The following is the second article in the "Digital Academic Revolution: Mentorship Competency Series" by Martin Mehl and Luanne Fose. It is a "transcribed" conversation between Luanne and Martin about their experience collaborating as a research team and the conceptualization, implementation, and assessment of the Digital Commentary Grading Project (DCGP) that they conducted at California Polytechnic State University (San Luis Obispo) during the 2015-2016 academic year. This CONVERSATION reveals their journey of fusing into a single, passionate academic unit, working effectively as instructional designer (Luanne) and pedagogue (Martin) joining forces. Both of them share their personal points of view on the motivation, formidable personal triggers, and uncanny timing of the project. They also reflect on the tangibles and intangibles of mentorship in post-secondary education and its symbiotic relationship with effective technologies. [For the 1st in the series: "Digital Academic Revolution Mentorship Competency: The Declaration--Mentoring the Process of Learning with Screencast Assessment--Plugging into Students' Digital DNA a Decade Later," see ED570939.]