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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]