Faculty teaching data analytics at undergraduate level are often faced with the tension created by student under-preparedness, the demands of the course, and time constraints. How do faculty close this gap? In this paper, we propose the use of flow diagramming as an accessible method for interpreting regression analyses, in ways that are time efficient and not alienating to the student. Our study shows that the use of such flow diagrams has a positive effect on student understanding without additional remedial instruction. Time saved can be directed at core learning objectives of the analytics.