Inclusive collaboration via class preparation

This paper explores the implementation and effectiveness of pre-class preparation modules in a large-scale linear algebra course for engineering students, aimed at promoting inclusion, and active participation in an active learning environment. The study investigates the impact of tailored pre-class readings and post-class materials on student engagement, preparedness, and overall performance. Through survey data collected during the fall 2023 semester, we analyze students' preferences for pre-class content delivery methods, their perceived preparedness for class, and the correlation between class preparedness and final exam grades. Our findings suggest that high-quality pre-class content positively contributes to the students experience in an active learning classrooms, with potential implications for mitigating hierarchical structures and addressing disparities in student engagement and achievement.