Cauleen Smith's teaching approach presents significant challenges. Her style can be perceived as aggressive and highly opinionated. When reviewing student work, her interpretations often come across as definitive, leaving little room for alternative perspectives. She also sometimes attributes views to students that they may not hold, based on her own opinions. For example, in discussions or critiques, if a student presents an idea or perspective that differs from her own, Professor Smith has, in my experience, occasionally responded by rephrasing or reframing their statements to align with her own viewpoints, rather than addressing the original comment or question. This approach can be particularly problematic when there is a disagreement. The environment in her classroom often feels more like a one way street rather than an open dialogue, which can be stifling for a learning atmosphere that would ideally thrive on different viewpoints and open discussion. Her teaching methods seem contrary to the principles of teaching and learning, where exchange and exploration of different ideas should be encouraged. While I recognize that each educator has a unique style, the core of teaching should ideally encompass flexibility, openness to differing opinions, and fostering a supportive environment. From my perspective, these elements were not present in Professor Smith's class.

Based on my experiences, I feel compelled to advise caution to potential students considering enrolling in Professor Smith's classes. Furthermore, I am genuinely surprised and concerned about the continued employment of Professor Smith, given the nature and frequency of what I and many others have perceived as harmful interactions with students. It is alarming that such behavior, which I believe negatively impacts student experiences and mental well-being, has not led to a reevaluation of her teaching role within the Art Department. I am also disconcerted by the department's apparent restructuring of certain systems to accommodate Professor Smith in a way that seems to specifically ensure/boost her course enrollment, despite a noticeable reluctance from students to engage with her. It is perplexing and troubling that rather than addressing the root causes of student reluctance, the department is instead altering its frameworks to work around these issues.