A recent report from the Chronicle of Higher Education provides some interesting survey results regarding instructional design and its place in higher education. While the use of instructional design theory and professional designers has been given a boost by both the emphasis on outcomes assessment and the growth in online and hybrid delivery systems, it is clear that the dominant culture of the academy has not completely embraced instructional design (ID) and instructional designers (ID’s), suggesting a continuing disconnect between what students need and what institutions provide.