Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant.

Right, so you've got a PhD in Electrical Engineering from the Institute of Engineering Technology and seven years of experience. Anything specific you'd like to highlight about your research interests or teaching roles before we move ahead?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published.

So you've taught at the Institute of Engineering and Technology in Gorakhpur for six months. What was your approach in the classroom when explaining foundational concepts like Ohm's Law or Kirchhoff's Laws to undergraduate students?

Okay, so you mentioned six months teaching at Gorakhpur and three years as a teaching and research assistant. What teaching method did you find most effective for helping students grasp difficult concepts in power electronics or control systems?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers.

Alright, so your experience spans teaching in Gorakhpur and Lucknow as well as research assistance. When you were guiding students in Lucknow, how did you encourage them to connect theoretical concepts from power systems to real-world engineering problems?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers.

Alright, so now you're currently serving as an Assistant Professor after a range of teaching and research roles at both Gorakhpur and Lucknow. In your current position, how do you structure a typical theory class to keep students engaged and ensure they're actually absorbing complex topics?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant.

Okay, so now you're Assistant Professor at the Institute of Engineering and Rural Technology, Raghuram Raj, after teaching and research roles in Gorakhpur and Lucknow. What do you find most rewarding about teaching electrical engineering courses to undergraduates?

Alright, Dr. Sourav Kumar, you were about to mention your publications. You can go ahead and share more about that.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech.

Alright, so you've published both SCI and Scopus-indexed papers alongside your teaching experience at several institutes. What drives your choice of research topics—do you prioritize what's relevant for industry, or do you focus more on academic curiosity and student impact?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers.

So you've published over 25 papers indexed in Scopus and three in SCI journals — that's a solid research record. Can you tell me about one specific paper that you're most proud of and how you've used its findings to enhance your teaching or curriculum design?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers. Published in. IEEE Conferences. And, uh, last year. Uh, my profile. Research Profile.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers. Published in. IEEE Conferences. And, uh, last year. Uh, my profile. Research Profile. Featured in. Ed. Index.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers. Published in. IEEE Conferences. And, uh, last year. Uh, my profile. Research Profile. Featured in. Ed. Index. For contribution in. Energy Engineering.

Given your track record with high-impact publications and a pending patent, where do you see the most fundable research directions in electrical engineering for the next few years? Which specific grants or funding agencies would you prioritize pursuing?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers. Published in. IEEE Conferences. And, uh, last year. Uh, my profile. Research Profile. Featured in. Ed. Index. For contribution in. Energy Engineering. And I am. Very enthusiastic. For contributing.

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers. Published in. IEEE Conferences. And, uh, last year. Uh, my profile. Research Profile. Featured in. Ed. Index. For contribution in. Energy Engineering. And I am. Very enthusiastic. For contributing. In research. And teaching. Last year. I have published. Uh, around. 8 papers.

Alright, so you've got seven years blending research, teaching, and now some patent work in electrical engineering. Let's talk about your teaching practice — suppose you need to teach a core power electronics topic, but you can't use a traditional lecture or slides. How would you actively engage a class of 60 undergraduates to make sure they're really grappling with the material?

Yeah, I am Doctor Sourav Kumar. PSD in. Electrical Engineering. From Institute of. Engending. Technology. And I have. Seven-year experience. In research and teaching. In which I have. Taught six months. In serious Institute of Engineering and Technology, Gorakhpur. And three-year as a. Teaching and research assistant. 10 Institute of Engineering. And technology, Lucknow. Currently I am. Assistant Professor. In Institute of Engineering. And ruler technology. Raghuram Raj. And I have. Uh, published. Uh, Sci. Papers and Scopus papers. Uh, more than. 25. Plus papers. Index in Scopus. I have published 3 research papers. And uh. I have also. Applied for. Patent. Awaited for grant. True patents. I have applied. For Grant 1 published. And in. Process. And in. Within that, uh. Journey of seven years. Of research and teaching. I guided 1 amp tech. And nearly about. 20 patch of. B.Tech students. And their projects. Under Under. There also their papers. Published in. IEEE Conferences. And, uh, last year. Uh, my profile. Research Profile. Featured in. Ed. Index. For contribution in. Energy Engineering. And I am. Very enthusiastic. For contributing. In research. And teaching. Last year. I have published. Uh, around. 8 papers. In IEEE. Quickest Scopus indexed.

Okay, so you mentioned guiding an M.Tech student during your seven years of research and teaching. Earlier, I asked about running an engaging session on power electronics without slides or a traditional lecture. Do you need me to repeat that question, or would you like a moment to think it over?

Alright, so you've guided both M.Tech and batches of B.Tech students over seven years, plus your publication and patent work. Earlier, I asked how you would actively engage 60 undergraduates on a power electronics topic without using slides or traditional lectures. What's your approach to making that session interactive and ensuring the students really get hands-on with the material?

Okay, Dr. Sourav, you've guided M.Tech and several batches of B.Tech students on their projects and even supported their paper publications — that's quite a mentoring footprint. Shifting gears slightly, how do you balance classroom teaching with lab-based instruction to make sure your students gain both solid theoretical knowledge and practical expertise, especially in emerging technologies?

You mentioned publishing in IEEE conferences and updating your research profile last year — that's impressive. Earlier, I asked how you balance classroom teaching with lab-based instruction so students gain both theoretical and practical knowledge, especially in emerging technologies. Would you like me to repeat that question, or do you need a moment to think?

So your research profile was featured in Ed Index last year and you’ve helped students publish in IEEE conferences — that’s quite a track record. Just checking in, do you need me to repeat my question about balancing classroom and lab-based instruction, or do you want to share your approach now?

So, your research profile being featured in Ed Index for contributions to energy engineering is notable, and you've helped students publish at IEEE conferences. Let me ask about another important area: given your background in power electronics, how would you approach securing research funding or grants in collaboration with VIT University’s research initiatives?

So, with your publication track record and contribution to energy engineering, it's clear you're invested in advancing the field. 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?

Dr. Sourav, you mentioned publishing eight papers last year and continued enthusiasm for research and teaching. I noticed you didn’t answer my question about fixing inconsistent outcome assessment data across courses for accreditation. Would you like me to repeat the question, or do you need a moment to think?

Dr. Sourav, I see you've published around eight papers last year in IEEE and Scopus-indexed journals, and your enthusiasm

Can you repeat this question?

Of course, here's the question again: 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?

Uh, I can, uh. Work on the. Uh, what is the? Uh, requirement for that? Applications and. Where we are lagging. From. Sketch we can. And distribute work.

Okay, so you said you'd start by figuring out where the department is lagging and then distribute the work — but what would you actually do day-to-day to make sure those outcome assessments are consistent and meet accreditation requirements?

And, uh, app. After that we can.

You were about to say, "After that we can..." — can you finish your thought? What’s the next step you’d take to improve the outcome assessment data?

We can work on that. And we continue, uh. Disease can happen only by. Continuous evolution. Of our work. We can continuous. Of that work so that. We can achieve that goal. And like in research. We can more focus on. Essay publications and Scopus index papers. Rather than other papers. So that. We can get more mass. And uh. Uh, more, uh. Score in research.

Alright, so you're saying continuous evaluation and focusing on publishing in reputable journals can help boost departmental metrics, but accreditation is really about demonstrating student outcomes and maintaining consistent standards. Beyond teaching and research, what role do you see yourself playing in department-level governance—things like curriculum committees or program reviews?

Yeah, yeah, yeah. Education is. About uh. Student outcomes.

Right, you emphasized that education's about student outcomes, which ties directly to accreditation. Since you've worked on both research and teaching, how do you balance classroom instruction and lab-based learning to make sure students gain both theoretical knowledge and practical expertise—especially in emerging technologies?

Yeah, yeah, yeah. Education is. About uh. Student outcomes. But but student outcomes come from. Teaching and guidance. Uh, from first year? To final year. We guided students. To achieve. Outcomes like like. Every course have a. Steel and every program has a PO. So we fulfill. CUNPO. And. In between that. There are many courses. And like many project. Uh uh, projector. And some other research work.

Yeah, yeah, yeah. Education is. About uh. Student outcomes. But but student outcomes come from. Teaching and guidance. Uh, from first year? To final year. We guided students. To achieve. Outcomes like like. Every course have a. Steel and every program has a PO. So we fulfill. CUNPO. And. In between that. There are many courses. And like many project. Uh uh, projector. And some other research work. So we can. Work on that. So. A student can. Achieve like we can improve placement. We can improve quality of communication of students. We can improve. Uh, tell me placement activity. We can enhance. Uh, gift platform. For two students like we build a. Society. We can produce a. Try to uh uh. A focus on competitions. We can work on. Society for. Research competitions. Technical. Competitions. Technical. Like that so. Overall student outcome. Uh, can be made. More better. By which we can get a more point in overall. Uh, educations.

Okay, you mentioned guiding students to achieve course outcomes and program outcomes across multiple years, and working on projects and research. When you're balancing classroom teaching and lab-based instruction, how do you ensure students gain both theoretical knowledge and practical expertise, especially in emerging technologies?

Okay, so you’ve worked on guiding students from their first year to final year, building societies, and promoting competitions to boost outcomes. Now, how do you plan to leverage your experience in Power Electronics or related domains to secure research grants or funding in collaboration with VIT University’s initiatives?

Yeah, power electronics is a. One of the. Emerging technology. And field. With the use of applied research. Like, uh. In solar is a trending topic. Electrical vehicles is the trending topic. And battery is the trending topic. All comes under the. Power electronics integrations.

Yeah, power electronics is a. One of the. Emerging technology. And field. With the use of applied research. Like, uh. In solar is a trending topic. Electrical vehicles is the trending topic. And battery is the trending topic. All comes under the. Power electronics integrations. Uh, we can contribute. Uh by uh. Power Electronics. Phenomenas. Like we can create a solar models. Solar mini projects. Uh, prototype for electrical vehicles? And uh. Battery uh. Like things. So that we can. Build a small. Lab for UGS and. We can move through the. Two PG and Pig students.

Yeah, power electronics is a. One of the. Emerging technology. And field. With the use of applied research. Like, uh. In solar is a trending topic. Electrical vehicles is the trending topic. And battery is the trending topic. All comes under the. Power electronics integrations. Uh, we can contribute. Uh by uh. Power Electronics. Phenomenas. Like we can create a solar models. Solar mini projects. Uh, prototype for electrical vehicles? And uh. Battery uh. Like things. So that we can. Build a small. Lab for UGS and. We can move through the. Two PG and Pig students. Our lab can be like E vehicle. A lab like a solar. NPPT Lab. Or battery related.

Let’s shift gears, Professor. Imagine a student files a formal complaint, claiming your grading is biased. At the same time, your department head is pressuring you to improve pass rates for that course. How would you handle this situation?

Yeah, power electronics is a. One of the. Emerging technology. And field. With the use of applied research. Like, uh. In solar is a trending topic. Electrical vehicles is the trending topic. And battery is the trending topic. All comes under the. Power electronics integrations. Uh, we can contribute. Uh by uh. Power Electronics. Phenomenas. Like we can create a solar models. Solar mini projects. Uh, prototype for electrical vehicles? And uh. Battery uh. Like things. So that we can. Build a small. Lab for UGS and. We can move through the. Two PG and Pig students. Our lab can be like E vehicle. A lab like a solar. NPPT Lab. Or battery related. We can contribute hands on uh. To the students. Give hands on to the students. So they can. To battle in this field. A growing field. Like this we can uh. Achieve research. And students can better understand. These things and from. These things we can. Also publish. Research like in book publications. In chapter publications in we can contribute. Conferences in SA. Publication in Scopus publications. Like that?

So you’re thinking about leveraging Power Electronics in solar, electric vehicles, and battery projects, creating a lab for students to get hands-on experience. But when you’re pursuing funding or grants alongside VIT University’s initiatives, what would you actually do to convince external partners or agencies that your research is worth investing in?

You mentioned building a lab for students focused on solar, electric vehicles, and battery projects as a way to support applied research in Power Electronics. When you’re pursuing funding or grants, what would you do if an industry partner wanted results faster than your research timeline allows, or pushed for less rigorous testing to speed things up?

Okay, so you see hands-on labs in areas like solar and electric vehicles as a path to both research output and student engagement, and you’d use that momentum to build collaborative projects and secure funding. Now, let’s talk publication goals. You’ve published a solid number of IEEE and Scopus papers—how do you plan to help the department ensure research gets into high-impact journals relevant to your specialization, especially given the pressure for both quantity and quality?

Uh, this is not a pressure. This is related to interest. If you have an interest. You not take up. Yes, Sir, you take a interest. To solve that problems. Like if uh. If you encourage students. To do research. Like for hands on. You can. Taught students in class. Through Matlab. Like power electronics, things you can visualize. Graph circuitry, how they are working? So. Student can motivate. More to do that. Hands on things. In MATLAB or in. Creating prototypes. And. They are interested to visit lab. And like that we can, uh. Create interest to the students also. And we can hire. Amtech student or PhD student? We can trying for. Grant from AI City MRA. Uh, uh, DST. So that. We can. Create a research atmosphere. This is not type of pressure, this is a. Type of trust if we create interest. We can. Can publish more and more. Paper also so. This all depends upon interest, not on pressure.

You emphasized that research and publications are driven by interest, not pressure, and that building motivation through hands-on exposure is key. Let's shift the scenario, Professor: suppose a colleague asks you to co-author a paper, but you realize some of their data looks questionable or possibly manipulated. How would you handle that situation?

Uh, uh, in this situation, uh. This is a not a situation of panic. If there is. Data which is not. Authentic. We can work on that. If. Coauthor already done work. But as I am. Also the part of this paper. Uh, so I can contribute. If I found that data is wrong. I can crosscheck data. And work. On that. So that, uh. Because. Ambiguous data or wrong data can't be published. Or uh, it, it's, uh, it's a reputation of. Author and it's a reputation of college. And. It's a reputation of co-author 2. So. We can't deal with wrong data or wrong. Philosophy. To publish so we can work on that. Uh and uh try to improve data. So that. Result should be proper and. This not be ambiguous.

Right, so you’d crosscheck the data and wouldn’t publish unless it’s authentic, since reputation’s on the line for everyone involved. And if your colleague insists on keeping the questionable data, or the department head pushes for quick publication despite your concerns, how would you handle that conflict?

I can handle this conflict. This is not a conflict. This is the reputation of institute. If one.

I can handle this conflict. This is not a conflict. This is the reputation of institute. If one. Bad paper or wrong data communicate to. Any journal or? Any conference or anywhere in research? This can be wrong impact for long term of. That institution. They can blacklisted. Us so we can't. Go with wrong data.

I can handle this conflict. This is not a conflict. This is the reputation of institute. If one. Bad paper or wrong data communicate to. Any journal or? Any conference or anywhere in research? This can be wrong impact for long term of. That institution. They can blacklisted. Us so we can't. Go with wrong data. I uh, uh, take a time or I. Requested uh. To give some time, and we are. We work on that. Only when? Result is good. And uh. Result is acceptable. Then only we can pursue it because. Round data publishing is the. In hurry. Uh, not a solution for long time.

So you're saying it's about the institute's reputation, not just individual conflict. But let's say the pressure keeps coming—if your department head or colleague insists, how would you stand your ground and protect academic integrity without escalating the situation?

I can handle this conflict. This is not a conflict. This is the reputation of institute. If one. Bad paper or wrong data communicate to. Any journal or? Any conference or anywhere in research? This can be wrong impact for long term of. That institution. They can blacklisted. Us so we can't. Go with wrong data. I uh, uh, take a time or I. Requested uh. To give some time, and we are. We work on that. Only when? Result is good. And uh. Result is acceptable. Then only we can pursue it because. Round data publishing is the. In hurry. Uh, not a solution for long time. It might be a trouble for. Uh, for a long time. Process and long-time reputation of institute. If, uh, we are in hurry. I try to convince my seniors. So. Try to convince my seniors. Uh, we can work on that and try to. Rectify. Problems as soon as possible. But not reported. Negative data or wrong data?

Since your expertise is in Power Electronics and applied research, do you have any existing industry connections that could help students land internships or placements, or bring real-world problems into the classroom?

You made it clear that publishing questionable data isn't an option, even under pressure, because it risks the institution's reputation and could lead to blacklisting. Since your expertise is in Power Electronics and applied research, do you have any existing industry connections that could help students land internships or placements, or bring real-world problems into your teaching?

You made it clear it's about the institute's long-term reputation, and you'd try to convince your seniors to wait and fix the data before publishing. Now, since your expertise is in Power Electronics and applied research, do you have any existing industry connections that could help students land internships or placements, or bring real-world problems into your classroom?

Yeah.

You said “yeah,” but I’d need a bit more detail. Can you name a specific company or industry partnership you’ve worked with, or describe how you’d bring those real-world connections into your teaching at VIT?

Yeah. I have. Connections. Uh. Like I taught Amtech students. They are. Now doing. PhD in Iits. Because. Because. Uh, they have a strong foundation in Amtech. And we can. Create that atmosphere to the students like UG students have compulsory. To take 4 to 6. Big internship training. Or industrial training. I uh. Call. I have a connection with. Uh, my students. Or my seniors. Or my colleague. They are already working in the research field. Or a reputed institution. Where they have established. A lab which we don't know, we don't have. If I. The recommended my students like. In this institution. I recommended. Almost 20 students. In IIT bhu. IIT Roorkee. An IIT Monday. For summer training so. They can learn.

Yeah. I have. Connections. Uh. Like I taught Amtech students. They are. Now doing. PhD in Iits. Because. Because. Uh, they have a strong foundation in Amtech. And we can. Create that atmosphere to the students like UG students have compulsory. To take 4 to 6. Big internship training. Or industrial training. I uh. Call. I have a connection with. Uh, my students. Or my seniors. Or my colleague. They are already working in the research field. Or a reputed institution. Where they have established. A lab which we don't know, we don't have. If I. The recommended my students like. In this institution. I recommended. Almost 20 students. In IIT bhu. IIT Roorkee. An IIT Monday. For summer training so. They can learn. And enhance their skills and they can develop their inter. Interest in research. And in the field. Of power electronics. So they can. Uh, contribute. As a their work as a paper or as in. Conference.

Yeah. I have. Connections. Uh. Like I taught Amtech students. They are. Now doing. PhD in Iits. Because. Because. Uh, they have a strong foundation in Amtech. And we can. Create that atmosphere to the students like UG students have compulsory. To take 4 to 6. Big internship training. Or industrial training. I uh. Call. I have a connection with. Uh, my students. Or my seniors. Or my colleague. They are already working in the research field. Or a reputed institution. Where they have established. A lab which we don't know, we don't have. If I. The recommended my students like. In this institution. I recommended. Almost 20 students. In IIT bhu. IIT Roorkee. An IIT Monday. For summer training so. They can learn. And enhance their skills and they can develop their inter. Interest in research. And in the field. Of power electronics. So they can. Uh, contribute. As a their work as a paper or as in. Conference. Uh, like that?

Alright, Professor, let's turn to some core skills. If you were teaching a lab course in Power Electronics—say, on inverter design—how would you structure the sessions so students actually grasp both the theory and hands-on aspects?

So you've personally recommended about twenty students for internships and summer training at IITs, and you keep in touch with colleagues running labs your home institution doesn't have, which is concrete. Now, switching gears to teaching and academic responsibilities—when it comes to evaluating students fairly in both theory and lab courses, what’s your approach to setting exams or practical assessments so the grades honestly reflect what students have learned?

Alright, you mentioned personally recommending around twenty students for internships and summer training at various IITs, using your network of seniors and colleagues who've established labs elsewhere. That's concrete. Switching gears a bit: when you're teaching theory-heavy topics like advanced inverter design or power system stability, how do you break down those concepts so students with weaker fundamentals don't get left behind?

Uh, I can relate that topic to. Their real life example? Like inverter? Inverter, uh. It's a very common. Uh, machine or? Equipment, Power electronics device. That can be everywhere. In students homes also. So. I tried to. Create interest.

Uh, I can relate that topic to. Their real life example? Like inverter? Inverter, uh. It's a very common. Uh, machine or? Equipment, Power electronics device. That can be everywhere. In students homes also. So. I tried to. Create interest. How? How battery working?

Okay, so you connect theory to real life by using familiar examples, like relating inverter design to devices students actually use at home. When students still struggle with the math or circuit analysis, what do you do in class to help them build up those fundamentals?

So you connect theory to real life by using familiar examples, like relating inverter design to devices students actually use at home. When students still struggle with the math or circuit analysis, what’s your go-to strategy for getting them over that hurdle?

Uh, I can relate that topic to. Their real life example? Like inverter? Inverter, uh. It's a very common. Uh, machine or? Equipment, Power electronics device. That can be everywhere. In students homes also. So. I tried to. Create interest. How? How battery working? How we can increase the? Efficiency of. Uh, inverter. How you can reduce your power consumptions? Uh, like that? If we create the. Uh, scenario, Uh. Uh, close to the students. If a student can visualize. And see that things. They can uh, more interested to know. And. Uh, by that? Because everything depends on interest. If they are taking interest. To, uh, know something. Then uh. It's for. To deliver. The things because. Audience are. Because the. Teaching is not only a one way process, it's a two way process. If audience or students are. Uh, more interested to know. Then teachers. Are able to. Give more better. Deli delivery, about that. Uh, topic. Like, uh uh, like inverter? We can. Deliver the things. How? Uh uh, how Inverter? Convert DC into AC. Why? Why? It's required to convert. How? Uh, how this conversion is taking place? When the inverter is. Not available. What? What is the previous thing? What is the present? And what can we do in future? Like that we can create interest and. Students can get. Better understanding.

You connect theory to real life and try to spark student interest, and you see teaching as a two-way process. Now, thinking about student evaluation and exam responsibilities, how do you make sure your assessment methods actually measure both understanding and practical skill, not just rote memorization?

Yeah, umm, why? Teaching we can use. Platform like Matlab. Swim link so. That the student can visualize things. And we can. Exams. Task like a. Research problem type. Small small thing task. So that like build. Inverter in Matlab. Single phase in water in Matlab 3 phase in water in. Matlab.

Yeah, umm, why? Teaching we can use. Platform like Matlab. Swim link so. That the student can visualize things. And we can. Exams. Task like a. Research problem type. Small small thing task. So that like build. Inverter in Matlab. Single phase in water in Matlab 3 phase in water in. Matlab. And. Create transformer. Create machines. So, uh. By. These things student how instrument. Doing that things. How? They are working on. This is in classroom. As well in exam.

Yeah, umm, why? Teaching we can use. Platform like Matlab. Swim link so. That the student can visualize things. And we can. Exams. Task like a. Research problem type. Small small thing task. So that like build. Inverter in Matlab. Single phase in water in Matlab 3 phase in water in. Matlab. And. Create transformer. Create machines. So, uh. By. These things student how instrument. Doing that things. How? They are working on. This is in classroom. As well in exam. And as well as in Viva. Both all of this comes under the evolution.

You mentioned using Matlab and Simulink for student evaluation, and assigning tasks like building inverters. That covers practical skill quite well. When it comes to guiding student research projects, what's your strategy for helping them pick a topic that's both achievable and meaningful in the Power Electronics space?

Okay, so you use platforms like MATLAB and Simulink for practical exam tasks, having students actually build and simulate circuits rather than just write theory. When you’re guiding student research projects, especially for those who are less motivated or unsure about their topic, what’s your approach to getting them engaged and helping them see a project through to completion?

Alright, so you use MATLAB and Simulink to give students practical tasks in exams, like building single-phase or three-phase inverters, letting them actually demonstrate their understanding. When you’re guiding student research projects—say, someone’s working on a power system simulation—how do you help them turn their work into something publishable, rather than just a classroom assignment?

If a student have an interest. And they? Uh, raw things. Uh, in. Their flavors. They already long that things in syllabus. Then I give. A1 Small research problem. Then try to. Solve this problem.

If a student have an interest. And they? Uh, raw things. Uh, in. Their flavors. They already long that things in syllabus. Then I give. A1 Small research problem.

If a student have an interest. And they? Uh, raw things. Uh, in. Their flavors. They already long that things in syllabus. Then I give. A1 Small research problem. Then try to. Solve this problem. And. They solve this problem. Then we can publish that problem in. Conferences.

You mentioned giving students small research problems to help them turn classroom work into something publishable. Let’s talk about teaching and academic skills for a minute. When you’re asked to deliver both theory and lab courses in the same semester, how do you structure your lectures and lab sessions so students get both conceptual understanding and practical exposure?

Alright, you give students small research problems to help them develop publishable work—that’s practical. Now, when you’re teaching both theory and lab courses, how do you make sure the lab exercises actually reinforce the theoretical concepts, instead of just being procedural tasks the students follow step by step?

If a student have an interest. And they? Uh, raw things. Uh, in. Their flavors. They already long that things in syllabus. Then I give. A1 Small research problem. Then try to. Solve this problem. And. They solve this problem. Then we can publish that problem in. Conferences. And and if. They are having a better result like a. With problem solving of research. Having a comparative results with. Other mythology. We can pursue to the. General also so. A Students work like many project work. Project work. And a small, small things of. Can be contributed to. A large number of papers. For a. Publications. Means uh, but it's depend on publication. Is not depend upon. Varutta was. Depend upon innovation work and. Properly fulfill. The objectives of the problem. What is the objective of? Problem. The search gap of the problem.

If a student have an interest. And they? Uh, raw things. Uh, in. Their flavors. They already long that things in syllabus. Then I give. A1 Small research problem. Then try to. Solve this problem. And. They solve this problem. Then we can publish that problem in. Conferences. And and if. They are having a better result like a. With problem solving of research. Having a comparative results with. Other mythology. We can pursue to the. General also so. A Students work like many project work. Project work. And a small, small things of. Can be contributed to. A large number of papers. For a. Publications. Means uh, but it's depend on publication. Is not depend upon. Varutta was. Depend upon innovation work and. Properly fulfill. The objectives of the problem. What is the objective of? Problem. The search gap of the problem. A small thing is the. Fulfilled by. By the things methodology and other things. Uh, it can. Can be published. Usually students can also publish. Paper in Scopus index also. Like I am in Bitech. I published one Scopus. Itself.

You described giving students small research problems and then helping them publish those solutions, which is practical. Now, when it comes to teaching both theory and lab courses, how do you make sure the lab exercises actually reinforce the theory, and don’t just become disconnected experiments?

Alright, you talked about helping students turn classroom projects into publishable research by focusing on problem objectives and innovation. Now, let’s switch to clear communication and structured delivery—when you’re presenting a complex topic in class, how do you make sure your explanations are organized so students aren’t confused or overwhelmed?

Okay, you mentioned publishing your own Scopus paper as a BTech student and encouraging students to find innovation and fulfill objectives for publishable work. Now, when you’re teaching theory and lab courses, how do you make sure the lab exercises actually reinforce the concepts from the classroom, rather than just being disconnected tasks?

Yeah, I always start. From sketch level. To your course level. Than to future scope.

Yeah, I always start. From sketch level. To your course level. Than to future scope. Uh, we can, uh, connect. Their syllabus with their. Recent research like. I recommended or give papers to the students. Uh, related to that topic. To learn that. Paper or to try to understand that paper. So you can connect. A past working. Things which present. And with future.

Okay, you start from the basics and link lab work to course concepts. Can you give a concrete example—maybe from a recent lab session—where you structured the experiment to directly reinforce a key theory topic, and how you checked that students actually grasped the connection?

Okay, so you connect lab work to course concepts by starting from the basics, tying in research papers, and relating everything to the syllabus and future applications. Now, when it comes to clear communication and structured delivery, what's something you do differently in your lectures or labs to make sure even students who struggle can follow and stay engaged?

Yeah, you can start with uh. Uh, lecture. Problem.

Yeah, you can start with uh. Uh, lecture. Problem. Like, like, uh, what happens, uh. When transform. Is not there. What difficult sanctuary? The scientists face.

Right, you start with a problem and build from basics to course level, so everyone can follow along. Let’s talk about student evaluation and exam responsibilities—what’s your process for setting fair and rigorous exams that actually test both theory and practical skills in power systems or control systems?

Yeah, you can start with uh. Uh, lecture. Problem. Like, like, uh, what happens, uh. When transform. Is not there. What difficult sanctuary? The scientists face. While creating a. Transformer so. If you're trying to. Uh, make a story like. Things for the top pick. So. The student can more connected. To that topic. They are interested in. The story. The theoretic theory. So. If you make. That concept. Like a story.

Alright, so you start lectures by framing a problem—like what happens without a transformer—and build from there so students can follow the logic. When you notice someone still struggling, maybe not asking questions or falling behind, what do you do to bring them back into the discussion or check their understanding?

Yeah, you can start with uh. Uh, lecture. Problem. Like, like, uh, what happens, uh. When transform. Is not there. What difficult sanctuary? The scientists face. While creating a. Transformer so. If you're trying to. Uh, make a story like. Things for the top pick. So. The student can more connected. To that topic. They are interested in. The story. The theoretic theory. So. If you make. That concept. Like a story. And like a movie type things. So. The student have a. Have a more interest? To know what? Have next done? What have next done?

Yeah, you can start with uh. Uh, lecture. Problem. Like, like, uh, what happens, uh. When transform. Is not there. What difficult sanctuary? The scientists face. While creating a. Transformer so. If you're trying to. Uh, make a story like. Things for the top pick. So. The student can more connected. To that topic. They are interested in. The story. The theoretic theory. So. If you make. That concept. Like a story. And like a movie type things. So. The student have a. Have a more interest? To know what? Have next done? What have next done? Like in we are. In movies in. In stories. So we, we can we. Create a lecture like a story and movie. Like things and. We can connect with students. By feeling the. Feeling that they are. Comfortable in their classroom. Rather than uh. Giving the uh. The stickness we can. Create a healthy environment. So that student can connect to the teachers. And want to know. What happened? Uh, after that. Like a. We create a story of transformer or. Other things our tonics devices like DC, DC converter. Why this form? What is the need of this?

Yeah, you can start with uh. Uh, lecture. Problem. Like, like, uh, what happens, uh. When transform. Is not there. What difficult sanctuary? The scientists face. While creating a. Transformer so. If you're trying to. Uh, make a story like. Things for the top pick. So. The student can more connected. To that topic. They are interested in. The story. The theoretic theory. So. If you make. That concept. Like a story. And like a movie type things. So. The student have a. Have a more interest? To know what? Have next done? What have next done? Like in we are. In movies in. In stories. So we, we can we. Create a lecture like a story and movie. Like things and. We can connect with students. By feeling the. Feeling that they are. Comfortable in their classroom. Rather than uh. Giving the uh. The stickness we can. Create a healthy environment. So that student can connect to the teachers. And want to know. What happened? Uh, after that. Like a. We create a story of transformer or. Other things our tonics devices like DC, DC converter. Why this form? What is the need of this? The story best. To interact students is like. Uh, create your lecture. In stories.

Alright, so you make the concept into a story to keep students connected and interested. When you notice someone still struggling—maybe not asking questions, or falling behind on lab work—how do you step in to help them without slowing down the rest of the group?

Alright, so you make the topic into a story or movie-like sequence to keep students engaged, especially when explaining concepts like transformers. Thinking about student evaluation and responsibilities, how do you handle exam grading when a student’s practical work is strong but their written answers are weak—or vice versa?

Yeah, you can start with uh. Uh, lecture. Problem. Like, like, uh, what happens, uh. When transform. Is not there. What difficult sanctuary? The scientists face. While creating a. Transformer so. If you're trying to. Uh, make a story like. Things for the top pick. So. The student can more connected. To that topic. They are interested in. The story. The theoretic theory. So. If you make. That concept. Like a story. And like a movie type things. So. The student have a. Have a more interest? To know what? Have next done? What have next done? Like in we are. In movies in. In stories. So we, we can we. Create a lecture like a story and movie. Like things and. We can connect with students. By feeling the. Feeling that they are. Comfortable in their classroom. Rather than uh. Giving the uh. The stickness we can. Create a healthy environment. So that student can connect to the teachers. And want to know. What happened? Uh, after that. Like a. We create a story of transformer or. Other things our tonics devices like DC, DC converter. Why this form? What is the need of this? The story best. To interact students is like. Uh, create your lecture. In stories. Uh, from starting to ending. So students can. If you started lecture today. Student can come. Tomorrow. Then day after tomorrow. Know what happened next? What happened next like that things. Also curious. In books and. Uh, in other library things. What happened next? What is the thing? Have been done by. This scientist nest. What we can do? And we can contribute. In this topic. Next like that. Hello.

Alright, so you turn concepts into stories and try to create a comfortable environment, which helps students stay engaged even if they're struggling. Now, shifting to student evaluation and exam responsibilities, how do you handle situations where a student's practical work is strong but their written exam performance is weak?

So you create lectures like stories or movies to keep students engaged and comfortable, and you use that approach to help even the ones who struggle. Now, looking at your ability to guide student projects and research—what's your process for mentoring a student who's struggling to pick a research topic but wants to do something meaningful in power electronics?

Alright, you turn your lectures into stories and make the environment comfortable so students stay curious and want to come back. Now, when it comes to student evaluation and exam-related responsibilities, how do you make sure your grading is fair and consistent, especially when dealing with subjective answers or practical assessments?

Yeah, it's already uh, given our in our labs. And in Karikulam, well designed. That what is the? Uh, teaching assessment number? What is the sessional number? What is the practical numbers? Continuous evolution process. There is a. No fake process. Like that? We can give one number to anyone. Uh, randomly. It's a continuous evolution process. They are performing in lab. They are continuous evolution, evolution under the. Evolution Scheme. Uh, already given. So we can follow. Dad syllabus like variety has. Their norms If required, we can suggest our seniors or. And departmental labor. How we can? Create things. So better evolution can be done.

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

I I think I know about. This role, this is the assistant professor. Role as a research faculty. And in this. Faculty have more focus on research. All and and also contribute to teaching. Like I am. Having interest? Uh, uh, I am, uh, interested in uh, research.