Hello, good evening. If my voice is audible.

Your voice is coming through clearly. Please start by introducing your professional journey in academia.

S s Good evening, Arjun. Sir, I am here. Doctor Yash Sivakami.

Thank you for confirming, Dr. Please share a brief overview of your academic background and key milestones in your teaching and research career.

And are you doing I-10 indexes? This is miss out. Uh, experience, support, uh, the whole, uh, about myself. Is there anything that you need?

Yes Sir. Myself I am currently taking in computer networks for the first years because after the completions of 12th standard, they directly enter into that college level. So first what? I have to do means. What are the? What are the daily? No protocols. What are the 1st? Protocols that you have followed in our college. After that I have to exit. Explain, uh, these are the rules and regulations and. These are the things you have to do in the classroom and these are the things that you are not doing in the classrooms. Like that I have to educate in the first start. After that I continue my unit. Moreover, I first explain about that what is the continuation of 12th standard? After that why you are studying the subject? For the purpose of studying this computer networks, what is the use of that? After completions of computer networks, what you are going to do? For example, there are 5 units, we know that and the physical layer followed by some of the layers, the network transport, how the communications takes place, how the communications will enable, how the data transfer from one phase to the another. Place like that I have to educate. Can then with the help of some activity based education in my college they are used to they are used to to do the activities like the research based concept. And the following that MC200 quiz connecting quizzes and activity based.

Thank you for the overview. Focusing on teaching, which foundational topic do you find most engaging to introduce to first-year engineering students, and how do you typically approach it in the classroom?

Activity based and group discussions like that they will ask to educate. So I continue that same thing into the classrooms also. Then and there the students will educate. After that, they have the first they will figure out. And the subject was very easy. So, uh, we follow these types of activities, which is very easy to understand like that they will check in your mind. After that they will start, uh, read the courses.

You mentioned using activity-based education and quizzes for first-year students—can you give a specific example of an activity you use to help students understand how data is transferred between layers in computer networks?

Yes, myself first I have to conduct after the completion of one topic. I used to conduct some quiz. A for example. How many layers in an ISO is a model? OK, what are the different types of players that which layer supports which thing? Like the what are the responsibilities of each and every layer. Like that I have to explain the help of the quiz. Yeah, after they will answer, they will give some confident about that subject. OK, So we are good in our subject like that they themselves they will think. After that some activity based questions means for example in the second, third unit in network layer some routing algorithms or that so I used to stand up one girl or boy. Come and do in your board. So they they they will improve their confidence level and they are very easy to do in the. Routing algorithm in front of all others. And then after that I congratulate them. To all the students like this, only you have to do like that. I had to. Motivate the other students because they are entered directly from the school levels. They are studying computer network. So avoid the fairness. I have to educate the students then and there. Canden, in terms of hands and experience in the first one in there are several lab experiments, total 40 lab experiments in that first I have to do create the topology using Cisco packet traces. OK, first we have to take all those computers in that with the help of the different topologies you have to create. Like that I will educate in my board. After the day will do in their laptop. OK, and the, uh, previous class itself, I sent that, uh, link that that you have to download that Cisco packet tracer that I have the, the temporary link they will download after that, they will directly come into the class whenever I am doing in the board, my, uh, smart board is that whenever I am doing. My systems in the that is displayed in the both they themselves they will do OK. After that they I will complete 1 topology. I will give some some these are the topology have to do like that. I will give OK, they will do based upon their hands-on training. I will motivate them and.

Is there anything?

Thank you for sharing your approach. Turning to your research, your PhD focused on deep learning for dental disease detection. How have you incorporated insights or techniques from that research into your classroom teaching, particularly for undergraduate students?

You mentioned students often find the subject easier after these activities—can you describe a time when a specific group discussion or hands-on task noticeably improved their grasp of a complex networking concept?

Right, you described using Cisco Packet Tracer for lab sessions—can you share how you assess whether students have truly understood the underlying networking principles versus just following the tool’s steps?

Immediately they will do as they would.

Thank you for walking through your process. Can you give an example of a student project or exam question you've designed that required students to apply networking concepts creatively, rather than just recall definitions?

OK, here capstone project for each and every subject. Here they are conducting capstone projects. So out of 40 students I had, I used it to give total of 12 topics. In each and every topics have four students. They have to do the capstone projects. Yeah, I I expected that they they have to prepare the documentation demonstrations. As well as that. They have to do. The presentations also. Yeah, the more the major capital project is the formulations of topology with the help of the some computers. Camden, the Wi-Fi 6 NABM. Inability and then IAP. IMAP protocol establishment like that. These are the some, uh. The topics are that we have to do use TV capsule process.

Thank you for that explanation. Now, looking ahead, please outline your three-year research roadmap—specifically, how your planned work will drive high-impact publications and foster collaborations, both within academia and with industry partners.

The three-year research road map. I am very much interested in the research I am now. I am currently learning the quantum computing that was very easy forever. I first start with my research with the help of the machine learning algorithms to identify the diseases. In the PhD thesis also the PSD topics also the same. Identity classifications of with the help of the mental images. Yeah, after that I continue with the deep learning algorithm.

You mentioned applying machine learning and deep learning to disease identification—how do you plan to secure external funding or industry partnerships to support this research over the next three years?

Now I am I. I have a bliss. International conferences also.

After that I am writing the journals. Now the three journals are in that.

Let’s discuss your teaching methodology in depth. Imagine you’re assigned a large first-year course—without using slides, how would you implement an active learning model such as the Flipped Classroom to maximize student engagement and understanding?

You referenced active learning techniques earlier—can you walk me through, step by step, how you would structure a flipped classroom session for 100 students in Computer Networks, ensuring engagement and accountability without relying on slides?

Sir, cost itself. I have to. Explain all the basic concepts of. Networks. Then the students can get the networks principles. After that I have just a minute like that they will talk. Suppose I am telling, for example, I am telling that topology. The each and every person totally of 40.

Three students are one of the persons have to explain about the topology and other students can explain the other time, so they will collect more numbers of important information about the topology. This one kind of activity. The next one. Uh, I used it to go give some problems. Yeah, how divided into some groups in the the some matches. The total year 40 students wins. I will give you 8 batches, 1 batch carries 5 students. So 8 batches have to answer, have to do the problems, uh, and they have to discuss the answers in front of others. This is a healthy. Competitions between the other students and between the other bachelors also. I hope so.

Thank you. Now, focusing on accreditation and departmental improvement—suppose your department needs to increase its research output per faculty member to meet a national accreditation benchmark. What systematic steps would you take to help raise this metric effectively?

Thank you for sharing those details. Now, let’s shift to a scenario involving ethical decision-making: imagine you’re faced with a student alleging grading bias, while the institution is under pressure to maintain a high pass percentage. How would you handle this situation to ensure both academic integrity and institutional expectations are upheld?

Yes, uh, I'm acting as a mentor also. OK. The first year students, they didn't know about that. So I I have to talk with their each and every student, certainly 20 students. I'm actually the mentor for the 20 students I have called upon 1 by 1. K1 students commence it. I will ask commence it like that what are what is that your good the what are the bad. I have just first identify from the students while they are talking. After that I will give you some ideas how to clear the paper, how to write the paper. I gave some hints also. Yeah, these all the important things you have to do for each and subjects for each and every subject. You have to do like this, you have to you are writing three years. Sorry, you have to you are going to write the answers.

Within three hours. So you have to finish all the 10 questions within the three years. So starting from the time management up to the the completions of subject I will give some. Yeah, and also I gave some ideas also. To prepare for the same exams.

Let’s talk about your connection to the professional world. What concrete steps would you take to leverage your own industry contacts or research network to help students secure internships or employment opportunities?

Let’s discuss your experience with multimedia or AI in media—can you share a specific example where you applied these technologies in a practical academic or industry setting?

Probably I'm not done my A in media. But I am doing uh, my artificial intelligence with the with the with the disease classification like that I am member with the quantum computing algorithms also. For classifications we had to use some of the. Research purposes.

Yes, yes, probably may subject I am ghosted to conduct five class. Just and they have to submit their assignments. Each and every students have different assignments. Yeah, so based upon their assignment, I have to give the marks. Yeah, after that the class test also. Kate questions are to give 2 questions. They have totally of 20 minutes, sorry, 20 marks within 50 minutes. They have to write the two questions. Each and every students have to clarify that with the answers. These are the important answers. So you have to write for the questions the previous day itself I have to explain to the students and then the students will get the all those details and the next day they will write their questions very, very correctly. Some of the students are lagging to their answers, so I call upon the students. Based upon the two states I will identify, these are the students are arranged. These students are moderate. These students are not studying my subjects like that. So after the Tuesdays I call upon all this, I call upon the students I have to teach again. 8 sitting that I had to teach again. These are the things you have to do. These are the this is the important subject. I have to clarify the what are the responsible importance of the subject like that? Then the students will answer the next next. Finally. They will get a good grade also.

Thank you for clarifying. Shifting to student assessment, can you describe a time when you had to design or adapt an evaluation method—such as an exam, rubric, or project assessment—to ensure fairness and accurately reflect student learning outcomes?

No, the students, I'm not categorizing that not studying students like that, because each and every students have a unique talent. Uh, based upon the classes. Suppose I am conducting the first Test as ISO is a model. That should be hard. They have to draw right all those 7 layers and they have to draw some of the. Some of the diagrams based upon data. The next question should be the routing algorithm. But the students are rich in rich to do solve the problems. They they they are easy to write the routing algorithms. So the buses just T-shirt. That was less marked. The second test in a secure boot marks. They I will identify so they they are lagging to write in the theory question, but they are good in writing the problematic questions so. So. Professor and I know that what are the different, uh, student strategies based upon that? I will educate to the students and finally they will put the good results also. Uh, uh, they will, uh, they will put in their networks principles also.

You mentioned categorizing students based on their performance after each test—can you describe how you tailor your teaching or support strategies for students in the "not studying" category to help them improve?

Understood. Earlier, you mentioned guiding students through both theory and problem-solving in networking—can you share a specific strategy you use to help students who excel in practical tasks but struggle with theoretical concepts?

Yes, there are, there are here we are following that quiz based that is just a minute some identical based questions also. Identical in the sense that is they have to find out the. What is the packet rate? Yeah, how many packets are transmitted per second? Yeah. What is that threshold? And principal values, what are the threshold frequencies like that? Yeah, I have to use that some of the formulas and I help to them. OK, based upon the theory concepts. Also that is to be interrelated to the problem. Yeah, this much of packet they will send me, this much of frequency they will send the packet fills to the receiver like that. I will explain. With the help of their theory only I have to do the problem. Uh, Saudi.

Thanks for explaining your approach. Now, can you give a concrete example of how you’ve collaborated with industry—such as through consultancy or joint projects—and how that experience shaped your teaching or research?

Yes, in in computer networks we have tie up with the Cisco packet certification courses. They are doing that they are doing the Cisco networking concepts and the basic principles they are doing the. Now forces with the help of the Cisco. Certifications. Uh. After they will do the assignments then and there in the Cisco package, they they're developing A networking process. It is they do net uh. In Cisco packet. And finally they will get the certificate. Also. This is one example for combining with the industrial industrial relations to the students.

You mentioned students earning Cisco certifications through hands-on networking assignments—can you describe how you integrate the outcomes of these industry-linked projects into your course assessment or curriculum planning?

Yes, I will be considered as a marks. As I will be considered as A1 component in my internal marks. They will finish the courses means I will give some more marks. I will add it to the internal marks.

For the assessments.

Thanks for clarifying. Can you give an example of a specific research publication you’ve contributed to, and explain the main research question and outcome?

Understood. Can you give an example of a specific research publication you’ve contributed to, and explain the main research question and outcome?

Yes, I have a very good research COM commands also. Uh, the main research questions is. About the data set. And what they are going to. OK, because I I have done my research in the medical majors only in the medical images there are so much of noises. How what are the preprocess? Techniques you have to do. Like the devil. After that I will do my preprocessing using some filters. I have to clear all those things. And then I have to for getting the medical images I used to augment the images. Using flipping, rotation, scaling and transformations. Then then the outcome should be published the paper. The journal ship in the.

You described using preprocessing and augmentation for medical images—what specific type of noise or artifact did you find most challenging to remove, and how did your chosen filter or technique address it?

S while I'm taking the medical images. Tara's omens of nonsense in there I used to give gabber filter and gas in filter for removing the noises. After that removing the noises then I have to use it to augment the process. And then I will give the images to the convolution you will.

Okay, after denoising and augmentation, when you fed the images into your convolutional model, what metric did you use to evaluate its performance, and why did you choose that particular metric?

Yes, I have to use that accuracy. And then F score sensitivity and because for classifications and all these are the main important performance methods, that is with the accuracy sensitivity like that and F1 score, sometimes they will. I will get it.

Understood. Can you walk me through how you communicate complex research findings or technical methods to students who may not have a strong background in the subject?

Yes, absolutely I have. I have Guru through that. Because, uh, the first day students also are unable to do the capstone projects. Show a happy educate all those things based upon the network principles you have to do. OK, then and there I will educate. This is the. This is a simple research. Only.

Right, you mentioned guiding students through simple research projects—can you give a specific example of how you break down a complex AI or multimedia topic into manageable steps for a first-year student?

Probably they will build the network Aspire Moon. They're using that some of the comments. Also they will build their uh. The networks that they will, they will create networks and how to communicate with the. Other systems with globally are and. Typically they will connect the systems with other students. Uh, this only I have uh. Done to the students.

You mentioned students connecting their systems globally after building networks—can you share a challenge that students often face when setting up communication between different subnets, and how you coach them through resolving it?

Uh, we have to connect it with other system means that they should be the security. And the full security will be there. The next system we can able to, uh, connect with the other systems. So have some issues that. So what? What are the issues? We have to move that. We have to move this down. After that the students I educate the students to improve your networks to connect with the other systems. They will give the proper permission. Then you will have to connect with the other systems like that. I will agitate.

When students are troubleshooting network permissions, what’s a common mistake they make with access control lists or firewall rules, and how do you help them identify and fix it?

Just while the students connecting with the other systems they'll give the IP addresses should be wrong. And the and the many problems they are faced. Because some some IP address are not unable to connect. No. So we have to connect with them permissioned systems.

Thank you for clarifying. Shifting to student evaluation, can you describe how you ensure fairness and consistency when grading both practical lab work and written exams?

Yes, for theory exams we are calculating based upon the questions and answers we are giving the marks. But in the practical lab. We have to. View based upon the Viva mass and the demonstration marks. Yeh, how they are demonstrated. Suppose we are giving the poor programmes means they have to finish the four programmes and the Viva questions also we are asking. Edur Based upon that, we will give the. Marks for the students.

You mentioned using both Viva and demonstration marks for practical assessment—can you give an example of a situation where two students’ demonstrations were very different, and how you ensured your grading approach remained unbiased?

The grading adult.

Okay. When you introduce new lab exercises or exam formats, how do you communicate the expectations and grading criteria to students to make sure there’s no confusion?

1st I have to do the confidently, you have to attend. Attend the exams. These subjects are all very easy. Can the Nadi. These are the things. You have to write well in the theory. K First you have to understand the concepts and then you have to write in the theory as well. As a forest, the lab also first to do the program, the Hanson experience is must. Then you had to do the on lab programs and comp. Complete all the lab programs.

Got it. You talked about the importance of hands-on experience—when you notice a student struggling with a lab program even after practice sessions, how do you adjust your teaching approach to help them improve?

Yes, Sir, I have to. The suppose some students are very lagging in doing their practices during in that class itself. What I have to do means I call upon. Uh, individually. And I have to explain again. These are the things this will be very easy. To approach these are the lab programs like. After that they will do them. Themselves.

Thank you. Let’s talk about research: can you describe a recent paper you published in a reputed journal, and explain what made your contribution significant within the field?

What I have to do means the last September 2025. I published one paper with the help of some I I got some sponsorship from. Uganda, the university, My colleagues are uh. Uh, working there. Yeah, I got an opportunity to publish a paper in that university. I have a sponsorships also that invest in. Uh, what I have to do means I collect the data set I I gave to them, they will write the papers and publish them.

The last paper I published. Uh, before that, uh, I get the medical images from the Mission Hospital. After that I have to do. This will be published in the era of 2021.

You mentioned collecting the dataset and collaborating with colleagues who wrote and published the paper—can you explain the core idea or methodology your dataset supported, and how it advanced the research topic?

You mentioned using medical images from the Mission Hospital for your 2021 publication—what specific analysis or technique did you apply to those images, and what new insights did your results reveal?

Yes, before that they in the hospital that is a dental hospital only before that they do the. They're finding out desisting the personal manner that is manually. Yeah, after that I get the images from them. I used to clear the noise images and do the augmentation process. I sent you to the deep learning algorithm that is confirmation neural networks. Then the the identification process will be very easy compared with the manual process.

This only I revealed the results.

You mentioned using convolutional neural networks for image identification—what challenges did you face with noise removal or data augmentation, and how did you address them to improve your model’s accuracy?

You described using convolutional neural networks for dental image identification—can you share how you validated your model’s performance, for instance what metrics you tracked or how you ensured the results were reliable?

Uh, I use the lean at uh network architecture uh for doing my research. Because that is the first convolution neural network up. So I used to send that that input layer hidden layer and then output layer after that that FCN and these are the layers they have to pass. Finally they will get that. What type of the glasses it belongs to? Yes or no. First they have to identify first classification, that is to be the system present or. Is not present like that. After that I can do the segmentation process using unit architecture segmentations. In that they will identify where this. Yeah, like that I have to do.

You mentioned using both LeNet and U-Net architectures for classification and segmentation—what was the biggest technical challenge you faced integrating these approaches, and how did you overcome it?

Yes, my classifications algorithm is very good. After getting the classification whether it is to be yes or no. After that I I send the images into the units architect. Here I I have to do because based upon the ground truth the images I have to follow this uh real images. And I have to identify where the where the system to be present.

Understood. Shifting focus, can you describe how you have contributed to industry projects or consultancy—specifically, what was your role and what impact did your involvement have on the project's outcome?

Sorry to say this till now I didn't do some Interstate projects or consultancy works also. But I have some ideas to the consultancy works tie up with their. Industries and I have to do the I have to evaluate the deep learning algorithms to several hospitals to develop the capstone and. There with the help of that uh. Uh, consultancy projects.

Thank you for clarifying. Since you have ideas for future consultancy work—what steps would you take to establish a partnership with a hospital for a deep learning project, and how would you ensure the project addresses their practical needs?

Yes. Because nowadays the time. To get these are the places that is to be fined. That the computation the time should be very high. Due to the manual process, but after evaluate the replaying algorithms, the computational time should be decreased. So this is the main idea. After that I have to incorporate with the deep training algorithm along with the quantum computations quantum computing.

Give the I hope this will be give a good result.

You mentioned wanting to incorporate quantum computing with deep learning for hospital projects—what practical challenges do you foresee in implementing quantum algorithms in a clinical setting?

Thanks for sharing your vision for integrating quantum computing. Let’s quickly touch on your experience in student evaluation—what methods have you found most effective for fairly assessing both theoretical understanding and practical skills in your courses?