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.an...@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.an...@gmail.com > 505-453-4944 (cell) http://www.cs.unm.edu/~angel > > On Oct 30, 2021, at 11:14 AM, Frank Wimberly <wimber...@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 <an...@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) an...@cs.unm.edu >> 505-453-4944 (cell) http://www.cs.unm.edu/~angel >> >> On Oct 29, 2021, at 6:15 PM, Frank Wimberly <wimber...@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 <profw...@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 <profw...@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 >>> >>> .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - >>> . >>> FRIAM Applied Complexity Group listserv >>> Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam >>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>> archives: >>> 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ >>> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >>> >>> >>> >>> .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - >>> . >>> FRIAM Applied Complexity Group listserv >>> Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam >>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>> archives: >>> 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ >>> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >>> >>> >>> .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - >>> . >>> FRIAM Applied Complexity Group listserv >>> Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam >>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>> archives: >>> 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ >>> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >>> >>> >>> >>> .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - >>> . >>> FRIAM Applied Complexity Group listserv >>> Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam >>> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >>> FRIAM-COMIC http://friam-comic.blogspot.com/ >>> archives: >>> 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ >>> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >>> >> >> .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - . >> FRIAM Applied Complexity Group listserv >> Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam >> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >> FRIAM-COMIC http://friam-comic.blogspot.com/ >> archives: >> 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ >> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >> >> >> >> .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - . >> FRIAM Applied Complexity Group listserv >> Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam >> un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com >> FRIAM-COMIC http://friam-comic.blogspot.com/ >> archives: >> 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ >> 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >> > > .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - . > FRIAM Applied Complexity Group listserv > Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam > un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com > FRIAM-COMIC http://friam-comic.blogspot.com/ > archives: > 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ > 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ > > > > .-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - . > FRIAM Applied Complexity Group listserv > Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam > un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com > FRIAM-COMIC http://friam-comic.blogspot.com/ > archives: > 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ > 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/ >
.-- .- -. - / .- -.-. - .. --- -. ..--.. / -.-. --- -. .--- ..- --. .- - . FRIAM Applied Complexity Group listserv Zoom Fridays 9:30a-12p Mtn UTC-6 bit.ly/virtualfriam un/subscribe http://redfish.com/mailman/listinfo/friam_redfish.com FRIAM-COMIC http://friam-comic.blogspot.com/ archives: 5/2017 thru present https://redfish.com/pipermail/friam_redfish.com/ 1/2003 thru 6/2021 http://friam.383.s1.nabble.com/