Spanning the 2015-2016 academic year, Cal Poly Communications Studies Sr. Lecturer, Martin Mehl, and Lead Instructional Designer, Luanne Fose, from the Cal Poly Center for Teaching, Learning, and Technology, conducted a formal, institute-wide research pilot on whether or not video assessment can improve faculty feedback for student assignments. Initially, the academic and administrative ramifications were restricted and limited to the scope of Professor Mehl's four introductory Communication Studies classes in spring of 2015. Upon generating 1) best practices; 2) course design suggestions; 3) syllabi organization; 4) rubric optimization; and 5) assignment clarification, the Digital Commentary Grading Project (DCGP) was expanded to be a formal, year-long campus-wide study at California Polytechnic State University, San Luis Obispo. The study included recruitment of faculty representing all six divisions of the university including the College of Agriculture, Food and Environmental Sciences, College of Architecture and Environmental Design, Orfalea College of Business, College of Engineering, College of Liberal Arts, and College of Science and Mathematics. The series of articles that will follow in the OLC Research Center for Digital Learning and Leadership for the next few months will outline the process of the study, lessons learned, and provide leadership on how others can succeed in promoting mentorship at their own campuses and corporations. The whitepaper of the research was shared at the OLC Innovate Conference in New Orleans, in April 2016. [For the 2nd in the series: "Digital Academic Revolution Mentorship Competency: The Conversation--Viewing Instructional Design & Pedagogy as a Holistic Unit Transformative Teamwork in a Learn by Doing Approach--Student Turned Mentor & Mentor Turned Student," see ED570940.]