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Higher Education News Clippings

Week of July 8, 2007

July 13, 2007

W.Va. ripe for high-tech industries, study says By Joe Morris A new independent study of West Virginia’s economy concludes that the state could become a leading market in high-tech industries such as pharmaceuticals, biometrics and cutting-edge energy products — with the right investment. The research was carried out for A Vision Shared, a business coalition focused on economic development, by Columbus, Ohio-based Battelle Science and Technology International. Its goal was to determine how to expand West Virginia’s economy through technological business, said Kevin DiGregorio, executive director of A Vision Shared’s Technology-Based Economic Development committee. “This is an important tool to set the tide and give us direction so we can move forward,” DiGregorio said. “The study is clear: we have tremendous opportunity in West Virginia.” The study points to the state economy’s shortcomings as well as its possibilities. West Virginia is behind other states in providing the kind of talent that high-tech employers seek, the research found. It also has too few experienced entrepreneurs and too few sources of early-stage seed investment money. And it suffers from a poor image, both among residents and outsiders, the research finds. “We found we were well behind the curve in a number of respects,” said Russ Lorince, a member of A Vision Shared and director of economic development at West Virginia University, speaking at a presentation on the study’s findings at the Dow South Charleston Technology Park on Thursday. “The reality is, we’ve got some holes in our infrastructure.” The study pointed to four high-tech industries that West Virginia should court and find other ways to develop: “Advanced energy,” or energy technology such as developing fuels for high-efficiency burning and fuel conversion; “Advanced materials,” such as electronics and semiconductors, advanced polymers, catalysts and catalytic materials, and nano materials; “Identification, security and sensing technology,” or biometric products; and

“Molecular diagnostics, therapeutics and targeted-delivery systems,” or pharmaceuticals. The state’s existing experience and infrastructure in the energy and chemicals industries has laid the ground work for expanding in “advanced energy” and “advanced materials,” said DiGregorio. WVU and Marshall University could provide the springboard for growth in biometrics and pharmaceuticals, he said. The biometrics could draw on resources such as the National Biometric Security Project, the U.S. Department of Defense Biometrics Fusion Center, the Federal Bureau of Investigation’s Criminal Justice Information Services Division and WVU’s Center of Identification Technology Research, among others, the study says. The Vision Shared committee will start meeting regularly to look at sources of investment, ways to strengthen the workforce and other steps to be taken. A plan of action should be completed by the end of next year’s first quarter. The state can’t rely on the market alone to foster high-tech industry, DiGregorio said. “It hasn’t happened,” he said. “The experience of people who do technology-based economic development in the states is that to be successful you have to bring in coordinated help.”

July 13, 2007

FSU’s College Summit offers jump start By Mallory Panuska FAIRMONT — According to the U.S. Census Bureau, a typical college graduate today can expect to earn $1 million more in his or her lifetime than a student with only a high school education. And locally, a group of high school seniors are getting a jump start on making it to the positive end of this statistic with a four-day workshop that began Thursday at Fairmont State University. Instituted by College Summit, a national nonprofit organization targeted to ensure every student who can make it in college makes it to college, this workshop teaches high school seniors from low-income areas about college life through several days of training and experience on a university campus. In total, approximately 40 students convened on the FSU campus Thursday to begin the four-day, three-night workshop. “I welcomed the students myself, and they seemed very eager to be here and very excited about the workshop,” said Stephanie Miller, special events coordinator in the office of admission and recruiting at FSU. “We are very, very excited to have them on board.” This is FSU’s third year in a row hosting the College Summit workshop, and Miller said the university is happy to be a part of the program again. Besides FSU, seven other universities in the state are hosting College Summit events this year, including West Virginia University. In addition to students from North Marion High School — the only Marion County school that has enrolled in the College Summit pilot program so far — attendees of the FSU workshop came from high schools across the state, including Berkeley Springs, South Harrison and several cities in Kanawha County. “It’s a powerful kind of workshop,” said Brian Bubenion, workshop director. “(These kids) work from the second they get here. And by the time it’s over, they are really ready to stay.”

Within the workshop, students are taught about all academic, social and personal aspects of college life, from applying and enrolling to financial aid and campus living, by trained College Summit faculty members. They stay in campus dorms, eat campus food, meet with campus counselors and attend educational sessions in campus buildings to get the full effect of living as a college student so they can determine whether it is the right fit for their future. And it is not only four-year institutions that are researched, said Randy Schillingburg, College Summit West Virginia executive director, who added that some students would benefit more from attending a vocational and technical school or a two-year college. He said the College Summit program is designed to help each student decide which path is the right one and added that in the process, all students are also encouraged that they can be college material, regardless of their social or financial situations. And once the workshop is complete, these students are encouraged to go back to their home schools and inform their peers about their experiences, Schillingburg said. “These are influential students at their schools, and they will go back to their schools and tell other students about post-education training,” he said. And to go along with the workshops, the College Summit curriculum is taught within the partnered high schools for at least one hour per week through workbooks. Additionally, College Summit provides teacher training and data reports, and staff members visit the schools regularly. At NMHS, the curriculum will be taught within senior civics classes because the content and teaching standards provide the best match, said Schillingburg. “What College Summit is doing is helping through their civics class,” he said. “We are helping those students become productive citizens.”

July 13, 2007

Teamwork is the key to success By Stephen P. Goodwin WEST Virginia University Institute of Technology has a proud history of service to the people of the Upper Kanawha Valley and the state of West Virginia. But history and tradition, while important, are not enough to sustain a vibrant college campus. That’s why it is crucial to the future of this institution — and the community it serves — to continue to step forward with programs that meet the needs of the current student body, attract a wider pool of future students, and lay the groundwork for economic and social development for the region. To do this, the faculty, staff and leadership must concentrate on improving the quality of academic offerings, and matching them to the requirements of current and future students. It’s a task that requires both intellectual effort and sometimes-difficult decision-making. In the past, the people entrusted with leading Tech have often been forced to turn their attention away from academics to deal with the day-to-day issues of campus management — a building that needs immediate repair, a food service issue, a computer breakdown. Over the past year, WVU-Tech’s support departments were integrated into WVU’s overall structure. In addition to considerable financial savings — funds now available to support campus renewal and strengthening the academic mission — the transformation freed the academic leadership of WVU-Tech to focus fully on the academic mission of the college. The change is already having an impact. Students are taking a fresh look at WVU-Tech. The recently renovated Maclin Residence Hall is booked to capacity for fall semester. The support of the Legislature and Gov. Joe Manchin has been extremely helpful in developing these changes and improvements at WVU-Tech. Throughout this process, WVU-Tech leadership has provided the Board of Governors with regular updates on the transition, which it first reviewed a year ago, and Board members have followed the process closely to ensure its achievement. West Virginia has an unfortunate history of decades-long battles over college and university governance — battles that resulted in an ever-shifting set of governing boards and alignments and a sense of uncertainty that hurts students, faculty and staff.

Some would like to reopen such a battle at this critical time in WVU-Tech’s renewal. While their intentions may be good, their actions are detrimental to the college and the community. Many people from WVU’s campus in Morgantown have put in hundreds, perhaps thousands, of hours of hard work in the past year to ensure WVU-Tech’s success. Working together with their counterparts in Montgomery, they have accomplished much that will positively affect the lives of students on this campus. The unwarranted attacks on the motives and efforts of the people involved in this process are neither justified nor helpful. Administrators at WVU Tech and their counterparts on the main campus in Morgantown are moving the institution in the directions intended by the Legislature, the Higher Education Policy Commission and the WVU Board of Governors. All of the review and planning processes required by law have been met. No one doubts that there are difficult issues ahead for WVU-Tech. Despite recent physical improvements, decades of deferred maintenance must still be addressed. WVU-Tech must continue to adapt to the changing needs of its students and its community. WVU is committed to its success. Goodwin is chairman of the WVU Board of Governors.

July 13, 2007

Capehart Wants to Boost Enrollment New West Liberty State College president assumed duties July 1 WEST LIBERTY -- Days into his tenure as the 33rd president of West Liberty State College, Robin Capehart already is looking at ways to beef up enrollment. Capehart, a Wheeling native, assumed his new duties July 1, though he began familiarizing himself with the campus soon after being appointed to the position. While boosting student numbers is high on his list, he said it's important that growth happen for the right reasons. "Enrollment for enrollment's sake is not good," he said. "You want enrollment to grow because you provide a good, quality education. That's what will draw students." But a declining local population translates into a declining pool of potential students, he said. With so many colleges now competing for those students, he said identifying and marketing on a statewide — and even nationwide — basis the qualities that make West Liberty stand out from the rest is more important than ever. "It's getting the information in the hands of prospective students that there's a degree of excellence that can be obtained, and very affordably, right in this area," Capehart said, pointing out the smaller, community-oriented environment at West Liberty allows its faculty and staff to develop a rapport and support system for students that bigger colleges and universities can't match. The challenge, he said, is to stay ahead of the curve in terms of curriculum. "The job market is changing daily," he said. "We have to make sure our academic structure is set up so we can provide students with the types of opportunities (they're looking for) … West Lib, in a number of areas, has done an outstanding job staying a step ahead." Despite funding always being in short supply, he said at this point he doesn't foresee the need for reductions, though he said he has "taken a look at some restructuring things, very minor (adjustments)."

Capehart had been an associate professor and director of tax studies at Marshall University before accepting the West Liberty presidency, succeeding Richard Owens, who resigned the presidency in the fall of 2005 and was replaced on an interim basis by John McCullough. He has a bachelor of science and law degree from West Virginia University and his Masters of Law in Taxation from Georgetown University. His wife, Saun, is a graduate of West Liberty. Among his goals are the need to create a student-friendly environment, establish a more challenging academic environment, "generate, maximize and wisely utilize" the college's financial resources, a solid technology and communication infrastructure and to extend West Liberty into the community "to meet continuously changing needs of our customers." "I'm very excited," he added. "It's a great opportunity for me to be part of something very special."

July 12, 2007

Unions ask court to stop WVU project Public funding must follow law, ACT says By James I. Davison A state coalition of construction unions suing the West Virginia University Alumni Association wants to stop construction work on the school’s new alumni center before the matter is scheduled to go to court in early September. The Affiliated Construction Trades Foundation filed a motion in Monongalia Circuit Court on Tuesday for a preliminary injunction. If granted, the injunction would halt work on the $12 million construction project, which was expected to be complete by fall 2008. “Given that the project may well be underway [by the Sept. 4 court date], we don’t want to put the court in an impossible position,” said Steve White, the ACT Foundation’s executive director. “Having them tear down work that is already done is something nobody wants, so we’re trying to avoid that.” The lawsuit, which was filed in April, alleges that the Alumni Association’s project uses some public funding provided by WVU, yet failed to use a competitive bidding process required by state law to determine a construction company. The project also fails to use prevailing wages, according to the lawsuit. The Alumni Association, however, maintains the ACT Foundation lawsuit has “no merit” and that the project is funded entirely by private contributions, said Tara Curtis, the organization’s assistant director. “We’re moving forward until the court tells us we can’t,” Curtis said Wednesday. Site preparation and foundation work is already underway, but that work was put up for bid and no one disputes it is being publicly funded by WVU. The ACT Foundation has said that the site preparation and foundation work are all part of one alumni center project and can’t be split into separate publicly and privately funded parts. The Alumni Association, however, has said the land is owned by WVU and leased by the private organization, and that the costs incurred during the site preparation will be paid back to the university.

White said ACT’s interests are not to hold up the construction, which is why they first filed a notice late last year. “We started the legal proceedings back in December 2006, so it’s not like we just popped up here,” he said. The lawsuit also names the university, WVU’s Board of Governors and the project’s Morgantown-based contractor, March-Westin Co. ACT’s request for an injunction is scheduled to go before a judge Aug. 6, White said.

July 13, 2007

New members appointed to WVU governing board MORGANTOWN — Three new members have been appointed to West Virginia University’s 18-member governing board, the school announced Thursday. Gov. Joe Manchin named Charleston attorney Ellen S. Cappellanti, Wheeling newspaper executive William O. Nutting and Martinsburg businessman James W. Dailey II to serve through June 2011, according to a WVU news release. If approved by the state Senate, the trio will succeed Douglas J. Leech, Russell L. Isaacs and Elizabeth E. Chilton, who is president and publisher of The Charleston Gazette. The board oversees the academic and business affairs of the university and its branch campuses. Cappellanti is chair of the Jackson Kelly law office’s business and commercial law section and the former chair of the State Bar’s Standing Bankruptcy Committee. Nutting is vice president of Ogden Newspapers, which prints 40 daily newspapers and other publications in 12 states, including several in West Virginia. Dailey is chairman, president and treasurer of Martinsburg-based W. Harley Miller Contractors and past president of the Contractors Association of West Virginia. “I’d like to thank the governor for recruiting these new members to the board,” Steve Goodwin, Board of Governors chairman, said in a prepared statement. “Each is not only a longtime supporter and friend of the university, but a leading member of their community.” The board’s next meeting is scheduled for Sept. 6 and 7 in Morgantown.

July 12, 2007

Senator satisfied in progress of WVU Tech report By Mannix Porterfield Senate Education Chairman Robert Plymale says he is “satisfied” progress is being made in getting a mandated plan before his legislative panel on the new and improved WVU Tech. Plymale was miffed in June’s interims session that the plan, due in his committee’s hands by April 1, wasn’t there, as mandated under HB4690, enacted in the winter session. Instead of a full-blown plan, the Legislative Commission on Education Accountability merely had a massive document issued by a steering committee in lieu of the report required of the WVU Board of Governors. Tech’s future became a heated issue during the 2007 session, prompting passage of the House bill. Just recently, the Take Back Tech Committee filed a lawsuit in Kanawha County Circuit Court, attempting to block impending plans for the Montgomery institution to become a full division of West Virginia University. Plaintiffs identified in the litigation are Sonie Petry, Dorothy Phillips, and Mary Lou Vinyard. That group has been exhorting lawmakers to make sure WVU follows the letter of the new law and come up with a plan to guarantee the viability of WV Tech by addressing concerns of all four-year programs, particularly engineering, capital improvements and faculty and staff salaries. “WVU has had every opportunity to address the aforementioned problems on the Tech campus since 1996, the year that Tech became a regional campus under WVU,” the group said. “As late as last year, Tech needed $24 million for capital improvements on campus.” Plymale, a co-chair of LOCEA, doubts that the Tech matter will surface in this month’s interims, scheduled July 27-29.

“One of the things we wanted to do was make sure that the money, the $3.2 million we set aside to handle the accreditation issue, and the deficiencies in engineering, in terms of structural deficiencies, were addressed,” he said Thursday. That allotment is being channeled through the Higher Education Policy Commission. Since the last LOCEA meeting in June, he said, the board has turned in some documents. “And I understand some more are coming,” the Senate leader said. “I’m satisfied from the Legislature’s standpoint that we’re moving toward was intended to be done.” Plymale said his concerns led to the Legislature’s agreement to allocate money to deal with deficiencies. “We also set forth in the budget language to make sure those deficiencies are handled,” he said. Take Back Committee suggested in a statement that praise dished out by the Tech administration is less than appropriate, since a $10 million bond WVU has made available is, in effect, a loan, because it must be repaid. “Why is so difficult for the WVU Board of Governors to develop and submit a plan?” the committee asked. “Would or does the plan safeguard the baccalaureate programs at West Virginia Tech, particularly the engineering program? Or is the ultimate goal to destroy these degrees at Tech, despite the specific intent of the Legislature to the contrary? Does the Board of Governors truly hope to revive Tech and its campus, or turn it into a community and technical college?” The committee said “a respectable plan” would have covered such concerns and made legal action unnecessary. “As the Take Back Tech Committee has asked before, ‘Is WVU above the law?’” the group asked.

July 08, 2007

Working hard for the money Students hope summer jobs will help with their future career By Kasey Hott FAIRMONT — Not all college students are spending their summer vacation lounging by the pool. In fact, many students see summertime as an opportunity to gain valuable work experience — or simply earn a little extra cash. Just as West Virginia University couldn’t function without students, the city of Morgantown would find it difficult to function properly without the droves of young people searching for part-time employment. According to students, the best summer jobs are the ones that provide both a fun working environment and a steady cash flow. For Matt Lightfoot, that means being a cook at the newly opened Firkin and Fox restaurant in Morgantown. A sophomore music education major at WVU, Lightfoot says he took the job not only for experience in food service — but also because there wasn’t much else to choose from. “Finding a summer job was a little harder than I expected because most places were filled with students who stayed in town for the summer — not to mention the high school students who were searching for a job, too,” he said. Lightfoot isn’t the only student who found it difficult to find a summer job. Heather Elsey, a sophomore majoring in biology at WVU, said finding summer employment was much harder than she expected. Elsey says it was necessary for her to work this summer to help pay for food and rent. She now spends eight hours a day writing parking tickets for WVU. While it’s not exactly the job she had in mind, Elsey says it has its advantages. “I enjoy it a lot more than I originally thought I would. The people that I work with are all really nice — and it’s an easy way to get a tan!” she said. Elsey went on to explain that she would rather take a job that would prepare her for her future career, and many fortunate college students have the option of doing just that.

Stuart Godwin, a senior biology major at WVU, is taking part in a paid internship at the Mary Babb Randolph Cancer Center in Morgantown. He believes the internship will benefit him in the future. “This internship makes you appreciate all the hard work that goes into finding cures for diseases, testing drugs and other things. I definitely think the research experience will help me when I’m applying to med school,” he said. According to recent studies, students are increasingly likely to work while in college. Since 1984, the number of college students aged 16 to 24 who also work full or part time has increased substantially — from 49 to 57 percent. Students who take part in summer jobs are likely to earn between $8-$12 an hour, well above the state’s minimum wage of $5.85. While most college students would agree that their ideal summer job involves watching TV and working on their tans, the alternative — making some spending money while gaining future experience at the same time — isn’t so bad, either.

CLASSESUSA.COM July 08, 2007

Online Learners Speak Out By Tamar Snyder Provided by ClassesUSA.com After a first foray into the real world, newly minted graduates tend to look back on their years of schooling wistfully. Those were the best years of my life, they say. But what about adult learners graduating from online universities many of whom held down full-time jobs while juggling schoolwork and additional responsibilities? Despite those with apprehensions about schooling in a cyber classroom, these virtual students tend to paint a rosy picture, too. In fact, according to a 2006 Outcomes Assessment conducted by the Distance Education and Training Council, student satisfaction with eLearning is at an all-time high. Nine out of 10 students enrolled in online universities reported a high level of satisfaction with their education experience, and more than 94 percent of degree-seeking students say they would recommend their online alma mater to a friend. That's not to say that eLearners don't have their misgivings. Read on as recent grads of online degree programs sound off on the highlights and frustrations unique to online education. Their fresh-out-of-school perspective sheds light on the surprises, disappointments, even the insight they wished they'd had before embarking on their eLearning adventure. Flexibility to thrive Most eLearners cite "flexibility" and "ability to study at my own pace" as the main reasons for choosing an online school rather than a traditional brick-and-mortar institution. For Jay Benoit, a husband and father of two, convenience was key and online schooling was the only viable option. Benoit, the primary breadwinner for his family, worked 74 miles away from home and spent three hours a day commuting. Fitting classroom hours into his already packed workday just wasn't feasible. Admittedly wary, Benoit says he initially felt that an online degree "was less valuable than a degree from a brick-and-mortar institution." He's since changed his mind. At the time, he was working for Massachusetts Institute of Technology's Academic Media Production Services, creating streaming video of classes for students in Singapore and Malaysia. "I began to think that as someone who essentially works in the field of online education, perhaps I should consider 'eating my own dog food,'" he says.

So he researched on the Internet and came across the Sloan Consortium's catalog of online institutions, which included Western Governors University (WGU), where he enrolled. This May, Benoit earned his bachelor's degree in computer information system and says he has no regrets about going the online route. The major benefit of online learning, he says, is that studying isn't dictated by a strict classroom schedule. Another benefit is cost: WGU's $6,000 annual tuition made the degree affordable. But flexibility can pose problems, he says. "It takes a higher level of discipline and more effort to complete your degree at an online, competency-based institution than in a traditional setting," Benoit says. "Unless you are very honest about your personal learning style, you can spend a lot of time not getting anything done." To infuse a sense of structure, WGU, like other online universities, assigns a mentor to each student. The mentor helps establish learning plans and ensures that students are meeting deadlines. Benoit had two mentors, both of whom were accessible and offered valuable advice. A connection disconnect While the lack of face-to-face meetings helps free up time and enables distance learning, many eLearners complain that it's hard to get in touch with faculty and there isn't enough interaction among students. For Benoit, the biggest disappointment was the online collaboration tools. "They were just too clunky," Benoit says, adding that he quickly tired of all the clicking and the tediousness of slow page-refreshing. "I personally wasn't interested in being involved with my classmates because it seemed to take too much time away from just getting the work done." Since online learning isn't necessarily the best setting for socialization, online institutions such as West Virginia University (WVU, Morgantown, WV) offer a yearly reunion weekend where students can network and faculty can share information with a broader audience. After semesters of communicating via e-mail and discussion board postings, many students meet up for an auspicious event: graduation. Becky Eavey, an Internet manager for a Jeep dealership in Maryland, did just that. After two-and-a-half years of working on her master's degree in integrated marketing communications from WVU, Eavey was glad she attended the formal graduation in May. "It was such a cool experience," she says. "There was instant camaraderie. Even though few of us got to meet in person, when we did it was like we did know each other. At graduation we were able to chat easily."

Though she's happy with her decision to enroll in an online university, she sometimes missed the "live" classes. "The faculty was incredible and had a lot to offer," she says. "I would have loved to hear them give a lecture in person." Mix it up When it comes to online versus brick-and-mortar education, Eduardo Chen likes to mix it up. The recent MBA graduate took half his coursework online and the other half at Strayer University's Greenville, SC, campus. "I'd recommend taking a course or two on campus, if you could, just to get the best of both worlds," he says. Quantitative and math courses are often better taken in a traditional setting, he says. "It doesn't click unless you're there in person. Once you're lost in an online class, it's really hard to catch up." Presentation skills courses are also preferable in person. For classes that require a lot of reading and writing, Chen recommends learning online. Since responses, discussion board postings, and all other communication are completely online, he says, "Your writing skills are going to get better." And, improved communication skills are vital in the workplace. "People communicate via e-mail," says Chen. "In today's business world, whether you're an accountant or a financial analyst, written communication skills are key." Whichever educational route you take, much of the experience and the outcome will depend on your expectations and what you put into it. For these online learners, much like their brick-and-mortar counterparts, working through the complexities that inevitably arise made achieving their degree goals all the more rewarding.

July 08, 2007

GSC sparks ‘excitement between the counties’ New president partners higher education with schools to get more kids in college By James I. Davison Central West Virginia counties have some of the lowest income levels and highest unemployment rates in the state. Glenville State College President Peter Barr, though, thinks West Virginians have practically everything businesses look for: a high work ethic, strong family ties and strong community feelings. The state just needs to figure out how to get more young people to go to college, he says. “If you can add to that a higher level of education, then that makes the state of West Virginia highly desirable,” said Barr, who started working at Glenville one year ago. He hopes to get more students to go to college and graduate, as well as raise their ACT scores, by partnering with the public school system. Last month, Barr signed an agreement with school superintendents from Barbour, Calhoun, Clay, Doddridge, Gilmer, Lewis, Nicholas, Randolph, Ritchie, Roane, Upshur, Webster and Wirt counties. The idea is to create a line of communication between the county teachers and the faculty at Glenville State College. “Faculty in K-12 and faculty in higher education need to communicate more effectively together,” Barr said. “But the reality is that it rarely happens.” Also, those involved want to help students understand the importance of a college education. “For whatever reason, there is a lack of appreciation for the necessity of a college education,” Barr said. “Maybe your parents didn’t go to college, or maybe it’s because you don’t have the financial resources.” He said there are plenty of college-capable high school students — those with “hidden promise” — but they need a little guidance.

“If there isn’t someone that helps guide them in that direction, [students with potential] won’t go,” he said. It’s important “that they recognize that they have the potential and can achieve a college education.” By signing the agreement, Glenville State agrees to hire an educator who will work with high school math teachers to align education programs. The college also will provide a $1,000 scholarship to one 2007 graduate from each school and five graduates in subsequent years. The county schools agreed to contribute $1 per student to help fund the program and identify five students with “hidden promise” from each grade level, eight and up, to participate in the program. The county teachers also must regularly work with Glenville’s contact. Students nominated by superintendents or their high school principals will receive the scholarship, attend activities on the Glenville campus and participate in summer workshops and ACT prep courses, Barr said. They also will be assigned a college student mentor, who will be able to tell them about college life. Some of the students have never even been on a college campus, which Barr believes will help “open their eyes” to the positives of a college experience. The program also will work to reach parents, some of whom didn’t go to college, because they are an integral part of a student’s decision, said Ronald Blankenship, superintendent of Calhoun County schools. “We want to make parents active partners in this process — get them on campus and make them more comfortable with this experience,” he said. “We have to convince parents that it’s entirely possible for their kids to go to college.” “If you haven’t heard or talked about college at home, you don’t have that reinforcement from what [students] are hearing at school,” he said. Blankenship said the effort, which is starting small, definitely will increase the number of West Virginia students who choose to attend college. “This is a very basic ground effort at this point,” he said, “but there’s a lot of excitement between the counties.”