Educational developers understand the importance of a strong new faculty program (NFP). When designing an NFP, what do new faculty need and when do they need it? What learning goals facilitate transition and help faculty cultivate important knowledge and skills? In a multi-stage, institution-wide collaborative planning process, we adapted Fink's (2013) situational factors critical to developing significant learning experiences. We focused on the "whole" faculty member and accounted for complex faculty identities. This method allowed us to develop a program that reflects the importance of situated learning and the necessity of collaborative, co-created program design.