This paper considers how instructors of asynchronous online courses in the Humanities might integrate intangibles associated with face-to-face instruction into their online environments. It presents a case study of asynchronous online instruction in a philosophy and religion department at a midsize public university in the southeastern United States. Based on interviews with instructors and observations of course shells, it presents five strategies for improving interaction and social presence in asynchronous online environments: establishing an online community that is comfortable--yet structured, humanizing the course whenever possible, making feedback a priority, establishing clear expectations, then monitoring discussions, and making the course relevant to learners.