Yeah, please.

Please start by introducing your professional journey in academia

Business doctor. Ishan Shaman. From. Yes, Bengal. Uh, I completed my BTEC. In electrical engineering. Then updating my I'm taking the Catron.

Alright, so you completed your BTech in electrical engineering and then you mentioned something about updating and taking the Catron—could you clarify what you meant there?

In the year 2024, I have successfully defended my PhD in Electrical Engineering. Pardon. And the catronis. Masters in Mecca trolls, Emtech in mechatronics. Why basically we don't treat this mechanical electronics? Comprising a. And robotics. All this together and. Most importantly, Christmas the control system in the advance level advanced control system.

So I completed my masters in that. After that, completing my PhD with the. My topic was developing a fuzzy inference system that means. The point is that in the today's scenario, the best example is. Man plays Autumn Musk's car. But there is two things we should start for a very noise. That one is open the control system and. These are two of the very basic But is the real good example But is the real good example. The P difference is something very simple. Once you do have some fit feedbacks. Based on what the environment is actually happening. But the change in the scenario is.

Dr., you mentioned having an advanced understanding of control systems. When you introduce a foundational control theory concept to undergraduates for the first time, what's your go-to example or analogy to make it stick?

So I completed my masters in that. After that, completing my PhD with the. My topic was developing a fuzzy inference system that means. The point is that in the today's scenario, the best example is. Man plays Autumn Musk's car. But there is two things we should start for a very noise. That one is open the control system and.

Okay, so you're using something like Tesla's self-driving cars to explain control systems, and you mentioned open-loop control as a starting point.

How we are taking that? As feedback.

Okay,

So you're digging into how feedback is actually received in a closed-loop system. When you demonstrate this practically in the classroom, what's your favorite hands-on experiment or demo to help students see feedback in action?

Add menu. Process that basically is considered. Closed loop control system. While believing.

Dr., I see your recent publication, “Fuzzy Logic Based Multistage Relaying Model for Cascaded Intelligent Fault Protection Scheme,” in Electric Power Systems Research. When you translate insights from that work into your teaching—for instance, in a power systems or protection class—how do you help students grasp the practical value of fuzzy logic in real-world fault protection?

Yeah, it's a very simple. For us, he. First thing. Those who are not having an. Minimum knowledge that what exactly the fuzzy means it's a fake. Now consider. An output from the material selections That is. If something is happening. So decision. As in case of Phasorazine intelligence control system. One point is that whatever the fault has.

Yeah, it's a very simple. For us, he. First thing. Those who are not having an. Minimum knowledge that what exactly the fuzzy means it's a fake.

Alright, so when your students have no background with fuzzy logic, you start by explaining that it's not just "fake," but a way to handle uncertainty in real-world systems.

So when a fault occurs in your intelligent control system, the decision process kicks in—almost like the system is "thinking" before responding. In your classroom, how do you help students visualize or simulate that decision-making process so it's more than just a black box to them?

So the point is. Uh, when you didn't be training this student? Firstly, I have to take. It's in the classroom is the only things that. Just so I was. Some strength is very well. Somehow some kind of ad? These have multiple numbers of criteria. There is no, yes, no, no if the consider. Sunny's coming with. Apart from. No. Then fuzzy is the most important thing. Anion Parsons. Fault is there by fault because the tripping. Now why fuzzy is implemented? Because it is. Cheapest when will be considering this fuzzy? Universe system apart. From neural network. And at peace. Tell me your father's name. Fuzzy is more cheaper Concerns what the research actually been done. In my research paper. When today's.

So the point is. Uh, when you didn't be training this student? Firstly, I have to take. It's in the classroom is the only things that. Just so I was. Some strength is very well. Somehow some kind of ad? These have multiple numbers of criteria. There is no, yes, no, no if the consider. Sunny's coming with. Apart from. No. Then fuzzy is the most important thing. Anion Parsons. Fault is there by fault because the tripping. Now why fuzzy is implemented? Because it is. Cheapest when will be considering this fuzzy?

Makes sense—helping students work through that confusion is key. Given your research in intelligent control systems and fuzzy logic, where do you see the most promising opportunities for securing external research funding over the next few years? Which specific grant agencies or industry collaborations would you target, especially in partnership with VIT University?

Alright, you're saying your research is closely tied to current needs. When it comes to building a research group at VIT University, how would you bring graduate students into your work on advanced protection schemes—what concrete steps would you take to mentor them toward high-quality publications?

Yeah, sure, because. The most important thing in the graduates? Whatever the extras over there. What what's the part of the research you'll be carrying out, the percentage of the research will be given to them and considering the pedagogical.

Yeah, sure, because. The most important thing in the graduates? Whatever the extras over there.

You mentioned the importance of what graduate students bring in, but I'm curious—when you're mentoring them toward publication, what specific habits or structures do you put in place to make sure the work meets top journal standards?

Despite considering. We can consider those.

Alright, so shifting to teaching—let's say you have to introduce a complex concept in power electronics to a large class, but you can't use slides or the blackboard. What creative strategy would you use to get students actively involved and make sure they really understand the material?

Mm-hmm.

Yeah, because. Whenever we will be considering this teaching. While making understandings for students. Then at that point it is. That whenever we'll be delivering the next.

Considering this controls. So. Firstly, the block diagram that I.

Alright, Dr., switching gears a bit. Beyond teaching and research,

You mentioned starting with the block diagram when teaching controls. How do you make sure students don't just memorize the diagram, but actually understand how each block affects the system's real-world behavior?

Firstly. Bookish way of. Going through the subjects, it's not interesting for students. Better to stay with the blocks.

Let let them introduce with the regular system. By considering each block. And what? Back to the renewable system.

Right, so you try to keep students focused on the functional blocks rather than just textbook theory.

Alright, Professor, here's a scenario for you. Imagine a student formally complains that your grading was biased, but at the same time, your department head is pressuring you to raise pass rates. How do you navigate that situation while maintaining both academic integrity and collegial relationships?

It's very simple. This usually is not very new for me because I do have a 16 years class of experience. I usually be the head of my department since last seven years also. College. So that time, Sir, multiple mock tests we have to introduce you have to. Go for more. Why was the?

Alright, Dr.,

And in this way we can also. If even if you are biasing the marks, if you. Give the good marks. Chronological. Yeah, I do have a good number of companies.

Already centum is there for me. Yeah, I recently have because I moved out. Research.

Alright, Dr., let's shift to verifying some key skills for this role. Imagine you're teaching a power electronics course and a student is struggling with the concept of switching losses in MOSFETs.

Okay, sounds like you recently transitioned more into research. When it comes to the power system side, let's say there's a widespread voltage instability issue in the grid—how would you approach identifying the root cause?

Now 1 is never Saturday, is there? So we can go for this way you. Read the switching second. Alright, and if voltage, uh. The file system.

You mentioned reading the switching section and then shifted to the power system—sounds like you move between theory and application a lot. When it comes to evaluating students, what’s your process for designing exam questions that actually test their understanding rather than just rote memorization?

So firstly. We have to focus on bronze regulations part. Then a week it will be very. 1st. Firstly, I. Usually follow while developing. That's key mapping. As the knowledge based mapping. Mostly you follow the blue section on me.

As by developing the questions. And the close outcomes of the students should be happy. Most important in this area question. Going to keep.

Okay, so you focus on knowledge-based mapping and use the Bloom's taxonomy approach for exam design. When you have to guide students through research projects, especially those struggling to find a direction, how do you help them identify a topic that's both challenging and feasible?

You mentioned that outcome questions should make students happy, and you're focused on student outcomes. When you're guiding a student who's struggling to narrow down a research topic—let's say they're interested in microgrids but overwhelmed by the scope—how do you help them break it down into a manageable project?

It's very simple if somebody is struggling to narrow the topic of the micro. Down all these things so. Firstly now microblog if you are considering the grid to grid vehicles. You can. Once the Eevee's at the microwave's elegant drink when training topic and we can ask through it. From the integral engineering department. So we can come. Automatically we can convert. Research output also.

Okay, so if a student is overwhelmed by the scope of microgrid research, you help them break it down—for example, focusing on electric vehicles within microgrids and collaborating with other departments.

Most importantly, students needs a. Systems continuous. It won't look after the. Some animated videos attached with their election. They don't need people's words.

Most importantly, students needs a. Systems continuous. It won't look after the. Some animated videos attached with their election. They don't need people's words. Add gesture to convex students.

Most importantly, students needs a. Systems continuous. It won't look after the. Some animated videos attached with their election. They don't need people's words. Add gesture to convex students. Think or take these things grow interesting.

So you're saying students benefit most from continuous systems and visual aids like animated videos—that's how you keep them engaged in complex lectures. Shifting to another key area, when you're responsible for evaluating students and handling exam logistics, how do you ensure fairness and consistency in grading, especially across large batches?

So you're saying students need continuous engagement and animated videos, not just lectures—makes sense for keeping attention. Thinking about clear communication, can you give me a specific example of how you broke down a complicated power electronics topic for undergrads so that even the weakest students could follow it?

So, you’re emphasizing continuous systems and animated content to keep students engaged, rather than just relying on spoken lectures. Thinking about clear communication, can you give me a specific example of a time when you had to explain a difficult technical concept to a student who was completely lost, and how you made sure they understood?

See in power electronics if you are teaching communication process. So while teaching computation process we do have also layer. So when do you? Teaching computation process in one day. And day after 2. 2-3 days later on we are going to the lab. To keep the The last. Go for the delivery of the lectures. Each Commission, ABCD, whatever.

See in power electronics if you are teaching communication process.

Alright, so if you're teaching communication processes in power electronics, let's talk about how you ensure students actually grasp both the theoretical and practical aspects.

You mentioned delivering lectures using each component—A, B, C, D, and so on. When you run lab sessions that tie into those lectures, how do you make sure students are actually connecting the hands-on work to the theory you've taught?

When the things are complex.

Kids is very much a. So we can the. That's too many. Sorry to assume it's.

So when things get complex, students can lose the thread easily. Can you give me a real example of a time when a student was struggling to connect what they did in the lab with the theory from class, and how you helped bridge that gap?

Sounds like you find it tough when there are too many variables and assumptions in play. Let's switch gears a bit. Suppose you're assigned to guide a group of students on a research project in power electronics, but they keep missing deadlines and aren't making progress. How would you intervene to help them get back on track?

Firstly, I have to be the one. Member in that. Who should work and should take them and buck them up to work? Even if I'm thinking of giving the order. I'm waiting for this output. Is not. To literally students grow. Because they are very young. And it's very difficult for the young generation. You focus, keep focus. We are the only sole responsible person.

Okay, so you see yourself as the main motivator, stepping in to push students and help them refocus when they're struggling. When you take that lead, how do you balance encouraging them with holding them accountable for missed deadlines?

Alright, you see yourself as the main driver when students lose focus,

So that's the. That way make the. Unfair. I usually do maintain a diary.

Okay, so you keep a diary to track progress and avoid being unfair or letting students just rely on you. Switching topics, when it comes to evaluating students and handling exam responsibilities,

And my excel maintaining maintain. Save the status of my students progress. So. Exam process has to be. Is simple. What the assessment has to. The instrument is exactly so.

One bed. After we can arrange the page. Benches and it should be with the two invigilators.

Alright, so you use Excel to track student progress and keep the assessment straightforward.

So you're arranging seating with benches and two invigilators for the exam setup. When it comes to handling cases of suspected academic dishonesty during these exams, how do you approach it to ensure fairness for all students?

If the dishonesty is from faculty sites.

If the dishonesty is from faculty sites. That requires some discussions with my. Colleagues and if it comes with the students. Then spot decision has to be ensured. By considering the. Coming from. Head of the department.

You brought up an important point—sometimes academic dishonesty can originate from the faculty side. If you were to suspect or hear concerns about faculty misconduct during student evaluations or exams, what concrete steps would you take to handle that situation while protecting both student interests and institutional integrity?

This much actually you have to show because once if you are not giving any strict decision.

You brought up the importance of involving both colleagues and department leadership when faculty misconduct is suspected, and making spot decisions for student issues. Shifting focus, when you’re guiding students on research projects—especially in power electronics—how do you help them choose a research question that’s both original and feasible within their timeframe?

Right, so you believe it's important to make firm decisions when there's dishonesty, otherwise students won't take the process seriously. Dr., before we wrap up this section, I want to ask about your approach to structuring your lectures and delivering complex topics—how do you make sure your communication is clear and structured so students at all levels can follow along?

Firstly, I what I say, I must say my achievements have been awarded with three times best structure. And one.

Sometimes in one single time I have been always. This performing faculty in. Wristband Alizarin.

Alright, you mentioned being awarded for your teaching—three times best structure and one more. What specific strategies do you use in your lectures that you think led to those recognitions?

Alright, sounds like you've had consistent recognition for your teaching performance, even in challenging environments. Let's talk specifically about power system concepts—imagine you're explaining the basics of load flow analysis to a class that hasn't encountered it before. How would you break it down so it's approachable for students with just a fundamental background in electrical engineering?

Book like in book if you follow the bookish. Kind of pure explanation. It is basically. My B students will not get that functionalist but. If we can consider these 2000. This era, then. Neural network is the best tool. An implement for the. So better we can go for a. Accessing the MATLAB.

Okay, so you’re saying that just teaching load flow analysis straight from the textbook won’t connect for most students, and that using tools like MATLAB or even neural networks makes it more practical and relatable. When you introduce something like MATLAB for a topic like this, how do you make sure students with little coding experience don’t get left behind?

By encoding the coding of neural network. And what exactly?

Alright, so you're talking about encoding neural networks, but I'm trying to get a sense of how you make sure students with little coding background don't get lost when you introduce MATLAB or neural network tools for power system analysis. What concrete steps do you take to support those students in the early stages?

Firstly, uh. What I. Usually do I directly get? Network is not a way to teach. First let them understand what exactly was there.

Firstly, uh. What I. Usually do I directly get? Network is not a way to teach. First let them understand what exactly was there. And why? We have enjoyed this morning.

Now how how this new World Report is Only Connect connected to?

So you focus first on making sure students understand the basics before jumping into neural networks or advanced coding in MATLAB. When you’re guiding students through research projects—especially ones involving power electronics or control systems—how do you help them connect theory from class with hands-on experimentation or simulation?

Alright,

Alright, you asked how this new World Report is connected. Can you clarify what you mean by "new World Report" so I can answer your question properly?

You can check one of my Google Scholar. Have developed. One book chapter is there.

How about drugs in hydro energy system? In water energy system, what exactly happens that W?

Okay, so you mentioned your Google Scholar and a book chapter you've developed. Thinking about your work guiding student projects and research, what's one way you've helped a student take an idea from initial concept all the way through to a publishable result?

You mentioned hydro energy systems—so if a student came to you struggling to understand how water flow and generator control interact in a real hydroelectric plant, how would you break that down for them using both theory and practical examples?

Firstly. During while. This hydro energy for. Basically they're.

You started to talk about hydro energy and what happens during the process—sounds like you were about to describe either the control or conversion part. Go on.

I will show to them and how the things are. Coming out this water energy from venture energy to kind of. It's converting and. So it will hit the turbine. The turbine simultaneously will run the shaft of the. So this is how the thing. They're actually working. But what the problems are coming? This part this. But things are very easy. To make a setup in the classroom also in the lab also. So that we can show them how these. G Conversion of the energy from. And. How this crosses been throwing? And what could be? Is out so that we can. We're probably like this doubling. This alter. Yes, at this switching. This because of this.

Okay,

Flow. There is a. Most important is that. How they are asking questions.

Students with a questions. Is the better. Indeed. In what terms?

So you're saying the most important thing in assessment is how students ask questions—you're looking at their curiosity and engagement. When you're guiding student research projects,

Alright, so for you, students who ask questions are better—can you give a concrete example of a time when a student's question changed the direction of a lab or project you were supervising?

That they have.

Right, sounds like you’ve seen students bring their own perspective or curiosity to a project. Shifting gears a bit, when you’re teaching a complex topic—say, power system protection or stability—how do you make sure your explanations are clear and structured so that even students who struggle with the basics can follow along?

1.

Alright, you said "that they have," which sounds like you're referencing students bringing their own questions or ideas into the classroom. When it comes to guiding students through research projects—especially those related to power systems or electronics—what strategies do you use to help them stay on track and actually complete their work on time?

Most important thing is the deadline is provided to go through the papers.

Most important thing is the deadline is provided to go through the papers. Until and unless they write the review papers. The research is wrong. First they have to be given writing the review purpose also knowingly. And how?

Most important thing is the deadline is provided to go through the papers. Until and unless they write the review papers. The research is wrong.

Right, so you make deadlines a priority and have students review relevant papers to stay focused. For your lectures themselves, when you introduce a new concept in power systems, how do you structure your delivery to make sure your explanation is clear and students actually grasp the main points?

Alright, so you make deadlines a priority and have students review relevant papers to stay focused. For your lectures themselves, when you introduce a new concept in power systems, how do you structure the delivery to keep it clear and engaging for students who might be encountering it for the first time?

That will help them to go through multiple resources.

Alright, so you focus on giving students deadlines and having them write review papers before starting their own research. Switching topics—when you're teaching power electronics, say something like inverter operation, how do you make sure students not only grasp the theory but can actually apply it to solve real circuit problems?

Mm-hmm.

1st we can keep some problems to the students. Solve this. They will be simulating it. Add to be the one who will be. Judging it or will be monitoring you.

1st we can keep some problems to the students. Solve this. They will be simulating it.

Okay, so you have students solve problems and simulate them first. When you review their simulation results, what kind of feedback do you give to help them connect the simulation outcomes to real-world circuit behavior?

So you assign problems, have students simulate them, and you’re the one monitoring or judging their results.

And so so. During the. Obviously, feedback. It is not about judging. It is all about. How motivating them?

Whenever they'll be doing it should be a buck up. Way of approach should be there from a faculty. So let's try to get more energy. And they'll be able to work with their 100%.

So you’re saying your focus is really on motivating students, not just judging them. When you’re giving feedback—especially if a student’s approach is off-track—how do you frame your comments to encourage them to keep experimenting and learning?

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

My one question is that face to face interview is very difficult for me.

Can I go for the last interview? It's online.

I appreciate you sharing that—face-to-face interviews can be tough for a lot of people,