Does perfect competition exist? part of Teaching Methods:Team-Based Learning:Activities
Michael Levine, San Bernardino Valley College
In this exercise, students will discuss the reality or perfectly competitive markets. First students will consider the characteristics of a perfectly competitive market for goods and services and discuss how ...

Tax Incidence and elasticity part of Teaching Methods:Team-Based Learning:Activities
Tanya Downing, Cuesta College
This exercise asks student teams to rank their sensitivity to a price change caused by a 10% hypothetical excise tax applied to each of a list of five items. Student rankings will be based on their understanding of ...

Price Elasticity of Demand part of Teaching Methods:Team-Based Learning:Activities
Doug McKee, Cornell University-Endowed Colleges
Teams are given a list of goods and asked to identify what they think are the most elastic and least elastic.

Tragedy of the commons game part of Teaching Methods:Team-Based Learning:Activities
Phil Ruder, Pacific University
This application calls on student teams to depict a tragedy of the commons game in strategic form, identify the Nash equilibrium outcome, and consider policies that might improve on an open-access management regime ...

Why the AD Curve Slopes Downward part of Teaching Methods:Team-Based Learning:Activities
Ann Werboff, Northern Arizona University
Students will create a sequence of events for the three effects that determine the inverse relationship between price level and GDP that determine the shape of the Aggregate Demand (AD) curve. They will also be ...

Game theory: externalities, the prisoner's dilemma and Nash equilibrium as seen in South Park part of Teaching Methods:Team-Based Learning:Activities
C. Lucy Malakar, Lorain County Community College
After viewing a brief segment of a South Park episode, students create a game theory matrix and apply the concepts of the Prisoner's Dilemma and Nash Equilibrium.

Understanding the Tragedy of the Commons part of Teaching Methods:Team-Based Learning:Activities
C. Lucy Malakar, Lorain County Community College
Students will watch a portion of a South Park episode that illustrates the tragedy of the commons and apply the concept to a more serious situation. After viewing the video, will debate and discuss ways to prevent ...

How do imports affect GDP? part of Teaching Methods:Team-Based Learning:Activities
Brandon Sheridan, Elon University
Imports are perhaps the most misunderstood portion of the GDP identity (Y=C+I+G+NX). This exercise uses real data to have students explore this issue and learn the nuance behind the numbers.

Supply and Demand in the Context of Uber Surge Pricing part of Teaching Methods:Team-Based Learning:Activities
Carlena Ficano, Hartwick College
In this activity, students are asked to determine whether it is better to drive for Uber during busy times and in busy locations when and where surge pricing is in operation or instead to avoid these locations and ...

Protectionist versus Free Trade Policies part of Teaching Methods:Team-Based Learning:Activities
Jimena Gonzalez, Manhattan College
Prior to class, students listen and read the following: http://freakonomics.com/podcast/china-eat-americas-jobs/. In this episode, Steven Dubner, Freakonomics host, interviews David Autor, an MIT economist, about ...