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40 Stetson Law Review 97 (2010)


This Article discusses my somewhat unusual and erratic path to becoming an Elder Law professor. My story, told more or less in chronological order, is a first-person narrative of one woman’s journey to achieve, if not academic renown, then at least personal satisfaction in the realm of the legal academy. It does not aspire to convey ponderous wisdom about the best way to teach Elder Law or the importance of scholarly productivity as a measure of one’s legitimacy. On the contrary, I hope the Article will illustrate that, in the same way the field of Elder Law has grown and changed over the past two decades, I have grown and changed as a teacher and writer. As Elder Law becomes richer and more complicated as a practice specialty and academic discipline, the ways in which its substance is conveyed to students also become richer and more complicated—encompassing practical, theoretical, and policy-oriented approaches to the legal challenges facing an aging population. Ultimately, I hope the Article reveals how Elder Law allows me to accommodate my varied scholarly inter-ests in a way I believe serves the interests of my students, practitioners, and the older persons whose welfare has over time become so important to my work as teacher, writer, and lawyer.