Introduction: Postoperative neurocognitive decline remains an underrecognized yet significant risk for older adults undergoing surgery. Despite its impact on long-term outcomes, education on assessing, mitigating, and preventing postoperative neurocognitive disorders is often inconsistent or omitted entirely. We conducted a needs-based assessment to identify knowledge gaps between patients, caregivers, and providers during perioperative care and engage with community partners to develop and adopt multilingual educational material. Methods: Using the consolidated framework for implementation research (CFIR), we assessed context, barriers, and facilitators to educating patients on cognitive changes post-surgery. We surveyed older adults (≥65) and caregivers on pre-surgical information they received on cognitive risks. We then ran semi-structured interviews of patients, caregivers, providers, and nurses. Results: Surveys showed only 7% of older adults received educational material; no non-English speakers received any. 90% of patients with symptoms were told to wait and received no further counseling. No caregivers received any discharge instructions. Interviews revealed top barriers to providing material: 1) lack of accessible information; 2) no non-English materials; 3) unclear guidance on what to provide. Significance: Findings highlight a need for structured perioperative cognitive education. We created multilingual educational material and will next use the RE-AIM framework to assess program impact and sustainability.

Mass incarceration in the United States has devastated marginalized communities, particularly Black and Latinx populations, creating systemic barriers that persist post-incarceration. Formerly incarcerated individuals often face challenges in securing employment, housing, healthcare, and education—barriers that hinder successful reentry and contribute to cycles of recidivism. While various reentry programs exist, few intentionally incorporate political education and civic engagement, which can be essential for empowering individuals post-release. This qualitative research project explores the impact of political education within reentry programs, specifically Initiate Justice’s Institute of Impacted Leaders, on the ability of formerly incarcerated individuals to advocate for systemic change. Through ten semi-structured interviews with Initiate Justice staff and program participants, this research examines both the design and perceived outcomes of the political education curriculum. A literature review of reentry programs that have integrated education and activism offers a comparative framework to assess IJ’s approach and identify promising practices. Preliminary findings suggest that political education supports reentry by fostering empowerment, developing advocacy skills, and building a sense of agency and collective resistance. This research underscores the need for a shift toward more comprehensive reentry frameworks that integrate political education as a transformative tool for reentry and systemic advocacy.

Drowning is the leading cause of death among children in the United States, and disabled individuals, especially autistic children, experience a further elevated risk. This research looks to explore whether aquatics facilities are prepared to ensure the water safety of these individuals and help mitigate these elevated risks. A meta-analysis of literature related to disability, inclusion, ableism, aquatics, and water safety will be conducted with emerging themes being analyzed and sorted concerning the overarching question of water safety. I will also draw on my lifeguarding experience to further inform the data collected. This is an ongoing project and future findings will be presented at Undergraduate Research Week. Preliminary findings suggest that currently, aquatic facilities are ill-equipped to support the water safety of disabled patrons; however, the published literature provides a range of suggestions to help close this gap. By identifying where aquatics facilities are lacking in their water safety, appropriate steps can be taken to safeguard the well-being and lives of disabled swimmers.

This study investigates the lived experiences of Latinx undergraduate students at UCLA who have participated in both cultural and non-cultural student-run pre-health organizations. The research specifically centers on Latinxs/Chicanxs for Community Medicine (LCCM), a culturally rooted organization that offers community, mentorship, and advocacy tailored to Latinx students. By comparing the experiences of students involved in LCCM with those who have also participated in non-cultural pre-health organizations, this study seeks to understand how cultural relevance influences students’ undergraduate experiences in their pre-health journey. Using a Grounded Theory approach, this research involves interviews with current members and alumni of LCCM to identify recurring patterns in their pre-health journeys. The goal is to develop a conceptual model that highlights the distinct ways in which cultural organizations, like LCCM, support Latinx students in academic, social, and professional spaces in contrast to the experiences they report in more generalized or non-culturally specific organizations. This study is significant in contributing to a deeper understanding of how culturally relevant student spaces impact students navigating pre-health pathways.

Thousands of young adults age out of foster care without the support needed to navigate the complexity of adulthood—often facing homelessness and unemployment. This research investigates the motivations behind volunteers supporting these youth, focusing on individuals involved with A Sense of Home (ASOH), a nonprofit that furnishes homes for former foster youth in Los Angeles County. As the state prioritizes the children still in their care, organizations like ASOH rely heavily on their volunteers to help bridge these gaps for a smoother transition into adulthood. This study asks: What motivates volunteers to dedicate their time to supporting former foster youth? Using a functionalist framework, which views volunteerism as a vital social function that promotes stability, this research uses a mixed-methods approach. Data collection is ongoing, including surveys and interviews with volunteers recruited through word of mouth during ASOH warehouse and home creation events. Based on existing literature and previous discussions with the staff and volunteers at ASOH, anticipated findings indicate that motivations are driven by personal values, empathy, and past experiences—particularly those connected to the foster care system itself. This research is significant because understanding volunteer motivation can help nonprofit organizations improve recruitment and retention strategies, expanding their impact and better supporting vulnerable youth during one of the most critical transitions in their lives.