Am I audible?

Am I audible? Anybody there?

Please start by introducing your professional journey in academia

Yes, I'm here and I can hear you. Just a quick intro—could you share your name and a bit about your academic background?

Yeah, of course. My name is Rajinikanth Kumar and I'm a postdoctoral researcher. One currently working in. And Indian Institute of Technology is Delhi. Earlier in my academic. Academic so I I did my. Schooling from the Har. Go to Patna. After that I did my bachelor from. University of Technology.

Yeah, of course. My name is Rajinikanth Kumar and I'm a postdoctoral researcher. One currently working in. And Indian Institute of Technology is Delhi. Earlier in my academic. Academic so I I did my. Schooling from the Har. Go to Patna. After that I did my bachelor from. University of Technology. After that I did my masters from. Google ISM.

Yeah, of course. My name is Rajinikanth Kumar and I'm a postdoctoral researcher. One currently working in. And Indian Institute of Technology is Delhi. Earlier in my academic. Academic so I I did my. Schooling from the Har. Go to Patna. After that I did my bachelor from. University of Technology. After that I did my masters from. Google ISM. Then I got the opportunity to pursue. Technology root key. And I complicated my PhD in 2024. Here and. And then I went to Italy in the Polytechnic University of Marquis and Kona.

Yeah, of course. My name is Rajinikanth Kumar and I'm a postdoctoral researcher. One currently working in. And Indian Institute of Technology is Delhi. Earlier in my academic. Academic so I I did my. Schooling from the Har. Go to Patna. After that I did my bachelor from. University of Technology. After that I did my masters from. Google ISM. Then I got the opportunity to pursue. Technology root key. And I complicated my PhD in 2024. Here and. And then I went to Italy in the Polytechnic University of Marquis and Kona. To one year postdoctoral fellowship. Position. Then I came back here and joined in Indian Institutions of Technology, Delhi. I'm here. I'm working under uh. Professor Hen.

Yeah, of course. My name is Rajinikanth Kumar and I'm a postdoctoral researcher. One currently working in. And Indian Institute of Technology is Delhi. Earlier in my academic. Academic so I I did my. Schooling from the Har. Go to Patna. After that I did my bachelor from. University of Technology. After that I did my masters from. Google ISM. Then I got the opportunity to pursue. Technology root key. And I complicated my PhD in 2024. Here and. And then I went to Italy in the Polytechnic University of Marquis and Kona. To one year postdoctoral fellowship. Position. Then I came back here and joined in Indian Institutions of Technology, Delhi. I'm here. I'm working under uh. Professor Hen. This is all about my. Into.

Okay, so you’re at IIT Delhi now and you did your bachelor's at University of Technology. It sounded like you were about to go into more detail—go on.

Alright, so you’ve done your schooling in Patna, your bachelor’s at University of Technology, then your master’s from ISM. You were just about to talk about your path after your master’s—can you continue from there?

So after your PhD at Roorkee in 2024, you spent time at Polytechnic University of Marche in Italy. Was there a particular research focus during your postdoc there, or a major project that shaped your direction?

You mentioned working under Professor Hen at IIT Delhi now. Thinking about your teaching, what's one classroom or lab concept you find especially rewarding to explain to students?

Alright, Dr. Kumar, so you’re currently working with Professor Hen at IIT Delhi after a postdoc in Italy. Since you’ve had experience both teaching and doing research, is there a foundational concept in mechatronics or smart manufacturing that you especially enjoy introducing to students for the first time?

I I did the mechatronics, some mechatronics courses. I enjoyed the courses and. I was willing to. Pursue something. Productive in mechat? But in my academic. Scenario I. He just got the opportunity to work in the. The field of mercy in design under mechanical engineering.

I I did the mechatronics, some mechatronics courses. I enjoyed the courses and. I was willing to. Pursue something. Productive in mechat? But in my academic. Scenario I. He just got the opportunity to work in the. The field of mercy in design under mechanical engineering. Therefore I. Did all the academic. And research. Walks around these machine design subjects, but I always have had. An interest in the mechatronics and I. These small project. Not officially, but in my home.

I I did the mechatronics, some mechatronics courses. I enjoyed the courses and. I was willing to. Pursue something. Productive in mechat? But in my academic. Scenario I. He just got the opportunity to work in the. The field of mercy in design under mechanical engineering. Therefore I. Did all the academic. And research. Walks around these machine design subjects, but I always have had. An interest in the mechatronics and I. These small project. Not officially, but in my home. In making some. Or something like. And yes, I can. I can. Teach well if we got an opportunity to deliver. In the field of mechatronics.

Alright, so it sounds like you were interested in mechatronics but your opportunities led you into design under mechanical engineering. When you teach basic mechatronics concepts to students, how do you make sure the theory connects with hands-on lab work?

Okay, so even though your formal research focused more on machine design, you kept up your interest in mechatronics through small projects at home. Can you describe one of those home projects—what did you build, and how did you approach combining hardware and software?

So even though your official research and teaching have been more machine design focused, you’ve kept up your interest in mechatronics with home projects. What’s one example of a small project you built at home—what was the goal, and how did you get it working?

So it was a AS. 4 wheel vehicle where I have. Have attached. RDN. To drive. Somewhere in. Like some. Yeah, very little I had. I did but. I. Interest in working and I can. Fully getting. If I got. What any work regarding the mechatronics?

Dr. Kumar, I noticed your recent publication, “Vibration attenuation of a beam supporting an unbalanced rotor using nonlinear energy sink,” in the Journal of the Brazilian Society of Mechanical Sciences and Engineering. When you’re teaching vibration control concepts to undergraduates, how do you translate findings from that research into something accessible for students who might not have a strong background in nonlinear dynamics?

OK, I can. OK, so in my in my earlier work. You have mentioned. There I have considered a simply supported theme on that we have kept on violence rotating. Hand balance rotor. And we are attaching. We attach a nonlinear energy thing which absorbs the vibration energy in a broad frequency. Band which is different from the. Traditional. Uh, as long as servers which can only be tuned to a. Single letter frequency. Of any primary system. Here our primary system was a nonlinear B. Beam has a multiple resonance frequency. And we have if we. If the rotor rotates then. So we'll start from the. Initial script. And go up to a maximum speed and it can traverse. Uh, umm, it can resonate. Multiple. Multiple. Natural frequency of the. And therefore we had to apply such an absorber. Can we? Can, we can. During the motion of the router and it can. Each multiple frequencies. When it reaches when the excitation reaches at that network frequency. We have considered five first five natural frequency of the being. And yeah, you know. Regarding the. Making understand the students for nonlinear dynamics, we can see. A forced displacement. Which is the hook's law. Which will linear. We apply any force. Elastic system that will replace it. Their replacement and deal. Curve will go linearly. And if we have a nonlinear system on which we apply 4. That system. Curvature like a cubic curvature or. Or something, uh. Order more than two.

OK, I can. OK, so in my in my earlier work. You have mentioned. There I have considered a simply supported theme on that we have kept on violence rotating. Hand balance rotor. And we are attaching. We attach a nonlinear energy thing which absorbs the vibration energy in a broad frequency. Band which is different from the. Traditional. Uh, as long as servers which can only be tuned to a. Single letter frequency. Of any primary system. Here our primary system was a nonlinear B. Beam has a multiple resonance frequency. And we have if we. If the rotor rotates then. So we'll start from the. Initial script. And go up to a maximum speed and it can traverse. Uh, umm, it can resonate. Multiple. Multiple. Natural frequency of the. And therefore we had to apply such an absorber. Can we? Can, we can. During the motion of the router and it can. Each multiple frequencies. When it reaches when the excitation reaches at that network frequency. We have considered five first five natural frequency of the being. And yeah, you know. Regarding the. Making understand the students for nonlinear dynamics, we can see. A forced displacement. Which is the hook's law. Which will linear. We apply any force. Elastic system that will replace it. Their replacement and deal. Curve will go linearly. And if we have a nonlinear system on which we apply 4. That system. Curvature like a cubic curvature or. Or something, uh. Order more than two. So we can call fit. Or with the curve of. Pick those force displacement curve and we can. We can figure out which type of nullivity is there in the, in the, in the. System VR studying on We are studying. On which we are applying load. That nonlinear system is essential. To the non linear energy thing which? We have used. To to, uh, to suppress the multimode vibration. In my work in. The unbalanced Rd. System. So yes, for nonlinear. System is simply the system which gives the cubic or. The higher order. When we apply load on that system.

OK, I can. OK, so in my in my earlier work. You have mentioned. There I have considered a simply supported theme on that we have kept on violence rotating. Hand balance rotor. And we are attaching. We attach a nonlinear energy thing which absorbs the vibration energy in a broad frequency. Band which is different from the. Traditional. Uh, as long as servers which can only be tuned to a. Single letter frequency. Of any primary system. Here our primary system was a nonlinear B. Beam has a multiple resonance frequency. And we have if we. If the rotor rotates then. So we'll start from the. Initial script. And go up to a maximum speed and it can traverse. Uh, umm, it can resonate. Multiple. Multiple. Natural frequency of the. And therefore we had to apply such an absorber. Can we? Can, we can. During the motion of the router and it can. Each multiple frequencies. When it reaches when the excitation reaches at that network frequency. We have considered five first five natural frequency of the being. And yeah, you know. Regarding the. Making understand the students for nonlinear dynamics, we can see. A forced displacement. Which is the hook's law. Which will linear. We apply any force. Elastic system that will replace it. Their replacement and deal. Curve will go linearly. And if we have a nonlinear system on which we apply 4. That system. Curvature like a cubic curvature or. Or something, uh. Order more than two. So we can call fit. Or with the curve of. Pick those force displacement curve and we can. We can figure out which type of nullivity is there in the, in the, in the. System VR studying on We are studying. On which we are applying load. That nonlinear system is essential. To the non linear energy thing which? We have used. To to, uh, to suppress the multimode vibration. In my work in. The unbalanced Rd. System. So yes, for nonlinear. System is simply the system which gives the cubic or. The higher order. When we apply load on that system. So how we? I can make students. Understand the nonlinear system.

Okay, so you use the example of Hooke's law and force-displacement curves to help students visualize the shift from linear to nonlinear systems, tying it directly to your research on vibration control. When you see students struggling with the idea of multiple resonance frequencies or nonlinear absorbers, what's a classroom demonstration or analogy you've found really helps the concept click for them?

Right, so you use students’ intuition about Hooke’s law and force-displacement curves to break down nonlinear concepts, and you tie that back to your research with nonlinear energy sinks. When you’re actually in the classroom, how do you check whether students have genuinely grasped that difference between linear and nonlinear systems—what sort of assessment or activity do you use?

Given your background in machine design and vibration control, where do you see the most promising directions for externally funded research over the next few years? If you were setting up a research group here, which types of grants or industry collaborations would you target first?

So I'm targeting for. The funding in the area of nonlinear meta material here I. I want to make a poli. Polymer. Non linear metamaterial. In that that polymer. Of shape we insert. Track nonlinear energy things in periodic order so that it will give the periodic. Theme of the Metamaterial. And that practice nonlinear energy think. The units. Incorporated in that. Polymer substrate that nonlinear. Track consists of a rolling ball. Which roles on a? On the optimized curve we. We have optimized. Which we will optimize after. Starting the study. And to achieve the nonlinear nonlinearity as well as the metamaterial. Advantages and. And the potential funding I was. Looking for. The Tata Steel or any? Lakhan and Taro, which may which? Will it may. Samsung means the project if. I make them. Convinced that these metamaterial. Will be advantageous for controlling the ground vibration. Uh, reaching to the buildings. Or and even with facts. Or any other? Structure, uh, stable. The establishment is establishment. As well as in a in the in the bench here. On which? In the table On which X? Artifacts or any sensitive equipments working? Escape. So where there I can apply that nonlinear metamaterial which I am planning to design?

So I'm targeting for. The funding in the area of nonlinear meta material here I. I want to make a poli. Polymer. Non linear metamaterial. In that that polymer. Of shape we insert. Track nonlinear energy things in periodic order so that it will give the periodic. Theme of the Metamaterial. And that practice nonlinear energy think. The units. Incorporated in that. Polymer substrate that nonlinear. Track consists of a rolling ball. Which roles on a? On the optimized curve we. We have optimized. Which we will optimize after. Starting the study. And to achieve the nonlinear nonlinearity as well as the metamaterial. Advantages and. And the potential funding I was. Looking for. The Tata Steel or any? Lakhan and Taro, which may which? Will it may. Samsung means the project if. I make them. Convinced that these metamaterial. Will be advantageous for controlling the ground vibration. Uh, reaching to the buildings. Or and even with facts. Or any other? Structure, uh, stable. The establishment is establishment. As well as in a in the in the bench here. On which? In the table On which X? Artifacts or any sensitive equipments working? Escape. So where there I can apply that nonlinear metamaterial which I am planning to design? Has a potential, uh. Very much potential. Tell, uh, relate. In comparison. So the existing linear systems and. And the metamaterials type were like foam based metamaterials. So if they use a polymeric, polymeric based metamaterial. I can change the unit cell configurations that. If I used. At the first study I can. I can do experimentation to modify that unit cell and make. Them magnetic base and. And then we can arrange that unit cell on the South polymer subtract then. That study can also. He was some more extra. Reliability and efficiency, Kind of. Stuff and for the potential funding? Yeah, I can. I can contact the Tata Steel, Larson and Cargo as well as the RB. Corey Savage and India. This is my plan. Am I audible, Sir?

You’re aiming to develop nonlinear metamaterials with embedded energy sinks for vibration control, and you’d approach groups like Tata Steel or L&T for funding—especially if you can show real-world benefits for infrastructure and sensitive equipment. What do you see as the biggest technical or logistical hurdle in convincing those industry partners to invest in this area?

You’ve clearly thought about both the research and practical sides. Now, focusing on teaching—suppose you’re running a hands-on lab for a mechatronics course, but students are struggling with the connection between the theory and what they’re building. How would you redesign that lab session to help them bridge the gap and stay engaged, without just falling back on a traditional lecture?

User always use a prototype or some video demonstration for a particular section of mechatronics task. And and. I will relate those tasks. To the real world applications and the problems nearby existed. So that is. Then you can relate to the realized. Growth problem and their pollution. And C. So basically I will. Always prefer making a prototype. Or a rooted type. Or a simulation.

User always use a prototype or some video demonstration for a particular section of mechatronics task. And and. I will relate those tasks. To the real world applications and the problems nearby existed. So that is. Then you can relate to the realized. Growth problem and their pollution. And C. So basically I will. Always prefer making a prototype. Or a rooted type. Or a simulation. Do you know so that students. Can get inside of. What they are going to learn and what? They will get and. How they they can also. Start start searching on that. That particular area. Of study and how. How they will contribute?

User always use a prototype or some video demonstration for a particular section of mechatronics task. And and. I will relate those tasks. To the real world applications and the problems nearby existed. So that is. Then you can relate to the realized. Growth problem and their pollution. And C. So basically I will. Always prefer making a prototype. Or a rooted type. Or a simulation. Do you know so that students. Can get inside of. What they are going to learn and what? They will get and. How they they can also. Start start searching on that. That particular area.

User always use a prototype or some video demonstration for a particular section of mechatronics task. And and. I will relate those tasks. To the real world applications and the problems nearby existed. So that is. Then you can relate to the realized. Growth problem and their pollution. And C. So basically I will. Always prefer making a prototype. Or a rooted type. Or a simulation. Do you know so that students. Can get inside of. What they are going to learn and what? They will get and. How they they can also. Start start searching on that. That particular area. Of study and how. How they will contribute? To the society. Donation so. I prefer. I prefer.

User always use a prototype or some video demonstration for a particular section of mechatronics task. And and. I will relate those tasks. To the real world applications and the problems nearby existed. So that is. Then you can relate to the realized. Growth problem and their pollution. And C. So basically I will. Always prefer making a prototype. Or a rooted type. Or a simulation. Do you know so that students. Can get inside of. What they are going to learn and what? They will get and. How they they can also. Start start searching on that. That particular area. Of study and how. How they will contribute? To the society. Donation so. I prefer. I prefer. The the making protot. And then similarly the. Fundamentals, uh. Theory available. Regarding that prototype.

User always use a prototype or some video demonstration for a particular section of mechatronics task. And and. I will relate those tasks. To the real world applications and the problems nearby existed. So that is. Then you can relate to the realized. Growth problem and their pollution. And C. So basically I will. Always prefer making a prototype. Or a rooted type. Or a simulation. Do you know so that students. Can get inside of. What they are going to learn and what? They will get and. How they they can also. Start start searching on that. That particular area. Of study and how. How they will contribute? To the society. Donation so. I prefer. I prefer. The the making protot. And then similarly the. Fundamentals, uh. Theory available. Regarding that prototype. In the substrate. So that the student get interact. And get interest take interest in study through. Subjects and both, uh. Project Metal.

So you focus on building or simulating prototypes, and you use video demos to connect the task to real-world applications students can relate to. When you do this, how do you actually assess whether the students are understanding the underlying theory, not just copying the demo?

Okay, so you use prototypes, video demonstrations, and real-world problems to draw students in. When you rely on those approaches, how do you know if students actually understand the underlying theory—not just the hands-on part? What are you looking for during or after the session?

So you’d start with a prototype or simulation and tie the task to real-world problems so students see the value. When you use those kinds of demonstrations, how do you actually check if students are grasping the theoretical concepts and not just following the steps?

Right, so your focus is on using prototypes and real-world problems to anchor the learning. Let’s say you have a few students who still aren’t engaging, maybe they’re just watching the demo but not participating—how would you get those students actively involved in the session?

Okay, so you use prototypes and video demos to make the tasks real for students and tie everything to practical applications. When you do that, how do you actually check if students are grasping the theory behind the prototype, not just following the demo steps?

So you focus on building or simulating prototypes, and you use video demos to connect the task to real-world applications students can relate to. When you do this, how do you actually assess whether the students are grasping the underlying theory, not just copying the demonstration?

So I I will. Make available. The prototype. Path to most of the students. And tell them that you just make a. Make any. Of project that I will. And then I will I will have certain. 10 minutes, 10 or 20 types of manipulation in that. That work so that. I will tell each student to. To just change that. Change. Is that part of? Object and. Take the readings. What? Had when. When they change that. Particular part. Of any prototype objective. Like this they if they do. Two or three changes in their. Prototype. They can. Graphs. Definitely graph. How they are doing? What they are doing and. How they will do the? Other changes. In that prototype So I umm. Regarding the accreditation or the. Enhancement of the rank. Or the quality of the institute. Are the department. I can, uh, I will, uh. From the student. As well as. My uh. The upper authority ones. And. Take their suggestions.

So I I will. Make available. The prototype. Path to most of the students. And tell them that you just make a. Make any. Of project that I will. And then I will I will have certain. 10 minutes, 10 or 20 types of manipulation in that. That work so that. I will tell each student to. To just change that. Change. Is that part of? Object and. Take the readings. What? Had when. When they change that. Particular part. Of any prototype objective. Like this they if they do. Two or three changes in their. Prototype. They can. Graphs. Definitely graph. How they are doing?

Dr. Kumar, accreditation cycles can get quite demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So you’d start by gathering suggestions from both students and your department leadership. But say you notice that some faculty are resistant to changing their current assessment methods—how would you bring everyone on board to ensure consistency for accreditation?

So I umm. Regarding the accreditation or the. Enhancement of the rank. Or the quality of the institute. Are the department. I can, uh, I will, uh. From the student. As well as. My uh. The upper authority ones. And. Take their suggestions. And their advisors. And the input. Of the students. I will make. I will make. A panel of questions. And I will. Here all the questions. Uh, among the students so that they can give. Actual feedback. To improve. To make them understand. Also to make the. Make the institute uh. Relevant with the real world research. Or teaching scenarios. Of our industry. Uh, horses. And I basically I will. However you plan a. Group of questions. That include the. These uh these parameters and accordingly I can I will take feedback. Students as well as. As well as I can. I can contact some. In industry, which? Pioneer Industries. So, but they are now. Building and how? Why they are known? Play 122 next. Then according. Accordingly the according to these input. I will make. Blending and. Make a. Make me a. Specified course. Course structure.

So I umm. Regarding the accreditation or the. Enhancement of the rank. Or the quality of the institute. Are the department. I can, uh, I will, uh. From the student. As well as. My uh. The upper authority ones. And. Take their suggestions. And their advisors. And the input. Of the students. I will make. I will make. A panel of questions. And I will. Here all the questions. Uh, among the students so that they can give. Actual feedback. To improve. To make them understand. Also to make the. Make the institute uh. Relevant with the real world research. Or teaching scenarios. Of our industry. Uh, horses. And I basically I will. However you plan a. Group of questions. That include the. These uh these parameters and accordingly I can I will take feedback. Students as well as. As well as I can. I can contact some. In industry, which? Pioneer Industries. So, but they are now. Building and how? Why they are known? Play 122 next. Then according. Accordingly the according to these input. I will make. Blending and. Make a. Make me a. Specified course. Course structure. And I will implement them. Further course. For the ministers or for the years?

So I umm. Regarding the accreditation or the. Enhancement of the rank. Or the quality of the institute. Are the department. I can, uh, I will, uh. From the student. As well as. My uh. The upper authority ones. And. Take their suggestions. And their advisors. And the input. Of the students. I will make. I will make. A panel of questions. And I will. Here all the questions. Uh, among the students so that they can give. Actual feedback. To improve. To make them understand. Also to make the. Make the institute uh. Relevant with the real world research. Or teaching scenarios. Of our industry. Uh, horses. And I basically I will. However you plan a. Group of questions. That include the. These uh these parameters and accordingly I can I will take feedback. Students as well as. As well as I can. I can contact some. In industry, which? Pioneer Industries. So, but they are now. Building and how? Why they are known? Play 122 next. Then according. Accordingly the according to these input. I will make. Blending and. Make a. Make me a. Specified course. Course structure. And I will implement them. Further course. For the ministers or for the years? So this is my approach how I can. Group the. Quality of. Qualities. Our department.

Alright, let’s move to a scenario around ethics and stakeholder management. Imagine a student files a formal complaint claiming your grading is biased. At the same time, your department head is urging you to raise overall pass rates. How would you handle that situation?

Alright, so you’d build a panel of questions and collect input from both students and industry, then use that feedback to update course structures and make them more relevant. But let’s say some faculty members are resistant to changing their current assessment methods—how would you handle that tension and get everyone on board?

No, I I will deal with the bias by showing them. The answer Fees. On regular. This is and I can make them analyze themselves that what they have. They have written in their. Answer scripts and. I can. Discuss some uh. For some time what? How I will increase your? Means why I will increase your marks. For this particular answer.

No, I I will deal with the bias by showing them. The answer Fees. On regular. This is and I can make them analyze themselves that what they have. They have written in their. Answer scripts and. I can. Discuss some uh. For some time what? How I will increase your? Means why I will increase your marks. For this particular answer. And I will tell him. That then that I I have just deducted these marks or added these marks due to. Particular improvement or. Deficiencies in the answer. And this transparency I will show the higher authorities also.

No, I I will deal with the bias by showing them. The answer Fees. On regular. This is and I can make them analyze themselves that what they have. They have written in their. Answer scripts and. I can. Discuss some uh. For some time what? How I will increase your? Means why I will increase your marks. For this particular answer. And I will tell him. That then that I I have just deducted these marks or added these marks due to. Particular improvement or. Deficiencies in the answer. And this transparency I will show the higher authorities also. And after that, uh. Well, I. Still I found. Find any. Any wiseness complaints?

No, I I will deal with the bias by showing them. The answer Fees. On regular. This is and I can make them analyze themselves that what they have. They have written in their. Answer scripts and. I can. Discuss some uh. For some time what? How I will increase your? Means why I will increase your marks. For this particular answer. And I will tell him. That then that I I have just deducted these marks or added these marks due to. Particular improvement or. Deficiencies in the answer. And this transparency I will show the higher authorities also. And after that, uh. Well, I. Still I found. Find any. Any wiseness complaints? Then then I will try. Next time some more, uh. Approaches.

No, I I will deal with the bias by showing them. The answer Fees. On regular. This is and I can make them analyze themselves that what they have. They have written in their. Answer scripts and. I can. Discuss some uh. For some time what? How I will increase your? Means why I will increase your marks. For this particular answer. And I will tell him. That then that I I have just deducted these marks or added these marks due to. Particular improvement or. Deficiencies in the answer. And this transparency I will show the higher authorities also. And after that, uh. Well, I. Still I found. Find any. Any wiseness complaints? Then then I will try. Next time some more, uh. Approaches. How I? Can satisfy the. The students with my evaluation.

No, I I will deal with the bias by showing them. The answer Fees. On regular. This is and I can make them analyze themselves that what they have. They have written in their. Answer scripts and. I can. Discuss some uh. For some time what? How I will increase your? Means why I will increase your marks. For this particular answer. And I will tell him. That then that I I have just deducted these marks or added these marks due to. Particular improvement or. Deficiencies in the answer. And this transparency I will show the higher authorities also. And after that, uh. Well, I. Still I found. Find any. Any wiseness complaints? Then then I will try. Next time some more, uh. Approaches. How I? Can satisfy the. The students with my evaluation. This I can do.

Okay, so you'd address the bias claim by sitting down with the student, reviewing the answer script together, and showing them exactly how you graded—making your process transparent. But what if your department head insists you adjust your grading to boost pass rates, even if you feel it compromises academic standards?

You’d keep your grading transparent and fair, even under pressure—that’s important. Now, thinking about industry alignment, given your background in machine design and vibration control, do you have any industry partnerships or contacts that could help students access internships or real-world project opportunities?

Okay, so you’d address concerns about grading by reviewing answer scripts directly with students, explaining where marks were added or deducted, and making that process transparent for both the student and higher authorities. Let’s look at how you bridge academia and industry. With your experience in machine design and vibration control, do you have any active industry collaborations or connections—like Tata Steel or Larsen & Toubro—that could open up internship or placement opportunities for students?

Right, so to really test understanding, you’d have students adjust something on their prototype, measure what changes, and basically make them explain the results—so it’s active, not just rote. Now, given your research in nonlinear metamaterials and vibration control, do you have any current connections with industry—like Tata Steel or Larsen & Toubro—that could help students land internships or work on live projects?

Right, so you’d keep your grading transparent by discussing answer scripts directly with students and explaining your decisions, even if the department pressures you otherwise. Shifting gears, Dr. Kumar—do you have any existing industry collaborations or connections that could help students access internships or placements, especially in areas like machine design or smart manufacturing?

You’d address student concerns about grading by reviewing scripts with them and showing your rationale, and you’d share that transparency with higher-ups as well. Now, given your work in machine design and vibration control, do you have relationships with industry partners—say, Tata Steel or Larsen & Toubro—that could translate into internship or placement opportunities for students if you joined VIT?

Yes, I have some. I. Friends who who are working in this. These companies. So I can approach them. And dear friends. To give some. Intensive positions.

Yes, I have some. I. Friends who who are working in this. These companies. So I can approach them. And dear friends. To give some. Intensive positions. Every semesters. Or every year? So that. So that my students. And also get uh. Real world, you get this. You get the opportunity to see the real world.

Yes, I have some. I. Friends who who are working in this. These companies. So I can approach them. And dear friends. To give some. Intensive positions. Every semesters. Or every year? So that. So that my students. And also get uh. Real world, you get this. You get the opportunity to see the real world. There were. So if I have, I have many friends. And colleagues working in. Tata Steel and LNT. And some other companies also.

Yes, I have some. I. Friends who who are working in this. These companies. So I can approach them. And dear friends. To give some. Intensive positions. Every semesters. Or every year? So that. So that my students. And also get uh. Real world, you get this. You get the opportunity to see the real world. There were. So if I have, I have many friends. And colleagues working in. Tata Steel and LNT. And some other companies also. So I have approach. In that company. So that I can. You can arrange some internships. In that company.

Okay, so you’ve got friends at Tata Steel and similar companies, and you’d be willing to reach out for internship spots. Can you give me one concrete example of how you’d actually turn that personal connection into a structured opportunity for a group of students, rather than just a one-off favor?

Okay, so you’d reach out to friends at Tata Steel and similar companies to open up internship spots for your students. Can you give me one concrete example of how you’d actually turn that personal connection into a structured, recurring internship or placement program—what steps would you take to formalize it for the whole class, not just a few students?

Okay, so you’ve got friends and colleagues at those companies and you’d reach out directly to help students get real industry exposure. That kind of networking can definitely make a difference. Professor, what strategies do you employ to evaluate student performance effectively, especially in both theoretical and practical components of a course?

Alright, Dr., for this part I’ll be verifying a few key skills relevant to the Assistant Professor (Research) role. Let’s start with your expertise—imagine you’re asked to consult on a smart manufacturing line where frequent sensor errors are causing downtime. What’s your approach to diagnosing and minimizing these disruptions?

So. Sensors. We will we will match the the. Previous data. This is malfunctioning. Duration. Of the. And then we analyze. What they both type of pregnancy? Came after.

So. Sensors. We will we will match the the. Previous data. This is malfunctioning. Duration. Of the. And then we analyze. What they both type of pregnancy? Came after. Up to the malfunction. And I will identify which section of. The of the manufacturing unit.

So. Sensors. We will we will match the the. Previous data. This is malfunctioning. Duration. Of the. And then we analyze. What they both type of pregnancy? Came after. Up to the malfunction. And I will identify which section of. The of the manufacturing unit. Probably have some problem. In the unit we will. Change or. That equipment that. And after that? We will again get. The data. And again match the. Merge those data today. The. To the ideal data.

So you mentioned matching sensor data and monitoring for malfunction periods in smart manufacturing—sounds like you’re leveraging data analysis to spot patterns and faults. When you’re guiding student projects in this area, how do you help them move from just collecting data to actually interpreting and making decisions from that data?

So you’d look at sensor data from before and after the malfunction, then analyze the changes to figure out which part of the manufacturing unit had the problem. When you teach theory-heavy courses, how do you keep your explanations structured so students with weaker backgrounds can still follow the material?

So. Sensors. We will we will match the the. Previous data. This is malfunctioning. Duration. Of the. And then we analyze. What they both type of pregnancy? Came after. Up to the malfunction. And I will identify which section of. The of the manufacturing unit. Probably have some problem. In the unit we will. Change or. That equipment that. And after that? We will again get. The data. And again match the. Merge those data today. The. To the ideal data. And you can. They can identify. Or understand. That the Malthusening has. Educated and. Regarding if any sensor. Giving some, giving any. Undesirable data then. That needs to be. You're gonna take it or replace.

So. Sensors. We will we will match the the. Previous data. This is malfunctioning. Duration. Of the. And then we analyze. What they both type of pregnancy? Came after. Up to the malfunction. And I will identify which section of. The of the manufacturing unit. Probably have some problem. In the unit we will. Change or. That equipment that. And after that? We will again get. The data. And again match the. Merge those data today. The. To the ideal data. And you can. They can identify. Or understand. That the Malthusening has. Educated and. Regarding if any sensor. Giving some, giving any. Undesirable data then. That needs to be. You're gonna take it or replace. Depends on how. Like this I will deal. Into the Malcolm CEO. Manufacturing unit.

Okay, so you’d compare live sensor data to ideal data, swap out equipment where you spot issues, and then re-check to confirm the fix. When you’re teaching a theory or lab course, how do you make sure students aren’t just memorizing procedures, but actually understanding the reasoning behind each step?

So you’d use historical sensor data to spot malfunction durations, analyze frequency changes, and isolate the problem area in the manufacturing line—then you’d replace the faulty equipment and re-validate against ideal data. When you’re guiding student projects or research in areas like smart manufacturing or mechatronics, how do you help students identify a research question that’s actually worth pursuing, rather than just repeating what’s already been done?

Okay, so you’ve got friends and colleagues at Tata Steel and L&T, and you’d reach out to arrange internships—that networking is definitely valuable. But for this role, I’m looking for direct involvement in industry projects or consultancy, not just connections. Can you walk me through a specific project where you actually worked with an industry partner or consulted for a company, and tell me what your own role was?

I uh, never. Directly did the work with the industry, but uh. The project. On which I I. I was looking. During my PhD. Or in the postdoc. That both the project was. Sponsored by the. Government authority.

I uh, never. Directly did the work with the industry, but uh. The project. On which I I. I was looking. During my PhD. Or in the postdoc. That both the project was. Sponsored by the. Government authority. So when I. As of now, I. I had not directly contacted. Designership Partner.

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

I uh, never. Directly did the work with the industry, but uh. The project. On which I I. I was looking. During my PhD. Or in the postdoc. That both the project was. Sponsored by the. Government authority. So when I. As of now, I. I had not directly contacted. Designership Partner. But. Uh, but through some. From somebody. Like my professor. And. My colleague. So I don't have a direct contact. Or I didn't work directly with the industrial. You know, in my academic. Go mechanical Germany. But I am very sure, uh. That I can. Work efficiently. And. Pull up efficiently and impactful work. If, if, uh, when I. What did the industry? Because my research work. Those my potential. Genuinely. And how? Rigorously I've worked. On a given. The which provided. And can. Line. So I'm very confident that I will. MMM, other things. And industry partners. Whether I will meet them? Yes, I was working as a. Means as a research scholar. During my PhD and I. What most of the work? Uh, like an angle? For mean equations. Motion of any. Given task. Solving them into. The militant software like MATLAB, Python.

Thanks for being candid about not having direct industry project experience yet—that’s helpful context. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Yes, I was working as a. Means as a research scholar. During my PhD and I. What most of the work? Uh, like an angle? For mean equations. Motion of any. Given task. Solving them into. The militant software like MATLAB, Python. Mathematica. All I have when I get resolved. However, I have I have analyzed all of them. By myself using.

Alright, so you did a lot of your modeling and simulations in MATLAB and Python while working on equations of motion during your PhD. If you're curious about how our department integrates those skills or research tools into teaching, I can share more. Anything specific about the role, expectations, or the team you'd like to know, Dr.? You can ask up to two questions.