Institutions of Higher Education (IHE) use student evaluations of teaching (SET) to evaluate and improve teaching quality; to gather data for faculty, department, or institutional planning; and to provide data on the students' satisfaction with their educational experiences. As a cost-saving measure, many IHEs have moved to providing SET in an online format; for online courses, however, an online format is the only delivery option. A reason for concern frequently raised is the inability to make reliable decisions because of low student response rates. The purpose of this study was to determine if using faculty incentive strategies would increase low student response rates on SET for online courses. Pittaway's engagement framework focusing on the student's active engagement in the specific reflective learning activity of completing the SET guided this study. This archival study used a post-test data set of three groups, two unique faculty incentive strategy groups and a control group, in a graduate education program in a liberal arts college in the Midwest U.S. The chi-square goodness of fit test was used to determine to what extent each of these strategies increased the SET response rates and what the difference was, if any, between implementing and not implementing an incentive strategy. The first intervention was a non-credit incentive strategy, which had the SET link placed in the online course. The results were significant at p < 0.001 for increasing SET response rates and significant at the p < 0.05 level for implementing a non-credit incentive strategy rather than no incentive strategy. The second intervention was a class-wide extra credit micro-incentive strategy, which included the SET link placed in the online course with information about an extra credit micro-incentive available if 80% or above if all the students completed their course SET. The results were significant at the p < 0.001 level for both increasing SET response rates and for implementing a non-credit incentive strategy rather than no incentive strategy. Further research could be completed to determine the numbers and types of reminders sent by faculty are the most successful at motivating online students to complete their course SET. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]