This article builds on the many calls for teaching business acumen and transactional skills in law school with a timely insight: the shift to remote legal education creates opportunities to do so, in particular by incorporating practice problems and mini-simulations in doctrinal courses. Weaving together the literature on emerging best practices in online legal education, cognitive psychology, and the science of teaching and learning, Professor Reise argues that adding formative assessments and experiential education is effective in teaching and is critical in remote learning.

The time to reform Minnesota’s criminal sexual conduct (“CSC”) laws is now. Conceptions of sex, rape, and consent have evolved from paternalistic ideals and given way to modern reforms and an ever-expanding understanding of sexual relationships. One need only watch cringeworthy interactions of sex symbols of earlier decades to understand how drastic this shift has been. For example, take what was an entirely acceptable scene in the PG-rated, 1964 film Goldfinger. James Bond corners his female co-star, Pussy Galore, in a stable and makes several sexual advances, which Galore rejects. He then attacks Galore, who pushes him away. Finally, Bond pins Galore to the ground and kisses her. Galore continues to resist Bond, but eventually, Galore gives in, and the scene cuts away. Galore later changes allegiances and helps Bond defeat his nemesis, Auric Goldfinger. The essential takeaway from this scene and the movie overall is clear: if not for Bond’s ability to overpower Galore’s initial lack of consent, Goldfinger would have been successful in his plan to destroy Fort Knox.