Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore. And I worked on. Testing and developing. IP in electronics.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore. And I worked on. Testing and developing. IP in electronics. So I have two years of industrial experience with Infosys Automatic Coimbatore.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore. And I worked on. Testing and developing. IP in electronics. So I have two years of industrial experience with Infosys Automatic Coimbatore. Later, I joined assistant professor in the department of ECE. At SRM Volume Engineering College, Chennai. Where I worked. Around for six years.

Alright, so you completed your Bachelor of Engineering in Electrical and Electronics from Madhyaman College of Engineering, USUR, in 2005. Can you walk me through what you did next in your academic or professional journey?

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore. And I worked on. Testing and developing. IP in electronics. So I have two years of industrial experience with Infosys Automatic Coimbatore. Later, I joined assistant professor in the department of ECE. At SRM Volume Engineering College, Chennai. Where I worked. Around for six years. Later I joined at Kingston Engineering College. The Loopnarimal. This is Satya Mangalam.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore. And I worked on. Testing and developing. IP in electronics. So I have two years of industrial experience with Infosys Automatic Coimbatore. Later, I joined assistant professor in the department of ECE. At SRM Volume Engineering College, Chennai. Where I worked. Around for six years. Later I joined at Kingston Engineering College. The Loopnarimal. This is Satya Mangalam. Savita Engineering College, Chennai. Well, currently I'm working as assistant professor. In senior grade.

Completed my. V Electrical and electronics engineering. From Madhyaman College of Engineering. USUR in the year 22. 2005. I've completed my ME and upgraded electronics. From Government College of Technology, Coimbatore. In the year 22,007. After completing my. Post graduation. I joined as a project engineer. In Infosys admatic Coimbatore. And I worked on. Testing and developing. IP in electronics. So I have two years of industrial experience with Infosys Automatic Coimbatore. Later, I joined assistant professor in the department of ECE. At SRM Volume Engineering College, Chennai. Where I worked. Around for six years. Later I joined at Kingston Engineering College. The Loopnarimal. This is Satya Mangalam. Savita Engineering College, Chennai. Well, currently I'm working as assistant professor. In senior grade. Rajnakshmi Engineering College, Chennai.

Alright, so after your BE, you completed your ME in upgraded electronics. What did you focus on during your ME—any particular research area or specialization?

Professor, thinking about your teaching experiences so far, what kind of classroom environment do you aim to create for your students?

Alright, so after your ME in upgraded electronics from Government College of Technology, Coimbatore, you started as a project engineer at Infosys in Coimbatore. Thinking about your time since then, have you had the chance to teach or mentor students in any formal or informal setting?

Okay, so you worked on testing and developing IP in electronics at Infosys after your post-graduation. When you transitioned from industry to academia, what motivated you to start teaching, and what aspect of teaching do you find most rewarding?

Alright, so you spent two years in industry with Infosys Automatic working on testing and developing electronics IP. When you moved into academia, did you find that your industry experience influenced your approach to teaching—maybe in how you structure practical sessions or connect theory to real-world applications?

Okay, you joined as an Assistant Professor in ECE at SRM Valliammai Engineering College in Chennai and spent about six years there after your industry experience. During your time teaching at SRM, what strategies did you use to make complex electronics concepts accessible to students who might be struggling with the basics?

Right, so after your time at SRM, you joined Kingston Engineering College in Sathiyamangalam. With experience teaching at multiple institutions, have you found your teaching philosophy or classroom approach has changed over time?

Alright, so now you're a senior grade Assistant Professor at Savitha Engineering College, after time at multiple institutions. With all that experience, is there a particular foundational concept in electronics or communication that you really enjoy teaching, and why does it stand out for you?

So you've moved through quite a few institutions and are now at Rajalakshmi Engineering College in Chennai as a senior grade Assistant Professor. With that range of experience, what’s one thing you’ve changed about your approach to student engagement or assessment over the years?

So when I started my. Teaching profession, Uh. The students mostly rely on the faculty members. A textbook stuff. Towards teaching. So after 10 years of experience. And the relevant on. The faculty members reduced. Rather, they went with a. A short materials. That help them to. Go through the subject and clear the. But uh, in current scenario. The teaching learning process itself. Should be changed. In the. View of the students perspective and teaching learning. So they are. They are very limited. To go through the textbooks or regular faculty. The D. Sessions that under the. Whether they want to have. A short glimpse of a video. That can give you an in that given. That gives them. An idea about what they should learn. From that. The artificial intelligence tools to prepare. For example. If I take a class. For a. The speed characteristics of a DC motor. It will take around 45 minutes.

So when I started my. Teaching profession, Uh. The students mostly rely on the faculty members. A textbook stuff. Towards teaching. So after 10 years of experience. And the relevant on. The faculty members reduced. Rather, they went with a. A short materials. That help them to. Go through the subject and clear the. But uh, in current scenario. The teaching learning process itself. Should be changed. In the. View of the students perspective and teaching learning. So they are. They are very limited. To go through the textbooks or regular faculty. The D. Sessions that under the. Whether they want to have. A short glimpse of a video. That can give you an in that given. That gives them. An idea about what they should learn. From that. The artificial intelligence tools to prepare. For example. If I take a class. For a. The speed characteristics of a DC motor. It will take around 45 minutes. But I will say at the end of the day. The students. They are not showing interest in attending the classes due to the. Lecture sessions rather they go to ChatGPT and they try to get some. From them. And then we are writing in the. People so. The is completely towards. The dependence on AAH tools in real time now. Yes, our next question.

You mentioned how the traditional teaching-learning process is shifting, with students now preferring quick video content or concise materials. Looking at your recent publication, “FPGA-Based Implementation of a Lightweight Hybrid Model for Real-Time Respiration Rate Estimation using Photoplethysmogram Signals” in The Journal of Supercomputing, how do you translate research like this into something accessible for undergraduates who may have little background in FPGA or biomedical signal processing?

You described how students are now gravitating toward AI tools and short videos over traditional lectures, even for technical topics like speed characteristics of a DC motor. Given this shift, how do you adapt your own teaching methods to ensure students still develop deep conceptual understanding, rather than just surface-level answers from technology?

Yeah. So all. By replacing the traditional methods of attacking A lecture 7. Lecture session. For more than 45.

Yeah. So all. By replacing the traditional methods of attacking A lecture 7. Lecture session. For more than 45. We should make them to understand how it's constructed using some simulation. Oppose that that simulation tools should produce a result. Provides. A clear picture on how the characteristics of the DC motor speed characteristics of DC motor. When there is a change in current flowing through it. So rather from traditional textbooks under board presentations that should. A video? A short video? How it can be simulated? How? You can vary the various parameters. To achieve the speed characteristics of a demotor. So that. Will give them more realistic explanation when compared to. Uh, traditional methods of teaching in the class for 45?

So you were explaining how you've moved away from long lectures and are adapting your methods. You trailed off there — can you say a bit more about what you actually do differently now to help students go deeper, even when they're using tools like ChatGPT?

Alright, Professor, switching gears for a moment — I noticed your paper on “FPGA-Based Implementation of a Lightweight Hybrid Model for Real-Time Respiration Rate Estimation using Photoplethysmogram Signals” in The Journal of Supercomputing. How have you drawn on that specific research when designing lab sessions or explaining real-time embedded system concepts to your students?

So I've co-authored this paper FPGA based implementation. It's a lightweight hybrid model. Along with my. Friends who worked in value engineering college and. And the paper is with respect to. Immaculate Joy. Currently she is working in SRM. Institute of Science and Technology. Uh autumn campus. And we started working on. Signal processing. So we need to go with the signal. And we need to process the. Signal from the datasets available. Based on that, we need. To implement a lightweight model with SP. That will. The existing methods. And we achieve a very high accuracy with respect to the. Existing methods in comparison. When it comes to. Radha remarked Joy and Doctor Saravanakum. So. Both are exposed in. Uh, image processing and VLSI respectively. Is good at FPGA. And Immaculate Joy is on image processing.

So I've co-authored this paper FPGA based implementation. It's a lightweight hybrid model. Along with my. Friends who worked in value engineering college and. And the paper is with respect to. Immaculate Joy. Currently she is working in SRM. Institute of Science and Technology. Uh autumn campus. And we started working on. Signal processing. So we need to go with the signal. And we need to process the. Signal from the datasets available. Based on that, we need. To implement a lightweight model with SP. That will. The existing methods. And we achieve a very high accuracy with respect to the. Existing methods in comparison. When it comes to. Radha remarked Joy and Doctor Saravanakum. So. Both are exposed in. Uh, image processing and VLSI respectively. Is good at FPGA. And Immaculate Joy is on image processing. And I supported with them the deep learning concept, what we used to implement this lightweight hybrid model. That is used to. Go for a. Implementation FPG implementation with respect to PPG signals. To ensure the volumes of the. Lungs with respect to. IPD sign sign. So we are. Doing a collab. You work by which we share our knowledge. Thereby completing the work. And writing the research papers we. Coordinate each other. And final. Once the paper is finalized, we go for a discussion. And once the discussion is over. We go to the journal. We'll try to identify the right journals. And we used to submit in the right journals for the. Write to such people. And we? We are able to get the research paper publication. Within 6 to 9 months. And in the same as you. How this can be? Share to your students as a part of your research. Yeah, we have three types of. Research. In this particular paper, one is with. FPGA implementation that is to validate the design in terms of. Power consumption consumed. To validate the. PPG signal volume less in the lungs. Based on the signal and the second one. Processing where we acquire a data set. For PPG. That is publicly available. And we go for a hybrid. Learning hybrid model. Aware we provide the input. And the output we classify the signal and finally that is validated by using a FPGA. So 3 areas. We can share the knowledge to the students based on this research paper. What are you? Me about uh.

So I've co-authored this paper FPGA based implementation. It's a lightweight hybrid model. Along with my. Friends who worked in value engineering college and. And the paper is with respect to. Immaculate Joy. Currently she is working in SRM. Institute of Science and Technology. Uh autumn campus. And we started working on. Signal processing. So we need to go with the signal. And we need to process the. Signal from the datasets available. Based on that, we need. To implement a lightweight model with SP. That will. The existing methods. And we achieve a very high accuracy with respect to the. Existing methods in comparison. When it comes to. Radha remarked Joy and Doctor Saravanakum. So. Both are exposed in. Uh, image processing and VLSI respectively. Is good at FPGA. And Immaculate Joy is on image processing. And I supported with them the deep learning concept, what we used to implement this lightweight hybrid model. That is used to. Go for a. Implementation FPG implementation with respect to PPG signals. To ensure the volumes of the. Lungs with respect to. IPD sign sign. So we are. Doing a collab. You work by which we share our knowledge. Thereby completing the work. And writing the research papers we. Coordinate each other. And final. Once the paper is finalized, we go for a discussion. And once the discussion is over. We go to the journal. We'll try to identify the right journals. And we used to submit in the right journals for the. Write to such people. And we? We are able to get the research paper publication. Within 6 to 9 months. And in the same as you. How this can be? Share to your students as a part of your research. Yeah, we have three types of. Research. In this particular paper, one is with. FPGA implementation that is to validate the design in terms of. Power consumption consumed. To validate the. PPG signal volume less in the lungs. Based on the signal and the second one. Processing where we acquire a data set. For PPG. That is publicly available. And we go for a hybrid. Learning hybrid model. Aware we provide the input. And the output we classify the signal and finally that is validated by using a FPGA. So 3 areas. We can share the knowledge to the students based on this research paper. What are you? Me about uh. I have CP. Implemented light hybrid weight. PP on BPD sector. Yes, Sir. Your next question.

Okay, so you collaborated closely with colleagues who specialized in image processing and VLSI, and your work focused on processing real signals from datasets and implementing efficient models on FPGA. When you introduce these advanced topics—like FPGA or photoplethysmogram-based signal processing—to undergraduates, what's a specific analogy or activity you use to help them grasp the core ideas without overwhelming them?

Okay, so you broke that research down for students into the FPGA implementation, the dataset processing, and the hybrid learning model, each as its own learning avenue. For undergraduates who might not have deep exposure to either FPGAs or biomedical signal processing, how do you structure lab sessions or assignments to make sure they actually build intuition and not just follow steps?

So when I go to data processing. So the signal data sets are publicly available. So only we have to go through. How? We can. Make the. UG students or learners? To access the data. And how to process the data by using uh? Machine learning or deep learning algorithms. So what? Once that is done, the second part is nothing but your validation. So they should have the basic knowledge on IFPG. Where we can validate any design? What we? Currently work. So that is used to validate the. Signal processing system. As well as the hybrid model. Ongpg. So if we have a group of three or four students, so we can make them to learn. In different domains, for example, one can go on with signal processing. And the other can do on. The uh. Light hybrid model. For example, they can go for a. Uh, deep learning architecture or a hybrid deep learning architecture? And and the other one can go on with the FPGA and they can share. Themselves how a FPGA can validate a design. That is one done by the. So. Signal prompting. They can understand where the data set is available. And how we can access the data set? And how we can preprocess the data that can be provided? To the hybrid model, what we have decided. And the second. Is very very important step rather than going with the. The implementation of the system. It's a literature service. So the first step is to go with the literature survey. What are the existing? Models available. On. So PPG. And the hybrid models, existing hybrid models. And that validated with FPGA. So what? We can go to the reference papers and we can identify the. Umm app the research gaps within the papers and from work. We can go for a proposed model. Where we can implement a hybrid structure that can be of any machine learning or deep learning concept or even explainable AI or gene A. So this is how we can encourage the students.

So when I go to data processing. So the signal data sets are publicly available. So only we have to go through. How? We can. Make the. UG students or learners? To access the data. And how to process the data by using uh? Machine learning or deep learning algorithms. So what? Once that is done, the second part is nothing but your validation. So they should have the basic knowledge on IFPG. Where we can validate any design? What we? Currently work. So that is used to validate the. Signal processing system. As well as the hybrid model. Ongpg. So if we have a group of three or four students, so we can make them to learn. In different domains, for example, one can go on with signal processing. And the other can do on. The uh. Light hybrid model. For example, they can go for a. Uh, deep learning architecture or a hybrid deep learning architecture? And and the other one can go on with the FPGA and they can share. Themselves how a FPGA can validate a design. That is one done by the. So. Signal prompting. They can understand where the data set is available. And how we can access the data set? And how we can preprocess the data that can be provided? To the hybrid model, what we have decided. And the second. Is very very important step rather than going with the. The implementation of the system. It's a literature service. So the first step is to go with the literature survey. What are the existing? Models available. On. So PPG.

So when I go to data processing. So the signal data sets are publicly available. So only we have to go through. How? We can. Make the. UG students or learners?

Right, so you start with publicly available datasets and want to make the process accessible for undergrads. You were about to say how you actually help learners engage with that material — can you finish your thought?

So when I go to data processing. So the signal data sets are publicly available. So only we have to go through. How? We can. Make the. UG students or learners? To access the data. And how to process the data by using uh? Machine learning or deep learning algorithms. So what? Once that is done, the second part is nothing but your validation. So they should have the basic knowledge on IFPG. Where we can validate any design? What we? Currently work. So that is used to validate the. Signal processing system. As well as the hybrid model. Ongpg. So if we have a group of three or four students, so we can make them to learn. In different domains, for example, one can go on with signal processing. And the other can do on. The uh. Light hybrid model. For example, they can go for a. Uh, deep learning architecture or a hybrid deep learning architecture? And and the other one can go on with the FPGA and they can share. Themselves how a FPGA can validate a design. That is one done by the. So. Signal prompting. They can understand where the data set is available. And how we can access the data set? And how we can preprocess the data that can be provided? To the hybrid model, what we have decided. And the second. Is very very important step rather than going with the. The implementation of the system. It's a literature service. So the first step is to go with the literature survey. What are the existing? Models available. On. So PPG. And the hybrid models, existing hybrid models. And that validated with FPGA. So what? We can go to the reference papers and we can identify the. Umm app the research gaps within the papers and from work. We can go for a proposed model. Where we can implement a hybrid structure that can be of any machine learning or deep learning concept or even explainable AI or gene A. So this is how we can encourage the students. Together and. Do their research. A part of the. There are curriculum and. Academic. Yes, Sir. Next question.

Professor, considering your background in signal processing and embedded systems, where do you see the most fundable research directions over the next few years? Which specific grants or funding bodies would you target to support those initiatives?

So you give undergrads ownership of different parts of a research project — one might focus on the dataset, another on the model, and someone else on FPGA validation — and you stress the importance of starting with a literature survey to spot research gaps. Now, thinking about long-term viability, which of these areas do you see as most attractive for sustained external funding — and are there specific grants or industry partners you'd target to support this kind of student-driven, embedded systems research?

So your approach is to split undergraduate teams so each student takes on a piece—signal processing, model development, or FPGA validation—and you emphasize beginning with a literature survey to find research gaps. When you think about actually funding this kind of work at an institution like VIT University, which funding bodies, industry partners, or government grants would you target, and what makes your research attractive to them?

So when it comes to this academic research. So. Uh, it depends on only three models. One is the data set. So that is publicly available, we can get it for free. If it is privately available, we can request the. Researcher to share the data set. On the data set. So and secondly to go with the modeling. Uh, we can go with the. And Python programming. And when it comes to MATLAB, we universities like VIT, they have their access to MATLAB for all. They have provided the access to. Of the students, since it is easy for them to work on a MATLAB and write a Python code. And currently in. This year era so. The most of the students are learning the they are improving with the programming skills with respect to Python, JavaScript and CC and it will be easy for them to adapt with. These models as well as with the programming part. And finally, is a FPGAS deployment. Under FPG deployment when it comes to uh. We have the kits that is available in various configurations part and. We can work on it. And if it's a. Majorly this particular for example, since you asked, with respect to this paper, it doesn't need any external graphs. So one anything. We should have we should have a support from the. Uh university in terms of article processing charge when we complete the research work. Can you submit to the journal? And if the work is very good, really good. It's not necessary to go for a APC also. We have a hybrid journals. Which accepts a paper. Without any APC. We need to wait for embarkment period of 12 to 24 months to publish the paper completely. So initially it will be published online with volume number issue #1. Anyone needs they need to. Subscribe the journal and they have to download it. So. So what Going for a large extent. For example, for a. Large extent, then we need to go for a. Funding support from. I extend external agencies if the. Is very very less, for example. For around 5 to 10,00,000 we. For a seed money from. The management of Vellore Institute of Technology. So based on our research work and what? The research work provides to the society.

So when it comes to this academic research. So. Uh, it depends on only three models. One is the data set. So that is publicly available, we can get it for free. If it is privately available, we can request the. Researcher to share the data set. On the data set. So and secondly to go with the modeling. Uh, we can go with the. And Python programming. And when it comes to MATLAB, we universities like VIT, they have their access to MATLAB for all. They have provided the access to. Of the students, since it is easy for them to work on a MATLAB and write a Python code. And currently in. This year era so. The most of the students are learning the they are improving with the programming skills with respect to Python, JavaScript and CC and it will be easy for them to adapt with. These models as well as with the programming part. And finally, is a FPGAS deployment. Under FPG deployment when it comes to uh. We have the kits that is available in various configurations part and. We can work on it. And if it's a. Majorly this particular for example, since you asked, with respect to this paper, it doesn't need any external graphs. So one anything. We should have we should have a support from the. Uh university in terms of article processing charge when we complete the research work. Can you submit to the journal? And if the work is very good, really good. It's not necessary to go for a APC also. We have a hybrid journals. Which accepts a paper. Without any APC. We need to wait for embarkment period of 12 to 24 months to publish the paper completely. So initially it will be published online with volume number issue #1. Anyone needs they need to. Subscribe the journal and they have to download it. So. So what Going for a large extent. For example, for a. Large extent, then we need to go for a. Funding support from. I extend external agencies if the. Is very very less, for example. For around 5 to 10,00,000 we. For a seed money from. The management of Vellore Institute of Technology. So based on our research work and what? The research work provides to the society. We granted with that minimum amount and we can continue with. If the amount is very very high. We need to approach. The bodies like, uh, DST. For example. Your Department of Science and Technology. And now we have a. Other schemes like an AN or an Sudan National Research Foundation. And we have other agencies also with respect to funding. We can approach them for it. Yes, Sir. Your next question.

You mentioned earlier that students now prefer short videos and interactive simulations over long lectures, especially for topics like DC motor speed characteristics. Say you have a class of 200 undergraduates and traditional slides aren’t allowed—how would you structure a session to actively engage everyone and help them really understand the material?

Okay, so you’d leverage VIT’s institutional support for tools like MATLAB and Python, and only seek external grants if the research scope demands it—otherwise, you rely on university seed funding or open-access journals with no APC. Shifting back to pedagogy for a moment, if you were tasked with handling Embedded Systems courses for a large, diverse student body at VIT, what specific innovative strategies would you use to address the varied academic backgrounds and learning needs?

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system. It's for any. Domain, for example, even a mechanical. Engineer. A electrical engineer or electronics engineer. Or a civil engineer. Or any engineering student. There is a need for them. To go. The micro microcontroller based. For example, you may. How can you differentiate? For example.

You started to say embedded systems include a microcontroller, but let’s focus on how you’d actually teach that to a diverse group. If you had students from both strong and weak programming backgrounds, what concrete strategies would you use to make sure everyone can engage with the hands-on lab work and not get left behind?

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system. It's for any. Domain, for example, even a mechanical. Engineer. A electrical engineer or electronics engineer. Or a civil engineer. Or any engineering student. There is a need for them. To go. The micro microcontroller based. For example, you may. How can you differentiate? For example. When you go with. Electrical Engineer. OK, so a microcontroller can be used.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system. It's for any. Domain, for example, even a mechanical. Engineer. A electrical engineer or electronics engineer. Or a civil engineer. Or any engineering student. There is a need for them. To go. The micro microcontroller based. For example, you may. How can you differentiate? For example. When you go with. Electrical Engineer. OK, so a microcontroller can be used. For example, to turn on light to turn on fan to turn. Et cetera. So. Voice control. So what? We have so we have the input signal, for example voice controlled home automation. So the input is our. Why signal so turn on light? So it will turn on the light. Turn on. Fan. It will turn on the fan. Turn on. TV it will turn on. The TV, so the signal will be processed by the microcontroller like Raspberry Pi or Artery. And the instruction the control signal will be sent to, for example. TV or a bulb? Or a spam and it will be turned on. So this with respect to how? It can be in real time. It can be used in. Electrical. Home automation with a.

You started to describe the role of microcontrollers in embedded systems, but I'm curious about your classroom strategies. Suppose you have students who are comfortable with coding and others who are brand new to it—how would you design a hands-on embedded systems activity so both groups are challenged and supported?

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system. It's for any. Domain, for example, even a mechanical. Engineer. A electrical engineer or electronics engineer. Or a civil engineer. Or any engineering student. There is a need for them. To go. The micro microcontroller based. For example, you may. How can you differentiate? For example. When you go with. Electrical Engineer. OK, so a microcontroller can be used. For example, to turn on light to turn on fan to turn. Et cetera. So. Voice control. So what? We have so we have the input signal, for example voice controlled home automation. So the input is our. Why signal so turn on light? So it will turn on the light. Turn on. Fan. It will turn on the fan. Turn on. TV it will turn on. The TV, so the signal will be processed by the microcontroller like Raspberry Pi or Artery. And the instruction the control signal will be sent to, for example. TV or a bulb? Or a spam and it will be turned on. So this with respect to how? It can be in real time. It can be used in. Electrical. Home automation with a. Verified at the C. When you go with the next slide. So for example. So how it can be used in? Civil engineering. For example. For example, we have a. Auditorium. OK.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system. It's for any. Domain, for example, even a mechanical. Engineer. A electrical engineer or electronics engineer. Or a civil engineer. Or any engineering student. There is a need for them. To go. The micro microcontroller based. For example, you may. How can you differentiate? For example. When you go with. Electrical Engineer. OK, so a microcontroller can be used. For example, to turn on light to turn on fan to turn. Et cetera. So. Voice control. So what? We have so we have the input signal, for example voice controlled home automation. So the input is our. Why signal so turn on light? So it will turn on the light. Turn on. Fan. It will turn on the fan. Turn on. TV it will turn on. The TV, so the signal will be processed by the microcontroller like Raspberry Pi or Artery. And the instruction the control signal will be sent to, for example. TV or a bulb? Or a spam and it will be turned on. So this with respect to how? It can be in real time. It can be used in. Electrical. Home automation with a. Verified at the C. When you go with the next slide. So for example. So how it can be used in? Civil engineering. For example. For example, we have a. Auditorium. OK. Where a large of peoples will get in and get out of the story. So if you want to monitor. If you want to monitor. The quality of our within it.

Yeah. So when it comes to. Embedded systems. System which includes A microcontroller within it. So the microcontroller. Uh is a part of an uh. An integrated circuit. That can do any task. With two, there are two different types of. System one. We call it as micro. Processor and the other one is a microcontroll. So when it comes to microprocessor. So microphone. Professor as used for open-ended. For example, we can go with traffic light control system. So today we go. To a traffic light signal. And we shows around, it is 30 seconds, we have to wait. And the next day if you go. It'll be 60 seconds. So we can repro. But at the same time. And we can modify it at anytime. So for a system, sorry for real time systems. Which need to be broken. We can use a micro. And when it comes to microcontroller it is used to. Do a specific task repeatedly, for example in our home. We use washing machine. So it is completely programmed. For example. So we want to watch the clothes. Right, so you open the washing machine. Uh, first we need to fill it with the. We wash it. Then it will go with the analysis of. The weight of the. Total close within it. Then it will start pouring water. And then? It will go on with the pouring the detachments, it will ask us to pour the detergents and it will go for the repeated process of. Rinsing, drying, rinsing, drying, rinsing, drying, and finally. After 45 to 60 minutes, the work is completed. So when it comes to. Embedded system. So as you said. You know VAT have a? Its strength. So a controller? A microcontroller? Can be used in real time. For any. Applications. It's not only for electronic system. It's for any. Domain, for example, even a mechanical. Engineer. A electrical engineer or electronics engineer. Or a civil engineer. Or any engineering student. There is a need for them. To go. The micro microcontroller based. For example, you may. How can you differentiate? For example. When you go with. Electrical Engineer. OK, so a microcontroller can be used. For example, to turn on light to turn on fan to turn. Et cetera. So. Voice control. So what? We have so we have the input signal, for example voice controlled home automation. So the input is our. Why signal so turn on light? So it will turn on the light. Turn on. Fan. It will turn on the fan. Turn on. TV it will turn on. The TV, so the signal will be processed by the microcontroller like Raspberry Pi or Artery. And the instruction the control signal will be sent to, for example. TV or a bulb? Or a spam and it will be turned on. So this with respect to how? It can be in real time. It can be used in. Electrical. Home automation with a. Verified at the C. When you go with the next slide. So for example. So how it can be used in? Civil engineering. For example. For example, we have a. Auditorium. OK. Where a large of peoples will get in and get out of the story. So if you want to monitor. If you want to monitor. The quality of our within it. And you want to control the. Hall temperature. So we can have a system. That will with the hair quality sensor. So that will detect the quality of the app within the auditorium continuously. And it will report to the. Remote monitoring set. So be is. That we can control the room temperature within the. Hall based on the number of. People within the hall and the apron of people leaving the hall. When it comes to. Mechanical. OK, we can have for example we have automobile or if you have a. Electric vehicle. So if you want to monitor. The fuel level. A sensor that will go with a level sensor. And that will provide the level of. Fuel within the vehicle. It can give the information. And the process. Data will be processed. And if the information. Tact was through here. Indicator. A display unit. So it's not with respect to microcontroller specifically I. Electronics and communication. Product or electrical and electronics engineering. Rather than the can. Be used in. Any domains? In engine.

Okay, so you broke down the difference between microcontrollers and microprocessors using real-world examples like washing machines and traffic signals, which can help students from different backgrounds relate to embedded systems. But with a large class where some students have never programmed before and others are already comfortable with hardware, how would you structure your lab sessions or projects so everyone is challenged but no one is left behind?

So you walked through real-world examples like the washing machine to explain embedded systems, and you differentiated between microcontrollers and microprocessors with practical analogies. But at VIT, you’ll have students with very different preparation levels. How do you make sure that the students who are less confident with hardware or coding don’t get left behind in a course like Embedded Systems?

Alright, you gave a clear analogy with microcontrollers in washing machines and highlighted that embedded systems are relevant across all engineering domains, not just electronics. But with such a diverse class—say, students from civil, mechanical, and ECE backgrounds—how would you design a lab or project component so everyone, regardless of their starting point, feels challenged but not overwhelmed?

Alright, you started breaking down microcontrollers versus microprocessors and gave the washing machine example, but I want to get a bit more concrete. For a first-year Embedded Systems class with students from mechanical, civil, and electrical backgrounds, how would you design a hands-on project or classroom activity that gets everyone engaged, regardless of their prior experience?

So you broke down the difference between microcontrollers and microprocessors for students and tied it to real-world examples like home automation, using voice control and Raspberry Pi. But with such a range of backgrounds at VIT, how would you actually assess if your approach is working — what methods or feedback loops would you use to make sure students of all levels are truly grasping embedded systems?

You walked through how you'd use real-world examples—like home automation with microcontrollers—to connect Embedded Systems to different engineering domains, making it relevant for students from varied backgrounds. But with a big class, you'll always have some students who struggle or check out. How do you actually spot when students are disengaged or confused, and what do you do in the moment to get them back on track?

So you broke down real-world applications of microcontrollers, from home automation to monitoring air quality in large auditoriums, tailoring your examples so even students from non-electronics backgrounds can relate. Let’s say you tried this approach in an Embedded Systems class and some students still struggled to connect theory to practical projects — how would you identify those students early, and what concrete steps would you take to help them catch up without slowing down the rest of the class?

Okay, so you gave a pretty thorough overview of how embedded systems and microcontrollers are relevant across domains, from electrical to civil and mechanical engineering, and you used examples like home automation and auditorium air quality monitoring. But when you have a classroom with students coming from such different backgrounds, how do you actually check if your teaching methods are working for everyone—especially those who might not have a strong foundation in electronics or programming?

OK. So when it comes to. The students. Who doesn't have a? A background with electronics or programming. We need to ensure with the basic programming skills of each and everyone. So. So in current scenario. You are aware? That most of the universities. They have included the Python. As a programming language. For the first. So they have the base programming skills with. To C or Python. Since they mostly rely on. IT industry. For a job opportunities. And it is mandatory for them, so they have the basic. Programming skills with respect to C or C or Python at the entry level first years levels. It's becoming difficult for them to understand the programming. What? For programming Adreno or a Raspberry Pi, because both are they they look very similar, for example when you go with the embodied system. So we write a programming embedded C. So. When it comes to embedded C. It will look. I like C programming. So with some technical data on the microprocessor or. And when it comes to electronics, we should give the basic. Architecture. Of what it can do. So, uh. Unintentional is necessary for them. And when it? When it comes to basic electronics, also the most of the students that they have learned. The first year, so basic electrical and electric. Engineering. They have some ideas about basic electrical and. But we should make them to understand for example. If you ask me to go for a 15 day session for a students with a diversified. So the first two to three days we should go with. This basic concepts are. What is the programming with embedded? System. Programming with microcontroller. Go with what is. Hardware. Architecture of the particular microcontroller. That will give them. Idea. So what? Leaders and what we can do with. So based on that. They will decide. In their particular area, for example, a civil engineering students. Can look after the problems what actually within their. Uh, domain. And they can they can provide a solution. By using the. That is a microcontroller. That is emphasis system. A mechanical engineering students also can identify some problems that can be resolved by using this embryo system, that is, design and development systems. Design and development of emirate system with respect to their particular. It's very. When it comes to embedded system. Our programming it's common to all. The students are. Is the students come from a diversified domain?

OK. So when it comes to. The students. Who doesn't have a? A background with electronics or programming. We need to ensure with the basic programming skills of each and everyone. So. So in current scenario. You are aware? That most of the universities. They have included the Python. As a programming language. For the first. So they have the base programming skills with. To C or Python. Since they mostly rely on. IT industry. For a job opportunities. And it is mandatory for them, so they have the basic. Programming skills with respect to C or C or Python at the entry level first years levels.

Okay, so you’re saying most students now have at least some exposure to Python or C by their first year, so the foundation is there. Let’s wrap up this topic: given VIT University’s strong focus on industry collaboration, can you give a concrete example of how you’d connect your classroom teaching or student projects with current industry trends or real-world applications?

You highlighted that even students from non-electronics backgrounds usually have some exposure to C or Python in their first year, and you address gaps with a few days of basics on embedded programming and hardware architecture before diving into applications in each student’s domain. But how do you know if that approach is actually working for every student—what do you use to measure engagement and learning, especially for those who might be struggling quietly?

So we should have some. Evaluation sessions. That's the day one is over. So we should give. Some hands on sessions on the day one. So to understand. Understand the basic concepts with respect to. Embrace system or. Adreno Raspberry Pi microcontrollers. And then we should go with the programming in C or Python. By making to understand with C and Python they can learn. How to? How it differentiate with you? And we can go with an evaluation. And like giving some exercises. Payments under. We can have a. We can form a group. Among the students so that they interact with each other. The one who learns or one who understands the concepts, he can share the concepts with others. And they can unit to. Together and they can work on the project and we can provide them a small idea. You need to do at the end of the 15th day. So that will help. Call to SH share their knowledge among the groups. And that will help them to understand the basic concept and programming concept. And that will make them to do the project what we provide to them at the end of that. 15th. Meantime, we can have some. Evaluations in between the sessions so that we can make them comfortable with understanding what we teach. So that is the. Overall for example, so if you say it's a day 15 day session. So we can. I have two theory sessions in the four noon and one hands on session in the afternoon. So once the 1st 4 noon station first theory. We can have a evaluation. And when it comes to the second session, we can have a evaluation. And then we can move on with the hands on session. At the end of the day, we can have an evaluation with respect to. That can be complete, that can be continued for the next 15 days and the end of the 15th day they have to come out with a problem. In the respective domain and the proposed solution. With respect to how they can use the microcontroller or embedded system. To resolve the problem in the respective. It's not necessary the. They have to do the project in electronics and communication and electrical in. They can look after the problems that actually exist in mechanical engineering. Civil engineering. Or any other engine?

So we should have some. Evaluation sessions. That's the day one is over. So we should give. Some hands on sessions on the day one. So to understand. Understand the basic concepts with respect to. Embrace system or. Adreno Raspberry Pi microcontrollers. And then we should go with the programming in C or Python. By making to understand with C and Python they can learn. How to? How it differentiate with you?

So you use hands-on sessions right from day one to check if students are grasping basic concepts in embedded systems and programming on Arduino or Raspberry Pi. When you notice some students falling behind during these sessions, what's your next step to bring them up to speed without holding back the rest of the class?

Okay, Professor, let's talk about the broader responsibilities that come with being part of a university. If you joined our department and noticed that outcome assessment data was inconsistent across courses—something that can create problems during accreditation—how would you go about fixing that?

So can you give a example what is that? Inconsistent. Outcome data. So it is whether it is specific to any point. For example you. For example, at the end of the day. After 15 days session. So if they assess the students. If it is not worked out. So how you will try to resolve the problem? Right, so. We should, uh, in such a way that. The outcome should be achieved a minimum of 80 to 90%. When you go with the process. Of training them. For a program. Of 15 days. SO answer. Transition with respect to design and development of M. So we should ensure that. Everybody learns. And we achieve the. Outcome with respect to. With respect to. Uh, outcome data. As you specify. If it is with respect to teaching and learning process. This our research publication. That should be a meta. With a collaborative research done. By the faculty members of a particular department of the OR other with respect to the. Since you specified that. It's a inconsider. Turned outcome data. So. What is the data refers to? So what is the inconsistency with respect to a particular data? Specifically with respect to any particular information I may give some. Suggestions that can include that? Inconsistent of. Outcome data.

Sure, so let’s say you’re reviewing course reports during accreditation and you notice that one instructor uses a grading rubric with clear learning outcomes mapped to assessments, but another just lists grades with no linkage to outcomes at all. That’s the kind of inconsistency I mean—it makes it hard to prove to accreditors that students are meeting program goals. How would you approach standardizing this across the department so outcome data is consistent and credible?

OK.

OK. So as you clearly given an example. OK, uh. Before we start a new semester.

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome?

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome? And what about the program specific out objective? With respect to. Core engineering under. Computer science and engineering. And uh, what are the? Direct assessment methods and what are the indirect assessment methods?

Say a colleague approaches you asking to co-author a research paper, but you notice some of the experimental data looks questionable or maybe even manipulated. How would you handle that situation, balancing your responsibility to research integrity with the reality of maintaining good relationships in the department?

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome? And what about the program specific out objective? With respect to. Core engineering under. Computer science and engineering. And uh, what are the? Direct assessment methods and what are the indirect assessment methods? Uh, that should be. Done during the course. For the one semester of three months.

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome? And what about the program specific out objective? With respect to. Core engineering under. Computer science and engineering. And uh, what are the? Direct assessment methods and what are the indirect assessment methods? Uh, that should be. Done during the course. For the one semester of three months. And finally, we should go with the. Process of COPO marketing under. PS4 mapping.

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome? And what about the program specific out objective? With respect to. Core engineering under. Computer science and engineering. And uh, what are the? Direct assessment methods and what are the indirect assessment methods? Uh, that should be. Done during the course. For the one semester of three months. And finally, we should go with the. Process of COPO marketing under. PS4 mapping. Thereby achieving. For example, on a scale of 1 to. 23. 2.4. That is around roughly around 80 to 90%. 4 to 27. That is the responsibility of the head of the department to share. The necessary information with respect to. Any.

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome? And what about the program specific out objective? With respect to. Core engineering under. Computer science and engineering. And uh, what are the? Direct assessment methods and what are the indirect assessment methods? Uh, that should be. Done during the course. For the one semester of three months. And finally, we should go with the. Process of COPO marketing under. PS4 mapping. Thereby achieving. For example, on a scale of 1 to. 23. 2.4. That is around roughly around 80 to 90%. 4 to 27. That is the responsibility of the head of the department to share. The necessary information with respect to. Any. With respect to the course outcome and program outcome and program specific. So that should be achieved. In case if it is not at the end of the semester, if it is not achieved, we should go for an alternative. To achieve the specific uh. Course outcome by. Any indirect or direct assessments? For example. A subject which is very tough. The results may go down.

OK. So as you clearly given an example. OK, uh. Before we start a new semester. So we should. Give the clear. A message to all the faculty members. What is a course outcome? What's up? Program outcome? And what about the program specific out objective? With respect to. Core engineering under. Computer science and engineering. And uh, what are the? Direct assessment methods and what are the indirect assessment methods? Uh, that should be. Done during the course. For the one semester of three months. And finally, we should go with the. Process of COPO marketing under. PS4 mapping. Thereby achieving. For example, on a scale of 1 to. 23. 2.4. That is around roughly around 80 to 90%. 4 to 27. That is the responsibility of the head of the department to share. The necessary information with respect to. Any. With respect to the course outcome and program outcome and program specific. So that should be achieved. In case if it is not at the end of the semester, if it is not achieved, we should go for an alternative. To achieve the specific uh. Course outcome by. Any indirect or direct assessments? For example. A subject which is very tough. The results may go down. And that we have gone through the previous semesters and in this semester we need to. Umm, address the problem. And. We should make the students learn better. So that. At the end of the. The course issue she should not have failed in the particular subject.

Alright, Professor, given your deep experience in embedded systems and image processing, do you have any established connections with industry partners that could help create internship or placement opportunities for students at VIT?

So you mentioned setting up clear course and program outcomes up front—makes sense. Now, let’s talk about your direct skills. In your experience with image processing, can you walk me through a time when you had to choose between different algorithms for a real-world application—what factors drove your decision?

You emphasized setting expectations up front — making sure faculty know what course and program outcomes are, and how direct and indirect assessments should align. That kind of clarity really does help with consistency. Alright, Professor, we're wrapping up. Is there anything you'd like to ask about the role or the team?

You emphasized the need to set expectations up front—making sure every faculty member knows the course, program outcomes, and how to use both direct and indirect assessment methods each semester. That kind of clarity really does help with standardization. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

You really emphasized the need for upfront clarity—making sure faculty understand course and program outcomes, and how assessment methods tie into accreditation requirements. Alright, Mr., before we wrap up, is there anything you'd like to ask about the role or about the team here?

Right, you made it clear that up-front communication from the department head about outcomes, assessments, and mapping is key for setting faculty expectations and ensuring consistency. Alright, Mr., we’re at the end of our conversation—before we wrap up, is there anything you’d like to ask about the role or the department?

Right, you emphasized the importance of clear mapping and regular assessment to make sure outcomes are actually achieved, and suggested adjusting strategies if tough subjects bring down results. Alright, Mr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, you emphasized giving students lots of hands-on sessions, group work, and regular evaluations to check understanding, and you adjust if outcomes aren't met. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?