About

About Me

I have spent my career advocating for and promoting positive change in higher education. My continuing passion is cultivating the integration of assessment with curriculum and instruction by building collaborations within institutions to ensure student learning and success.

About Terri

After decades of experience and scholarship related to assessment and retiring from a full-time commitment, I decided to continue my pursuit of improving assessment approaches through a collaborative integration of curriculum, instruction, and assessment practices for the primary purposes of maximizing student learning and preparing graduates for careers and advancement.

I am sharing my most recent efforts and projects to accomplish this pursuit in hopes that these may resonate with you or your colleagues.

My continued interest in seamlessly integrating curriculum, instruction, and assessment practices and processes has led to an exploration of program theory and implementation fidelity processes, recently appearing more prominently in assessment and instructional literature. These two processes as presented in the literature are shown to successfully improve student learning and assessment practices, although are daunting as published. Often the application of program theory and implementation fidelity at the institutional level confirms the daunting nature of the application. Additionally, when introducing these in recent assessment workshops, I discovered that many participants lack knowledge about or have not read program theory and implementation fidelity literature. Despite this lack of knowledge, or maybe because of it, I am advocating that by practically applying program theory and implementation fidelity, these practices can contribute to our current assessment practices and effectively improve student learning.

However, due to the resources required for program theory and implementation fidelity application, my focus has been on adapting it to enable an easier application of these processes in academic programs and student affairs units to target an outcome of interest or concern while maintaining the integrity of the ideal processes. My experience with introducing adaptions of program theory and implementation fidelity over the past three-plus years includes facilitating conference workshops for both academic and student affairs assessment practitioners, and most recently consulting with New York University student affairs units. By assuming a more consultative approach rather than conducting a single-day workshop, I am continuing conversations to offer support to the University, an approach I have long advocated.  Because I had the opportunity to teach assessment and evaluation in an EdD program in higher education, I recognized the value of introducing program theory and implementation fidelity into the assessment cycle and assigned students the task of developing an assessment plan that included aspects of program theory and implementation fidelity for developing a student learning or program unit outcome. Although challenging, many students developed effective plans as a result of including these two practices and in fact, one of the students has continued working with me to implement her plans at her institution.

Another of my continued interests is preparing students to transfer, with agility and facility, the essential, ubiquitous outcomes developed in the undergraduate curriculum. This interest inspired a collaborative project with a colleague, Tara Rose, introduced four and a half years ago in which we facilitated a series of focus groups with “line managers,” employers who work directly with our graduates. The purpose of the research was to determine which of AAC&U’s Essential Learning Outcomes are most valued, but weakest in their new hires and even seasoned employees. Although anchored within the work of AAC&U’s mostly survey research gathered primarily from CEOs and hiring managers, we conducted focus groups with line managers and collected responses on short questionnaires based on transcripts from these focus groups, reflecting methodology different than previous researchers and enabling us to gather deeper information. The next phase of our research/project focused on building collaborations between line managers and faculty members to collectively construct the types of assignments/projects needed for successful employment. However, during the focus groups, several line managers recommended that we reach out to individual institutions to further our work for the potential benefits to institutions. As a result of major scheduling conflicts at my colleague’s university, we agreed that I should take the lead on the second phase of the project. Accordingly, I have been communicating with institutions that have a focus on preparing graduates for initial employment and advancement by emphasizing mostly critical thinking, communication, and problem-solving skills, especially for students in the humanities and specific social sciences majors. However, because the intention is to craft approaches for each institution’s needs, the role I have mostly taken is more facilitative than directive to advance each institution’s needs and goals.

Consultant

Terri Flateby, Ph.D.

About Me

With over twenty-five years of experience leading assessment practices 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.

While serving as the Associate Vice President for Institutional Effectiveness, I was fortunate also to 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 internal collaborations with the Center for Teaching and Learning, student affairs units, and the career and professional development center, this program proved such a success, it was also enthusiastically adopted by faculty at a regional state university, with which we consolidated. 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 have consulted with institutions at every stage of the SACSCOC reaffirmation process. Over the course of my career, I have guided 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, American Association of Colleges and Universities Senior Scholar, former board member of the Association of Assessment for Learning in Higher Education (AALHE), and frequent presenter at conferences such as the Indiana University – Purdue University Indianapolis (IUPUI) Assessment Institute, AALHE, and SACSCOC Annual meetings, I encourage faculty and administrators to take the lead on integrating assessment with curricula and instruction and provide them with the tools and insights that can guide them to success.

Assessment Conversations

Features

Workshops

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 Cyle

Outcomes

Writing measurable and meaningful outcomes

Measures

Identifying and developing valid outcome measures

Developing Effective Tests

Developing effective multiple-choice tests to reflect course and program outcomes

Writing and Critical Thinking Across the Curriculum

Assessing writing and critical thinking across the curriculum

Student Peer Review

Engaging students in peer review to foster improved writing and critical thinking

Contact Me