Enhancing our Fellowship

The supervision system is widely acknowledged to be an unsurpassed model of education.

In 2006, St Catharine’s made the decision to invest in its College Teaching Officer provision in subjects with the greatest supervision requirement. Being taught by CTOs gives students regular access to an experienced Fellow and researcher, ensuring consistent teaching and close mentoring. Since then, we have delivered on our key academic aim: our position in the top third of the Tompkins table for undergraduate results reflects our commitment to our students’ potential and performance.

It allows students to be mentored and inspired by academics who are experts – often leaders – in their fields. The challenge of researching and understanding a topic in the space of a week, well enough to be able to discuss it in front of a constructively critical audience, is a key part of the way Cambridge hones the minds of its students.

By securing this funding for the future we will ensure that St Catharine’s students can maximise the benefits they take from the supervision system. To endow a College Teaching Officer post requires a capital fund of £1.4 million – and this, in turn, takes pressure off the College Endowment, enabling constant innovation and improvement in the provision we make for our students.

A donation to the St Catharine’s Teaching Fund is a way to help guarantee for the long term the quality and success we have attained – to ensure that we continue to educate the leaders of the future.


"Having supervisors based at Catz has really helped me – I’ve got much better continuity in my teaching and have been able to build my skills, compared to the conflicting advice I received when I had several different supervisors at other colleges. I’ve been able to build a good working relationship with my supervisor around College, and he’s been there when I’ve needed advice about Part II options. Being taught by Catz Fellows has really motivated me: I’ve seen how hard they work for me, and I want to work just as hard for them.”
A second-year History student

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