[FRIAM] My plan to disrupt education

Sat Oct 30 14:28:06 EDT 2021

I understand I continue to claim that saying that Highlands is the foremost
Hispanic-serving university in the US is untrue if not preposterous.
Saying that Anglo faculty and administrators are not welcome doesn't make
you Hispanic-serving.

---
Frank C. Wimberly
140 Calle Ojo Feliz,
Santa Fe, NM 87505

505 670-9918
Santa Fe, NM

On Sat, Oct 30, 2021, 12:20 PM Angel Edward <edward.angel at gmail.com> wrote:

> If any one would bother to check my original email, I said percentages not
> total enrollment in response to Frank’s question.
>
> Would anyone then conclude that because UCSD has more Black students than
> a 100% Black student Historical Black Institution, UCSD tops say Howard U
> in some definition of Black-serving institutions (which is not arguing that
> some students wouldn’t be better off at UCSD). Or that Brandeis is not
> Jewish serving. Or College of Santa Fe was not Catholic serving.
>
> Ed
> __________
>
> Ed Angel
>
> Founding Director, Art, Research, Technology and Science Laboratory (ARTS
> Lab)
> Professor Emeritus of Computer Science, University of New Mexico
>
> 1017 Sierra Pinon
> Santa Fe, NM 87501
> 505-984-0136 (home)   edward.angel at gmail.com
> 505-453-4944 (cell)  http://www.cs.unm.edu/~angel
>
> On Oct 30, 2021, at 11:59 AM, Marcus Daniels <marcus at snoutfarm.com> wrote:
>
> Enrollment of 2,787 (NMH) vs. 52,946 (UCSD).
>
> UC San Diego Admits Record 52,946 First-Year and Transfer Students
> (ucsd.edu)
> <https://ucsdnews.ucsd.edu/pressrelease/uc-san-diego-admits-record-52946-first-year-and-transfer-students>
>
> New Mexico Highlands University | Data USA
> <https://datausa.io/profile/university/new-mexico-highlands-university/#enrollment>
>
> *From:* Friam <friam-bounces at redfish.com> *On Behalf Of *Frank Wimberly
> *Sent:* Saturday, October 30, 2021 10:42 AM
> *To:* The Friday Morning Applied Complexity Coffee Group <
> friam at redfish.com>
> *Subject:* Re: [FRIAM] My plan to disrupt education
>
>
> Which is a greater number 53.7% of Highlands or each of 20-40% of the
> others?
> ---
> Frank C. Wimberly
> 140 Calle Ojo Feliz,
> Santa Fe, NM 87505
>
> 505 670-9918
> Santa Fe, NM
>
> On Sat, Oct 30, 2021, 11:34 AM Angel Edward <edward.angel at gmail.com>
> wrote:
>
> It only takes a minute or two to find the information on the Web
>
> NMH 53.7%
>
> UCSD 39%
> UCLA 23%
> Arizona 24%
> UNM 37%
> UT Austin 22%
>
> Ed
> __________
>
> Ed Angel
>
> Founding Director, Art, Research, Technology and Science Laboratory (ARTS
> Lab)
> Professor Emeritus of Computer Science, University of New Mexico
>
> 1017 Sierra Pinon
> Santa Fe, NM 87501
> 505-984-0136 (home)   edward.angel at gmail.com
> 505-453-4944 (cell)  http://www.cs.unm.edu/~angel
>
>
> On Oct 30, 2021, at 11:14 AM, Frank Wimberly <wimberly3 at gmail.com> wrote:
>
> >I think the definition of Hispanic-serving is based on the percentage of
> Hispanic students which is very high at Highlands
>
> I would be surprised if Highlands had a higher number of Hispanic students
> than any of the universities I mentioned.  Compared to to them Highlands is
> small.  I wonder why percentage is more important than the total number.
> Talk about ethnicism.
>
>
>
> ---
> Frank C. Wimberly
> 140 Calle Ojo Feliz,
> Santa Fe, NM 87505
>
> 505 670-9918
> Santa Fe, NM
>
> On Sat, Oct 30, 2021, 10:58 AM Edward Angel <angel at cs.unm.edu> wrote:
>
> I think the definition of Hispanic-serving is based on the percentage of
> Hispanic students which is very high at Highlands.
>
> The first year I was at UNM, a colleague and I went to career day at
> Highlands. Because Highlands lacked an Engineering program, we thought it
> would be an excellent opportunity to recruit some of their grads to
> Engineering at UNM, The gym was filled with recruiting tables which except
> for us were all either from the military or the Ivy League schools trying
> to recruit Hispanics. During the morning, not a single student came to our
> table. After lunch, a group of young women came to our table, looked at our
> materials, and then asked if they needed math to study engineering. When we
> said yes, there was a loud “Ugh” and they turned around and left. Only
> students we talked to the whole day.
>
> A few years later, David West would come down to UNM once a week to UNM on
> his bike to teach a software engineering course.
>
> Around that time, we had a very active NM Chapter of SIGGRAPH in NM. I
> worked a lot with Bruce Papier at Highlands who was running a wonderful
> computer art program at Highlands. I believe he too was pushed out during
> the Manny Aragon era. He passed away in Santa Fe a few years ago.
>
> But what I really want to write about is a related story to David’s at
> UNM. At UNM the Latin American (now Latin American and Iberian ) Institute
> is a prestigious research and teaching center. It’s founder-director and
> associate director were not Hispanics. In the mid-90s, Tom Benavides, a
> powerful NM legislator (
> http://insidethecapitol.blogspot.com/2004/05/most-excellent-sir-tom-benavides.html)
> insisted the director and associate director be replaced by Hispanics and
> when UNM refused, the funding for LAI was removed from the UNM budget. The
> result was  that UNM had to come up with funds from other projects to
> support LAI.
>
> Tom was a very popular legislator from the South Valley, so popular that
> there was a movement to create a separate county for the South Valley and
> name it after Tom. But then there was his downfall; drinking and wife
> abuse. When he lost a reelection, UNM seized on the opportunity and hired
> him as a legislative lobbyist. UNM then got back it’s funding for LAI
> without having to replace its leadership.
>
> At the time, I was teaching a lot of short courses in Latin America
> through the Ibero-American Science and Technology Education Consortium
> (ISTEC)  which was started at UNM and was administratively under LAI. One
> of Tom’s duties (actually rewards) was to attend the yearly ISTEC
> conferences in Latin America as did I and usually Rose Mary. Tom was
> somewhat uncomfortable outside NM and speaking Spanish, so Rose Mary would
> often invite him to join us for dinner. I always learned a lot about the
> spotted history of NM.
>
> Ed
> _______________________
>
>
> Ed Angel
> Founding Director, Art, Research, Technology and Science Laboratory
> (ARTS Lab)
> Professor Emeritus of Computer Science, University of New Mexico
>
> 1017 Sierra Pinon
> Santa Fe, NM 87501
> 505-984-0136 (home)   angel at cs.unm.edu
> 505-453-4944 (cell)  http://www.cs.unm.edu/~angel
>
>
> On Oct 29, 2021, at 6:15 PM, Frank Wimberly <wimberly3 at gmail.com> wrote:
>
> During the era of which Dave speaks at New Mexico Highlands i had an
> interview for a faculty position in the CS Department there.  I wasn't a
> good match because they were looking for someone in the area of computers
> and the arts.  Among my application materials I emphasized my ability to
> speak Spanish, my family roots in Central NM, and our adoption of a young
> child from Mexico.  Someone told me that it was a mistake to mention the
> relationship with Mexico because Aragon didn't consider Mexicans to be
> Hispanic.  To him that word apparently means someone from one of a few
> families from Northern NM.
>
> At that time there was material that claimed that Highlands was the
> foremost Hispanic serving university in the US.  At the time I wondered,
> "What about UCSD, UCLA, Arizona, UNM, UTexas, etc?"  I think the answer lay
> in his definition of Hispanic.
>
>
> Frank
> ---
> Frank C. Wimberly
> 140 Calle Ojo Feliz,
> Santa Fe, NM 87505
>
> 505 670-9918
> Santa Fe, NM
>
> On Fri, Oct 29, 2021, 5:39 PM Prof David West <profwest at fastmail.fm>
> wrote:
>
> Manny Aragon was president of Highlands at the time of my program. He
> hated me personally for no apparent reason other than my program was
> gaining publicity and overshadowing his role as "savior" of Highlands.
> Also, his Board of Regents assigned mission was to reduce the white faculty
> and increase the Hispanic.Those efforts earned censure for the University,
> multiple lawsuits by white faculty all of which Highlands lost; and
> eventually Manny's firing as University President.
>
> He arbitrarily and "illegally" (circumventing the faculty and established
> procedures) cancelled the program. Students demonstrated at Capital in
> protest; dozens of industry leaders, and all of our clients, sent letters
> in protest, students directly petitioned Manny to change mind — all to no
> avail.
>
> A little less than two years after cancelling the program, Manny was
> convicted of embezzlement of federal funds and sent to prison for five
> years. He was Speaker of the House in the state legislature before coming
> to Highlands and nothing but a powerful and corrupt and self-aggrandizing
> politician before coming to Highlands and wreaking havoc.
>
> davew
>
>
> On Fri, Oct 29, 2021, at 3:33 PM, Russ Abbott wrote:
>
> Dave, Sounds like a wonderful program. Is it continuing? If not, why not?
> If so, how has the structure changed so that it sustains itself as an
> ongoing effort?
>
> -- Russ Abbott
> Professor Emeritus, Computer Science
> California State University, Los Angeles
>
>
> On Fri, Oct 29, 2021 at 12:40 PM Prof David West <profwest at fastmail.fm>
> wrote:
>
>
> Pieter,
>
> Your plans are admirable and exciting.I wish you the best in this
> endeavor. If you would have any interest, I would be happy to share my
> experience in New Mexico developing and delivering an industry award
> winning program — the Software Development Apprenticeship.
>
> We totally blew up the academy. The program had no courses — instead we
> defined "competencies" that had to be demonstrated — acknowledged by peers,
> professors, and industry professionals — at five different levels:
> basically following directions or rote learning; applying knowledge solo;
> applying in different context; mentoring others / sharing knowledge; and
> making an 'original' contribution or extension to the knowledge. Everyone
> had to master all the "competencies" to level 3, but would vary widely by
> individual interest in which ones were achieved at higher levels.
>
> We had a "one room schoolhouse" where students worked in teams on
> real-world development projects alongside industry professionals, graduate
> students to freshmen mixed on each team.
>
> If we had packaged the knowledge delivered in the program into traditional
> semester credit courses it would have been the equivalent of two
> undergraduate and three graduate degrees. Subjects far transcended
> programming and other computer science topics to include business (of
> course since business constituted the vast majority of our projects), hard
> and soft sciences, writing, presentation, inter-personal and "soft" skills,
> philosophy and history (Computer Scientists and Software Engineers are
> abysmally ignorant of their own history and the thought foundations of
> their discipline), art (including computer graphics of course, but much
> more), and math (but probability and statistics and geometry instead of
> calculus).
>
> Students learned 'on-demand'. The project to which they were assigned
> would require some specific knowledge and they would "demand" that
> learning. Actually, every six weeks, students would complete a learning
> plan and the faculty had to combine them into a set of modules for lecture
> and presentation in the ensuing 6-week interval. All teaching took place in
> the same open lab/classroom, so everyone either directly or by "osmosis"
> picked up on what was being taught.
>
> The program was immensely successful. Our student body came from the
> poorest county in the poorest state (sometimes Louisiana would take first
> place) and were woefully unprepared for college. But they succeeded: one
> exemplar student entered the program lacking even rudimentary user skills
> like "cut and paste," but was a team leader and J2EE mentor at the start of
> his second semester. (He was also the only one who figured out why the Hero
> — movie of same name — did not kill the warlord unifying China in a
> wonderfully written essay.)
>
> Our student body was 70% minority (mostly because of where we were and the
> mission of the University) and 51-54 percent female.
>
> Half of the students in the first year of the program had papers (not
> student presentations but full papers) accepted to OOPSLA and Agile  both
> conferences had a 90+ percent rejection rate). Every student was place in
> jobs, often before graduation and often with the companies who gave us
> apprenticeship projects.
>
> The preceding is just bragging, but I am very proud of what we did.
>
> We had two faculty, myself and Pam Rostal and both of us worked 70-90 hour
> weeks which would not be sustainable long term. We did attract a lot of
> attention and industry "superstars" would drop by to mentor in their
> particular area for 2-3 weeks at a time.
>
> If you have interest in any details, please ask off-list and I will be
> happy to respond.
>
> davew
>
>
> On Wed, Oct 27, 2021, at 12:25 PM, Pieter Steenekamp wrote:
>
> The public education system in South Africa is largely broken. For those
> who can afford it, we have very good schools, but the majority cannot and
> the education options for them are bleak.
>
> I plan to do something about it.
>
> This is my second attempt. About three years ago I started a school as a
> proof of concept with a radical model to have very high quality yet very
> low cost education and it failed miserably. (I managed to make plans for
> the kids and I don't believe any suffered from the experience - I pulled
> the plug before too much harm was done). I've thought, and discussed it a
> lot, and I'm ready to roll out my second, very different attempt.
>
> The basis of this is that there are plenty of resources available for
> free, and provided you manage the environment properly, kids can and will
> teach themselves.
>
> My plan is a model with two legs, both legs offering very high quality
> education, but the first leg is relatively expensive and has "bells and
> whistles" to attract the wealthy and the second is bare bones to make it
> affordable for those kids whose parents can't pay.
>
> The profit from first leg schools then cross-subsidise the costs of the
> second leg schools.
>
> The concept for both legs are copied from https://www.khanlabschool.org/ ,
> adapted for local conditions of course. The second leg schools will just be
> a low cost version, but the education offered will still be world class.
>
> Our academic year starts in January. I'm working flat out to have my first
> school of the first leg open in January 2022. Then to have the first school
> of the second leg open in January 2023. Then to learn from the experience,
> adapt and roll it out so that every child in South Africa has access to
> world class education in five years time.
>
> Pieter
>
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