Broward College Mathematics Resources

Broward College Mathematics Flowchart

Are you ready for MAC1105C?

Understanding the Readiness Evaluation (RE) – Fall/Spring Session 1

Understanding the Readiness Evaluation (RE) – Fall/Spring Session 3 and Summer

MAC1105C – Notes for Advisors

1.  What is MAC1105C?

  • It is a five-credit class which consists of MAC1105 objectives and corequisite content from algebra. 
  • For Face-to-face and Online Live modalities include guided lecture notes and learning activities – Instructors will require students to purchase a course packet from the bookstore containing the lectures and activities. (Online and Bended also include learning activities but not a required packet.) 
  • The course includes non-cognitive soft skills such as growth mindset, time management, how to study, and how to learn. 
  • The course has no pre-requisites.  

2. Who should take MAC1105C?

  • Students for whom MAC1105 appears on their intended program sheet who have not placed into MAC1105. 
  • If MAC1105 does not appear on the student’s program sheet, 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). MGF1107 may be taken first if STA2023 is not a required course. 
  • Students who need MAC1105C but have an inadequate foundation in algebra, should take MAT0022. All Fall/Spring sections of MAT0022 are offered Online Live in session 3 (or in session 1 over the summer). This provides adequate time to assess and re-place struggling MAC1105C students, if necessary. 

 3. Advice for students during their MAC1105C semester

Before the semester starts: 

  • Please see “Who should take MAC1105C?” above for guidance on placement.
  • Please consider the difference among the four MAC1105C modalities; F2F, blended online live and fully online; and advise students that greater independent initiative is required for blended, online live and online than for F2F. Generally speaking, fully online is not recommended for students with a history of needing a lot of instructor-student interaction in a math class; fully online courses require the student to be highly motivated to read and learn independently using the provided resources and technology. Online Live students also require a comfort with technology, but this modality offers interaction with instructors. Blended students must also demonstrate an ability to be self-motivated and learn and work independently on their own. Since "in-class" time is 40% less, students will need to account for the lost in-class seat time by completing additional assignments (“pre-class” quizzes) and learning on their own. 

 Required materials: 

  • Students in face-to-face and Online Live 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.
  Support at beginning of semester: 
  • During the first two weeks of the semester, the Academic Success Centers on all three campuses will offer a two-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 READINESS EVALUATION (RE – more about the RE follows) are advised to attend Bootcamp. 
  • Within 48 hours of their first class meeting, students will take the Readiness Evaluation (RE). The RE is comprised of MAT0022 material. Therefore, we can advise students regarding appropriate placement based on their performance on the RE. Please see the UNDERSTANDING YOUR READINESS EVALUATION SCORE document.  
  • Transfer to MAT 0022 (not an option for MAC 1105C session 3 or summer sessions). If a student scores extremely low on the (RE) and does not feel ready for MAC 1105C, they can do one of the following: 
    • If the drop deadline has not passed, go to myBC to drop MAC1105C and register for MAT0022 
    • If the drop deadline has passed, go to https://broward.edu/studentforms and look for “MAC1105C to MAT0022 Transfer Request.” This must be completed by the end of the second week (This option is not available for MAC 1105C sections given in session 3 or summer) 
  • The RE will be proctored either using Honorlock in Online and Online Live. The RE will be given in class for face to face and blended.  
  • If an instructor reports that the student has not completed the RE (one of the options in the first progress report sent by MAC1105C instructors), this means that the student has not had a proper pre-requisite assessment and should be encouraged to attend bootcamp or should discuss their mathematical preparedness with their professor.  
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 Online Live or Fully Online

  • 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 (Online Live)? Are they attentive when they do attend? Are they comfortable interacting in the remote class? Are they attending remote instructor office hours? For fully online, are they watching the course videos?  
  • 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 fully online and online live. What particular challenges are they facing, and how can we direct them to resolve them (e.g. technology platform customer support, BC Helpdesk, etc.)? Have they completed the Honorlock/ALEKS practice assignment well before test 1? 

5. Challenges for Blended

  • Students must demonstrate an ability to be self-motivated and learn and work independently on their own. Since "in-class" time is 50% less, students will need to account for the lost in-class seat time by completing additional assignments (“pre-class” quizzes) and learning on their own. 
  • Students will be assigned a "pre-class quiz to complete prior to each class meeting. This material is not taught during the in-class sessions and students will be required to understand the content in the “pre-class” quizzes as this material is not reviewed in class. 

6. Support