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 ...

The Tax Game: What are fair and effective tax rates? part of Teaching Methods:Team-Based Learning:Activities
Mark Maier, Glendale Community College
Based on an online simulation teams choose from five tax regimes that each collect the same tax revenue but do so with different tax rates. Teams predict the impact of their tax choices and then, based on the ...

Identifying Market Structure in the Fast Food Industry part of Teaching Methods:Team-Based Learning:Activities
Ezra Pugh, Glendale Community College
Students use data to determine whether the fast food industry more closely resembles a monopoly, monopolistic competition, or oligopoly, then decide whether regulation is warranted.

The official CPI and bias part of Teaching Methods:Team-Based Learning:Activities
Grace Eau, Georgia State University
This activity aims for students to gain insights about the problems in measuring a price index.

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 ...

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 ...

Negative Externalities part of Teaching Methods:Team-Based Learning:Activities
Galit Eizman, Harvard University
This activity encourages team discussion about negative externalities- the case of disturbing noise and air pollution from the airport to nearby neighborhoods. The discussion raises possible solutions and the ...

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 ...

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?