Good day, Vithyalakshmi Natarajan. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Please start by introducing your professional journey in academia.

It's.

I'm Doctor Anuja Lakshmi.

Thank you for sharing that.

I'm presently working in.

Could you please complete your statement? Are you currently working in academia, industry, or some other field?

Hello.

Good day, Professor. Shall we begin the interview?

Yeah. Yes, Sir, yes.

Thank you, Professor Vithyalakshmi. To start, I’d like to confirm a few details based on your profile. You hold a PhD in VLSI from Anna University, Chennai, and you have 18 years of teaching experience in engineering colleges. You’ve published research in national and international journals and have patents in your name. Is all of this correct?

Yes, yes, Sir.

Excellent. Let’s start by discussing your teaching approach. Can you elaborate on how you handle both theory and laboratory courses to engage and motivate students?

Uh, uh, for theory courses, uh, normally we are using uh, smart boats.

MMM uh, sometimes we are using the blackboards and sometimes, uh, uh, we are engaging with group discussion and quiz based classroom activities and sometimes we are engaging with some video clippings related to the what is.

Uh, topic we are teaching in the particular, uh, these ways we are engaging the students in the classroom for teaching, uh, theory sessions on laboratory courses. Umm.

Uh, uh, we are, uh, encased with that is, uh.

Kind of a.

Uh, for laboratory.

Take your time, Professor. Please continue explaining your approach to laboratory courses.

Uh, for a laboratory courses that is, uh, we are I introduced other regarding of experiments, uh, we give some pre-requist each and every classes the previous.

Classes We will give some 3 requests for the forthcoming exercises and each and every after completing the experiments we will give some Viva questions for evaluation process. Also we will do for each and every after completing.

The each and every experiments.

Thank you for sharing, Professor. It seems you emphasize preparation and evaluation in both theory and lab settings. To delve deeper: 1. How do you balance theoretical depth with practical application during lab sessions? 2. How do you adapt your teaching approach for students who struggle to grasp certain concepts in the lab?

Suppose if they are struggling.

For to to do the experiments in the laboratory classes, we will go for the.

So how to do uh, the particular experiments with the video clippings are a live demo sessions, uh, then we, we will make them to uh.

Demo.

Uh, do the experiments. So if they are still, they are having, uh, struggling. So we are, uh, accommodating with them and each and step by step we will explain them, uh, properly. Then they will, they will, we will make them to understand properly.

Individual concentration we will give of the particular suppose if he or she is struggling for the particular exercise, we will give the individual concentration and make them to understand clearly.

Thank you for that clarification, Professor. It's clear you invest effort into ensuring student understanding. Moving on, can you describe your methodology for student evaluation during exams or project assessments? How do you ensure fairness and rigor?

Uh, for uh, project and uh, theory evaluation, uh, for theory evaluation, uh, for, uh, how they have understand the theory concepts, uh, and the particular theory subjects, We will go for the assessments like after completing the.

First unit I will go for some multiple choice questions, that is some Google Sheets. I will share with them. Based on that I can understood whether the particular.

Each and after completing each and every unit, I will do like that. Then after normally for institutions after completing the 2 units, they have some CAT exams that is assessment test they have. So based on the assessment test also we can analyze suppose if they have in the assessment test they got those who have got very less marks.

Unit concepts they can understand clearly.

Also we will go for the that does in individual concentration that does for more for if the particular subject is more analytical based. So then we can give more.

For that particular student.

Uh, to the particular students. So then, uh.

Problems.

We can evaluate again for their performance by using small test or small quizzes or for.

Multiple choice questions based on the we can evaluate and project evaluation.

That does each and every phases we will give some ask them to give some presentation. So based on that presentation and. Demos.

Then we can understand how the how much they have completed and what is the level of the particular student. So based on that we will give some guidance and they will improve their performance.

I see

Thank you, Professor. Your detailed process for both theory and project evaluations reflects a strong commitment to fairness and individual student growth. Now, shifting to your research expertise, can you discuss one of your significant research projects or publications, specifically its objectives, methodology, and outcomes?

I'm very much interested in the low power designs and energy harvesting applications and recently I'm working on the biosensors for medical applications also.

Yes, that is that I'm basically and we'll as I said, so that's why.

In the particularly biomedical applications, I am concentrating now. Presently I'm concentrating to publish the papers on the.

Interesting,

Prime tumor reduction as well as the.

Predicting the behavior of the during the tissues as well as the brain tumor cases how the particular.

Tissue reductions and also.

And both in performance predictions. Also I'm trying.

I'm concentrating on the Xbox.

Thank you, Professor. It’s fascinating to hear about your work on low-power designs, energy harvesting, and biomedical applications, particularly in brain tumor and tissue behavior prediction. Could you share the specific challenges you’ve faced in these projects and how you’ve addressed them?

Specific challenges means that us in my cases that is in VLSI design for bringing of the low power application is a little bit challenges because that is a device complexity I have to radios as well as the.

Technology wise also I I couldn't get the for simulation purposes, I couldn't get. The latest technology library is also that is also very much.

I'm facing the challenges and also in my case I can go with the layout level only, but I couldn't go for the implementation that has chip levels, The simulation and simulation level only. I can see the performance and everything but I couldn't go for the chip level implementations because the fabrication cost everything, it will be very high. So for the sensor applications everything I have done. As as it is, that is.

Device Manager test Simulation level 1 the I can see the results but I couldn't go for the implementation level. That is the fabrication process. I couldn't go because of the very high cost of fabrication and all that stuff. This is the major challenge I'm facing as of now.

Thank you for sharing, Professor. Your challenges with technology access and fabrication costs are indeed significant constraints in advancing your research. How do you plan to address these limitations in the future or work around them for further progress in your projects?

MMM. Now, uh, that is uh.

Government also initiated some chip to startup programs that does tie up with CDAC. Now the colleges are having those tools and now they have started to help for chip level implementations also so that we can apply for those in future. They are now started to calling also. Then future I have a plan to apply these. Kind of proposals and I can go for the chip level implementations also I'm thinking.

Please

So.

That’s promising, Professor. Leveraging government initiatives like chip startup programs tied to CDAC seems like a strategic way forward. I appreciate your proactive approach to overcoming these barriers. Let us now discuss your experience in guiding student research and projects. Could you describe a project where you mentored students, focusing on your role and how it impacted their learning outcomes?

Actually, uh, so far I didn't get any gadget because I'm working in autonomous college. Uh, I didn't, uh, get the guideship from Anna University and the guideship process is also going on. Uh, that's why I don't have any PhD scholars up to now. Then I'm guiding only the UG students only right now. So the, particularly the energy harvesting applications. As well as the low power design methodologies I'm.

Concentrating so recently the one of the workers that does fencing, that does virtual fencing for elder and disabled persons, that work is also going on with UG students.

Understood, Professor. Guiding undergraduate students on projects like virtual fencing for elderly and disabled individuals is commendable and impactful. How do you typically involve students in such projects, and what strategies do you use to ensure they learn and contribute meaningfully?

For student point of view, normally I will open call for the students then, uh, they will. That is, these are my research area and I will give for the open call for the students, the they will give the those who have given the willingness, I will call them and I will. Address them what are the areas you have to focus and ask them to.

Uh, search the journals, uh, and the online regarding of those applications, they will, uh, worked out and, uh, uh, bring for the research papers and ask them to give one week, uh, time to read the particular paper and they will come with their.

Problem statements. So based on that step by step I will uh.

Engage with them. So after getting the problem straight, I will sit with them and I'd guide them, uh, for that particular problem statement, what are the areas you have to focus? What are the pre request you, uh, they have to need? What are the, uh, softwares and hardware requirements are there? So those are the things I will discuss with them based on I again, I will give the time to studies those things and collect the materials regarding of those.

Particular applications and they will work out and after that they will, uh, come back. And, uh, but each and every phase, I will first segregate the phase one, phase two and phase three. The first phase one is ideation process. The second is, uh, they will come with the implementations and the final is the evaluation process. In this way, I will engage with the students.

Thank you for the detailed explanation, Professor. Your structured approach—from ideation to evaluation—ensures that students are actively learning and contributing to the project. It’s impressive to see how you foster independence and critical thinking among them. Let us now discuss your experience with research publication. Could you highlight one of your most impactful international journal publications and the core contributions of that research?

Recently I published one paper in the Claus Monix that is particularly I concentrated and then.

Brain tumour deduction.

Thank you, Professor. Could you elaborate on the objectives and key findings of this publication, as well as the methodologies you employed?

Methodology for publishing the research papers? What are the methodology I'm using? Isn't it our question also?

A methodology for preparing the research papers or methodology for publishing the thing you are asking, that is.

I’m asking specifically about the research work itself. What methodology did you use to conduct the research on brain tumor detection for this publication?

Now that is uh, particularly, umm, regression, uh, the The thing is, I have command with the a algorithm that is for the regression methodology I'm using to deduct the prime tables.

Understood, Professor. Using regression methodologies for brain tumor detection is quite intriguing. Could you describe how you validated the findings of your research to ensure accuracy and reliability?

OK, that is I'm in the initial stage only, that is the basic paper only I have published in that, that is the accuracy I achieved in that 70 percentage of the accuracy memory that showed in that and further papers I will decided to develop further more.

Thank you, Professor. Publishing foundational work is an excellent starting point for advancing research. It’s good to hear you're planning to improve accuracy further in your upcoming work. Let’s now explore your experience with industry projects or consultancy. Have you engaged in any collaborations or consultancy work that bridged academia and industry?

So far I don't have any collaboration with industry peoples, but uh, uh, now I have the test, uh, started with, umm, uh, that is, that is particularly, he is the individuals only not in the particular company, but the peoples, those who have working in synapses and AMD I have some contacts. So from them I will get the guidance, so whether?

I'm going in correct way or not that guidance I can get. But right now I don't have any collaboration with the particular companies. So from the company peoples I have get the guidance that's all.

Thank you for clarifying, Professor. While direct collaborations with companies may be pending, it’s valuable that you maintain connections with industry professionals to guide your work. Are you actively seeking to establish formal partnerships with companies, or do you have plans for consultancy projects in the near future?

Yeah, definitely, definitely. I have a plan to get a A.

Umm, projects.

I'm working on that.

Understood, Professor. It’s promising that you’re actively planning to engage in industry projects. Now, before concluding this section, can you share how your teaching and research experiences complement each other and contribute to your professional growth?

Much clarity in that, please, once again.

I didn't get.

Certainly, Professor. How do your teaching experiences enhance your research, and how does your research work influence your teaching? In what ways do they support your overall professional growth?

Uh, definitely, because, uh, I'm, uh, that's based on the, that is what subjects I'm taking. So in that, uh, that is, umm.

I'm taking.

Yeah, Big, uh, yeah. Uh, what that is, uh, what subject I'm taking in the for the students in the particular thing. I will encourage the students to go for the.

Take your

NPTEL courses as well as I'm assigned the mini project for the particular subjects so from that I will encourage the students to.

I involve in the research works that works I can in future and that is an I'm elaborating and those things I will implement in my research works also the initial level I'm using the students to go for the that is for.

I insist them to do them my works that based on that I will take the inputs from the students also and ask them to.

Umm.

Take your time, Professor. Please continue.

Actually, that does, uh.

What are the subjects I'm taking in the classrooms? Those subjects that are I will take the students to involve the I will give some mini projects as well as some.

That are NPTEL courses as well, so from that I can develop some.

That are some research works, from that I can develop some ideas.

So those works I can implement in future for my that is elaborating my research works also.

Thank you for sharing, Professor. It's evident that you integrate teaching and research effectively, fostering student involvement while using their contributions to advance your academic work. Let us now confirm the listed competencies for this role. To begin, could you briefly share your expertise in Image Processing and any relevant projects you've been involved in?

Onto the particularly image processing, I didn't end well but the for medical applications few of the things I am including in the image processing sector. Also the LSA with image processing for some medical application projects I'm taking few of the algorithms and all with the image positive inside.

Understood, Professor. Although your focus in image processing is within specific applications like medical imaging, it’s valuable to see how you integrate it into your work. Next, could you elaborate on your experience in embedded systems and communication technologies? How have you applied these areas in your teaching or research?

Or embedded system, particularly the.

IoT devices that does.

Particularly for sender applications and all. In my case that is for for brain tumour reductions and all that is. And some IoT sensors also I can use for those kind of applications. So in this way I'm concentrating somewhat for.

Chip designs that is associated applications. Also I'm implementing some. I'm concentrating for some of the embedded.

And IoT concepts also.

Thank you, Professor. Your work on IoT devices and sensor applications, particularly in medical contexts like brain tumor reduction, highlights your focus in embedded technology. Now, let’s move on to your experience in guiding and teaching both theory and laboratory courses. Could you briefly confirm how you structure these to ensure clarity and student engagement?

Sorry, I'm caging theory goes theory courses for students.

MMM, for that is classroom instead of the classroom teaching. I'm using some MOOC platforms also.

That is, if anything else I couldn't complete that is based on the syllabus, I will complete everything. So instead of that for advanced level of understanding and all, or if the students have to study more things more deeper into the particular.

Got

Subjects or particular topics. I insist the students to do the some NPTEL courses also.

And uh.

I mean some of the.

MOOC platform also I will share some what are the, I mean advanced level of content, those things also in the laboratory classes also a lot of virtual labs also they instead of the classroom or laboratory teaching. So some of the virtual labs also available. So those virtual labs also I insist them to go through the virtual labs and online labs.

So I, in both the manner they will, I will, I, uh, engage the students and, uh, motivate them to, uh, study those materials and, uh, automatically they will strong in both theory and, uh, laboratory courses. What I am teaching because, uh, so many resources are available nowadays in, in instead of the, uh, classroom teaching and laboratory teaching. So I insist the students to go through what are the.

Things available and also what are the latest technologies are there. So those are the things also everyday I will insist them in the while taking the classes as well As for the student group also I will send daily messages and what are the things are happening. In this way I'm encasing the students and improve the students performance also.

Thank you, Professor. It’s evident you make comprehensive use of modern tools and resources, both in theory and lab settings, to enhance student understanding and engagement. Moving forward, can you confirm your experience with tasks like student evaluations, managing exams, curriculum delivery, and your contributions to these academic responsibilities?

In this spot theory classes, the evaluation processes, internal assessment tests that are presently in my college, there are three internal assessments already that is for assessment one particularly after completing of 2 units that is the one assessment test after completing of third unit again one assessment and after completing of four and five the another assessment. So in the curriculum. There are 5 units or where each and every subjects there are 5 units.

Those 5 units we are assessing in three different assessments, that is assessment 1 and 2 three. So based on their performance, they we are evaluating their performance through the assessment test and the laboratory process also.

There are three assessments, 1 is cycle one, cycle 2 and model itself for the cycle one. For example, in curriculum there are 10 experiments are there then five experiments we evaluated by cycle 1 and another 5 experiments we will evaluate it in the cycle too. The final is the model exam. So all the 10 experiments we will evaluate by using the model ISO. So based on the performance we will. Grade the students.

So these are the way the theory and laboratory evaluation process we will do.

Thank you, Professor. It’s clear that you follow a well-structured and systematic approach to assessment, ensuring thorough evaluation of both theoretical and practical aspects. Finally, could you confirm your approach to guiding students on projects and research, ensuring they develop strong problem-solving and analytical skills?

Project the same manner that is already. I told it for evaluation of the test evaluation as well as guiding the students regarding of projects.

Umm, that is particular, uh, we will give the particular problem statement for the particular group. And uh, uh, based on the problem statement, I asked them to bring the research papers in those areas because the students also have a membership in IEEE membership also there with faculty as well as students also having the I AAA memberships. If the students are, they don't have the membership. So I will give my. Uh, that is I will give the.

Papers because I'm also having the membership with the I double. So that's why I will give the I research papers for those if they are not having the membership so I will give the papers to the particular group then they will go through the papers then they will give the bring out from the papers. I will assist them to go through Nyali that. Is 2530 papers I will.

I insist them to go through the 25 to 30 papers from that they will bring out the problem statement. So then see together and we will design the structures of what what you have to do for further. So that's why I will normally I will do that is phase one, phase two, phase three. So the phase one we will bring they how to bring out the idea in the Phase 2 they have to.

Bring the water in what way they will further proceed that work, that is the methodologies. What is that technology they have to use? So the third phase is the completely evaluation process. After evaluation, I insist them to publish their papers in the reported journals and we will go for not so far. We didn't apply for any patent that I insist. Now I insist the students to go for the patent also.