Inclusive Advising Initiative

University Undergraduate Academic Advising defines inclusive advising as:

" equity-minded, student-centered practice that emphasizes mutual respect, dignity, self-awareness, and authenticity. Inclusive advising centers the student in an asset-framed approach where the advisor differentiates educational guidance to meet students’ individual needs and acknowledges the critical value of their unique social capital. The resulting student experience is one of trust, open communication, and a strong working relationship."

Vision and Purpose

The aim of the Inclusive Advising Initiative is to develop and implement an educational framework for Purdue academic advisors that will improve the experience and success of all Purdue students-- with an initial focus on Black Boilermakers. The framework consists of eight (8) curated learning opportunities developed in collaboration with the advising community, campus partners, and undergraduate Boilermakers.

Advisors move through the curated learning opportunities as a cohort. The learning opportunities are offered in a sequential format and include designated reflection sessions to support advisor learning.

Theory of Change

The Inclusive Advising Initiative (IAI) is grounded in a concise theory of change. We believe that educating advisors grows their cultural consciousness as well as their inclusive knowledge, skills and attitudes.

Advisor intrapersonal (i.e., internal) development will contribute to interpersonal behaviors (i.e., external) that foster a more inclusive advising experience for Black Boilermakers. In addition, students with advisors who have moved through the curated learning opportunities will experience a greater sense of campus belonging and higher academic success. As cohorts of advisors move through the educational framework, their experiences will contribute to a cultural shift that supports a more inclusive environment for all.

Purdue's Pillars of Inclusive Advising

Informed by literature and research on advising, our team identified twelve evidence-based and practice-informed pillars of inclusive advising; Student voices and experiences are a vital tenant of the Inclusive Advising Initiative. We intentionally integrated undergraduate Black Boilermakers in the refining of the pillars that guide the inclusive advising educational framework:

  • Acknowledging advisees’ strengths
  • Building trust
  • Developing an inviting environment
  • Demonstrating respect
  • Understanding advisees' needs
  • Exhibiting dedication to meeting advisee’s needs
  • Following through on actions
  • Fostering an environment where advisee can be themselves
  • Getting to know advisees as individuals
  • Helping advisees make sense of their college experience
  • Displaying openness to conversations about identities that are important to advisees
  • Providing useful resources 

Frequently Asked Questions

Who can I contact for more information about the Inclusive Advising Initiative?

Co-chairs and Primary Contacts

  • Heather Servaty-Seib, associate vice provost, University Innovation Alliance (UIA) liaison, project co-lead (
  • Nicole J. Wilson, UIA fellow, project co-lead (

Diversity, Inclusion, and Belonging

  • Renee Thomas, associate vice provost
  • Christopher Munt, senior director

Institutional Data Analytics + Assessment

  • Anne Weiss, assistant director
  • Katherine Yngve, assessment specialist for equitable and intercultural learning
  • Steven Zhou, survey and measurement methods lead

University Undergraduate Academic Advising

  • Jeff Elliott, executive director
  • Christina King, associate director
  • Tiffany Stergar, assistant director

The Inclusive Advising Initiative is made possible by funding from the University Innovation Alliance

How does the team evaluate the success of the initiative?

The success of the Inclusive Advising Initiative hinges on our team's ability to collect and honor data from our campus in order to design a framework tailored to our campus.

Our team utilizes a mixed methods approach when assessing short-term, intermediate and long-term outcomes. Qualitative data collection—from both undergraduate students and academic advisors-- is at the foundation of developing our framework. The chart below summarizes steps taken to evaluate and assess the initiative.

Short Term Outcomes:

  • Assess Advisor learning through pre- and post- measures after each of the eight curated learning opportunities
  • Periodic anonymous feedback surveys for curated learning opportunity participants

Intermediate Outcomes:

  • Semesterly student census survey
  • Semesterly academic advisor census survey

Long Term Outcomes:

  • Monitor student succes metrics (e.g., retention, credits earned, GPA)
  • Comparing outcomes of adivsees with an academic advisor who has and have not completed the curated learning opportunities)
How can I get involved in the Inclusive Advising Initiative?
  • Purdue undergraduate students will receive an email each semester encouraging them to complete the Student Inclusive advising Survey and will be entered to win one of twenty $100 gift cards.
  • Purdue academic advisors are encouraged to complete the Advisor Inclusive advising survey each semester and are invited to attend the in-person Inclusive Advising Advisor Forums held the Monday during finals week for initiative updates.
  • Campus partners interested in supporting the facilitation of one or more of the curated learning opportunities should contact project leads listed under leadership tab.
How can I register for the next Inclusive Advising cohort?

The advising cohorts for the 2023-2024 academic year are currently full.

Beginning Fall 2024, Inclusive Advising will be embedded within the Advisor Certification Program. Advisors will have the option to opt into an Inclusive Advising cohort to satisfy the 300-level content requirement for the Mastery Advising Certificate program.

Carol Randel “When it came time to choose my path after high school, I was lucky enough to have a support system that allowed me the space and resources needed to nurture my strengths. As an undergraduate student, I chose to attend an institution with a small student-faculty ratio. During this time, I had a faculty member serve, as both my personal and professional mentor, and I believe it was this level of personal attention that truly helped shape my goals and my perspective on life. So much of why I joined this profession was to recreate this level of community at a larger institution because I, first hand, have seen the impact that forging meaningful relationships has on our student’s sense of belonging and ultimately their general success.”
-Sanjana Dey