Activity Examples

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Hi Sharks - Identifying Implicit Costs and Economic Profit on Shark Tank part of Teaching Methods:Team-Based Learning:Activities
Ezra Pugh, Glendale Community College
Students are asked to evaluate the Sharks' opinion of a business on Shark Tank. An entrepreneur thinks they are profitable, but they are not taking implicit costs into account. Should that be a deal breaker?

What time should a business close for the day? part of Teaching Methods:Team-Based Learning:Activities
G Dirk Mateer, UT-Austin
Mastery of marginal analysis can be difficult. This prompt explicitly asks why a business would stay open an extra hour to help students see why marginal thinking matters.

Recycle -- or not? A case from New York City part of Teaching Methods:Teaching with the Case Method:Examples
Patrick Conway, University of North Carolina at Chapel Hill
A case for the analysis of externalities (social costs and benefits) in the context of recycling. Drawn from a program in New York City.

Paradox of Voting part of Teaching Methods:Team-Based Learning:Activities
Tanya Downing, Cuesta College
This exercise introduces students to the concept of public choice theory and issues of majority voting. Individuals and teams rank five different choices regarding government spending and taxation, then vote on ...

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 ...

Supply and demand shifters using local examples part of Teaching Methods:Team-Based Learning:Activities
Michael Levine, San Bernardino Valley College
This activity asks students to consider some common shifters of demand and supply and rank them based on what the think would have the greatest impact in the market. I specify local markets and a local branch of a ...

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 ...

Technology and Economic Growth in the 21st Century part of Teaching Methods:Team-Based Learning:Activities
Michael Levine, San Bernardino Valley College
In this activity, students consider the role technology plays in raising productivity and thereby spurring economic growth. They will consider some landmark inventions of the 21st century, and discuss whether they ...

Fair division in upgrading internet service. part of Teaching Methods:Team-Based Learning:Activities
Michael Levine, San Bernardino Valley College
In this exercise students will consider two roommates who have the opportunity to purchase a shared (public) good, upgraded internet speed. Students will discuss the appropriate division of the cost of the good. In ...

A Mall Divided: Who wins and loses with increases in the minimum wage. part of Teaching Methods:Team-Based Learning:Activities
Michael Levine, San Bernardino Valley College
How are different stakeholders impacted by minimum wage changes? This activity instructs students to analyze as unique minimum wage situation to consider the impact on various stakeholders.