An introduction to undergraduate supervision

Spotlight Series 2:
Reflections from our tutors on supervision

The Cambridge Centre for Teaching & Learning provide a three-part programme aimed at those new to supervising undergraduates at Cambridge and anyone who would like to revisit the fundamentals of effective supervisions: An Introduction to Undergraduate Supervision. You can learn more about the programme itself in the first article of this series exploring what the course has to offer.

We are fortunate to have a team of highly experienced tutors teaching the in-person workshops of the programme. Our essay-based workshops are led by:

• Dr Mary Beth Benbenek, Director of the programme and Associate Teaching Professor at CCTL, and undergraduate Tutor at Lucy Cavendish College.
• Prof. Matt Castle, head of the University's Centre for Research Informatics Training, supervisor, lecturer, course organiser and examiner for various NST courses, and chair of the BBSRC and MRC DLA PhD training committees.

While our problem sheet workshops are led by:

• Dr Joanna Haywood, Director of Studies for Natural Sciences at Homerton College and Hughes Hall and Associate Teaching Professor for the Faculty of Education, where she leads the Chemistry PGCE.
• Paul Fannon OBE, Fellow of Christ's College, supervisor and examiner in NST Mathematics, and Teaching Associate for the Centre for Research Informatics Training. Paul was awarded an OBE in 2024 for contributions to education.

We asked the team to reflect on a series of questions: why they take the time to teach these workshops; what new supervisors really need to know before supervising; what the challenges and benefits of undergraduate supervising are. Their responses provide insights into undergraduate supervision as well as concrete takeaways for anyone teaching at Cambridge.

Why do you take the time to teach these workshops?

When asked why they choose to teach these introductory courses, the tutors pointed to both a genuine enjoyment of teaching and appreciation of how challenging it can be. Matt highlighted how much he particularly enjoys helping supervisors at the start of their teaching journey, as "all of the participants bring an enthusiasm and refreshing mindset, and I value and want to support the diversity of ideas and approaches they have". Jo considers supervising a highlight of her week during term time and likes having "the opportunity to share this with others and, hopefully, to make people feel less apprehensive about supervising, which can feel like a scary thing to start". Paul echoed this emphasis on difficulty, explaining that he is drawn to teaching these sessions precisely because teaching is hard:

"As a University, we have a reputation as a world-leading research institute and employ people who are exceptional researchers. Too often, because people are brilliant at their subject, it is assumed that they will be good teachers. Not every great researcher wants to be a great teacher, but for those who do, some support can transform their teaching. I think these sessions are some of the greatest impact I can have on teaching across the University."

Mary Beth emphasised the value of helping new supervisors understand the Cambridge model of teaching and learning: "Most new supervisors are unfamiliar with the teaching system here and even those who did study at Cambridge know it only as a student. I like supporting new supervisors to understand the purpose, complexities and joys of supervising because when the right conditions are in place, supervisions can be deeply rewarding for both supervisors and students. 

What do you think new supervisors really need to know?

The tutors agreed that a basic grasp of practicalities is essential before starting to supervise (where to hold them, who to contact if issues arise, etc). But they also stressed the importance of understanding why Cambridge has both lectures and supervisions. Without that distinction, some supervisions drift towards 'mini lectures', leaving little room for student participation. As Paul put it, "the magic of the Cambridge supervision system is when students really get to engage with academics in a two-way conversation".

The tutors also highlighted the value of understanding how varied students' journeys through education can be. Matt emphasised that the individualised nature of supervision means that its mechanics often shift in response to students' needs, which "might involve different pacing, activities, language or learning environments, but the aim is always to tailor things as much as possible". Mary Beth made a similar point:

"Students may need different things from their supervisors: one might be struggling with imposter syndrome while another might benefit from being pushed more. Recognising this variation is central to enacting the personalised teaching and learning that supervisions are meant to provide."

Paul also spoke about the different ways students engage with their learning, noting that "a key take-away for supervisors is that there should not be only one way to succeed in Cambridge. Some students are fast, some are very vocal, some are very confident, but if students have to behave in a certain way to be deemed successful then we are doomed to only allow cookie-cutter versions of ourselves to feel positive about their experience". 

What is difficult about supervising?

The tutors pointed to several aspects of the role they consider genuinely challenging. All agreed that confidence can be a concern for anyone new to teaching. It is common for new supervisors to focus on themselves, worrying whether they will be asked a question they cannot answer or whether their plans for the hour will actually work. As Paul notes, "many supervisors (including myself) worry that they are not good enough to supervise some mythical genius they think will show them up. In reality, supervisors are often surprised by how much their experience of the subject can add to even the brightest of students".

Jo also highlighted some real practical difficulties of supervising, like knowing how many questions to set for each supervision:

"This is where talking to someone who has previously supervised the same course can be so useful".

All of the tutors mentioned the time commitment as a challenge, especially for new supervisors for whom preparation typically takes longer. Our workshops can help here, as they provide templates for giving feedback on students' work and for organising supervisions, drawn from actual supervisions across many different disciplines. New supervisors can use these resources to save time while they build up their experience and develop their own approaches. Matt pointed out a key issue that is helpful to recognise explicitly:

"There can be a tension between what we would ideally like to do as supervisors and the day-to-day demands of working lives."

What are the benefits of choosing to supervise?

Alongside the challenges though, the tutors also emphasised what new supervisors can gain from the role. All mentioned the well-known insight that teaching often deepens your own understanding. As Paul put it, "I am always surprised when I am teaching a subject that I thought I knew inside out and students still catch me with questions that get me thinking. I have frequently had penny-drop moments when I have had to come up with new ways to describe a tricky idea". Jo believes that having the opportunity to engage with ideas from different perspectives can have a positive impact on the supervisor's own understanding of the course material.

Mary Beth also drew attention to the value of working so closely with students and how this can translate into future teaching experiences: "Seeing students in such small groups means that we see how they engage with material, react to feedback, deal with critique or setbacks, transition to higher learning, and interact with their peers. Even if you later teach only at scale through lectures and seminars, you will have had the experience of observing student development at close range at Cambridge. This can inform how you approach many aspects of educational practice, from course design to assessment."

Finally, all of the tutors emphasised how enjoyable it is getting to know students and supporting their learning in supervisions. Matt commented, "I teach because I love working with students and seeing them grow into independent thinkers" and, as Paul said, "It is a wonderful feeling when someone who has been struggling bounces out of a supervision feeling that they are now going to be okay".