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Electrical engineering (EE) is one of the largest engineering disciplines. Computer engineering (CpE) has a similar curriculum, but different demographics and student outcomes. Using a dataset from universities in the U.S. that includes over 70\,000 students who majored in engineering, this paper describes the outcomes for students matriculating in and migrating into EE and CpE so as to inform the decision making of faculty, department heads, and deans. Although men consistently outnumber women in EE and CpE, the rates of matriculation and six-year graduation vary by race and gender. EE is the most popular choice for Asian and Black students (males and females) at matriculation, but while Asians graduate at high rates, Blacks (particularly males) are not retained. Retention is higher in EE than in CpE despite the similarity of the curricula. Graduation rates are lower than expected for women of all races in CpE and for Hispanic women in EE. By the third semester, some students of all races and genders have left their matriculation major, but others have migrated in from other majors, compensating for some of this loss. CpE students are more likely than EE students to switch to another major. Trajectories of EE and CpE students are racialized and distinct. CpE loses more students and attracts fewer students than EE. These findings illustrate the importance of disaggregating by engineering major as well as race and gender to improve recruitment and retention overall. [ABSTRACT FROM AUTHOR]

The course of Electric Machinery has been one of the core courses in the Electrical Engineering (EE) curriculum at Texas A&M University—Kingsville (TAMUK). In the past, the course was designed to focus mainly on topics of transformers and electric machines and was typically presented under the assumption of steady-state conditions. Unfortunately, many students considered the course old-fashioned and unexciting, and this lack of interest, in turn, seriously limited their ability to understand and appreciate the wide-ranging applications of electric machines. More important, electric machines today have become widely integrated with power electronics, digital signal processing (DSP), and digital control technology. However, these technological changes were not adequately reflected in the traditional teaching structure of the course. This paper presents a new approach that, by integrating computer-assisted teaching methodology in classroom presentation, substantially restructures the course so that it provides a comprehensive treatment of electric-drive systems with discussions covering electric machines, power electronic converters, feedback controls, power supply systems, and mechanical systems. [ABSTRACT FROM AUTHOR]

Focuses on an experiment at Brown University in Providence, Rhode Island which enhanced the quality of undergraduate engineering education within the faculty reward structure. Educational approach that fostered creativity and design; Requirements of engineering design in the university's computer engineering program; Initial placements of experiment participants after graduation.

Traces the evolution of the course evaluation process in Drexel University's College of Engineering in Philadelphia, Pennsylvania. Adaptation to the Accreditation Board of Engineering and Technology 2000 accreditation requirements; Development of course format used; Evaluation procedures; Support from the Gateway Engineering Education Coalition.

Examines the senior computer engineering capstone design course at Washington University in Saint Louis, Missouri. Context of the course; Development of 8-bit microprocessor using hardware description language; Components of microprocessor architecture; Concept of logic synthesis and field programmable gate array; Relevance of the course on students.

In response to a call from the National Science Foundation (NSF) for curriculum reform and elimination of legacy materials in engineering curricula, the faculty at the Colorado School of Mines, Golden, has developed and offered a combined set of course modules in fluids and circuits. These modules consist of a two-credit interdisciplinary course in fundamentals, followed by two one-credit modules focusing on applications in fluids and in circuits, respectively. The course set reduces the overall number of credits from six (three in each of the standard fluids and circuits classes) to four through the 2 + 1 + 1 format. The fundamentals course, consisting of two credits, is based on conservation and accounting principles for the concepts of mass, momentum, energy, and charge. Two applications modules, each of one credit, develop these ideas in the respective disciplines. During the study, four challenges to implementation were uncovered: faculty and administrative buy-in, textbook selection, logistics, and stakeholders' acceptance. [ABSTRACT FROM AUTHOR]

Describes the implementation of a microprocessor design project in an introductory very large scale integration (VLSI) design course in the University of Michigan in Ann Arbor. Course philosophy, content and baseline architecture from which class projects begin; Key features of the course; Coordination of lectures and project activity; Prompt and regular feedback on design work; Course schedule.

Describes the Intelligent Control Laboratory course at The Ohio State University in Columbus. Department of Electrical Engineering's control systems curriculum at the university; Students' execution of a series of laboratory exercises; Implementation of fuzzy control, adaptive fuzzy control and other intelligent control techniques; Emphasis on sensing and actuation technologies.