Educational fads in higher education are interesting phenomena. They seem to bubble up from the K-12 sector, but have little substantial research to support their use in the college setting. Fads seem to gain footholds easily but are not so easily dislodged when they are inappropriate. One movement that invaded some years ago is the fad of facilitation. College teachers were asked to identify themselves as either a facilitator or teacher. On the surface it seems reasonable, and the original idea has important aspects, but its actual application in the collegiate setting has not captured the salient points addressed in this article.