{'fraction_non_alphanumeric': 0.016163793103448277, 'fraction_numerical': 0.0021551724137931034, 'mean_word_length': 6.1461538461538465, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Tethering the classroom to the workplace through embedded writing instruction

Demonstrating writing competency supports outcome requirements of the Engineering Accreditation Commission of ABET. The authors discuss their experience with two engineering programs that embed writing instruction in the curriculum. One is a new, project-based integrated mechanical and electrical engineering program within a teaching university, with 10 students at present. The second program discussed is a civil engineering, environmental engineering, and geoengineering program within a research university. The program is part of a university-wide writing enriched curriculum effort. Both of these programs have a writing specialist embedded in the engineering department. The authors describe program and course structures, assignments, and challenges of tethering classroom and professional experiences through embedded writing instruction.