What to do About the Local Water Monopoly? part of Teaching Methods:Team-Based Learning:Activities
Ezra Pugh, Glendale Community College
In this activity, students are confronted with a local water monopoly. Students debate what, if any, regulations their municipality should put on the monopoly to ensure the most optimal outcome.

Principles Policy AE on black markets and immigration part of Teaching Methods:Team-Based Learning:Activities
Alan Green, Stetson University
This exercise includes two policy application exercises: one on black markets and the other on immigration. Both require applications and/or extensions of supply and demand analysis. Also included is a readiness ...

The impact of changes in foreign exchange rates on aggregate demand and employment. part of Teaching Methods:Team-Based Learning:Activities
Farhad Ameen, SUNY Westchester Community College
Students will be given a hypothetical situation that will require them to engage in logical reasoning of the impact of an appreciating currency on exports and imports, and consequently on Aggregate Demand, GDP and ...

Lyft needs more drivers: Benefits of Marginal Analysis part of Teaching Methods:Team-Based Learning:Activities
Louis Vayo, Mt. San Antonio College
This activity highlights how thinking on the margin can improve decision making using data from Lyft on the cost of advertising for new drivers.

Gross Private Domestic Investment Spending: Multipliers and Growth in the Real GDP part of Teaching Methods:Team-Based Learning:Activities
Laurence Malone, Hartwick College
The Activity Exercise Gross Private Domestic Investment Spending: Multipliers and Growth in the Real GDP helps student grasp the significance of the Multiplier Effect in economic growth and the expansion of real ...

Using data about the U.S. milk market to explain changes in milk prices - part 1 part of Teaching Methods:Team-Based Learning:Activities
Shelby Frost, Georgia State University
Students will relate some real world data about the milk market in the U.S. to predictions of the supply and demand model. They must determine which changes in supply and/or demand are consistent with the data ...

Creating and interpreting a production possibilities curve part of Teaching Methods:Team-Based Learning:Activities
C. Lucy Malakar, Lorain County Community College
Students will read an article about how the hurricanes of September 2017 damaged crops in Georgia and use the information provided to create a production possibilities frontier. Students will use their production ...

Labor Force Participation Rate in the U.S. by Gender part of Teaching Methods:Team-Based Learning:Activities
Natalia Smirnova, University of Connecticut
Discover and observe the trends of LFPR by gender in the U.S. from 1948 until the present. Discuss and defend the ranking of proposed reasons for these trends.

U.S. labor force participation: a jigsaw exercise part of Teaching Methods:Team-Based Learning:Activities
Mark Maier, Glendale Community College
Working first in expert teams, then returning to their base teams, students explore reasons for changes in U.S. labor force participation for men, women, younger workers, older workers, Hispanics and ...

Circular Flow -- Equivalence of Income, Spending, and Production part of Teaching Methods:Team-Based Learning:Activities
Bill Goffe, Pennsylvania State University-Main Campus
In this activity students should come to understand a key part of the circular flow -- why income, production, and spending have the same dollar value.