Hello.

Please start by introducing your professional journey in academia

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students.

Right, so you started with a bachelor's in electronics instrumentation and control engineering—what drew you toward academia after that?

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects.

Alright, so after your bachelor's you went on to do your master's at NIT—can you share what motivated your research focus during your master's?

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants.

You switched to a Master of Science by Research and worked on shape memory alloy-based actuators and sensors—what led you to choose that topic, and how did it influence your academic direction going forward?

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term. So. So there I worked on. A device called Mibographer.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term. So. So there I worked on. A device called Mibographer. Which is also popularly called an ocular surface diagnostic device. I was instrumental in. Developing those. Device electronics. As well as uh. The design of. Those that instrument. By working with that, we also worked on a product. Called am serter which is. Currently translated. Through Aurolabs Madurai.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term. So. So there I worked on. A device called Mibographer. Which is also popularly called an ocular surface diagnostic device. I was instrumental in. Developing those. Device electronics. As well as uh. The design of. Those that instrument. By working with that, we also worked on a product. Called am serter which is. Currently translated. Through Aurolabs Madurai. Further, I went on to work with. A company called Dissident India Private Limited. Where I worked on several digital implant. Uh, technologies, uh, where we were developing. Dental implants. Prosthetics and surgical instruments. So once the project ended. I moved on to Chennai.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term. So. So there I worked on. A device called Mibographer. Which is also popularly called an ocular surface diagnostic device. I was instrumental in. Developing those. Device electronics. As well as uh. The design of. Those that instrument. By working with that, we also worked on a product. Called am serter which is. Currently translated. Through Aurolabs Madurai. Further, I went on to work with. A company called Dissident India Private Limited. Where I worked on several digital implant. Uh, technologies, uh, where we were developing. Dental implants. Prosthetics and surgical instruments. So once the project ended. I moved on to Chennai. Where I worked with Jesco Healthcare. Private Limited. Year I was working as a product development scientist. I was involved in developing a new dental products as well as orthopedic. Products.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term. So. So there I worked on. A device called Mibographer. Which is also popularly called an ocular surface diagnostic device. I was instrumental in. Developing those. Device electronics. As well as uh. The design of. Those that instrument. By working with that, we also worked on a product. Called am serter which is. Currently translated. Through Aurolabs Madurai. Further, I went on to work with. A company called Dissident India Private Limited. Where I worked on several digital implant. Uh, technologies, uh, where we were developing. Dental implants. Prosthetics and surgical instruments. So once the project ended. I moved on to Chennai. Where I worked with Jesco Healthcare. Private Limited. Year I was working as a product development scientist. I was involved in developing a new dental products as well as orthopedic. Products. Recently. I joined Biophys Technologies.

Hi myself, Doctor Krishna Chaitanya Sankretti. The work I did my bachelors in electronics instrumentation and control engineering. Later on. I did my masters at NIT. Switch to. Master of Science by Research course and I worked on shape memory, alloy-based actuators and sensors. Along with control systems. My master's course was like a mini PhD. I had to submit a few papers and get the thesis. Uh uh, submitted. Then after my masters, I joined as an assistant professor in. Mechatronics Department. Bitwig Finance University. So there, I thought. The students. For electronics on the electronic subject. On mechanical related subjects and also on. Mechatronics related subjects. So out of pure interest, I went on to do my full time PhD at IIT Kharagpur. I completed my PhD unit. In 2023. Biomedical science and technology. There I worked on uh. The research topics like. Artificial cornea. We have a few publications and. Few patents on artificial cornea. Another part of my work goes on bioresolvable substitutes where I worked on. Bioresorbable materials we have. Independently developed. Biodivers. Materials and process. From which we can convert those materials into an implants. Further completing my PhD, I joined immediately. My uh. Co-guide's company while I was doing PhD. My PhD term after completion of PhD term. So. So there I worked on. A device called Mibographer. Which is also popularly called an ocular surface diagnostic device. I was instrumental in. Developing those. Device electronics. As well as uh. The design of. Those that instrument. By working with that, we also worked on a product. Called am serter which is. Currently translated. Through Aurolabs Madurai. Further, I went on to work with. A company called Dissident India Private Limited. Where I worked on several digital implant. Uh, technologies, uh, where we were developing. Dental implants. Prosthetics and surgical instruments. So once the project ended. I moved on to Chennai. Where I worked with Jesco Healthcare. Private Limited. Year I was working as a product development scientist. I was involved in developing a new dental products as well as orthopedic. Products. Recently. I joined Biophys Technologies. Where currently I'm volunteering myself on development of. By resolvable substitutes. And uh, I'm, uh. Currently I feel that the position. Where vit is offering. Assistant Professor Research. Is very much. Of my interest so. I have started applying this position.

You mentioned you taught students after joining as an assistant professor. Can you describe one foundational concept you especially enjoy teaching, and how you typically introduce it to a new class?

Okay, so you were teaching a range of subjects—electronics, mechanical, and mechatronics. When you first introduce a technical topic like control systems to students who might find it abstract, how do you make it approachable for them?

So you moved into biomedical research at IIT Kharagpur, working on artificial cornea and bioresorbable materials, and you mentioned patents and publications in that space. When you're teaching students about the intersection of electronics and biomedical engineering, what's one concept you find most challenging for them, and how do you help them grasp it?

Alright, so after wrapping your PhD you joined your co-guide's company. Before we continue, I want to circle back—when you were teaching at the Mechatronics Department, you covered subjects from electronics to mechanical to mechatronics. Can you walk me through a specific example of how you'd introduce a difficult concept, like feedback control, to students seeing it for the first time?

So after your PhD at IIT Kharagpur, you worked on the Mibographer device in your co-guide's company. When you were teaching at Bitwig Finance University, how did you handle students struggling with interdisciplinary topics—like when they had to link electronics and mechanical concepts in a mechatronics project?

Okay, so you played a key role in developing both the Mibographer and the Am Serter device, handling electronics and instrument design. I'd like to ask—your publications on artificial cornea and bioresorbable implants must've involved some complex methods. How did you present these advanced research topics to students or colleagues who didn't have your technical background?

Dr. Sankretti, with your background in biomedical devices and your work on artificial cornea and bioresorbable implants, where do you see the most promising, fundable research directions over the next three years? Which national or international grants would you prioritize pursuing to sustain and grow that line of research?

Right, so you moved from developing ocular devices and dental products into product development at Jesco Healthcare, working on orthopedic and dental innovations. Given your experience with both translational research and industry partnerships, how would you approach building a research group around bioresorbable implants or artificial cornea at an academic institution, especially in terms of attracting external funding and positioning the group for national and international grants?

Alright, you've clearly had your hands in both curriculum and product innovation. Let me ask—if you were teaching a large undergraduate class in, say, artificial intelligence, but traditional lectures weren't allowed, how would you design sessions to keep 200 students actively engaged with the material?

Okay, Dr. Sankretti, you’ve got a strong mix of hands-on industry work and academic experience. Given your background, if you were tasked with adapting the AI curriculum at VIT University to reflect rapid advances—say, in generative models or health informatics—what’s one concrete curriculum innovation you’d introduce, and how would you make sure students actually engage with it instead of just passively absorbing content?

So most of my work was reflecting on the. Development. So what I see is I have seen multiple medical devices where we can incorporate artificial intelligence into it. Be it imaging technology or beat. The 3D imaging technology. Beat 22-D or a 3D imaging technology. Where, uh, we can work on multiple problems safe. The classical example is. Converting the images into a. 3D model. Which can be used for identifying various disease models.

So most of my work was reflecting on the. Development. So what I see is I have seen multiple medical devices where we can incorporate artificial intelligence into it. Be it imaging technology or beat. The 3D imaging technology. Beat 22-D or a 3D imaging technology. Where, uh, we can work on multiple problems safe. The classical example is. Converting the images into a. 3D model. Which can be used for identifying various disease models. Or various disease interventions. Thank you. Hello.

So you're focused on integrating artificial intelligence into medical imaging—like converting 2D images to 3D models for disease detection. Let me get specific: say you introduce a hands-on project where students build a simple AI tool for 3D reconstruction from imaging data. How would you actually assess whether they've both understood the underlying concepts and developed the practical skills, in a way that's fair and aligns with VIT University's standards?

Okay, so you’re envisioning students working directly on real-world medical imaging problems—like developing AI tools for converting 2D scans into 3D models for disease intervention. When you run a project like that, what's your approach if you notice some students are just using pre-trained models without really understanding the underlying principles?

The principles are pretty much important for. Developing a complete uh. Uh, device which can be translated? So unless we understand the basic principles. Uh, we cannot, uh, translate a device.

The principles are pretty much important for. Developing a complete uh. Uh, device which can be translated? So unless we understand the basic principles. Uh, we cannot, uh, translate a device. Properly so. So I would recommend students to go through the standard textbooks where they will be understanding. Concepts from. Basics to higher level concepts. So once they acquired these concepts, uh, since they are already into the using. Uh, predetermined models.

The principles are pretty much important for. Developing a complete uh. Uh, device which can be translated? So unless we understand the basic principles. Uh, we cannot, uh, translate a device. Properly so. So I would recommend students to go through the standard textbooks where they will be understanding. Concepts from. Basics to higher level concepts. So once they acquired these concepts, uh, since they are already into the using. Uh, predetermined models. They will be easily understanding the concepts and. Accelerating on the world?

You’re saying the fundamentals are essential for translating a device, but I want to get really practical—if you had a group of students relying too much on pre-trained models and skipping theory, how would you specifically intervene to get them engaged with the principles?

You’re emphasizing textbook foundations, but I’m wondering how you’d actually evaluate whether those students gained a real grasp of core principles versus just repeating what they read. What specific assessment method would you use to make sure your grading is fair and truly aligned with VIT’s evaluation standards?

Alright, let's shift gears, Dr. Sankretti. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yeah. As as you were posting it, the students are ready with the models but they did not understand the basic concepts. I would. Train the students to understand the basic concepts. Once they're trained into. It would be a pretty easy job for them to understand the algorithms, how they work and then. If there is any kind of change in the algorithm is needed for the particular applications. They would be ready to. Work on those problems very easy.

Right, so you're emphasizing that grounding students in fundamentals makes it easier for them to adapt and innovate, especially when algorithms need modification for specific applications. Now, stepping back from curriculum, if you joined VIT and noticed that outcome assessment data for accreditation was spotty or inconsistent across courses, how would you approach fixing that?

I would recommend looking at uh. The best curriculum available in the. Across the institutes. Beat the premier institutes in India or. The premier institutes. Elsewhere, uh. Other than India? So, uh. I would like to adopt some of the concepts and I would like to also innovate on that. Uh, to bring some. So technology. Or some new? Concepts to uh. Uh, while we teach. To the students.

Okay, you're saying you'd benchmark curriculum and assessment practices from top institutes and bring in fresh methods, but let's get practical—how would you actually ensure that the outcome data collected by faculty matches accreditation requirements every semester, not just in theory?

So this can be. UH found from the UH curriculum practice in the labs. We could actively assess the students in the labs. Whether the curriculum, whatever is thought in the classes. Is translated. In terms of lab. Oriented projects. They they could be open-ended or a closed end projects. The projects can be directly provided to the students by the faculty members.

Okay, you're describing active lab assessments and project-based evaluation as a way to verify outcome alignment. Shifting slightly—how would you guide graduate students working on interdisciplinary research, especially in fields like Health Informatics where the boundaries between engineering and life sciences can get pretty blurry?

So this can be. UH found from the UH curriculum practice in the labs. We could actively assess the students in the labs. Whether the curriculum, whatever is thought in the classes. Is translated. In terms of lab. Oriented projects. They they could be open-ended or a closed end projects. The projects can be directly provided to the students by the faculty members. Or the. Projects can be. Developed by the students themselves. And these are the benchmarks. For evaluating the. Curriculum. Translation. Uh, for an academic requirements or? Accreditation Report. Weapons. Hello Very good question. When I look at the. Students. I look at the students.

Very good question. When I look at the. Students. I look at the students. A capability. Uh, throughout the class actually. So most of. Today, most of the grading system is based on the CGPA or. Grades which would benefit the students.

Very good question. When I look at the. Students. I look at the students. A capability. Uh, throughout the class actually. So most of. Today, most of the grading system is based on the CGPA or. Grades which would benefit the students. We would, I would. Impartially. Uh, give the grades to the students.

Very good question. When I look at the. Students. I look at the students. A capability. Uh, throughout the class actually. So most of. Today, most of the grading system is based on the CGPA or. Grades which would benefit the students. We would, I would. Impartially. Uh, give the grades to the students. So, uh, they would. Wouldn't be a matter of question of grading. Differences from the students. When they complained also, I can defend myself that. The gradings are purely based on their performance.

You started by saying you look at the students—go ahead, I want to hear the rest of how you'd handle that situation.

Very good question. When I look at the. Students. I look at the students. A capability. Uh, throughout the class actually. So most of. Today, most of the grading system is based on the CGPA or. Grades which would benefit the students. We would, I would. Impartially. Uh, give the grades to the students. So, uh, they would. Wouldn't be a matter of question of grading. Differences from the students. When they complained also, I can defend myself that. The gradings are purely based on their performance. As well as taking. Interest of the. Principal or. Management. I would, uh, see that the grading would be. Uh, in recommendation with. The management.

Very good question. When I look at the. Students. I look at the students. A capability. Uh, throughout the class actually. So most of. Today, most of the grading system is based on the CGPA or. Grades which would benefit the students. We would, I would. Impartially. Uh, give the grades to the students. So, uh, they would. Wouldn't be a matter of question of grading. Differences from the students. When they complained also, I can defend myself that. The gradings are purely based on their performance. As well as taking. Interest of the. Principal or. Management. I would, uh, see that the grading would be. Uh, in recommendation with. The management. This will. At the same time ensuring that the students are not deal. With whatever the. Grades which we are giving.

Very good question. When I look at the. Students. I look at the students. A capability. Uh, throughout the class actually. So most of. Today, most of the grading system is based on the CGPA or. Grades which would benefit the students. We would, I would. Impartially. Uh, give the grades to the students. So, uh, they would. Wouldn't be a matter of question of grading. Differences from the students. When they complained also, I can defend myself that. The gradings are purely based on their performance. As well as taking. Interest of the. Principal or. Management. I would, uh, see that the grading would be. Uh, in recommendation with. The management. This will. At the same time ensuring that the students are not deal. With whatever the. Grades which we are giving. Try to emphasize them that they can do better in the coming examinations to improve their grades.

So you start by carefully observing each student's capability, and you said grades should benefit students, but in this scenario, the department head is asking you to raise pass rates—possibly at the expense of your own grading standards. If the department head disagrees with your approach and insists you make the grades more lenient, what would you actually do?

So you're saying you'd grade impartially based on your observations of student capability throughout the class, even if the department head is pressuring you to raise pass rates. But what if your department head insists that you adjust your grading curve or reconsider certain students' results to align with their expectations—how would you respond in that situation?

So you’d defend your impartial grading using clear performance data for each student—that’s fair. But what if your department head insists you need to raise pass rates, even if it means relaxing the grading standard? How would you handle that direct pressure?

Alright Dr. Sankretti, you said you'd defend your grading decisions with clear evidence of student performance, but also consider recommendations from management. If your department head still disagreed and insisted you change grades to raise pass rates, how would you respond?

Alright, you emphasized impartial grading based strictly on student performance, but also mentioned considering recommendations from management. If your department head disagrees with your approach and insists you relax grading standards to boost pass rates, what would you actually do in that situation?

Dr. Sankretti, you said you'd defend your impartial grading with evidence of student performance and also consider management's recommendations. If the department head insists you relax your standards even after you explain your approach, what would you actually do in that situation?

I would like to take one more assessment, a small assessment. For a practical assessment.

I would like to take one more assessment, a small assessment. For a practical assessment. Add to the students to enhance their grading. That will be a measure. From my side. To see whether how the students will perform.

I would like to take one more assessment, a small assessment. For a practical assessment. Add to the students to enhance their grading. That will be a measure. From my side. To see whether how the students will perform. When when they are put into a critical situations. And based on that I will try to improve there. Greetings, uh. With the secondary assessment.

Alright, since you’ve worked hands-on with companies like Dissident India and Jesco Healthcare, how would you use those industry connections to help VIT students access internships or real-world projects, especially in health informatics or biomedical tech?

Alright, so if students are struggling, you’d offer an additional practical assessment to give them another chance, rather than just lowering the bar. Since you mentioned working directly with companies like Dissident India and Jesco Healthcare, how would you use those industry connections to help VIT students access internships or real-world project experience?

Alright, so you'd offer a practical assessment as an additional opportunity, aiming to uphold standards without just inflating grades. Since you've worked hands-on with companies like Dissident India and Jesco Healthcare, how would you use those industry connections to help VIT students access internships or real-world projects?

I come from a different product development background from learnings from various industries.

I come from a different product development background from learnings from various industries. And this helps me a lot in connecting with the industries. I have a lot of connections. Umm medical devices companies to Ai-based develop. Developing companies. So I will try to. Connect some peers with the institute management so that. Students will have some internships.

I come from a different product development background from learnings from various industries. And this helps me a lot in connecting with the industries. I have a lot of connections. Umm medical devices companies to Ai-based develop. Developing companies. So I will try to. Connect some peers with the institute management so that. Students will have some internships. And they will get benefited. From the internships and industrial curriculum. Whatever they learn from. Along with this, I'll also bring the research. Environment because myself I have worked for almost 10 years in the research.

You mentioned learning from a diverse set of industries and product development environments. Can you give one concrete example of how you'd turn that industry experience into a classroom project or partnership that directly benefits VIT students' employability?

I come from a different product development background from learnings from various industries. And this helps me a lot in connecting with the industries. I have a lot of connections. Umm medical devices companies to Ai-based develop. Developing companies. So I will try to. Connect some peers with the institute management so that. Students will have some internships. And they will get benefited. From the internships and industrial curriculum. Whatever they learn from. Along with this, I'll also bring the research. Environment because myself I have worked for almost 10 years in the research. Institutions so I would be connecting to some of the popular Nits Iits. As well as National Institutes. Such as? National Aerospace Laboratories.

I come from a different product development background from learnings from various industries. And this helps me a lot in connecting with the industries. I have a lot of connections. Umm medical devices companies to Ai-based develop. Developing companies. So I will try to. Connect some peers with the institute management so that. Students will have some internships. And they will get benefited. From the internships and industrial curriculum. Whatever they learn from. Along with this, I'll also bring the research. Environment because myself I have worked for almost 10 years in the research. Institutions so I would be connecting to some of the popular Nits Iits. As well as National Institutes. Such as? National Aerospace Laboratories. National Physics. Institutes. Etcetera.

You mentioned using your industry connections to secure internships for students, which lines up with the kind of practical alignment we're looking for. Now, shifting gears—think of a time you served as an examiner or were responsible for evaluating student work during exams. When you come across borderline cases—students whose performance is right on the edge—how do you decide whether to pass or fail them?

Alright, so you're planning to leverage your network by connecting medical device and AI companies directly with the university, and also fostering a research-driven environment based on your own ten years in research. Now, thinking about student evaluation—when you're grading practical exams or lab projects, what's your process for making sure your marking is both consistent and fair across all students?

So you're planning to leverage your connections with both industry and research institutions like National Aerospace Laboratories to expand internship and research opportunities for students. Switching gears, what's your approach when you're responsible for evaluating student exams—how do you ensure your grading is consistent and fair, especially if you're assessing both theory and lab components?

Okay, so you’d use your industry network to set up internships and bring in research exposure for your students. Now, I want to check your experience on student evaluation and exam duties—imagine you’re responsible for proctoring and grading a lab exam where some students keep finishing suspiciously fast. How would you handle that situation to make sure the evaluation is fair and credible?

Uh, can, OK.

Uh, can, OK. I'm looking at the question once again, so I lost it. Uh. Can you just bring back the question please?

You’ve handled a range of evaluation responsibilities, so let’s check your teaching style. Say you’re introducing a complex A I concept to undergrads who are struggling to grasp it—how would you structure that lesson to make sure everyone’s following?

Sure, here's that question again: Let’s say you’re proctoring and grading a lab exam, and you notice some students are finishing suspiciously quickly. How would you handle that situation to make sure the evaluation stays fair and credible?

So during the practical examinations, we never judge students based on their. Practical, uh. Experiments alone. We also evaluate them. Through the vivo voice. So when we were doing When we do vivo voice, we will try to analyze the student whether. He has done genuinely the. Payment or. He had some. Malpractices in the experiment.

So during the practical examinations, we never judge students based on their. Practical, uh. Experiments alone. We also evaluate them. Through the vivo voice. So when we were doing When we do vivo voice, we will try to analyze the student whether. He has done genuinely the. Payment or. He had some. Malpractices in the experiment. And we would try to. Assess his base. As well. To understand what is his conceptual levels. And which would be a fair factors which are? Fair factors for evaluating S.

Okay, so you use viva voce alongside practicals to verify if work was genuine or not. Now, switching gears, say you're introducing a tough AI concept and your students are struggling—how would you break it down and structure your teaching so they actually get it?

So you're saying you'd use viva voce to cross-check practicals, probing students on concepts to spot malpractices and assess depth beyond just their experiment results. Makes sense. Now, let's talk about your teaching style—if you're introducing a tough AI topic and your students aren't getting it, how would you break it down so everyone can follow along?

Generally the AI topics, whatever we bring in. We would bring some classical examples from the existing literature.

Generally the AI topics, whatever we bring in. We would bring some classical examples from the existing literature. It could be from a research paper. It could be from an. Uh, academic textbook. We would try to simplify that. Um, maybe through a presentation which would. Rhetorically representing. The process workflow. For the graphical representation where the how the process is going to perform.

Generally the AI topics, whatever we bring in. We would bring some classical examples from the existing literature. It could be from a research paper. It could be from an. Uh, academic textbook. We would try to simplify that. Um, maybe through a presentation which would. Rhetorically representing. The process workflow. For the graphical representation where the how the process is going to perform. That would help. Students to understand the concepts very quickly. Because if they visualize something. They would. Grasp the concepts very quickly.

Generally the AI topics, whatever we bring in. We would bring some classical examples from the existing literature. It could be from a research paper. It could be from an. Uh, academic textbook. We would try to simplify that. Um, maybe through a presentation which would. Rhetorically representing. The process workflow. For the graphical representation where the how the process is going to perform. That would help. Students to understand the concepts very quickly. Because if they visualize something. They would. Grasp the concepts very quickly. And in certain cases, we can bring some practical examples demonstrating. How the A is working in the classroom as well?

So you bring in classical examples from literature to clarify tough A I concepts. Walk me through how you'd adjust your approach if, after using those examples, your students were still confused—what would you do next to make sure the whole class understands?

So you’d use graphical presentations and classical examples to clarify the process, especially when introducing difficult AI topics. If you notice students are still struggling after that, what’s your next step to help them grasp the material?

So you’d lean on process diagrams and visualizations, plus classic examples, to help students grasp the concepts. But if you see that those methods still aren’t working—for instance, the class remains confused after your presentation—what’s your next move to make sure everyone’s on board?

Alright, you talked through using viva voce alongside practicals to ensure genuine assessment—that’s solid evidence you know how to handle exam duties and student evaluation. Now, can you give me a quick example of how you structure a classroom session to keep your explanations clear and logical, especially when covering a brand-new topic?

Especially when we are covering a brand new topic.

Okay, so when you’re covering something brand new, how do you actually structure that class session to make sure your explanation stays clear and your students don’t get lost?

Especially when we are covering a brand new topic. I would start with my basics. Basics of that subject. And slowly I would like to escalate. Onto the problem. Once the problem is clearly defined. Then I would structure myself in bringing some examples of those problems which are practically implemented in real world environment. Once he's, uh. Practical. Uh, real world problems are. Presented to the students I would like to. Test them, maybe periodically. With what levels they are into by asking them some. Basic questions. On the. Concepts. As well as on the examples. If the students are grasping the concept, I would get a proper response. The students are not. Grasping it, I can understand myself that. There is a lapse in my. Approach and I would try to. See what kind of approach meets to correct this. Labs and. In certain cases it can be directly identified and we can. Change our style of. Teaching to the students and we can bring some classical. Problems. Where students can easily grasp the cost.

Alright, so you start with the basics, define the problem, then layer in real-world examples and check for understanding along the way—that’s a pretty structured approach. How do you make sure your explanations are clear and logical if you have to teach a topic you're less familiar with or that's brand new to you as well?

If I have to start a brand new topic. I would equip myself. On the basics of that. Concept.

If I have to start a brand new topic. I would equip myself. On the basics of that. Concept. And I would deeply dig. Some of the research articles.

If I have to start a brand new topic. I would equip myself. On the basics of that. Concept. And I would deeply dig. Some of the research articles. Which is connecting to those brand new. Topics and I would bring. I would try to bring some classical examples. The way this brand new. Topic is used. Once these examples are understood to me. Then I will. Try to present some. Assessment questions to the. Students as well to understand. Basically at this assessment questions are also for me. To understand the topic in a better way.

Alright, so you’d make sure to get grounded in the basics first before teaching something totally new. Give me a concrete example—let’s say you have to cover a cutting-edge machine learning algorithm you’ve never taught before. How would you prepare, and how would you introduce it to your students in class?

Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Alright, Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Actually I applied for a position on biomedical based. Research. So, uh. I was, uh, having this interview on AI. Because I've. Fair bit of AI understanding also we have on. So I want to know about the role of the. Disposition and which department it is belonging.

Thanks for raising that, Dr. The position you interviewed for is Assistant Professor (Research), and it's focused on teaching, mentoring, and research guidance in emerging technology areas—so that can include biomedical engineering, artificial intelligence, or related specializations, depending on department needs. You'd be involved with classroom and lab teaching, student project supervision, research activities, and contributing to academic publications. Anything else you'd like to know about the role or team?

Yeah, please go ahead with the role and team.