Yes.

Please start by introducing your professional journey in academia

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI.

Alright, so you finished your PhD in electrical engineering at IIT Kanpur last year. Go on.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh. For uh, for the position of Assistant Professor. And I stayed there for two years.

Specializing in microelectronics and VLSI at IIT Kanpur is impressive. Were there any particular research projects or experiences during your PhD that shaped your academic interests?

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh. For uh, for the position of Assistant Professor. And I stayed there for two years. In the Department of Electronics and Communication Engineering. Taking care of the coursework. As well as research work. I managed there to. Publish. A2 SEI index paper. As well. 2 conference papers.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh. For uh, for the position of Assistant Professor. And I stayed there for two years. In the Department of Electronics and Communication Engineering. Taking care of the coursework. As well as research work. I managed there to. Publish. A2 SEI index paper. As well. 2 conference papers. After that, I moved again back to IIT Kanpur for a research scientist position.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh. For uh, for the position of Assistant Professor. And I stayed there for two years. In the Department of Electronics and Communication Engineering. Taking care of the coursework. As well as research work. I managed there to. Publish. A2 SEI index paper. As well. 2 conference papers. After that, I moved again back to IIT Kanpur for a research scientist position. One month back. And here I'm working on. Robotic applications. Using capacitive sensors, Large area sensors.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh. For uh, for the position of Assistant Professor. And I stayed there for two years. In the Department of Electronics and Communication Engineering. Taking care of the coursework. As well as research work. I managed there to. Publish. A2 SEI index paper. As well. 2 conference papers. After that, I moved again back to IIT Kanpur for a research scientist position. One month back. And here I'm working on. Robotic applications. Using capacitive sensors, Large area sensors. And their simulation as well as fabrication. Till now I have published a total of. 4 sci-index papers. I I have. Two granted in Indian patents.

OK, so. I did my. I graduated my PhD from IIT Kanpur in 2023. From the electrical engineering department. My specialization was microelectronics and VLSI. And my research area was. Thin film transistors, their characterization. And modeling and their applications in. Large area sensors. After that I went to IIT Delhi for my post doctoral. And. Project there was focused on. Enhancing. The efficiency of. Silicon hetero junction solar cells. I worked there for one year. And after that I moved to. Vignan University. Andhra Pradesh. For uh, for the position of Assistant Professor. And I stayed there for two years. In the Department of Electronics and Communication Engineering. Taking care of the coursework. As well as research work. I managed there to. Publish. A2 SEI index paper. As well. 2 conference papers. After that, I moved again back to IIT Kanpur for a research scientist position. One month back. And here I'm working on. Robotic applications. Using capacitive sensors, Large area sensors. And their simulation as well as fabrication. Till now I have published a total of. 4 sci-index papers. I I have. Two granted in Indian patents. And have been able to publish 2 conference. I triple E conference papers. Apart from this, my hobbies are. Uh, playing cricket and swimming. That's it.

Alright, so after your work on thin film transistors and large area sensors at IIT Kanpur, you moved to a postdoc at IIT Delhi focused on silicon heterojunction solar cells, and now you're at Vignan University. Sounds like a solid progression. Is there anything else relevant to your academic path you'd like to share, or does that cover your main journey so far?

You mentioned your work with thin film transistors and solar cells, as well as your teaching post at Vignan. Thinking back to your first semester teaching, what was one foundational concept in microelectronics or VLSI that you found especially rewarding to teach—and why?

Okay, so you took on both coursework and research at Vignan and managed to publish in SCI-indexed journals and conferences. When you were handling coursework, what teaching methods or classroom strategies did you find most effective for helping students grasp difficult concepts in electronics or VLSI?

Okay, so after your time as Assistant Professor at Vignan, you moved back to IIT Kanpur as a research scientist. While you were teaching at Vignan, was there a particular topic or lab experiment in electronics or VLSI that students found especially challenging or engaging? How did you approach teaching that material?

Alright, so you've just started working on robotic applications using capacitive and large area sensors at IIT Kanpur, after publishing research and teaching at Vignan. Given your background, what's one foundational idea or experiment from microelectronics or VLSI that you especially enjoyed teaching to undergraduates? Why did that resonate with you?

So, now you're working at IIT Kanpur again, focusing on capacitive and large area sensors for robotics, and you've published four SCI-indexed papers and hold two Indian patents. That's quite a bit of research output. Of your recent publications or patents, is there one that you believe most strongly influences the way you approach teaching advanced lab courses or mentoring student research? Why that one?

You mentioned publishing four SCI-indexed papers, two Indian patents, and recent IEEE conference papers, all while balancing teaching and research roles. That's quite a record. Given your experience guiding student projects and research, how do you support students who are struggling with experimental work or data analysis?

Yes. So for the case if there is. The work is based on experimental analysis. And if there is a lack of facility? Then I use my collaboration with IIT. Try to have a merger. So that there can be a joint research program. From the host university with the IIT Kanpur. So if the tools are accessible. I would like to take that facility. Apart from that, if. Uh, in case the students are not able to realize. See results from that data. Then in that case I would have. Assist them in order. To figure out useful results. That could be reported.

Yes.

Yes. So for the case if there is. The work is based on experimental analysis. And if there is a lack of facility? Then I use my collaboration with IIT. Try to have a merger. So that there can be a joint research program. From the host university with the IIT Kanpur.

Yes. So for the case if there is. The work is based on experimental analysis. And if there is a lack of facility? Then I use my collaboration with IIT. Try to have a merger. So that there can be a joint research program. From the host university with the IIT Kanpur. So if the tools are accessible. I would like to take that facility. Apart from that, if. Uh, in case the students are not able to realize. See results from that data. Then in that case I would have. Assist them in order. To figure out useful results. That could be reported. From what are the? Work that they have done. And for example initially. Recently. There was a simulation related work. Of from the under undergraduate students under the. Interdepartmental project.

Yes. So for the case if there is. The work is based on experimental analysis. And if there is a lack of facility? Then I use my collaboration with IIT. Try to have a merger. So that there can be a joint research program. From the host university with the IIT Kanpur. So if the tools are accessible. I would like to take that facility. Apart from that, if. Uh, in case the students are not able to realize. See results from that data. Then in that case I would have. Assist them in order. To figure out useful results. That could be reported. From what are the? Work that they have done. And for example initially. Recently. There was a simulation related work. Of from the under undergraduate students under the. Interdepartmental project. So there I guided them. To to get a simulation A simulation results for plasmonic solar cells. Which is usually difficult to implement in one-dimensional TCAD based simulators. Like the I supported them and gave by giving some ideas.

Yes. So for the case if there is. The work is based on experimental analysis. And if there is a lack of facility? Then I use my collaboration with IIT. Try to have a merger. So that there can be a joint research program. From the host university with the IIT Kanpur. So if the tools are accessible. I would like to take that facility. Apart from that, if. Uh, in case the students are not able to realize. See results from that data. Then in that case I would have. Assist them in order. To figure out useful results. That could be reported. From what are the? Work that they have done. And for example initially. Recently. There was a simulation related work. Of from the under undergraduate students under the. Interdepartmental project. So there I guided them. To to get a simulation A simulation results for plasmonic solar cells. Which is usually difficult to implement in one-dimensional TCAD based simulators. Like the I supported them and gave by giving some ideas. How to utilize the? Available tool. To generate. The results? By indirect modeling those concepts. So this. Has been very helpful and uh. We have sent that paper for. International Conference I Triple E. Affiliated.

Yes. So for the case if there is. The work is based on experimental analysis. And if there is a lack of facility? Then I use my collaboration with IIT. Try to have a merger. So that there can be a joint research program. From the host university with the IIT Kanpur. So if the tools are accessible. I would like to take that facility. Apart from that, if. Uh, in case the students are not able to realize. See results from that data. Then in that case I would have. Assist them in order. To figure out useful results. That could be reported. From what are the? Work that they have done. And for example initially. Recently. There was a simulation related work. Of from the under undergraduate students under the. Interdepartmental project. So there I guided them. To to get a simulation A simulation results for plasmonic solar cells. Which is usually difficult to implement in one-dimensional TCAD based simulators. Like the I supported them and gave by giving some ideas. How to utilize the? Available tool. To generate. The results? By indirect modeling those concepts. So this. Has been very helpful and uh. We have sent that paper for. International Conference I Triple E. Affiliated. So like this?

Okay, so in addition to your research and teaching, you’ve also contributed to IEEE conferences and hold two Indian patents. Out of all your work—whether it’s the thin film transistor modeling, the solar cell efficiency project, or your sensor fabrication—can you share a moment when you had to break down a complex research finding for students or colleagues from a different background? What approach did you take to make it accessible?

Right, so you use your IIT Kanpur connections to set up joint research programs for students who need access to better experimental facilities. When you were at Vignan, how did you adapt your teaching of thin film transistor concepts from your PhD work for undergraduates who might not have a strong background in semiconductor physics?

Alright, so you lean on institutional collaborations and hands-on guidance when students hit roadblocks in experimental work. Let me ask about your thesis on thin film transistors—can you tell me about a time you had to explain that research to students or colleagues outside your field, and how you made it accessible for them?

Alright, so you’re leveraging academic collaborations to help students get the resources they need and guiding them through tricky results analysis—especially in simulation-heavy projects. Going back to your thesis on thin film transistors, can you give me an example of how you’d break down that research topic for a group of first-year undergraduates who have no background in microelectronics?

You gave a concrete example about guiding undergraduates through plasmonic solar cell simulations, especially where standard TCAD tools fall short. That shows hands-on mentoring. Let's look at your work on thin film transistors—how did you break that complex topic down for students who had never encountered device modeling before?

Alright, so you described guiding undergraduates through simulation work for plasmonic solar cells, even when standard tools weren't designed for it, and getting a paper out of that. Shifting gears a bit—your doctoral work focused on thin film transistor modeling. Tell me about a time you needed to simplify that complex research for a classroom or outreach setting, maybe for undergraduates or a non-specialist audience. How did you make it accessible?

Alright, so you managed to guide students through indirect modeling approaches when direct simulation tools fell short, and even helped them submit to an IEEE conference—shows hands-on mentorship. Let’s switch gears

Yes.

You talked about indirect modeling in student projects and navigating tool limitations, which is resourceful. Looking at your own doctoral research on thin film transistors, how did you explain the core ideas of that work to students who weren’t specialists in microelectronics?

OK. So for. A novel concept.

OK. So for. A novel concept. For which the students might not have the background.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes.

You were saying — for a novel concept like thin film transistors, how do you break it down for students who aren't deep into microelectronics?

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch?

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies. Similarly, for example, if I have to explain the use of amplifiers.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies.

Right, so let's say you're introducing thin film transistors to a room of first-year undergraduates who have never even heard the term. How do you break down the key concept so they walk away actually understanding what makes thin film transistors unique?

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies. Similarly, for example, if I have to explain the use of amplifiers. In uh, for example, day-to-day use. For example, mobile communication. Then I would start with the example. Of showing a simple amplifier. For example. The Micro. And the mic sound system that is being used in the classroom lecture delivery. And and how efficiently? Whatever. Why? Speak. Credible to the students? What are the underlying mechanisms?

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies. Similarly, for example, if I have to explain the use of amplifiers. In uh, for example, day-to-day use. For example, mobile communication. Then I would start with the example. Of showing a simple amplifier. For example. The Micro. And the mic sound system that is being used in the classroom lecture delivery. And and how efficiently? Whatever. Why? Speak. Credible to the students? What are the underlying mechanisms? And how it reaches there? What are the technical limitations?

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies. Similarly, for example, if I have to explain the use of amplifiers. In uh, for example, day-to-day use. For example, mobile communication. Then I would start with the example. Of showing a simple amplifier. For example. The Micro. And the mic sound system that is being used in the classroom lecture delivery.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies. Similarly, for example, if I have to explain the use of amplifiers. In uh, for example, day-to-day use. For example, mobile communication. Then I would start with the example. Of showing a simple amplifier. For example. The Micro. And the mic sound system that is being used in the classroom lecture delivery. And and how efficiently? Whatever. Why? Speak. Credible to the students? What are the underlying mechanisms? And how it reaches there? What are the technical limitations? And how to address all of? Them and basically how the concept works. So students, I expect that by this concept and. I have practically also found it. That with correlation with the basic. The concept that they already have and bringing out the analogies. The concept the. Underlying concepts required to be explained. Is moreover easy to understand.

OK. So for. A novel concept. For which the students might not have the background. I would first like to. Acknowledge. Whatever backgrounds they have. What are their core strength areas? Whatever concepts they know. Now based on the concepts that they are already familiar with. I would like to introduce. This novel concept. By bringing some analogies. For example. If I have to explain. The working of an amplifier. And the design using thin films. Or for example large area sensors. Using. Some diodes. Then I would like to check whether the student is familiar. With the basic PN junction diodes. If not, then are they familiar with the basic switch? If they are familiar. Then I would like to introduce. Uh, basic switch. Like mechanical switches and then I would like to correlate. The basic functionality of the switches. In order to bring about the concepts. Of electronic switches. And from this. Analogy. They can be able to capture the concept. How real switches, electronic switches are fabricated? All created and what is the concept behind their working? From there. I would like to explain. The basic physics. Of those diodes. And how they could be made under thin film technologies. And then? How would? Switching action can be used. For intelligent large area sensors. So the concept will be built 1 by 1. From the basic concept that they already have. And then introducing new concepts in correlation with the already known concepts. By bringing some analogies. Similarly, for example, if I have to explain the use of amplifiers. In uh, for example, day-to-day use. For example, mobile communication.

So you start by mapping the students’ backgrounds and strengths to the new material—that’s a thoughtful approach. Since you’ve published in both journals and conferences, how do you decide which student research projects have the potential for journal submission versus a conference, especially when the results are preliminary?

So you start by mapping students’ backgrounds and then use analogies to bridge to something like thin film transistors. Let’s say you’re introducing TFTs to a room of first-year undergraduates who’ve never even heard the term—how do you break down the key concept so they walk away actually understanding it?

Okay, so you focus on finding out what the students already know, then use analogies—like comparing thin film transistor behavior to something more familiar, such as basic amplifiers or diode circuits. Can you share a moment when a student was still confused after your analogy, and what you did next to ensure they really understood the concept?

Right, so you check their foundational knowledge—like PN junctions—and then build from there using analogies. Can you walk me through a time when you realized a student wasn’t understanding your analogy or explanation, and how you adjusted your approach in that moment?

Okay, so you start by mapping what the students already know and then use analogies—like relating thin film transistors to PN junctions or even a basic switch if that's all they're familiar with. When you realize a student's not following the analogy, what do you do to get them back on track?

So you start by finding out what concepts the students already know, then build from there using familiar analogies—like comparing thin film devices to basic switches or diodes. When you introduce more complex topics that way, how do you check if your students have actually understood, especially if they're hesitant to speak up in class?

Right, so you start by figuring out what concepts the student already knows—like switches or diodes—and then you bridge up from there using analogies to explain thin film devices. When you’re teaching this way, how do you measure whether those analogies are actually working for your students?

Okay, so you start with what students know and use analogies to bridge to thin film concepts step by step. Since you've taught both theory and lab courses, how do you adapt your teaching when moving from a lecture on, say, VLSI device modeling to a hands-on lab where students have to actually fabricate or characterize those devices?

So you start by mapping what the students already know and then use analogies—like relating thin film transistors to PN junctions or even a basic switch if that's all they're familiar with. When you’re teaching a theory-heavy topic versus a lab course, how do you adapt your approach to make sure students can bridge the gap between the concepts and hands-on skills?

Given your background in thin film transistors and sensor applications, where do you see the most fundable research directions in your area for the next three years? Which grants or funding sources would you target to support this work?

Okay, so you use analogies and connect new concepts to what students already know, which usually works well for bridging gaps. Given your work on thin film transistors and large area sensors, where do you see the most fundable research directions in your field over the next three years? Which grants or funding sources would you specifically pursue?

You really focus on connecting new concepts to what students already know, and build up with analogies—like bringing in switches for thin film devices. Let's pivot to research strategy. Given your work on thin film transistors and large area sensors, where do you see the most fundable research directions in your area over the next three years? Which grants or funding sources would you target?

Right, so you focus on scaffolding new concepts with analogies, meeting students where they are, and building up step by step from their existing knowledge—especially when the subject matter gets technical. Given your work on thin film transistors and large area sensors, where do you see the most fundable research directions in this area over the next few years? Which grants or funding opportunities would you target to sustain and grow a group around this work?

You really emphasized building from students' existing knowledge using analogies, especially with thin film transistors and amplifiers. Now, considering your publication record in sensor devices and microelectronics, where do you see the most fundable research directions in your field over the next three years? Which funding agencies or specific grants would you target to support that work?

So regarding the advancement in the terms and technologies. Two verticals can be thought of. One is the advancement in the photovoltaic regime. For example. They're a Skype based solar cells. As well as organic solar cells. Which are very cheap in cost compared to the conventional silicon solar cells.

So regarding the advancement in the terms and technologies. Two verticals can be thought of. One is the advancement in the photovoltaic regime. For example. They're a Skype based solar cells. As well as organic solar cells. Which are very cheap in cost compared to the conventional silicon solar cells. And a lot of research effort have been given recently to the, particularly to the perovskite solar cells because they have a strikingly. High efficiency in spite of being a thin film. Configuration. And recently? Department of Science and Technology, New Delhi has been funding. At various projects. In the areas of energy sector. And renewable energies, for example the solar energy. Through different kinds of schemes. For example. An RF. As well as. Core DSD. Projects in addition to this. Department, Ministry of. Electronics and Information Technology also funds in the area of. Solar cell or energy? Alternative energy researchers. Now another vertical that I would think is about the large area sensors. So large area sensors. Do have applications in the field of robotics? For example, having the tactile feeling or the sensing. Introduced into the robotics. Uh, gripping devices. So the robots could be able to grip. Different. Substances of varying weights. Based on. They're sensing of the pressure. So those areas. Large area sensors. And also for example. Uh, display areas and. Two-dimensional sheet scanners. In for application and X-ray detect. Factors so all these large area sensor areas can also be looked at. For example. TCS company Tata Consultancy Services. Has a research being also which is called as. TCS Research. Has been recently working on the area of. Universal grippers. And they have been funding. Projects based on. These robotic grippers. Uh, with the the physics involved would be either piezoelectric or capacitive.

You started to outline two verticals—perovskite-based and organic solar cells—for future research funding, with an emphasis on cost-effective alternatives to silicon. Can you be more specific about which national or international grants you'd pursue for these projects, and how you'd structure a research group to maximize your chances of securing that funding?

So regarding the advancement in the terms and technologies. Two verticals can be thought of. One is the advancement in the photovoltaic regime. For example. They're a Skype based solar cells. As well as organic solar cells. Which are very cheap in cost compared to the conventional silicon solar cells. And a lot of research effort have been given recently to the, particularly to the perovskite solar cells because they have a strikingly. High efficiency in spite of being a thin film. Configuration. And recently? Department of Science and Technology, New Delhi has been funding. At various projects. In the areas of energy sector. And renewable energies, for example the solar energy. Through different kinds of schemes. For example. An RF. As well as. Core DSD. Projects in addition to this. Department, Ministry of. Electronics and Information Technology also funds in the area of. Solar cell or energy? Alternative energy researchers. Now another vertical that I would think is about the large area sensors. So large area sensors. Do have applications in the field of robotics? For example, having the tactile feeling or the sensing. Introduced into the robotics. Uh, gripping devices. So the robots could be able to grip. Different. Substances of varying weights. Based on. They're sensing of the pressure. So those areas. Large area sensors. And also for example. Uh, display areas and. Two-dimensional sheet scanners. In for application and X-ray detect. Factors so all these large area sensor areas can also be looked at. For example. TCS company Tata Consultancy Services. Has a research being also which is called as. TCS Research. Has been recently working on the area of. Universal grippers. And they have been funding. Projects based on. These robotic grippers. Uh, with the the physics involved would be either piezoelectric or capacitive. So those areas can also be looked into and project proposals can be made in order to. Get. Some sanctions of the. Tangible projects. Yes.

Okay, so you see strong funding prospects from both government agencies and industry, targeting perovskite solar cells and large area tactile sensors for robotics—especially with DST and TCS as potential backers. Given that, how would you go about building an interdisciplinary research group around these themes, especially at a place like VIT where cross-department collaboration is encouraged?

Yes for this. The process starts right. At the stage of writing the project proposals. In the project proposal, it is required to mention. How many Staffs? Also need to be recruited.

Yes for this. The process starts right. At the stage of writing the project proposals. In the project proposal, it is required to mention. How many Staffs? Also need to be recruited. For the desired. Goal of the research.

Yes for this. The process starts right. At the stage of writing the project proposals. In the project proposal, it is required to mention. How many Staffs? Also need to be recruited. For the desired. Goal of the research. So for example if a project. Uh, proposal has to be written for. Photovoltaic Research. For pair of Sky football **** research. Then definitely. Research assistantship proposition is seldom required.

Yes for this. The process starts right. At the stage of writing the project proposals. In the project proposal, it is required to mention. How many Staffs? Also need to be recruited. For the desired. Goal of the research. So for example if a project. Uh, proposal has to be written for. Photovoltaic Research. For pair of Sky football **** research. Then definitely. Research assistantship proposition is seldom required. One or two research assistants. A positions.

Yes for this. The process starts right. At the stage of writing the project proposals. In the project proposal, it is required to mention. How many Staffs? Also need to be recruited. For the desired. Goal of the research. So for example if a project. Uh, proposal has to be written for. Photovoltaic Research. For pair of Sky football **** research. Then definitely. Research assistantship proposition is seldom required. One or two research assistants. A positions. Which could accommodate. Recent B.Tech graduates.

Yes for this. The process starts right. At the stage of writing the project proposals. In the project proposal, it is required to mention. How many Staffs? Also need to be recruited. For the desired. Goal of the research. So for example if a project. Uh, proposal has to be written for. Photovoltaic Research. For pair of Sky football **** research. Then definitely. Research assistantship proposition is seldom required. One or two research assistants. A positions. Which could accommodate. Recent B.Tech graduates. Having some interest in the area of renewable energy sources. Can be taken into consideration.

So you were outlining how the staffing plan starts at the proposal stage when building a research group. Go on.

Right, you’re saying the staffing plan is defined at the proposal stage—so you’re thinking about building the group from the ground up as you write for grants. How do you keep talented graduate students motivated and engaged on long-term projects, especially when funding or resources are uncertain?

Okay, so you’re saying the staffing plan is defined at the proposal stage—so you’re thinking about building the group from the ground up as you write for grants. How do you keep talented graduate students motivated and engaged on these long-term projects, especially when results might be slow?

Okay, you’re saying the staffing plan is defined at the proposal stage—so you’re thinking about building the group from the ground up as you write for grants. How do you keep talented graduate students engaged in your research group over time, especially when funding or project directions shift?

Alright, let’s talk about teaching. You’ve taught both theory and lab courses. Imagine you’re running a core electronics course at VIT with 200 students, but you can’t use slides or a traditional lecture format. How would you structure a session to keep students actively engaged and make sure they’re really grappling with the material?

Right,

Between the different faculties, yes.

Between the different faculties, yes. Different faculties. I was telling that merger with different faculties. Who have? Interest in the similar areas can also be looked at. So that a joint. Initiative could be taken and the expertise of different. Areas can be utilized, for example, if one is expert in first generation of silicon solar cells. If another one is. In the second generation of amorphous material solar cells. Then organic solar cells, perovskite solar cells, different kind of speciality can be taken into account across the departments. Not only the electronics department. But physics department? Chemistry department? As well as material science department. Can be. Looked at. For making a larger group so that. A better expertise? This is taken care of. And a big. Joint center could be established. And then there should be the step of establishing. The targeted center. Which can take care of the thin film laboratory. And film frame related works.

Between the different faculties, yes. Different faculties. I was telling that merger with different faculties. Who have? Interest in the similar areas can also be looked at. So that a joint. Initiative could be taken and the expertise of different. Areas can be utilized, for example, if one is expert in first generation of silicon solar cells. If another one is. In the second generation of amorphous material solar cells. Then organic solar cells, perovskite solar cells, different kind of speciality can be taken into account across the departments. Not only the electronics department. But physics department? Chemistry department? As well as material science department. Can be. Looked at. For making a larger group so that. A better expertise? This is taken care of. And a big. Joint center could be established.

Between the different faculties, yes. Different faculties. I was telling that merger with different faculties. Who have? Interest in the similar areas can also be looked at. So that a joint. Initiative could be taken and the expertise of different. Areas can be utilized, for example, if one is expert in first generation of silicon solar cells. If another one is. In the second generation of amorphous material solar cells. Then organic solar cells, perovskite solar cells, different kind of speciality can be taken into account across the departments. Not only the electronics department. But physics department? Chemistry department? As well as material science department. Can be. Looked at. For making a larger group so that. A better expertise? This is taken care of. And a big. Joint center could be established. And then there should be the step of establishing. The targeted center.

So you see value in recruiting research assistants from recent B.Tech graduates with relevant interests right from the proposal stage. For a core electronics class—imagine you have 200 students but can’t use slides or traditional lectures—what’s one specific method you’d use to keep students actively engaged during a session?

Between the different faculties, yes. Different faculties. I was telling that merger with different faculties. Who have? Interest in the similar areas can also be looked at. So that a joint. Initiative could be taken and the expertise of different. Areas can be utilized, for example, if one is expert in first generation of silicon solar cells. If another one is. In the second generation of amorphous material solar cells. Then organic solar cells, perovskite solar cells, different kind of speciality can be taken into account across the departments. Not only the electronics department. But physics department? Chemistry department? As well as material science department. Can be. Looked at. For making a larger group so that. A better expertise? This is taken care of. And a big. Joint center could be established. And then there should be the step of establishing. The targeted center. Which can take care of the thin film laboratory. And film frame related works. Definitely hardware as well as software support would be required. The funding? Initial funding can be. Requested through the seed. And later after getting some. Reportable results.

Between the different faculties, yes. Different faculties. I was telling that merger with different faculties. Who have? Interest in the similar areas can also be looked at. So that a joint. Initiative could be taken and the expertise of different. Areas can be utilized, for example, if one is expert in first generation of silicon solar cells. If another one is. In the second generation of amorphous material solar cells. Then organic solar cells, perovskite solar cells, different kind of speciality can be taken into account across the departments. Not only the electronics department. But physics department? Chemistry department? As well as material science department. Can be. Looked at. For making a larger group so that. A better expertise? This is taken care of. And a big. Joint center could be established. And then there should be the step of establishing. The targeted center. Which can take care of the thin film laboratory. And film frame related works. Definitely hardware as well as software support would be required. The funding? Initial funding can be. Requested through the seed. And later after getting some. Reportable results. A next stage of writing. Larger government projects can also be. Looked at and taken care of.

You just described building interdisciplinary research groups by merging expertise from departments like physics, chemistry, and materials science—not just electronics. That kind of collaboration can be powerful. Shifting to pedagogy: imagine you're tasked with designing evaluation methods for a core theory course and its lab. How would you ensure your assessments actually measure both technical understanding and practical skills, not just rote memorization?

So you’re thinking about interdisciplinary collaboration—reaching out to physics, chemistry, and materials science to pool expertise and maybe even launch a dedicated center. Now, when it comes to student engagement, suppose you’re teaching a lab course on sensor fabrication and half the students seem disengaged or lost. What’s your go-to strategy to get them re-engaged and actually wrestling with the material?

You just described how pooling faculty expertise across departments like physics, chemistry, and materials science can help launch a larger, more effective research center. Now, for teaching—imagine you’re running a core electronics course at VIT with 200 students and you can’t use slides or a traditional lecture. How would you run a session that actually keeps them engaged?

You just walked through how pulling in faculty from physics, chemistry, and materials science can create a true interdisciplinary center focused on thin film and sensor research, which could really elevate the group’s capabilities. Shifting to teaching for a moment—suppose you’re running a core electronics course with 200 students, but slides and traditional lectures aren’t allowed. How would you keep the class engaged and make sure students are actually grappling with the material?

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis.

So you started to say that different modes of examination are needed for conceptual knowledge, but didn't finish your thought. Can you give me a concrete example of how you'd assess both a student's theoretical understanding and their practical skills, for say, a course on embedded systems?

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis. So that. The a deeper concept could be checked at and the approach. Towards targeting higher end problems. Leading to practical applications could also be checked at. So in conclusion. The grading approach for the courses should take care of. Examinations.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis. So that. The a deeper concept could be checked at and the approach. Towards targeting higher end problems. Leading to practical applications could also be checked at. So in conclusion. The grading approach for the courses should take care of. Examinations. Which could be divided into. Different categories. For example, summative written based tests.

You started to mention using presentations alongside written exams for conceptual knowledge, but didn't go into practical assessment. Can you give a concrete example of how you'd evaluate hands-on lab skills—say, in a microelectronics fabrication lab—to make sure students aren't just following instructions, but actually understand the process?

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis. So that. The a deeper concept could be checked at and the approach. Towards targeting higher end problems. Leading to practical applications could also be checked at. So in conclusion. The grading approach for the courses should take care of. Examinations. Which could be divided into. Different categories. For example, summative written based tests. In addition to that. Project-related presentations. And practical demonstrations of the tools.

So you’d use presentations and viva for conceptual knowledge, not just written exams. How about the lab side—what’s a concrete way you’d make sure students actually mastered the hands-on skills, not just theory?

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis. So that. The a deeper concept could be checked at and the approach. Towards targeting higher end problems. Leading to practical applications could also be checked at. So in conclusion. The grading approach for the courses should take care of. Examinations. Which could be divided into. Different categories. For example, summative written based tests. In addition to that. Project-related presentations. And practical demonstrations of the tools. Or any uh. Model building. Model building of the. Concepts utilized. So that a physical model can be created workable model. Which could represent a higher end application and track. Critical exam application of. Such knowledge.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis. So that. The a deeper concept could be checked at and the approach. Towards targeting higher end problems. Leading to practical applications could also be checked at. So in conclusion. The grading approach for the courses should take care of. Examinations. Which could be divided into. Different categories. For example, summative written based tests. In addition to that. Project-related presentations. And practical demonstrations of the tools. Or any uh. Model building. Model building of the. Concepts utilized. So that a physical model can be created workable model. Which could represent a higher end application and track. Critical exam application of. Such knowledge. So. If a course. Demands for some project related. Presentations. Definitely it will. A check and target.

For for the purpose of course, assessment. A. Different modes of. Examinations. Should be taken care of. Conceptual Knowledge. Can be checked not only through written exams. Also through. Some present table works. Presentations. And, uh, Viva. Or some project related presentation. Uh, included within that course. On the other hand, if the course is practical based. A demonstration based approach should definitely be taken care of. 1:00 to 1:00. Demonstration of tools. Be it hardware based or software based. Has to be. Taken care of. Questions should be. Uh, not only at, uh, at the level of. Remembering and understanding. But it should definitely be at least at. The level of. Analysis. So that. The a deeper concept could be checked at and the approach. Towards targeting higher end problems. Leading to practical applications could also be checked at. So in conclusion. The grading approach for the courses should take care of. Examinations. Which could be divided into. Different categories. For example, summative written based tests. In addition to that. Project-related presentations. And practical demonstrations of the tools. Or any uh. Model building. Model building of the. Concepts utilized. So that a physical model can be created workable model. Which could represent a higher end application and track. Critical exam application of. Such knowledge. So. If a course. Demands for some project related. Presentations. Definitely it will. A check and target. The analysis and implementation. Ability of particular students.

You described how you'd bring in joint expertise from other departments for research centers. Now, accreditation cycles can be pretty demanding — say you join our department and notice that outcome assessment data is inconsistent across courses. What steps would you take to fix that?

You pointed out that written exams, presentations, and viva can check for conceptual understanding, but lab demos and one-on-one tool demonstrations are needed for practical skills—and that assessment questions should go beyond recall to analysis. When it comes to day-to-day accreditation work, what steps do you take to ensure outcome assessment data is actually consistent and reliable across all the courses you’re involved with?

Okay so you’d use written exams, presentations, and viva for theory, and hands-on demonstrations plus analysis-level questions for labs. Let’s say you join our department and notice that the outcome assessment data across courses is inconsistent or incomplete. What would be your first steps to address that, considering accreditation requirements?

You talked about splitting assessment into written exams and presentations for theory, and hands-on demonstrations with analysis-level questions for labs. Now, say you join our department and notice the outcome assessment data for accreditation is inconsistent across courses — how would you go about fixing that?

Alright, you broke down different assessment types for theory and lab courses, including project presentations, viva, and hands-on demonstrations—making sure students engage at the analysis level and not just with rote recall. Before we wrap up this section, let’s touch on department-level governance. Beyond teaching and research, what role do you see yourself playing in things like curriculum committees or program reviews?

Given your background, imagine this scenario: a student files a formal complaint, alleging your grading was biased. At the same time, your department head is urging you to improve pass rates in your course. How would you handle this situation?

You mentioned breaking assessment into demonstrations, model building, and analysis-level questions to check both conceptual and practical skills. Now, imagine this scenario: a student files a formal complaint, alleging your grading was biased, while at the same time your department head is urging you to improve pass rates in your course. How would you navigate that situation?

You talked about including project presentations and hands-on model building to ensure analysis and application are really tested, not just rote learning. Let's imagine a situation: a student formally complains that your grading was biased, but at the same time your department head is telling you to increase pass rates. How would you handle that tension between academic integrity and institutional pressure?

Uh, for the academic. Integrity matters a lot.

You said academic integrity matters a lot, but let’s say your department head really pushes back—insisting you change grades or make your marking less strict. What would you actually do in that situation?

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level. Still, students will be. Hopefully able to. Clear the courses. So the the power percentage would increase. But in case. If, uh, the sincerity is not there. And the total learned concept is very poor. Then in that case. Uh, a strategy has to be designed in consultation with the head of the department. Based on the needs and requirements of the Institute.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level. Still, students will be. Hopefully able to. Clear the courses. So the the power percentage would increase. But in case. If, uh, the sincerity is not there. And the total learned concept is very poor. Then in that case. Uh, a strategy has to be designed in consultation with the head of the department. Based on the needs and requirements of the Institute. And supplementary examinations. Arrangement. Cat can be done.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level. Still, students will be. Hopefully able to. Clear the courses. So the the power percentage would increase. But in case. If, uh, the sincerity is not there. And the total learned concept is very poor. Then in that case. Uh, a strategy has to be designed in consultation with the head of the department. Based on the needs and requirements of the Institute. And supplementary examinations. Arrangement. Cat can be done. And before the supplementary examination arrangement. Some specialized. Classes and lectures can be arranged. Targeting targeting. Poor learning students.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level. Still, students will be. Hopefully able to. Clear the courses. So the the power percentage would increase. But in case. If, uh, the sincerity is not there. And the total learned concept is very poor. Then in that case. Uh, a strategy has to be designed in consultation with the head of the department. Based on the needs and requirements of the Institute. And supplementary examinations. Arrangement. Cat can be done. And before the supplementary examination arrangement. Some specialized. Classes and lectures can be arranged. Targeting targeting. Poor learning students. So that's. Their concepts can be enhanced and they would be able to. Clear the supplementary examinations.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level. Still, students will be. Hopefully able to. Clear the courses. So the the power percentage would increase. But in case. If, uh, the sincerity is not there. And the total learned concept is very poor. Then in that case. Uh, a strategy has to be designed in consultation with the head of the department. Based on the needs and requirements of the Institute. And supplementary examinations. Arrangement. Cat can be done. And before the supplementary examination arrangement. Some specialized. Classes and lectures can be arranged. Targeting targeting. Poor learning students. So that's. Their concepts can be enhanced and they would be able to. Clear the supplementary examinations. So that would be my response.

Uh, for the academic. Integrity matters a lot. I am usually. Very lenient in grading the copies of the Stu, the mark the. Responses of their students. But fundamental concepts. Definitely be a stronger. Even if. Uh, the students are. 30% sincere. Towards the curriculum. And the contents of the syllabus of the course. As the questions are designed at different levels. For example. Remembering and understanding. Application analysis. And then, uh. Higher level of the Blooms Taxonomy. Definitely if the student is only 30% years also. They will be able to. Target. At least the questions based on remembering and understanding. So definitely. If slight emphasis is given, understanding the basic. Even if not. Till the advanced level. Still, students will be. Hopefully able to. Clear the courses. So the the power percentage would increase. But in case. If, uh, the sincerity is not there. And the total learned concept is very poor. Then in that case. Uh, a strategy has to be designed in consultation with the head of the department. Based on the needs and requirements of the Institute. And supplementary examinations. Arrangement. Cat can be done. And before the supplementary examination arrangement. Some specialized. Classes and lectures can be arranged. Targeting targeting. Poor learning students. So that's. Their concepts can be enhanced and they would be able to. Clear the supplementary examinations. So that would be my response. To they asked query.

You said you’re generally lenient but prioritize fundamentals, and that academic integrity is non-negotiable. Let’s say your department head really pushes back—insisting you relax your marking or even change grades. What would you actually do in that situation?

Alright, you emphasized the importance of academic integrity and said you're generally lenient as long as fundamentals are there, but let's say your department head really pushes back and insists you make your marking less strict or even change grades. What would you actually do in that situation?

You described how you’d structure the research group, recruit across departments, and stage funding requests—so you’re thinking not just about technical work but the collaborative side as well. Given VIT University’s heavy emphasis on industry collaboration, how would you bridge the gap between academic research and industrial application in your teaching and projects?

You emphasized being lenient up to a point, but holding firm on fundamentals and possibly arranging supplementary exams if needed, after consulting with the department. Let’s talk about industry connections—given your background in microelectronics and sensor devices, do you have any ties with industry that could translate into internships or placement opportunities for students?

Okay, so you’re willing to offer extra instruction and supplementary exams, but you’re not willing to compromise the core standards just for pass rates. Now, given VIT University’s strong focus on industry collaboration, how would you actively bridge the gap between academic research and industrial application in your teaching or in student projects?

You broke down your assessment methods by focusing on analysis and practical demonstrations, not just rote exams, and you mentioned model building as a way to check deeper understanding. Now, considering VIT University’s strong industry focus, do you have any existing connections with industry or plans for partnerships that could translate into internships or placement opportunities for your students?

You mentioned that for practical or lab-based courses, you rely on one-on-one demonstrations and expect students to build physical models to prove their understanding, while for theory, you mix written exams with project presentations and vivas. Can you give a concrete example of how you’d assess a student who’s strong in theory but struggles with hands-on lab work?

Okay, so you’d focus on written exams, presentations, and practical demonstrations, and adjust for each course’s nature to ensure deeper understanding is actually measured—not just recall. Now, given VIT University’s strong focus on industry collaboration, how would you bridge the gap between academic research and industrial application in your teaching and projects?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment.

You mentioned your postdoctoral work at IIT Delhi and IIT Kanpur, and that some projects were funded by the Department of Science and Technology rather than industry. Have you had any direct experience working with industry partners—or, if not, how would you go about establishing those kinds of collaborations to benefit your students at VIT?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers.

You mentioned the National Center for Flexible Electronics at IIT Kanpur and some government-funded projects, but have you had any direct experience working with industry partners—like companies that use your research in production, or internships for your students?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates.

So you were describing the National Center for Flexible Electronics at IIT Kanpur and how it connects both academic and industry projects. Did you personally work with any industry partners there—like actual companies involved in collaborative research, internships, or technology transfer? If so, which ones, and what was your specific role?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long.

So at IIT Kanpur, you mentioned the National Center for Flexible Electronics running projects with both academic and industry input. Did you personally work with any specific companies or industrial partners there—maybe on tech transfer, joint publications, or student internships?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry?

So at IIT Kanpur you described the National Center for Flexible Electronics and how it enables academic–industry collaboration. Given that, can you elaborate on any direct interdisciplinary research experience you’ve had, and how you’d initiate such collaborations here to contribute to VIT University’s research ecosystem?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students. In addition, we can also provide campus placement related facility in collaboration with those institutes. And additionally. They can also launch. Umm, industry. A collaborated courses.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students. In addition, we can also provide campus placement related facility in collaboration with those institutes. And additionally. They can also launch. Umm, industry. A collaborated courses. For example. There could be Mtech courses being. Uh, design. Which can. Form the curriculum in a way that the theoretical concepts can be gained at the host university like VIT. But practical knowledge can be gained. By one semester or? 2 semesters.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students. In addition, we can also provide campus placement related facility in collaboration with those institutes. And additionally. They can also launch. Umm, industry. A collaborated courses. For example. There could be Mtech courses being. Uh, design. Which can. Form the curriculum in a way that the theoretical concepts can be gained at the host university like VIT. But practical knowledge can be gained. By one semester or? 2 semesters. At the industry itself. Provided that the theoretical foundational. The sounds have been. Conceptualized very well and students would have cleared the examinations properly so that. They are able to grasp. The complex. Concepts that are being utilized in the industry.

You mentioned working with TCS Research and the National Center for Flexible Electronics, and how those collaborations mix academic and industry perspectives. Can you give a concrete example of how you’d use those kinds of industry relationships to help VIT University students access internships or placement opportunities?

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students. In addition, we can also provide campus placement related facility in collaboration with those institutes. And additionally. They can also launch. Umm, industry. A collaborated courses. For example. There could be Mtech courses being. Uh, design. Which can. Form the curriculum in a way that the theoretical concepts can be gained at the host university like VIT. But practical knowledge can be gained. By one semester or? 2 semesters. At the industry itself. Provided that the theoretical foundational. The sounds have been. Conceptualized very well and students would have cleared the examinations properly so that. They are able to grasp. The complex. Concepts that are being utilized in the industry. And be able to implement.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students. In addition, we can also provide campus placement related facility in collaboration with those institutes. And additionally. They can also launch. Umm, industry. A collaborated courses. For example. There could be Mtech courses being. Uh, design. Which can. Form the curriculum in a way that the theoretical concepts can be gained at the host university like VIT. But practical knowledge can be gained. By one semester or? 2 semesters. At the industry itself. Provided that the theoretical foundational. The sounds have been. Conceptualized very well and students would have cleared the examinations properly so that. They are able to grasp. The complex. Concepts that are being utilized in the industry. And be able to implement. Such collaborations can also. Uh, many times ensure. Uh, placements.

Regarding. Industrial Collaborations. I would like to highlight. That I have. Post doctoral experiences. Across 2 academic institutes. 1 is. IIT Delhi. Another one is Indian Institute of Technology, Kanpur. In at IIT Delhi. The project was. Not under a. Industry, but it was. Department of Science and Technology. Funding funded project. But for for the case of IIT Kanpur. We have a National Center for Flexible Electronics. Which looks into. Academic as well as industry. Collaborations. Here many projects are run parallelly. And other supervision of. Different team leaders. And many projects. From companies like. Uh, like. The first is TCS research. Then we have. Sorry, I'm unable to recall at the moment. One is, but I would say what is the target of those projects? To to find out the counterfeit currencies. So the company is, uh, based on making. Using thin frame technologies. To uh for anti counterfeit measures. Then we have project which can make displays. For applications in. Car speedometers. As well as aesthetic designs. In addition to that, we also have. Projects. From companies like Moser Bear. Which deals with organic. Solar cells. Photovoltaics. Which can make large area solar cells. On flexible as well as. Aesthetic substrates, for example, glass substrates. The solar cells which can be attached on windows of. Large buildings. So that. It maintains the aesthetic value. Of the building and simultaneously. Is able to generate. Power so. There are mergers. And I have experience. In working with the mergers with. Industries. In addition. I also have contacts. With the people already working in industries since long. For example, the industries like Samsung Electronics. Like Global Foundry? Like Intel? Because. I have already. Studied in institutes like IIT Kanpur and IIT Delhi. And I. Had subordinates and juniors. As well as undergraduate. Who were placed in those companies who were earlier working directly in my lab? In my professor's lab. So that those contacts can also utilize to. Create Memorandum of understandings between the Institute and the. Concerned Industries. So that. That either internships can be guaranteed to. A group of students. In addition, we can also provide campus placement related facility in collaboration with those institutes. And additionally. They can also launch. Umm, industry. A collaborated courses. For example. There could be Mtech courses being. Uh, design. Which can. Form the curriculum in a way that the theoretical concepts can be gained at the host university like VIT. But practical knowledge can be gained. By one semester or? 2 semesters. At the industry itself. Provided that the theoretical foundational. The sounds have been. Conceptualized very well and students would have cleared the examinations properly so that. They are able to grasp. The complex. Concepts that are being utilized in the industry. And be able to implement. Such collaborations can also. Uh, many times ensure. Uh, placements. After internship as well. So these would be my plans.

So, you’ve clearly had experience bridging academic and industry work, especially in advanced electronics. I want to check a few practical teaching and mentoring skills now. Suppose you’re teaching a theory and lab course on image processing—what’s your approach to making sure students actually master both the mathematical concepts and the hands-on use of image analysis tools?

Okay, so you worked on anti-counterfeit technologies and displays using thin film approaches, with industry-connected projects at IIT Kanpur. Shifting focus, when you're teaching a combined theory and lab course, how do you make sure students who struggle with the hands-on component don't fall behind in the theoretical aspects?

You highlighted your work at IIT Kanpur’s National Center for Flexible Electronics, especially those projects that targeted anti-counterfeit solutions and automotive displays with real industry partners like TCS and Moser Baer. Thinking about your own teaching—when you’re explaining a complex topic like image processing to undergraduates, what’s your approach for breaking down a concept like edge detection so students really grasp both the theory and how to implement it in code?

You brought up projects using thin film tech for anti-counterfeit and display applications, with real connections to companies like TCS and Moser Baer. Let’s talk about how you actually teach those concepts—when you’re handling both a theory and a lab course in the same semester, how do you make sure students are getting enough hands-on experience with embedded and communication systems, not just learning the theory?

You described collaborating with companies like Moser Baer on large-area flexible solar cells for building-integrated applications, and having contacts in industry to support those efforts. Shifting focus a bit—think about when you’re teaching a theory course and a lab course in the same semester. How do you ensure your delivery stays clear and structured for both types, especially when you have to switch between abstract topics and hands-on work?

Alright, you've worked with industry and academic teams on flexible electronics, but let's talk about image processing. Say you're supervising a student project on automated defect detection in solar cell manufacturing using image analysis—how would you guide the student to choose between classical image processing techniques and deep learning methods for this task?

So you’ve worked with industry partners like Moser Baer and TCS on flexible solar cells and anti-counterfeit tech, and you’ve got ongoing contacts with companies like Samsung Electronics and Global Foundry. When you teach lab courses—especially those involving hardware or embedded systems—how do you make sure students really understand the communication protocols involved, and not just the wiring or coding steps?

You mentioned working with industry partners like Moser Baer and maintaining contacts at companies like Samsung and Intel through your lab network. Switching topics, let’s talk about image processing—if you’re guiding a student team developing an automated defect detection system for solar cell manufacturing, what practical steps would you have them take to ensure reliable image acquisition and minimize false positives?

You brought up working with industry partners like Moser Baer and maintaining connections at Samsung and Intel through your lab’s alumni. Switching topics, let’s talk about image processing—imagine you’re guiding a student project on automated defect detection in solar panel manufacturing. What steps would you advise for designing an image processing pipeline to reliably spot defects on the production line?

So you’ve worked with industry partners like Moser Baer and TCS on flexible solar cells and anti-counterfeit tech, and you’ve got ongoing contacts with companies like Samsung Electronics and Global Foundry through your lab network. Switching topics, let’s talk about image processing—imagine you’re supervising a student project on automated defect detection in solar panel images. What would you want the student to focus on first: preprocessing the image data, selecting a detection algorithm, or collecting a labeled dataset? Why?

So you’ve had experience setting up collaborations, industry-linked projects, and leveraging alumni contacts for internships and placements. Shifting topics—when you’re teaching image processing, how do you make sure students can actually apply what they’ve learned to real data, not just understand the algorithms in theory?

So you’ve worked closely with industry partners for projects and have set up collaborations that include internships and even curriculum design. Let’s talk about your ability to guide student research: can you give me a specific example where you helped a student overcome a major roadblock in their thesis or project work? What did you do to get them unstuck?

You’ve actually been able to leverage both government and private industry projects, and you outlined how practical exposure like industry internships or semester-long placements could be built into the curriculum. Switching gears a bit—when you’re teaching image processing, how do you help students connect the mathematical theory with actual implementation, especially for those who struggle with abstract concepts?

So you’ve leveraged industry collaborations and alumni networks to create opportunities for students, even thinking about curriculum design that incorporates real-world work. When you’re guiding student projects or research, how do you help a student who’s struggling to define a clear research question or keeps getting stuck at the literature review stage?

So you’ve leveraged industry connections at places like Samsung and Global Foundry to set up things like internships and curriculum collaborations, and you mentioned model building for student assessment earlier. Shifting topics—when you’re teaching theory and lab courses, how do you balance covering foundational concepts with ensuring students get enough hands-on practical experience?

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters?

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters? And how they affect the performance of the amplifiers. Concurrently with the live demonstration. Through the system that we have. Can describe the physical concepts much better.

You mentioned using analogies and practical examples to bridge the gap between theory and lab work. Let’s get specific—when you’re teaching image processing, how do you ensure students not only understand the algorithms but can actually implement and analyze them on real data?

Right, you lean on analogies and practical examples when introducing new concepts. But for a lab-heavy subject, how do you make sure students actually get hands-on time and don't just watch demos or lectures?

Okay, so you use real-world analogies like sound systems to help students grasp technical concepts. Shifting gears, when you're evaluating student performance in both theory and lab courses, how do you make sure your communication about expectations and feedback is clear and structured for every student?

Okay, you use analogies and real-life classroom examples—like sound systems for amplifiers—to make technical content accessible. When it comes to student projects or research guidance, how do you help students structure their work so they move from broad ideas to a well-defined research question or experimental plan?

Okay, so you use real-world analogies and live demonstrations, like showing amplifier parameters during lectures, to connect theory with practice. When you’re guiding students through image processing projects, how do you help them move from understanding basic filters to actually designing or optimizing algorithms for real-world datasets?

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters? And how they affect the performance of the amplifiers. Concurrently with the live demonstration. Through the system that we have. Can describe the physical concepts much better. If you want more elaboration, I would also like to add that analogy is also work very well. While delivering a complex. Topic for example. Example if we are discussing the physics of metal oxide semiconductor field effect transistors.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters? And how they affect the performance of the amplifiers. Concurrently with the live demonstration. Through the system that we have. Can describe the physical concepts much better. If you want more elaboration, I would also like to add that analogy is also work very well. While delivering a complex. Topic for example. Example if we are discussing the physics of metal oxide semiconductor field effect transistors. We have three important terminals of. Gate, drain and source. And a common analogy used is the tap.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters? And how they affect the performance of the amplifiers. Concurrently with the live demonstration. Through the system that we have. Can describe the physical concepts much better. If you want more elaboration, I would also like to add that analogy is also work very well. While delivering a complex. Topic for example. Example if we are discussing the physics of metal oxide semiconductor field effect transistors. We have three important terminals of. Gate, drain and source. And a common analogy used is the tap. Water flow. So we have a. A knob at the tab. Which is an analogy for the gate terminal of the MOSFET. Because water. Is already coming through the. Pipeline and. And it is so pipeline can be work as a source.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters? And how they affect the performance of the amplifiers. Concurrently with the live demonstration. Through the system that we have. Can describe the physical concepts much better. If you want more elaboration, I would also like to add that analogy is also work very well. While delivering a complex. Topic for example. Example if we are discussing the physics of metal oxide semiconductor field effect transistors. We have three important terminals of. Gate, drain and source. And a common analogy used is the tap. Water flow. So we have a. A knob at the tab. Which is an analogy for the gate terminal of the MOSFET. Because water. Is already coming through the. Pipeline and. And it is so pipeline can be work as a source. So for example in MOSFET source is the source of charge carriers. Similarly. The pipeline is the source of. And through TA tap it can be drained. Into the sinkhole.

I would address this question. By telling that whenever I am dealing with a new concept. I always focus on bringing analogies. And if there are. Readily demands trivial examples or techn. Upfront. I definitely like to utilize those while delivering the lectures. For example, earlier I mentioned that when we are dealing with amplifiers. We already. Utilize. Sound systems. In our lecture halls. And they use. Amplifiers in their design. So showing the live demonstration. Of how various. What are the virus amplifier parameters? And how they affect the performance of the amplifiers. Concurrently with the live demonstration. Through the system that we have. Can describe the physical concepts much better. If you want more elaboration, I would also like to add that analogy is also work very well. While delivering a complex. Topic for example. Example if we are discussing the physics of metal oxide semiconductor field effect transistors. We have three important terminals of. Gate, drain and source. And a common analogy used is the tap. Water flow. So we have a. A knob at the tab. Which is an analogy for the gate terminal of the MOSFET. Because water. Is already coming through the. Pipeline and. And it is so pipeline can be work as a source. So for example in MOSFET source is the source of charge carriers. Similarly. The pipeline is the source of. And through TA tap it can be drained. Into the sinkhole. So the sinkhole is a. Analogy for drain terminal of the MOSFET. But this flow. Can be modulated or regulated by the use of the knob present on the tab. And this knob can work as a gate terminal of the. Is an analogy for the gate terminal of the MOSFET. So so here we control the opening and closing of the knob. To modulate the flow of water. In Mosfets we control the gate voltage. We vary it to modulate. The strength of the channel that. In the MOSFET. And there. Uh, concepts can be made. To understand. By the student.

You mentioned large area sensors being used in things like two-dimensional sheet scanners and X-ray detectors, which do tie into image processing. Can you walk me through a concrete example where you had to design or implement an image processing algorithm—maybe for defect detection or feature extraction? What steps did you take, and what tools or methods did you use?

Okay, so you use real-world analogies and live demos—like showing amplifier parameters in a classroom sound system—to bridge theory and practice. Let’s talk image processing specifically. Suppose you’re teaching a module on digital image filtering. How do you make sure students not only understand the underlying math, but also gain hands-on experience applying filters to real-world images using software tools?

Alright, you mentioned using analogies and live demos to clarify complex topics like MOSFETs. Let’s switch gears—when it comes to image processing, suppose a student’s segmentation algorithm works well on simple images but fails with noisy or low-contrast data. What practical steps would you advise them to improve robustness?

Alright, so you use tap and water flow analogies for MOSFETs, and you’re clearly comfortable with breaking down theory for students. Let’s focus on image processing for a moment. Say you’re guiding a project where students need to improve the quality of noisy images—what practical techniques would you have them try first, and how would you help them pick the right approach for different types of noise?

Alright, Dr., we're at the end of our conversation. Is there anything you'd like to ask about the role or the team before we wrap up?

I would just like to be interested to know the data.