Good day, Dr. Bakkiyalakshmi Palanisamy. 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?

I'm ready to start.

Good morning.

Good morning, Professor. Please start by introducing your professional journey in academia.

OK umm, I started off as an agricultural engineer, uh, from uh, Tamil Nadu Agricultural University, India.

Then I found my passion in soil and water conservation, engineering, GIS and remote sensing. Back when I was doing UG projects. I wanted to proceed along that direction. So I went ahead with enrolling for Masters program at Texas A&M University. There I proceed I worked on hydrological modeling for attachments. In urban areas as well as non urban areas.

Understanding how the Kashmirs behave through numerical model. The model I used was the soil and water assessment tool and the work primarily involved using GIS and satellite images or remote sensing images or data for input the hydrological models. Then my passion continued. I went to University of Kentucky. For continuing my PhD program there also I worked on.

Ideological modeling, uh, the thing that I worked on, uh, the important thing to note in that aspect was, uh, I mean, with respect to my PhD program, uh, dissertation, uh, identifying or arriving at a solution to estimate runoff for unaged bases, you know, unaged basin means not all these streams are basins are gauged. I mean, it's not monitored or considering the cost and manpower.

The technical level of logging devices needed, So what I did was to arrive at the.

Methodology to using hydrological model to estimate runoff for all these streams in basin.

Umm, with the, you know, more than umm, 87 thousands of hectare of a drainage area. So from there I proceeded with, I continued my passion in water resources engineering. I'm trying to address the issues of water scarcity as well as umm, surplus water, you know, with respect to urban or flooding or drought. Uh, so like that. So I moved, I proceeded with my passion in National University of Singapore.

There I worked on identifying methods to reduce urban data, mostly in a sustainable green infrastructure adopting there also it intensively. I worked on, you know, numerical modeling and then.

I.

Now surplus water and all. So I I explored and in the upcoming years after 2014, I expanded my passion into drought characterization more. I collaborated with international faculty and international organization and they know as you may see from my publication record. So I had worked with the professors to arrive at or characterizing the agriculture.

And I, I wanted to expand, you know, beyond.

Start in, in an effort to address the water scarcity, particularly with respect to rainfall regions. And then as then I, I, I was saying.

I started, I started my career as a full time faculty in Savita Engineering College. For five and half years I was working there. You know, that involves a lot of carrying out researchers in the water resources domain, you know, teaching, publishing research articles, high impact virtual research articles and addressing.

You know a real world problem through research as well as you know, going into the field and all I had done.

I know a couple of consultancy work for the in the collaborated organization and a nonprofit organization as well. So I involve a lot of students as well in that so that they can get hands and experience of how it works in the real time field.

Then.

I also currently I'm working as a manager in the Center for Organization, Buildings and Environment IIT Murrahs where I.

You know, spearhead or the lead the team working with the government and.

Corporate organizations solving their water related issues and urban planning issues, stuff like that.

So This is why I am right now.

Thank you for sharing your academic and professional journey, Professor—it is quite extensive and demonstrates a deep commitment to water resources and hydrology. Let's proceed.

Yes.

To begin, let's address your expertise in water resources and hydrology. Can you explain the implications of Darcy's Law in the study of groundwater flow and how you would ensure accurate application of this principle in research or practical scenarios?

OK, uh, Darcy's light was derived, uh, you know, uh, for, umm, packed column of, uh, soil. And I'll try to understand how the water flows through the soil column. Initially it was set up for a horizontal column, uh, by, uh, Darcy, the scientist Darcy. So it essentially calculate the water flow through the saturated media, right? So, uh, but when you move on to the real world situation, it is more of a, you will have.

Encounter unsaturated media as well, right? So it's not always gonna be saturated region. So that is when you have to work with, you know, numerical models.

You have to make use of the numerical models where you can identify or characterize the soil, like for example their initial saturation or the reservoir moisture of field capacity. So based on that, you will be able to adjust or utilize the gases law into real-world applications.

We we actually this is one of the In fact I have worked use this model for the one of my research article as well understanding how the soil moves through the domain.

And try to see how the saturation capacity may be addressed using by implementing green infrastructure.

OK.

No.

I'm sorry I didn't answer the previous question yet.

Yes.

OK, the.

OK, umm, real world situations. I, I understand the need to validate the model because otherwise the whatever the numbers we will be getting, it won't make sense, right? So what do we do is we calibrate the model first. Now that requires observed data, right? So either you can arrive at the physical properties of the soil, for example, porosity, saturated hydraulic conductivity, infiltration capacity.

Like even going further than like metric potential and all in in situ by by integrating in situ measurements and laboratory experiments. So based on that, you will get an idea of how, what is the properties of the soil in the in the study area that you are looking at or in other words, the area of concern. So what do you do is you take those numbers and plug that plug that into the numerical models and see where your. Fits with the measured data. So based on that you can say, OK, I'm getting closer to what is actually the nature of the soil. So then from there you can proceed if you feel that OK.

Take your

My efficiency or performance efficiency of the model, which may be measured or estimated through our square or national circuit efficiency. OK, I'm good. I'm good to go because my numbers are like about, let's say .8 or .9 or .7.

I'm good to go. So now I can replicate the process with the conference, you know, So that is how you proceed with validating the model, numerical model.

Thank you, Professor. That is a well-structured approach to validating numerical models, emphasizing calibration using observed data, integration of in situ measurements, and laboratory experiments to determine soil properties. Your explanation of measuring performance efficiency with metrics like R² or Nash–Sutcliffe efficiency demonstrates a sound understanding of model validation processes. Let's proceed to the next skill evaluation.

Yes.

Let’s now assess your ability to teach theory and laboratory courses. Can you describe your approach to designing and delivering a course on hydrological modeling, ensuring both foundational theory and practical application are effectively covered?

OK, uh, in fact, uh, that's a good question because, umm, uh, back in my tenure as an associate professor in Savita Engineering College, I had in fact designed or I designed a curriculum for a course called, umm, uh, numerical modeling for water resources management. Uh, so, uh, So what I envisioned was for the students to learn considering they are an undergraduate student, OK? So you have to start with explaining what is numerical model because.

Just about modeling would not make sense to an undergraduate students, so we have to start explaining the model.

And, uh, what are the categories, uh, types of models that are present? And then you go about how it may be, uh, designed, you know, how a model may be designed, for example, as simple as that. Uh, what are resources? How much of rainfall is coming in? How much of runoff is getting generated? How much will be output to the watershed area? So you have to explain or design the course in such a way that how the rainfall will be brought into the model.

And then you calculate and then you design in such a way that how the turn off will be output to the catchment and how that will be evaluated, right. So this is just an example. So these sort of the theoretical background, how it will be input, how the output will be evaluated, all those things will be integrated into the curriculum design and based on that design you go about.

And how the runoff will be generated within the study area, that domain delineation, everything has to be explained in theory first.

Uh, what sort of models are there And, uh, physically based, those sort of categorization has to be brought in so that the students will be able to understand what sort of models to be chosen for a given set of problems. And then based on that, how you arrive at the OR delineate the model domain, how do you bring that, uh, physically presented model domain into the, uh, model area, I mean?

The, uh, computer based software and then, uh, you have to talk about.

How to input the data and you have to talk about how each of those physical processes will be addressed into the model. OK, So those are all the things that have to be integrated into the curriculum. And then essentially once you know, give this sort of a theoretical thing your theoretical background, I'm sorry, theoretical background, you have to come back to what sort of models existing in the currently.

FC World, you have to give an extra a little bit of interaction about that so that they will know OK, this analogy there. So what am I going to do new, you know, those sort of that will drive the knowledge, the search for knowledge for more. And then towards the end of the curriculum, what you have to do is you have to give them practical exposure and ask them to explain, use the model to simulate or replicate one of the physical processes.

And then you have to ask them to, uh, analyze the outputs and then, uh, present and explain how that physical process is replicated in the computer model and how certain decision-making can be arrived using those outputs.

This is an excellent approach, Professor. Your curriculum design balances foundational theory with practical application effectively, starting with the basics of numerical models, transitioning into domain-specific techniques, and incorporating real-world exposure to modeling processes. Your method includes critical steps like domain delineation, selection of appropriate models, input-output analysis, and practical simulations for decision-making. How do you ensure that students with varied learning speeds and skill sets grasp both the theoretical concepts and practical applications comprehensively?

OK, I have encountered this problem earlier, you know, during my tenure as an associate professor. So I saw uh, various uh, students with various levels of learning, uh, styles in other versa. Uh, so some of them actually, they were very good at not grasping the concept as soon as it's explained, right? So those students, we can explain the theory and explain the model, ask them to proceed.

Verizon students, they do well only when it is implemented, you know, when only when they see what is being done. So for those students, what I do is or what I had analytics, you know showing them how it is run, how it is imported. So that way they understand. And while I do that now I explain each and every process. So in that way they are able to understand and some students, you know, they are very. Very. Neither, you know visualy or. You know, umm.

Uh, visually they won't be able to understand in the sense, you know, then I, I would have to, uh, spend, you know, have a time with them to make them understand, have an extra session for those sort of students or you bring in more outside, you know, expertise, you know, someone who is actually working in the field to solve the real problem and make them present how it is done.

So in that way they comprehend, OK, this is the need, then they will have they will have gotten that passion or I'm sorry, not passionate. They would have gotten that interest to OK, this is being done in the real world, OK, How I can replicate that? How I can do that? So that way you can, you know, meet out a different students with different level of learning abilities.

Thank you, Professor. Your adaptive methodology for addressing diverse learning styles is commendable, blending theoretical explanation, hands-on illustration, personal mentoring, and engagement with external expertise to inspire interest and understanding. Let's proceed to evaluate your experience in student evaluation and exam duties.

OK.

Can you detail your approach to creating fair and rigorous assessments for students in both theory and laboratory courses, ensuring alignment with learning objectives and course outcomes?

Can you repeat that question once again?

Can you repeat that question once again please?

Certainly,

Of course, Professor. Could you describe your approach to designing fair and rigorous assessments for students in both theory and laboratory courses, ensuring these assessments align with the learning objectives and course outcomes?

OK, OK. Like I said earlier.

Uh, I had a, a couple of batches of students with a different learning styles. So, uh, for theory theoretical courses, let's say pure theoretical courses, what I have done was instead of just a delivering theory through PowerPoint presentation, uh, or book reading or record writing, record reading, what I did was engage each, uh, all of them into groups, you know, So put each, the students with different abilities.

In groups so that they learn from their peers. So peer learning exercise and if at all, you know, because it because it's pure theory, they have to be able to get the concept. So what I did was, you know, I use.

Go

Guided a figure guider or figure generating learning sort of thing. So they, uh, draw what was there said in that? Nothing in the theories that say they draw in an E2 sheet and then they display their output to their classmates and then they explain what is being done. So they got so excited about the, you know, showing their output to the students, showing their creation to the students and they sort of learned.

Quickly you know, for your theoretical searches and for the laboratory oriented subjects you know one of the difficult goals was for example, you know, soil mechanics, other courses, so.

For students with a little bit of difficulty in understanding the concept, what I had to do was, you know.

Take them to the field and take them to the laboratory. I had to or even showed them.

You know, I showed them how it is being done and how it then impact the actual problem of the field from them. They understood, you know, the implications of that. Even after that, if they didn't understand, you know, I had to spend time with them, you know, explaining or explaining the experiment or doing the experiments or pairing them with their friends. You know, they were more open to working with their friends.

All by the Deora faculty. So in such cases, they were like very enthusiastic about learning from their friends and doing their experiments and understanding the calculations and all. So that's why I try to integrate students or try to make students improve that now with the different learning styles or that encourage them to learn or understand the concept.

So in that way, I can, uh, have an assessment that is, uh, justified across all learning, uh, students with, uh, different learning abilities. So it's not only in good marks goes to the good students who understand theory and things. So it, it has to be fair and, uh, I ensure that it is done such that, that all students understand so they can.

Uh, umm, fare easily.

Thank you, Professor. Your inclusive approach to assessments—using peer learning, visual aids, field trips, and hands-on demonstrations—is admirable, as it ensures all students have an equal opportunity to grasp concepts and excel, regardless of their learning style. Let's move to the next section, evaluating your ability to guide student projects and research.

OK.

Can you share how you mentor students in selecting, planning, and executing research projects, particularly in areas related to water resources and hydrology?

OK, umm, I have heard about 5 batches of students, you know, uh, with respect to mentoring, uh, more than 5 badges, I'm sorry, uh, mentoring for uh, final health projects, you know, uh, even masters level projects. Also I have a help them and PhD student also, I have had an opportunity to uh, mentor. So selecting the project, what I did was.

Uh, according to the, according to my experience and based on my.

Background with the for example, uniform model or understanding or development of certain technology. What I did was I just give them an once and selected as a faculty guide. I just explained them.

The importance of the task at hand, first, you know it has to excite them otherwise it wouldn't make sense. So it has to excite them. So once I explained to them and they are on board with the idea, what I did was, you know, explain what is available on already in the across the world. So they know OK, it is there. Now what can I do?

What can you do due to this? What can you add value to this work as a new existing work? So then we have several discussions of how we may be done. I asked them to present what they understand, what is the need for that work and what is already existing and what sort of ideas they have so that it adds value to the current task. So then after several discussions, I LED them to developing the model prototype or developing the model or go go to the field and get the data.

Sort of thing. So then I, uh, now I, I have a regular sessions, like a weekly or even a weekly price or twice. So I sit with them regularly and try to understand and identify the gaps that they would have missed during their thinking process.

So I, I would guide them in such a way that all those aspects of cover right. And then based on that, once they model or the prototype or the technology is affected, the most important part is the report preparation and the presentation. Because unless otherwise you see what was done this very, it won't be of much use to them. So. I sit with them for an understanding how to.

Make Commission how a report should be prepared, how it should flow through from the beginning, during in terms of explaining what is the problem, what is the technology, what is lacking in there and how it may be amended, how it may be improved and what we have done. So all those things, step by step, by guide through them in terms of writing the report as well as preparing the presentation towards the final committee. And then once the report is ready, I go through them. Not rigorous collections and make them do the.

Our

Revise, revise until it turned out to be perfect. So in this way, like the matches I have worked with, they have so much of A they got so excited and some of my students have published, they work in conferences, presented in conferences with great success. And they have published their work in a conference book also. So they are so happy about it and to see to see their names. So that's.

Level of you know work and passion that I would like I would drink out in in terms of guiding the research and all even for the masters program. Also you know they will you know they have they although they have completed their poster their those students were little OK what to do. So I had to go a little bit above you know you know making them read a research articles and try to come up with. The you know.

How to try to come up with a summary of those things to see or to make them, you know, get that interest to motivate them. So those sort of things, those master students were so good that we have also presented in conferences and we, those two research were used for a next batch of students to carry out their work, even one of those batch that I work with.

They've been just a new undergraduate students. They've such a beautiful work and covering such a big area of phenomenon basins in Chennai area. The external members are so impressed with their work. You know that sort of level of thinking and religious that I want to bring into the students.

The Center for Water Resources and Anniversary.

Thank you, Professor. Your comprehensive guidance—from instilling excitement about research tasks, facilitating discussions on gaps and innovations, to meticulously reviewing reports and mentoring presentations—highlights your dedication to nurturing critical thinking and academic excellence. Your success stories of students publishing and presenting their work exemplify the impact of your mentorship. Next, let’s evaluate your teaching communication and structured approach.

OK.

How do you ensure clarity and structure in your lectures or presentations, especially when teaching complex concepts in water resources and hydrology?

OK, let me take a minute please.

Of course, Professor. Take your time.

I have had this experience, so, you know, particularly with respect to such hydrology, uh, because umm.

OK, umm.

It's a beautiful course, right? It's a beautiful subject, but, umm.

In order to understand the concepts as simple as that, you know what is your.

So what I have to do was.

Uh, I had to go to several sessions, uh, with respect to, uh, how, how or what, what does watershed to begin with and how it is, uh, conceptualized into their minds. So as part, of course, as the, uh, for a concept as simple as partnership, what I did was to make them, umm.

No first towards conventional methods I draw the watershed and show the streams and all and then through PPT I show them the existing watersheds and the maps are 06 that and all is fine. But to make them understand what what I should is, I used you know I gave an example for ex. I'm I'm just giving a sample of my teaching. So I told them OK, imagine.

That is only one outlet, right? So whatever, whatever that you open that app and whatever water flows through the PC, it has to come out of that basin outlet, right? So that's The thing is a watershed. Then I explain them they just got it immediately because that's what they use every day. So they can relate to that. So that's sort of, you know, making them. Aware of, you know, making them aware of the concept from their everyday use.

Basil wash basins. Simply as simple as that.

Is actually has actually helped me a lot in explaining a lot of different concepts. You know watershed is 11 sample that I have given you.

Sorry, interest and bring making them memory alive is what helps them to grasp grasp the concept quickly.

So these sort of things, you know, instilling their.