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Please start by introducing your professional journey in academia

Uh, my name is Kumar. Remind electronic communication after that I did. Bachelor's electrical and electronics engineering after that. I did master in nanotechnology. After that, in 2020, ice wine. IIT Jyoti as a PhD student. In the Department of Electrical Engineering where I did the research. On the topic of gas sensor. Which integrate. With the IoT and ML technology. To upgrade the sensor.

Okay, so your PhD research focused on integrating gas sensors with IoT and machine learning to upgrade their capabilities. Is there anything else about your academic journey or transition into research that you want to add, or does that cover the main milestones?

My main milestone is to work in a. Research field documents in R&D sector I-12. I want to develop. Newly censor witch. Having a very advanced. I'm having a unique. Devices structure.

My main milestone is to work in a. Research field documents in R&D sector I-12. I want to develop. Newly censor witch. Having a very advanced. I'm having a unique. Devices structure. Which is capable of. Which capable of using.

Umm, any types of? Do the sensing.

You mentioned your ambition to develop advanced sensors with unique device structures. When you teach, what's one foundational concept in electrical engineering that you find students struggle with the most — and how do you make it clearer for them?

Alright, you’re focused on developing sensors with unique structures. When you’re teaching undergraduates about sensor technology, what’s your go-to strategy for breaking down a complex topic so students really get it?

Mm-hmm.

I will related with the gas sensor. I will relate with a gas sensor the current problem with the. A sensor is the select activity. Cross sensitivity.

Right, so you tie real sensor challenges like selectivity and cross-sensitivity directly into your teaching. I noticed your recent publication, “Neural network-assisted impedance analysis for humidity estimation and ammonia detection using MXene and PtSnO2 sensors with cross-interference suppression,” in ACS Sensors. Can you walk me through how you’d explain the core idea of that paper to a group of third-year undergraduates who might not know much about neural networks or cross-interference?

Right, so you bring up selectivity and cross-sensitivity as problems when teaching about gas sensors. How do you explain these concepts to students who haven’t worked with real sensors before?

And the interference with the other gases? This problem can be eliminated. By using the arrow sensor. Which provide the. False. Here we are using complex compound semiconductor that means. Semiconductor have been entered. And Peter, if we're using complex compounds, semiconduct?

And the interference with the other gases? This problem can be eliminated. By using the arrow sensor. Which provide the. False. Here we are using complex compound semiconductor that means. Semiconductor have been entered. And Peter, if we're using complex compounds, semiconduct? Such as copper oxide. Tin oxide, Copper, Cadmium oxide. Cooperative oxide or titanium oxide? These steps of semiconductor we call as a compound semiconductor. This semiconductor. Can be used for. With a sensor. With a sensor we have a given multiple. Gas at the same time. And check the changing resistance value there we. Saying that if the sensor is selected towards a particular. Gas Airways selecting the ammonia. Because if the. Sensory is selective towards Armenia gets it does not affect. With the other gases. If it's affected, that means the sensor is not selected towards STS gas. So here we have used PT nanoparticles to. Improve its selectivity. And enhance it. Sensing response Pity nanoparticles. Helps us.

And the interference with the other gases? This problem can be eliminated. By using the arrow sensor. Which provide the. False. Here we are using complex compound semiconductor that means. Semiconductor have been entered. And Peter, if we're using complex compounds, semiconduct? Such as copper oxide. Tin oxide, Copper, Cadmium oxide. Cooperative oxide or titanium oxide? These steps of semiconductor we call as a compound semiconductor. This semiconductor. Can be used for. With a sensor. With a sensor we have a given multiple. Gas at the same time. And check the changing resistance value there we. Saying that if the sensor is selected towards a particular. Gas Airways selecting the ammonia. Because if the. Sensory is selective towards Armenia gets it does not affect. With the other gases. If it's affected, that means the sensor is not selected towards STS gas. So here we have used PT nanoparticles to. Improve its selectivity.

So you're using complex compound semiconductors to help with interference, but I'd like to get more specific. In your recent work, what was the main technical breakthrough that let you suppress cross-interference, and how did you test or demonstrate that improvement?

Alright, so you improved selectivity using platinum nanoparticles on compound semiconductors like tin oxide and copper oxide, and you demonstrated this by exposing your sensor to multiple gases and checking resistance changes. Given your expertise in advanced sensor design, where do you see the most viable, fundable research directions in the next few years, and what specific grants or funding sources would you target to support this work?

You emphasized the role of platinum nanoparticles in your sensor work. For long-term research viability, what specific funding agencies or grant programs would you target to support further development of these advanced sensor materials, and how would you position your proposals to stand out in a competitive funding environment?

In contact with the government Funding Agency as well as private Funding Agency, Government funding agencies such as Israel. The. NDST and an error.

Where I can write a? Pro project proposal.

Where I can write a? Pro project proposal. Uh, with respect to any topic related to science.

Alright,

You mentioned guiding students in writing proposals for agencies like NDST. Let’s shift to teaching: say you have to run a session on gas sensor technology for a large undergraduate class, but you can't use slides or traditional lectures. How would you design that session to keep students actively engaged and help them grasp tough concepts?

So you’re saying you can write a project proposal for any science topic when approaching those funding agencies. Let’s shift to teaching: imagine you have to run a session on gas sensor technology for a large undergraduate class, but you can’t use slides or traditional lectures. How would you keep students actively engaged and make sure they understand the material?

First I will define what is sensor. Uh, the sensor is anything. Which convert. Any measurement? To the electrical parameter which? Can easily be readable. By the human beings. That is called a sensor.

It's a basic definitive circumstances. First, I will talk about the semiconductor device. But as a semiconductor team?

You started with the basics, defining sensors in terms students can grasp. But if you couldn't use slides and had 200 students in the room, how would you get them to actually interact with the concepts — like, what's one activity or method you'd use to make sure they're not just passive?

Alright, let’s shift gears. 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?

First, I will talk about the semiconductor. And conductor and insulator. What is the difference between conductor? Semiconductor and insulator. How we can control the? Semiconductor. Current.

Okay, you’d start by breaking down the basics of conductors, semiconductors, and insulators for students. But when it comes to fixing inconsistent outcome assessment data across courses, what's your first step — would you look at faculty training, standardizing rubrics, or something else entirely?

With respect to different different electronic devices such as transistor. The driver.

You mentioned electronic devices like transistors and drivers, but I was actually asking about fixing inconsistent outcome assessment data across courses. If you had to tackle that kind of accreditation issue at VIT University, would you start by reviewing faculty practices, standardizing grading rubrics, or is there another approach you’d take first?

I can take another approach. By making. It was really a bit about. How technologies are developing? Day by day.

I can take another approach. By making. It was really a bit about. How technologies are developing? Day by day. Uh, with respect to. Sensor we can see sensory. Anyway, in vehicles.

Let’s talk about ethical challenges, Professor. Imagine a student files a formal complaint saying your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How would you navigate that situation?

Alright, so you’d start by connecting the technology to real-world examples like sensors in vehicles. But let’s talk about ethics for a minute, Professor. Imagine a student files a formal complaint saying your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How do you navigate that situation?

In new satellites.

You were saying new satellites — are you saying you'd reference real-world applications like satellites when discussing sensors, or is that part of how you'd handle the ethical complaint scenario? Just want to clarify your approach.

First I will check the level of the street. How the understanding? Then later then I can. Discuss what is the level of assistant and? On the basis of. The label.

First I will check the level of the street. How the understanding? Then later then I can. Discuss what is the level of assistant and? On the basis of. The label. I can elaborate my. Discussion.

So you’d check the student’s understanding first, then adjust your approach based on their level. If your department head disagrees with how you handled the grading complaint—say, they insist you change grades to boost pass rates—what would you do next?

So you'd check the student's level of understanding first, then tailor your explanation depending on what you find. If your department head still disagrees with your approach to the grading complaint—say, they push you to change grades or pass more students regardless of performance—how would you handle that pressure while maintaining academic integrity?

Passing forcefully to any strain. It's unethical premium. For this I will raise a concern. To that rate of department. When I will talk What's need to be improved? And who need to win?

Passing forcefully to any strain. It's unethical premium.

Passing forcefully to any strain. It's unethical premium. For this I will raise a concern.

Let’s pivot, Professor. Given your expertise in sensors and electronics, do you have any industry connections that could help students secure internships or placement opportunities, especially in areas like power systems or control systems?

You’re clear that raising a concern about forced passing is the ethical step. Let’s focus back on industry connections in your field — do you have any established relationships with companies or organizations that could help students at VIT University secure internships or hands-on project opportunities, especially in power systems or control systems?

Mm-hmm.

I don't have direct. Uh, connection with the. Company, but I have a link with my friends, my colleagues. Where they work. At any power plant.

I don't have direct. Uh, connection with the. Company, but I have a link with my friends, my colleagues. Where they work. At any power plant. The second power plant. Chhattisgarh power plant.

Alright, so you don’t have direct company connections, but you mentioned colleagues working at power plants. Can you give a concrete example of how you’d leverage those relationships to help students get hands-on experience or exposure to industry practices?

Okay, so you’ve got colleagues at the Chhattisgarh power plant. Let’s get concrete — how would you actually leverage those connections? Would you reach out to arrange site visits, internships, or maybe get guest lectures set up for your students?

I dare. Power grid plants. There are lots of. Friends and colleagues. Vaghde they have a very good link with. I will drop a mail. To the company and bring some men. From there and they will give a practical example how power system work, what the actual problem associate with the power system. How we can eliminate? These types of problem. And short terms of intensive. I will also try to build up.

Okay, let's shift gears a bit, Professor. When you're teaching power electronics, how do you make sure students actually grasp the practical application—say, in designing inverter circuits—not just the theory?

Initially I will try. To go with the understanding of. I will talk to them, uh. First I will initially go.

Some plants, plants. Where I will sow. To the. How this TAVR collection?

Alright, you mentioned you'd start by talking to students and checking their understanding. But when you're teaching inverter circuit design, what kind of lab activities or hands-on projects do you assign to make sure students really get how the theory translates to practice?

Alright, you were talking about showing students plants and discussing TAVR collection—sounds like you’re aiming for real-world exposure. When you run these kinds of lab sessions, how do you evaluate if students have actually learned the concepts, not just gone through the motions?

I will assign.

You were about to say you'll assign something—can you finish your thought? What exactly do you assign to evaluate whether students actually understand the lab concepts?

Asked to them and I will try. To ask to set a. Suppose there is a. I will ask you. This transit, this transistor is AP type. Or enter how you can identify it.

With the connection of multimeter you can directly check it.

Alright, so you’d ask students to identify transistor types and explain how they’d distinguish them.

Right, so you’d use a multimeter for hands-on identification in the lab. When you’re teaching the theory behind power systems, how do you decide which real-world case studies to bring into your lectures to make the concepts stick for students?

But later on I will. Celeste read some books and I can. 10/2. Uh, I have to use the temperature modulation. To save the power consumption. Air temperature modulation is used as a. First time we are naughty. Applying continuous power to the sensor. Here we are applying the power. Raina pulse in the formal pulse. Due to the pulse formation. On and off cycle. On cycle. Which there we calculate the power and off cycle. That means there is no power connection with the sensor that admits. That often we can set the power and on time. The calculation of how it's depending on the duty cycle, how much time we're keeping the on. Five hours time we were getting the Ironic experiment and collected the data PSL 2 BI. We have completed the power. Multiplication into current into voltage where we have checked. The if you are doing the continuous worker, it's. Power is more. If we are giving a. Form of pulse the power is less. The qubit cut less power there. So we can reduce the power consumption of the sensor.

For the longing, I haven't studied about the relay, so I cannot. To give the answer district.

Alright, so you haven’t studied relay coordination much and can’t speak directly to it. No worries. Let’s focus on your research background for a moment — can you tell me about one of your recent publications in a reputed journal and what your main contribution was?

But later on I will. Celeste read some books and I can. 10/2. Uh, I have to use the temperature modulation. To save the power consumption. Air temperature modulation is used as a. First time we are naughty. Applying continuous power to the sensor. Here we are applying the power. Raina pulse in the formal pulse. Due to the pulse formation. On and off cycle. On cycle. Which there we calculate the power and off cycle. That means there is no power connection with the sensor that admits. That often we can set the power and on time. The calculation of how it's depending on the duty cycle, how much time we're keeping the on.

Okay, so your research focused on temperature modulation to reduce power consumption by pulsing the supply to a sensor and controlling the duty cycle. How did you validate your approach—did you run experiments, simulations, or field tests to show the energy savings were significant?

There is a one more advantage of this power consumption, uh pulse modulation technique is. It's convert it. Add.

Alright, you ran experiments and compared continuous versus pulsed power to the sensor, finding that pulsed power reduced consumption. Switching gears, Professor, how do you structure your lectures and labs so students with different learning speeds can follow along and actually master the material?

Alright, you were saying there's another advantage to pulse modulation in power consumption, but you trailed off. Can you finish your thought on what that additional benefit is?

Initially, we are facing one problem with the copper oxide. While sensing with the STL is. Get converted to. Copper sulfide Cus. Which very difficult to break at 150°C but with the pulse modulation technique. If if we're giving. Hitting in. Both enables for dreadfuls on and off. That is due to the stress solar film it's.

Brick board. Brick gets burned. And it's it's really. Gets converted to copper oxide.

So you ran into issues with copper oxide converting to copper sulfide during sensing, and pulse modulation helped by cycling the heat, preventing that breakdown. Switching to control systems—when you’re guiding student projects, how do you help them troubleshoot if their feedback loop isn’t stabilizing as expected?

So you were dealing with copper oxide turning into copper sulfide during sensing, and the pulse modulation technique helped by cycling the heat and preventing tough breakdowns at high temperatures. Shifting to control systems—when you're designing a feedback loop for something like motor speed regulation, how do you decide which controller type to use, say PID versus something simpler or more advanced?

Alright, you’re describing copper oxide formation and how it burns or changes when heated. Let’s talk about your ability to guide student projects and research—when a student’s project is stalled and they’re struggling to get results, what do you do to help them move forward without just giving them the answer?

First I will guide first. Check 5%. Then then come to me if you're if you're still facing any problem. Then I can I will resolve it. By checking all the connection problem. The student had done.

First I will guide first. Check 5%. Then then come to me if you're if you're still facing any problem. Then I can I will resolve it.

You tell students to check for issues themselves first, then come to you if they're stuck. When you're evaluating student performance for exams or grading lab work, what's your process for making sure your assessment is fair and consistent?

Okay, so you have students check connections themselves first, then you step in if they’re still stuck. When you’re evaluating student performance for exams or grading lab work,

And all the connection with the multimeters. I will take 3, uh, three ton. Test and the best of two will be counted. Later on, the final exam will be there according to. All the analysis I will get the final marks. Twisted and depending on the. Attendance.

Alright, you use multiple tests and count the best two, plus factor in attendance for final marks. When you’re teaching both theory and lab courses, how do you make sure students can apply what they learn in lectures to hands-on experiments in the lab?

The participant in the lab work. Show strength are performing.

Okay, so you’re saying students who participate in lab work demonstrate their understanding through hands-on performance. When it comes to clear communication and structured delivery, how do you make sure your lectures are organized so even complex topics are accessible to students who might be new to the material?

First I will. Hilarious decades.

Before before coming to any lab. I will suggest to them. Read the manual.

You said you start with the basics, but I need a bit more detail—how do you actually organize your lecture material so students aren’t overwhelmed and can follow the logic step by step?

Alright.

Before coming to the lab. I will suggest to them. Read the amendment. Then come on. Ten. Try to work by yourself. Still you're facing. A problem then come to me.

What you are doing now? And what you are doing correctly.

Alright,

You’re asking what I’m doing and what I’m doing correctly. I’m here to assess your skills and experience for the Assistant Professor (Research) role. Could you share an example of a research project you’ve guided where the student faced a major setback, and how you helped them recover?

Depending on my. Result outcomes. From the experiment. On the basis of the debt, I will decide which general is best. For me, first I will go with the ACS sensor. Which is highly reputed. It's general. In the SCS. Which is mainly related with. And only there we can submit. Related to electrical was also electric. Electronics were pulsed and material science were also.

Depending on my. Result outcomes. From the experiment. On the basis of the debt, I will decide which general is best. For me, first I will go with the ACS sensor. Which is highly reputed. It's general. In the SCS. Which is mainly related with. And only there we can submit. Related to electrical was also electric. Electronics were pulsed and material science were also. But take it, I will go with a sincere actuator B.

Depending on my. Result outcomes. From the experiment. On the basis of the debt, I will decide which general is best. For me, first I will go with the ACS sensor. Which is highly reputed. It's general. In the SCS. Which is mainly related with. And only there we can submit. Related to electrical was also electric. Electronics were pulsed and material science were also. But take it, I will go with a sincere actuator B. Where we can go?

Uh, later on I will go. The result is not. That much enough then I will try to call I triple E.

Okay, so you base your journal selection on the outcome of your experiments, aiming first for high-impact journals like ACS Sensors that align with your field, and you match your submission to the content—whether it's electrical, electronics, or material science. For student evaluation and exam responsibilities, how do you handle situations where a student’s performance improves dramatically over the semester—do you weight later work more heavily, or stick strictly to your original grading scheme?

Alright, so you determine journal choice based on your experimental outcomes and target highly reputed options like ACS Sensors and Actuators B that fit your subject area. Now, thinking about teaching and academic skills—if you had to explain the basics of power electronics to a group of first-year students with no prior exposure, how would you break down the topic so they can grasp it without feeling overwhelmed?

Okay, so you base your journal selection on the outcome of your experiments, aiming first for high-impact journals like ACS Sensors that align with your field,

Alright, so if the outcome isn’t strong enough for ACS Sensors, you’d look at IEEE journals. Now, thinking about power electronics—if you’re teaching a lab and a student keeps blowing fuses during a converter experiment, how do you diagnose the root cause with them?

Initially I will. Explain the difference between travel electronics and. Normal electronics. What does? Mean by the power electronics. The name is suggested, it's a power. That means we are. We are. Handling with the. Higher something that is high current. Say voltage there be required. That is good power electronics which differentiate from the normal electronics. Normal electronics work with the milliampere current but. Our liquids work with a higher voltage and higher currents.

Later on I will discuss. How with the power electronics? What are the power?

Alright, you highlight the key difference between power electronics and conventional electronics, focusing on high current and voltage. When you’re teaching power systems,

You started to explain how you’d introduce power electronics and what the “power” part means, focusing on higher current and voltage. What’s your approach for teaching control systems to students who might struggle with the mathematical side—how do you make it more accessible?

I will start with the power electronics. Censors VS thyroid stove.

I will start with the power electronics. Censors VS thyroid stove. Power Power MOSFET.

Makeup basic circuit diagram. Of this and try to embed in the grade board.

Alright, you mentioned using sensors and thyristors to start your explanation. When students struggle to connect the mathematical side of control systems to real applications, how do you help bridge that gap for them?

Mm-hmm.

Mm-hmm.

Yeah, it is. Very direct connection with the mathematicals. And the power electronics such as? Signal system Laplace theorem.

Uh, Fourier transform. There we, there we have. I'm getting a basic idea. How does future Transformers work?

Alright, you’re connecting Laplace theorem and signal systems to power electronics, which is a solid foundation for control systems. Switching to student evaluation—when you’re responsible for grading both lab work and theory,

Okay, so you're getting a basic idea of how Fourier transforms work and their role in power electronics. When you need to communicate complex topics like this to students, what's your strategy for making sure your delivery is clear and structured?

Initially I will teach the Fourier transform to them. How this project ransom helps the? Power electrons. How to? Analyze in the form of the mathematical. In the power electronics we will. Analyze in the electrical and. But. Related with the Fourier transfer, they can. Relate with the. Mathematical form. For this transformation can happen. How this signal can be transferred from one point to one point? How losses are? Going to attend. Our signal also.

Alright, so you’d start by teaching the basics of Fourier transform and relate it to signal analysis in power electronics—focusing on how signals are transferred and losses occur. When you’re responsible for guiding student projects or research, what steps do you take to make sure each student gets meaningful mentorship and isn’t just following instructions?

Fisker will ask with a straight. At what topic are you interested to work with you? If you have any mindset. I will work in this project. Or I will work. Contact project first I will ask with. And I will try to elaborate. To them how this? That will be how this easy will be. And. You can how you can manage. This all the entire things. If this project is successfully or not I will.

Explain. Of young wording very well. You can continue this project and. I can lead with him.

Alright, so you start by asking students about their interests, then help them understand project feasibility and management. When it comes to exam-related responsibilities, how do you design assessments that actually measure both theoretical understanding and practical skills, especially in subjects like power electronics?

Alright, so you focus on explaining exam wording clearly and guiding students through their projects. For theory and lab courses, when you need to deliver material in a structured way so students can follow along and build on each concept, how do you plan and organize your lectures to make sure the communication is clear?

To evaluate a new strength. I will first. Judge with the multiple test.

Greatest test. And try some students are interacting with me in my class.

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

Got it.

How?

No, at this time I don't have any question.

Alright.