Hello.

Please start by introducing your

Hello. My name is Vinay Pratap Singh Nikki. I'm from Berlin Institute of Technology and Science Bilani. Currently I'm working as a research associate.

Hello. My name is Vinay Pratap Singh Nikki. I'm from Berlin Institute of Technology and Science Bilani. Currently I'm working as a research associate. In the Department of Mechanical Engineering. In which Pilani? Recently I have completed my PhD in mechanical engineering. From Birla Institute of Technology and Science. Pilani Campus, Rajasthan. My thesis title is. Design, evaluation and optimization of. And energy efficient environmental control system. For a typical aircraft.

Hello. My name is Vinay Pratap Singh Nikki. I'm from Berlin Institute of Technology and Science Bilani. Currently I'm working as a research associate. In the Department of Mechanical Engineering. In which Pilani? Recently I have completed my PhD in mechanical engineering. From Birla Institute of Technology and Science. Pilani Campus, Rajasthan. My thesis title is. Design, evaluation and optimization of. And energy efficient environmental control system. For a typical aircraft. Before. Completing PhD. I have completed my. A bachelor's Btech. In mechanical engineering. From graphic era universe. With an aggregate of 82.67 percentage and then I. I've completed my. I'm taking thermal engineering.

Hello. My name is Vinay Pratap Singh Nikki. I'm from Berlin Institute of Technology and Science Bilani. Currently I'm working as a research associate. In the Department of Mechanical Engineering. In which Pilani? Recently I have completed my PhD in mechanical engineering. From Birla Institute of Technology and Science. Pilani Campus, Rajasthan. My thesis title is. Design, evaluation and optimization of. And energy efficient environmental control system. For a typical aircraft. Before. Completing PhD. I have completed my. A bachelor's Btech. In mechanical engineering. From graphic era universe. With an aggregate of 82.67 percentage and then I. I've completed my. I'm taking thermal engineering. From Uttarakhand Technical University, Dehradun.

Hello. My name is Vinay Pratap Singh Nikki. I'm from Berlin Institute of Technology and Science Bilani. Currently I'm working as a research associate. In the Department of Mechanical Engineering. In which Pilani? Recently I have completed my PhD in mechanical engineering. From Birla Institute of Technology and Science. Pilani Campus, Rajasthan. My thesis title is. Design, evaluation and optimization of. And energy efficient environmental control system. For a typical aircraft. Before. Completing PhD. I have completed my. A bachelor's Btech. In mechanical engineering. From graphic era universe. With an aggregate of 82.67 percentage and then I. I've completed my. I'm taking thermal engineering. From Uttarakhand Technical University, Dehradun. That's all about.

You mentioned you're working as a research associate right now. Can you tell me about a foundational concept in your field that you particularly enjoy teaching, and why?

Alright, so your thesis focused on designing and optimizing energy-efficient environmental control systems for aircraft—definitely a complex area. When you're teaching mechanical engineering students, how do you introduce a topic like thermodynamics or control systems so they don't get overwhelmed by the complexity?

Alright, so you've completed your PhD in mechanical engineering, focused on energy-efficient systems for aircraft, and you mentioned teaching thermal engineering as well. When you introduce a complex subject like thermal engineering to undergraduates, what's your strategy for making those first few classes engaging and accessible?

Okay, so your background covers a BTech and MTech in mechanical engineering, and your PhD was on energy-efficient aircraft systems. When you first step into a classroom with new students—especially those who might not have a strong foundation—how do you make a subject like thermal engineering approachable for them?

Alright, Professor, you've wrapped up your academic path from BTech through your PhD, including your recent work in energy-efficient aircraft systems. Shifting gears a bit—can you describe the kind of classroom environment you aim to create for your students?

OK, Sir, during the teaching time. I would, uh. Try to explain the problem through the. Experimental as well as the analytical knowledge. So we'll take the problem. After topics and we will explain. And we will see the application of. That problem and domain into the industry are. A real life application of that problem so. In that approach I can explain to students a problem. Based on their. Real life or industrial experience?

Okay, so you're blending experimental and analytical teaching, and tying concepts to real-world industry examples. Can you give me a specific instance where you took a complex topic and made it relatable for your students using that approach?

For this one.

For this one. I done my PhD in. Environmental control system means. Cabin conditioning.

So you want to use this method for a specific topic. Can you walk me through, say, how you'd make thermodynamics—maybe the laws of thermodynamics—relatable to students using a real-world or industry example?

For this one. I done my PhD in. Environmental control system means. Cabin conditioning. Are cabin pressurisation of an aircraft. When it. Cruises at Anaheim higher altitude. So for that. I can explain. The refrigeration and air conditioning importance in the. Uh, aircraft inside the. How we are applying this one? How we can? Solve this problem for the aircraft purpose because. Generally, in the domestic air conditioning purpose, there is no. Requirement of the pressurization. Theory comes at ambient pressure. But same time, if we talk about the. Uh, aircraft, uh, cooling that point of time there is. They have major role of the pressurization of cabin also. So in that way I will explain the problems to student how we. Can solve these problems What is important? Shop Kevin President. And why it's not important in? Automotive What is difference between automotive air conditioning and aircraft air conditioning?

Alright, so your PhD was on cabin conditioning and environmental control systems for aircraft. What did you do to help students grasp that topic—did you use a lab demo, a real-world case, or something else to make it click for them?

Professor, I see your recent publication in the International Journal of Refrigeration on the thermal performance of three-wheel and split-wheel air cycle systems for aircraft environmental control. How do you translate the findings from that research into material that's accessible for undergraduate students who may not have much background in thermodynamics?

OK, Yeah. The publication, which published in the International Journal of Affirmation that talks about the. Air conditioning system of Boeing 787 Dream. Airliner. So in that one we have proposed. New system known as a split wheel air condition. System, so if the students are not very well with the thermodynamics. So in the simple approach we can explain in a layman term. What are the requirements for the cabin pressure situation for aircraft?

OK, Yeah. The publication, which published in the International Journal of Affirmation that talks about the. Air conditioning system of Boeing 787 Dream. Airliner. So in that one we have proposed. New system known as a split wheel air condition. System, so if the students are not very well with the thermodynamics. So in the simple approach we can explain in a layman term. What are the requirements for the cabin pressure situation for aircraft? WH how we classify the aircraft air conditioning system. How these are important based on? Cooling and cabin pressurization point of. And similarly if someone doesn't know about much about thermodynamics. So we'll try to develop some flow chart.

OK, Yeah. The publication, which published in the International Journal of Affirmation that talks about the. Air conditioning system of Boeing 787 Dream. Airliner. So in that one we have proposed. New system known as a split wheel air condition. System, so if the students are not very well with the thermodynamics. So in the simple approach we can explain in a layman term. What are the requirements for the cabin pressure situation for aircraft? WH how we classify the aircraft air conditioning system. How these are important based on? Cooling and cabin pressurization point of. And similarly if someone doesn't know about much about thermodynamics. So we'll try to develop some flow chart. Based those flow charts. I can explain to the students. How the process is going to start? And how? Are solving those. The problem by step by. The wind flow chart a way I can. Into student once they are ready with the thermodynamic thermodynamics. One part of that. Where this equation will be applicable so that they can. Once they will get. Aware of these thermodynamic equations, they can. Use that model there. But as of now layman term I will explain them the flow chart.

Alright, so you take the core requirements of aircraft cabin pressurization and cooling and start from there, making sure students first get the real-world stakes before diving into thermodynamics. How do you handle a student who’s struggling with those basic thermodynamic concepts, even after your real-world explanation?

Alright, so you’d use a flow chart to break down the split wheel air conditioning system and start with the basics of why pressurization matters in aircraft, especially for students less comfortable with thermodynamics. Can you give me an example of a question or assignment you’d give to undergraduates, based on your research, to help them engage with these concepts actively?

Alright, so you'd use flow charts and real-world context before diving into equations, making the cabin pressurization needs tangible for students. One more before we move on—how do you evaluate whether students have really understood these concepts, especially when they're new to both thermodynamics and the specifics of aircraft systems?

OK, so if the students are. Starting SO. We will explain them. Simple way. What is the? Systems how we can. Relate it with normal life, real life. What is the requirement when you are sitting in a room that point of time in summers? Why do you need the air conditioning? And how we can relate this air conditioning if we are? Inside the aircraft. That time in the air conditioning. So what is the difference between this room air conditioning? As well as the. Craft air conditioning. What is the difference between both?

OK, so if the students are. Starting SO. We will explain them. Simple way. What is the? Systems how we can. Relate it with normal life, real life. What is the requirement when you are sitting in a room that point of time in summers? Why do you need the air conditioning? And how we can relate this air conditioning if we are? Inside the aircraft. That time in the air conditioning. So what is the difference between this room air conditioning? As well as the. Craft air conditioning. What is the difference between both? Of them and we can identify the problems like this. And thermodynamic points. Not that much important, but if a student are understanding the approach. Why it's made what? How we connect with it with the? Approach like. Nowadays, why this? Why? First of all, I will. I might this topic is more important because. As of now. Efficient industry is producing most of the. Carbon footprints. So each year. 628 megatons of CO2 were produced by Aviation Independent. So why this is an animal? Important for. Uh, study so in that. Form I will tell them why the problem, how the problem has been initiated. In that way I will explain them later on. We will go. Problem and we'll. Go by Stephen. Will not explain in a. One day will it will take in a project means means we can explain them in a. We can take this in a activity way and we will complete in some milestone time.

OK, so if the students are. Starting SO. We will explain them. Simple way. What is the? Systems how we can. Relate it with normal life, real life. What is the requirement when you are sitting in a room that point of time in summers? Why do you need the air conditioning?

OK, so if the students are. Starting SO. We will explain them. Simple way. What is the? Systems how we can. Relate it with normal life, real life. What is the requirement when you are sitting in a room that point of time in summers? Why do you need the air conditioning? And how we can relate this air conditioning if we are? Inside the aircraft. That time in the air conditioning. So what is the difference between this room air conditioning? As well as the. Craft air conditioning. What is the difference between both? Of them and we can identify the problems like this. And thermodynamic points. Not that much important, but if a student are understanding the approach. Why it's made what? How we connect with it with the? Approach like. Nowadays, why this? Why? First of all, I will. I might this topic is more important because. As of now. Efficient industry is producing most of the. Carbon footprints. So each year.

Professor, your research on energy-efficient environmental control systems for aircraft is quite specialized. Given the current funding landscape, where do you see the most fundable directions in your area over the next few years, and which grants or industry partnerships would you pursue to support that work?

Alright, you focus on anchoring unfamiliar technical ideas to everyday experiences, like comparing room and aircraft air conditioning. But let's talk about research sustainability for a moment—given your background in energy-efficient aircraft systems, where do you see the most fundable research directions in your area over the next few years? Which grants or funding opportunities would you pursue to support this work?

Alright, you anchor technical concepts to everyday experiences and emphasize environmental impact, which helps students grasp why aircraft systems matter. Now, Professor, your research on energy-efficient environmental control systems for aircraft is quite specialized. Given the current funding landscape, where do you see the most fundable directions in your area over the next few years—and what kinds of grants would you pursue to sustain your research group?

You anchored your teaching in the environmental impact and broke the topic into milestones, which helps students see both relevance and structure. Now, Professor, your research on energy-efficient environmental control systems for aircraft is quite specialized. Given the current funding landscape, where do you see the most fundable directions in your field over the next few years, and what kinds of grants or external revenue would you pursue to support your research group?

Yes, Sir, as of now. My work is more. Related to the environmental control system for aircraft. So most of the aviation industries are working on it. And for the funding point of view, we can write. Some project were with. And we can ask for the funding. To them and we. Use them key, we will provide some concepts. This is the new techniques. We are replacing.

Yes, Sir, as of now. My work is more. Related to the environmental control system for aircraft. So most of the aviation industries are working on it. And for the funding point of view, we can write. Some project were with. And we can ask for the funding. To them and we. Use them key, we will provide some concepts. This is the new techniques. We are replacing. System again. With respect to the existing convention systems. And as of now.

Yes, Sir, as of now. My work is more. Related to the environmental control system for aircraft. So most of the aviation industries are working on it. And for the funding point of view, we can write. Some project were with. And we can ask for the funding. To them and we. Use them key, we will provide some concepts. This is the new techniques. We are replacing. System again. With respect to the existing convention systems. And as of now. Most of the industries are working on the. Reducing the carbon footprints or carbon? So we are also working in. Area only. How we? Using 5 footprints in that way. We can approach the aerospace. Testing most of. Aerospace industries are working on it. Such as Boeing, Airbus.

Yes, Sir, as of now. My work is more. Related to the environmental control system for aircraft. So most of the aviation industries are working on it. And for the funding point of view, we can write. Some project were with. And we can ask for the funding. To them and we. Use them key, we will provide some concepts. This is the new techniques. We are replacing. System again. With respect to the existing convention systems. And as of now. Most of the industries are working on the. Reducing the carbon footprints or carbon? So we are also working in. Area only. How we? Using 5 footprints in that way. We can approach the aerospace. Testing most of. Aerospace industries are working on it. Such as Boeing, Airbus. And other aerospace companies.

So you're looking to collaborate directly with aviation industry partners and pitch your concepts for funding, especially when introducing new techniques. Given the competitive nature of grant funding, what makes your approach to environmental control systems stand out—why would an agency or company pick your proposal over others working on similar problems?

So, you emphasize explaining systems using relatable analogies and step-by-step activities. Suppose you couldn't use slides and had to engage a class of 200 students—how would you run a session to keep them actively involved with the material, not just listening passively?

Right, so you're reaching out to industry partners like Boeing and Airbus, pitching new systems that reduce carbon footprints, and tailoring your funding proposals to their current priorities. Professor, how do you ensure your teaching methods actually motivate students who might be disengaged or intimidated by advanced topics like aircraft environmental control systems?

Alright, so you’d approach industry partners directly, pitching your research as a lower-carbon alternative to current systems, and you’re thinking about how to frame your proposals around aviation’s environmental priorities. Now, Professor, how do you actually assess whether your students have grasped these industry-relevant concepts—especially in a large class with both theoretical and practical components?

Yes, in the classroom. We will start. From the step by step process. In a one time they will not die. Be aware of this thing. Yes, I agree with this point. But later on. In seven months, they will be. Proficient in this?

Yes, in the classroom. We will start. From the step by step process. In a one time they will not die. Be aware of this thing. Yes, I agree with this point. But later on. In seven months, they will be. Proficient in this? Things and we can explain. 3rd topics to them. Nicely including. After some time first we will. First I will explain them. The problem? End the topic. Later on we will try. Research paper reading also in which. I can give them some. Publish resource it. And they can read. Resources and they can also try to understand key what industry want. Now, nowadays.

Alright, Professor, let's shift to the administrative side. 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?

Okay, so you use a gradual process and supplement lectures with research paper readings to connect students with industry trends. But when it comes to accreditation, Professor, let's say you join our department and discover that outcome assessment data is inconsistent across courses. How would you approach fixing that?

Yes, I'm ready. With these things also sometimes if we are joining some institute, so for the accreditation purpose we have to work for the institute also. For the accreditation point of view, there are. Different different requirement. So for. For that to fulfill that requirements. I will ask to the. Department. Uh. And department will tell uh, set some target for me and I will try to. Complete those targets within a given timeframe.

Yes, I'm ready.

So you’d take a step-by-step approach, helping students build up to proficiency, and use research articles to expose them to industry expectations. But specifically for accreditation, when you notice inconsistent outcome data across courses, what concrete steps would you take to address and standardize the assessment process?

Alright, Professor, let's turn to a scenario involving professional judgment. Imagine this: a student formally alleges that your grading was biased, but at the same time, your department head is pressuring you to raise pass rates. How would you handle the situation?

OK, at this point of situation time. 1st for this biasness. Purpose of the student.

OK, at this point of situation time. 1st for this biasness. Purpose of the student. Whatever we are evaluating or we are. Taking the test. For that it will be the. Openly only. After each exam or. It will be very old. Open, we will show them their performance. And after that? Once they will see their performance, they ha still they will have a chance. Two if they are. Having some problem.

OK, at this point of situation time. 1st for this biasness. Purpose of the student. Whatever we are evaluating or we are. Taking the test. For that it will be the. Openly only. After each exam or. It will be very old. Open, we will show them their performance.

OK, at this point of situation time. 1st for this biasness. Purpose of the student. Whatever we are evaluating or we are. Taking the test. For that it will be the. Openly only. After each exam or. It will be very old. Open, we will show them their performance. And after that? Once they will see their performance, they ha still they will have a chance. Two if they are. Having some problem. Key there is some chances of. Improvement in the marks or the? Evaluation. Process. So we will see that one also. And we will try to improve this thing also. But in the same time. Head of the department will pressurize for the. Passing rate. For the that. We can put another. A city strategy for this one. Take a suppose. Are not good at. The time of exam. But. But they are good in this one. They are proper regularly coming to the classes. For that we can implement in that way. There will be some portion of the. Attendance also we will give. Some marks for the attendant. Suppose 10% marks will be the attendance marks.

OK, at this point of situation time. 1st for this biasness. Purpose of the student. Whatever we are evaluating or we are. Taking the test. For that it will be the. Openly only. After each exam or. It will be very old. Open, we will show them their performance. And after that? Once they will see their performance, they ha still they will have a chance. Two if they are. Having some problem. Key there is some chances of. Improvement in the marks or the? Evaluation. Process. So we will see that one also. And we will try to improve this thing also. But in the same time. Head of the department will pressurize for the. Passing rate. For the that. We can put another. A city strategy for this one.

OK, at this point of situation time. 1st for this biasness. Purpose of the student. Whatever we are evaluating or we are. Taking the test. For that it will be the. Openly only. After each exam or. It will be very old. Open, we will show them their performance. And after that? Once they will see their performance, they ha still they will have a chance. Two if they are. Having some problem. Key there is some chances of. Improvement in the marks or the? Evaluation. Process. So we will see that one also. And we will try to improve this thing also. But in the same time. Head of the department will pressurize for the. Passing rate. For the that. We can put another. A city strategy for this one. Take a suppose. Are not good at. The time of exam. But. But they are good in this one. They are proper regularly coming to the classes. For that we can implement in that way. There will be some portion of the. Attendance also we will give. Some marks for the attendant. Suppose 10% marks will be the attendance marks. Some portion of. Will be depend on assignment. So at least. They can secure some mark. Assignment and attendance. And then? Come for their. Exam performance based on. We can think, uh. Now they stop. Criteria for the student.

You started to say you'd address the student's allegation of bias first. Can you walk me through exactly what steps you'd take to evaluate the situation, especially if your department head keeps insisting you raise pass rates?

Okay, so you’d keep the grading process open and transparent, sharing results with students right after the exam. But suppose your department head keeps pushing you to increase pass rates, even if you feel your grading is fair. How would you respond if you’re pressured to adjust marks or make the course easier?

Okay, so you’d set clear expectations and keep grading transparent, sharing results with students and giving them a chance to discuss concerns. If your department head keeps insisting you change grades to boost pass rates, even when you believe your assessment is fair, how would you respond?

So you’d keep the grading process open and transparent, showing students their results and giving them a chance to discuss if they see an issue. But let’s say your department head insists you relax your grading standards to boost pass rates, even if you feel it compromises academic integrity. How would you respond if they kept pressing?

Okay, so you'd address the student's concerns by making the evaluation process transparent—sharing their graded work and allowing for discussion or review. At the same time, you mentioned possibly factoring attendance into grades to address your department head's pressure for higher pass rates. But Professor, if your department head insists that you relax your grading standards even further—perhaps even for students who are clearly underperforming—how would you respond while still upholding academic integrity?

So you'd address the bias allegation by being transparent and allowing students to review their work, and you’d adjust grading by incorporating attendance and assignments so the assessment isn’t only on the exam. If the department head keeps insisting you raise pass rates even

If I will face this kind of situation, first I will talk to the head of department. I will show the performance of the other student because it should not be biased with the other student. Suppose students are. Keep coming to the classes regularly.

If I will face this kind of situation, first I will talk to the head of department. I will show the performance of the other student because it should not be biased with the other student. Suppose students are. Keep coming to the classes regularly. Keep coming regularly. In that point of scenario. We will improve the markings. In that marking scheme, it will not be totally based on the. The exam purpose we can. Give them some choices also. Like someone can. If not good in the the we can give two options to them.

If I will face this kind of situation, first I will talk to the head of department. I will show the performance of the other student because it should not be biased with the other student. Suppose students are. Keep coming to the classes regularly. Keep coming regularly. In that point of scenario. We will improve the markings. In that marking scheme, it will not be totally based on the. The exam purpose we can. Give them some choices also. Like someone can. If not good in the the we can give two options to them. Book and close book exam in open book. Whomsoever wants to give the open book exam? For them we will make the. Question Little. Tricky, but someone. Who did the close book exam? For them we can give the. Uh, we can set for them. Just a quick question paper. A little easy. Criteria. But without any. Setting of criteria we cannot. Is the passing criteria. That is nothing.

Given your background in aircraft environmental control systems and your mention of working with companies like Boeing and Airbus, do you have any existing industry collaborations or connections that could help translate into internship or placement opportunities for students at VIT University?

Okay, so you’d try to negotiate with the department head and show performance data, but you’d also want to maintain fairness for all students, possibly by offering multiple assessment options. Now, Professor, you mentioned earlier that you’ve worked on projects connected to companies like Boeing and Airbus. Have any of these collaborations resulted in concrete opportunities for your students, like internships, guest talks, or joint research?

Alright, so you're willing to negotiate with the department head but want to keep the marking process fair, offering options like open-book versus closed-book exams without lowering standards for passing. Now, given your background in aircraft environmental control systems and your mention of working with companies like Boeing and Airbus, do you have any existing industry collaborations or connections that could help VIT students access internships or placement opportunities?

Yes, during my PhD. I had. Uh, connection with some industries. Where I got some data for this one? Research Purpose.

Yes, during my PhD. I had. Uh, connection with some industries. Where I got some data for this one? Research Purpose. As well as. I will be connected with my. Previous mentors. And they will also guide me. And with help of their. We can collaborate. With the industry part.

Yes, during my PhD. I had. Uh, connection with some industries. Where I got some data for this one? Research Purpose. As well as. I will be connected with my. Previous mentors. And they will also guide me. And with help of their. We can collaborate. With the industry part. For the internship related. Our industrial collaboration for this student.

Yes, during my PhD. I had. Uh, connection with some industries. Where I got some data for this one? Research Purpose. As well as. I will be connected with my. Previous mentors. And they will also guide me. And with help of their. We can collaborate. With the industry part. For the internship related. Our industrial collaboration for this student. And also I will not. Myself, I will. Keep finding the interesting industry collaboration for my students.

Okay, so you leveraged some industry connections during your PhD to access research data. Can you share a specific example—maybe a company you worked with or a particular project—where that collaboration directly impacted your research or could create opportunities for students at VIT?

Alright, so you maintained some industry relationships during your PhD for research data, and you mentioned leaning on mentors for future collaborations. Can you give me one concrete example where you brought an industry-sourced problem or dataset directly into your classroom teaching, and how that changed the way students engaged with the material?

So during your PhD you connected with industry for data, leaned on mentors, and you see that as a foundation for future collaborations and student internships. Was there a particular company or project where your industry contact directly resulted in a hands-on opportunity or placement for students, or is that still more of a future goal?

Alright, so you mentioned you'll keep building industry collaborations for your students and lean on your network from your PhD. Now, Professor, what strategies do you employ to evaluate student performance effectively, especially in balancing both theoretical understanding and practical application in your courses?

For that. We will. I will try to make. Teaching very. Interactive way. It it will be like. Feedback also would be there. So I will explain them more into the. Graphical way. Rather than explaining them into a. Theoretical way? So in the graphical way or video of? I will add some videos also. Based on that. That this interest will come on the students also. Patients visualize the problem because. This visualization is more important while we are teaching to the student because. Explaining some. Today student. But they are not. Trying to understand. And what exactly is going on? Where is? Is it going to applicable? How? Let's look for the. That we have to integrate the graphical presentation as well as. And the pictorial as well as the. Video presentation should be there.

For that. We will. I will try to make. Teaching very. Interactive way. It it will be like. Feedback also would be there. So I will explain them more into the. Graphical way. Rather than explaining them into a. Theoretical way? So in the graphical way or video of? I will add some videos also. Based on that. That this interest will come on the students also. Patients visualize the problem because. This visualization is more important while we are teaching to the student because. Explaining some. Today student. But they are not. Trying to understand. And what exactly is going on? Where is? Is it going to applicable? How? Let's look for the. That we have to integrate the graphical presentation as well as. And the pictorial as well as the. Video presentation should be there. So in that way. Can make the processor more interactive. And this should be the feedback. Process all and. I will take feedback from them also. And if. They want to improve something. I will improve myself and my way of. Teaching or. Explaining things to them.

For that. We will. I will try to make. Teaching very. Interactive way. It it will be like. Feedback also would be there. So I will explain them more into the. Graphical way. Rather than explaining them into a. Theoretical way? So in the graphical way or video of? I will add some videos also. Based on that. That this interest will come on the students also. Patients visualize the problem because. This visualization is more important while we are teaching to the student because. Explaining some. Today student. But they are not. Trying to understand. And what exactly is going on? Where is? Is it going to applicable? How? Let's look for the. That we have to integrate the graphical presentation as well as. And the pictorial as well as the. Video presentation should be there. So in that way. Can make the processor more interactive. And this should be the feedback.

For that. We will. I will try to make. Teaching very. Interactive way. It it will be like. Feedback also would be there. So I will explain them more into the. Graphical way.

For that. We will. I will try to make. Teaching very. Interactive way. It it will be like. Feedback also would be there. So I will explain them more into the. Graphical way. Rather than explaining them into a. Theoretical way? So in the graphical way or video of? I will add some videos also. Based on that. That this interest will come on the students also.

So you'd use interactive methods with feedback and visuals to gauge student understanding. Since you've also mentioned industry internships and collaborations, can you discuss a key publication of yours and how its findings could be incorporated into your teaching at VIT University?

Right, so you'd make your teaching interactive, using graphics and videos to keep students engaged, and gather feedback as you go. Before we wrap up this section, Professor, could you explain how your expertise in smart manufacturing or semiconductor manufacturing aligns with VIT University's focus on cutting-edge technology and innovation?

Alright, so you focus on making lessons visual and interactive, using feedback along with graphical and video content to help students connect theory with practice. And you measure their grasp through how well they visualize and apply concepts. Professor, could you explain how your expertise in Smart Manufacturing or Semiconductor Manufacturing aligns with VIT University's focus on cutting-edge technology and innovation?

So let's shift gears, Professor. I want to ask about a few specific areas directly tied to this role. First, with your background in environmental control systems and smart manufacturing, can you walk me through a real scenario where you had to solve a complex problem—maybe in smart vehicle technologies or semiconductor manufacturing—and what concrete steps you took to address it?

Alright, so you blend visuals, videos, and student feedback to make sure concepts are clear and learning is interactive. Now, since you supervise student projects and research, can you describe how you’d guide a student struggling to define a research question in smart manufacturing or vehicle technologies?

For first we will try to identify the problem. For vehicle or manufacturing purpose. Which problem are we targeting for them? For that. 1st we have to identify the problem for them. I will make. Three or four students. In that students group, we will. Divide the activity like this. Two students will. Do this thing and two students will. Do another thing. In that way I will try to take all the. Resources for them.

For first we will try to identify the problem. For vehicle or manufacturing purpose. Which problem are we targeting for them? For that. 1st we have to identify the problem for them. I will make. Three or four students. In that students group, we will. Divide the activity like this. Two students will. Do this thing and two students will. Do another thing. In that way I will try to take all the. Resources for them. Like review papers? I will try to find some. Review paper and I will also. How to? Search paper on the Internet or. Thus, resources available for the paper. And after that I will. Assign them the reading purpose first. How to? Paper What is the importance of the research paper? How? Start reading it how we are finding the gaps in the existing literature. What are what will be the future? Uh. Objective for this problem. In that way I will try to explain them.

For first we will try to identify the problem. For vehicle or manufacturing purpose.

For first we will try to identify the problem. For vehicle or manufacturing purpose. Which problem are we targeting for them?

For first we will try to identify the problem. For vehicle or manufacturing purpose. Which problem are we targeting for them? For that. 1st we have to identify the problem for them. I will make. Three or four students. In that students group, we will. Divide the activity like this.

For first we will try to identify the problem. For vehicle or manufacturing purpose. Which problem are we targeting for them? For that. 1st we have to identify the problem for them. I will make. Three or four students. In that students group, we will. Divide the activity like this. Two students will. Do this thing and two students will. Do another thing. In that way I will try to take all the. Resources for them. Like review papers? I will try to find some. Review paper and I will also. How to? Search paper on the Internet or. Thus, resources available for the paper. And after that I will. Assign them the reading purpose first. How to? Paper What is the importance of the research paper? How?

Okay, so you start by helping them pinpoint the core problem in smart manufacturing or vehicle tech. Once they've picked an area, how do you help them shape that into a research question that's actually feasible for a student project?

Okay, so your first step is helping them define the actual problem in the context of the project. Shifting gears a bit, Professor, can you walk me through how you'd structure a laboratory session to help students connect theory to hands-on skills in, say, smart manufacturing?

So you break students into groups and have them divide up the activities to identify problems in their chosen area. Once the group has a general problem, how do you help them shape that into a research question that's actually feasible for a student project?

So you organize students into small groups, help them divide tasks, and supply resources so they can get hands-on with real problems. Now, shifting gears—can you tell me about a time you were directly involved in an industry project or consultancy, and what your specific contribution was?

So you focus on making the process interactive and visual, and you’re open to adapting your method based on student feedback. Now, Professor, let’s talk about your communication style—when you need to explain a complex semiconductor manufacturing process to students with very little background, how do you make sure your explanation is structured and easy for them to follow?

So you walk students through reading review papers, dividing them into groups, and helping them learn to find research gaps for themselves—hands-on guidance all the way. Shifting focus, Professor, you mentioned using flow charts and visual tools when introducing new topics.

If the students are from that different background. That will be more or. Uh, interactive also because. If if in the class some students are from the mechanical some. From the electrical and some students are from the computer science background in that way. Nowadays. Suppose if I will talk about the aircraft air conditioning path. So mechanical students will try to understand. Thermodynamics of that. A problem. Antiretroviral. That will focus on. The electrical part of the air conditioner. And AI computer. Student can do the work on that. How? An integrated AI algorithm means that. During my pH D also I have developed the genetic algorithm based optimization for this one. Because if you want to. Reduce the number of tests, Uh. Experiment stress before. Real life application, for that we can apply the optimization. For that I have developed. Aap's techniques like genetic algorithm and. We can, uh. If various. Background students are there they. Can collectively work together. And develop. A complete system.

Okay, so you bring together students from mechanical, electrical, and computer science backgrounds, and even use genetic algorithms for optimization in those projects. How do you ensure your explanations are clear and structured enough that students from all those different backgrounds can follow along and contribute meaningfully?

After that. We will see. Whether they are able to get the final outcomes or not, based on that, we will do the. Government if they are not. Uh, able to identify the problem and finding the solution. Problem uh. We will. I will try to. Use another operator. That approach may be little different in which. I will also involved in that one and. If they are. Doing something wrong in some way. I will try to rectify that problem and I will also be involved as a part of that project. Because until and unless a student. Should not face any problem because. They are learning these things, so we should. Get involved with. These things.

After that. We will see. Whether they are able to get the final outcomes or not, based on that, we will do the. Government if they are not. Uh, able to identify the problem and finding the solution. Problem uh. We will. I will try to. Use another operator.

Right, so you assess whether students are getting the outcomes and if not, you try a different approach. Can you give me a concrete example of a time you had to change your teaching method in the middle of a course because students from different backgrounds weren’t following, and what exactly you did to fix it?

Alright, so you get directly involved if students struggle, adjusting your method and working alongside them to solve problems—definitely a hands-on approach. Now, Professor, can you walk me through one of your published research papers in detail, explaining what made it significant in the context of smart manufacturing or vehicle technologies?

OK, so. My recent publications are mostly related to aircraft air conditioning purpose. I've written known as environmental. Environmental control system. So similarly you. Your question was for the automotive? Similarly, my. Answer for this one. Quite, uh. Maybe change in the point of view? Similarly in automotive but I. Work for the aeroplane, so my. Concept can be applicable for the. Aircraft. But. In aircraft. More complex, so I saw the more complex problem, but if you will talk about the automotive. In automotive, the air conditioning are very simple because we are directly extracting. At the same time, if they are flying at a higher altitude, at closing altitude, the. Air is having ambient, air is having low pressure and temperature at that point of time. Proper presentation because we cannot directly use the inventor for the cabin cooling because human lungs cannot. Of low pressure and temperature. For that. We need a proper cabin pressurization as well as a cooling system.

Okay, so you focused on environmental control systems for aircraft, and you emphasized how the problem is more complex for airplanes given the need for cabin pressurization and cooling at altitude. What was the main research question you addressed in that paper, and how did your findings advance current practices or technology in the field?

OK in these papers. First, there was conventional. The convention systems were running from the. Engine bleed air. For the cabin cooling purpose. In conventional air. Stuff they used to extract the. Uh, bleed air from the engine. For the cabin pressure. And cooling purple. But again, the problem was there. This bleeding air is at high pressure. So we have to. Reduce the pressure and temperature of that bleed air. But at the same time. Most of the. Power is in aircraft for the. Couples and purpose. But if you are. Extracting some power from. Inject then. More fuel consumption would be there if the more fuel. Will be there then. It means. More carbon dioxide will get produced. The time in. Our findings or in our research? But we have then we have proposed. Uh, for the convention. System. We have proposed A bleedless system in which we are not taking any breath air from. Instead of that, we are directly extracting the ambient air and we are sending that ambient air through the. Compressor. And then as per our requirement, we are. Raising the pressure for the cabin. Cooling purpose or pressure? That is known as. System in the. Same or maintain we have proposed the. Vapor compression based cycles also because. Again in Air SE. Stop having a low cop value, less than one. But in the VCRS one we can achieve more than one. Cop For that we have. Propose some new system for which is. Turn the vapor compression cycle.

OK in these papers. First, there was conventional. The convention systems were running from the. Engine bleed air. For the cabin cooling purpose. In conventional air. Stuff they used to extract the. Uh, bleed air from the engine. For the cabin pressure. And cooling purple. But again, the problem was there. This bleeding air is at high pressure. So we have to. Reduce the pressure and temperature of that bleed air. But at the same time. Most of the. Power is in aircraft for the. Couples and purpose. But if you are. Extracting some power from. Inject then. More fuel consumption would be there if the more fuel. Will be there then. It means. More carbon dioxide will get produced. The time in. Our findings or in our research? But we have then we have proposed. Uh, for the convention. System. We have proposed A bleedless system in which we are not taking any breath air from. Instead of that, we are directly extracting the ambient air and we are sending that ambient air through the. Compressor. And then as per our requirement, we are. Raising the pressure for the cabin. Cooling purpose or pressure?

OK in these papers. First, there was conventional. The convention systems were running from the. Engine bleed air. For the cabin cooling purpose. In conventional air. Stuff they used to extract the. Uh, bleed air from the engine. For the cabin pressure. And cooling purple. But again, the problem was there. This bleeding air is at high pressure. So we have to. Reduce the pressure and temperature of that bleed air. But at the same time. Most of the. Power is in aircraft for the. Couples and purpose. But if you are. Extracting some power from. Inject then. More fuel consumption would be there if the more fuel. Will be there then. It means. More carbon dioxide will get produced. The time in. Our findings or in our research? But we have then we have proposed. Uh, for the convention. System. We have proposed A bleedless system in which we are not taking any breath air from. Instead of that, we are directly extracting the ambient air and we are sending that ambient air through the. Compressor. And then as per our requirement, we are. Raising the pressure for the cabin. Cooling purpose or pressure? That is known as. System in the. Same or maintain we have proposed the. Vapor compression based cycles also because. Again in Air SE. Stop having a low cop value, less than one. But in the VCRS one we can achieve more than one. Cop For that we have. Propose some new system for which is. Turn the vapor compression cycle. What are the new findings of my work?

OK in these papers. First, there was conventional. The convention systems were running from the. Engine bleed air. For the cabin cooling purpose. In conventional air. Stuff they used to extract the. Uh, bleed air from the engine. For the cabin pressure. And cooling purple. But again, the problem was there. This bleeding air is at high pressure.

OK in these papers. First, there was conventional. The convention systems were running from the. Engine bleed air. For the cabin cooling purpose. In conventional air. Stuff they used to extract the. Uh, bleed air from the engine. For the cabin pressure. And cooling purple. But again, the problem was there. This bleeding air is at high pressure. So we have to. Reduce the pressure and temperature of that bleed air. But at the same time. Most of the. Power is in aircraft for the. Couples and purpose. But if you are. Extracting some power from. Inject then. More fuel consumption would be there if the more fuel. Will be there then. It means. More carbon dioxide will get produced.

So the main issue you tackled was the use of high-pressure bleed air from the engine for cabin cooling and pressurization, which brings safety and efficiency challenges. What solution did your research propose to improve on that conventional system?

Right, so you tackled the issue of engine bleed air being used for cabin pressurization, and how that increases fuel consumption and emissions. What was the practical solution you developed or proposed in your research to address that efficiency and environmental challenge?

So your research moved away from engine bleed air and instead proposed a bleedless system using ambient air, which could reduce fuel consumption and emissions—a pretty meaningful contribution. I want to shift gears now. Earlier, you mentioned teaching theory and laboratory courses. How do you structure a lab session so students not only follow the experiment steps, but also connect what they're doing in the lab to the underlying theory?

So your research tackled the efficiency issues of traditional bleed air systems by proposing a bleedless, vapor compression-based cycle for aircraft environmental control—interesting shift. Switching gears, Professor, can you share a specific example of an industry consultancy or project you led, and how you ensured the academic rigor of your work was maintained while meeting the company’s practical objectives?

Alright, so you not only identified technical shortcomings in conventional systems but went further to propose and justify a completely new approach, and you've published those findings. Switching gears, Professor, can you give me one example of how you've contributed to industry projects or consultancy—what was your role and what impact did your work have?

OK. As I am working as a research associate here. So in that project we are designing. A compact heat.

OK. As I am working as a research associate here. So in that project we are designing. A compact heat. For aerospace application. Means we are designing A compact exchanger. Which is air and fuel. So in that. The project. This is industry project. We are developing this project for this. Helicopter purpose. In that I am working and. Braided with one industry for. Designing heat exchange.

So you were working on designing a compact heat—can you finish describing what your specific role was in that industry project, and what impact your contribution had?

So you were part of a team designing a compact heat exchanger for helicopters, collaborating with industry partners. What exactly was your role on that project

OK, in that project I am working as a research associate.

OK, in that project I am working as a research associate. Who is designing? For the thermal design for that heat exchanger. And as well as selection. Parameter design. Parameter like. Headers geometry of that heat exchanger. Excellent, great estate.

Okay, so you worked as a research associate on the heat exchanger project. Now, Professor, how do you approach structuring theory and laboratory courses so students actually bridge the gap between what they learn in lectures and what they do in hands-on lab work?

Alright, so you handled the thermal design and header geometry for the heat exchanger, which sounds pretty hands-on. Now, Professor, when structuring theory and lab courses, how do you make sure students actually bridge the gap between what they learn in lectures and what they do in the lab?

For that. 1st we will explain some concept. Then the classes like chewy classes after that one. We will start this. Things in the lab in the lab in the same time. What we have? Taught them in the theory classes. We will tell that the application of. That part experiment. Suppose he explained the. In Judy, How are We? By taking in the venturi. Why it is important? And in. Well, does it work? How the pressure head is important in this one? How we are taking, how we are measuring the velocity?

For that. 1st we will explain some concept. Then the classes like chewy classes after that one. We will start this. Things in the lab in the lab in the same time. What we have? Taught them in the theory classes. We will tell that the application of. That part experiment. Suppose he explained the. In Judy, How are We? By taking in the venturi. Why it is important? And in. Well, does it work? How the pressure head is important in this one? How we are taking, how we are measuring the velocity? In that one, how we are applying the Bernoulli question? So like that. We can explain them the. Concepts as well as in the laboratories. Yes Questions is. This position is completely. For manufacturing?

For that. 1st we will explain some concept. Then the classes like chewy classes after that one. We will start this. Things in the lab in the lab in the same time. What we have? Taught them in the theory classes. We will tell that the application of. That part experiment. Suppose he explained the. In Judy, How are We? By taking in the venturi. Why it is important? And in. Well, does it work?

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

So you tie the lab work directly to what students see in theory—like using the Venturi effect as a bridge from classroom to experiment—so they see the practical side right away. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Questions is. This position is completely. For manufacturing? Or you are considering for the thermal? Also OK. But I suppose if I will get the opportunity. Then. Any risk application? Criteria for this?

Good question. The position isn't limited strictly to manufacturing—it's broader, covering emerging technologies where you can teach, mentor, and guide students across several specializations. The key is having expertise in at least two or three core areas like smart manufacturing, smart vehicles, or related fields, and being adaptable to the curriculum. Anything else you want to know about the role or the team?

You’re asking if there are any special eligibility or application criteria for this position. The main requirement is demonstrated expertise—either through your research publications, teaching, or industry work—in at least one of the relevant areas like mechatronics, smart manufacturing, or thermal systems, plus a strong track record in both research and teaching. The search committee looks for clear evidence of impact and student engagement. Thanks for your time today, Mr. Really appreciated the conversation. Have a great day! Thanks for your time today, Mr. Really appreciated the conversation. Have a great day!