Good morning. Doctor Arun, Sir.

Please start by introducing your professional journey in academia

Everybody. I'm Doctor Joseph Wright.

Just a quick intro, Professor — what's your background in academia and what have you been working on lately?

Kamaraj College. Affiliated to Manan Mani and Sundarna University. I did my PG. In MIT. Crown vet and PhD in. Manonmani and Sundarna University. Eternal Veli.

I worked in. Kamaraj College.

Alright, so you worked at Kamaraj College after your PhD at Manonmaniam Sundaranar University. What subjects did you teach there, and was there a particular course you found especially rewarding to teach?

For the past 70. 37 years. During my service. I watch in. European University, North Cyprus. As associate traveler in computer engineering. During my service. There, I thought. Computer engineering subjects. And I. Bit one funded project. Titled.

Alright, so you spent time at Kamaraj College and also taught in North Cyprus as an associate professor in computer engineering, and you mentioned leading a funded project there as well. Could you tell me about a specific course or subject you enjoyed teaching the most, and what made that experience stand out for you?

Artificial revolution system for car parking. Management. For two years. During my. Service in. European University.

Alright, so you worked at Kamaraj College and also took on a project in North Cyprus — that artificial revolution system for car parking management sounds interesting. Could you tell me, in your teaching at either Kamaraj or European University, was there a particular course or subject that you found especially rewarding or challenging to teach?

In my. Parent institutes in Kamaraj College. I worked as HOD of Computer Science for the past 30-7 years. During my service in Kamaraj College. I.

Alright, so you were HOD of Computer Science at Kamaraj College for a long stretch, and you also led a funded project on artificial intelligence for car parking management in North Cyprus. When you were teaching computer engineering subjects there, what was one foundational concept or topic you found especially rewarding to teach students, and why?

Add some additional responsibility Director, Computer Computer Science Research Center. Tutorial board member of Kamarajannel of. Academic Research.

Alright, so you've held quite a few leadership roles at Kamaraj College, including heading the Computer Science department and directing the research center. When you were teaching core computer engineering subjects, was there a particular foundational concept or topic that you especially enjoyed introducing to students?

Cheap Superintendent. University examination in. Our college. Convener of discipline committee.

Alright, so you were the chief superintendent for university exams and convener of the discipline committee, on top of your research and teaching. With all those roles, when you were in the classroom, was there a particular foundational topic or concept in computer science that you especially enjoyed teaching to students?

And number of management committee. In addition to this in. Our university. I served as chairman of. Border cities in MCA. And computer science. As well as car member I mean. Standing Committee for Academic. Office. Also. I served as inspection Commission member.

And professor in charge in. Study Center. Put to Corinne.

Alright, so you've been on university boards, chaired committees, and played a big role in academic governance. When you were teaching computer engineering or computer science courses, was there a particular foundational topic—like algorithms, databases, or artificial intelligence—that you especially enjoyed introducing to new students?

Alright, you've served as professor in charge at the study center and on several academic committees — that's a wide range of responsibilities. Thinking about your time actually teaching in the classroom, what's one foundational concept or topic in computer science that you most enjoy introducing to new students, and why?

Contributed in research. Error produce 12. Previous day candidates. Completed to funded project. One for UGC, another one for. Minister of. Turkey's Republic of. Not the Cyprus.

So you mentioned supervising twelve PhD candidates and completing funded research projects with UGC and the Turkish Ministry in North Cyprus—those are significant achievements. When you were guiding your doctoral students, what did you find was the most effective way to help them develop independent research skills?

Involvements. I have pro. But please nearly 120. Jan Jan. Purpose. In SCA, in Scopus, in verbal Science, in UGC and other. Journals and conferences.

I have Papi's five books.

Alright, so you've published nearly 120 papers across journals like Scopus, Web of Science, and UGC, and you've supervised research scholars and managed multiple funded projects. When you were guiding your PhD candidates, was there a particular approach or philosophy you emphasized to help them develop both strong research and teaching skills?

Alright, you've published five books on top of supervising research, completing funded projects, and leading various academic committees. When you were teaching core computer science or engineering subjects, was there a particular foundational concept you enjoyed explaining to undergraduates?

Have organized. Many programs in. In the department of Kamaraj College. I have organized. International conferences. Seminars.

Alright, you've organized international conferences and seminars in your department at Kamaraj College. When you were planning these academic events, what did you do to make the sessions engaging and relevant for your students?

Faculty orientation program. Exhibitions for. School. So dance.

Career orientation. Programs.

Alright, so you've organized everything from faculty orientation programs to exhibitions for school students. When you're designing a program or seminar for younger learners, how do you decide which topics or demonstrations will actually capture their interest?

So when you’re organizing a career orientation program for students, how do you decide what topics or skills should be included to make it truly relevant for them?

I have at least one pattern. Mission learning based. E-mail Jen. It's audio. Files data set loosen.

Okay, so you mentioned holding at least one patent related to machine learning and audio file datasets. When you were developing this patent, how did you explain the core idea to students or junior researchers who might not have a strong background in machine learning?

I have. Delivered invited talks. Indian International Conference and. National conferences. My department and the alumni. We organize relief camps during COVID-19. During Casa. Call Cyclonic Storm. And we created forestry. Yeah, 'cause his son called so awesome. Yen to Takeurin under the leadership of. The district collector.

Alright, you mentioned delivering invited talks at both national and international conferences, and your department organized relief camps during events like COVID-19 and cyclones. When you’re leading these outreach activities with students, how do you ensure they actually learn something meaningful from the experience?

My research area includes. Miss learning? Deep Learning.

You mentioned your research areas include machine learning and deep learning. When you're introducing these concepts to undergraduates for the first time, what's one analogy or example you like to use to make them less intimidating?

Medical image processing. In in our department. We worked hard for the.

Outcome of the students. We have produced good results.

Okay, you've worked hard in your department on medical image processing as a research area. When you're introducing students to medical image processing for the first time, what's one practical classroom activity or lab you use to help them really grasp the basics?

Alright, you mentioned your department has produced good results for student outcomes. When you think about the changes you made or practices you emphasized, what's one specific thing you did that you believe had the biggest impact on student success?

Periodically, university ranks. We contacted Secure Courses. For the students intensive for the students MO us with educational institutions and industries. To develop the skills of the students. To have better. Placement and higher studies. So. After my service in Kamaraj College, I joined in Mgr. University. Chennai. In the Department of Computer Science and Engineering. I served there. For one.

One year and three months. During my service there I publish one SCA.

Alright, you mentioned moving to MGR University in Chennai after your time at Kamaraj College. When you first joined the Department of Computer Science and Engineering there, what was one thing you noticed about the teaching environment that stood out compared to your previous institution?

Pepper one Scopus paper. And.

Okay, so during your time at MGR University, you mentioned publishing an SCA paper. What was the topic of that work, and how did you bring your research into your teaching practice there?

Consultancy project.

Okay, you mentioned you have a patent related to machine learning for audio file data sets. When you introduce machine learning concepts to a new group of students, what's one example or analogy you use to make it accessible right at the start?

Alright, you’ve definitely been involved in a lot — organizing international conferences, faculty orientation, exhibitions for schools, career programs, and even leading relief camps. Out of all those department events you organized, can you walk me through one that you felt had the biggest impact on students or the community?

Completed one consultancy project. When I was in Kamaraj College. There also I have completed. Consultancy project and. I use this. And faculty members. To get training on. That and.

To complete a.

Okay, so you leveraged your consultancy project experience to train other faculty members as well. When you were guiding faculty through that process, what was one challenge they faced in adopting new practices, and how did you help them overcome it?

You said you used your consultancy project to help train other faculty, but it sounded like you were about to explain how you completed a particular task—can you finish that thought?

Real. Real project.

Industrial. Projects.

Okay, so you emphasized that the consultancy project you led was a real, hands-on initiative for both you and your faculty team. Can you describe one concrete outcome or change that resulted from completing that project, either in how your department operates or in your own teaching practice?

Then I have. In Kamaraj. MJR University. I have.

Alright, you've clearly had significant experience with organizing industrial projects and helping faculty and students engage with hands-on work. When you first introduce a new technical concept—like deep learning or medical image processing—to a classroom, what's your go-to strategy for making sure students who might be intimidated still get engaged and start participating?

Alright, so you were describing your time at Kamaraj and MGR University, and it sounds like you were about to continue—can you finish your thought about your activities or responsibilities there?

Submitted 3 proposals. One for DST. Too far ISRO. DST, the three. 3D images. The suitable. 3.

Dr., you mentioned submitting proposals to DST and ISRO, especially for projects involving 3D images. Can you walk me through how you'd introduce the concept of 3D image processing to undergraduate students who may have only basic experience with image analysis?

Dimensional. The planning architecture. For 3D. Images next. For ISRO, one is weather forecasting, another one is thermal management. In. PR grats. Also I. So does. Chairperson in. International conference conducted in.

Alright, so you played a chairperson role at an international conference and submitted research proposals to DST and ISRO, including work on 3D imaging and weather forecasting. When you’re introducing students to medical image processing, what’s one foundational idea or misconception you find you have to address right away?

Yamja State. I delivered. Talks in India University. I saved us. Project Lead. Research Lead. In the department. So. I hope my.

Journey in academic institutions. Is good and very satisfaction to me.

Right, so you were describing your leadership in departmental initiatives, organizing international conferences, and hands-on student programs, and now you mentioned serving as a research lead and project lead in your department. When you’re mentoring a student or junior faculty member on their first research paper, what’s the first foundational principle you emphasize to them?

Okay, so you described your academic journey as both satisfying and impactful, especially your leadership in research and hands-on initiatives. Can you tell me what first inspired you to pursue teaching as a career, rather than focusing only on research or industry?

Thank you, Sir.

Alright, Dr., you reflected on your academic journey being both rewarding and impactful, and you mentioned wanting to continue that success at BAT. What is it about teaching and mentoring students that you find most fulfilling?

Teaching.

You mentioned teaching, but can you be more specific—what is it about the act of teaching that you find most rewarding?

When I joined.

Okay, so you emphasized preparing thoroughly before class and running periodic tests to make sure students really understood the material. Can you give me a concrete example of how you adapted your teaching when you realized some students weren’t grasping a topic?

NGR University. And I was in Kamaraj College. I I attracted project from companies and I. Involve the students to work on it. Or I sent the students to. Campaign is for internships. To get. The practical skills to. Get jobs. So I feel. The both are the. Teaching. Research as well as. Directing the students to do internships. That gave me more satisfaction. In my. 10.

Alright, so you emphasized involving students directly in industry projects and sending them for internships to build practical skills, not just classroom learning. Can you give me one example where a student’s performance or outcome really changed as a result of that hands-on exposure?

Students got jobs. In industries.

Banks.

Okay, so you saw direct results with students getting placed in industry because of that exposure. If you had a student who was struggling with the transition from academic to industry work, how would you support them?

That that was the outcome. From the students.

Okay, so you saw students get placements in industry and banks as a direct result of those hands-on experiences. For students who struggled to bridge the gap between academic theory and practical skills, what specific strategies did you use to help them succeed?

That's an interesting point. Could you elaborate a bit more on that?

Excuse me?

So you saw your students land roles in both industry and banking as a direct result of those project and internship experiences. Was there ever a time a student struggled with the practical side, even after the internship, and if so, how did you support or intervene to help them succeed?

We organize some. Saturday courses. Also in the department. To develop the skills of the students.

So you set up weekend courses to help students who were struggling, beyond the regular curriculum. Was there ever a time when, even with those extra sessions, a student couldn’t make progress, and how did you handle that situation?

The faculty members. Involved in the. And the university prophecies and industrial experts delivered.

Alright, so you had faculty and even industrial experts come in for these extra Saturday sessions to boost students’ skills. Switching gears a bit — I noticed you submitted a proposal to DST on 3D image planning architecture, and you mentioned another for ISRO on weather forecasting and thermal management. How did your experience leading those research projects influence the way you teach complex technical topics to undergraduates?

Actually, this journal. Pepper. Hybrid. Improved. Unit and. Transformer based. Adaptive attention map for. Lung segmentation. I guide at 12 PhD. Candidates. Now the 30th. 30th student. He gets the candidate is working. For his biggest. Almost he has completed the research.

So I. I have given this problem to him. Myself and the research student, we have published the paper.

Okay, so you've guided a significant number of PhD candidates and are currently supervising your thirtieth, who's nearly finished their research on hybrid U-Net and Transformer-based models. For your undergraduates, how would you break down the core idea behind adaptive attention maps so that even students new to artificial intelligence can grasp why it's important for something like lung segmentation?

Okay, so you've guided 12 PhD candidates and your current student is working on this hybrid U-Net and Transformer-based model for lung segmentation, and together you published that work. For undergraduates who might be intimidated by the complexity, how do you break down the idea of combining U-Net++ with transformers and adaptive attention so they can grasp the core concept without getting lost in the math?

We combined. Both. The enrolled unit. As well as the adoptive. Attendance and map for the. Lung segmentation. We got the. Data set from Google.

And we completed. Actually, we took. Two data. Sets.

Okay, so you worked closely with your PhD student to combine the improved U-Net and adaptive attention map for lung segmentation, using a dataset from Google, and that collaboration led to your recent publication. Thinking about teaching undergraduates, if you had to break down the concept of an adaptive attention map to a student with just basic knowledge of neural networks, how would you simplify it in your classroom?

And combine the data set. And we implemented. Our proposed model. Unit 3. Plus.

Given your deep work in medical image analysis using artificial intelligence, especially with models like U-Net and Transformers, where do you see the most fundable research directions in this field over the next few years? What types of grants or external funding would you pursue to support and scale that research at an institutional level?

Alright, Dr., let's shift to teaching. You mentioned you don't just rely on lectures, and you've involved students in real industry projects and internships. Suppose you had to teach a class of 200 undergraduates about a new artificial intelligence technique, but you can't use slides or traditional lectures—how would you run that session to keep students engaged and make sure the material sticks?

Image enhancement techniques.

As well as UH3D approach. Auntie image. Is also. Very much helping.

Given your experience guiding projects and research, let me ask this: if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that to meet accreditation standards?

The image segmentation.

So you're saying real-time datasets, image enhancement, and 3D approaches are ways you'd strengthen research and funding proposals. Shifting back to department-level responsibilities—beyond teaching and research, where do you see yourself contributing to things like curriculum committees, program reviews, or accreditation efforts?

So we can attract. They fund our projects.

So you see techniques like image enhancement and 3D approaches really pushing the field forward in segmentation. Now, VIT puts a lot of emphasis on industry-academia collaboration — can you outline how your experience with consultancy or industry projects would help create impactful partnerships that benefit both students and research here?

Because I am very much interested to apply. For funded projects.

Okay, so you see image enhancement, real-time and 3D approaches as valuable, and you believe articulating those strengths can help attract funding partners to your segmentation projects. Now, thinking about VIT University's emphasis on quality curriculum delivery—how would you approach curriculum design to keep it aligned with industry standards and emerging technology trends?

With the team of. The department. Faculty members.

So you're actively looking for ways to attract funding by emphasizing real-time datasets, image enhancement, and 3D approaches. Now, 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 emphasized working with your department team to apply for funded projects, leveraging both advanced technical methods and collaborative faculty effort. Shifting gears a bit, considering VIT University's emphasis on quality curriculum delivery, how would you approach curriculum design to ensure it stays aligned with industry standards and emerging technology trends?

I am here, Sir.

Alright, you mentioned working closely with your department team and emphasizing research strengths to attract funding. At VIT, keeping curriculum aligned with industry and emerging tech is critical for accreditation. How would you approach curriculum design to make sure students are learning the latest advancements while still meeting rigorous academic standards?

So the in the curriculum development.

Okay, you started talking about curriculum development. Can you walk me through exactly how you’d update or design a course to make sure it’s both academically rigorous and also prepares students for emerging technologies in industry?

We consider the. Best partners of the faculty members.

You mentioned involving the best partners among faculty members in curriculum development. Can you give me a concrete example of a student project you've guided that aligns with emerging technologies, and explain how you ensured the project was completed successfully?

The industrial. Peoples.

So you said curriculum development should involve both faculty and industry people. Can you give me a concrete example of a student project you've guided that aligns with emerging technologies, and how you made sure it was successfully completed?

And we can. Even include the members from. Universities. Very standard universities in. Abroad.

Alright, so you see value in involving faculty, industry professionals, and even collaborators from top international universities in curriculum design. Shifting focus, accreditation cycles can be pretty demanding — say you joined our department and found outcome assessment data was inconsistent across courses. How would you approach fixing that?

Doing project by the student.

I find. This is a gap.

So you were saying involving both industry experts and international university members in curriculum development is one side, and student project work is the other. For those student projects, can you give me a concrete example of one you've guided that used emerging technology, and walk me through how you ensured it was completed successfully?

In institutions.

You said there's a gap when students do projects, even though you're involving industry and top universities in curriculum development. Can you give me a concrete example of a student project you've personally guided that used emerging technology, and walk me through how you ensured it was successful?

So you see a gap in how institutions handle student projects, even with strong partnerships in curriculum development. When it comes to accreditation, what day-to-day responsibilities do you think a faculty member should be prepared for—especially around documenting outcomes and ensuring compliance?

50% students can do the project. But the other students are. Just managing to submit the projects. So we can. Encourage them. To go for intensives.

You pointed out a real gap in how student projects are handled, especially with only half really engaging while others just get by. Beyond curriculum and project supervision, what role do you see yourself taking in things like accreditation reviews or serving on curriculum committees in the department?

During the project time. In companies. We can arrange consultancy projects in the departments and we can include the students to. Do their project. If the project is related to the. Consultancy. Projects. As well as MO us. We can establish MO use. To.

You highlighted using consultancy projects and MOUs with companies to get students involved in real-world work during their project time, which also ties back to your point about bridging the gap for students who just "manage" to submit. In your experience, what specific day-to-day responsibilities fall on a faculty member during an accreditation cycle to make sure these kinds of industry-linked projects actually count toward accreditation standards?

Develop the skilled of the students MO is with industry standard institutions. Uh, national. The and the internationally. That also. Improve the skills of the. So dense.

Okay, so you're saying partnering with industry and top universities, plus using MOUs, helps bridge the gap for students who might otherwise struggle to get hands-on project experience. When it comes to the day-to-day work for maintaining accreditation, what specific tasks do you think a faculty member has to handle to keep the department compliant?