Introduction: Engineering programs must take creative approaches to ensure that their students receive needed communication instruction in curricula constantly experiencing pressures of accreditation, state, and industry requirements: expectations for students’ knowledge and skills increase although curricula are compressed. Situating the case: Technical communication and engineering education scholarship describe multiple models for integrating writing instruction into engineering curricula: 1. writing across the curriculum, 2. partnership models, 3. embedded models, and 4. support models. About the case: Technical and professional writing and engineering faculty collaborated to develop a hybrid model, which borrows from multiple existing models for integrating technical writing education throughout the engineering curriculum, both in and outside of courses, including collaborative workshops, specialized writing center support, and other interventions. Methods/approach: Survey research was conducted with students on the effectiveness of multiple writing interventions. Results/discussion: The hybrid model enables students to experience a variety of writing interventions; students perceived them as beneficial. Students found most effective writing interventions occurred in the context of their engineering coursework. Faculty and administrators found the approach beneficial because of its collaborative nature and because it balanced instructional time with external support methods. Conclusions: Local solutions to universal problems must take many variables into consideration: people and programmatic cultures, disciplinary and institutional contexts, and curricular, regulatory, and funding constraints. The authors’ hybrid model for integrating technical writing into the engineering curriculum represents a flexible, sustainable approach adaptable to meet specific needs in specific environments at different institutions.

中文翻译：

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工程技术交流教育中多学科合作的混合模型

介绍： 工程计划必须采取创造性的方法，以确保他们的学生在课程中不断接受认证，州和行业要求的压力，从而在课程中获得必要的沟通指导：尽管课程被压缩，但对学生的知识和技能的期望却不断提高。 案情： 技术交流和工程教育奖学金描述了将写作指导整合到工程课程中的多种模型：1.跨课程写作； 2.合作模型； 3.嵌入式模型； 4.支持模型。 关于此案： 技术和专业写作与工程学院合作开发了一个混合模型，该模型借鉴了多种现有模型，可以在整个工程学课程中（包括合作研讨会，专业写作中心支持和其他干预措施）整合整个工程课程中的技术写作教育。 方法/方法： 与学生进行了关于多种写作干预效果的调查研究。 结果/讨论：混合模式使学生能够体验各种写作干预；学生认为它们是有益的。学生发现最有效的写作干预是在他们的工程课程中进行的。教职人员和管理人员发现这种方法是有益的，因为这种方法具有协作性，并且可以平衡教学时间与外部支持方法之间的距离。结论：地方性解决普遍问题的方案必须考虑许多变量：人员和计划文化，学科和制度背景以及课程，监管和资金限制。作者将技术写作整合到工程课程中的混合模型代表了一种灵活，可持续的方法，可适应不同机构在特定环境中的特定需求。