C4. Deep Dive: Exploring Social Privilege, Leadership and Advocacy Using a Peer Education Program Model to Cultivate Mentorship

Dr. Rhonda Rahn is currently a Clinical Associate Professor in the Department of Health and Kinesiology at Texas A&M University. She earned her PhD in Health Education, M.S. in Health Education, and a B.S. in Health from Texas A&M University. She currently teaches allied and community health students in the Division of Health Education. Prior to teaching, Dr. Rahn spent 10 years as the Health Education Coordinator and 3 years as a Health Educator in the Department of Student Health Services at Texas A&M University. Her research interests investigate college students' health behaviors including sexuality and peer health education. She has publications in peer-reviewed journals and have presented at national and state conferences. She is a professional member of SOPHE, ACHA, and TAHPERD and a Certified Health Education Specialist. Dr. Rahn has mentored undergraduate students and new professionals in a variety of different roles as a member of SOPHE, a professional health educator, and a faculty member. Her students have gone on to be health educators or have continued their education in graduate or professional school programs.

Dr. Pelzer is an Associate Director in the Office of Student Engagement at the Medical University of South Carolina (MUSC). He also holds an Associate Professor appointment in the department of Academic Affairs at MUSC. Dr. Pelzer completed his Ph.D. in Higher Education Administration at Florida State University, and earned both his bachelor’s degree in Mass Communication and master’s degree in Higher Education Administration and Student Affairs from the University of South Carolina-Columbia. As a scholar-practitioner, Dr. Pelzer’s research interests include the study of identity development among Black college men; the broad examination of underrepresented and minoritized students’ college experiences; interprofessional public health education, training, and professional development; and strategies for educating and preparing adult learners to be socially responsible and culturally conscious health care professionals.