Broward College Mathematics Resources

Broward College Mathematics Flowchart

Understanding Your (MAC1105C) Initial Knowledge Check Score – what does it mean?

MAC1105C – Notes for Advisors

1. What is MAC1105C?

  • 5 credit class which consists of MAC1105 and corequisite topics from MAT1033 (MAT1033 is no longer offered at Broward College).
  • Face-to-face modality includes guided lecture notes and learning activities – most instructors will require students to purchase a course packet from the bookstore containing the lectures and activities.
  • Course includes non-cognitive soft skills such as growth mindset, time management, how to study, and how to learn.
  • No pre-requisites.

2. Who should take MAC1105C?

  • Students for whom MAC1105 appears on their intended major program sheet who have not placed into MAC1105.
  • If MAC1105 does not appear on the program sheet for a student’s intended major, then the student should be advised to take MGF1106 (which is the prerequisite for STA2023) depending on program requirements (unless the student expresses a distinct interest in learning algebra, or will need algebra for any future intended program of study).
  • Students who need MAC1105C but are not ready should take MAT0022. All sections of MAT0022 are offered in session 3. This provides adequate time to assess and re-place struggling MAC1105C students, if necessary.

 3. Advice for students during their MAC1105C semester

  1.  Before the semester starts:
    • Please see “Who should take MAC1105C?” above for guidance on placement.
    • Please consider the difference among the three MAC1105C modalities; F2F, blended and online; and advise students that greater independent initiative is required for blended and online than for F2F. Generally speaking, online is not recommended for students with a history of needing a lot of instructor-student interaction in a math class; blended and online require the student to be highly motivated to read and learn independently using the provided resources.
  2. Required materials:
    • Students in (most) face-to-face sections are required to purchase the course packet from the bookstore. This packet includes the course notes and learning activities. Students in sections that require the course packet should purchase it asap as it will be used in each class meeting.
    • ALEKS (online homework system) is required for all sections of MAC1105C. Through the Barnes & Noble First Day access program, students automatically have access to ALEKS the first day of the semester. Students do not need a course code from their instructor. Students will be billed for ALEKS at a discounted price through the registrar’s office. Students have the option to opt out of First Day, but will lose the discounted price, and will be required to purchase ALEKS on their own.
  3.  Support at beginning of semester:
    • During the first 2 weeks of the semester, the Academic Success Centers on all 3 campuses will offer a 2-day MAC1105C Bootcamp. Bootcamp consists of set pre-requisite topics, consistent across all campuses. Students will be able to sign-up online at any campus. Any student who is concerned about their preparedness, or who scored low on the ALEKS Initial Knowledge Check (IKC – more about the IKC follows) are advised to attend Bootcamp.
    • Within 48 hours of their first class meeting, students must take the ALEKS initial knowledge check (IKC). The IKC is comprised of MAT0022 material. Therefore, we can advise students regarding appropriate placement based on their performance on the IKC. Please see the UNDERSTANDING YOUR INITIAL KNOWLEDGE CHECK SCORE document.
    • Students need to take the IKC honestly because it determines an individualized learning path for the student to help them learn topics prerequisite to MAC1105C. If a student received help on the IKC is not a true measure of their current skill set. If a student did well on the IKC, but did poorly on test 1, it may indicate the student did not take the IKC honestly. In this case, the advisor should ask if the student is receiving help (from another person, from the web, or from over-use of the guided solutions available in ALEKS) on the ALEKS assignments.
    • Students must complete the IKC before they can begin any work in ALEKS. If an instructor reports that the student has not completed the IKC (one of the options in the first progress report sent by MAC1105C instructors), this means that the student has not completed any of the assignments. Therefore, in this case, the student is behind and needs to decide if this is the right class for them.
  4. Support throughout semester:
    • Encourage students to complete all the “Growth Mindset Discussion Activities” in the course, and take advantage of the knowledge and resources provided therein to increase their success in MAC1105C.
    • Students should not wait until the last minute to begin homework assignments or begin studying; they should be working steadily throughout the course. They should take advantage of the test reviews, complete them multiple times, attend tutoring sessions and instructor office hours, and ask lots of questions. Assignments should not be treated as something to check off a list for credit, but as opportunities to study. This can better be facilitated by the student taking the time to write down the instructions for each problem, and describe in words each step they take. If the student can verbally describe what they are doing in a math problem, then they really understand the procedure.

4. Challenges of remote delivery

  • Students must demonstrate even greater motivation and accountability than they ordinarily would for a typical face-to-face or blended class. Are they attending class? Are they attentive when they do attend? Are they comfortable interacting in the remote class? Are they attending remote instructor office hours?
  • Students need a computer with webcam and microphone (for remote proctoring via Honorlock) and a reliable internet connection – do they have this? If not, are there resources of which they are not aware that they may take advantage of?
  • Students must learn to work with the technology used in the remote course. What particular challenges are they facing, and how can we direct them to resolve them (e.g. technology platform customer support, BC Helpdesk, etc.)?

 5. Support