Anecdotally, the "II. Overcoming Student Misconceptions" section really rang true to how I've experienced working with highly academic engineers - ie: wanting t

Anecdotally, the "II. Overcoming Student Misconceptions" section really rang true to how I've experienced working with highly academic engineers - ie: wanting to put blinders on only working on their component, late is assumed OK, not anticipating + coordinating with other teams interfaces/integration boundaries, not designing with real-world implementation in mind.