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You are invited to participate in a research study that seeks to better understand the field of elder law, to identify the kinds of training that would benefit law students and lawyers wishing to practice in the field, and to formulate recommendations for the field’s future development. For the purposes of this study, we define "Elder Law" as “a specialized area of law focused on counseling and representing older persons or their representatives on later-in-life planning and other legal issues of particular importance to older adults. Unlike many other areas of the law, elder law is defined primarily by the client population to be served, not by a distinct set of legal doctrines.”
Your requested participation is to complete the following multi-question survey that is being conducted as part of Phase II of this study. Phase I findings were discussed in Nina A. Kohn & Edward D. Spurgeon, Elder Law Teaching and Scholarship: An Empirical Analysis of an Evolving Field, 59 JOURNAL OF LEGAL EDUCATION 414 (2010).
Your participation is entirely voluntary. Once you begin the survey, you have the right to discontinue this survey at any time. By completing the survey, in whole or in part, you confirm that you are at least 18 years old and evidence your informed consent. No further consent on your part is needed or expected.
The co-principal investigators of this study are Associate Professor Nina A. Kohn of Syracuse University College of Law ([email protected]; 315-443-6565) and Edward D. Spurgeon, Executive Director of the Borchard Foundation Center on Law and Aging and Dean and Professor Emeritus at the University of Georgia School of Law and the S.J. Quinney College of Law at the University of Utah ([email protected]). Please feel free to contact either at any time with any questions about the research.
While entirely voluntary, your participation in this survey is nonetheless critical to the success of this research. It is therefore earnestly hoped that you will generously take the time (estimated to be fifteen minutes) to complete the survey.
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| * Do you currently teach elder law? |
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| Are you (or, if you previously taught elder law, were you) able to offer as much instruction in elder law as you wish (or, if you previously taught elder law, wished) to offer? |
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| What are the barriers you face (or faced) to offering law students sufficient education in elder law? | | |
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| How strongly do you agree with the following statement: Law schools should offer one or more doctrinal elder law courses. |
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| How strongly do you agree with the following statement: Law schools should offer one or more clinical elder law courses. |
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| How strongly do you agree with the following statement: Law schools should offer one or more elder law courses, but it does not matter whether those courses are clinical or doctrinal. |
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| How strongly do you agree with the following statement: Law schools should offer BOTH one or more doctrinal and one or more clinical elder law courses. |
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| Law schools should offer EITHER one or more doctrinal and one or more clinical elder law courses but not both. |
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| How strongly do you agree with the following statement: A doctrinal elder law course should be a pre-requisite or a co-requisite for a clinical elder law course. |
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| How strongly do you agree with the following statement: Law schools should incorporate issues of importance to older adults throughout the law school curriculum IN ADDITION TO an elder law specific course or courses. |
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| How strongly do you agree with the following statement: Law schools should incorporate issues of importance to older adults throughout the law school curriculum INSTEAD OF an elder law specific course or courses. |
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| How strongly do you agree with the following statement: Elder law courses are good vehicles for teaching law students the skills they will need to succeed in other practice areas. |
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| Please elaborate on why you believe elder law courses should or should not be offered as doctrinal courses, clinical courses, or both? | | |
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| Please elaborate on why you believe elder law courses should or should not be offered as a co- or prerequisite for a clinical elder law course? | | |
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| Which of these skills are important for an elder law practitioner to have? Please check all that apply. |
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| What are the THREE most important types of skills for an elder law practitioner to have? Please check exactly three. |
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| What is your opinion of the potential value to the legal profession of law schools offering elder law specific LLM degrees? |
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| Have you had personal experience in using distance learning technology to teach elder law? |
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| How have you used distance learning technology to teach elder law? | | |
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| In your opinion, what are the advantages and disadvantages of using distance learning technology to teach elder law? | | |
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| In your opinion, how could law schools offering elder law education best prepare students to succeed in the practice of elder law? | | |
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