Hello you can begin.

Please start by introducing your professional journey in academia

I completed my HD I completed my M tech. Control and instrumentation engineering. Add Tyagi culture engineering. 2014 I completed my M tech. Control and instrumentation engineering. Add Tyagi culture engineering. 2014. I completed my I completed my M tech. Control and instrumentation engineering. Add Tyagi culture engineering. 2014. I completed my. In 2019. In the area of renewable energy.

Yes, I am. I completed my B. In the electrical engineering. Kerala Kalaja Engineering. Mtech control system at. In the year 2020.

Yes, I am. I completed my B. In the electrical engineering. Kerala Kalaja Engineering. Mtech control system at. In the year 2020. Tell me a cooking.

Alright, so you finished your B. Tech in Electrical Engineering and then an MTech in Control Systems in 2020. What came next in your academic path—any teaching, research, or further study after your master’s?

So you completed your BTech in Electrical Engineering from Kerala Kalaja Engineering, then your MTech in Control Systems in 2020. Did you pursue any teaching, research, or industry roles after your master's, or have you been focused on academic research since then?

I have I have worked. At, uh, chainings of technology. The past eight years.

Dr., since your doctoral work was in renewable energy,

Okay, so you've spent eight years at Chainings of Technology. In those years, when you first introduce a new theory—say, in power electronics or control systems—how do you ensure students with different backgrounds can all follow along?

So power electronics merely deals with the switching devices. Uh, mainly focusing on the rectifiers inverters. Under controlled rectifiers. Also regulated switching regulators. Coming to control system. Uh.

So power electronics merely deals with the switching devices. Uh, mainly focusing on the rectifiers inverters. Under controlled rectifiers. Also regulated switching regulators. Coming to control system. Uh. Close, uh Yes.

You’ve worked extensively on feasibility investigations of hybrid renewable energy systems—your PhD thesis was focused there,

You mentioned power electronics deals mainly with switching devices, rectifiers, and regulators, and you started to touch on control systems. You were saying “close, uh…”—could you finish your thought about control systems and how you introduce those concepts to your students?

Yes, renewable energy.

Yes, renewable energy. Yes, renewable energy incorporates all the components like the. The files are inverters.

Yes, renewable energy. Yes, renewable energy incorporates all the components like the. The files are inverters. So the inverters mainly used in the solar power.

Alright, so you're emphasizing renewable energy. When you teach students about hybrid renewable systems, do you use any specific analogies or demonstrations to make the technical aspects more relatable to those without an engineering background?

Right, that's clear. Now, given your expertise in renewable energy and power electronics, where do you see the most fundable research directions over the next three years? Which types of grants or funding sources would you target to build a sustainable research program?

Alright, so you’re connecting the devices and inverters directly to solar power systems. Thinking about your recent research in renewable energy, how would you build a research group around that at our university, and what’s your sense of the funding landscape for those projects? For example, which grants or agencies would you target?

Yes, we can target Department of Science and Technology under Serb. They are offering the. Renewable energy related projects like I am focusing on the renewable energy power Desalina tion plant. This is used for the remote roles. This application is more attractive. Department of Science and Technology.

Yes, we can target Department of Science and Technology under Serb. They are offering the. Renewable energy related projects like I am focusing on the renewable energy power Desalina tion plant. This is used for the remote roles. This application is more attractive. Department of Science and Technology. Also I have completed some. One sorry once the project under the area of solar dry application.

Alright, let's shift gears a bit. Suppose you're teaching a large undergraduate class on control systems, and you can't use slides or traditional lecturing—how would you engage 200 students and make sure they're actually wrestling with the material, not just passively listening?

Yes, you tell me, Sir.

Alright, so you’re focusing on renewable energy applications like power desalination and solar drying, and you’ve worked with the Department of Science and Technology under SERB for funding. Now, let’s talk about your classroom approach—imagine you have to teach a control systems course to a group of 200 students, but you can’t use PowerPoint or standard lectures. How would you structure a session to keep everyone engaged and actively learning?

Okay, noted.

PowerPoint methods. Under some pedagogy methods. Quiz methods.

Like in the PowerPoint presentation, we can use the animation. Uh, these components like a bottle running components and integrating.

So you mentioned using PowerPoint methods and quizzes, but let's say you can't use slides at all—just the classroom space and maybe a whiteboard. Can you walk me through a specific activity or technique you'd use to get those 200 students actively wrestling with a key control systems concept?

You mentioned animation for showing bottle running components and integration, but without slides or animations, how would you translate that idea into a hands-on or interactive classroom activity—say, using just the whiteboard or physical objects—to help students really grasp the concept?

Okay, you're talking about using animation to show moving components, but if you only have a whiteboard and 200 students, how would you make that hands-on? For example, would you use physical props, group activities, or something else to get them thinking actively about the system dynamics?

Yes, I use the group activities and. Uh, physical activities. The interaction between the students and the teachers. I drew. On the block Durham Dragon movie blackboard. Visual Pocket Office.

Yes.

So you use group activities,

You've shown you adapt your teaching with group work, physical activities, and visuals on the blackboard. Let's shift to something a bit broader—accreditation cycles can be pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Also we can do the some assessment methods Yeah, we can make the internal assessment. The I want is internal assessment to internal assessment 3. Under a core course project under Project based Learning and Competition based learning. This will so leave these students. To focus on Yeah, we can make the internal assessment. The I want is internal assessment to internal assessment 3. Under a core course project under Project based Learning and Competition based learning. This will so leave these students. To focus on. Uh, knowledge. Application and the career group.

We can take the photographs. It can be used for the aggregation process. Undertaking the Geo tagged photos.

We can take the photographs. It can be used for the aggregation process. Undertaking the Geo tagged photos. Policy documentation preparation.

So you're suggesting using geo-tagged photos as documentation for accreditation processes—I've seen that work for certain types of evidence, but outcome assessment is more about measuring what students actually learn. How would you ensure that the data you collect—like exam results or project evaluations—consistently reflects the learning outcomes across all courses?

Suppose a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to raise pass rates in your course. How would you navigate that situation, balancing fairness to the student with the institutional pressure?

Switching topics, you’ve got a strong background in renewable energy and control systems. Do you have any industry connections—like with companies or research centers—that you could leverage to help VIT students find internships or work on real-world problems?

We can offer the students to. To demonstrate the renewable energy concepts and industrial visit.

Uh, uh, through some other internships engaging the students with these areas. They can update their knowledge.

Alright, let's talk power systems for a moment.

So you’d set up internships for students in those areas to help them keep their knowledge current. Walk me through how you’d structure a research project for a student group working on, say, integrating a solar PV system with battery storage for a microgrid—what would you focus on in their guidance?

Yes, uh, I can teach these students for the homework. Uh it. Use the assimilation idea.

Also the Matlab. Sister. Uh. By using this software so they can understand easily. How to optimize the?

Alright, so you’d have students use simulation as homework to deepen their understanding.

You brought up using MATLAB to help students see how optimization works—can you give me an example of a project or assignment where you guide students to use MATLAB for optimizing a power or control system, and how you’d check that they understand the underlying principles, not just the tool?

Yes, first we teach about literature survey related to the research tense and the recent authors how they are working on the optimizing the. So first taking the case studies standard system for the small household or domestic level. Uh, with the help of the MATLAB simulation. Article commerce of simulation they can analyze the feasibility.

Okay, so you start with a literature survey, have students analyze recent work, and use MATLAB simulations on standard case studies to test feasibility at the domestic level.

According to the. Uh, load data.

Alright, so you're factoring in the load data as part of the simulation analysis. How do you make sure your students can clearly communicate their findings and structure their project reports in a way that's easy for faculty reviewers to follow?

Yes, faculty can progress their student. Uh, demonstrating about this opto simulation and the output. And we thought about protocol. Demonstration and competition participation. Under reviewing the. The projects it will upgrade. Their students knowledge also faculty at evaluate their. Progressive which will helpful for their. Placement I use the. I understand your situation in this area. We can demonstrate this. Uh, with animations. Under under new the basic idea and foundation. To the students so that. They can learn easily.

Yes, faculty can progress their student. Uh, demonstrating about this opto simulation and the output. And we thought about protocol. Demonstration and competition participation. Under reviewing the. The projects it will upgrade.

Okay, you mentioned protocol demonstration and competition participation as ways to upgrade project quality. Shifting a bit, how do you handle exam-related responsibilities—like designing fair assessments and grading—so that students feel the process is transparent and consistent?

So you use animations and foundational demonstrations to make abstract concepts accessible, and your goal is making sure students actually understand the basics, not just memorize them. When you're structuring a lecture or lab, how do you make sure your delivery stays clear and organized from start to finish, especially when covering a complex topic?

We have to use the derivation part. And using the problem solving methods. It enhances the problems. Solving space.

We have to use the derivation part. And using the problem solving methods. It enhances the problems. Solving space. And explain about the mathematical concepts.

Alright, you use derivations and problem-solving to structure your sessions, which helps students build their analytical skills. Can you give me an example of how you’d evaluate students’ understanding during an exam or assessment—what kind of question would you ask, and how would you judge if they truly grasped the concept?

Alright, using derivations and problem-solving clearly helps students grasp the math behind the concepts. Can you give me a concrete example of how you’d evaluate a student’s grasp of a control system concept—like stability or transient response—beyond just their ability to solve equations?

In the control system.

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

In the control system. For the stability analysis, we. Use the router criteria method. The equation is equated to. I didn't.

Okay, so for stability analysis in control systems you're using the Routh-Hurwitz criterion and working through the characteristic equation.

What is the?

You asked, "What is the?" — can you clarify what you want to know about the Routh-Hurwitz criterion or stability analysis?

Mythical pulse stability analysis. We can. Not all the stable system or unstable system are marginally stable system.

Which will lead to design India. Include problem.

Okay, so you’re pointing out that not all systems are strictly stable or unstable—there’s marginal stability as well, which is an important nuance in control analysis. Before we wrap up,

Alright, so you’re connecting the idea of marginal stability to design problems in India. Is there anything you’d like to ask about the Assistant Professor (Research) role or the team before we finish up?

We have to take the survey about which are the problems we need to solve.