will ensure that university policies, practices and procedures promote accessibility, equality and diversity, including the provision of reasonable accommodation as required for the designated groups.
The full policy can be found here: https://www.tru.ca/__shared/assets/EmploymentEquity5580.pdf

For more information about TRU's All-Gender washroom, see:
https://trusu.ca/news/equity/new-inclusive-trusu-washroom-signage-for-trans-and-differently-abled-people/