During the pandemic, instructional designers in higher education were busy helping the faculty members transition to remote teaching within a matter of days. However, urgent instructional design (ID) support was not uncommon before the pandemic, especially when supporting adjunct faculty members. After all, design constraints tend to exist in ID projects. This column article discusses an ID model called the layers-of-necessity model. The purpose of this article is to inspire ID practitioners, despite the design constraints, with ideas for supporting faculty in course design activities during pandemic and post-pandemic transition.