The spring of 2020 brought a necessary pivot to emergency remote teaching for all faculty. As a team of instructional designers at the Indiana University School of Public Health, we developed a rapid response protocol to analyze faculty's instructional design needs and provide effective and efficient support strategies. In this reflective essay, we share the innovative strategies and practices we used to respond efficiently and effectively to the faculty's identified needs. We provide a detailed account of a toolkit and the methods used to support faculty members, so they could quickly pivot to emergency remote teaching. We conclude with insights on how the pandemic challenged our current instructional design practices.