This study explored how instructional designers work with faculty during a crisis by exploring topics such as technology adoption, quality teaching continuity, and communication. Using a case study methodology, this study relied on the account of instructional designers at Ohio University, while during the COVID-19 pandemic, worked with faculty to transition their in-person courses to an online modality. Findings from the data analysis uncovered that a number of the instructional designers undertook a "minimalist" approach to instructional design, while also relying largely on the use of professional judgement in their method of recommending best practices in instruction. Findings further supported the practice of building relationships and using empathy as means by which a number of the instructional designers used communication during the COVID-19 pandemic. These results helped to spark new ideas around future research about the professional identity of instructional designers, the intersection of instructional design and innovation, and the future of the profession. [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.]