Good day, Dr. Rohit Singh Lather. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

I'm ready to start.

Please start by introducing your professional journey in academia.

Yeah, so basically I'm a mechanical engineer. So I completed my, uh, Btech in mechanical engineering from Kurukshetra University. After that, I was interested in automotive engineering, so I took up a masters in automotive technology in VIT along with ARA Pune. And then again, I was still much interested in continuing my, uh, professional journey and academics. So I took up a PhD in IT Delhi and I worked in.

A fuel injection development and subsequently I took up a job in Northcap University at as a assistant professor. And then, uh, within six months, I was promoted to associate professor and then associate professor. I also headed the mechanical engineering department for three years. Additionally, I was director and I was heading the incubation center also for a brief period of time during my journey as an associate professor. After that, I took up associate professor job at.

So this has been my professional journey.

Thank you for sharing your professional background, Professor. Let's explore specific elements of your expertise further. To start, considering your experience in academia, could you elaborate on your approach to teaching key theories in mechanical engineering effectively to both undergraduate and graduate students?

Uh, definitely, uh, particularly with regard to, uh, undergraduate student, it becomes very important for the teacher to clearly, uh, tell them the basics so that AI they are able to understand the concept. So let's say if I am teaching them internal combustion engines, I would not limit that to just demonstrating the concept. I would also additionally, uh, take them to the lab. I would also show them animated videos. So as to make them understand the concepts and the working of the particular operation of let's say a petrol or a gasoline engine. In addition to that, the one of the most important and unique thing which I have introduced in my teaching is the worksheets, particularly with regard to specific topic.

Within the course, so I additionally give the specific worksheets to the students, so they're also able to do maybe homework or maybe in the class, so they're able to also learn the applied aspect of it. With regard to graduate student, it becomes important for them to do more hands on particularly. So, uh, one of the most important way to teach them hands-on is the experiments that are there in the lab. In addition to that mathematical modeling that can be done.

Plus the uh simulation related to softwares, uh, can all, I also use them. So that helps more understanding and more applied particularly for the uh, uh graduate and postgraduate students also.

Thank you.

Could you provide a specific example of a worksheet or lab activity you've designed for students that bridges the gap between theory and application in mechanical engineering?

Yeah. So I would particularly talk about, you know, a very recent, you know, project management aspect. So while I was doing this project management aspect in the industry, so I gave the people, you know, all the participants in the course worksheet. So what exactly will the worksheet included particularly with regard to, let's say project management. So it would. Give them different constraints, so let's say if they were. What qualifies as a particular project? So they would be given a list of things they would be able to identify what are the aspects of a particular project in terms of definition. Other than this, I would also like to indicate like goal setting is a very important aspect in project management. So I gave them the SMART goal setting particularly with regard to project management and I gave them a particular project on which they were working. So they were supposed to fix SMART goals for their own individual.

That or let's say if they were supposed to improve the efficiency of their own team, so improving the efficiency of a particular team by 10% so they would fix using SMART goals.

That's a practical and effective approach, Professor. You've integrated industry-relevant practices into academics, fostering both theoretical understanding and real-world application. Could you share an instance where a student or a group of students significantly benefited from such an activity or teaching method? How did their outputs reflect growth or success?

Yeah, So, uh, particularly with regard to, uh, let me, uh, you know, uh, share one of my experiences with regard to, uh, internal combustion engine course. So while I was doing the labs and I was giving them a different worksheets also. So that inculcated a lot of interest in them. And some of these students typically took up, uh, their final year projects in internal combustion engine, which were particularly with regard.

To fuel injection system and the best part of the out one of the the best part of the uh, you know the taking doing a project in ice engine was they subsequently got placed in uh AVL, which happens to be a uh, you know uh, uh, automotive, uh related organization and in a very reputed international MNC. So this gave me a lot of satisfaction to see that whatever I have taught them in the courts and whatever they have applied particularly in the lab in their project so.

Able to have uh, that it utilized and additionally, I would like to also indicate that these two students are still in touch with me. So they also often take some uh, professional advices and discussions uh uh, with me uh, even after uh, their graduation as well. So this gives me a different level of satisfaction also.

That’s an excellent testament to your teaching efficacy and mentorship, Professor. Seeing students not only gain meaningful placements but also continuing to value your guidance speaks volumes about your impact as an educator. Let’s delve further into your approach to guiding research. Could you describe how you mentor students for their final year projects or specific research topics in mechanical or automotive engineering?

Then we have a formal discussion and after the formal discussion, I often have frequent meetings with them. That is a common practice also. But in addition to that, I make sure that whatever is the relevant literature with regard to that particular project, I always provide them. As with regard to undergraduate students, there is a lot of handholding that is required. There is a lot of clarity that is required. In addition to this I also.

Yeah, so. Whenever we have the final year students, so we often are required to float different projects. So whatever whatever are the industry relevant projects, I often list them in my list of projects and whosoever student is interested, they would typically take up a particular project from the list of projects that I have floated. So once they once they take or once they you know, finalize the project.

Make sure that they also put a lot of effort from their uh side also. So I asked them to do a market survey, ask them to visit relevant uh.

Organizations and collect data and also a lot of fabrication is required. So I also use not only the technical knowledge also, but I also use some management aspects particularly with regard to project management. So ask them to make a Gantt chart, I make them, ask them to make a schedule of it and then we also commonly do a tracking. So this is one of the effective way which I have utilized by mentoring my students particularly in undergraduate and similarly with regard to postgraduates also.

So a lot of hand holding and I'm already guiding APHD, uh, I'm guiding PhD students already. So I do a lot of handholding. I guide them, I mentor them and their successes also linked to my professional success. So I take personal interest that they excel.

Your commitment to mentoring and equipping students with both technical and practical skills is evident and admirable, Professor. That combination of academic rigor and real-world project management you emphasize undoubtedly prepares them comprehensively. Let's now turn toward your industry experience. Can you elaborate on how your consultancy in the automotive sector has influenced or enriched your teaching and research methodologies?

Yeah. So with regard to my consulting approach, so I started as being a teacher. So when I took up my teaching profession, so I was always motivated to research and consulting. So initially I got my first consultant in 2016 where I set up a lab with a Chinese organization, Beijing based Spectrum Science and Technology. So it had a lot of equipment. So what I had started was some of my students.

Me and then we reached out to cognization called as Terra Motors. So this was a Japanese company which had a setup in India. So we had a project with Terra Motors. So we had students using different, you know measuring systems, particularly strained gauges and data acquisition system to acquire stress and strain data. Other than this I also got a consulting project in development of EV. So some of my students took up that.

That, uh, particular project and uh, I was able to complete that consulting successfully. So other than, uh, uh, you know, uh, these uh, projects. So I also set up this lab. So two of my students got absorbed in uh, uh, this organization and they also went to China, uh, and they got training over there and similarly, I have done multiple projects in automotive at present, uh, I'm consulting in industry so with regard to my.

Teachings and my coachings, what I do in the industry. So a lot of people from our research and development, particularly OEMs like Maruti, they reach out to me, they want to have discussions with me, they want to seek professional advices. So this gives me a lot of satisfaction.

Your ability to bridge the academic and industrial worlds stands out, Professor. Incorporating consultancy projects into your teaching not only provides students with valuable exposure but also underscores your influence in the field. With your experience in both research and industry, how do you ensure that students gain the necessary balance between theoretical foundations and practical real-world applications in mechanical and automotive engineering?

So with regard to practical exposure, the first level of intervention is always, uh, making them learn the concepts Subsequently, uh, as industry typically uses, uh, softwares only, they want people who have some exposure and understanding of the system that are being used. And obviously the industry itself is very process oriented. So I have always, uh, made sure, uh, considering my. Could enrich experience myself from the automotive industry. So I made sure that students typically use the softwares, they learn the specific concepts they whenever they are doing a particular project. So they are using industry relevant terms and terminologies. They are using the processes which are being used in industry. So this is what sets the ball rolling with the students in the sense so they get acquainted with the terms, the systems being used so when they start.

Speaking the common language, what is being used in industry, uh, what is being done in industry? And also an additional part I, when I teach and when I do project, so I always ask students to refer to the standards and, uh, uh, standards, uh, particularly being used in the industry of, let's say, conducting a particular test. So they use these kind of terms and terminologies and they are well aware of these systems. So this is how they are able to contextually, uh, learn better and apply better.

Your approach to embedding industry standards, terminology, and tools into the academic curriculum is impressive and pragmatic, Professor. It undoubtedly provides your students a competitive edge in transitioning seamlessly from academia to the industry. Shifting the focus slightly, can you discuss how your research publications align with current trends in mechanical or automotive engineering, and how this research benefits your teaching methodologies?

Yeah. So, uh, uh, some of the, uh, research work that I've, that I've done is particularly in internal combustion engines. So one of my article on, uh, you know, on HCNG hydrogen and CNG blends particularly has been a very popular article in International Journal of Hydrogen Energy. So, and which often often happens to be one of the most emerging trends with. Government and around the world people moving into.

Hydrogen and CNG plants. Other than this, I have a few publications in the, uh, uh, with my PhD student, particularly in NVH area where he has developed a methodology of end of the line testing, particularly for automotive components, Rotary automotive components. So, and these areas are, uh, very relevant and very emerging and particularly with regard to automotive quality and automotive testing. So, uh, this methodology that has been developed.

By a PhD student is considerable and we are also publishing. Other than this, I have also worked on a typical alternative fuels and I have developed technology in my PhD with regard to hydrogen steel injection system which sooner or and HCNG also hydrogen and CNG glands. So which obviously we are seeing the transition towards hydrogen and I'm very sure maybe in the time to come we will be applying in you know even in industry this is very relevant from the research emerging point of view this is very relevant.

Yeah.

Your work on emerging technologies like hydrogen and CNG blends, as well as innovative methodologies in NVH and end-of-line testing, is highly significant, Professor. It's clear that your research is not only cutting-edge but also strongly aligned with evolving trends and industry needs. How do you envision these advancements in your research contributing to the development of future engineers and researchers under your mentorship?

I have a particularly, uh, vision and this has been my Dean project, dream project to typically develop a lab car. And this is what I'm thinking, uh, to, uh, develop at, uh, Velor Institute of Technology to develop a lab car where we can also individually test and develop individual systems where uh, master students, BTEC students and PhD students can carry out their research and, uh, instead of.

The overall system level, they are able to look at the component level also, individual components also. And considering as I've been doing a lot of consulting. So what I've figured out is a lot of software is going into it, a lot of processes are going into it and a lot of electronics are going into it. So with my, with my research area, with my consulting experience and ongoing work. So what I'm planning to do is I'm going, I'm going to set up a lab.

System over there where students, different students are, will be able to work at different components within the automotive engineering domain and with regard to specific industry guidelines. So I think this will contribute to overall the organization also, students learning also and industry also.

Your vision of creating a lab car to offer in-depth, component-level research opportunities is both innovative and impactful, Professor. This initiative would undoubtedly enhance not only the academic landscape but also bridge the gap between education and industry standards. It reflects your strong commitment to fostering a hands-on, research-driven learning environment for your students. Thank you for sharing your detailed insights.

Thank you.

Professor, to begin, can you describe an introductory mechanical engineering course you have taught or would like to teach, and what makes it particularly engaging or valuable for students?

Yeah. So, uh, I have taught, uh, my students internal combustion engines, which happens to be very close to my heart. Other than this, I would also like to, uh, teach them alternative fuels, considering the, uh, introduction of ethanol, introduction of biofuels and introduction of hydrogen and compressed natural gas blends, uh, in the automotive industry.

Professor Lather, I notice you completed your Ph.D. in Energy Studies at IIT Delhi and have published extensively, particularly in the fields related to clean energy. Could you elaborate on one of your recent research publications? Specifically, tell me about its practical implications and how you might incorporate such advanced research into your teaching methodology.

Yeah, with, uh, regard to the, uh, very recent and very specific, uh, uh, research. So this very recent research which has been conducted by my student under my guidance with regard to end of the line testing. So this is some area which is very relevant and very applicable because all the uh, uh, automotive industry is using a lot of motors, lot of Rotary elements within the vehicle. So uh, this during.

This typically this research, what it focuses, it has my students and I, we have developed a novel methodology to test Rotary systems within vehicles. So using that noise signature, we would be able to identify if there is any defect in a component or not. So this is some area which is very applicable in testing the quality systems once they're manufactured and applying them within industry and for students as well.

This is quite an intriguing and impactful area of research, Professor Lather. Could you share how you simplify such complex topics—like noise signature analysis and defect detection—for your students, especially those at the undergraduate level, to help them grasp the underlying principles effectively?

Yeah. So one of the very easiest way to understand, make the students understand is the source. So we have source, we have paths and then we have receivers with noise typically. So let's say if we have a particular component, let's say we have a motor which is operating in a in a vehicle, right. So it will generate a lot, it will generate noise signature, it will generate while it is being operated. So and there is a lot of noise.

Patient harshness with regard to the vehicle itself. So in principle when we talk about NVH, so we also talk about the right comfort what how much noise the vehicle is typically generating. In addition to that it also becomes how, how does the occupant perceive it. So with regard to perception level, we also have certain, let's say we have a passerby test in which we test if a vehicle we are driving a particular vehicle, how much noise. Will it generate?

And how do we measure it? We use a bi directional microphone so as to measure that particular noise signature from the vehicle and it has to comply to the compliance standard of the government. So let's say if it is 2 Wheeler or if it is a four Wheeler, so it has to be below a certain DB depending upon the vehicle itself. So this is one of the very easy way and SPR analysis that can be conducted by the students to make them understand the concept of NPH.

Yeah. So, uh, I have, uh, during my career as a teacher, I've always made sure that students develop a critical thinking aspects. So one of the, uh, ways that I've always used is, uh, typically giving them assignments, having group discussions in the class, giving them, uh, case studies with regard to, uh, the concept that I'm teaching and also. Uh, not limited to that. Also I would also ask questions during the class. Regarding if they have understood the concept or I would also encourage them to get engaged and always encourage them to ask questions if they have any doubt in a particular concept. So this is the best way to inculcate critical thinking is always to give them relevant assignments which engage them, encourage them to ask questions and during the session also we ask questions so as to make make them understand the concepts and where can they apply that.

That’s a well-structured approach, Professor Lather. You’re clearly able to relate theory to practical applications that resonate with students. One follow-up question: In addition to this example of Noise, Vibration, and Harshness (NVH) analysis, could you discuss how you encourage students to develop critical thinking and problem-solving skills when addressing real-world engineering challenges like this?

Full concept.

It’s evident that you foster an active and engaging classroom environment, Professor Lather, ensuring students not only understand the concepts but also think critically about their applications. Thank you for elaborating on your methods. Let’s proceed.

Yeah.

Yeah.

Yeah. So I have already have some plans as I've already indicated that I will be having uh, development of a lab car. So I would be developing this lab car in addition to that, since I'm doing a lot of consulting and I know in and out of different aspects which industry OEMs and tier one, uh, players are having. So I know their problem definitions also. I know what is their requirement and I know what is their demand, so. I would typically, uh, take up those, uh, aspects, uh, take up those, uh, industry definitions and industry problems with my teaching and my research profile. And I would, uh, have at least, uh, you know, a, a few masters students as well as PhD students who would be working on these, uh, problems. And we would be collectively solving, uh, industry related problems. I think this would be something that I am planning to initially start my, uh, three years, so my three-year plan.

Could you outline a three-year research roadmap, focusing on how it will contribute to advancing mechanical engineering and generate a tangible impact on the institution's research reputation?

Our

Simply focused on, uh, doing my consulting, which I'm actively doing a considerable consulting with industry and different domains. In addition to that, I would be focusing my work on developing the lab card that I have already told you. So this is my, uh, I'm very focused. I'm, I'm very, I think objective in the, uh, uh, doing my, uh, having this particular approach and applying, you know, vision.

Understood, Professor. How do you plan to ensure scalability in your lab—mentoring junior students to maintain a robust pipeline of high-quality publications while addressing these industry problems?

Yeah. So one of the, again, I would like to typically highlight this aspect is hand holding is really important for students, right. So with regard to undergraduate students, I would definitely be mentoring them in addition to the B.Tech students. I would always have master student. So I would make have a sort of a hierarchy within my. Within my leadership, within my under my mentorship.

Where I have a very structured approach. So I have a PhD soon. I have M tech students and then I have a B.Tech students under M tech students. And then I'm I'm mentoring them all. So this way I will develop a ecosystem, a very structured ecosystem. And this will also help them learning more and applying more. And they would whenever they have any issues or whenever they need any guidance, they can definitely approach me. And this is how I plan to structure my.

My role as a professor at VIT. So very structured, a very methodological, meticulous way. I'm going to implement it.

Thank you, Professor. How do you intend to leverage international collaborations to elevate your lab's impact, particularly in terms of boosting citation metrics and enhancing global visibility for your research contributions?

With regard to, uh, research, uh, publications, definitely I would reach out and I would also make sure that there are possibilities where, uh, some students and maybe we can visit and we can collaboratively publish some articles together. Other than this, I would leverage these, uh, links and these collaborations with regard to some conferences that I might be organizing or let's say, some, uh, typical competition or let's say some.

Thing and in addition to that, uh, one of the very important aspect is, uh, lectures and, uh, special lectures and research, uh, oriented lectures, uh, where students can learn new areas and where they can explore publishing articles. So this is what I'm planning. So, uh, if possible, some students can do internship or let's say go for some internship where they work on the system, then then we can also explore publication in these areas and then joint projects and.

And a common research areas, uh, I'll definitely explore, uh, this, uh, publication.

Thank you, Professor. That concludes this section.

Thank you, I hope the session ends now.

Yeah.

Just to clarify, Professor, are you explicitly requesting to end the interview? If so,

No, if If there are further questions I'm open to them.

Understood, Professor. Let us proceed. Could you explain how you would implement an active learning model, such as a Flipped Classroom, for a large-enrollment mechanical engineering course without using slides?

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