Our current higher education institutional structures have become so ingrained that many of these structures have gone unquestioned for more than a century. While it is true that we have created, to a significant degree, new "functions" for higher education, many of our "structures" endure. Two major disruptors--the influence of technology and the rapid movement into global cities--have caused an epochal change that influences how we know, act, and create community today. This article identifies and discusses three functions of higher education in this new era: (1) Develop the skills, habits, and disposition of the whole person; (2) Create new social engagement structures; and (3) Support lifelong learning platforms. The author invites others to consider the following question: What if we could provide an alternative to the traditional four-year undergraduate education degree with an option for students to attend an immersive, residential community engagement program (CEP)--a program in which students are continually engaged in community-based research and work, through which they also learn skills and habits both of traditional liberal arts but also of twenty-first-century collaboration and innovation? An approach like this reimagines the structures of our institutions first and foremost as a global network of knowledge composed of alumni, parents, friends, and employers, facilitated by technology but also through in-person hubs in major cities.