Should I start my introduction?

Yes, please do. I'd like you to start by introducing your professional journey in academia.

So first of all. Good evening.

Good evening. Please go ahead and share your professional journey in academia.

Mam sova granjan biswal. So coming to my. Professional journey in academia. 1st I'll start with my educational background. I completed my bachelor. In electrical and electronics engineering in the year 2013. From Silicon Institute of Technology, Bhuvneshwar. And thereafter I completed my masters. From Jadavpur University, Kolkata in the department of Power Engineering in the year. 2016.

Then I started my. PSD program. At IIT ISM Dhanbad. Where I completed my PhD in the year 2023.

Right, so you started with a strong technical foundation in electrical and power engineering. Before we get into advanced topics, can you tell me about a foundational concept or topic in your field that you particularly enjoy teaching to students?

Thereafter, I joined Vignan University. Guntur, Andhra Pradesh in the year 2023.

So you completed your PhD quite recently, that's a solid academic journey. Thinking about your teaching experience so far, what's one foundational concept or topic in power engineering or electrical systems that you especially enjoy introducing to undergraduates?

Right, so you've recently joined Vignan University after completing your PhD. Thinking about your teaching experience so far, what's one foundational concept or topic in power engineering or electrical systems that you most enjoy helping students understand?

So recently power system go through a lot of changes. Like the, uh, because of the evolution of artificial intelligence, a lot of things has been automated.

So along with the theory part. I try to give some examples, real life examples, incidents in power system to the students so that they can relate. The concepts, the theories. Along with the practice. That happened in this current world. And how this grid is evolving, How it is changing nowadays? Like the uh. Uh, integration of renewable energy sources, distributed generations, how it is impacting the power system, so. That helps me connect with the students and to connect. Uh, they're learning with the practical world.

Dr., I noticed your thesis was on "Optimal Placement of Compensation Devices in Radial Distribution System," and you've published work on using advanced algorithms for DG and capacitor placement. Can you give me a specific example of how you took insights from that research and made them accessible to your undergraduate students—maybe through a classroom activity or a lab?

That's helpful — those real-world examples are what stick with students, especially as the grid evolves with renewables and automation. Now, looking at your thesis on "Optimal Placement of Compensation Devices in Radial Distribution System" and your publication on using advanced algorithms for distributed generation and capacitor placement, can you walk me through a time when you had to simplify that research for your undergraduate students or for a non-specialist audience?

My research mostly, you know, I guided to my students and I also focus on. The application of uh. Open algorithms to find out the best optimal solutions in power system such as.

Okay, so you've guided students on applying optimization algorithms for power systems. Can you give me one concrete example of how you took a technical aspect—say, the algorithmic approach for capacitor placement—and broke it down for students who were struggling with the math or the underlying concepts?

Uh, use my own research as well as students on that.

Along with that, I'm also. Future. Planning to use. Quantum computing, uh, along with the algorithms to find or to held. Better outcomes.

So you've used your research to guide students in applying optimization and AI to real grid problems, like locating distributed generation. That's solid. How do you measure whether students truly understand these advanced concepts—what's one way you assess their grasp beyond just exams or theory assignments?

Interesting direction — incorporating quantum computing is ambitious. Just to get concrete, can you describe a classroom scenario where you used your own research—maybe your optimization algorithm work—to design a lab or assignment? What exactly did you have students do, and how did you connect it back to the theory?

At first I teach whatever subjects I ask some questions related to that, which is mostly theory and programming question problem based questions. I then I.

That's a start, but I'd like a specific example. When you assigned a programming or problem-based question rooted in your own research, what did the students actually have to do, and how did you assess whether they grasped both the technical and practical aspects?

To it's also. I used to relate some part of my research so that. They can understand how this is going to help then. In future and how the research is shipping. In the current world.

That's pretty high-level — what'd the students actually do for the assignment you mentioned? Did they write code to implement an optimization algorithm, or was it more about case studies and discussion?

Optimization algorithm. I generally don't prefer undergrad students. I. That, uh. Try to. Oh no. Give this assignment to the. Postgraduate students where they have to write small. Courts and implement it.

Right, so for undergrads you focus more on theory and case studies, while postgrads actually implement the optimization algorithms in code. Let's stitch this together—how do you help undergraduate students see the value of research and advanced methods, even if they're not coding?

I. Tell them about how. The current uh. Power grids and electrical system are shaping. How it is going to be useful? For them. In the future. So let us they uh. Studying the faults in power. Or let us the braking systems in.

Given your background in power systems and your interest in optimization algorithms, where do you see the strongest opportunities for external research funding over the next few years? Are there particular grant agencies or industry partners you'd target based on your current work?

I can use that. To enhance their knowledge. Particular area. This will increase their interest. As well as keep them. Inside. About the current world.

That's an interesting point. Could you elaborate a bit more on that?

Can you play please? Tell me what exactly you want to elaborate.

Right, let me clarify. You mentioned using AI tools to enhance students' knowledge in current topics—can you give a concrete example of how you've integrated an AI tool into your teaching, and what the students actually did with it?

OK, so let us I'm teaching about the compensating devices. And the use of it in power system. What happens? Lack of compensation.

Okay, let's shift gears for a moment. 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?

Kind of problems that greet. My friend.

In that case, I first teach them the theories how the lack of reactive powers. To reduce in voltage in the system and. May lead to blackouts. Then. I asked the students in the lab classes. To a. Tools like.

Okay. You were about to explain how you'd use AI tools while teaching compensating devices in power systems—could you give me a specific example of what you'd ask students to do with the AI tool, and what outcome you'd expect?

Google Gemini to find out different events that happen in the world.

Okay. You were about to explain how you'd use AI tools while teaching compensating devices in power systems—could you give me a specific example of what you'd ask students to do with the AI tool, and how you'd assess whether they actually understood the application?

Lack of reactive power compensations and why? What is the exact cause of that? And how it can be prevented? So I gave them as an assignment. So they do the research, they find out the reason. As well as the. So we. With this. They got a good clarity on. How this can? Be prevented. What is the cause of that? That that part AI helps me. To.

Imagine this situation, Professor: A colleague asks you to co-author a paper, but as you review their data, you notice some inconsistencies that seem questionable. At the same time, your department is eager for more publications to meet institutional targets. How would you handle this?

Given your background in power systems and control, do you have any active connections with industry—companies, utilities, or research labs—that could translate into internship or placement opportunities for your students at VIT?

As well as.

Necessary. I also uh. Try to design some. Critical questions using AI tools. Uh, that will.

Let's talk about your technical expertise for a moment. Imagine you're teaching a lab on power system stability, and the simulation results aren't matching the expected theoretical outcomes. What's your process for diagnosing where things might be going wrong—do you start with the simulation model, the input parameters, or something else?

In case of undergrads and for postgraduate students. To writing the codes and all, I take the help of AI tools. As well as I asked the students to use it so that. They get more clarity and become. Uh, no. Faster in learning.

Okay, you've shared how you use AI tools like Gemini to help students research real-world failures in power systems. Shifting gears—can you describe your experience with evaluating students and handling exam duties, especially in large classes?

Alright, you've explained how AI tools support students' research and coding in assignments. Shifting gears—how do you handle student evaluation and exam duties, especially with large classes?

The assignments how they perform. So I.

That's a start, but it's a bit general. For larger classes or exams, do you design and grade all assessments yourself, or do you use any particular rubrics or technology to manage the workload?

Do the research using different. Devices as well as I.

Perform some surprise test.

That's still a bit broad. For larger classes or when grading exams, do you have a specific system or rubric you use, or do you rely mostly on your own judgment?

Ask them to present.

That's a bit general—when you set assignments or conduct surprise tests, do you use any digital tools to track student performance, or is it mostly paper-based and manual?

Present some. The board and all.

Right, you've mentioned assignments and presentations—do you use any digital tools or software to help manage grading and tracking student progress, or is your process mostly manual?

Right, so besides assignments, surprise tests, and presentations—when it comes to grading, do you use any standardized rubrics or digital gradebooks to ensure consistency, or do you mostly grade based on your own subjective assessment?

Sometimes I ask them to use some. Online platforms. For coding and for. Test also. So based on. Those platforms are available for all the students all over the world and that give a good competence to the students. Uh, so. That also I encourage them to participate on those challenges. And based on that also. I see their performance.

Okay. Switching topics, Professor—can you tell me about your own doctoral research focus and how it connects to your teaching in power electronics or power systems?

A place of. Stupid generation. That is. Most based on renewable energy systems. So I use different metabolic algorithms to find. The exact location. Uh, size and uh. Number of uh. Renewable energy source. Took place.

In the radial distribution system.

Optimize the system in terms of the reduction in line loss. Improvement in the voltage profile as well as considering. The overall cost of the system. Cost includes. Installation operation, Maintenance curve.

Interesting—so you were optimizing the placement and sizing of renewable energy sources using metaheuristic algorithms. What was the most challenging technical problem you encountered in that research, and how did you address it?

So you worked on optimal placement and sizing of renewables in radial distribution systems using metaheuristic algorithms. Did you validate your solutions through simulation, real system data, or any kind of hardware-in-the-loop testing?

As well as the energy cost.

Interesting—you were optimizing for loss reduction, voltage profile, and cost in a radial distribution network using metaheuristics. Did you publish this work in any peer-reviewed journals, and if so, which ones?

Along with that. I also. Introduce the concept of reconfigurations in.

You laid out some technical optimization goals—loss reduction, voltage profile, and system cost. In your published work, did you compare different metaheuristic algorithms directly, or did you stick with one main approach throughout?

Alright, you mentioned reconfiguration—were you investigating network reconfiguration to further minimize losses, or was it more about enhancing reliability? What specific techniques or algorithms did you apply for the reconfiguration part?

Which the weekend? Change the. Current flowing path of radial distribution systems through which you can overall. Power loss can be reduced or voltage can be improved.

After that. Uh, I also tried the uh, letter phase. I also tried to.

Got it. On the topic of student evaluation—have you ever faced cases of academic dishonesty, like plagiarism or misuse of AI, and if so, how did you handle it?

Introduce the placement of electric vehicle charging stations. And I also use the machine learning techniques. To 4.

Understood. Now, did your doctoral research result in any publications in peer-reviewed journals? If so, which journals or conferences featured your work?

What's the weather accurately and how it is going to impact? The generation of the renewable energy sources.

So you integrated electric vehicle charging station placement and machine learning techniques into your later research phases. Did you collaborate with any industry partners or consult on real-world power system projects as part of that work?

That’s a pretty comprehensive research trajectory. Regarding your publications—did any of your work on renewable placement, distribution reconfiguration, or EV charging integration get published in reputed journals? If so, which ones?

Looking up for playing quantum computing algorithms. To find out. So this solution in a faster and better way.

Interesting—you're applying quantum algorithms to accelerate your solutions. Shifting gears a bit, Professor, have you supervised student research projects or guided theses, and if so, what approach do you take to mentor students through open-ended problems?

While mentoring I most.

Alright, and when a student gets stuck on a research obstacle—like a dead-end result or failed experiment—how do you help them move forward without taking over their work?

Activities that is happening in various institutions.

You get a better idea and taken to the topic properly. After choosing the topic again I ask them. To go for a proper literature survey on that part. Topic so that they should know. What? Already has been done and how the research is shaping. So. With that, uh.

Right, so you focus on guiding rather than giving direct solutions, starting with a literature survey to ground their topic selection. When it comes to evaluating their progress over time, do you hold regular check-ins, set interim milestones, or use another method to keep students accountable and on track?

Find a way to solve it and in between whenever they need some help in terms of. Uh know how to save the uh. Idea or what? How to address it? So I used to work with them and, uh, try to solve it.

You know, after that the student.

Okay, and when it comes to evaluating student performance—beyond project work—how do you design your exams or assessments to actually measure both theoretical understanding and practical skills in power systems or control systems?

Right, so after they understand the research landscape, you have them dive deeper on their topic. Let's talk about classroom teaching—when you're explaining a complex concept like space vector modulation to undergraduates, how do you break it down so students with weaker math backgrounds can still follow?

Right, so you collaborate closely but make sure students own their solutions. Shifting focus, Professor, when you're tasked with evaluating students—say, through exams or practicals—how do you design assessments that fairly measure both their theoretical grasp and their ability to apply concepts in power electronics or control systems?

Try to use.

Exams and practice.

That's a bit general—what specific kinds of questions or practical tasks do you use to make sure your assessments reflect both real-world application and theoretical knowledge in power electronics or control systems?

Theory and the labs both. Give some weights to. Both of them. And I see. How they approach the problem? Some students do better initially, but they're not able to upgrade. Their approach but some students. A struggle initially, but they upgrade the approach very nicely and update them and, uh, search. Uh, the problems and find answers so I see all those *****. I assess all these things. How they're approaching the problem? How? They solve this problem because. Difficulty level also varies from one problem to another. So I personally assess them and I see their theoretical, practical knowledge. And how? The where the concept is. Implementable or not. So by considering all those things I assisted.

That’s still a bit broad—what specific types of exam questions or practical tasks do you use to make sure you’re actually testing both theory and application, especially in a course like power electronics?

That’s pretty thorough in considering both theoretical and practical sides. Let’s shift to your research publications—can you describe one of your most impactful papers in power systems or control, and what made its contribution significant in the field?

Under revision.

Got it, some are still under review. For your industry projects or consultancy experience, can you share a specific example where you applied your research or technical expertise to solve a practical problem for an external organization or company?

That mostly.

So mostly it is based on the use of meta resting algorithms. To find out the optimal solution of distributed based reliable energy sources, electric vehicle charging stations and reconfiguration of retail distribution.

Alright. For your industry projects or consultancy experience, can you share a specific example where you applied your research or technical expertise to solve a practical problem—what was the situation, and what role did you play in delivering the outcome?

Okay, so you're focusing on metaheuristic algorithms for optimizing distributed energy resources and EV charging infrastructure. For your industry or consultancy work, can you give a concrete example where you applied this research—maybe for a utility or tech company—and what measurable impact it had?

Can be implemented in the planning stage. To find out. The best possible, uh, location and size of reliable energy.

Okay, so you're focusing on metaheuristic algorithms for optimizing distributed energy resources and EV charging infrastructure. For your industry or consultancy work, can you give a concrete example where you applied these research insights to a real-world project—what was the situation, and what role did you play?

The current world with the expansion of renewable energy. Distributed sources. And jazz.

The training stations.

What we need to do as a research?

That’s a broad setup, but I’m looking for a specific instance—can you walk me through one consultancy or industry project where you personally applied your research on distributed energy or EV charging? What exactly was your contribution, and what was the outcome?

That's giving me the context on the expansion, but I'm looking for a concrete example, not the general background. Did you personally work on a project where you helped plan or optimize charging stations or renewable integration—something where you directly applied your research?

Birthday and the. Exact 3. Survey and pre placement survey before placing all this device first I have to see where to place. How much should be the amount so that it will not impact the grid negatively so. My research mostly focus on its analysis part where we need to find out the exact location and size and how it is going to impact the grades in future considering various. Scenarios. Uh, and policies, so.

That's more of a research direction than a concrete example. Did you personally work with any company or organization to implement a solution for EV charging or distributed energy—maybe you advised on location planning or optimization for a specific site?

My research is helpful in that as well as I'm thinking of.

That’s more about your research methodology than an actual project, so let's wrap up this section. Shifting gears, Professor, when you're guiding student projects or research, how do you ensure students learn to structure their work and communicate findings clearly, not just get technical results?

That's more about your research methodology than an actual industry project, so let's wrap up this section. Shifting gears, Professor, when you're guiding student projects or research, how do you ensure students are independently developing their ideas rather than just following your instructions?

Help in controlling these devices.

That's still more about your research plans than a specific project, so we'll leave it there. Professor, when you're guiding student projects or research, how do you ensure your students actually develop original ideas rather than just following existing approaches?

Original I In my opinion, original idea comes from. By knowing whatever the existing literatures are. Azure connecting the dots between different researchers.

So I ask first. My students. To first do a thorough literature survey that will give an idea. About what Richard has been done as well as. What? They should open the mind with different other researches because then only you can connect one concept to another and find a particular.

Right, so you're encouraging students to dive into the literature and make novel connections. When it comes to evaluating both theory and lab work, how do you balance the grading—do you use a fixed percentage for each, or adjust based on the course or student performance?

To give a new idea and new solution.

Right, so you're encouraging students to dive into the literature and make novel connections. When it comes to evaluating both theory and lab work, how do you balance the grading—do you use a fixed percentage split, or do you adjust based on the nature of the course?

Right, so you're encouraging students to dive into the literature and make novel connections. When it comes to evaluating both theory and lab work, how do you balance the grading—do you use a fixed percentage for each, or adjust based on the course and cohort?

And as well as they must visit some industries and attend various conferences and listen to different expert talks. That will help them. To know. How? The experts are doing and how they are thinking. So that also saved. Their thought process as well as.

Right, so you're encouraging a mix of literature survey and exposure to industry and conferences. When it comes to evaluating both theory and lab work, how do you balance the grading—do you use a fixed percentage split, or do you adapt it depending on the course and student performance?

Definitely depends on the course. Uh, because some courses are more theoretical and some are more practical. So depending on the course, I uh, balance the grading between theory and practical, so. It does it don't matter the students because I try to evaluate.

Makes sense that you'd adjust based on the course. When you're setting exam questions or evaluating student projects, how do you make sure your assessment actually measures both conceptual understanding and practical application—not just rote memorization?

I tried to fo form the question accordingly. I do not give any direct questions like just solve these questions or.

Instead, I tried to ask them to exit. Plane the questions.

That's a good start. But specifically, can you give an example of a question or project prompt you've used that really forced students to demonstrate practical understanding, rather than just recalling theory?

Conceits.

Okay, so you avoid direct or recall-based questions and focus on prompts that require explanation. Can you give a specific example of a question you've used—just one—that really required practical application from your students?

Why this happened?

Okay, so you focus on explanation-based questions. Can you share a single example of a question you've actually used that really forced students to apply power systems or control concepts in a practical way?

In that way they're, you know, understanding, uh.

Okay, so you focus on explanation-based questions. Can you share a single example of a question you've actually used that really forced students to apply power systems or control concepts in a practical way?

Exams as well as. This also I asked. I encourage them. Uh, to give the understanding. And explain the concept more.

Alright, let's shift gears. For the industry projects or consultancy work you've been involved in, can you describe a situation where a client wanted to integrate a new power electronics device into an existing grid, and how you approached the technical and logistical challenges?

Okay, so you steer them toward explaining concepts rather than just solving problems. Switching gears—can you walk me through a specific industry project or consultancy engagement you've been part of related to power electronics, power systems, or control? What was your role, and what was the impact?

I have not currently done any industry related projects or consultants engagement but I am planning to. To do so. Mostly I have already in talk with some of my friends that are working in industry in Sydac, Bangalore. And. Some other. Farms also. So currently I'm focusing on. Utilizing the quantum computing algorithms. To solve.

The optimal placement and sizing. Problems in retail distribution systems. Azulath, the placement of electric vehicle charging stations.

No problem—thanks for clarifying. Let's shift to your academic background. What was the specific focus of your PhD research, and how do you see it shaping your teaching or future research in power electronics or control systems?

No problem—appreciate your honesty. Dr., what was the specific focus of your PhD research, and how does it connect to your teaching or future research in power electronics or control systems?

Research mainly focused on the application of metaheuristic algorithms. To finding the optimal placement and sizing of. Renewable energy sources and electric vehicle charging stations.

Got it, your research is around metaheuristics for optimizing renewables and EV charging placement. How do you bring those advanced topics into your teaching—do you incorporate your research findings directly into your lectures or labs, or do you keep student projects more foundational?

It helps in. The. Exact. Or you can say the. Most accurate, Uh. Locations. So. That helps in reducing the total system loss and improve the voltage profile as well as. Helps in yeah. You know, reducing the total system cost and make the system more profit. Table. So those analysis has been done using various self. Athens and machine learning techniques.

And this is. A crucial part because if the system is not profitable, then there is no meaning of implementing it. So, uh. Doing this analysis is very, very important before. Actually implementing it.

Right, so you're applying metaheuristics and machine learning for optimizing grid integration of renewables and EV infrastructure. How do you bring those advanced topics into your teaching—do you actually incorporate your research findings in your lectures or labs, or do you keep them separate from your classroom material?

This uh.

Good idea. To the to a planner.

Got it, so your work focused on optimizing placement for renewables and EV charging, balancing cost, loss, and voltage profile using metaheuristics and machine learning. Let's talk about student evaluation—when it comes to evaluating group projects, especially those involving simulation or hardware, how do you ensure individual contributions are fairly assessed?

Yeah, that's clear—you've analyzed the profitability and technical feasibility using self-adaptive algorithms and machine learning before recommending actual deployment. When guiding student research projects in this area, how do you help students move from just applying existing algorithms to actually designing or proposing improvements themselves?

Plan how to play solid devices.

Right—so your research is focused on practical grid optimization problems, but you haven't done direct industry consultancy yet. Shifting to teaching: when you guide student projects or research, how do you help them move from just literature review to actually identifying a novel problem and proposing their own solution?

Right, so your research gives planners practical tools for siting devices and improving grid economics. Let me ask—do you have experience guiding student projects or research, especially in power systems or control topics? What approach do you take to help students define a research question that's actually feasible for them?

Actually, if I asked them. To see a. What actually? Current government is focusing on.

How the industries are focusing on. And in which area they mostly practically focusing on. So that will give them a, you know, good idea on which topic. Uh, they can focus so that, uh, it will be easy to get some grants and, uh, implement, uh, those things and make a actual product.

Okay, so you encourage them to look at what the government's focused on. How do you help them narrow that down into a concrete, doable research question, rather than something too broad or complex for their resources?

That makes sense—you encourage them to focus on current trends to keep their topics relevant. How do you balance giving enough guidance so students don’t get lost, while still making sure they do the critical thinking themselves?

What has been already been done by different researchers? How we can improve the system so such kind of? Questions I put. In front of them. So that. They will, you know, follow the correct. Way while solving a problem.

Yeah, that's a pretty structured approach—you're making them actively investigate, not just follow instructions. Shifting gears a bit, how do you structure your theory and lab classes for power systems or control? For example, how do you make sure students connect what they do in the lab to the theory they've learned?

So mostly the labs. Equipments are already defined and how to use them. So in that case what I used to do is I asked them. To do the basic uh. Experiments. Once they understood the basic experiments and theories, then I asked them to search a little more and do some more research and how these problems it's solved in real world. While some kind of problem happened, let us coming to faults so. What kind of faults occurs in? Real world and how the industries address them? What are the different?

All these examples, uh, give them a good insight how? Or this will let.

Standards they follow.

So you start with the basics and then push them to investigate real-world scenarios, like fault analysis. When it comes to evaluating your students—whether in exams or labs—how do you ensure your assessments actually measure their understanding, not just memorization?

What kind of? Uh, pictures are used. How many during how many times the fault should be cleared? What are the different standards, uh, that uh has been followed in different? Countries, uh, like. The grid quotes and all, so that will give a. Them a basic idea about the theories. What they're studying and the practicals they practice as well as. Whatever the different standards the industry follows.

So you start with the basics and then push them to investigate real-world scenarios, like fault analysis. When it comes to evaluating your students—whether in exams or labs—how do you ensure your assessment methods are fair and actually measure their understanding, not just memorization?

So you start with the basics and then push them to investigate real-world scenarios, like fault analysis. When it comes to evaluating your students—whether in exams or labs—how do you ensure your assessments are fair and actually measure what they've learned, not just rote memorization?

So you start with the basics and then push them to investigate real-world scenarios, like fault analysis. When it comes to evaluating your students—whether in exams or labs—how do you ensure your assessments actually measure their understanding and not just rote memorization?

Friendship them, how they're addressing these issues, what kind of answers they're giving. So they're analytical about it or not.

Based on their that only. Try to see Hozier. They understood the concept really. Or they just memorised.

Right, so you mix theory and practical questions to check if they're thinking analytically, not just memorizing. Shifting focus—have you been involved in industry projects or consultancy work related to power electronics, power systems, or control? If so, what's one example where your academic expertise directly helped solve an industry problem?

Right, so you mix theory and practical questions to check if they're thinking analytically, not just memorizing. Shifting focus—have you been involved in industry projects or consultancy work related to power systems, control, or power electronics? If so, what was your specific contribution in one of those projects?

You've not been actively involved in any industry. Projects are consultants work but I'm planning to do.

That's why I tried to know.

No problem. Have you published research in reputed journals, especially in power systems, power electronics, or control? If so, what's one contribution from your work that you'd highlight to a search committee?

Thanks for clarifying you haven't been involved yet. Is there a particular area within power systems, control, or power electronics where you're aiming to start industry collaborations or consultancy? What steps are you taking to make that happen?

And uh. We also had made some plan how to you know.

Put some projects so. It's in.

Okay, sounds like you're setting up those industry connections for future projects. Before we wrap up, have you completed a PhD in a specialization directly related to power electronics, power systems, or control systems? If so, what was your dissertation topic?

Wanted to be Nuggetsamkar.

Understood—since you haven't directly worked on an industry project yet, can you outline a specific technical problem in power systems or power electronics you'd like to tackle with an industry partner? What practical steps would you take to get that project started?

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