Accelerated Undergraduate Research Experience in Cognitive Radio Communications
Ratchaneekorn Thamvichai, Tonya L. Smith‐Jackson, Carl Dietrich, Tamal Bose · 2020
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.