There are many individuals from groups traditionally underrepresented in higher education— first-generation, low-income, and Black and Hispanic students — where community college serves as a bridge to entering the technical workforce or pursuing higher education. Most of these students attend community college part-time to accommodate their familial obligations, demanding work schedules, and the budget afforded to their education. Numerous studies indicate that increased financial support, engagement in external experiences, and strong faculty mentorship can promote these students' academic and future professional success. The Micro Nano Technology Education Center aims to increase educational equity and diversity by addressing this need by offering community college students nationwide the opportunity to work with and learn from faculty mentors, baccalaureate research universities, and industry partners from across the nation remotely or in person through the Micro Nano Technology Collaborative Undergraduate Research Network. This network works to prepare underserved students for entering the technical workforce or transferring into higher education through funded academic-year and summer capstone experiences along with faculty mentorship, peer mentorship, and weekly networking opportunities. Our results found no statistically significant difference in student-perceived retention, accessibility, or in students' belief that they belong in laboratories where they may not see representation before and after participating in the MNT-CURN program. However, these results indicate positive trends in these areas, and students self-reported that participating in MNT-CURN increased their confidence that they will complete a STEM-based degree.