This study examines a pedagogical method known as transparent assignment design, or TAD, intended to make course assignments more accessible for students. The research related to TAD in higher education offers promising results, yet there is still much that is unknown about the implementation and impact of TAD. The study utilizes action research to understand faculty perceptions of TAD and changes in faculty practices after participation in a TAD workshop. The study sample included eight faculty members who teach general education courses at a university. The researcher attempted to improve TAD workshops and the support provided to faculty as they implement TAD in their classrooms. Following the TAD workshop, faculty had similar perceptions about TAD and continued to view transparency as good pedagogy. Following the TAD workshop, faculty views about how TAD could help them personally and their students were strengthened. The faculty realized that their assignments would benefit from changes and they made significant revisions to their assignments. The revisions were based on what they learned in the TAD workshop. The TAD workshop content, the creation of a peer community of practice, and viewing their assignment from new perspectives inspired the faculty to make changes to their assignment design practices. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]