The COVID-19 pandemic has had a negative impact on the retention and persistence rates of college students from historically excluded backgrounds while also introducing new resources for remote learning experiences. This action research study aimed to examine and improve the resources needed for community college students from historically excluded (minoritized) backgrounds to persist after the effects of the COVID-19 pandemic. The data collected during the first cycle of the research consisted of 10 participant interviews of students, faculty, and staff who were at the host site during the Spring 2020 semester and at least one subsequent semester, which provided insight into student experiences navigating the college during and after the initial onset of the novel COVID-19 pandemic. These insights informed the design of action steps, including a faculty coaching session and an interactive workshop, which were implemented and evaluated in the second research cycle with the goal of increasing fall-to-spring retention rates among students from historically excluded backgrounds. Data analysis included the assessment of interview and focus group transcripts, field observations, enrollment data, and survey responses. Results of the study yielded that the revised curriculum, coupled with a skill-based workshop, contributed to a stronger sense of belonging and connection to the campus community promoted a three percent increase in retention for first-semester students. Implications for the host site included considerations for leveraging the revised FYE curriculum model to expand comprehensive onboarding practices that contribute to positive campus-based relationships and continued exploration of the relationship between financial incentives and enrollment. [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/en-US/products/dissertations/individuals.shtml.]