People hate the feeling of uncertainty; if not managed or addressed properly, it can lead to confusion, frustration, or worse--and that is a bad thing. Equally bad, however, is running from ambiguity, leaping to solution based on assumption, and failing to take the time to explore what is unknown and learning to be comfortable in, and taking the time to reflect, when presented with the opportunities ambiguity affords during times of transition. In this article Clark Dawood maintains the view that proficiency in ambiguity is as fundamental to student learning as it is to professional practice. He argues that students need to know not only static academic concepts and theories but also how to apply and discover the relationships between different disciplines, scholars and practitioners in order need to collaborate and cross-pollinate. He says that campus leaders need to relax the reigns in times of transition to allow the good people they've hired to take risks and carve out new paths in the ever-changing landscape that is higher education. He closes his argument with this bottom line: when considering times of transition as threshold moments the central question moves from "What should we change? To reflect upon?" to "What can we become?"