Her upbringing drastically deviated from traditional nineteenth-century norms, as both her parents encouraged scholarly education and fostered her inquisitive spirit.

While at Michigan, she studied extensively under the direction of Moses Coit Tyler, a professor of English language and literature within historical and political contexts.

She also studied under Charles Kendall Adams, a proponent of the German seminar method of teaching history However, she also took particular interest in the natural sciences.

Her teaching style was considered unorthodox at the time, using the case method process introduced by her father in the Oswego Movement.

Drawing from the teachings of Pestalozzi and Leopold von Ranke, Sheldon encouraged helping students build problem-solving skills while learning historical inquiry.

In 1879 she resigned due to poor health and internal conflicts at the college, leaving behind teaching to travel abroad and rest.

While Barnes taught at various universities, Sheldon concentrated on her writing and collaboration with historian Andrew Dickson White.

She also conducted research in four California school districts regarding the source method and educational philosophy, through which she designed a history curriculum that accounted for developmental changes.

"[4] Though largely ignored in print, her teaching philosophy, especially in relation to critical thinking for students, influenced the curricular structure of general education courses in the mid-twentieth century.