Outside the Classroom: Learning With Campus Cats

By: Rosita Power '26

On March 26th, Cate’s Animal Behaviors class visited numerous faculty houses to experiment on campus cats. With the goal of developing a hypothesis to compare the problem-solving skills of domestic cats to those of wild cats, students evaluated each cat's decision-making patterns, reaction times, and success rates. Specifically, some tests included finding hidden treats, tipping a cup to access a treat, and following a trail of treats. Of course, the cats greatly enjoyed these activities. Not surprisingly, the students also loved the experiments. The chance to step outside the classroom and interact with animals gave students new perspectives on what it means to learn at Cate. 

Before coming to faculty homes to play with cats, one Animal Behavior student, Addie Bracher ‘25, had a slightly negative view of cats. She shared, “I’ve always thought of cats as independent and maybe a little distant.” This student’s impression of cats was later altered. Her time playing with faculty cats made her recognize cats’ strong personalities and how those personalities were reflected in each cat’s interactions with her. For example, one of the cats this student was playing with tipped over the cup and snatched the treat within seven seconds. This cat also eagerly searched for more treats well after the experiments were completed. Another cat barely tried to tip over the cup. This lack of interest aligns with her hobby of sleeping instead of hunting.

Furthermore, Bracher shared her opinions on working in a faculty home. She expressed her enthusiasm about working in a new setting and said, “I always jump at the chance to get out of the classroom, and being in a home setting made the experience feel more relaxed and engaging.” In her opinion, a change in learning environments resulted in a shift in her attitude as well. Furthermore, she elaborated on how the setting added to the lesson,  saying, “It was also definitely helpful that we were able to observe the cats in their usual environment.” Scientifically, it was beneficial to conduct the experiments in a faculty home because it eliminated the possibility of the cats being affected by a switch in their environment. Overall, learning in a faculty home was not only convenient but also enjoyable for many of the students.

Additionally, one more benefit of going to faculty houses was that the owners also enjoyed observing. Chris Power, a faculty cat owner, expressed his amusement by saying, “Their data agreed with what I suspected about our cats.” He enjoyed helping students and continuing to foster connections between students and faculty. He was happy to open his home and introduce his cats. 

Finally, students learned a lot about themselves through their interactions with faculty cats. Addie spoke to her own experience: “It reminded me how much I enjoy hands-on learning and how valuable it can be to get out of the classroom and experience things in a real-world setting.” Hands-on learning not only teaches the intended lesson but also requires students to use skills they wouldn’t normally use in a classroom setting. In this case, those skills included “patience and adaptability.” The opportunity to learn outside the classroom gave students a more impactful experience.

All in all, experimenting with faculty cats proved to be another excellent example of how learning at Cate is multifaceted. Through the hands-on and out-of-classroom work, students gained new perspectives, connected with faculty, and practiced both academic and non-academic skills. This experience acts as a reminder of how valuable unique ways of learning can be. Ani van Lynde ‘25 exclaimed, “I would love to do it again!”