This study compares student evaluations of faculty teaching that were completed in-class with those collected online. The two methods of evaluation were compared on response rates and on evaluation scores. In addition, this study investigates whether treatments or incentives can affect the response to online evaluations. It was found that the response rate to the online survey was generally lower than that to the in-class survey. When a grade incentive was used to encourage response to the online survey, a response rate was achieved that was comparable with that to the in-class survey. Additionally, the study found that online evaluations do not produce significantly different mean evaluation scores than traditional in-class evaluations, even when different incentives are offered to students who are asked to complete online evaluations.

This paper uses a large individual-level data set to isolate the effects of risk tolerance on portfolio composition. We test and confirm two predictions of the Capital Asset Pricing Model: (1) increased risk tolerance reduces an individual’s propensity to purchase risk-free assets; and (2) higher risk tolerance does not affect the composition of an individual’s portfolio of risky assets. More specifically, we find that risk tolerant investors nearing retirement do not reduce their bond allocations in order to buy more stock. © 2000 Elsevier Science Inc. All rights reserved.

No abstract

No abstract

No abstract