SUNY Oswego’s integrative professional studies (IPS) degree program has been recognized nationally with the American Association for Adult and Continuing Education (AAACE) Malcolm S. Knowles Award for outstanding achievement in adult education.

The honor celebrates Oswego’s creation of inclusive, flexible and learner-centered pathways for adult learners particularly those in the Integrative Professional Studies degree program.

Established in honor of Malcolm S. Knowles, widely known for his groundbreaking contributions to adult learning theory, the award recognizes programs that exemplify the principles of andragogy: the art and science of helping adults learn. The distinction highlights programs that demonstrate leadership, creativity, collaboration and responsiveness to adult learners’ needs.

Launched in 2022, SUNY Oswego’s bachelor of arts and bachelor of science programs in integrative professional studies were designed specifically for students with some college, no degree, working professionals and nontraditional learners seeking an accessible, purpose-driven path to completing their bachelor’s degree. Available fully online or in person, the program allows students to design a course of study that aligns with their professional goals, values, and life circumstances.

Adhering to the principles of andragogy, the integrative professional studies degree fosters a learning climate that is relaxed, trusting, collaborative and supportive. Students work closely with academic planning coordinators (APCs), who serve as academic advisors from application through graduation. Together, they identify learning needs, set goals and design individualized academic plans that incorporate transfer credits, microcredentials and credit for prior learning.

“Our program is very innovative as it allows a customized plan, informed by the skills needed for the future of work,” said Jill Pippin, dean of the Division of Extended Learning. “This program is tailored to each student, as every single student works one-on-one with an academic planning coordinator to decide which path is best for them.”

Students like Amy Wallace, who returned to finish her degree while working full-time, and Emily Spath, a teaching assistant pursuing school counseling, represent the diverse and motivated learners the program serves.

“I work full time and have a part-time job, so I ran into some roadblocks with my other degree program,” Spath said. “However, once I looked at the program specifics, I became interested in the content as well.”

For J White, who returned to higher education after a decades-long gap, integrative professional studies was life-changing.

“I connected with it immediately,” White said. “I loved the course options, especially those that explored social structures.”

Similarly, Shayla Shuler, a working mother, said, “I knew if I had to go in person, I wouldn’t finish. The flexibility of being able to study at home was everything.”

The integrative professional studies program was intentionally developed by leveraging cross-campus collaboration and institutional support. Leading the effort were Sandra Bargainnier, professor and chair of integrative professional studies; Lisa Glidden, professor of politics and director of global and interdisciplinary programs as well as the Great Lakes Institute; Julie Pretzat Merchant, former dean of the School of Communication, Media and the Arts; Pippin; and Greg Ketcham, assistant dean of Extended Learning. In addition, Karen Archibee, academic planning coordinator and microcredential program manager, has been instrumental to recruiting and developing customized tracks for students as their academic advisor. 

Since its launch, the integrative professional studies program has grown rapidly, from a single student in 2022 to more than 155 students cumulatively and an anticipated 32 graduates by December 2025.

The IPS program's success reaffirms SUNY Oswego’s commitment to making higher education accessible, equitable and transformative for all learners. This was achieved through an interdisciplinary curriculum built via collaboration between academic departments, faculty and administrators, praised by this award for combining academic rigor with real-world relevance, efficient use of resources and strong alignment with community and workforce needs.

The program itself exemplifies the andragogical principles championed by Knowles, emphasizing mutual respect, co-created learning goals, experiential learning, and reflection, organizers said. 

“This recognition reaffirms our dedication to fostering innovation and inclusivity,” Pippin said. “It inspires us to continue raising the bar in how we empower adult learners.”