About Me

Terri Flateby Profile Pic

I have spent my career advocating for and promoting positive change in higher education. My continuing passion is to build collaborative teams to cultivate the integration of assessment within curriculum and instruction to ensure student learning and success.

Higher education must cultivate students' career readiness and their ability to apply skills and abilities developed in our institutions to multiple employment contexts to enable their agility and advancement within the work environment. My passion for building the capacity to integrate and create lasting institutional partnerships that enhance all students' and graduates’ academic experiences will help address this demand.

My Background

With over twenty-five years of experience leading academic assessment at Georgia Southern University and the University of South Florida, I established centralized assessment processes for academic, student affairs, and administrative divisions, while embracing the flexibility inherent in each of their missions.

Although while the Associate Vice President for Institutional Effectiveness, I was fortunate to also lead the “Think in Ink” program, a university-wide initiative to enhance students’ analysis, argumentation, and synthesis skills as demonstrated through writing in the disciplines. Through collaborations built within the university, this program proved such a success, it was also enthusiastically adopted by faculty at a regional state university, with which we consolidated, during Think in Ink’s implementation. Projects like these are vital to improving outcomes and maximizing assessment’s value to student learning.

With extensive experience as a Lead Evaluator and reviewer for The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), I worked with institutions at every stage of the SACSCOC reaffirmation process. Over the course of my career, I have consulted with institutions as they developed their Quality Enhancement Plans (QEPs), participated in site visits, and reviewed institutional effectiveness and assessment documents prior to submission for reaffirmation.

As a consultant and frequent presenter at conferences such as the Indiana University – Purdue University Indianapolis (IUPUI) Assessment Institute, The Association for the Assessment of Learning in Higher Education (AALHE), and SACSCOC Annual meetings, I encourage faculty and administrators to take the lead on the integration of assessment with curricula and providing them with the tools and insights that can guide them to success.


"Terri is an engaging consultant who meets her clients where they are and lifts them to new levels of insight about teaching and learning. She focuses on the campus culture, how the institution’s mission shapes the learning process, and provides tools for growth."

• Maribeth Clark, Associate Provost, New College of Florida

"The CLAQWA rubric has been an incredible tool for our high school. It has focused and united teachers from every department to improve teaching methods that increase critical thinking and quality in writing among our students. We are seeing marked improvements after two years of using the rubric throughout all subject areas. We look forward to continued progress for our students using this tool for years to come."

• Jon Seals, Calvary Christian High School

"I have been privileged to work with Terri for many years as we presented conference sessions and workshops at multiple national meetings. When I think about people who want to make a difference in higher education, Terri immediately comes to mind. She works with faculty, administrators, and students to improve teaching and learning, and has vast experience assisting departments, colleges, and universities to make thoughtful, informed decisions about pedagogy and curricula. With a very strong work ethic and a “no nonsense” approach, she designs and implements processes that lead to real improvements in student achievement. I have seen Terri get faculty members excited about improving higher education and enhancing learning, and that is a real (and rare) strength."

• Allen Dupont, Director of Institutional Effectiveness, University of Tennessee Health Science Center

"I was privileged to work with Dr. Teresa Flateby during the time we both worked at a major public research university in the southeast. Assessment, particularly academic assessment and particularly with faculty and administrators, was not a popular topic at that time. There was much emphasis on systems and forms to fill out, checklists, a high focus on meeting basic accreditation criteria (yes, we do it) and a lack of understanding of the true value of the process at all levels.

In spite of that, Terri put together a dynamic, synergistic process that brought faculty and staff together to plan out and administer meaningful assessments, leveraging faculty interest in improving in the quality of the academic experience and getting it done in a lively atmosphere. Not only did she inspire our assessment team members, she energized them and engaged them. Imagine, faculty enthusiastically pursuing academic assessment! But I know it is true because I saw it with my own eyes and modeled my own practices generally after hers.

I highly recommend Dr. Flateby as a person who can jump-start or refresh an educational assessment process. You must have the basic ingredients, but she is a wonderful catalyst who can greatly increase an institution’s yield from the time and resources invested in the assessment process."

• Charlene H. Herreid, Director, Student Affairs Research and Assessment, New York University


The following is a partial listing of the types of workshops that I can offer your institution. This list is not exhaustive, and each situation is different. Even within these broad topics, I can tailor them to your insitution's specific needs.

  • Assessment essentials: Assessment as a cycle
  • Writing measurable and meaningful outcomes
  • Identifying and developing valid outcome measures
  • Developing effective multiple-tests to reflect course and program outcomes
  • Assessing writing and critical thinking across the curriculum
  • Engaging students in peer review to foster improved writing and critical thinking

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