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When the pandemic began, Chris Sedelmaier, Ph.D., recognized that the candidates in the University of New Haven's Ph.D. in criminal justice program who were teaching for the first time faced unique challenges. With minimal preparation leading a class, they needed more than just encouragement—they needed real support.

"I wanted to make sure they knew they were supported by the department and that we were backing their teaching," Chris said. This led him to develop a Teaching Practicum, providing a structured environment for candidates pursuing a Ph.D. in criminal justice to hone their teaching skills.

Prof. Cassandra Sedelmaier ‘09, ‘13 M.S., MAT, a two-time University of New Haven graduate herself, joined the University as a full-time instructor in 2022 and quickly became involved in the practicum.

Cassandra's passion for teaching came from a unique journey through both private industry and high school education. Reflecting on her transition to academia, she said, "I decided I liked teaching better than actually being out in the field."

Together, the Sedelmaiers have transformed the practicum into a vital resource for the University's doctoral students in criminal justice. Their collaboration allows the Ph.D. candidates to gain hands-on teaching experience while receiving personalized mentorship from faculty who understand both the academic and practical challenges of teaching.

"We wanted to make sure our students had an edge when they left us," said Cassandra, who has a master's degree in education, in addition to her master's degree in national security from the University. "They're going to be strong candidates, ready to take on teaching positions with more than just research skills."

For Chris, the inspiration to develop the practicum came from his own experience as a graduate student. "We didn't have a lot of instruction on how to instruct," he recalled. The practicum is designed to provide support in real time, helping students address challenges as they arise.

Cassandra drew from her background in education. Having taught high school students through the pandemic, she noticed gaps in incoming college students' skills and knowledge. "I specialized in teaching with support for student accommodations—that's a big passion of mine," she explained.

Together, the Sedelmaiers crafted a practicum that focuses on more than just research. "We didn't want it to be trial by fire," Chris said. "We wanted our Ph.D. students to be ready and confident in their teaching abilities."

The practicum benefits more than just the Ph.D. students. According to Cassandra, the undergraduate students are equally impacted by well-supported doctoral candidates serving as their instructors. "The students I work closely with, who are in some of our Ph.D. student instructors' courses, really enjoy these classes," she said. The undergraduates have found that their student instructors are attentive to their needs, and they introduce creative methods to keep the classes engaging.

Cassandra noted that the Ph.D. students have proven to be particularly adept at accommodating the unique needs of today's undergraduates, many of whom faced disruptions in their education due to the pandemic. "We're getting more students nationwide that have accommodations and needs," she explained.

"The students who have the most needs are typically the ones that tell me how helpful and supportive the doctoral students are," she shared. "They value how much the student instructors meet their needs in terms of accessibility and accommodation."

Chris emphasized that the practicum also prepares the Ph.D. candidates for their future careers as professors. "In a Ph.D. program, especially if you go to a big program, you're being trained to be a researcher," he said. "But we want to give our students actual training and advice on teaching, too."

Through the practicum, doctoral students receive individualized feedback and pedagogical guidance. "We're going to produce a more well-rounded applicant for a teaching position when they graduate," Chris said.

The range of topics covered includes managing classroom discussions to creating inclusive lesson plans. Cassandra takes the lead on pedagogical practices. "We want them to have as many tools in their toolbelt as we can give them," she said.

Chris focuses on the administrative side of teaching, helping students with tasks such as syllabus design and lesson planning. "Managing how to fit all of your material into a 16-week semester can be difficult," he said.

The practicum also includes one-on-one mentorship, giving Ph.D. students the opportunity to discuss specific challenges they encounter. "We start some of our sessions with an open floor where everyone shares their highs and lows of the semester," Cassandra said. This community approach helps foster a supportive environment, where students learn from each other's experiences.

Reflecting on the practicum's impact, Cassandra summed it up best: "We want them to be the best candidates they can be, and that starts with being the best instructors they can be."