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Education, BA (Hons)

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Education at Cambridge

Education at the University of Cambridge is the study of human development and transformation in all its forms and contexts. 

Explore what it means to be educated in childhood and beyond. Discover how learning relates to social, political and economic contexts, to the arts and development of humankind.  

Education affects everything. It has an impact on the individual mind. It also influences the social and political processes taking place within communities, institutions and global networks. Education is at the centre of cultural encounters that shape ideas, beliefs and imaginations. 

This course allows you to explore all these themes, or develop specialist knowledge in areas such as: 

• psychology (this pathway is accredited by the British Psychological Society) 
• international development 
• literature and theatre 

This course will also prepare you to go into: 

• a wide range of Masters’ and doctoral research programmes 
• teacher training in primary education

Teaching and facilities

Active research forms the foundation of our teaching so you're taught by academics at the forefront of their fields, who specialise in cutting-edge research.

The Faculty of Education has excellent resources and facilities within a purpose-built building, designed to support teaching, learning and research.  

Our facilities include:  

• the Faculty of Education library that houses an extensive collection of material on education and related fields 

You'll also have access to the impressive Cambridge University Library, one of the world’s oldest university libraries. 

Course costs

When you go to university, you’ll need to consider two main costs – your tuition fees and your living costs (sometimes referred to as maintenance costs).

Your living costs will include costs related to your studies that are not covered by your tuition fees. There are some general study costs that will apply for all students – you can find details of these costs here .

Other additional course costs for Education are detailed below. If you have any queries about resources/materials, please contact the Faculty.

Field trips

• Years 2 and 3: Compulsory theatre trips - the Faculty pay for travel and tickets, with students asked to cover a small amount of up to £10.
• Cost per 20 sheets, black and white, £1.
• Estimated printing cost per year £5.

Other costs

• If you choose to carry out research in a school, you may have to pay for an Enhanced Disclosure and Barring Service (DBS) check. Estimated cost £55.

Your future career

Career options for graduates are extremely varied. You will be able to find employment in a wide range of occupations in the UK and abroad.  

As well as further study and teaching, our students have gone into: 

• educational psychology and neuroscience 
• publishing 
• the Civil Service 

Other graduates now work in: 

• government policy and administration 
• heritage and museum education 
• human resources 
• business and consultancy 
• charities and non-government organisations 
• international development

Teaching is provided through lectures, seminars and small-group supervisions.  

You will usually have 4 to 6 lectures and seminars, and one or two hours of small-group supervisions each week. 

You’ll be assessed at the end of each year. Depending on the papers studied, this will be through practical work, coursework, written examination, or a combination of these.  

In the third year, you will also be assessed through your dissertation. 

You won't usually be able to resit any of your exams. 

Year 1 (Part I) 

You take 4 compulsory papers: 

• Introduction to Education Systems and Disciplines 
• Learning and Human Development 
• Education, Creativity and Culture 
• Education and Social Justice 

These papers will provide you with a strong foundation to support you in a range of more specialist options in your second and third years. 

Year 2 (Part IIA) 

 You take 2 compulsory papers: 

• Designing Educational Research 
• Dissertation: Literature Review 

These papers will provide you with the foundations of Education research, in preparation for your dissertation in the third year. 

You also choose 2 more papers which will build on what you studied in your first year. You can choose your own pathway through these papers which will continue into your third year.  

You may choose to specialise in: 

• psychology (accredited by the British Psychological Society) 
• literature 
• international development  

If you don’t want to specialise, you can choose a range of papers that interest you.

Examples of papers that may be offered include:

• Children’s Literature 
• Modernity, Globalisation and Education 
• Theatre: Text and Production 
• Education, Neuroscience and Society 
• Formal and Informal Contexts of Learning 
• Changing Landscapes of Childhood and Youth: History, Experience and Culture 
• Case Studies in Education, Policy and International Development 
• Play, Creativities and Imagination 
• Postcolonial Literatures and Cultures 
• Performance, Education and Society 

Year 3 (Part IIB) 

You take 4 papers:  

• a compulsory dissertation of 8,000 to 10,000 words which will allow you to pursue a research project into a relevant area of particular interest to you 
• 3 more papers from a list of options, so you can study what interests you the most 

Examples of papers that may be offered include: 

For further information about this course and the papers you can take see the Faculty of Education website .

Changing course

It’s really important to think carefully about which course you want to study before you apply. 

In rare cases, it may be possible to change course once you’ve joined the University. You will usually have to get agreement from your College and the relevant departments. It’s not guaranteed that your course change will be approved.

You might also have to:

• take part in an interview
• complete an admissions test
• produce some written work
• achieve a particular grade in your current studies
• do some catch-up work
• start your new course from the beginning 

For more information visit the Faculty website .

You can also apply to change to:

• Management Studies at the Judge Business School

You can't apply to this course until you're at Cambridge. You would usually apply when you have completed 1 year or more of your original Cambridge course.

You should contact your College’s Admissions Office if you’re thinking of changing your course. They will be able to give you advice and explain how changing courses works.

Minimum offer level

A level: A*AA IB: 41-42 points, with 776 at Higher Level Other qualifications : Check which other qualifications we accept .

Subject requirements

While we don't ask for any specific subjects to apply to Education, we recommend certain subjects for a strong application:   

• English (language or literature) 
• Languages (ancient or modern) 
• Social science subjects     

You can find more information about the subjects our typical entrants have studied below.

What Education students have studied

Most Education students (who had studied A levels and started at Cambridge in 2017-19) achieved at least A*A*A (54%).

Most had usually studied at least one of the subjects recommended above.

The rest had usually taken at least one of:

• Mathematics
• Ancient History, Classical Civilisation, Economics, Further Mathematics, Geography, Politics, History of Art, Law, Music, Philosophy, Psychology, Religious Studies, sciences (Biology, Chemistry or Physics) or Sociology.

The majority of students who studied IB achieved at least 43 points overall.

Check our advice on choosing your high school subjects . You should also check if there are any required subjects for your course when you apply.

Admission assessment

There is no admission assessment for this course.

Submitted work

Applicants to all Colleges are required to submit 2 pieces of written work prior to interview.

Offers above the minimum requirement

The minimum offer level and subject requirements outline the minimum you'll usually need to achieve to get an offer from Cambridge.

In some cases, you'll get a higher or more challenging offer. Colleges set higher offer requirements for a range of reasons. If you'd like to find out more about why we do this,  check the information about offers above the minimum requirement  on the entry requirements page.

Some Colleges usually make offers above the minimum offer level. Find out more on our qualifications page .

All undergraduate admissions decisions are the responsibility of the Cambridge Colleges. Please contact the relevant  College admissions office  if you have any queries.

Discover your department or faculty

• Visit the Faculty of Education website - The Faculty of Education website has more information about this course, facilities, people and research.

Explore our Colleges

• Find out how Colleges work - A College is where you’ll live, eat and socialise. It’s also where you’ll have teaching in a small group, known as supervisions.
• How to choose a Cambridge College that's right for you - If you think you know which course you’d like to study, it’s time to choose a College.

Visit us on an open day

• Book an open day - Get a feel for the city and the University.
• Find an event - We offer a range of events where you can find out more about Cambridge, Colleges, and your course. Many of our events have hybrid options so you can join us virtually.

Find out how to apply

• Find out how to apply and how our admissions processes work - Our admissions process is slightly different to other universities. We’ve put together a handy guide to tell you everything you need to know about applying to study at Cambridge.
• Improve your application - Supercurricular activities are a great way to engage with your chosen subject outside of school or college.

Discover Uni data

Contextual information.

Discover Uni allows you to compare information about individual courses at different higher education institutions.  This can be a useful method of considering your options and what course may suit you best.

However, please note that superficially similar courses often have very different structures and objectives, and that the teaching, support and learning environment that best suits you can only be determined by identifying your own interests, needs, expectations and goals, and comparing them with detailed institution- and course-specific information.

We recommend that you look thoroughly at the course and University information contained on these webpages and consider coming to visit us on an Open Day , rather than relying solely on statistical comparison.

You may find the following notes helpful when considering information presented by Discover Uni.

• Discover Uni relies on superficially similar courses being coded in the same way. Whilst this works on one level, it may lead to some anomalies. For example, Music courses and Music Technology courses can have exactly the same code despite being very different programmes with quite distinct educational and career outcomes. Any course which combines several disciplines (as many courses at Cambridge do) tends to be compared nationally with courses in just one of those disciplines, and in such cases the Discover Uni comparison may not be an accurate or fair reflection of the reality of either. For example, you may find that when considering a degree which embraces a range of disciplines such as biology, physics, chemistry and geology (for instance, Natural Sciences at Cambridge), the comparison provided is with courses at other institutions that primarily focus on just one (or a smaller combination) of those subjects.You may therefore find that not all elements of the Cambridge degree are represented in the Discover Uni data.
• Some contextual data linked from other surveys, such as the National Student Survey (NSS) or the Destination of Leavers in Higher Education (DLHE), may not be available or may be aggregated across several courses or several years due to small sample sizes.  When using the data to inform your course choice, it is important to ensure you understand how it has been processed prior to its presentation. Discover Uni offers some explanatory information about how the contextual data is collated, and how it may be used, which you can view here: https://discoveruni.gov.uk/about-our-data/ .
• Discover Uni draws on national data to provide average salaries and employment/continuation data.  Whilst starting salaries can be a useful measure, they do not give any sense of career trajectory or take account of the voluntary/low paid work that many graduates undertake initially in order to gain valuable experience necessary/advantageous for later career progression. Discover Uni is currently piloting use of the Longitudinal Education Outcomes (LEO) data to demonstrate possible career progression; it is important to note that this is experimental and its use may be modified as it embeds.

The above list is not exhaustive and there may be other important factors that are relevant to the choices that you are making, but we hope that this will be a useful starting point to help you delve deeper than the face value of the Discover Uni data.

Key information

Most Colleges, except Corpus Christi, Girton, King’s, Murray Edwards, Peterhouse, St Catharine’s, Sidney Sussex, Trinity and Trinity Hall

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"Cambridge College took me from a beginner real estate property manager to a lifelong career as a property owner/manager. Additionally, CC gave me and my wife Leslie, a speech-language pathologist, the ability to spend 30 years in the Malden Public Schools working with autistic and special needs students. We couldn’t have done it without learning the skills we did at Cambridge College. We both love Cambridge College, and we hope President Jackson, a superior person and leader, stays for years!

For people struggling to survive financially – my hope is that they can enhance their career with a degree from Cambridge College. Your gift of support during this Golden Anniversary can make their dreams come true. "

Our dedication to Racial Equality and Social Justice (RESJ) spans decades. Learn more about our RESJ Initiative

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"Cambridge College took me from a beginner real estate property manager to a lifelong career as a property owner/manager. Additionally, CC gave me and my wife Leslie, a speech-language pathologist, the ability to spend 30 years in the Malden Public Schools working with autistic and special needs students. We couldn’t have done it without learning the skills we did at Cambridge College. We both love Cambridge College, and we hope President Jackson, a superior person and leader, stays for years!

For people struggling to survive financially – my hope is that they can enhance their career with a degree from Cambridge College. Your gift of support during this Golden Anniversary can make their dreams come true. "

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Course type

Qualification, university name, postgraduate education studies courses at university of cambridge.

9 courses available

Customise your search

Select the start date, qualification, and how you want to study

Related subjects:

• Education Studies
• Education Theory and Philosophy
• Education, Training and Learning
• Learning Theory
• Primary Schools
• Teaching and Training: Specific Subjects

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

Master of Education (Mathematics Education) PACES entry only

University of cambridge.

The PACES-MEd Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of Read more...

• 1 year Part time degree: £6,777 per year (UK)

Master of Education (Primary Education) PACES entry only

The PACES Primary master is intended for education professionals, policymakers and researchers at any stage of their career. Many students Read more...

MEd in Education (Transforming Practice) PACES entry only

This popular course offers a flexible blended learning approach for full or part time education practitioners at different stages in their Read more...

• 1 year Online/Distance degree: £6,777 per year (UK)

MPhil in Education (Knowledge, Power and Politics)

This MPhil in Knowledge Power and Politics explores these profoundly important questions and the nature of the consequences for social Read more...

• 10 months Full time degree: £13,554 per year (UK)

MPhil in Education (Psychology and Education) part time

This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of Read more...

• 22 months Part time degree: £6,777 per year (UK)

Postgraduate Certificate in Medical Education

The Postgraduate Certificate is aimed at doctors and other professionals allied to medicine who have a teaching role and/or a role in Read more...

• 9 months Online/Distance degree: £4,750 per year (UK)

MPhil in Education (Mathematics Education)

The Mathematics Education route is for anyone with a research or professional interest in mathematics education at any level of education Read more...

• 24 months Part time degree: £6,777 per year (UK)

MPhil in Education (Primary Education)

The part-time Primary Education route is intended for education professionals, policy makers and researchers at any stage of their career. Read more...

PhD in Education

The PhD is a research degree, the main purpose of which is to prepare a substantial piece of original research. Our postgraduate students, Read more...

• 3 years Full time degree: £9,858 per year (UK)
• 4 years Part time degree: £5,915 per year (UK)

Course type:

Qualification:, related subjects:.

Cambridge School Committee votes in favor of superintendent’s resignation

Y et another school district in Massachusetts is without a leader after Cambridge officials on Wednesday parted company with their superintendent, continuing a pattern of increasing turnover of the top education executive in communities here and across the country.

The Cambridge School Committee voted to sever its contract with Superintendent Victoria Greer, about a year before it was due to expire, following a wave of public criticism over her hiring of a school principal who had been accused of creating a toxic environment at a previous job.

Greer, who is Black, is the third superintendent of color in Massachusetts to exit their jobs early in recent years, including in Wayland and Everett .

Thomas Scott, co-executive director of the Massachusetts Association of School Superintendents, said he sees Greer’s ouster as part of a “concerning” pattern of departures by superintendents in the state. Over the past decade, around 50 to 60 districts have seen superintendent turnover each year — a “sizable” number, he said, out of the 275 total superintendents statewide.

This school year is a bit below recent averages, with around 42 superintendents phased out since July 1, 2023, according to Scott. But turnover remains high in Massachusetts and nationally, and also disproportionately affects superintendents of color, which Scott called a “big concern.”

“The job has become far too politicized,” Scott said, pointing to social media and increased polarization over social issues as factors pushing superintendents out. “The job itself has become almost impossible because you’re trying to appease too many people.”

In Cambridge, the 5-2 vote ratified a motion the School Committee advanced on April 30 to give Greer a 90-day notice to resign. The committee also approved a separation settlement, which could be made public after Mayor E. Denise Simmons consults with district legal representatives, the mayor said.

With no public debate, the committee approved Greer’s departure after a closed-door executive session. None of the five spoke publicly at the meeting about why they voted to sever her contract.

Simmons, who voted against ousting Greer, had proposed Greer be allowed to finish out her contract and continue as superintendent until June 2025, but the committee rejected that as well. Greer’s contract allows the committee to separate from the superintendent early, including firing her for “good cause” or with up to six months of severance pay. Simmons did not speak to her reason for supporting Greer.

“I was not on the winning end of what I thought we should do, but the committee has spoken,” Simmons said at the meeting. She will work with the School Committee’s vice chair, Caroline Hunter, to formulate a “transition plan” to present to the full panel by June 30.

“We are certainly committed and will work with great speed to appoint someone in the interim while we are trying to find a full-time, new superintendent to take the reins at the Cambridge Public Schools,” Simmons said.

Greer and her lawyer, David Brody, did not reply to requests for comment Wednesday.

In a statement sent to families around 6:30 p.m., the School Committee said that the district is in a “good place” thanks to Greer’s leadership, but that “the majority of the School Committee voted in favor of a change of leadership.”

Greer joined Cambridge as interim superintendent in July 2021 and was named permanent superintendent in 2022. It was a homecoming of sorts for Greer, who worked in Cambridge for four years as an assistant superintendent. In her first evaluation that year, the School Committee found her “proficient,” but her tenure since has been turbulent. In her July 2023 annual evaluation, the committee rated Greer as “needs improvement,” accusing her of inadequate communication, overreliance on top-down decisions, and problems with hiring of principals .

Richard Harding Jr., the only other committee member who voted to maintain Greer’s contract through June 2025, said at the meeting that allowing Greer to remain superintendent would have been “more beneficial.”

“I do not believe that we should extend resources without getting any services,” Harding said. “I think we’ve landed in a place where we’ve dealt with this with respect and dignity to all parties.”

In recent months, parents had publicly lambasted Greer for hiring Kathleen M. Smith as principal of the Graham and Parks School, an alternative elementary school. Cambridge Public Schools earlier this year launched a review by an outside law firm into Smith’s leadership style following complaints from teachers and parents.

Smith was tapped for the position in 2022 following a hiring process in which all other applicants dropped out. Parents later obtained records indicating that Smith, in her prior post as principal of Underwood Elementary School in Newton, had faced allegations from that city’s teachers union that she harassed and intimidated staffers and retaliated against those who disagreed with her.

At a March 19 meeting of the School Committee, when the board was due to conduct Greer’s midyear evaluation, dozens of parents, mostly from Graham and Parks, spoke against Greer, calling for the School Committee to remove her. At that meeting, the committee delayed the evaluation.

It then rescheduled the evaluation, but delayed it again without warning , with the mayor at the time saying committee members “expect to provide more information in coming days.”

Last summer, school leaders came under fire over the elimination of advanced math classes in middle school ; after months of parent pushback, they unveiled a plan to teach Algebra 1 to all eighth-grade students by 2025. A recent school climate survey of students, families, and staff also indicated widespread discontent in Cambridge schools.

Lilly Havstad, parent of a first-grader at Graham and Parks, supported the School Committee’s decision to part ways with Greer, saying she had lost faith in her leadership in April after Greer allowed an extension of Smith’s contract.

But Havstad nonetheless remains unhappy with how the district handled criticism of Greer and Smith over past months, often discussing matters behind closed doors and failing to provide much clear information to families.

“The asymmetry of information in this district is really a problem,” Havstad said.

Despite complaints, Cambridge schools have made significant achievements under Greer’s tenure, including being one of the few in Massachusetts to fully recover from the pandemic on the state MCAS exams taken last spring. It also rolled out universal free preschool to 4-year-olds.

Greer herself was ousted from Sharon Public Schools in 2020 after three years as superintendent. The board ultimately agreed to pay her $750,000 to settle a racial discrimination complaint she filed with the state after the members voted not to renew her contract.

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Cambridge School Committee Asks Superintendent Victoria Greer to Resign in 5-2 Vote

Updated May 29, 2024, at 2:10 p.m.

The Cambridge School Committee voted to give Cambridge Public Schools Superintendent Victoria L. Greer a 90-day notice to resign, following a closed-door executive session meeting on Wednesday.

The vote, which ratified a decision that the committee made during a confidential meeting on April 30, comes nearly two months after The Crimson first reported that the School Committee sought Greer’s resignation during an April 1 executive session meeting.

The vote ended weeks of silence from both Greer and the School Committee about her future at the helm of the school district, after the School Committee essentially went dark for two months after news of their decision to seek Greer’s resignation leaked to the press.

Cambridge Mayor E. Denise Simmons said immediately after the vote that the committee “will work with great speed to appoint someone in the interim while we try to find a full-time new superintendent.”

“We will have a transition plan in place on or before June 30,” Simmons added.

It is unclear what exactly delayed the announcement from early April, but it was later revealed that a parent accidentally attended one hour of the School Committee’s April 1 executive session when they discussed Greer’s future in Cambridge.

The breach of a confidential meeting could have delayed the School Committee’s timeline of officially announcing their decision to tender the 90-day notice to Greer.

Five members voted in favor of the motion on Wednesday, with Mayor Simmons and School Committee member Richard Harding in opposition.

The committee also voted 5-2 to accept Greer’s separation agreement, which will be released publicly, and 6-1 to approve the Vice Chair member Caroline Hunter and Mayor Simmons’ “ability to work out a transition plan,” which will be brought back to the School Committee on or before June 24.

The School Committee’s vote will end Greer’s more than two-year tenure as CPS superintendent. During Wednesday’s executive session, a motion to allow Greer to finish out her contract until June 30, 2025 failed, with only Mayor Simmons and Harding voting in favor.

According to Greer’s original contract, the School Committee had until June 30 to notify Greer of any changes, otherwise the contract would automatically extend an additional year. Since March, the Committee has met 11 times in closed-door executive sessions to discuss “contract negotiations with nonunion personnel.”

During her time in the role, Greer faced intense scrutiny from parents and School Committee members alike over her hiring practices and her handling of allegations of toxicity and a lack of transparency at Graham & Parks Elementary School.

The School Committee evaluated Greer’s performance in the role as “needs improvement” during its annual evaluation in July 2023. Though Greer’s midpoint evaluation was delayed twice — and ultimately never delivered — dozens of parents delivered public comments demanding district change during the March 19 School Committee meeting.

Still, Greer accomplished several key goals as superintendent in Cambridge.

CPS launched and closed the application to a new Universal Preschool program in January, and i-Ready growth data — a digital tracker of students’ mathematics and reading progress — from the 2022-2023 school year demonstrated progress in students’ academic outcomes, according to Greer’s annual evaluation in July 2023.

The district’s 2022-2023 MCAS exam scores also returned to pre-pandemic levels , though English Language Arts results revealed large disparities between Black and White students.

Prior to her time as CPS superintendent, Greer served in the same role at Sharon Public Schools. Following three-year tenure in Sharon, the district’s school committee notified Greer that her contract would not be renewed.

Greer, who was Sharon’s first Black female Superintendent, later filed a Massachusetts Commission Against Discrimination claim that the committee placed her on administrative leave after she complained about racial discrimination. She later received a $750,000 payout from an insurance company to settle the dispute.

—Staff writer Darcy G Lin can be reached at [email protected] .

—Staff writer Emily T. Schwartz can be reached at [email protected] .

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Future doctors find out why Cambridge is the right place to practice

First and second year medical students are visiting Cambridge this week, part of a program aimed at bringing more doctors into the community. ROMP week stands for Rural Ontario Medical Program, which introduces students to not just rural areas but also their medical communities. Donna Gravelle, a physician recruiter for Doctors4Cambridge, says it’s about showing students the other communities they can one day practice in “to show them a comparison to the big city.” The week’s events include a scavenger hunt, eating at local restaurants, canoeing, shadowing family physicians and following specialists at Cambridge Memorial Hospital. So far, Cambridge is winning over Hala Mahdi, currently a medical student at the University of Ottawa. “It’s a very friendly town and we’ve been thoroughly charmed by it so far,” she says. Mahdi is particularly impressed by the area’s focus on family health teams and community health centres. She says these kinds of operations can help combat the burnout many family doctors are facing as they’re an alternative to the traditional fee-for-service model where doctors get paid based on how many patients they see. “I think Cambridge actually is a really good example of how things can be and how good it can be [for] a family doctor, and it doesn’t necessarily have to be exhausting and super stressful,” Mahdi explains. The week’s activities are also impressing Rohit Vompalli, who is from Waterloo and also currently attends the University of Ottawa. “It’s a really good experience for us because now we know what we could be missing out on.” Of particular interest to him is the additional skills physicians in more rural areas require, given their distance from bigger hospitals. He says it aligns with his career aspirations. “I want to see patients for long periods of time, watch them get older and see how my interventions help them in their lifestyle, but [I] also want more hands-on, where I can do different procedures and minor surgeries and stuff, and that’s exactly what they do over here.” The recruitment program is still needed even though it’s been running for about 25 years. “We definitely need lots of future doctors here, not just family medicine but also specialists,” Dr. Yu Chen Zhang, a family doctor who works at Langs Community Health Centre, explains. Dr. Zhang, who began practicing in Cambridge in 2021, says the area is a great place to work, as it’s close to Toronto, but doesn’t come with big city hassles like long commutes in traffic. Gravelle says Cambridge does face stiff competition when it comes to recruiting more doctors. “There’s not as many going into family medicine, particularly, so we have to make our city stand out and show them why they want to practice and live here.”

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Abbruzzese, Douglas, MacIntyre, McNeill Receive 2024 DOM Career Achievement Awards

Four faculty members have received the 2024 Department of Medicine Career Achievement Award in recognition of the extraordinary impact that their careers have had in one of the department’s three core missions: education, research, and clinical medicine. 

The awardees are Drs. James Abbruzzese, Pamela Douglas, Neil MacIntyre, and Diana McNeill. Recipients model Duke’s values of Excellence, Integrity, Teamwork, Respect, and Innovation and have created sustained legacies that have shaped the institution.  

James Abbruzzese, MD Distinguished Professor of Medical Oncology 

An internationally recognized pancreatic cancer expert, Dr. James Abbruzzese came to Duke in 2013 as chief of the division of Medical Oncology, following 17 years as chairman of the Department of Gastrointestinal Medical Oncology at MD Anderson Cancer Center.  

Arriving when Duke Cancer Institute (DCI) was newly established, Dr. Abbruzzese guided the division through the transition to a matrixed organizational structure and spearheaded the rapid growth of cancer services in Durham and Wake counties, understanding the value of a unified multi-disciplinary clinical care infrastructure.  

As a gastrointestinal medical oncologist at Duke, he has shown exemplary leadership and outstanding clinical care while also providing education and mentoring to interns, residents, fellows, and faculty, personifying the qualities of a servant leader, said DCI colleague, Dr. John Strickler, professor in the division of Medical Oncology. 

“His vision of integrated growth has led to improved clinical care in all of our locations, increased accessibility to Duke cancer care, and expanded clinical research infrastructure,” Strickler said. “He understood the need for growth, but also successfully aligned that growth with our core research, education, and clinical care mission. His selfless leadership style ensured that faculty concerns and priorities were heard and represented in a rapidly changing health care landscape.”  

“His first priority is always patient welfare. Whether it be rounding on the inpatient service, thoughtful goals of care counseling, or personally reviewing imaging to ensure appropriate clinical staging, he ensures that his patients receive the best possible outcomes,” said Dr. Hope Uronis, clinical vice chief, division of Medical Oncology. “It is this devotion to clinical excellence that makes Dr. Abbruzzese’s clinic a destination for patients with pancreatic cancer nationally.” 

Colleagues note that Dr. Abbruzzese is an outstanding educator with a love of teaching who has made significant contributions to the field of GI Oncology, leading the development of gemcitabine as the standard of care therapy for patients with pancreas cancer, that remains a mainstay today.  

Pamela Douglas, MD Ursula Geller Distinguished Professor of Research in Cardiovascular Diseases 

Cardiologist Dr. Pamela Douglas represents the “best of our outstanding Duke DOM faculty,” who has had a profound impact in many areas, noted Cardiology Division Chief, Dr. Manesh Patel, in his nomination of Douglas, who serves as director of the Multimodality Imaging Program at Duke Clinical Research Institute (DCRI). 

The two areas where she has had the greatest influence are her work in cardiac imaging and diversity, equity and inclusion in research, clinical care and the workforce, both locally and at the national level.    

“Guided by a relentless focus on patient outcomes and innovative research, Dr Douglas led the creation of novel concepts in imaging care quality, which were accepted nationally,” Patel said. “Dr. Douglas’s thought leadership, scholarship and relentless translation to the bedside have dramatically improved the rigor of imaging science and meaningfully enhanced patient-centered clinical care.”  

During her more than 30 years in the medical field, Dr. Douglas has led several landmark multicenter government studies and pivotal industry clinical trials along with outcomes research studies.  She is renowned for her scientific and policy work in improving the quality and appropriateness of imaging in clinical care, clinical trials and registries and through development and dissemination of national standards for imaging utilization, informatics and analysis.  

Dr. Douglas is also a longstanding championship of diversity and equity in research, clinical care, and the workforce, locally and at the national level, Patel added. As the founding director of the American College of Cardiology’s diversity and inclusion initiative, Dr. Douglas was the architect of its strategic efforts to increase representation of women and minoritized populations among cardiovascular physicians and researchers. 

“Dr. Douglas has been a mentor and example to me personally, countless other faculty and Duke and around the world,” Patel said. “Put simply, she has been a north star for the field of cardiovascular medicine, a leader who continues to move our science, care, and training forward.”  

Neil MacIntyre, MD Professor of Medicine Pulmonary, Allergy, and Critical Care Medicine 

Dr. Neil MacIntyre is recognized for his “lifelong commitment to teaching the next generation of Duke pulmonary critical care physicians, advanced practice providers (APPs), medicine house staff, and respiratory therapists,” said Dr. Loretta Que, Pulmonary, Allergy, and Critical Care Medicine division chief. 

Formerly clinical chief of the division of Pulmonary and Critical Care Medicine, he has been instrumental in growing the division, establishing its national reputation through leadership in clinical trials and professional organizations, and teaching generations of house staff and therapists the physics and physiology of mechanical ventilator management. 

In his 42-year career at Duke, Dr. MacIntyre has also been a national and international thought leader in multiple areas of pulmonary and critical care medicine, serving as a consultant for numerous other clinical research organizations and industry sponsors of clinical trials focusing on both ICU issues (sepsis, respiratory failure) as well as long term management of chronic respiratory insufficiency, long term oxygen therapy and ventilator support.  

He has also been very active in several national and international organizations developing educational programs based on the results of these trials.  

Dr. MacIntyre’s research interests have also included the design and assessment of many innovative features of respiratory life support, pulmonary function testing, exercise physiology, and nebulizer technologies. He has published over 170 peer reviewed manuscripts, 143 book chapters and reviews, 52 editorials, and 22 books and monographs.  

He has served as principal investigator or co-principal investigator on over 37 clinical trials that have enrolled thousands of patients. Among the most notable of these have been the NIH funded ARDS Network evaluating many aspects of respiratory failure, the National Emphysema Treatment Trial (NETT) evaluating lung volume reduction surgery for emphysema, the Long-Term Oxygen Treatment Trial (LOTT) evaluating oxygen therapy in COPD patients, and the ten-year COPD Gene Project.  

Diana McNeill, MD  Professor of Medicine  Endocrinology, Metabolism, and Nutrition 

Dr. Diana McNeill is recognized for her distinguished career in academic medicine education, and her substantial impact on the training of medical students and residents at Duke.  

One of her most significant achievements has been in resident education, where she served as director for the Internal Medicine Residency program from 2001-2011, noted nominators, Drs. Andrew Alspaugh, departmental vice chair for faculty affairs, and Endocrinology, Metabolism, and Nutrition Division Chief, David D’Alessio.  

“One would be hard pressed to find someone whose life or career was not positively impacted by Diana’s teaching, leadership or mentorship,” said Dr. Aimee Zaas, current Internal Medicine program director. “She gives generously of her time and serves as a role model, as an educator, a clinician, and a caring human being.”   

Dr. McNeill led Duke’s involvement in the Accreditation Council for Graduate Medical Education’s Educations Innovation Project, which developed and implemented novel approaches to improve residents’ educational experience. Dr. McNeill has also provided leadership as inaugural director then associate dean of Duke Academy for Health Education and Academic Development (AHEAD) program, which has over 1,400 interprofessional members in Duke Health. She is also the director and a co-founder of the interprofessional Diabetes Clinic at Duke Outpatient Clinic.  

Dr. McNeill is an “innovator, with a special place in her heart for our underserved patients” and is someone who “has made a real difference in the lives of our patients,” said Dr. Alex Cho, medical director of the clinic. 

A nationally recognized diabetes clinician with a career spanning more than 30 years, Dr. Diana McNeill inspires confidence and trust in her patients with the respect, kindness, and quality of care that are the hallmarks of her clinical practice.  

In recognition and gratitude, she was honored by a grateful patient’s family with a distinguished professorship.