Progress in education often begins with individuals who are willing to challenge accepted ideas and create better ways of learning. Throughout her career, Judith Long, Professor of Human Development at Fielding Graduate University, has done exactly that. From advocating for meaningful curriculum changes to helping design one of the first fully online master’s degree programs in the United States, she has consistently looked beyond traditional approaches to prepare learners for the future.

Her work has been driven by a simple belief that education should evolve alongside society. Whether expanding the study of adult development, pioneering online learning, or creating flexible academic programs that respond to changing needs, Judith has remained committed to innovation while keeping people at the center of every decision. In this conversation, she reflects on the experiences, lessons, and values that have shaped her remarkable journey.

1. Let us start with your journey. How did you begin, and what led you to your current leadership role?


My journey began at California State University, Los Angeles, where I became deeply involved in an important discussion about curriculum. Many students were preparing for careers in counseling and other people-focused professions, so I believed they needed courses that helped them better understand human behavior rather than another experimental psychology requirement. Although defending that position created strong disagreements, it also showed me how important curriculum development really was. That experience shaped the direction of my career and strengthened my commitment to improving education.

2. What kept you moving forward, and which values continue to guide your leadership today?

After joining the University of Washington, I had the opportunity to help develop the curriculum for a new branch campus. I worked to include developmental psychology and group process because I believed they would benefit students. Later, at Fielding Graduate University, I became Associate Dean and successfully introduced adult development into the curriculum.

A defining moment came when the university president invited me to design the country’s first fully online master’s degree. His trust and support opened doors that changed my career. It reminded me that leadership is often built through opportunities, encouragement, and a willingness to accept new challenges.

3. Every career has defining challenges. Which one stands out most, and how did you overcome it?

Designing the online master’s program came with many obstacles because online education was still in its early stages. There were no major online bookstores, and I was preparing to transport large numbers of textbooks myself for the first student orientation.

Fortunately, new technology arrived at exactly the right time. The first online textbook supplier became available, followed by threaded discussion software that made meaningful online conversations possible. Those developments felt perfectly timed. We believed we had prepared well, recognized the opportunity, and were fortunate enough to build something truly groundbreaking.

4. Innovation depends on collaboration. How have you encouraged both within your work?

One lesson I have always believed is that innovation often grows best when creative teams are given space to think differently. For our online education initiative, we formed a dedicated group outside the usual day-to-day structure so members could focus on new ideas without being limited by existing routines.

Because everyone had previously worked within the university, they understood the organization and were able to build excitement among their colleagues. That made collaboration much easier and helped create support for change across the institution.

5. What qualities separate exceptional leaders from the rest?

For me, persistence comes first. Leaders cannot give up simply because progress is difficult.

Empathy is equally important. A leader must understand when people and organizations are ready to embrace new ideas. Even the best idea will struggle if the timing is wrong. Success comes from recognizing when the environment is ready and moving forward with confidence.

6. How have mentorship and continuous learning influenced your own growth?

When I entered the field of adult development, it was still very new. Much of the research focused on aging as decline, but I believed there were also positive aspects, such as the development of wisdom.

I wrote the first textbook on adult development and psychology, which eventually reached five editions. Interestingly, my greatest mentors were not university colleagues but the publishing professionals who guided me throughout the writing process. I immersed myself in the research for many years, reading everything I could find so the book would present a balanced view of both the challenges and opportunities that come with aging. That experience taught me the value of lifelong learning.

7. How have you kept your organization responsive to changing educational needs?

I encouraged our university to develop specialized one-year certificate programs that could quickly respond to emerging needs. These included programs in foundation management, public dialogue, and integral studies, as well as a leadership master’s program for medical students studying abroad.

Because these programs were short, we could easily improve, redesign, or replace them based on student feedback and enrollment. At the time, this flexible approach to curriculum design was considered quite innovative and allowed us to remain responsive to changing demands.

8. Looking back, what experience most influenced your leadership style?

One difficult experience early in my career taught me an important lesson. During a curriculum dispute, someone accused me of contributing to another faculty member’s heart attack because of our disagreement. I never believed that accusation was true, but it made me realize I could have spent more time building relationships and discussing ideas directly with those who disagreed with me.

Since then, I have focused on what I call “riding my fences,” making every effort to understand different viewpoints before moving forward.

9. What advice would you give to emerging leaders who want to make a lasting impact?

Talk with everyone who is willing to discuss your ideas. Listen carefully to their perspectives and understand their concerns before making decisions.

Build support patiently, stay open to constructive feedback, improve your ideas when necessary, and never stop moving forward if you truly believe in your vision. Progress often comes through persistence and thoughtful collaboration.

10. What excites you most about the future of education?

I believe online education has enormous potential when it is designed well. It brings together people from around the world who can exchange ideas, learn from different cultures, and solve important challenges together.

These global conversations create stronger learning communities, inspire fresh thinking, and encourage innovation in both curriculum design and organizational culture. That future is what excites me the most.

Judith Long’s career demonstrates that meaningful disruption is not always about technology alone. It is about questioning established thinking, creating opportunities for growth, and ensuring education continues to serve changing generations of learners. Through curriculum innovation, pioneering online education, and decades of leadership in human development, she has helped shape approaches that continue to influence higher education today. Her journey reflects the power of persistence, thoughtful collaboration, and a lifelong commitment to helping people learn, grow, and reach their full potential.