By Michael Horowitz and published at Forbes.com

When Covid-19 forced colleges and universities to transition to remote learning almost overnight, the very definition of quality in higher education was thrown into question. What’s the role of a physical campus? What’s the significance of class size? How should questions of access and equity shape programs and policies? At its heart, what is the definition of student success?

From my vantage point, nonprofit leaders in and around the education space are well-positioned to challenge paradigms and re-imagine what higher ed looks like. My nonprofit, TCS Education System, unites like-minded, mission-based colleges and universities in a resource-sharing model that leverages economies of scale to advance student success. In an industry often plagued by silos, we embrace radical cooperation as our guiding principle, meaning we tirelessly share ideas and resources to create an organizational whole that is greater than the sum of its parts.

In the spirit of extending radical cooperation beyond my organization, I invite my higher ed colleagues to consider three important truths to guide our thinking in 2021.

1. The time has come for a broader definition of excellence.

Higher education’s purpose is to promote academic and intellectual excellence. But in a changing world, we can all benefit from digging deeper into the “why” behind this goal. In the education sector, our “why” is simple: to serve students and communities. Traditionally, a narrow band of criteria like grades, test scores and post-degree earning potential has shaped a specific (and arguably inequitable) achievement narrative that’s due for re-examination. When we think more deeply about what it means to serve today’s students and communities, a new definition of excellence comes into focus — one where traits like life experience, resilience and diversity of perspective play a bigger role. Conventional metrics like grades and salaries still matter. But forward-looking institutions will place this data in a larger context, framing excellence through an expansive lens that values access and inclusion not just as an ethical mandate, but as an active driver of organizational success.

We believe this thinking is catching on. For example, in 2020, about 200 universities removed the requirement for standardized tests. This number increased in 2021, with "more than 1,240 of the nation’s 2,330 bachelor’s degree-granting schools" having dropped standardized tests from their undergraduate application requirements, or having moved to a test-optional model. Given the equity challenges in testing, this shift alone marks a step toward a broader definition of an “excellent” applicant (and, by extension, an excellent school). Similarly, online coursework — inherently more accessible, yet once considered “second-tier” programming by some institutions — has quickly gained universal acceptance amid pandemic necessities.

2. Adult learners are the norm, not the exception. 

Once viewed as a specialized subset of students, adult learners belong at the center of today’s conversation. In fact, the National Center for Education Statistics estimates about 7.5 million students enrolled in higher ed in the fall of 2020 to be over 25 years old. Looking at undergraduate programs specifically, Lumina Foundation reports that 37% of undergraduate students are 25 or older, 64% of them work and 40% work full time. Fully acknowledging this mature, diverse and time-constrained body of learners presents exciting opportunities to educate in ways that are more reflective of students’ realities.

The colleges and universities that make up my nonprofit's education system are adapted to meet this trend. For instance, the Marriage and Family Therapy master's program offered at Pacific Oaks College is one prime example. Rather than a single generic degree path, the college offers highly targeted training in focus areas that include African American Family Studies, LGBTQIA+ Family Studies, Latinx Family Studies and Trauma Studies. Reflecting the Pacific Oaks philosophy of bringing lived experiences into the classroom, these programs are particularly attractive to students who have been in the professional sector for several years, yet recognize a lack of culturally competent practitioners trained to cater to specific populations.

As our nation grapples with both a crisis of underemployment and unprecedented talent shortages in professions like healthcare, education and social work, programs should aim to celebrate and bring these real-world experiences into higher ed. This shift can help support adult learners on a fast track to career advancement, meeting critical needs for students and communities alike.

3. Student financial literacy is a shared responsibility.

A glance at the headlines is enough to confirm that student debt is an urgent concern, impeding prosperity for millions of Americans. Against this backdrop, colleges and universities simply cannot afford to sideline the financial conversation. Debt, risk and tradeoffs are central themes in the entire college experience — from initial plans through post-degree job searching — for the 70% of students who require loans to finance an education. As nonprofit leaders, we should see this reality not as an unfortunate truth, but as an opportunity to deepen our commitment to the students we serve.

My nonprofit's investment in student financial literacy begins with candid counseling from the first point of inquiry. The TCS System also provides routine student access to third-party advisors before and after graduation to help students understand their rights and responsibilities in regard to student loans. 

Organizations should aim to champion student financial literacy and set students up for success by providing resources and tools. We need to embrace the reality that the financial aspects of education should be talked about openly and that as nonprofit leaders in the education sector, this is also part of our responsibility to our student communities. 

In my work as a practicing psychologist, I often counsel patients that being static is a choice, and although it may feel secure, that security is an illusion. As we roll up our sleeves for vaccines, and for the hard work of rebuilding post-pandemic, I challenge my colleagues to resist the appeal of outdated traditional ways of thinking. It’s time to discover new truths, embrace radical cooperation and redirect our energies toward our highest purpose: advancing real-world student success.