Good day, Dr. G Srihari. 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.

OK, myself, Doctor Ajith Srihari. Currently, I'm working as Associate Professor at the Department of EC and I have 20 years of experience. I started my career in 2005 in Senior Institute of Technology as assistant professor. Then I organized associate professor in the Department of ECE, VM Institute of Technology.

You have technology as associated professor.

OK uh I did my M tech in VLSI, VLSI system design and I am in VLSI and hand in US communication part.

Thank you for providing the information regarding the role of a Professor. Could you confirm whether your expertise aligns with this role, specifically in areas such as image processing, embedded and communication systems, and other key responsibilities mentioned?

On my PhD work is.

My PhD work is on MEMS.

My PhD work is an area real RFMS. Here I am designing A2 MEMS features which are used in the anterior face layer antennas to worry. It is the direction of the signal which are very useful in the radar communications.

Got it, Dr. Srihari. Since your PhD work is on RF MEMS and you have an M.Tech in VLSI, this seems to align with parts of the embedded systems and communication domain mentioned in the role. Could you share how your PhD research on RF MEMS contributes to advancements in technology or its real-world applications, particularly in radar systems or related areas?

So here I achieved the two types of phase angles with the two different switches.

Yes, Sir.

Thank you, Dr. Srihari. Let me now shift to another aspect of your expertise. Can you explain your approach or methodology when teaching both theory and laboratory courses? How do you ensure students grasp the theoretical concepts and effectively apply them in practical lab sessions?

So by imaging in a classwork in classrooms I concentrated on the concepts as a basically from the basic foundations. So to understand some topics which which are some difficult. So I I would play for the animation videos which can be easily to understand the students.

OK, then coming to the lab, my teaching is oriented in towards the lab because uh in laboratory we should my teaching is niveda such that student has to.

Student has to think about why, how why it happens like.

Thank you, Dr. Srihari. It’s clear that you emphasize foundational learning in the classroom, supported by visual aids, and encourage critical thinking in the laboratory environment. How do you evaluate whether students are effectively engaging with and understanding both the theoretical and practical components of your courses?

Sorry please and 2nd Sir.

By giving the assignments and observing their their outputs based on that assignments in the laboratory and as well as in theory classes, whether we're we're doing.

Certainly, no problem. How do you assess whether your students are fully grasping the theoretical and practical aspects of your courses?

Experiments are not whether they are actually involving or not like.

Yes.

Thank you. Let’s now focus on your experience with guiding student projects and research. Could you share an example of a student project you have supervised and how you guided them from concept to completion?

Uh, I provided base, uh, guideship, uh, more than 15 Mtech student projects and UH-10 Mtech student projects. Uh, currently my I'm doing my projects, administrative projects in the area of antennas and VLSI.

For example, if I I've considered the Anna oriented. So recent research is in metamaterials. So our students are doing research on anti metamaterials.

OK, so I am the students in UH. The project should be in real time application oriented 1.

I see, Dr. Srihari. It’s commendable that you’ve guided a significant number of students and emphasized real-time application-oriented projects, especially in advanced areas like antennas and metamaterials. How do you ensure students stay on track and achieve meaningful progress throughout their research journey?

So by instructing the students from the basic review, reviewing the previous works or previous articles based on that the conclusion and guiding them in theoretical not in theoretical way by analyzing each paper.

Your focus on guiding students step-by-step—starting with reviewing existing literature and critically analyzing papers—shows a strong foundational approach. It ensures that students build upon established research effectively. Let us now examine your research contributions. Could you briefly highlight one of your more impactful publications and its significance in the field?

Uh Sir, I my I published a research papers more than 20 research which includes the general publications as well as conference publications. In that I have three CA papers which has impact factor of 2.8.

And a minimum of .5 is in V field of Elsa and antennas.

And coming to the conference, all 7 to 8 in conference or index conference, which is I triple E and there's been a conference.

It’s impressive that your work spans over 20 publications, including high-impact journals with impact factors of up to 2.8, and several IEEE-indexed conferences. Could you elaborate further on one significant research paper or conference presentation—perhaps something that shaped or contributed significantly to the field of VLSI or antennas?

Uh.

I published a paper in antennas which are in the hammer shaped antenna which can which is achieved.

In the radiation sorry efficiency compared to the existing 1 and in the field of VLSI, I had done many research publications on the full multipliers and phase shifters then.

Your work on hammer-shaped antennas improving radiation efficiency and research on full multipliers and phase shifters in VLSI is highly impactful. Your ability to enhance efficiency showcases meaningful contributions to both fields. I’d now like to explore your teaching philosophy further. How do you approach clear communication and structuring your lessons, especially when teaching complex concepts?

Beijing, when we starting the teaching in classrooms, I should prepare for initially for background of this topic. So after the background and basics of the topic then I go for the original concepts to the students. So after completion of my classwork, I will summarize what I am teaching on the day with the students and again getting the interactions back to their communications.

No Sir, no Sir. No, I didn't collaborate any real time projects.

Your approach of building a strong foundation, gradually advancing to key concepts, summarizing, and engaging students interactively reflects a well-structured and student-focused teaching style. Now, regarding your extensive contributions, including publications, guiding projects, and teaching—have you had any experience with industry projects, consultancy, or collaborations that bridge academia and industry?

With industries.

Understood, Dr. Srihari. While you haven't yet had the opportunity to engage in industry collaborations, your academic contributions remain highly impressive and impactful. Thank you for your responses so far. Let me conclude my assessment.

Professor Srihari, I see from your resume that you completed a Ph.D. focusing on RF MEMS technology, particularly your thesis on the design and analysis of DMTL Phase Shifters for radar applications. Could you walk me through the core findings of your Ph.D. research and their practical implications?

Ah, yes, Sir, definitely.

Take your time, Professor. I'm listening.

Definitely, Sir, definitely. I will contribute research in my PhD area as well as in VLSI.

I appreciate that, Professor. Could you elaborate a bit more on the specific contributions of your Ph.D. research? For example, what challenges did you address in designing the DMTL Phase Shifter for radar applications, and how do you see these contributions benefiting the field or students?

Uh, I designed a research paper, uh, I mean, uh, uh, research on the DMTL phase shifter, which I used for the orientation of the signal in uh, different phase angles. So if I want to do continue the research in the same area, I can go for the switches which are much more faster than the existing one.

For the application of red US.

By providing the relationship between the what existing whatever what is the inputs, what is the output or the relationship in mathematical analysis then you go for the practical implementation. I mean like simulation, then design implementation. Then I go for the fabrication seat possible because these are provided.

Thank you for that explanation, Professor. Could you clarify how you would connect the technical depth of your research—like the work on faster switches—to teaching? For example, how would you make such advanced topics accessible and engaging for students in a classroom setting?

I see. It’s a structured approach—starting with theory, moving to simulations, and then practical implementation. How would you ensure that students with varying levels of preparedness in subjects like RF MEMS or VLSI can follow and succeed in such advanced topics?

So students has two firstly understood what is the how in RF MEMS, what it how it is? What are the steps involving the fabric at ICR designing that switches like in the VLSI. Also there is a different problem fabricate processor. The students should know that how the process will be. So based on that after arising then I.

Recommend the students to for fabrication.

Understood, Professor. Your approach emphasizes building foundational knowledge before progressing to advanced tasks like fabrication. Thank you for sharing that. Allow me a moment to proceed further.

Professor, let us discuss your research contributions and their sustainability. To begin, could you share a concise 3-year research roadmap you would implement to ensure impactful outcomes and alignment with VIT University's academic reputation?

Sorry if I got the chance in VHD VAT university, definitely I should contribute him in a research publications as well as a research grants like applying funding projects.

Better I I can say that I could contribute research in terms of general publications and conferences.

Thank you for sharing that, Professor. Could you elaborate a bit further on how you plan to scale your lab to mentor junior researchers effectively, ensuring a steady pipeline of high-quality publications in this timeframe?

Yes, Sir, thank you. Definitely I will contribute for a year. Initial stages, I will consideration for the conferences, then designing Sir can can publish in the research work, then I go for the grants.

Sir, openly talking since till now I didn't hear collaboration, only one collaboration. So definitely in future I would go for the collaboration. So for publications as a citation to improve the citations.

Understood, Professor. How do you envision leveraging international collaborations to enhance both visibility and citation metrics for your research output?

Professor, can you detail how you would implement an active learning model, such as a Flipped Classroom, for a large-enrollment course, ensuring it remains engaging and effective, without relying on traditional slide presentations?

Definitely certain people classroom students I I can make the students to engage for a complete class time period by involving the two way communications.

I am by discuss the practical, uh, what happened real times.

OK.

Understood, Professor. Two-way communication and discussing real-world, practical scenarios can indeed make the classroom more engaging. Building on that, how would you design a mentorship framework, tailored specifically for a university like VIT, to support academically struggling students while still nurturing your top-performing talent?

All right.

Firstly, I should identify the weekly nursery in the classroom, so I had to concentrate on that. Students, by engaging with them personally, are in leisure times explaining the concept from initial.

So I have to improve them in my personal way their their own way to get the analogy in the particular subjects.

Thank you, Professor. It sounds like you emphasize a highly personalized approach in mentoring, investing time to ensure individual students grasp the concepts in their own way. Now, shifting focus slightly, how do you design evaluation tools—beyond traditional standardized tests—that effectively measure a student’s actual competency and understanding of the subject?

OK, so first we I have to make the student in first remembering way. Then after that if you remember the basic concept then if you you should know understanding how it will happen, why it will happen. If once here I understood then he has to analyze the problems based on analysis then you go for the implementations.

Thank you, Professor. Your approach of moving students through stages—starting with remembering fundamentals, fostering understanding, then advancing to analysis and implementation—is clear and structured. I believe that covers the core section. Please allow me a moment.

Professor, could you discuss your systematic approach to improving a specific departmental metric, such as "Research per Faculty," which is critical for meeting high-level accreditation standards?

So researcher for faculty second improvement by inviting the guest lecturers from the different universities or 80s and conducting MDPS for the faculty facilities to increase so that that is research can improve in their life.

Thank you, Professor. I see the focus on guest lecturers and conducting Management Development Programs (MDPs) to enhance faculty capabilities. Could you elaborate on how you would structure these initiatives to ensure measurable improvement in research output by faculty? For example, would there be benchmarks, follow-ups, or any incentivization strategies?

Uh, if you conduct a research, uh, basic, uh, faculty development programs where, uh, different speakers can contribute their researchers in the particular area. Based on that, our faculty can gain the knowledge from that one and from their inputs, uh, speakers inputs, we can develop or research in the particular particular area.

And the guidance from this, uh, speakers and, uh, lectures.

The faculty can improve the research quality.

Understood, Professor. Your emphasis on faculty development programs and guidance from experts for targeted knowledge transfer is clear. Could you share an example of how you’ve previously contributed to or led a committee or initiative that directly improved research quality or accreditation outcomes at your current or past institutions?

So in my current institutions, I given the guidance for my junior faculty such that from the starting publications like in which publications they have to do and where, where it has to start, What is the flag rhythm like, how it can be reduced what, which concept is better suited for the which publications like that I.

Guided so many faculties in here to buy the research and I conducted the real SI training programs with the different from industry persons.

Thank you, Professor, for highlighting your guidance on publication strategies and your efforts in conducting training programs with industry experts. I'll take that into account. Let’s proceed.

Sorry to interrupt, we're down to the last 5 minutes.

Professor, let us consider a scenario. Imagine a student alleges grading bias against you, suggesting your decisions are influenced in a way that does not align with institutional pass-percentage goals. How would you approach and resolve this situation?

Definitely my way of teaching or a way of research is not uh, misguided, students say in UH.

Uh, not Rafa violate the inner city regulations are disciplines.

OK, so even if it happens, uh, I could uh, came to know where I had done the mistakes or where I can uh, improve the quality in each areas so that I can develop my.

Thank you, Professor. Based on what you've mentioned, how would you ensure fairness while addressing both the student's concerns and the institutional expectations? Could you detail your distinct approach to balance such competing considerations?

Uh, yes, definitely, Sir, Uh.

We have been encouraging students in the presenting the different hack terms or competitions to present their knowledge and their even their research so that they can choose more knowledge from this and they came to know that what the level of the students from the competitions.

Understood. Now, in a broader context, how would you handle a professional disagreement with leadership during a public committee forum if the disagreement is about an important academic decision?

Definitely I obey the What are the electricity guidance or rules from the management? I will I should follow that one.

And making of making a cool environment with their colleagues and my staff.

Thank you, Professor. That will conclude this section. Let us proceed.

Uh, first and foremost, uh, this is a good one to provide the internship in the industries for the students. Uh, with my contacts or with my previous colleagues and my friends circles, uh, I can make the students to provide the internship in the industries.

Professor, let's explore how you'd integrate academic learning with industry requirements. First, what specific strategies would you employ to leverage your professional network to establish direct pipelines for internships or core-sector employment opportunities for students?

For the academic.

A curriculum plays a major important role if I decide in the story in a scary error. OK, so nowadays the curriculum should be practical and it should be oriented into industry oriented.

Thank you, Professor. How would you modernize the curriculum to align better with evolving industry trends, ensuring students are well-prepared for current and future professional demands?

Noted, Professor. Could you elaborate on how you plan to secure industrial consultancy projects that can contribute to generating departmental revenue?

By by accepting the consultancy projects in my department, I can I can generate revenue like.

Bing, uh, chips.

If we have some facilities.

Uh, then like the.

Professor, could you clarify your question or thought? I want to make sure I understand so I can address it properly.

Sorry Sir, please repeat.

Of course. You were mentioning something about facilities—could you clarify or expand on your question or statement so I can assist you better?

Yeah, by doing the consultancy work, we can generate the revenue for the department.

By available facilities which are providing the department.

Ah, I see. You're suggesting leveraging the existing departmental facilities to generate revenue through consultancy work. That’s an interesting approach. Can you elaborate on how you would go about structuring such consultancy work? Specifically, how would you ensure that the faculty, students, and resources are efficiently utilized without compromising the primary academic mission of the department?

OK, bye.

Listen. Listen.

Thank you, Professor. Before we wrap up, do you have any final questions about the role or our organization?

Yes, Professor. I'm listening—please continue.

No, no, no specifically requirement. I mean from the university.

Yes, answer please conclude. Thank you for giving the opportunity.

Understood, Professor. If there's nothing specific you'd like to ask or clarify, shall we conclude the interview here? Please confirm.