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Elizabeth Yakel’s paper reports on experiences and findings from the Preservation and Access Virtual Education Laboratory (PAVEL) project, funded by the National Endowment for the Humanities. My comments are based on a reading of her paper and my own teaching experiences. This includes development and implementation of courses at the School of Information and Library Science (SILS) at the University of North Carolina at Chapel Hill, development of a digital curation curriculum framework as part of the DigCCurr (Digital Curation Curriculum) project funded by the Institute for Museum and Library Services (IMLS), development and administration of continuing professional education institutes as part of the DigCCurr II project (also funded by the IMLS), establishment of a hands-on educational offering as part of the Digital Acquisition Learning Laboratory (DALL) project funded by the Andrew W. Mellon Foundation, and curation and dissemination of a set of realistic data sets to support digital forensics education through a grant funded by the National Science Foundation. In comparing Yakel’s paper with my own experiences, I have identified several points of convergence and one main area of difference. I conclude with some comments based on Yakel’s claim that “the digital preservation process is nebulous.”

Flying on Instruments: A Response to Beth Yakel’s Paper on Integrating Research and Teaching