Mazoue's ("J Comput High Educ," 2012) article, "The Deconstructed Campus," is examined from the perspective of instructional design practice. Concerns center on: the knowledge base of precision instruction; the differential effectiveness of teaching procedural as opposed to declarative knowledge; the reliance on assessment of online learning; and the factors that would promote centralization of online instruction creation and subsequent restriction of choice among academic programs. Serious consequences for the long-term quality of online instruction, graduate programming, research, and the vetting of formal knowledge in the wake of losing our place-based universities are discussed.