What happened
Faculty Focus published an August 24, 2026 article by Meredith A. Frey, a Baylor University PhD student and undergraduate leadership instructor, drawing on her move from teaching 30 third graders to 19 undergraduates. Frey argues that three K-12 practices also matter in higher education: developing relationships, expecting and creating active engagement, and using explicit instruction.
Why it matters
For faculty developers, instructional designers, and training teams, the article frames familiar classroom routines as design choices rather than age-specific tactics. Frey cites examples such as greeting learners, learning names, opening with discussion questions, using role play or movement, and telling students when to take notes. The practical point is that adult or near-adult learners may still need belonging, interaction, and clear expectations.
What to do next
Review courses for small points where welcome, peer interaction, or task clarity are assumed rather than designed. Consider low-cost tests, such as a consistent opening question, brief partner dialogue, or explicit directions before activities. Treat the article as practitioner reflection supported by cited sources and classroom examples, not as evidence that any single technique will work in every content area, class size, or training setting.
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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