Yeah, we can begin.

Please start by introducing your professional journey in academia

Hi. Yeah, myself that you saw. Currently I'm working as an assistant profession. At Kale University in the Department of Electronics and Communication Engineering.

Okay, so you're currently an assistant professor at Kale University in Electronics and Communication Engineering. Can you walk me through how you got to this position—maybe your doctoral work,

Uh, Maine Dutch, uh, focused on. Mainly, yeah. Yeah, yeah. Actually I completed my. Structural work in. 2020. But after submitting my thesis, I joined here as a assistant Coercia. And during. Now this uh uh. Assistant Professorship. I have completed my. I have defended my thesis. You know, last.

Given your experience stepping directly into teaching while finalizing your PhD, what's one foundational concept in electronics or communication engineering that you particularly enjoy teaching to new students?

Prior to that I had. A few experience on actually I completed my. Basically. If you take it in. Tripoli and uh, uh. Or I'm not. Did my. Perturbed in biomedical engineering, so it is interdisciplinary. So here basically the research that I have done comprised of embedded system as well as. Image processing.

The research that I have done. In the topic of. Yup.

Alright, so you've worked across both biomedical engineering and embedded systems, and have experience with image processing as well. When you're introducing a foundational topic like embedded systems to new students,

You were saying the research you've done is in that topic—can you share a bit more about the core idea behind your research or what specifically you worked on?

My research topic is Development of AI enabled? Uh, low cost spectroscopic. Optical and spectroscopic devices of process monitoring.

My research topic is Development of AI enabled? Uh, low cost spectroscopic. Optical and spectroscopic devices of process monitoring. In the. This in throughout this. Reset I have. Deal with different. Current devices starting from camera as well as. Different spectral sensors. And that I integrated with different embedded platforms. Particularly if used Raspberry Pi.

My research topic is Development of AI enabled? Uh, low cost spectroscopic. Optical and spectroscopic devices of process monitoring. In the. This in throughout this. Reset I have. Deal with different. Current devices starting from camera as well as. Different spectral sensors.

That's an interesting point. Could you elaborate a bit more on that?

Okay, so you developed AI-enabled, low-cost spectroscopic devices using both cameras and spectral sensors for process monitoring. Given your expertise here, where do you see the most promising opportunities for external research funding over the next few years? Are there particular grant agencies or programs you’d target to support and scale this work?

Okay, so you've integrated Raspberry Pi with spectral sensors and cameras to build AI-enabled, low-cost spectroscopic devices for process monitoring. Given your experience, where do you see the most promising opportunities for securing external funding for this research over the next three years? Are there particular grant agencies, industry partners, or funding streams you believe are a fit?

Smile. Yeah, uh. If I talk about external.

Alright, you were about to share your thoughts on external funding—go on.

Both hardware as well as. Analytical. Yeah. So. Through through my research work itself I have published.

6 patents, out of which four are drafted. Along with that, I have published 18 papers. On top notch. Uh, search, uh, general such as food chemistry. Journal of Food in J.

So you've published work that bridges both hardware and analytical methods. Thinking about mentoring students at VIT University, how would you use your publication experience to guide them in writing and submitting their first research papers to reputable journals?

Six patents and eighteen papers in top journals like Food Chemistry — that's a strong record. When you're mentoring students who are writing their very first research paper, what's the hardest part for them, and how do you help them get over that hurdle?

Basically, I'll start from the fundamentals. How our research has been done. How it will start from the literature review. Based on the interest of the student, I'll start. Bring the literature survey. I'll ask them to do the literature survey on that topic. And build the fundamental on that Uh, uh, specific topics such that they can. Uh Uh, uh, specific topics such that they can. Uh. As I have explains on both hardware as well as. In the analytical part. Guide the student. That they will first develop certain protocols.

Basically, I'll start from the fundamentals. How our research has been done. How it will start from the literature review.

Just starting with fundamentals and literature review is a solid base, but can you walk me through a specific example where you directly helped a student shape or improve their research project—maybe something where your input changed the direction or quality of their work?

So you guide students through developing protocols, drawing on both your hardware and analytical experience. Suppose you couldn't use slides or traditional lectures—how would you run a large class session, say 200 students, to keep them actively engaged with a topic like embedded systems?

And based on their. Application they can. Modify and test the device. Prototypes. If the. The strength is. While you can have small small group of students and I can. Take a topic. On a specific specific topic on that subject. And ask them to discuss and come out. The some. Outcome. On that topic. Present it to. All over the class such that. That can be helpful. Or all the all the members of that class.

Okay,

Yeah. That's all.

Professor, imagine this scenario: a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to improve pass rates. How do you handle that situation?

In that scenario I need to. Go through the assessment once again, I'll check. Is there any scope of improvement in the? Student.

Performance. Is there any possibility? If is there any possibility like? If they have not submitted their. Homeless Aggregate.

Alright, so you'd review the assessment and check for possible improvement in the student's work. What if, after your review, the department head insists you need to adjust your grading to raise the pass rate,

Given your experience in both hardware and analytical research, do you have industry contacts or collaborations that could help students at VIT University secure internships or work on real-world projects?

I had one consultancy project that I had recently got. From UPS based company.

I had one consultancy project that I had recently got. From UPS based company. Uh, it is not a. Big company, but. They are working on the hardware aspects of. Developing their own EPS systems.

So you’ve had students involved in real consultancy work. For the image processing side—can you describe a project where your students had to solve a practical issue, like extracting meaningful features from noisy or imperfect data? What approach did you guide them toward?

Alright, so you've worked with a UPS company on hardware consultancy, even though it's not a huge firm.

UPS. Uh, this company. So in that. The the class would be. The IT will be started from the fundamental basics of. Well, that on that topic.

Alright, so you'd start with the basics and build up from there. When you’re teaching a theory-heavy topic—say,

Then we should go for the mathematical. Elaboration of. On that topic. I'll go with practical oriented examples. For example, suppose. I I am using some kind of filter to filter out certain band of a signal. In that I I'll. I'll go with. Uh, like, uh, removing of this 50 Hertz. Lloyd edges that accompany. With our supply system. So. I will give them the most practical oriented examples such that they can correlate it. Correlate the same incident.

Alright, so you use practical examples like removing 50 Hertz noise to connect theory with real-world application.

Uh uh, same kind of example. In their practical daily work and they can learn it from. That as. Evaluation criteria must be. E or C might have. Dependent Mark.

So you tie evaluation to how students apply examples in their daily work and potentially adjust marks based on criteria like effort or completion. When you have a student who’s consistently struggling despite repeated feedback, what’s your approach to support them without lowering your academic standards?

On that specific. Because experiment. And if the students are not?

You were saying, if students are not—was there something you wanted to add about how you support struggling students in the lab or during experiments?

If the student is academically weak or struggling in acad. I will ask him for her to come personally to meet me and. I do health team or her to. Get the work done. In front of. Uh, I, uh.

I'd support all type of help that I can give it to him. But yeah.

Okay, so you actually meet with struggling students one-on-one and guide them through the work directly. Shifting to communication—when you’re introducing a new concept,

Alright, you mentioned you'd support all types of help for the student. When you present complex material, how do you make sure your explanations are structured and clear enough for students at different levels to follow along?

Uh, it the material should be. Interactive.

So you're aiming to keep the material interactive so everyone stays engaged, even those who might be weaker academically. When you design interactive elements,

The students should. Get the least of the topic that I am going to. In between I'd ask. Multiple question to the students on the same topic that I'm teaching.

Okay, so you check understanding by asking multiple questions during class to see if students are following. Shifting to student evaluation—when it comes to designing exams or practical assessments, how do you ensure your tests actually measure students’ true understanding rather than just their rote memorization?

And if the students are responding well? Then I I can understand that those students are. Skip it. For checking their understanding. I'll give uh. The problem are the. Different experiments that I have done in the class.

And if the students are responding well? Then I I can understand that those students are. Skip it. For checking their understanding. I'll give uh. The problem are the. Different experiments that I have done in the class. And the exams should be different. Not totally different, but little bit different such that they can apply that. They have learning during. Classwork And, uh, during the classwork and they can apply that learning to the. During the IXA. So. In this way they can. Learn as well as they can.

And, uh, during the classwork and they can apply that learning to the. During the IXA. So. In this way they can. Learn as well as they can. Whatever they have. They will apply invoice.

Alright,

Alright, so you want them to apply what they've learned during classwork to their assessments so it's not just about theory. When you design lab experiments for image processing, how do you decide which techniques or algorithms students should implement themselves versus ones they just observe or analyze?

Alright, so you focus on designing assessments where students apply what they learned, not just repeat back theory. Now, for image processing specifically—what’s your process when you need to decide which algorithms to implement on an embedded system with limited memory and power?

For embedded system and it image processing.

I should. The the the model at the filtering which need less computation.

So you’re thinking about embedded systems and image processing. Say you have to implement a real-time image filter on a microcontroller with just 32 kilobytes of RAM—how would you decide which image processing algorithm to use, and what trade-offs would you consider?

Okay, so you’d choose a filtering model that uses less computation to fit the limited resources. Now, can you walk me through how you’d communicate your technical decisions and constraints to a team that includes both engineers and non-technical stakeholders?

Yes.

You said yes, but I need a bit more detail — can you give me a concrete example of how you’d explain your technical choices for that image processing filter to someone without an engineering background?

Yeah, I'll tell.

From the starting, how these filters are being designed and how? What is the mathematics behind this?

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

Mm-hmm.

Says that they can.

Alright.

Yeah. Thank you for this. Opportunity. Umm. And I I had few questions on. Put this post. So, uh. Can you just elaborate the? The specific. Role of this.

Sure, Professor. The Assistant Professor (Research) role involves teaching and mentoring students in emerging technology areas, running classroom and lab sessions, evaluating students, helping with curriculum delivery, guiding student projects and research, supporting departmental research activities, contributing to publications, and participating in academic and administrative work within the department. The aim is to combine strong research with excellent teaching and support for student development. Anything else you'd like to know? You can ask one more question if you'd like.

Is there any uh. Specific, uh. But I can say. Number of application that need to be. Published during a year. Or any? Target that has been given. For this list.