Elder Law Teaching and Scholarship: An Empirical Analysis of an Evolving Field

Journal of Legal Education, Vol. 59, No. 3, p. 414, 2010

18 Pages Posted: 5 Feb 2010 Last revised: 14 Dec 2012

Nina A. Kohn

Syracuse University - College of Law

Edward D. Spurgeon

University of Utah; University of Georgia Law School

Date Written: February 3, 2010

Abstract

As the American population ages, the emerging field of elder law stands poised to play an increasingly important role in both legal practice and legal education. Relatively little, however, is known about how elder law is taught in America’s law schools, or about the nature and impact of elder law scholarship. This article fills the void by providing findings from a broad-ranging empirical study of the current state of elder law teaching and scholarship. These findings suggest that elder law is on the threshold of becoming a mainstream part of the American legal academy. They also suggest that, at this critical stage, significant barriers to the field’s development remain. By describing the current state of the field and the challenges it faces, this article paves the way for future efforts to guide and support the field’s growth.

Keywords: law school, legal education, elder law, teaching, scholarship, aging

Suggested Citation

Kohn, Nina A. and Spurgeon, Edward D., Elder Law Teaching and Scholarship: An Empirical Analysis of an Evolving Field (February 3, 2010). Journal of Legal Education, Vol. 59, No. 3, p. 414, 2010. Available at SSRN: https://ssrn.com/abstract=1547267

Nina A. Kohn (Contact Author)

Syracuse University - College of Law ( email )

Syracuse, NY 13244-1030
United States
315-443-6565 (Phone)

Edward D. Spurgeon

University of Utah ( email )

1645 E. Campus Center
Salt Lake City, UT 84112
United States

University of Georgia Law School ( email )

225 Herty Drive
Athens, GA 30602
United States

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