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Nearly 25 years after Barr and Tagg's (1995) article on the move away from the Instruction Paradigm, the authors argue that we are experiencing another shift, from a learning-centered to de-centered educational environment. Just as Barr and Tagg signalled a paradigm shift from teaching to learning, the authors suggest--nearly a quarter century later--that another transition, from a learning-centered to de-centered educational environment is being experienced. The de-centered paradigm includes an expanded vision of ways to develop, design, and deliver learning to allow for a more democratic or reciprocal relationship between instructor, learner, and material. A table is provided that illustrates a comparison of the three paradigms. Best ways to support instructors as they navigate the new terrain of this de-centered paradigm include Centers for Teaching and Learning (CTLs) or units supporting faculty professional development. In many cases, CTLs are increasingly hearing calls to address the de-centered educational landscape by offering equally distributed support, using emerging technology (e.g., analytics or personalized advising) or disciplinary-based expertise (such as discipline-based educational research, also known as DBER). The key benefit of a CTL is its ability to re-center--or connect--resources as campuses navigate a de-centered educational landscape. Some have described this emerging role as a "hub" function or "concierge": One approach would be to see teaching and learning centers as the hub of a wheel that includes a range of other offices as related spokes. In this approach, the faculty development center may take on the role of concierge, helping faculty members determine their needs and interests and then connecting them with the appropriate resources on campus. Centers for Teaching and Learning play an important "hub" role in this landscape to connect the diverse constituencies and resources within institutions of higher education, and to support broader institutional goals such as inclusive excellence and student success.