Yes, Raja.

Please start by introducing your professional journey in academia

Yeah, sure. Uh, my my name is Doctor Yarmin Singh. I I did my. Actually I did my professional degree start from work I.

You were saying you started your professional degree—go ahead and tell me a bit more about where you began and how your academic path developed.

I did my first high school in 20. Ah 231. Higher. OK so yes I did my Btech from ABS engine College in 2009.

So, with your BTech background, what subject area do you most enjoy teaching,

And from the Technical University in the branch of the. Communication in India. Yeah, I did hear. In general lot have microcontroller and microprocessor and. Yeah, electrical and instrumentation. Hello.

Alright, so you mentioned microcontrollers and microprocessors as part of your teaching. When you're explaining those concepts to new students, what's your go-to analogy or method to make them really grasp how a microprocessor works?

So you are actually you are talking about my degree or? What I. Teach in the. Background. Taking background. Can you? Can you clear little bit thing?

Yeah, I was asking about how you teach microprocessors or microcontrollers—what's your favorite analogy or example to help beginners really understand what a microprocessor does?

So on. Yeah, it's a micro actually. Basically I'm talking about my. Detecting I did my B.Tech. Degree in electrical and communication. I did not. Teach over there. So so but I I can answer for your question.

Okay, understood—you haven't formally taught microprocessors yet, but you're ready to explain if needed. For students encountering embedded systems for the first time, what's one foundational concept you'd make absolutely sure they understand before moving on?

Uh, I hear is that the microprocessor is the processor.

Right, you said the microprocessor is the processor, but that's pretty high-level. If you had a student struggling with the idea, how would you break down the difference between a microprocessor and a microcontroller for them in a lab setting?

Yeah, definitely I can. I can estimate to the student what is the Microsoft microcontroller on the on the PAV basic I can. Then what is the micro? What?

We can control anything in the macro level like we have to make some program and. Upload that program to the as a software.

Professor, I noticed your PhD thesis focused on “Theoretical and Experimental Study of Special Featured Fiber Bragg Gratings and Surface Plasmon Resonance Sensors for Improved Performance.” When you need to introduce undergraduates to these advanced sensing technologies,

Okay, so you talked about programming at the macro level—uploading software to control things. In your research on fiber Bragg gratings and surface plasmon resonance sensors, how would you simplify these concepts for students who are just learning about optical sensing for the first time?

Yeah, sure, I can in this very well because. And nowadays we are using like P. Electronic sensor they are very. Slow in the speed and they are consuming the electrical thing, so we are moving. To umm. Take this type of sensor with the optical sensor because we know that. Optical light is very. Arched, propagating through the optical fiber. So we develop. Uh, censor with that. Phenomena using of the light.

Alright, you explained that optical sensors use light to achieve faster speeds and less power consumption compared to electronic sensors.

So we can make the optical sensor. That can detect the pressure temperature. Yes, so we I can explain in that way like if we are using the FBG, FBG have. Only some people. Periodically structure within the optical fiber. That periodic structure we can use as a multiple sensing we can also detect. The same optical fiber we can detect the biomart in biomolecule within the that simple FPG we can. Also detect the temperature with that simple LPG. So I can explain in the theoretical way so that they can understand the optical sensors. When they understand the optical sensor, we can go. Into the deep how the light propagating to the fiber and how intact? The FPS set. And how they are light is intact. With physical phenomenon. So how that? Propagating. Alda with the effect of the temperature pressure in Vaik Yes, so. Talk me to the. Not make uh. Left setups or without slides. So yeah, we can start with the. Very basics with the. Following the death.

So we can make the optical sensor. That can detect the pressure temperature. Yes, so we I can explain in that way like if we are using the FBG, FBG have. Only some people. Periodically structure within the optical fiber. That periodic structure we can use as a multiple sensing we can also detect. The same optical fiber we can detect the biomart in biomolecule within the that simple FPG we can. Also detect the temperature with that simple LPG. So I can explain in the theoretical way so that they can understand the optical sensors. When they understand the optical sensor, we can go. Into the deep how the light propagating to the fiber and how intact? The FPS set.

Professor, let’s focus on teaching now. Suppose you’re assigned a large Embedded Systems course at VIT University, but you’re not allowed to rely on traditional slides or lectures. How would you design a session that actually gets students involved and thinking for themselves?

You started with the basics and mentioned following the depth, even without slides. What activities or techniques would you use in the classroom to get students physically or mentally involved with embedded systems, instead of just listening?

Because in my point of view like that. That's good with the best option to. Start. Yeah.

Yeah. No, no. I can I can give some example live example I can take some.

You said starting with the basics is best, but I still need specifics—what's one hands-on activity you'd use so students can actually experiment with embedded systems in class, even if you can't use slides?

Okay, let's shift gears for a moment. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yeah, I will definitely work on my. If there is some inconsistent change. Found within the academic point of view, I will work. And uh. Fixed in that manner so that students. The department. Personally will achieve to me or. They will. They will. Point. I need to be improved on. I love you.

Alright. Imagine this scenario, Professor: a student formally complains that your grading is unfair, and at the same time your department head urges you to increase pass rates. How would you handle this situation while staying true to your academic standards?

Yeah, in my previous experience, definitely I will do the right thing to the students. I will not. Go unfair. Numbering.

Yeah, in my previous experience, definitely I will do the right thing to the students. I will not. Go unfair. Numbering. To the students.

You said you'd do the right thing for students and wouldn't grade unfairly, but this is a tough spot—what if the department head insists on raising pass rates even if it means lowering standards? How would you respond?

You said you’d do the right thing for students and not grade unfairly, but this is a tough spot—what if the department head insists on raising pass rates even if it means lowering standards? How would you respond if your academic principles conflicted with that request?

After that, if students come to me to increase the number, I definitely show the answers give to. Actually, definitely in that way we can.

Professor,

Like if they want to increase the parcel, we can, we can. Creating all the. Yeah, so actually. Uh, like, uh. Sensors in India.

Some government agencies working like a market they end up. For the FPG sensor.

You started to mention sensors in India—can you give me a concrete example of an industry partnership or a real-world problem from a company that you’d bring into your embedded systems or optical sensing course at VIT?

Mm-hmm.

Yes, yes, yes. That's why I'm answering that question. Actually I in my PID I work with some scientists from RR CAD. They are work on the developer. Hybrid net incentives.

Alright, so you collaborated with scientists from RR CAD on developing hybrid net sensors. If you were designing a lab session for students at VIT based on that work, what would the students actually build or test—can you walk me through a real experiment they'd do?

So I know that a scientist I definitely require. I'm very interested to contact them and. They were in the. Yes. They can start with the optical fiber sensors.

They, uh, we can, we can buy some, uh, basic optical fiber.

Okay, so you'd start students with optical fiber sensors, possibly reaching out to those RR CAD scientists.

They, uh, we can, we can buy some, uh, basic optical fiber. And the. Yes.

You’ve got experience with optical sensors and embedded systems—let’s dig into your skills a bit. If you were running a project where students had to process noisy images from a sensor, what practical technique would you have them use to improve image quality before analysis?

You mentioned buying basic optical fiber, but that's just the starting point. What steps would you take to make sure students aren’t just assembling kits but are actually designing and troubleshooting their own sensor circuits—how would you push them past the basics?

I'm not understanding your question, Arjun. Basically, I'm expert in the optical cargo sensor and I know. How to learn the students from the basic? But he was asking the optical pipe. Circuits so in. Compilers and there is. It's like a light matter interaction. We have to analyze the life.

You mentioned light-matter interaction and analyzing life, but I need to know what students would actually do in a hands-on setting. If you were teaching image processing, what practical method would you have them implement to clean up sensor data—like, would you use median filtering, Fourier transforms, or something else?

And I can explain to the student. How life is behaving in and through the way. I'm not. I'm not an image processing. OK.

Alright, that's clear—you don't have image processing experience. Shifting gears, when you're teaching embedded and communication systems, what's a practical lab experiment you'd assign that helps students really understand how data moves between devices?

Yes, yeah.

Just saying “yes” doesn’t tell me much. When you teach embedded and communication systems, what’s an example of a lab experiment you’d assign where students actually see data flow between devices—can you walk me through how you’d set that up?

Yes, yes, yes. Actually we can. We can make some. In the time of communication, we can make the. Take the private.

You started to say “take the private” during communication labs—can you be more specific? What would students actually wire up, and how would they see data moving between devices in that experiment?

Yeah, I'm set up so. Which they are using.

Alright, so you’re setting up labs where students use the equipment themselves. Let’s switch to teaching and academic skills. When you’re explaining a complex embedded topic to undergrads who are struggling, how do you break it down so they actually understand—not just repeat it back?

Yeah, and. The problem with the student. What they are facing? What are the problems they are facing?

According to that I will find the solution.

You’re thinking about the problems students face,

Right, so you adapt based on what difficulties students are facing. When you’re reviewing exam papers, what’s your process to ensure fairness and consistency in grading—especially when you see borderline answers?

First of all, I. Make the solid. For that paper.

Otherwise I will check. If the students.

Okay, so your first step is to make a solid foundation for the exam paper.

You were about to say how you check students if—can you finish your thought?

Yes, definitely.

I I encourage the student to go with the new topics.

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

Got it.

Desert on the web.