Our findings suggest that students need clear and concise communication regarding advising and major exploration processes prior to arriving at the University. Students found processes to be confusing and extensive and students could access information in a timely manner. Students felt like advisors didn't want to connect or help students find their path. Additionally, the findings revealed there is a disconnect in what students perceive the advisors role is versus what the actual role is.

It is important to identify and prevent or eliminate communication barriers. Research shows that communication barriers impact persistence and retention and limits the students ability to optimize performance. Additionally, miscommunication can create a culture of distrust, reduced student engagement, uncertainty, ineffective student interaction, lack of community, increased conflict, low morale and other effects that reduces student satisfaction.

We found the reported communication barriers to include:

• Physical barriers - location, environment, disruptive and uncomfortable settings.

• Perceptual barriers - preconceived ideas, disinterest, misinformed, uncomfortable previous experience, conflicting nonverbal and verbal communication.

• Emotional barriers- lack of trust, lack of flexibility, information overload, self-confidence.

• Interpersonal barriers - inability to connect with others, lack of social skills, avoidance of others, misunderstanding of importance.

• Inability to listen - distracted by a more pressing concern, poor timing.

• Language barrier - different language, the meaning of words differ to individual, generational differences, accent, distracted by negative or positive trigger words.

After identifying the needs of our stakeholders, the team explored possible solutions individually, brainstormed collectively, challenged our assumptions, and without judging or evaluating generated options. We collectively developed solutions to address the identified problems.

We found that support systems for advising and major selection were complex and interdependent within university structures and at times operated independently. Furthermore, processes required for successful advising require a different framework when assisting students with major selection.