Out of fairness and equity to all applicants, I do not hold one-on-one meetings with prospective students prior to admissions decisions. By fairness and equity, I mean ensuring that no applicant receives special access or individualized guidance before the formal review process begins. Not all applicants have the same networks, time, or knowledge about how to approach faculty before applying, so I avoid one-on-one meetings prior to the admissions cycle to try to maintain a level playing field for everyone. While I understand this approach may not work for everyone, I believe it helps support a more inclusive and equitable admissions process. If you are invited to interview, I would be happy to connect and discuss potential mentorship opportunities in more detail.

I typically advise students in the Epidemiology or the newly created DIY track. While my primary work aligns with these areas, I occasionally advise students in the Health Services track when their research interests align with my expertise

The University of Chicago guarantees funding for all PHS doctoral students. Faculty are responsible for covering a portion of that funding. While the Embodying Racism Lab does not currently have dedicated funds for doctoral students, I work closely with the department to identify a funding plan that may include RAships, TAships, training grants, and internal or external fellowships. Students are not expected to secure funding on their own

No. Doctoral students can engage with my lab in multiple ways, even if I am not their primary advisor. PHS students are encouraged to participate in research rotations during their first year and can rotate with our lab. I also teach and hire TAs from the graduate student pool and serve on dissertation committees. Many students connect with me informally for support and mentorship. I encourage applicants to identify 2–4 faculty members with whom they might work, recognizing that no one mentor can meet all professional, academic, and personal mentorship needs.

All applications are reviewed by a committee of PHS faculty and evaluated for fit, strength, and potential for success in the program (Dr AMC is currently not on the admissions committee). Applications are scored and ranked for screening interviews, on-campus visits, and final admission decisions. Each year, the PHS department is allocated a limited number of admission slots, and decisions are influenced by multiple factors including, current enrollment across tracks, faculty capacity and interests, availability of funding, and overall alignment with the department’s mission and strengths.

Even a strong application may not result in admission if there isn’t a good match in a given year. Please don’t be discouraged—admissions is often about fit and timing as much as qualifications.

My lab website provides an overview of ongoing research and upcoming projects over the next 1–2 years. Doctoral students typically join 1–2 lab projects early on to gain hands-on research experience. As they progress toward the dissertation phase, they are mentored to develop independent research questions—either as extensions of lab projects or as standalone inquiries rooted in our lab’s broader themes.

Yes. While students are not required to secure an advisor before applying, it’s helpful to name faculty whose work aligns with your interests. The admissions committee uses this information to support advisor matching and funding decisions after admission.

As a PhD advisor, I start with the end goal in mind: to train independent researchers with the methodological, conceptual, and professional skills necessary to conduct rigorous and impactful research. I focus particularly on mentoring students who aim to work in population health and are committed to advancing health equity through structural and policy change.
My training approach includes:

• Guiding students through coursework that builds strong foundations in methods, theory, and content
• Develop students’ research questions, theoretical framing, and familiarity with relevant literature
• Providing hands-on opportunities to build practical skills in data analysis, manuscript and grant writing, team leadership, and scholarly dissemination.
• While I take a hands-on approach, I also expect students to take responsibility for their growth and learning. Over time, students are supported to become increasingly self-directed and confident in their capabilities as independent scholars.

Applicants with clear research goals, relevant experience in public/population health, and strong quantitative and/or research backgrounds are generally more competitive. While you don’t need to have everything figured out, your statement should explain: