For students looking to succeed in our dynamic world, the ability to think critically and creatively now trumps the simple accumulation of information that for decades has been the measure of summative success in higher ed. Faculty who recognize this have already undertaken the hard work of developing students’ higher-order thinking skills, as defined by Bloom’s taxonomy. For many, that means rethinking their assessment techniques and, in some cases, surrendering some of the teaching to their students. But by involving students in their own learning and fostering metacognition through collaborative practices like peer assessment, faculty are doing more than simply helping students learn course material. They’re helping to produce the critical, creative thinkers we need to succeed in uncertain times.