What happened
Faculty Focus published an article by Meredith Frey, a PhD student in P-12 Educational Leadership at Baylor University who is teaching an undergraduate leadership course. Drawing on research and her move from teaching 30 third graders to 19 undergraduates, Frey says college professors should consider three K-12 practices: building relationships, creating active engagement, and using explicit instruction.
Why it matters
For instructors, instructional designers, L&D teams, and course creators, the article frames teaching quality as more than content delivery. Frey cites practices such as greeting students, learning names, using opening questions, pair dialogue, role play, movement activities, and clear prompts. The practical implication is that adult or postsecondary learners may still need belonging, interaction, and procedural clarity.
What to do next
Review courses for small, low-risk routines that match Frey’s examples: welcoming learners, setting discussion questions, planning peer interaction, and stating expectations beyond the syllabus or course outline. Treat the piece as practitioner guidance rather than proof of universal impact. Frey’s evidence combines cited education literature with one instructor’s classroom experience, so teams should adapt and evaluate locally.
About this briefing
Reviewed by TutorFlow Editorial. We link the primary source, preserve its publication date, and distinguish reported claims from TutorFlow analysis. Our commentary focuses on practical decisions for educators and training teams.
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