Yes.

Please start by introducing your professional journey in academia

Yeah. Myself, Doctor not a Chaot. Presently I'm working. The associate professor. In Madanpal Institute of. Technology and Science demo.

Okay, so you're currently an Associate Professor at Madanpal Institute of Technology and Science. Can you share how you progressed from your doctoral studies to your current role, and what areas of research or teaching have been your focus along the way?

I completed my. I can't able to. Can you pardon?

Dr., let’s shift to your teaching environment. Can you describe a foundational concept in your field that you enjoy teaching to students, and how you approach making it accessible in the classroom?

Yeah, I completed. In and I completed my M take. In VLSI design. And also I completed my PhD in digital VLSI. Design Architecture.

How teach digital IC? Digital logic design and how it. Going to be used.

Okay, so you completed your MTech and PhD in digital VLSI design architecture.

So you’re asking how to teach digital IC and digital logic design, and how it’s applied. When you introduce this material to students for the first time, what’s your go-to example or analogy to make the idea of digital ICs more relatable?

And what are the?

Alright, you were asking about what are the—. Go ahead and finish your thought?

Yeah. For any VLSI design, what is? In concept is based upon the MOSFET and the how the MOSFET is going to be work. And the total. There are two types of MOSFET designs, one is NMOS and another one is. And we come. And together we call it agents. And the. That one we call it as. Complement fake.

Okay, so you anchor your teaching of VLSI on the operation of MOSFETs, distinguishing NMOS and PMOS, and introducing CMOS as the combination. I noticed your thesis was on "Digital FIR filter architecture in VLSI." Can you walk me through how you’ve translated that research into classroom instruction—maybe a specific example where you simplified FIR filter concepts for undergraduates?

For any BLSI design complement.

Alright, so for any VLSI design, you're emphasizing the importance of understanding complementary MOSFET structures like CMOS. Going back to your thesis on Digital FIR filter architecture—can you give me a concrete example of how you'd explain FIR filter implementation to a class of undergraduates, especially those who might not have a strong math background?

Yeah, on. For a filter. We need. Play multiplier. And adders and multipliers and adders. Multiple when we going on going on multiplication. It occupy more area and power consumption. So for multiple. Play lead designs in multiplayer. Designs. We have many types of architectures. I went far. Distribute arithmetic. Uh. Architecture use. And in this distributive? Architecture Also we have. Adders in those adders we have. I have sent. Pause transistor.

Yeah, on. For a filter. We need. Play multiplier. And adders and multipliers and adders. Multiple when we going on going on multiplication. It occupy more area and power consumption. So for multiple. Play lead designs in multiplayer. Designs. We have many types of architectures. I went far. Distribute arithmetic. Uh. Architecture use. And in this distributive? Architecture Also we have. Adders in those adders we have. I have sent. Pause transistor. The pass transistor, CMOS logic and. The combination of compressor. Adder and the. Sir Adder also. By using. So by you.

Makes sense—the way you tie those architectural choices back to real-world constraints is important for students. Now, focusing on your research impact: Given your expertise in digital VLSI and FIR filter architectures, where do you see the most fundable research directions in the next few years? Which specific grants or funding agencies would you target for that work?

The compressor and. And post transistor logic.

Alright, you mentioned using pass transistor CMOS logic and distributed arithmetic to optimize for area and power in FIR filter architectures. Given your focus on digital VLSI,

You mentioned using compressor and pass transistor logic in your VLSI work. How would you take that kind of research depth and translate it into a hands-on lab session for students in image processing or communication systems—something beyond just a standard lecture?

Yeah.

The. We take pictures like e-mail. All this will be. Uh, when we take which uh. Those pictures will have. Nice.

Yeah. Computers how it will be?

Yeah. Computers how it will be? Transmitting data.

So you’re weaving compressor and pass transistor logic into your VLSI work—if you were running a lab session on this for undergrads, how would you know if your students actually understood and could apply these concepts, not just follow instructions step by step?

Mm-hmm.

Mm-hmm.

Mm-hmm.

Having many much. So to remove those noise, we go. FIR filters or IAR filters or adaptive type of filters so to remove those noises.

Having many much. So to remove those noise, we go. FIR filters or IAR filters or adaptive type of filters so to remove those noises. This type of filters. Six filters occupy more area and power consumption.

To reduce. Use the power and area with. Go far what I. We can call it as a shared reality type of Yeah.

Alright, Dr., shifting gears a bit—accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, Professor, let’s switch gears a bit. Imagine this scenario: a student formally complains that your grading was biased, but at the same time your department head is urging you to improve pass rates in your courses. How would you navigate the tension between staying true to your academic standards and responding to institutional pressures?

Right now, I need a bit more detail, Professor. In that situation, what steps would you actually take—would you hold your grading line, meet with the student, consult with your department head, or something else? Walk me through how you'd handle both pressures in practice.

When we students are going. Quantum came. And the transmission of the data.

Okay, you started to talk about students, quantum, and data transmission, but I’m not quite following your process—can you clarify what exact steps you’d take if a student complained about grading bias and the department head was pushing you to pass more students? What would your very first actions be?

Yeah, Biasin plays a major role. Why? Because. Number of. Well, how much supply voltage we are going to give and which?

You mentioned the impact of supply voltage and bias in your designs. Professor, can you discuss a recent research project you conducted in Embedded Systems and Communication and explain how it aligns with current industry trends?

We have to give. Previously we have used 5 volts. Now one for 1.2 volts by a. Yeah.

Okay, so you’re talking about moving from 5 volts down to 1.2 volts in your designs—makes sense with modern process nodes. Can you give a concrete example of a recent project where you worked with these lower voltages, and explain how that directly connects to what companies in industry are focusing on right now?

Digit feedback equal.

Now, Professor, let's talk about your experience publishing research in reputed journals. Can you walk me through a paper you authored, focusing specifically on your role and how you ensured the work met the standards needed for a high-impact publication?

Yeah, we can go for the item. I need. IEEE transaction transfer.

It's very good. For us.

Okay,

You said publishing in IEEE Transactions is very good for you. What was the main finding or innovation in your paper, and how did you communicate that clearly to readers?

How far did?

You asked, "How far did?" but I'm not sure what you meant—can you clarify or finish your question?

Yeah. Application of decision. Feedback. Equalizer. In decision feedback equalizers. Uh, sending.

Okay, so you’re working with decision feedback equalizers and their applications. Shifting to teaching—when you’re delivering a complex topic like this to students,

The data. It's becoming.

Sounds like you’re saying the data itself is becoming… something—can you finish that thought?

Contable. I'm not getting. Can you repeat?

Sure, here's the question again. When you’re delivering a complex topic like decision feedback equalizers to students, how do you structure your lectures to make sure everyone, even those struggling, can follow along and grasp the main ideas?

Create a complex.

Alright, you said "create a complex," but didn't finish your thought. Did you mean creating a complex example for your students, or were you talking about something else in your teaching process?

CS go on to the. Umm, expect. Skip.

Alright, you said "skip," so let's move forward. When you’re evaluating student projects or exams, what’s your process to ensure your grading is fair and consistent across different students?

So the writing tells us how. The student grades. Words are wrong also but. Is the process they wrote. Well, starting the. Theme how he. Doing how he wrote formula and how? Uh, novelty? How?

Begin the paper we. And meanwhile, how much knowledge he had? In novelty based.

Okay, so you’re saying you look at how the student structures their writing, explains their process, uses formulas, and brings novelty—that makes sense. Shifting gears,

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

Yeah, when we, I, I. To the students or. In project. Everyone 3. Four people, they have to be collaboratively working and they have. To analyze what is the. Work in which way we have to overcome? Come and what is the? To start, what the? Previous people have done.

Right, you emphasize having students work collaboratively, review prior work, and figure out how to approach the project and overcome challenges together.

There should be a background. Data capital should be. Students after that. No, Sir.