The COVID-19 pandemic unveiled significant inequities within our social, economic, and educational infrastructures, prompting reconsideration of conventional approaches to education. Drawing from national trends and experiences at a four-year regional institution in East Texas, the current study delves into student departure rates and disparities of college students, notably during their first year in higher education. The phenomenon, prevalent nationwide, indicates that the trajectory to academic success varies significantly based on institutional factors. However, research further posits that institutional practices, rather than mere characteristics, have a profound influence on student success. The current study embraces an Improvement Science design to bridge the gap between theory and practice, stressing the need for research practitioners to collaborate closely with students and educators in creating and refining solutions. Highlighting the central role of academic advisors in student retention, this mixed methods research offers forward-thinking insights into how student-centric advisory practices can be reimagined to bolster retention and foster equitable outcomes in a regional, low-selectivity four-year institution. The results underscore the potential of applying Improvement Science to academic advising, aiming for enhanced student outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]