Good afternoon myself, Doctor R Bhaskar from KS Rangaswamy College of Technology. I have working as Assistant Professor in the Department of Computer Science Engineering and also employing the additional role as Deputy Controller of Examinations from the year of 2014. And then? I have published, I have completed my B Computer science, engineering and me Computer Science and engineering. UH, and then I've completed my UH PhD in Computers and Information Engineering in the era of 2026. And I have published 2 CA paper and five Scopus journals and 16 international conferences. And I have been acting as academic editor for Plus One Journal Q1. SCA and then I'm acting as review for so many, uh, journals. And then I published one book and I have published one patent. And also I am a member of I triple. This is about my introduction.

Please start by introducing your professional journey in academia.

Professor, you've clearly got a strong background in both research and academic administration. I'm curious — in your teaching, is there a particular foundational concept or topic in computer science that you especially enjoy introducing to new students?

Yes, I would like to teach, uh, deep learning, uh. LLM.

Deep learning and LLMs are pretty advanced topics for undergraduates. When you're introducing these concepts for the first time, how do you break them down so students without much background in AI can grasp the basics?

I will I will structurize the schedule uh for learning the concepts and I will introduce uh, practical and theoretical implementations and the project based learning. And case studies.

Given your strong publication record in optimization algorithms for fog computing and IoT, where do you see the most fundable research directions over the next three years? What types of grants or external funding sources would you target to sustain and grow your research group?

That is so I would already have implemented introduce hybrid Priory dog mango optimization algorithm. For reducing the uh, if uh, reducing the latency and uh, reducing energy in IoT systems. I would like to introduce some of the important concept healthcare and smart cities, uh. Uh, projects and also, uh, regarding this, I would like to apply for funding projects also.

You're focusing on healthcare and smart cities, which are definitely big funding priorities. When you're scoping out these projects, how do you identify which industry or government partners to approach for collaboration or funding?

In healthcare healthcare system, I will visit some of the hospitals regarding which project I'm going to take over and I will collect the data sets and have the real time implementations. I will have the trial and test method. And we'll go for some of the error detection methods and based on this, I will approach some of the hospitals also. And also medical research laboratories in a central government area. Uh, in this way I would like to. Approach the. Concerned authorities.

Professor, let me shift back to your teaching for a moment. Imagine you’re running a session on deep learning for a large group—say, 200 students—and you can’t use slides or a traditional lecture. How would you structure the class to make sure students are actually engaged and wrestling with the material, not just passively listening?

This I will make the group activities.

And also I will implement some of the activity based area implementations. So in this way I will, uh, look over this session.

That's a start, but "group activities" is pretty broad. Can you give me a concrete example of one such activity you'd use in that deep learning session, and how you'd check if students are actually understanding the material?

That's still pretty general. If some students just aren't participating in your group activity—what's your approach to get them engaged, or to figure out if they're actually learning?

Situation.

Accreditation cycles can be pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Because the outcome assessment can be. Improved by having some of the content beyond activity. And also we will think about some how the activity can be improved by using the. The project based learning.

That's a bit general — outcome assessment in accreditation usually means clear, consistent evidence that students are meeting learning objectives, often with specific rubrics and documented results. In your experience as Deputy Controller of Examinations, what role did you play in ensuring that kind of documented quality assurance for accreditation reviews?

That is, my role is developing the software. For publication of results and printing mark sheets and also creating the attainment for end semester examination. To provide attainment for the continuous assessment and also for external assessment and also providing the degree recommendations to the students to the Anna University.

Professor, imagine this scenario: A student files a formal complaint, claiming your grading was biased. At the same time, your department head is pressuring you to raise pass rates to meet institutional targets. How would you navigate this situation, balancing academic integrity with the institutional expectations?

In general, whatever the things which will be followed as per the guidelines, there is no need of going any biasing the things. Whenever we publish the results, we will check it out. The system will also cross everything related to dummy number, register number, mark. So already there will be no situation like this. If it happens, we will sit back and we will prove that how we have published. Before a committee, and we will prove that it is correct.

Suppose your department head disagrees with your approach and insists you adjust grades to improve pass rates. How would you respond in that situation?

There will be, that is I will. I won't allow these type of things as we had some integrity and also we follow the examination system in a genuine way. There is no need to go illegal. I will approach them and I will inform them to do now it will not be followed at any cost of at any point of time.

Given your research in multimedia and AI applications, do you have any active collaborations with industry partners or tech companies that directly benefit your students—maybe through internships, placements, or real-world project exposure?

Some of the students are going for internship for a applications. Uh, that is so in general they are attending the internships. There is no direct connectivity between us.

Alright, Mr., let's run through a few key areas to wrap up your profile. Given your background, can you describe a project where you directly applied multimedia or AI techniques to solve a real-world media challenge?

Yeah, in IoT we have implemented this for example. There are if you are if you take 5 to 6 IoT notes, if I am allocating some process for each and every IoT. And they it should complete process in a specific duration. If there is any failure in a particular IoT node, those process will be carried over by the subsequent IoT node and we will analyze as an animated UI a media. So we have generated AI media for this and we have analyzed everything for this. And because, uh, the purpose of introducing this a multimedia in IoT tasking is. We want to. Channel is where the failure has happened, where the success rate can be increased in a specific duration of time.

Okay, and for that IoT project—were you also responsible for guiding students through the research process, like helping them formulate hypotheses or structure their experiments?

Is, uh, whenever we collect some data sets or whenever we, uh, channel is the data flow structure, we will analyze, I will analyze everything and I will find out where there is a flaw, where can be, and that is where improve, improve, improvement can be made. Uh, those improvements can be applied. And then we will allow the students to implement their projects. Wherever they are lagging, we will be there to guide them to rectify their issue.

That is first of all I will let them to search what they have done. On their own. And then we will give some amount of time. And also it is a throughput, that is the project should be completed in a given amount of time, so I will give a certain limit for them. If they are not solving in that certain limit, I will give some uh input ideas to find out the problem. And I will go step by step and finally I will involve in them and I will solve the problem.

Right, so when you’re guiding students through project work and they hit a roadblock, how do you decide when to step in directly versus when to let them struggle and learn from their own mistakes?

Alright, that's clear on your approach to mentoring. Stepping back to your teaching methods—when you're delivering both theory and lab courses, how do you ensure your students connect abstract concepts to practical lab work, especially for those who struggle to see the relevance?

That is, uh, whenever I conduct a theory classes. Always have the real time examples that will be connected with the laboratory session. First of all, I will split the students. Uh, whether the students can the party, I will split the students, uh. That is the people who are getting ready, understanding advanced leaders and slowness. So by having the advanced learner, I will give the directly projects or laboratory experiments for the slow runners. I will give some real time examples. I will sit back with them and I will implement one of the project, our laboratory experiment and they will connect. The slow advanced learners to combine work for combined work and then I will see back what the result has happened. If there is any issue then I will once again I will give the extra extra input for this loneliness and fast.

Got it. Now, stepping into your exam duties—when you design or supervise exams, how do you ensure the assessments are fair, valid, and actually measure the intended learning outcomes?

That is, uh, whenever, uh, we go for a question paper setting a scrutiny, I will check out whether the question paper is, uh, fair for the average students and whether it is a challenging for the brilliant students and whether it is somewhat stronger for the more average students because. It is not a continuous assessment. It is when we go for NMS exam that should be skill based learning. So in this way I will, uh, supervise exams.

Okay. For your communication and teaching style—when you introduce a tough new topic, how do you structure your lecture or materials so that even your slowest learners can engage meaningfully right from the start?

Whenever I go for a new topic, I will find out the A-Z data where it has the origin. And how it has been deliberated. How it has been changed? I will let them in a PPT session and also show the animated video until I will connect everything and will that should be more understandable both the fastliner and the slowness.

Alright. Shifting to your academic background—can you briefly confirm your area of specialization for your PhD and how your doctoral research connects to the courses you teach now?

That is my PhD result of optimization algorithm under resource scheduling. This is the main concept.

Yes I have AI have a consultancy of amount of 10,000 in a niral thriller by Tamil Nadu government. Uh, for a smart agriculture and then have a 88,000 of consultancy project, uh, with uh, Abhay paper mill method. So these are the, uh, consultancy project I have.

You mentioned your PhD was in optimization algorithms for resource scheduling. Can you walk me through a particular method or algorithm you developed or applied during your doctoral research, and explain how you validated its effectiveness?

Interesting—so with the smart agriculture consultancy, what was your main technical contribution, and how did you measure its success for the client?

That is, extra flow of water can be stopped using the sensor. And also The thing is. Uh, for the particular land, which CDs, uh, generic and which can be cultivated, in which session it can be cultivated. These are the things which has been done and it has been given to the client. It is in a testing, uh, area. So, if it is successfully implemented, automatically these projects will be carried out by the particular agriculture farmers.

Alright. For your consultancy with Abhay Paper Mill, can you give a concrete example of how you applied your expertise—what solution did you design or implement that had a measurable impact for their operations?

Yes, Sir, they are. They are manufacturing the papers and also they're collecting some other raw paper from the outside like cracker areas and also from of the paper that is from the stores. So we will check out which paper can be mixed with which paper and what type of GSM can be given for having a fluent paper. And clear paper.

Okay, so with that paper mill project, how did you communicate your findings or recommendations to the client—was it through a technical report, a presentation, or something else?

Is true technique. First of all, we will give a presentation. If the presentation is satisfied or if there is any query which has been arranged by the particular Abhay paper meet, we will implement everything in this presentation and we will show some of the demo if it is satisfied. Finally give you the final report.

That process sounds thorough enough. Before we wrap this section up—thinking about your research publications, have you published any work from your PhD or consultancy projects in peer-reviewed journals, and if so, can you mention one and describe the main finding or contribution?

Yes, I have published 2 papers related to my PhD in Scientific Reports T1 journal. One is hybrid optimization algorithm related paper and another one is dwarf Mongoose optimization. Algorithm paper. Everything is related to energy latency. And optimizing the energy area IoT data systems. Uh, and also one another thing, improving the performance.

First of all, I will ask them in which area you are specialized. Because whenever we go for a project development, first of all we want to know the client requirement. The student is also like a client. I will ask him in which area you are specialized. I will check out the specialization. I will have an interview with them. Where I will check it out whether they are really specialized in a particular area. If it is OK, I will. Give them an idea to choose in which platform or which technical expertise you want to choose a topic. After selecting the topic. I will prepare a data flow architecture and either data flow architecture with them I will prepare the data sets. And I will start implementation by using the particular students.

Right, that covers your publication work. Thinking about student project supervision—when you're guiding students on their final year projects, how do you help them choose topics that are both feasible and research-oriented, especially if their initial ideas are too broad or unfocused?

Makes sense—so after the initial topic selection and data flow stage, how do you handle it if a student’s project starts to stall or they aren’t making progress as expected?

Yes, uh, I will give some amount of time like a throughput. I will watch everything in a demo. And if I'm not satisfied, I will call them and I will give the extra input. I will check out where they are lagging. If they are lagging technically, whether they are lagging in financially, I will help them to start with that particular point.

That’s pretty hands-on. For your theory and lab courses—when you teach a lab, what’s one specific experiment or practical session you use to help students connect theory to real-world application?

Everything is like a practical.

Alright, you mentioned your PhD focused on optimization algorithms for resource scheduling in IoT. Can you walk me through a specific technical challenge you tackled in your dissertation—what was the hardest part, and how did you solve it?

Yeah, when I go for a PhD dissertation, I I faced a problem and the examiner asked how you how the IoT single IoT can transform a. Process if there is a failure, how the process can be transferred another IoT by using the system? So that was a very tough. But I told that through the cloud sensor I can able to transform one process which is failure 1 can be transferred another IoT node to travel in a successful way to complete the process. This is a way I have a decision in my PhD.

Right, so you handled failover between IoT nodes using cloud sensors—sounds like a solid approach. Thinking about structured teaching, how do you design your lectures or lab sessions to make complex topics like optimization algorithms accessible to students who might not have a strong math background?

Most probably if the particular student is having a problem in mathematical background, first of all I don't directly involve in a mathematical area. First of all I make them to understand the concepts mathematically in a theoretical way and then I will ask some of the questions with them and have a presentations and demo. To make them to make it convenient to understand the things to get into the mathematical background, then I will go for a directly into mathematical equations or background.

Alright, that approach makes sense for scaffolding their understanding. For student evaluation—when you set exam questions for a theory course, how do you balance testing factual recall versus deeper conceptual understanding?

When I go for a question paper setting for a theory courses, first of all I will check it out how we have handled the lecture series for the last one month or last 6-6 months in which way we can ask the questions. How we can kindle the students to think about answering the questions? How because the students must not get 10 star mentally stressed by seeing the question paper. Based on that, I will set the question paper.

Okay. For industry projects or consultancy—outside of academia, have you ever worked directly with a company to design or implement a multimedia or AI solution? If so, what was your role and what kind of impact did it have?

Yes, I am working as a software developer for Abe Paper meal as a consultancy person. I have developed how the particular GSM can be mixed and how GSM can be considered for a particular paper for manufacturing. In this way I have ordered this.

Alright. When you worked as a software developer for the paper mill, how did your communication skills help you coordinate between technical staff and management to ensure everyone understood the technical choices you made?

Yeah, first of all, I have. Appointed on person. Who is uh? Communicator come I appointed A communicator for the client and myself and I've introduced whatever the things which we required as a raw data, raw data from client side and then directly develop the software and I given a demo that is our layman can should understand what we have developed in this way, have prepared a presentation in both Tamil and English and make them to understand and then have given a software to the particular. Peppermint.

C for laboratory experiment, whatever the output they are showing. And how the output has been arrived in efficient way in this base. In this basis I will award the marks. And I will award the marks by asking the Vaibhav wise questions and also again some data sets to analyze. When however they are showing the output for the particular experiment, I will give you an extra data set whether I want to know whether they have done it by cell, by him, by themselves or through someone. So after that I will give some data set. If it is uh, it has been uh, the output is correct. Then I can able to avoid the amount.

Right, so you made sure everyone could understand, even across languages. For student evaluation—when you have to grade a practical lab or project, how do you make your assessment fair and transparent to all students?

That’s a pretty structured approach to practical assessment. When you’re guiding student research, especially for projects that could lead to publication, how do you help students identify what’s truly novel or publishable versus just a routine implementation?

That is, whenever we write a paper. Uh, if you want to write a paper before that, we want to have a ready made implementation. So if it is really automatically the paper, if there is any novelty, then only I will allow them to write a paper. Apart from that, there is nothing else.

Okay, so only genuinely novel work gets your support for publication. Shifting a bit—Mr., when you guide students who are struggling to communicate their research clearly in writing or presentations, what strategies do you use to help them improve?

Yes, if there is any communication problem I will uh. Uh, uh, create a lecture class for understanding the English communication between the English lecturers and they will check it out through them and I will give, I will inform them to give, uh, give them to write some uh, like statement, uh, meaning communicate English communication if it is right. Or if there is any nothing wrong. And I will I will give extra classes for them. First of all, they want to understand how to. The English sentences and then I will allow them to write.

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

It's a.