Transparent assignment design is shown to increase students' potential to succeed while reducing inequities in the learning process (Winkelmes et al., 2016). Higher education institutions have used transparent assignment design techniques to enhance learning and student engagement in the classroom. Building on the work of Winkelmes, faculty developers have found innovative ways to design and implement initiatives focused on transparent assignment design on their own campuses. While all uniquely focused on the needs of their campus, faculty, and students, these initiatives support faculty in developing assignments that allow students to learn how to be successful and why the instructor is asking them to complete them. The move to flexible instruction alternatives will prevail, with a concerted focus on the transparent foundations on the purpose of teaching and learning. Faculty are learning how to embrace technology within learning options and assignments. Within higher education institutions across the country, definitions of delivery modes have expanded, adding clarity and consistency for both faculty and learners. At Eastern Kentucky University (EKU), communication and consistency emerged as key elements, which COVID-19 brought to the forefront in transition planning. Virtual delivery models require faculty to reconsider how they communicate with students, to intentionally convey intent (Darby & Lang, 2019). The calls nationally and at EKU were for more thoughtfully streamlined delivery approaches, prioritizing learning. The focus on clarity, modular organization of content rose to the top, with a focus on developing depth in learning versus presenting more content. By doing so, course organization focused on students, building upon foundational learning, along with the support needed to promote learning. Motivating students to do more, to think metacognitively through the organization and preparation of courses was reinforced across the country, within the higher education landscape. Thus, the need is presented for faculty development designs shaped upon opportunities for transparent learning.