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.

Appellate Advocacy is a writing intensive course designed to teach the different components of appellate brief writing, as well as effective appellate oral advocacy. One or two case problems (depending upon the particular professor) are assigned throughout the semester, modeled after actual court cases. Students will be taught how to master the facts of a case, the rule of law applicable to the particular legal problem, and the policy underpinning the rule of law. Paramount goals of the course include professionalism and instructing students on clear, persuasive, organized, and strategic written and oral communication skills necessary for effective legal advocacy. While AA focuses on the appellate practice setting, the written and oral advocacy skills students will acquire are applicable to all settings of legal practice. Grading will be based on one or two appellate briefs, oral arguments, meaningful class participation and other assignments. This course cannot be taken for an S/U grade.

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.

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.