Teaching and learning environments are diverse and complex and my roles and responsibilities as an artist, educator, scholar and mentor often overlap within these environments. Thus, I view my pedagogical practice as holistic, multifaceted and intersectional.
Four central areas of my pedagogical practice include:
Classroom-based pedagogy: Classroom-based pedagogy broadly embraces the design, implementation and assessment of pedagogy within a variety of classroom settings (K12, university, online, conference settings and workshops). My intent through my pedagogy is to foster engagement, mutliple forms of thinking (critical, imaginative, and visual) and expression, and holistic approaches to practice and reflection on practice. My pedagogy for post-secondary learners is rooted in constructivist, contemplative, holistic, transformative and adult developmental theories that acknowledge: a) whole learner; b) embodied knowing; c) the importance of building classroom community; d) the need for integrated and inclusive curriculum with multiple pathways for learning and understanding.
Mentoring as pedagogy: Professional mentoring involves assisting and supporting learners, peers and other professionals in their quest to identify and clarify professional issues, questions, and options that are needed for effective decision-making and professional growth. I have served as a formal and informal mentor for both students and colleagues in my roles as artist, educator, scholar and leader.
Editorial pedagogy: In my roles as editor, manuscript reviewer for numerous editorial boards, graduate thesis advisor, and grant writing instructor, I engage in editorial pedagogy to assist authors (in varying stages of their professional life) to understand the complexities of published professional texts and the expectations for publishing--whether in a professional journal, or in an online professional e-portfolio. More specifically, I help authors to develop and strengthen conceptual and theoretical frameworks, arguments and research questions, align their research focus with relevant literature and methods, and address issues of tone and voice. My approaches support confidence building through providing detailed and specific feedback, in-progress feedback, and encouraging revisions and re-submissions that advance the notion of scholarly writing as craft.
Scholarship as pedagogy: I teach through my scholarship. The implications and recommendations from my research can assist other practitioners and researchers with examples of approaches, methods and frameworks for examining similar problems as well as providing solutions and strategies for educators in similar contexts.
The following principles, values, and methods guide all the areas of my pedagogical practice:
• Aesthetics: attention to the look and feel of practice and learning environments; attention to the craft of teaching, leadership, and scholarship
• Collaboration: working together around common aims and questions
• Communication: clarity, coherence, tact and empathy
• Connection: to subjects, learners, community, and profession
• Flexibility: being responsive to the changing landscape of classrooms and higher education
• Innovation: seeing the ‘gaps’ and exploring "what if..."
• Integration: focus on developing multiple intelligences, skills, and professional dispositions; multi-modal paths for learning
• Knowledge/Research: lifelong learning and inquiry about professional issues
• Mastery: fostered through use of non-graded assignments, self and peer reviews, revise/resubmit policy, and timely and specific feedback
• Mindfulness: in writing, speech, and in relation to others
• Open access: to knowledge, data, and technology
• Pluralism: inclusivity toward content, ideas and expression; learner input about curriculum
• Professionalism: timely communication; modeling of ethics that comprise a professional identity and expectations
• Reflection: multiple forms that include individual/peer; formal/informal; verbal/written/visual; encouraging visually reflective practices
© Sheri R. Klein 2016