Phyllis Lee

Reflecting on facilitation really comes down to one question for me: did students actually learn, and did they feel supported in the process? Engagement, communication, and a safe learning environment are strong indicators that facilitation is working. When students participate regularly, collaborate with each other, and communicate respectfully, it shows the course environment is healthy.

I also think reflection has to include looking at outcomes and assessments. If student performance isn’t where it should be, that’s a signal to review how expectations, instructions, or feedback were delivered. Student evaluations are helpful too, but they should be considered alongside performance data… >>>

The concept of a “pattern of teaching” really resonates with me as I step into the Director of Education role. Consistency in course design, communication, and expectations gives students stability. When they know where to find materials, how to submit work, and how to ask questions, they can focus more on learning instead of navigating the course.

Learning outcomes, strong communication, and a centralized LMS space act as the roadmap. If those pieces aren’t clear, frustration replaces progress. Instructor presence is key — not just posting content, but actively managing the course and reinforcing processes.

I also value the structured… >>>

As someone who recently transitioned from Director of Career Services into the Director of Education role, I’m looking at technology tools through both a student-outcomes lens and an instructional lens. Effectiveness, to me, comes down to whether the tool actually improves learning, engagement, or efficiency — not just whether it’s new or feature-rich.

A useful technology tool should make instruction clearer, save faculty time, or give us better insight into student progress. If it’s complicated, underused, or doesn’t clearly support learning objectives, then its impact is limited no matter how advanced it is. I also think instructor comfort and training… >>>