Transparent Assignment Design (TAD) principles offer evidence-based instructional methods for higher education that have grown in popularity over the past decade. In this case study of our experience co-instructing a transdisciplinary graduate course entitled "Leading Change" at Claremont Graduate University during the summer of 2020, we discuss our successes and challenges in creating a transparent virtual learning space. We specifically discuss our virtual application of TAD-oriented methods of enhanced learning management systems, live virtual sessions, reflective practice, and problem- centered learning, in order to facilitate a more equitable learning environment for graduate students experiencing the events of the COVID-19 pandemic and national unrest. Also highlighted are the developmental benefits, both as educators and leaders, of teaching a course that is transparent, personalized, and adaptive to students and context.