Making Rational Decisions in Economics - The Role of Sunk and Marginal Costs part of Examples
This JiTT exercise uses a real-life example to pose a question to students about the nature of "rationality" as typically used in economics. In this case, the focus is on fixed vs. marginal costs and the ...

JiTT - Fighting Recession: 2009 part of Examples
This is a JiTT exercise in which students apply introductory-level macroeconomic analysis to the question of how large the stimulus package put forward to Congress in early 2009 needed to be to close the ...

JiTT in Introduction to Demand Analysis part of Examples
Activity reinforcing the factors that shift a market demand curve.

Introducing money: a just-in-time teaching activity part of Examples
In this just-in-time activity, students submit responses before class to demonstrate their ability to use concepts from a textbook reading on money. In-class follow-up activities are recommended.

Monetary Policy and the FOMC part of Examples
Describing and analyzing monetary policy from FOMC press releases.

Principles of Economics: understanding opportunity cost, comparative advantage, and absolute advantage part of Examples
In principles of economics students many times have trouble understanding the concept of opportunity cost, connecting opportunity cost to comparative advantage, and differentiating between absolute advantage and comparative advantage. This activity allows the instructor to detect whether a large number of students exhibit any of these misconceptions, and then focus on the most problematic concepts in class.

Economic Statistics: Hypothesis Testing part of Examples
This activity helps a student recognize the consequences of Type I and Type II errors in hypothesis testing.

Principles of Economics: understanding opportunity cost, comparative advantage, and absolute advantage part of Examples
In principles of economics students many times have trouble understanding the concept of opportunity cost, connecting opportunity cost to comparative advantage, and differentiating between absolute advantage and comparative advantage. This activity allows the instructor to detect whether a large number of students exhibit any of these misconceptions, and then focus on the most problematic concepts in class.