The Intensive Deposition Advocacy Program (IDAP) is a multi-part, full-immersion program, which will teach the skills of taking and defending a deposition. A deposition is an information gathering tool that is utilized during the course of litigation. In this ?learn by doing? course, you will have several short lectures, but the bulk of the course will be performance based. In other words, we will simulate the deposition setting and you will actually take and defend the deposition of a fact witness.

Moot Court Advisory Board members are typically third year students, selected by the outgoing Moot Court Board during the Spring semester. Board members are responsible for organizing, coaching, and developing the moot court program from year to year. The class is a year-long commitment. Moot Court Board Members select the upcoming year's moot court competitors and determine the teams. Each Board Member coaches a team, often for the same competition that the Board Member competed in during the prior year. The coach supports the team?s writing of the competition brief; provides feedback as competition rules allow; organizes and conducts rigorous oral argument practice for competition preparation; communicates with the board's Chief Justice about team progress/needs; works with law school staff to register the team and develop travel plans. Board Members organize the intramural competition in the Fall Semester and assist the Chief Justice of the Board in any additional duties. Board Members use their leadership, organizational, and analytical skills to continually improve this student run advocacy program.

This course is designed to appeal to students planning to either participate in a legal residency with a judge or to enter the market for a judicial clerkship. Students critically discuss the theories of case resolution articulated and applied by prominent jurists, develop their own theories of case resolution, identify and consider the varying audiences for trial and appellate court orders and opinions in both the state and federal court systems, and draft and polish a well-written and principled opinion that they can use as a writing sample when applying for a legal residency position or a judicial clerkship.

Through the legal residency class, students reflect upon, and internalize, the legal and professional skills developed through their legal residencies. Students: establish learning goals for the semester; apply attorney-client confidentiality and privilege concepts; submit weekly time sheets; write regular reflections regarding their experiences; participate in discussion forums and workshops on professionalism topics; engage in self-evaluation; and complete a final reflective project.