Policy and practice in higher education today are defined and limited by what many have claimed are "new realities" confronting colleges and universities. Gary Rhoades contends that three of these are embedded in the just-in-time hiring practices, the at-will conditions of work, and the depersonalized curricular delivery models assigned to contingent faculty, particularly those in part-time positions. Rhoades states that these new realities enforce a tyranny of the inevitable that can be difficult to question, challenge, and counter. He believes they are invoked by managers, boards, and policymakers as a natural pattern of progress. Such progress is said to be fostered by "disruptive innovations" that enable higher education to adapt to new realities. The author contends that it It is up to organized groups of faculty, especially unionized ones, to point out that these "new realities" are not new. Rhoades concludes by saying that it is not sufficient for faculty to merely speak out, they must also offer achievable solutions. This article presents three solutions that he argues are common sense steps to to advancing the common good: (1) Counter just-in-time employment with virtual visibility; (2) Counter at-will employment practices with actual due process and virtual hiring halls; and (3) Use metro/rural online curricular cooperatives to produce metro-relevant courses.