This practical guide is essential for anyone new to or intimidated by online instruction. Drawing on the expertise of teachers of the humanities who have deep experiences in the online environment, this work explores a variety of areas within the online teaching experience. It discusses the differences between online and face-to-face learning environments and assesses and evaluates best practices in developing and teaching online courses. This volume is not really about the technology, but instead focuses on the ways in which available technologies can be used to enhance teaching in both synchronous and asynchronous forums, and as such it will still be worth the read many years from now-even in the face of rapid technological change. Contributions from faculty members teaching in art education, communication, English, history, social studies education, and interdisciplinary studies departments, as well as directors of writing centers and online education and distance learning programs are included. Essays in this volume will assist instructors, faculty members, and administrators new to the online experience, but who want to learn more about making the transition to online teaching, in navigating this transition gracefully.

This practical guide is essential for anyone new to or intimidated by online instruction. Drawing on the expertise of teachers of the humanities who have deep experiences in the online environment, this work explores a variety of areas within the online teaching experience. It discusses the differences between online and face-to-face learning environments and assesses and evaluates best practices in developing and teaching online courses. This volume is not really about the technology, but instead focuses on the ways in which available technologies can be used to enhance teaching in both synchronous and asynchronous forums, and as such it will still be worth the read many years from now-even in the face of rapid technological change. Contributions from faculty members teaching in art education, communication, English, history, social studies education, and interdisciplinary studies departments, as well as directors of writing centers and online education and distance learning programs are included. Essays in this volume will assist instructors, faculty members, and administrators new to the online experience, but who want to learn more about making the transition to online teaching, in navigating this transition gracefully.

Using post Civil War Richmond, Virginia, as a case study, Hoffman explores the role of race and class in the city building process from 1870 to 1920.Richmonds railroad connections enabled the city to participate in the commercial expansion that accompanied the rise of the New South. A highly compact city of mixed residential, industrial and commercial space at the end of the Civil War, Richmond remained a classic example of what historians call a walking city through the end of the century. As city streets were improved and public transportation became available, the city's white merchants and emerging white middle class sought homes removed from the congested downtown. The city's African American and white workers generally could not afford to take part in this residential migration. As a result, the mixture of race and class that had existed in the city since its inception began to disappear.

The city of Richmond exemplified characteristics of both Northern and Southern cities during the period from 1870 to 1920. Retreating Confederate soldiers had started fires that destroyed the city in 1865, but by 1870, the former capital of the Confederacy was on the road to recovery from war and reconstruction, reestablishing itself as an important manufacturing and trade center. The city's size, diversity and economic position at the time not only allows for comparisons to both Northern and Southern cities but also permits an analysis of the role of groups other than the elite in city building process. By taking a look at Richmond, we are able to see a more complete picture of how American cities have come to be the way they are.