Linda Suskie

  A Common Sense Approach to Assessment & Accreditation

How Linda Can Help You and Your Institution Move Ahead with Assessment

Linda is an educator who can help you and your colleagues learn how to:

  • Solve problems and break through roadblocks regarding assessment.
  • Design and implement effective assessments of student learning and institutional effectiveness.
  • Use assessment results to make improvements and to inform plans and resource allocations.

She can also help you and your colleagues learn how to:

  • Develop an effective mission, vision and strategic plan.
  • Design effective curricula.
  • Develop evidence-informed strategies to improve student learning and success.
  • Design an effective program review process.
  • Comply with accreditation standards.
  • Document your work to accreditors clearly and effectively.


Do you need help with something not mentioned here? Ask me about it! I love a new challenge. I offer a complementary 30-minute telephone conversation to discuss your needs and how I might best help you with them.

My "Moving Ahead" Consultation Package

My basic package of services includes the following:

  1. I'll hold a 30-minute telephone conversation with you to discuss your needs and how I might best help you with them.
  2. I'll spend up to one hour in advance review of documents that help me understand where your institution or program is with assessment, what your greatest needs are, and how I might best help you. Examples of these materials include institutional, general education, and program learning goals; curriculum maps; reports from your accreditor explaining its concerns with your institution's or program's assessment practices; and a request from your accreditor for a special report on assessment.
  3. We'll jointly plan my visit. 
  4. I'll visit your institution for up to 7 hours (including meals and breaks) for working sessions designed to help homogenous groups address a specific assessment challenge they are facing. The length of the sessions will depend on what we're aiming to accomplish. 
  5. Two weeks after my visit, I'll submit a brief (two-page) report to you with recommended action steps for moving forward.
  6. After you receive my report, you'll ask everyone with whom I've met for explicit deliverables wth deadlines. You might, for example, ask a group to revise learning goals; draft a rubric, curriculum map, or assessment plan, or collect evidence of student learning.
  7. Two to six months after my visit, you'll send me the completed deliverables, and I'll spend up to two hours preparing written feedback on them (or at least on a sample of them).

This basic framework can be customized depending on your needs. For example, I might open my visit with a short plenary presentation on an assessment issue that's pervasive at your institution. Or one of the working sessions might be a short workshop on a specific assessment topic.

I am often booked for visits 3 or more months in advance, so book as early as you can. I am happy to hold a visit date tentatively, at no obligation, until I receive another call for that date, at which time I'll need an immediate signed agreement from your institution.

Off-Site Consulting

Some institutions need off-site consulting in place of or in addition to a visit.


Off-site analyses of assessment and accreditation reports and documentation. I can analyze your recent assessment and accreditation reports and documentation, including reports and correspondence from your accreditor, and give you feedback on what you need to work on, either through a brief written report to you or during a campus visit.


I normally spend no more than 3 hours on analyses of reports and documentation. If I finish the analysis in less than 3 hours, I invoice only the time spent, prorated for fractions of an hour. If you send me more than I can analyze in 3 hours, you're welcome to suggest priorities for my time.


I ask that we block off 2 days for me to complete an analysis. I ask that you e-mail me your materials before the first day of my review. By the end of the second day, I'll send a brief (2-page) summary of my key suggestions.


Conference call consultations. Some institutions schedule one or more conference calls to ask me questions. I'm happy to block off tiem for this tentatively on my calendar. If you decide you don't need a call, you can simply cancel it with no obligation.

What Do I NOT Offer?

I no longer offer the following services.


Workshops addressing multiple assessment topics. These workshops cover so much so quickly, with so little time on any one topic, that they leave everyone's heads spinning and little retained.


Workshops on assessing institutional effectiveness. Assessments of institutional and administrative unit goals vary dramatically because the goals are so different. Individual consultations are thus far more effective than workshops.


Workshops for faculty in all programs or for the entire institutional community unless they focus on a very specific topic that everyone clearly needs help with. Today people are typically in very different places regarding assessment. While some may be starting from scratch, others are farther along. Individual sessions are usually far more effective in meeting everyone's needs.


Mandatory-attendance presentations or workshops. Just a handful of people who don't want to be there can adversely impact the effectiveness of these events.


Visits without a concrete follow-up plan. Anything that isn't followed up on is quickly forgotten.


Reviews of drafts to accreditors. I can recommend a colleague who can do this.