W. Arellano, I. Guvenc, and N. Pala, “Integration of Ethical Training into Undergraduate Senior Design Projects on Wireless Communications”, IEEE Communications Magazine (Special Issue on Ethics and Professionalism), Nov. 2015.
Abstract: Wireless communications engineers may face complex ethical dilemmas while designing products for consumers. At Florida International University's Electrical and Computer Engineering Department, we place great importance on training our students to address such ethical dilemmas, in alignment with ABET requirements. To this end, an ethical training framework is integrated into our two-semester senior design project course. In addition to the codes of ethics, our students use "The Theory Model" to make decisions based on ethical theories. For the solution of ethical dilemmas by means of ethical theories, they apply a modified version of the line drawing method. In this article, we briefly explain the theories and methods that our students consider when facing ethical dilemmas. Then we present excerpts from four past senior design projects related to wireless communications. We also summarize the methodology the students use for identifying the best option to address ethical dilemmas.
N. Paul, M. Fernandez, I. Guvenc, and R. Bowley, “Hands-on Learning of Wireless Communication Principles Using Software Defined Radio Experiments and LabVIEW”, in Proc. ASEE Annual Conference, New Orleans, LA, June 2016.
Abstract: With the rapid proliferation of millions of smartphones, the adoption of the latest 4G LTE technology worldwide, and the emergence of 5G broadband wireless technologies, wireless communications have become an integral part of every person’s daily life and will continue to be as such in the foreseeable future. Due to this remarkable surge in wireless technologies, a strong need for developing a flexible, hands-on laboratory platform to teach a wide variety of wireless techniques have emerged. Recently, software-defined radio (SDR) and cognitive radio (CR) concepts that allow the developing of programmable and affordable wireless systems have gained significant interest in the wireless community. The introduction of new highly reconfigurable and affordable SDR-based hardware modules, such as the popular Universal Software Radio Peripheral (USRP) platform, is seen as a promising approach to building a hands-on wireless laboratory. To this end, faculty at the University of Texas at Austin and National Instruments (NI) have recently introduced a series of lab experiments for teaching wireless communication principles using the USRP SDR platforms. At Florida International University, this same curriculum was used to teach wireless communications to undergraduate and graduate students. The goal of this paper will be to summarize the experiences and lessons learned from teaching this course during the years 2014 and 2015 to approximately 15 undergraduate and 20 graduate students. To collect data, pre-class and post-class surveys were conducted with the students at the beginning and end of each semester. Moreover, post-lab online surveys were made to collect data explicitly for hands-on lab experiments. Frequently, students have commented on the lack of background for using LabVIEW Communications software. In general, survey results highlighted the importance of using hands-on components in the course.
M. Fernandez, N. Paul, I. Guvenc, “Learning Experiences of Undergraduate Students Engaged in Novel Hands-on Experimentation during Summer Research Projects in Wireless Communications”, in Proc. ASEE Annual Conference, New Orleans, LA, June 2016.
Abstract: Summer research experiences have the potential to benefit undergraduate students in various ways. Students involved in REUs in engineering have been found to grow in confidence about using specialized equipment, as well as understanding theory and practice. Additionally, these students have shown positive views of seeking employment or attending graduate school in their engineering fields. Unfortunately, studies analyzing the learning experiences of students involved in summer research projects in wireless communications are lacking. Thus, we sought to understand the influence of such summer experiences in wireless communications on undergraduate students’ learning and thinking about their education and future careers. The purpose of this study was to gather data to understand various aspects of undergraduate students’ summer research experiences in wireless communications and to consider successful aspects and areas for modification or improvement. We sought to understand the undergraduate students’ perceptions about their summer research projects, as well as the contexts of their experiences with respect to the following aspects: (a) their research projects; (b) their methods of learning from the experiences; (c) interactions and relationships with faculty, graduate students, and other students; and (d) their future career and academic pursuits.