Judith Stevens-Long, PhD, currently serves as adjunct faculty in the Human and Organizational Development PhD program in the School of Leadership Studies at Fielding Graduate University. She has been a professor and administrator in higher education for over 30 years. She taught at California State University for 20 years before moving to the University of Washington as founding faculty at the first branch of UW in Tacoma where she helped build an interdisciplinary undergraduate program in Liberal Studies.
In 1993, Dr. Stevens-Long came to Fielding as the Associate Dean for Student Development. In 1995, she became the Director of the Master’s degree in Organizational Design and Effectiveness, an innovative internet based program that formed the basis for the current masters’ degrees in Organizational Management and Organization Design at Fielding. She also served as Associate Dean for Curriculum and Program Development in the PhD program. She retired in 2018 but continues to work for Fielding in an advisory capacity.
Dr. Stevens-Long has extensive experience as an organizational consultant as well as a professor and administrator. She has specialized in communication and team-building and has worked with professionals in the fields of law, medicine and university education. She specialized in developing services for non-profit professional organizations in Washington.
She has published numerous books and articles in adult development, including the best-selling text, Adult Life, first published by Mayfield publishing in 1979 and now in its fourth edition. She is currently researching the relationship between graduate education and cognitive, emotional and behavioral change in adulthood. Her publications include work on grand theory in human development, personality and ego-development; the assessment of graduate education; the design of virtual educational environments; and the relationship between religion and human development in Western culture. Her recent work delves into old age, dying and bereavement. Her newest book, titled Living Well, Dying Well, was co-written with Dohrea Bardell, PhD (2018, Fielding Press.)
Industry Expertise (3)
Areas of Expertise (11)
Graduate Level Writing
Paradigmatic Thinking in Developmental Psychology
Personality in Adulthood
Graduate Study and Adult Development
Outstanding Professor (personal)
University of Washington, Tacoma, 1993
University of California: PhD, Degree 1971
UCLA: MA, Degree 1968
UCLA: BA, Psychology 1966
- Society for Research in Adult Development (co-chair)
Stevens-Long, Judy and Bardell, Dohrea
(2018) Attitudes to death and dying are changing in the United States. Today, we are living longer, yet with the acute awareness that what we do now will affect our remaining time. Prompted by a big push from baby boomers, our society is moving towards a culture that provides a greater array of positive choices in the final phase of our lives. This should inspire all of us to find new ways to create joy and comfort until the very last moment of life.
(2012) Adult Education Quarterly 62(2) 180 –198 © 2012 American Association for Adult and Continuing Education Reprints and permission: http://www. sagepub.com/journalsPermissions.nav DOI: 10.1177/0741713611402046 http://aeq.sagepub.com Passionate Scholars: Transformative Learning in Doctoral Education Judith Stevens-Long1, Steven A. Schapiro1, and Charles McClintock1 Abstract This article explores the relationships among student-centered doctoral study for scholar-practitioners, adult development, and transformative learning. Keywords transformative learning, adult development, doctoral education In this research study, we describe a project that explores an expanded conceptualiza-tion of doctoral education that is grounded in an integrative perspective on adult development and on four major strands of transformative learning theory. We start from the premise that a new covenant is needed between society and doctoral educa-tion. We need to balance the hyperspecialization typical of graduate curricula with broader societal needs as well as the personal and professional development paths of graduate students (Carnegie Foundation for the Advancement of Teaching , 2003).
(2011) The Postconventional Personality, p.221-234.