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For Marv Meissner, teaching in the College of Professional Studies (CPS) isn’t just about sharing knowledge—it’s about helping students rediscover what they’re capable of achieving.

Meissner brings decades of industry experience to his work in the classroom. With a bachelor’s degree in chemical engineering and an MBA from Syracuse University, he spent 30 years working for a multinational corporation in roles spanning engineering, quality, education and training. After early retirement and a period of consulting, he transitioned into higher education—first at a SUNY campus in New York, then at �鶹���, where a former colleague and CPS dean helped bring him on board.

“I didn’t take a traditional path to teaching,” he said. “But everything I’ve done—engineering, quality, leadership, training—brought me to this point.”

A Passion for Process Improvement and Practical Learning

Meissner teaches both non-credit Lean Six Sigma courses and for-credit classes in leadership and organizational development. His expertise in quality systems dates back to a time before the formal recognition of Lean Six Sigma.

“I was working with earlier quality improvement methods when Lean Six Sigma came along,” he explained. “It was the culmination of everything that had been evolving in the field of quality and process management for the past century.”

For Meissner, Lean Six Sigma remains relevant because it consistently delivers results. “It works,” he said plainly. “Professionally, it helps organizations solve real problems. Personally, it gives students a competitive edge. It makes them more valuable to their companies—and more marketable if they’re looking to advance.”

Teaching Philosophy: Meet Students Where They Are

With years of corporate training experience under his belt, Meissner understands the mindset of adult learners—especially those returning to school mid-career.

Many of his students haven’t been in a classroom in decades—and that can be intimidating. Meissner prioritizes accessibility, empathy and encouragement from day one. “There is a lot of peer-to-peer learning that is built into CPS courses,” he added. “Students share real-world experiences through discussion boards and make networking connections that go outside of the classroom environment.”

The results speak for themselves: Meissner has watched countless students overcome initial anxiety to succeed academically and professionally. Some even go on to pursue graduate degrees immediately after completing their CPS program.

“Helping students build confidence in themselves—that’s the most rewarding part of my job,” he said.

Bringing Real-World Experience into the Classroom

What sets �鶹��� CPS apart, Meissner believes, is its deep understanding of adult learners—and its faculty.

“�鶹��� is incredibly student-centered. We recognize that our students are balancing family, careers and academics all at once. Everything we do is designed to support that reality,” he says.

He also highlights the unique strength of the CPS faculty. “Our instructors aren’t just teaching—they’ve lived the work. What you’re getting with CPS faculty is the ability to learn from people who have spent decades practicing in the field or are still actively working in it. That brings a real level of relevance to the students.”

Empowering the Whole Student

Meissner finds the greatest reward in seeing students achieve success—especially those who begin their academic journey with doubts about their abilities. Many CPS learners are returning to school later in life, often balancing family, work, and other responsibilities. For Meissner, helping them rebuild confidence and realize their potential is a deeply meaningful part of the role.

He emphasizes that a student’s priorities should fall in a clear order: family first, work second and academics third. Family comes first, always—and work exists to support that. While academics are undeniably important, there are times when education must temporarily take a backseat to ensure stability in those other areas. The role of CPS, he notes, is to support students in managing all three.

And that’s where a student’s relationship with their advisor makes all the difference. Meissner has observed the strong relationship students have with their CPS advisors and how the advisors work collaboratively with faculty to foster an environment that sets up each student for success.

Final Advice for Prospective Students

When asked what advice he’d offer someone considering one of his courses, or a program in CPS, Meissner kept it simple: “Reach out. Don’t try to do it all on your own. Faculty, advisors—everyone here is ready to help you. You just have to ask.”

His biggest takeaway? Success in CPS isn’t about perfection—it’s about progress. And for many students, that progress starts with believing in themselves again.
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