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Accelerated Undergraduate Research Experience in Cognitive Radio Communications

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Collection

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Teaching Analog and Digital Communication: Novel Ideas for Lecture Courses, Laboratories, and Projects

Tagged Division

Electrical and Computer

Page Count

10

Page Numbers

22.133.1 - 22.133.10

Permanent URL

https://peer.asee.org/17414

Download Count

32

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Paper Authors

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Ratchaneekorn Thamvichai Saint Cloud State University

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RatchaneekornThamvichai received her Ph.D. degree in Electrical Engineering from University of Colorado, Boulder. Currently, she is Associate Professor in the Electrical and Computer Engineering department at Saint Cloud State University in Minnesota. She was a Visiting Research Associate Professor in the Wireless@VT group in the Bradley Department of Electrical and Computer Engineering at Virginia Tech in 2009 and 2010. Her research interests include signal classification and signal processing for cognitive radios and one-dimensional and two-dimensional digital signal processing.

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biography

Tonya Lynette Smith-Jackson Virginia Tech

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Dr. Smith-Jackson is an Associate Professor in the Grado Department of Industrial and Systems Engineering. Her specialty areas are cognitive ergonomics and system safety.

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Carl B Dietrich P.E. Virginia Tech

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Carl Dietrich is a research faculty member at Virginia Tech, where he completed Ph.D. and M.S. degrees after graduating from Texas A&M University. He worked with the Defense Information Systems Agency, Arlington, Virginia and Bell Northern Research, Richardson, Texas and conducted research on adaptive and diversity antenna systems and radio wave propagation. His current work in software defined radio (SDR) includes leading projects related to the OSSIE open source effort. He chairs the Wireless Innovation Forum Educational Work Group, is a member of ASEE, IEEE, and Eta Kappa Nu, and is a Professional Engineer in Virginia.

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Tamal Bose Virginia Tech

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Tamal Bose received the Ph.D. degree in electrical engineering from Southern Illinois University in 1988. After a faculty position at the University of Colorado, he joined Utah State University in 2000, where he served as the Department Head and Professor of Electrical and Computer Engineering from 2003 - 2007. Currently, he is Professor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech. He is the Associate Director of Wireless@VT and Director of the NSF center site WICAT@VT.

The research interests of Dr. Bose include signal classification for cognitive radios, channel equalization, adaptive filtering algorithms, and nonlinear effects in digital filters. He is author of the text Digital Signal and Image Processing, John Wiley, 2004. He is also the author or co-author of over 120 technical papers. Dr. Bose served as the Associate Editor for the IEEE Transactions on Signal Processing from 1992 to 1996. He is currently on the editorial board of the IEICE Transactions on Fundamentals of Electronics, Communications and Computer Sciences (Japan) and Research Letters in Signal Processing. He also served on the organizing committees of several international conferences and workshops. He is an IEEE EAC program evaluator and a member of the DSP Technical Committee for the IEEE Circuits and Systems society.

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Abstract

Accelerated Undergraduate Research Experience in Cognitive Radio CommunicationsCognitive Radio (CR) integrates software defined radio, itself an interdisciplinary topic thatspans electrical and computer engineering and computer science, with automated learning,decision making, and adaptation capability that embodies aspects of artificial intelligence. CRapplications include, but are not limited to, efficient use of allocated but intermittently used radiofrequencies by means of dynamic spectrum access.Cognitive radio and related technologies are a fertile area of research and provide an ideal focusfor introducing undergraduate students to university research. This paper describes an ongoingsummer research program that achieves this introduction while orienting students to graduateeducation and professional practices.The goals of the program are achieved through an intensive two-week technical tutorial andprofessional orientation followed by an eight week research project. The research project iscarried out individually or in small teams with mentoring and support of a university researcher,and results of the project in progress are presented to peers and faculty each week. Inclusivepedagogy, orientation of students to work as part of diverse teams, and integration of studentsinto activities of the larger permanent research group are integral to the program. Tenuredteaching and research faculty, research faculty, and research staff act as mentors and provide abreadth of experiences. Mentors in the program provide scaffolding both for development ofsubject area content knowledge and research skills and for formation of collegial relationshipswith graduate and undergraduate student researchers at the host institution.The summer experience culminates with a formal presentation to peers, university researchers,and other wireless communications professionals and end users. In addition continuedcollaboration among student participants and mentors is encouraged with the goal of continuingthe students’ technical and professional development, presenting and/or publishing researchresults, and providing the students with opportunities to pursue graduate education. Multipleparticipants are preparing conference papers and at least one team’s project has resulted indevelopment of open source software for related work.References 1. J. Mitola and G. Maguire, “Cognitive radio: Making software radios more personal,” IEEE Personal Communications, Aug. 1999. 2. S. Haykin, “Cognitive radio: Brain-empowered wireless communications,” IEEE Journal in Selected Areas in Communications, vol. 23, pp. 1–20, 2005. 3. L.S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA, 1978. 4. J. Tudge, Vygotsky, the zone of proximal development, and peer collaboration: Implications for classroom practice. In L. Moll (Ed.) Vygotsky and education: Instructional implications and applications of sociohistorical psychology, pp. 155-172, Cambridge University Press, Cambridge, 1990. 5. M. Hedegaard, Zone of proximal development as basis for instruction. In L. Moll (Ed.) 6. Vygotsky and education: Instructional implications and applications of sociohistorical psychology, pp. 349-371, Cambridge University Press, Cambridge, 1990.

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