Hello.

Please start by introducing your professional journey in academia

Hello. Hello. Hello. Hello. Hello is my voice is audible. Hello. Hello.

I can hear you now. Please go ahead

OK, telling about myself.

Alright,

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD.

Okay, Dr Sashanka, you've recently completed your PhD. What subject area did you focus your doctoral research on?

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD. Where my research focused on self-land control strategies. DCDC converters, Power converters. My work. Mainly involved in. Bing Converter. Performance under. Adding conditions, pairing load conditions using adaptive neural network based control techniques along with experimental validation. I have strong background in power electronics, particularly in the design. Control of dctc converters. During my. My P during my PhD research. I worked extensively on MATLAB simulation modeling. Hardware and hardware validation. I also. Have hands on experience in PCB design? Inductor. And building converted prototypes for laboratory testing.

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD. Where my research focused on self-land control strategies. DCDC converters, Power converters. My work. Mainly involved in. Bing Converter. Performance under. Adding conditions, pairing load conditions using adaptive neural network based control techniques along with experimental validation. I have strong background in power electronics, particularly in the design. Control of dctc converters. During my. My P during my PhD research. I worked extensively on MATLAB simulation modeling. Hardware and hardware validation. I also. Have hands on experience in PCB design? Inductor. And building converted prototypes for laboratory testing. I have published the. Multiple papers in repeated Q1Q2 journals and also hold patents related to adaptive power conversion. Which reflects my focus on both. Theoretical and. Practical Aspects. Of this field.

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD. Where my research focused on self-land control strategies. DCDC converters, Power converters. My work. Mainly involved in. Bing Converter. Performance under. Adding conditions, pairing load conditions using adaptive neural network based control techniques along with experimental validation. I have strong background in power electronics, particularly in the design. Control of dctc converters. During my. My P during my PhD research. I worked extensively on MATLAB simulation modeling. Hardware and hardware validation. I also. Have hands on experience in PCB design? Inductor. And building converted prototypes for laboratory testing. I have published the. Multiple papers in repeated Q1Q2 journals and also hold patents related to adaptive power conversion. Which reflects my focus on both. Theoretical and. Practical Aspects. Of this field. Currently I'm working as a postdoctoral researcher where I'm involved in. Multiport converter control.

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD. Where my research focused on self-land control strategies. DCDC converters, Power converters. My work. Mainly involved in. Bing Converter. Performance under. Adding conditions, pairing load conditions using adaptive neural network based control techniques along with experimental validation. I have strong background in power electronics, particularly in the design. Control of dctc converters. During my. My P during my PhD research. I worked extensively on MATLAB simulation modeling. Hardware and hardware validation. I also. Have hands on experience in PCB design? Inductor. And building converted prototypes for laboratory testing. I have published the. Multiple papers in repeated Q1Q2 journals and also hold patents related to adaptive power conversion. Which reflects my focus on both. Theoretical and. Practical Aspects. Of this field. Currently I'm working as a postdoctoral researcher where I'm involved in. Multiport converter control. In advanced power conversion systems. Because it aligns with my hands on experience in powerton 's hardware design control systems. And testing, testing, testing.

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD. Where my research focused on self-land control strategies. DCDC converters, Power converters. My work. Mainly involved in. Bing Converter. Performance under. Adding conditions, pairing load conditions using adaptive neural network based control techniques along with experimental validation. I have strong background in power electronics, particularly in the design. Control of dctc converters. During my. My P during my PhD research. I worked extensively on MATLAB simulation modeling. Hardware and hardware validation. I also. Have hands on experience in PCB design? Inductor. And building converted prototypes for laboratory testing. I have published the. Multiple papers in repeated Q1Q2 journals and also hold patents related to adaptive power conversion. Which reflects my focus on both. Theoretical and. Practical Aspects. Of this field. Currently I'm working as a postdoctoral researcher where I'm involved in. Multiport converter control. In advanced power conversion systems. Because it aligns with my hands on experience in powerton 's hardware design control systems. And testing, testing, testing. And my research knowledge in the. Industry. Setting, especially designing the efficient. And reliable power conversion system.

Yeah, I'm Doctor Sashanka Ganga. I recently completed my PhD. Where my research focused on self-land control strategies. DCDC converters, Power converters. My work. Mainly involved in. Bing Converter. Performance under. Adding conditions, pairing load conditions using adaptive neural network based control techniques along with experimental validation. I have strong background in power electronics, particularly in the design. Control of dctc converters. During my. My P during my PhD research. I worked extensively on MATLAB simulation modeling. Hardware and hardware validation. I also. Have hands on experience in PCB design? Inductor. And building converted prototypes for laboratory testing. I have published the. Multiple papers in repeated Q1Q2 journals and also hold patents related to adaptive power conversion. Which reflects my focus on both. Theoretical and. Practical Aspects. Of this field. Currently I'm working as a postdoctoral researcher where I'm involved in. Multiport converter control. In advanced power conversion systems. Because it aligns with my hands on experience in powerton 's hardware design control systems. And testing, testing, testing. And my research knowledge in the. Industry. Setting, especially designing the efficient. And reliable power conversion system. Hello. Hello.

Okay, so you've got hands-on experience with control strategies for DCDC converters and building prototypes in the lab. When you're teaching introductory power electronics to students, what's one foundational concept you always emphasize early on?

Okay, so you’ve got hands-on experience with DCDC converter design and adaptive neural network-based control, plus hardware prototyping and experimental validation. Given all that, what’s one concept in power electronics you find especially rewarding to teach—something that students seem to really connect with?

Okay, so you've got real hands-on experience with adaptive neural networks for converter control, plus PCB design and hardware validation. What's one foundational concept in power electronics you love teaching to students, and why?

Alright,

Okay, so you mentioned hands-on experience with PCB design and converter prototypes, plus simulation and hardware validation. What aspect of teaching power electronics theory do you find most rewarding—especially when explaining complex concepts to students?

Okay, so you’ve spent a lot of time on adaptive neural network control for power converters, and you’ve got hands-on experience from lab work and PCB design. When you’re teaching those foundational concepts—say, the basics of DC-DC converters—to a new group of undergrads, what’s your go-to strategy for making the material stick?

Okay,

OK.

So you’ve built prototypes, run experiments, and published in top journals — that’s impressive depth. When you’re teaching power electronics theory to students, what do you find most rewarding about it?

Sorry, your voice is. Very low.

You said my voice was very low — thanks for letting me know, I'll speak up. So, when you're teaching power electronics, what aspect of explaining those foundational ideas to students do you enjoy most?

Alright.

Alright. You mentioned adaptive neural network control techniques and experimental validation—that’s a pretty advanced approach. When you introduce these concepts to students in a lab setting, how do you help them connect the theory to the actual hardware?

Yes.

You just said "yes" — I need a bit more than that.

So yeah. Student re. Such problems they cannot understand, but we need to. Introduce these problems step by step. Once they come into the lab. Like control systems and power electronics. I will. I will. Connect the student. So with real time problems. Like I will introduce matlab first. Then a hardware prototype making hardware of the power converter. Then testing the hardware in open loop. Then after testing the. Hardware with loop. With simple π controllers.

So yeah. Student re. Such problems they cannot understand, but we need to. Introduce these problems step by step. Once they come into the lab. Like control systems and power electronics. I will. I will. Connect the student. So with real time problems. Like I will introduce matlab first. Then a hardware prototype making hardware of the power converter. Then testing the hardware in open loop. Then after testing the. Hardware with loop. With simple π controllers. Do you like step by step people can, I mean students can learn. Easily. Hello.

Alright, so you introduce students to MATLAB first, then move to hardware prototypes, open-loop testing, and finally closed-loop with PI controllers. What’s one common misconception students have when they start working with power converters in the lab?

Okay, so you walk students through MATLAB

Your voice is not audible, Sir.

Alright, so you guide students through MATLAB, hardware building, and controller design step by step so they see the practical side of theory. What’s one common misconception students have when they first try to control a DC-DC converter in the lab?

Yeah, students. Students. Basically, they learn from the textbooks. The whatever their. Studying and reading from the textbooks like a. For example, simple DCDC bug converter. It is having a. So practically. Me to designer. Everything on a PCB. That means they need they need to identify what is a. Uh source? What is the power rating of the source and uh inductor? How to design an inductor? How? What are the? Number of turns and what is the current carrying capability of the inductive coil? I mean with copper wire.

Yeah, students. Students. Basically, they learn from the textbooks. The whatever their. Studying and reading from the textbooks like a. For example, simple DCDC bug converter. It is having a. So practically. Me to designer. Everything on a PCB. That means they need they need to identify what is a. Uh source? What is the power rating of the source and uh inductor? How to design an inductor? How? What are the? Number of turns and what is the current carrying capability of the inductive coil? I mean with copper wire. And also the capacitating how to choose the capacitive rating based on the output voltage levels and? But what what the Mosfets? Switch how to choose the MOSFET list based on the current and voltage ratings and the operating frequency. Those things. Student has to realize. Once they come to the. Uh, theoretical and. Decisions are different, but. Once the student once students practice, it will be. I think it will be simpler. I mean.

So you’re saying students often think textbook theory covers everything, but when they actually build a DC-DC converter, they realize things like inductor design and power ratings are way more complex. What’s your strategy when a student’s PCB design doesn’t work as expected — how do you help them debug and learn from the experience?

Alright, so students often come in with textbook expectations, but then realize things like component sizing and MOSFET selection are much more hands-on and nuanced. How do you help them overcome that gap when they're frustrated or stuck in the lab?

No, I I'll help the students how to. Realize that things. Uh, what? Whatever.

No, I I'll help the students how to. Realize that things. Uh, what? Whatever. Are they in the textbook? How? What is a practical scenario? Uh I will let them.

Professor, I noticed your paper in Expert Systems with Applications on adaptive neural network control of DC-DC power converters, as well as your patent for adaptive output voltage regulation. When you teach these advanced control concepts to undergraduates, how do you simplify the core ideas so a student with only basic power electronics knowledge can grasp them?

No, I I'll help the students how to. Realize that things. Uh, what? Whatever. Are they in the textbook? How? What is a practical scenario? Uh I will let them. The concept, theatrical concept and the experiments.

So you focus on showing them how textbook concepts map to practical scenarios, and help them identify things like real inductor specs, MOSFET ratings, and PCB design challenges during the build. On your CV, I noticed your paper in Expert Systems with Applications about adaptive neural network control of DC-DC converters, as well as your patent for adaptive output voltage regulation. When you’ve discussed this work with undergraduates who may not know neural networks or advanced control yet, how do you break it down so they actually grasp the core idea?

So you focus on connecting textbook theory with hands-on experiments, and you help students realize the practical challenges by guiding them through both design and lab work. Professor, I noticed your paper in Expert Systems with Applications on adaptive neural network control of DC-DC power converters, as well as your patent for adaptive output voltage regulation. When you have to explain those advanced research ideas to undergraduate students who may not have a control systems background, how do you make the concepts accessible?

I will make the students uh. Uh, what do you call interlinking the real time? Uh, problems? For example, my research area. The which I have explained in. That expert system with application paper. Uh, that is a simple but. Proving the transient performance of the DCDC bug converter. Uh, during wearing load conditions. So. In real time, where is the load? In real time. The loads are nonlinear. They they, they're not constant. They're easy to vary from 1:00. One level to another level. I try. Likewise I try to. Find a real time example to the students SO. They can understand the concept, for example in our. We have a. For tube lights and. Two fans and one AC. At a time we are not turning on all the. Households. So. Based on the situation, the loads are. Changing. The power levels are changing, that's why. We are introducing a DC DC converter. In our project. Which can control. Which can have capable. To control the. Varying load conditions. Hello, Sir.

Right, you use everyday examples like changing loads in a house to make adaptive control concepts real for students. Now, considering your research in adaptive neural networks and power conversion, where do you see the most promising opportunities for external funding or industry collaboration in the next three years?

Yes. In the coming three years. We can expect. The EV charging session. The prominent research area is. Uh, wireless power charging. For EV systems. Uh students definitely get a job. In this area.

Yes. In the coming three years. We can expect. The EV charging session. The prominent research area is. Uh, wireless power charging. For EV systems. Uh students definitely get a job. In this area. And designing of the power converters and. Uh, inductive or? The power transfer techniques. And designing the converters and. Designing charging infrastructure for this. Wireless power transfer. Is a real champ. Real life. Research problem Uh, we'll take uh, the laboratory type prototype. Which have a very less amount of. Of power transfer from 1 coil to another coil. Uh, once the funding is done, then we will start research with VIT students.

You pointed to wireless power charging for EVs as a key research and funding area, which makes sense given current industry trends. To build on that, how would you structure your approach to supervising student research projects in this space, so they both innovate and meet the academic standards VIT University expects?

So you'd start with a low-power lab prototype and scale up with student involvement once funding comes through. If you're aiming for publishing excellence at VIT, how

Yes, definitely. For laboratory prototypes under. Real time application. Friend. Well. Once we scale up the power level, we came across many issues. Like uh. Yeah, my interface and. Those issues need to be answered. Uh, step. It is a research. Step by step we need to address all the problems.

Yes, definitely. For laboratory prototypes under. Real time application. Friend. Well. Once we scale up the power level, we came across many issues. Like uh. Yeah, my interface and. Those issues need to be answered.

Alright, you’ve shown how you ground research in practical lab work and mentor students through real-world technical hurdles. Let’s shift to your teaching. Suppose you have a large power electronics class—say, 120 students—and you’re not allowed to use slides or traditional lectures. How would you keep them actively engaged and ensure real learning happens?

Okay, so you see addressing issues as they come up during that scaling process as an essential part of hands-on research learning. When you supervise a large group of students, how do you assess whether your teaching methods—like this step-by-step lab approach—are actually helping students learn and engage, not just follow instructions?

It's a It is definitely helping the students. Why? Because. Let us say. In my under my supervisor there are. Two student groups. One student is working on a. So what do you call? Uh, wireless power transfer. Understanding student I mean another student group is working on. The EMI effect, how it will be affecting the? This wireless power transfer. So these are. These two are different areas, but. It will be beneficial. For the students.

It's a It is definitely helping the students. Why? Because. Let us say. In my under my supervisor there are. Two student groups. One student is working on a. So what do you call? Uh, wireless power transfer. Understanding student I mean another student group is working on. The EMI effect, how it will be affecting the? This wireless power transfer.

It's a It is definitely helping the students. Why? Because. Let us say. In my under my supervisor there are. Two student groups. One student is working on a. So what do you call? Uh, wireless power transfer. Understanding student I mean another student group is working on. The EMI effect, how it will be affecting the? This wireless power transfer. So these are. These two are different areas, but. It will be beneficial. For the students. While we. When we want to address this. Problem we need to. Add these two solutions from the two groups of the students. And it will be beneficial. For the students as well as the. Industry.

It's a It is definitely helping the students. Why? Because. Let us say. In my under my supervisor there are. Two student groups. One student is working on a. So what do you call? Uh, wireless power transfer. Understanding student I mean another student group is working on. The EMI effect, how it will be affecting the? This wireless power transfer. So these are. These two are different areas, but. It will be beneficial. For the students. While we. When we want to address this. Problem we need to. Add these two solutions from the two groups of the students. And it will be beneficial. For the students as well as the. Industry. Once we get the solution.

You gave some detail about guiding students to link theory with practical lab work, and supervising groups on EMI and power transfer. Let's shift to something broader: 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?

Okay, so you’ve seen student groups benefit from working in parallel on different aspects like wireless power transfer and EMI effects. Let me shift to something broader—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?

You described how students benefit from working in groups on different but related problems, like wireless power transfer and EMI, and then combining their solutions. That's a solid approach for fostering collaboration and deeper learning. Now, Professor, 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?

Okay, you’ve shown how you ground research in practical lab work and mentor students through real-world technical hurdles. Let’s shift to your teaching. Suppose you have a large power electronics class and VIT is in the middle of an accreditation review, and you’re told that outcome assessment data for your course is inconsistent with department standards. What would be your first steps to address and fix that?

I didn't understand the question. Can you? Repeat it once.

Sure, I'll repeat the question. Let's say you're teaching a large power electronics class, and during an accreditation review, you're told the outcome assessment data for your course doesn't match the department's standards. What would be your first steps to identify and fix that inconsistency?

Actually in academics need to maintain both classes. I mean teaching as well as academic works.

Actually in academics need to maintain both classes. I mean teaching as well as academic works. First preference is given to the teaching. And the academic works, we need to adjust the time according to dirt we need to finish. Our tasks, uh, while. I handle pressure by planning work and setting the clear priorities.

Actually in academics need to maintain both classes. I mean teaching as well as academic works. First preference is given to the teaching. And the academic works, we need to adjust the time according to dirt we need to finish. Our tasks, uh, while. I handle pressure by planning work and setting the clear priorities. During my PhD and postdoc, I managed multiple tasks. Such as? As research publication experiments. Under deadlines, I stay organized. Break tasks into similar steps. And focused on. Completing them systematically while maintaining. Quality.

Alright, let's turn to a scenario involving academic integrity. Imagine a colleague approaches you to co-author a research paper, but you notice some of their experimental data seems inconsistent and possibly manipulated. At the same time, your department is under pressure to boost publication numbers. How would you handle this situation?

Alright, you emphasized prioritizing teaching and planning your academic responsibilities, but the question was about fixing inconsistent outcome assessment data during an accreditation review. What concrete steps would you take to identify why your course’s assessment data doesn’t match department standards, and how would you address it?

Alright, you talked about managing multiple groups working on different aspects and combining their solutions, and handling tasks systematically. But the question’s about outcome assessment data—so if the department head disagrees with your approach to addressing those inconsistencies, maybe insisting you change your assessment methods, how would you respond?

Yes, definitely. I'll follow. Uh, the department head. Uh, instructions. And also. If I found a. Any what do you call? Uh inconsistency in my uh method teaching methods. According to. My head up. Administration, I'll follow this.

Alright, so you’re open to adapting your methods based on department guidance and administrative feedback. Now, let me turn to an issue of academic integrity. Suppose a colleague asks you to co-author a research paper, but you notice some of their experimental data looks questionable and possibly inconsistent with published standards. What would you do in that situation?

I suppose the collision. So. League asks. Can you can you repeat that? Suppose a colleague asked that that thing? Can you repeat the question once?

I suppose the collision. So. League asks. Can you can you repeat that? Suppose a colleague asked that that thing?

Of course, I'll repeat the scenario for you. Suppose a colleague asks you to co-author a research paper, but when you look at their experimental data, you notice some of it seems questionable or inconsistent with published standards. What would you do in that situation?

Of course, I'll repeat the question. Suppose a colleague asks you to co-author a research paper, but you notice some of their experimental data looks questionable and might not align with published standards. What would you do in that situation?

Uh, then I'll. Uh, I will tell them. Improve the. And it is not up to the mark.

Uh, then I'll. Uh, I will tell them. Improve the. And it is not up to the mark. Uh, if. I can. I will help them.

Given your background in power electronics and adaptive control systems, do you have any industry connections—such as with EV manufacturers, power infrastructure firms, or startups—that could help translate student research into internship or placement opportunities at VIT?

So you’d tell your colleague to improve their data if it wasn’t up to standard, and offer help. That ties into maintaining academic rigor. Dr., you described mentoring student groups tackling related but distinct research problems, and combining their solutions. Can you share one example where your guidance directly helped a student publish in a reputed journal, and what you did to instill publishing excellence among your mentees?

Yes, initially Btech students said they didn't know about the hardware. I mean, especially in power electronics. Uh, first I'll teach them. How to? On IPCB. Later on I will uh. Tell them to. Operate in the converter in open loop. By applying some voltage and get. Umm, get the output. After their cut, uh. They are performing good then only I will go with. Close the loop control.

Yes, initially Btech students said they didn't know about the hardware. I mean, especially in power electronics. Uh, first I'll teach them. How to? On IPCB. Later on I will uh. Tell them to. Operate in the converter in open loop. By applying some voltage and get. Umm, get the output.

Yes, initially Btech students said they didn't know about the hardware. I mean, especially in power electronics. Uh, first I'll teach them. How to? On IPCB. Later on I will uh. Tell them to. Operate in the converter in open loop. By applying some voltage and get. Umm, get the output. After their cut, uh. They are performing good then only I will go with. Close the loop control. Uh, is there, uh. If they're working with the. Avail. What do you call? Oh, research data. For example. If they are, crack the paper of. Recently available research paper. Which is telling about. PID controller. Samba converter. If they're able to. Reproduce the results and then. I will tell them. Use a novelty. And. Find the new controller. Based on that. We can go for a repeated journal. Further publication.

Alright, so you started by teaching BTech students hands-on skills like PCB operation and open-loop converter testing, giving them a technical foundation before moving toward publication. Can you give me a concrete example where your guidance directly helped a student turn that hands-on work into a journal paper, and what steps you took to ensure the work was of publishable quality?

Alright, Dr., now I need to verify a few specific skills for the Assistant Professor role. Let's start with power systems. Imagine you're supervising a student project on grid-connected renewable energy integration—what would be the first technical challenge you'd expect them to encounter, and how would you help them address it?

Okay, so you start by teaching students the basics with hands-on work—like operating a converter in open loop—and gradually push them toward novelty once they've got the fundamentals down. For power systems, let’s say you’re dealing with a grid stability issue caused by a sudden surge in renewable energy. What’s your first move to diagnose and mitigate the problem?

Saying 7 search in the renewable energy systems. So. In in real world. There is a backup always. We need to maintain the grid stability. If the. Voltage, whatever the voltage set by the grid. If that voltage drops, means. Uh, we need to shut down the. Otherwise. Entire system which is connected to the load side will damage. We need to compensate that. Surge by. Uh. Nearby. Taking the power from near. Baguettes.

Alright,

Taking the power from nearby gate.

Okay, you’d balance the grid by sourcing power from a nearby gate when a surge hits. Now, thinking about control systems—imagine you’re supervising a student team designing a controller for a motor drive. If their closed-loop system keeps overshooting the setpoint, what’s the first thing you’d have them check?

Taking the power from nearby gate. Taking the power from nearby.

Okay, so your plan is to stabilize the grid by sourcing power from a backup gate if needed. Now, thinking about control systems—imagine you’re supervising a student team designing a controller for a motor drive, and their closed-loop system starts oscillating unexpectedly. What would you tell them to check first?

Taking the power from nearby gate. Taking the power from nearby. Grid grid. Power grid. We cannot continue. Show the power gate. With the. What do you call? Uh, not on without maintaining A nominal operating voltage. It is better to shut down the. Power to the load Yes, uh Yes, uh Yes, uh. So how to? Uh, I just thought. Output response. How to deal with overshoot and steady **** error?

Taking the power from nearby gate. Taking the power from nearby. Grid grid. Power grid.

You were clarifying sourcing power from a nearby backup when grid voltage drops to keep things stable. Switching gears to control systems—imagine you're leading a student team designing a controller for a motor drive, and their first solution causes oscillations at certain loads. What's your process for diagnosing and correcting that instability?

Taking the power from nearby gate. Taking the power from nearby. Grid grid. Power grid. We cannot continue. Show the power gate. With the. What do you call? Uh, not on without maintaining A nominal operating voltage.

Alright,

You clarified that maintaining nominal operating voltage is critical for grid stability and you'd pull from a nearby power grid to compensate during a surge. Switching gears, when you're guiding students through control system design, how do you help them troubleshoot when their controller doesn't perform as expected in the lab?

Steady state error.

Right,

You’re focusing on steady-state error and how it affects the final output. Can you walk me through a time you had a student actually tune a PID controller—what steps did you have them take, and how did you guide them to recognize when the tuning was right?

For example, set value stall.

For example, set value stall. The output is settling nearby. 10 volts, then the steady state error is 2. We need to set the. Aid Controller. We need to tune the PID controller such that it should. Maintain follows output.

For example, set value stall. The output is settling nearby. 10 volts, then the steady state error is 2. We need to set the. Aid Controller. We need to tune the PID controller such that it should. Maintain follows output. The difference between the. Actual output to the desired output is nothing but a steady state error.

You mentioned the set value stall, so you were guiding the student to focus on the reference point for tuning. When you noticed their controller wasn’t hitting the set point consistently, what kind of feedback did you give, or what adjustment did you suggest first?

You mentioned tuning the PID controller so the output follows the set point. What about when the system starts oscillating after tuning—how do you guide students to spot and fix that issue before moving forward?

Alright, so you're having students tune the PID controller to minimize steady-state error by adjusting the output until it matches the set point. Now, let's switch gears. Can you give me an example of a research publication you've authored in a reputed journal, and tell me what specifically made your contribution stand out in that work?

The repeated general means that. Assistance with application. Uh, that is a Q1 journal. Uh, having a high impact factor, uh. I around 8.5.

The repeated general means that. Assistance with application. Uh, that is a Q1 journal. Uh, having a high impact factor, uh. I around 8.5. In this work I have designed a DCDC. Buck converter. On a PCB. And I have tested the DCTC buck converter. Uh, by simply giving a. Uh, functional generator.

The repeated general means that. Assistance with application. Uh, that is a Q1 journal. Uh, having a high impact factor, uh. I around 8.5. In this work I have designed a DCDC. Buck converter. On a PCB. And I have tested the DCTC buck converter. Uh, by simply giving a. Uh, functional generator. Once it is working, open open look. Then uh. I designed a controller adaptive backstepping controller. The adaptive adaptation is. Uh, we are adapting the unknown load. By using. Share neural network. That that hardware. We have done by using a D space DS 1104. This both simulation and hardware done by me.

The repeated general means that. Assistance with application. Uh, that is a Q1 journal. Uh, having a high impact factor, uh. I around 8.5. In this work I have designed a DCDC. Buck converter. On a PCB. And I have tested the DCTC buck converter. Uh, by simply giving a. Uh, functional generator. Once it is working, open open look. Then uh. I designed a controller adaptive backstepping controller. The adaptive adaptation is. Uh, we are adapting the unknown load. By using. Share neural network. That that hardware. We have done by using a D space DS 1104. This both simulation and hardware done by me. The my supervisor helped me. And writing the research article.

You mentioned a Q1 journal with an impact factor around 8.5, which is impressive. What was the main innovation or methodology in your research that helped it get accepted in such a high-impact journal?

So you mentioned designing and testing a DC-DC buck converter for a Q1 journal with a high impact factor, and you used a function generator for validation—that’s pretty rigorous. Switching topics, when it comes to student evaluation and exam responsibilities, how do you make sure your assessments are both fair and accurately reflect a student's understanding, especially in practical courses?

Alright, you designed a DC-DC buck converter, tested it with both simulation and hardware, and implemented an adaptive backstepping controller using a neural network for unknown load adaptation — that’s quite comprehensive. Now, when it comes to student evaluation and exam responsibilities, how do you make sure your assessments are fair and actually reflect a student’s understanding, especially in practical courses like power electronics?

Okay,

That was my first research article.

You mentioned using D space DS 1104 for both simulation and hardware, and that your supervisor helped with the writing. Let’s focus on student evaluation for a moment—when you’re responsible for designing exams or grading lab submissions, what’s your process for making sure your assessments are fair and actually measure what students learned?

For example. If I give any students to design A pause. Dual power supply. Then. I will divide the marks. First report. They need to produce a project report. And. They need to present the hardware kit. They need to show the output. Based on three. Creative apps. I will distribute the. Based on these criteria, I will distribute.

For example. If I give any students to design A pause. Dual power supply. Then. I will divide the marks. First report. They need to produce a project report. And. They need to present the hardware kit. They need to show the output. Based on three. Creative apps. I will distribute the. Based on these criteria, I will distribute. I will distribute the. I'll create them. Otherwise Grade GRADE.

You break down marks by project report,

Grade GRADE. Yes, Sir. Ask.

So you grade students based on both their report and hardware demonstration for a project like a dual power supply. What do you do if a student's hardware works well, but their report is missing key analysis or explanations?

So you grade students on their project report, the hardware demo, and how well they show the output—that covers a lot. What happens if a student’s hardware works perfectly, but their

Yeah, exactly.

Alright, you agree that grading should reflect both hardware performance and the quality of written reports. Last thing—when you’re handling exam-related responsibilities, how do you make sure your assessment process is transparent to students?

Yeah, exactly. Sorry. Can you repeat the question, Sir?

Right, you break down the grading into report, hardware demonstration, and output presentation. What if a student’s hardware is perfect, but their report is really weak—do you still give them full marks for the lab, or how do you handle that?

Is is, uh, good at hardware? But, uh. No, not maintaining a poor project report means.

Is is, uh, good at hardware? But, uh. No, not maintaining a poor project report means. I will give a chance so that he can improve. Otherwise I will cut the marks.

Okay, so you’d mark down a student who’s strong on hardware but turns in a poor project report. Switching gears, imagine you’re teaching a theory course and need to evaluate students with a written exam. What’s your strategy for making sure your questions actually test their understanding, not just memorization?

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

One feedback I will give you. Very strictly, uh, the voice. The visit from you, your side is not visible. I mean not audible. And the text whatever coming in the down. That is. OK, based on that I'm answering. But your voice is not audible, Sir See how? Yes.

One feedback I will give you. Very strictly, uh, the voice. The visit from you, your side is not visible. I mean not audible.

Thanks for sharing that, and I appreciate the direct feedback. Audio quality can sometimes be an issue depending on the connection, but it’s noted. Before we wrap up, is there anything else you’d like to ask about the position or our faculty?