Shall I continue?

Please start by introducing your professional journey in academia.

So happy evening. Myself, Doctor Lee Sarona Prakash. I have completed MSC Computer Science M Phil Computer Science. And I have cleared UGC net in year 2015. And recently I have completed my. Doctor of Philosophy in computer science specializing software testing.

Professor, you mentioned your background in computer science and your recent PhD in software testing. In your teaching experience so far, what's one foundational concept in computer science you especially enjoy introducing to new students?

Month of June.

Alright, so you began your academic career as a lecturer back in 2001. When you first started, what kind of classroom environment did you aim to create for your students?

I was working there as lecturer in Computer technology department. Teaching core computer courses for. Vit and BAC CT students. Later I moved on to as anainously have taken charge of all the. Engineering Colleges. So we could not continue. With engineering college. By that time. And I've been shifted to my native place, Sri Saraswati Tyaraja College. And I've been working there as a lecturer in computer science department. Apart from teaching computer courses, I have been given the additional responsibility of taking care of digital electronics lab. And I've been the coordinator for the evening college. Arriving deputed in example to take care of the exam related activities. Both internals as well as university examinations. With that experience, I got an opportunity to work with. Top B school IGFI. At Hyderabad and. After got selected. They deputed me to Booty Center. And I've been working as faculty member in Information technology. Teaching systems specialization courses for MBA graduates.

Interesting — it sounds like you've balanced a lot of teaching and administrative responsibilities early on. When you were coordinating the digital electronics lab and exam duties, what was your approach to making sure practical lab sessions ran smoothly and students really grasped the material?

There I had greatest exposure in. Placement training. And. As as a placement officer I keep. Conducting a lot of training programs for the students. In addition, teaching the computer science courses. There I I was working there for four years. Uh, meantime I got an opportunity to work with. Eritoria Institute of Technology, Eritrea, Northeast Africa. As lecturer in computer science department. And I've been given the responsibility of coordinator for freshman. So we decided we designed the syllabus for first years. Uh, what they have should learn. So start from the programming basics and experience in C programming. We thought. Courses for first years. In engineering courses they're in Eritrea. So I completed one full contract there. And. In as a family we we have to come back to our native place and they started my career. With the. Doctor NGP, Arts and Science College. In the year 2010. And I was in. Computer Technology department. Teaching core computer courses for BACT students. There, apart from teaching again, I've been taking care of. Academic, uh. Activities in the department like placement, training. And 6th hour activities are to give more insight to the students. There I got the exposure of how to involve students. In learning. Like pure learning. So there I have created a student empowerment cell. And making the students to. Themselves in.

Updating the technologies. Then and there what it is being coming? And they after that. I got an opportunity to work with the. Marwadi Education Foundation, Rajkot, Gujarat. So I was working under Gujarat Technological University. And got exposure in. Uh, technological, uh. Teaching I was teaching MCA students in Marwadi University.

You've really covered a wide range of roles, from teaching and lab coordination to placement training and even curriculum design abroad. When you set up the student empowerment cell, what was one concrete activity or initiative you introduced that you felt made a real impact on your students?

There I got an opportunity to work with a cloud. Environment. Eucalyptus. As an infrastructure monitoring. Team leader. And. I got some exposure in cloud computing over there. After the project got over, I've come back to my native place. Continued with the Doctor, NGP, Arts and Science college. As assistant professor in. Information Technology Department. There I got the lot of opportunities to. Get interconnected with the industry. Experts one such Srinivasan Desi and serve us very close to me for software testing. We organized a lot of workshops over there. And I organized one national conference as organizing secretary. In Doctor Ng Parsons Sales College.

Right, you've worked across different states and even internationally, adapting to new systems and student groups. When you were teaching MCA students in Gujarat, what was one teaching strategy you found most effective for helping students grasp complex technical topics?

At that time, my wife got appointed in the Government University in Kodaikanal. So we shifted our family from Coimbatore to Kodaikanal. And I got the opportunity to service. Head of the Department in Computer Science and Information Technology. At Correctional Christian College.

You've clearly had a broad set of experiences—industry exposure, teaching, and organizing conferences. When you brought cloud computing, like Eucalyptus, into your curriculum or training sessions, how did you help students connect those newer technologies to the core computer science principles they already knew?

There again I organized. One national conference by inviting the export from Pyada Technologies. And. I have given a lot of motivation to the students and most of our students got placed there. Wherever I go, this placement office also. Travel with me. As additional responsibility. Mandatory additional responsibility. So that was a great exposure. So after after climbing up in the academic ladder from lecturer to assistant professor to head of the department, I got opportunity to serve as.

Alright, Dr., you've navigated a range of roles and seem to have built strong ties to both academia and industry. Across all these transitions and new environments, what's kept you motivated as an educator?

Alright, Dr., you've navigated a range of roles and seem to have built strong ties to both academia and industry. Across all these transitions and new environments, what's kept you motivated as an educator?

Vice principal of an arts and science college. Located in Karu Asan College of Arts and Saif. There I assumed both. Academic as well as administrative. Tasks I was heading Department of Computer Science. Teaching course on Computer Studies subjects for the DSC Computer Science and PCA students. Along with that, I'm taking care of. Admission activities in UH. Austin College. And taking care, taken care of placement. Office at Austin College. And. Meantime, first ever international seminar was organized by us. With the help of resource person from Thompson Reuters so. I got. My contact in industry got elaborated. And. With that help. We organize a lot of seminars and workshops there in Afghan college. Meantime, I've organized one. Placement job. Fair job fair. It's a open job fair. It's for all. Like passed out students. So we. Bring 86 companies. Under a single roof.

In first time we got. 2400 Footfalls. And 1400 Plus offers for the public. So that created greater visibility of our institution. And. People were uh. Praising about Hassan and our admission has gone up. So because of this performance management gave me. The principal in charge position. During my tenure at Austin College. After two years, I've been assumed the principal's office. So there I learned a lot of administrative activities of an institution. How an institution can be built? And what are the different associations for an institution apart from academics? So wherever I go, I never leave my. Teaching uh. Patient because I'm passionate about interacting with young minds. And igniting them towards their career. Glory. So after that. I got some family situations I've been moving to my native place back. Requirement tool. And joined Sri Krishna Arts and Science College. There I served for five years. There again I got. Greatest exposure in teaching as well as extension activities. I've been assuming the Office of NSS National Service Scheme. And I'm heading 4 units round about 400 volunteers. Under my shadow. And.

That's a huge achievement—bringing 86 companies together for a job fair is no small feat. Given all these leadership roles and hands-on teaching experience, what's one foundational concept in computer science you especially enjoy teaching to undergraduates, and why?

You've really covered a wide range of roles, from teaching and lab coordination to placement training and even curriculum design abroad. When you set up the student empowerment cell, what was one concrete change you saw in your students' learning or engagement as a result?

Inculcated them their societal responsibility of youth. How they can contribute to the? Society. And we did a lot of activities. That has put me in limelight under Government of India, Ministry of Education. I'm the best model of Visarawadi. Under Ministry of Education for. Switch off action. ACT secret shots and Saints College. And Bardell University recognized me as the best NSS program officer. For the academic year 2021. Because I. Headed the team. Represented Tamil Nadu state. At National integration camp. Held at National Netaji Subhas, University of Technology, New Delhi. There we got. All first price. And because of that, we were awarded. Allrounder Award. So because of that, I've been recognized as best.

You've had a remarkable journey, especially with the blend of academic and leadership responsibilities. When you were organizing those national and international conferences, what did you find was the most effective way to get students truly engaged and participating in those events?

NSS Program Officer by. Barde University. Meantime, I was working closely working with government offices like Election Commission of India. And created greatest visibility. On awareness on elections. And responsibility of the citizen to hold the vote. So because of that they have selected me as the best nodal officer for. Coimbatore District. By election Commission of India have been awarded for that. All these. I'm balancing my academic responsibility as well as additional responsibilities like this. Wherever I go. I'm giving. Minimum. Minimum 95 percentage of result. Maximum 100 percentage result in all my subjects. Because. My teaching exposure is something different. I don't believe in textbook teaching alone. I believe in bringing students out of the classroom. Unto the real world. And connecting the topics. With the real world scenario so that student will understand. How to solve the problem? With the help of the topic that they are studying. So I'm very particular about student centric teaching. That is my teaching experience. Teaching focus. And after that? I've been, uh. Started my I started my own company. Uh, search yourself. Through which we have ignited a lot of young minds. Towards their leadership. Development. Soft skills training. And the problem solving skills. Decision-making skills. So we focus on such training. Under outbound training scheme. So then. I've been called to assume the office assistant professor in. Manikyam Ramasamy College, where I'm presently working. Here I got another exposure like what IoT is all about.

So I've been a. Subject IoT and I'm taking care of IoT laboratory. And students are given greatest insights on. How?

Dr., your approach to student-centric teaching and connecting theory to real-world problems is clear, and you've had quite an impact through those outreach and training initiatives. When you bring students outside the classroom—say for an IoT module or a software testing activity—what's one practical exercise or project you've used to make the theory stick?

You've really embraced new technology, even teaching IoT and running the lab. When you introduce IoT to students who are new to hardware, what's one practical exercise you use to help them grasp the basics?

Components devices can be controlled with the help of. And microcontrollers. So. Now I put up totally 24 plus years of experience. In academia. Both academic teaching as well as administration.

Thank you for listening.

You've really embraced new technology, even teaching IoT and running the lab. When you introduce IoT to students who are new to hardware, what's one practical exercise you use to help them grasp the basics?

You've had a substantial journey—24 years across teaching, administration, and even industry outreach. Before we move forward, is there a particular course or subject area you've found most rewarding to teach, and what about it excites you?

Yeah, I'm interested in data structures and algorithms. Software engineering. Under that software testing also IoT and cloud computing. So all these 4 subjects excites me a lot but. Parasitic just gives me greatest insight because I've. Authored one book. In data sectors. I forgot to tell my research and publications I have published 6. International Journals. Related to my domain. And published 1 textbook. I authored 1 textbook data structures and algorithms. That is, uh, based on the syllabus of uh, MCA. At Gujarat Technological University. And I have two patterns too.

Right, authoring a textbook and holding patents is pretty significant. When you're teaching data structures, what's one way you help students connect those abstract concepts to something tangible they might encounter outside the classroom?

See there is a concept called stack. In data searches.

Stat is nothing but piling up of data one above the other. And it works in the format. LIF last in first term. So for which I'll take them to the medical shop. I mean virtually, virtually. I'll take them to the medical shop. And I asked them to show the see the. See the holder. Uh, where they have the.

Okay, let's stick with stacks as your example. When you introduce stacks to your students, what's a real-world analogy or hands-on activity you use to make that concept stick for them?

Coins, not coins that. Vicks vapor of small boxes or. Piled up on above the other and, uh. Will last the. Medical shop owner like how you will take it back. So what I placed on the top, I'll take it back. Likewise, I'll take them to the hotels. And the pile of plates. So the pile of placed you cannot. Pull down any plate from the beneath. So we have to take it from the above. So one after that the. So what is placed last will be taking, will be coming out first. So that was the concept, so. I'll teach them like this.

Professor, I see you published “An Evaluation of Pre-Trained Deep Learning Algorithms for Diabetic Retinopathy Disease Identification Using Retinal Fundus Images” in MSW Management Journal. When you teach undergraduates about AI or deep learning, how do you bridge the gap between that kind of advanced medical imaging work and the basics your students need to grasp in their first exposure to the field?

That's a classic analogy, and it usually does get the point across. If you notice a student is still struggling with the stack concept even after these examples, what do you do next to help them internalize it?

Excellent.

Excellent question. See. Even after these analogies, if the students are, if the student is struggling to understand, very simple, I'll ask him. I'll I'll go with him along. With him for the lunch break. And he'll be carrying a different carrier. And I'll ask him like which box we will consume first. He will tell, so I'll be taking the first one, Sir.

Alright. I noticed you published “An Evaluation of Pre-Trained Deep Learning Algorithms for Diabetic Retinopathy Disease Identification Using Retinal Fundus Images” in MSW Management Journal. How did you adapt the findings or techniques from that research for your own classroom teaching, especially for students who might not have a background in AI or medicine?

What if if you want to access the third one? If there is a three layer carrier. Then he'll answer. So I have to remove both first. Only then I can access the. This is what? Then I'll make him to understand what exactly stuck is.

That's a very student-centered approach—meeting them where they are, even during a lunch break. When you adapt on the fly like that, how do you assess whether your strategy actually helped the student grasp the concept?

That's a pretty direct way to connect theory and life—sounds like students wouldn't forget the stack concept after that. Since you've authored a textbook on data structures and algorithms, how do you decide which real-world analogies to include for concepts that students typically find abstract or difficult?

So. What do you decide which real world analogies, uh, to include for concept? Students degree find obstructive.

See sometimes. If I'm taking students onto a real world analogies which they have not exposed. In their past. That time they feel difficult. Then what I will do? I'll just pull up some videos from YouTube. And I'll play it on the screen for the student to get clarity on that particular aspect. Then by that video I will teach them the. Theoretical concept. Then student won't feel any difficult.

You make a good point—choosing analogies that fit the student's experiences really helps. Let me ask about your research side: you mentioned publishing six international journal papers and authoring a textbook. Can you share how one of your research findings has directly influenced or changed the way you design your classroom teaching or assessments?

Right, using videos can bridge a gap when students haven't encountered an analogy before. Beyond videos, have you ever developed your own hands-on classroom activity or experiment for a tough topic—something that's not just a demonstration but gets students actively involved?

Yeah, exactly. I have demonstrated that. Let us take the same stack concept. So what I will do? I'll just draw the line. Uh, leaving 11 space?

One side only open. Like a box. A rectangular box where. One side is open. Then I'll ask the students. To go into that. Box 1 by 1.

Alright, so it sounds like you create a physical representation of the stack with the students themselves. How do you make sure every student is participating and actually internalizing the concept during these activities?

So the students physically act out stacking and unstacking themselves—it's memorable. Let's shift to your research for a moment: you mentioned publishing six international journal papers and holding two patents. Can you share one publication or patent that you think most directly shaped your teaching, and explain how it influenced your classroom approach?

Then they will understand. Yeah, this is how stack is working.

Because there exists only one exit. And one only one entry. So students can go inside. Into the box only by that way. And that is the only way they can come out.

And the box is very narrow. Only one person can move inside. And they can turn, that's all. No zigzag and so that the second person can overpass the first person. That kind of setup is established. And it'll be taught to them.

That hands-on approach really drives the point home. Since you've also published six international journal papers and hold two patents, can you share an example of how your research or patent work has influenced the way you design or update your course materials?

You've shown you can make complex ideas click for students. Let's talk research for a moment—given your publication record in data structures and algorithms, where do you see the strongest opportunities for external funding in your area over the next few years? Are there particular grants or agencies you'd target to support your work?

That setup really makes the stack concept tangible for everyone. Let's pivot to your research—given your strong background in data structures and algorithms, where do you see the most promising, fundable research directions in the next three years, and what types of grants or external funding would you pursue to support that work?

So if you ask me like, uh, future directions for next three years and, uh, what the role, what is the role of data success? So without data. We can't. Think of any activity in this world. So data matters a lot.

Switching gears, Professor—for a moment, imagine you're teaching a theory-heavy course with 150 students and you're not allowed to use slides or the whiteboard. How would you get students actively working with the material, rather than just passively listening?

Next generation we are thinking about quantum computing. So there are structures. In quantum computation. That was my research focus for which? I am preparing on proposal. I will submit the proposal to DST or UGC. For seeking funds. For doing carrying out this research.

Accreditation cycles can be pretty demanding—let's say you join our department and notice that outcome assessment data is all over the place from course to course. How would you tackle bringing that reporting up to the standards VIT expects?

Yeah, see. Listen. For which we can, we can. Develop one.

Right now that's a bit high-level—what's one concrete step you'd take in the first month to make sure assessment data is collected and reported consistently across all faculty?

The kind of learning management system.

A kind of student management information system.

I kind of. Institutional management information system, something we have to develop. And there exists A provision without multiple feeding of data, just faculty has to enter only the mark. Because the roll number. Will be displayed for the faculty to enter the. Based on the attendance from the exam system. So we need to connect the exam cell module as well as the department module. Such a way the software must be developed. And when faculty enters in his login, her login. The subject what is mapped to them? And their students map to them. Only listed. They have to enter the Mars. Then there exist some system for us. To consult it. Sam. Mr. Weiss. Course wise. For each class, class wise. We can take the report. So with the help of uh, any management information system developed? We can. We can cattle the data.

Okay, that’s a practical approach for standardizing assessment data. Let’s shift to something you might face here: imagine a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to increase pass rates in your course. How would you handle this situation?

Let's turn to how you connect students with industry. Given your experience in data structures, algorithms, and quantum computation, do you have any industry collaborations or connections that could translate into internships or placement opportunities for students at VIT?

Yeah, first of all, let me admit. In my 24 years of career. I never. Exhibit bias behavior with my students. So that I will make it very clear in the beginning.

How I will ensure I how I will make the students to believe that I'm not biased?

Right, I hear your emphasis on fairness. But let's say the student insists and requests a reassessment, and the department head still wants you to be more lenient—how would you document your grading process to protect both your integrity and the university's standards?

So many scenarios occurs. There exist probably anybody can fill at any time. So, uh. Good studying student. May not answer my question for one day. Then I cannot just overpass. I will be punishing him by. Making to write an assignment on the topic and submit by next day. So this will create an image. And belief, not image belief among the students that. This guy, this faculty, is not biased. First thing is so. 2nd. You are telling that, uh. Passing rate improvement so I can do passing improvement with. 2-3 techniques. Very first technique is. My class my actual session if it is 15 minutes session or one hour session. Initially, 5 minutes, I'll take it for attendance roll call. Rest next after six women from 6th to minute. Till at least 10th or 15th minute. I'll be. Recollecting the points I'll make somebody to summarize onstage, bringing some students on the dais. And facing the class and summarize. About the. Previous class. The usual question I used after in the every class, every second or third or fourth or. Ongoing classes. Somebody summarize. Yesterday's class. So this. Question. Students are used to that, so definitely they'll prepare. On my class, On my previous class content. And be ready for my questions in the very next class. One thing. The first level. OK, some students fail in this process. What to do? Somebody if they could not summarize. Immediately I'll do the recap by myself for another 5 minutes. To make them, to make them clear, like what we taught. And continue with the day's topic. At the end of the day, I'll give the second opportunity for the student who failed to summarize. To summarize, third day's class along with the previous days contract. This is the second thing. Third thing. I strongly believe in peer level learning. So I form groups in the class. And the groups can be formed by their own. Students can form their own groups. But one condition I lay down.

Let's shift gears to something practical, Professor. When you're guiding student projects or research—especially in emerging areas like quantum data—what's one approach you use to help students move from a vague idea to a well-structured, fundable project?

Is list the name? Based on the percentile. In the previous semester. And if they're if I.

That's pretty thorough on your classroom approach, especially the use of peer learning. Now, for student project guidance—imagine a student proposes a research project in quantum data, but they're struggling to narrow it to something feasible for a master's thesis. How would you help them define a manageable, researchable question?

Right, so you were talking about forming groups based on percentile. Can you walk me through how you'd guide a lower-performing student in that group to actually contribute to a quantum data project, rather than just coasting on the work of others?

Yeah, of course. What I will do, that's what I will let me continue. So based on the possibility if I form the list. And I'll put 123456. Then 654321 then again 123456 like this if this in this fashion if I form the groups. So every group will be. Balanced equally. Every group will be balanced equally, so all six groups are balanced. Then based on the availability of the high performing student. The student can. Commit himself so one thing. It is not costing the time of the high performing student exactly. Anybody. If if I'm high performing student, if I. Uh, we present. The content faculty was teaching. To a low-performing grad. Student. Definitely my knowledge will also get widened. The the low performing student. Will also gain something because. Peer teaching always powerful. Than any other kind of teaching. So I strongly believe in this. And this system will work. In any topic. Let it be basic stack or let it be in advanced quantum. Anything. If a peer level discussion happens. Definitely the low performing. Kids will come up. Not at par with high performing gifts, but at least above average level.

This is what my experience in the past academic experience.

Yeah, peer learning can be powerful, especially for technical topics. Shifting gears a bit—tell me about a time you worked on an industry project or consultancy. What was your specific role, and how did you ensure the academic rigor matched industry expectations?

You gave a lot of detail around academic and project mentoring, but I haven't heard much about actual industry projects or consultancy work. Can you tell me about a specific industry project or consultancy you worked on—what was your role, and how did your academic background inform the outcome?

Yeah, I was telling that I'm an NSS program officer, right? So because through this connect. I got.

Okay—so you mentioned your NSS program officer role led to some industry connections. Can you give me a specific example of an industry project or consultancy you were directly involved with, including what you actually delivered?

Connected with one NGO. Where they have a lot of data, they could not segregate it properly. So what I did instead I do and experience increase my expertise. I I have. Formed a group of student. With 50%. Low in programming and 50% is good in programming. So I made the. Team and. Make them to work with that NGO non governmental organization. And create a small application where. Because they are not that much computer service, they can able to operate computers. That's it. So. We created one access form and connected with. That database created in the Access. And the employee over there could able to find. Ease of.

Recording the data. About their daily activities. So this. I feel a small. This may be trivial project. But this really creates an awareness in the students group. That how a real world data can be converted into.

Okay, that's a concrete example working with an NGO and building a practical tool to solve a real data problem. Did you face any challenges translating those user requirements—especially with users not so tech-savvy—into technical specifications your student team could implement?

An application data. One thing. Second, I was working for one organization 122 operator. And my project was it was my own consultancy where I worked.

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

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

And that time I was. And not that much experience. This happened in the year. 2004 Five. So that time we created I I was working for a tour operator and I created one. Uh project. It is not an application project. It is purely textual based and conceptual. Project where I identified 5 key performance areas to increase the. Indian tourism industry. That was my expression.

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

Got selected.

If selected, your role would focus on teaching and mentoring students, guiding research and projects, designing and delivering curriculum, evaluating students, and contributing to departmental activities. Is there anything else about the position or the team you'd like to know?

So. So what question that will be considered and in which team I'll be working?

Not what question it is, what position that. Will be considered for.

You'd be joining as an Assistant or Associate Professor in emerging technologies, with responsibilities including teaching, mentoring, research guidance, and involvement in departmental activities. Team assignments typically depend on your specialization and department needs, so you'd likely work closely with faculty in your core area—whether that's multimedia, AI in media, or another relevant field. Anything else you'd like to know before we wrap up?

You'd be considered for the role of Assistant or Associate Professor, depending on your experience and fit. The position involves teaching, mentoring, research guidance in emerging technologies, and active participation in department activities. You'd join a collaborative academic team with a focus on high-quality teaching and research. Anything else you'd like to clarify before we wrap up?

I have nothing but I I received a mail stating that I should. Come in person for impersonal interview on 10th of April.