Yeah, we can start.

Please start by introducing your professional journey in academia

Yeah, myself, doctor Rahul Kumar, I'm a doctor at. In electrical and electronics engineering. My doctorate in the area of UH. Electric vehicle wireless charging system in a semi dynamic wireless charging area.

Okay, so your doctorate focused on electric vehicle wireless charging in semi-dynamic environments—interesting area. Anything else you'd like to add about your academic journey,

So this is about electric vehicle will get charged in a moment. Uh, yeah, I have. Uh, during my PhD I have collaboration with the industry like Magna International also already I have. Work with the Department of Atomic Energy, Izcore as a temporary factor. That I have developed. Sodium. Sodium real. Temperature control system. For using a data acquisition. You are using a. Cambodia System. So that is developed for 256 detect. I talked with some, uh. Mock data. Smoke detectors based. Enabling system. For instance applications. So apart from that. I have a project experience, hands-on experience with UH. Some academic collaborations with DST supported.

And with the DRDO supported project in. And, uh, are there some uh, which is related to my uh?

You mentioned hands-on experience with academic collaborations and DST-supported projects. When you're teaching, do you prefer theory-heavy lectures, hands-on labs, or a mix?

Dr., I see you published “An empirical survey on wireless inductive power pad and resonant magnetic field coupling for in-motion EV charging system” in IEEE Access. How did you translate the core concepts from that research when you introduced the topic of wireless charging to undergraduates or new students?

Yeah, when it comes to and, uh, wireless charging system. Yeah, it's it's not that much matured area when it comes to technology. It's still under research.

Right, so you emphasized that wireless charging is still an emerging technology, not fully matured, and that can make it tough for students to grasp the relevance. When you first present this kind of cutting-edge, research-based material to undergrads, how do you make sure it’s accessible and engaging for students who might not have the background?

So when? When it comes to this, it's. It has very good scope. Her to work with the research so we can introduce our. Undergraduate. Yeah, actually we have to introduce them because. Power transfer system is a combination of correlate. Links as well as. Magnetics, electromagnetic zone of the emerging technology in the industry nowadays, people are looking. In a industry, they are looking for people who knows about electromagnetics for developing. Coils for. Various applications like developing fax devices. Uh and uh for other uh. Scientific purposes so when it comes to. Student will get a a very good exposure as well as uh they will get. Very good. Experience with respect to electromagnetics and polarotronics. They will have very good understanding with high frequency. Uh, it's completely thing with the high frequency electronics, which is with the advanced. So we can introduce people for developing some. Drivers. Many protection circuits. We can give some. Small task. With that they can learn more. They can be an industry ready. When they are coming out. So it's. It's really, really helpful for them when it comes to this kind of tech.

We can incorporate this kind of technology into their project in their curriculum.

Okay,

Right, so you see direct value in embedding this research into student projects and curriculum.

Uh, we can do some. And she based on. When it comes to. Undergraduate we can start with the static wireless programming system which is which will be having a 2 inductor which will be a coupled. Loosely it's like in transformer.

Uh uh, we can call it. It's a loosely coupled transformer. When it comes to these, it will be having a transmitter coil and 0 coil. It can be simulated with the help of some uh. Simulation tool like Ancestry. Actually, if they are designing this kind of coils, they can get to know how to develop a inductor inductor. If they are developing a coil to coils, they. Damn sure they can develop any kind of coil when it comes to. So it's going to be a planner coil? When it comes to power ultronics need we need some inductor for a boost converter, bug converter and many other converters so they can develop a inductor for that application or. From from these people nowadays working with fax devices. Reactive power compensation for that also where they can go with the developing somewhere.

Alright, so starting with a static wireless power transfer system—using two loosely coupled inductors, a bit like a transformer. When you set this up as a student project,

Okay, so by having students simulate and design coils with Ansys, they're learning how those components fit into bigger systems like converters or even FACTS devices. How do you ensure that students who are stronger in hands-on simulation don't just skip over the theoretical fundamentals—do you have a specific way to check their conceptual understanding alongside their practical work?

Why is the best based control devices uh? Uh for introducing some, uh, reactive power into the network. So also we can see some. Designs are happening right now with respect to. Yeah, when we are giving some specification for the people. Every student they'll learn how to make a calculation for particular, uh, micro, Henry or Henry. Are with respect to some uh. Inductor design. So they have to calculate what kind of parameters we have to consider. What are the things that we have to consider? How to select a mid? And how to make a? Simulation With respect to simulation parameter, what are the inputs that we have to exited? So these are all the things. After considering these things, they can go for hardware.

Hardware design they can make on small inductor. They are making that. Successful for them. So it's like a mini project for them. If they are completing that, they will get some confidence.

Given your experience with industry collaborations like Magna International and DRDO, where do you see the most fundable research directions in power electronics or control systems over the next few years?

Alright, so you see value in students actually building small inductors as mini-projects to gain confidence with hardware. Shifting focus—how do you plan to leverage your experience in power electronics to secure research grants or funding opportunities, especially through collaboration with VIT University’s research initiatives?

Uh, when it comes to VAT, it's one of the reputed institution in India.

With the link we can get a some. Token to enter into your funding opportunity.

So you see VIT as a strong institution—which can open doors for major grants. When you're actually preparing a proposal to a body like DST or DRDO,

Alright, Professor, shifting to teaching for a moment. Suppose you're running a large Power Electronics class with 150 students and you can't use slides or standard lectures. How would you design a session so students are actively engaging with the material and not just listening passively?

Basically I have some teaching experience too that you can. My profile from Doctor Ng Instit. Working with the Diamond Soccer. I used to follow active. Activity based Teaching activity based is. Since most of the time I will be having. Maybe Alexis and the PPT?

We have having a presentation. UH presentation will be displayed in front of all the student.

So you mentioned activity-based teaching and usually using slides or PPTs.

Yeah.

Alright, so you rely on presentations for large groups. If slides aren’t allowed,

You mentioned using presentations, but if you couldn’t use any slides, what’s a hands-on or discussion-based activity you’d use instead to make sure students are actually working with power electronics concepts during class?

Yeah. Do you like? My uh. Uh, resource expert. I used to develop some boards for the project applications. For example, gate driver or any protection circuit or any switches or any other, uh, things, those things that I can. For making a. People to inter. Class I can take that to. To the people.

Show that this will. Happening. These are the parameters are mounted. This is a way. This is how the technologies work. Thing all that that I can.

Alright. Now let's talk a bit about department-level responsibilities. Accreditation cycles can be demanding—say you join our department and find that outcome assessment data is inconsistent across courses. How would you approach fixing that?

Okay, so you'd focus on showing exactly how parameters are monitored and how the technology works to help standardize outcome assessment. If you noticed that other faculty were using different rubrics or collecting data in incompatible formats, what would be your approach to getting everyone aligned for accreditation reporting?

When it comes to accreditation, already have.

Working with the. Connect me so I have handled some. File you are according with the uh people they have. The College.

Alright, Professor, let me give you a scenario. Imagine a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pushing you to improve pass rates in your courses. How would you navigate that situation, balancing academic integrity with institutional pressure?

Okay, noted.

Uh, can you repeat, can you repeat the question what you have?

Sure, I'll repeat that. Imagine a student files a formal complaint saying your grading is biased, while at the same time your department head is pressuring you to improve pass rates in your courses. How would you handle that situation—balancing academic integrity with the institutional pressure?

Yeah, actually I used to treat a student in a different three different. They are a learner. They are called fast. Then medium learner 1. Listen the class, they will fit. My heart will get Yeah, I have very good industrial contact that I. Provides cheap industrial wizard I can take student for. Will be set.

Yeah, actually I used to treat a student in a different three different. They are a learner. They are called fast.

Yeah, actually I used to treat a student in a different three different. They are a learner. They are called fast. Then medium learner 1. Listen the class, they will fit.

Okay, Dr., let's shift to industry alignment. Given your background in power electronics, do you currently have industry contacts who could help create internship or placement opportunities for our students?

So you classify students as fast, medium, and slow learners and tailor your approach accordingly. When it comes to leveraging your expertise in power electronics for industry collaboration, do you have any established connections or partnerships that could help students access internships or real-world projects?

Yeah, I have very good industrial contact that I. Provides cheap industrial wizard I can take student for. Will be set. I can connect people with a small small project. Even now we have Treated with habits.

So you’ve got those connections in place already, that’s good to know.

Treated with habits. I have taken.

Sounds like you focus on shaping student habits as part of your mentoring. When guiding a student through a power system simulation project, how do you help them troubleshoot when their model isn’t producing expected results?

Mm-hm.

I used to take if there is any fault, I used to come from the basic I. To understand what student understand the basic what was the mistake happened in the simulation? Hardware.

Right, so you start by breaking things down to the basics with the student, making sure they understand where things went wrong in their simulation or hardware setup. Now,

Then we have to teach some from a basic they have to diagnose by themselves. They are. Send that e-mail. Actually when it comes to student. Used to. Theoretical knowledge to the skills in this. Understand what's happening in theory. They have to understand the basics. During the they will. App session I used to handle the people that I used to take the basics and I used to say. Experiment asked them to simulate on their own when they are similar. Meeting I used to observe that people used to be some they used to be completing on their. They used to be cop. Friends who used to be, uh, silent. They don't.

Time I use. Completed I. Explain.

So you focus on getting students to really understand the basics, and you give them space to work through things in lab while observing their process. Switching gears a bit, Professor,

Alright, you make sure to fully explain concepts once a student completes a task. When it comes to publishing research, how do you decide which journals or conferences are the right fit for your work?

Yeah.

You mentioned you explain things after students complete their tasks. How do you make sure your delivery is clear and structured, especially when you're teaching a complex topic in a large classroom?

Yeah, actually I used to segregate when the student complete some task. Either it's an simulation or a hardware based. Three month I used to. Uh, see where, which kind of journal that we can face this, what kind of novelty we can, uh, add for this. I insist. People look into those novelty. I used to. Give some technology input for the people to integrate all the. Whether it is?

Going fine. I used to suggest people will I Utah. Try for this will get seeding seed.

So you encourage students to look for novelty and help them connect their work to the right kind of journal. When it comes to evaluating students, how do you make sure your assessments—like exams or project grades—are both fair and consistent across different sections or batches?

Alright.

Generally I won't trust only on exam exams. I used to uh. With the student, I used to evaluate their basics, uh, by talking with them. Do this. Do this, do this. How it will be if it is like this? Like that I used to assist the students. I used to give that task.

Okay, so you don't just rely on exams but also ask students to demonstrate understanding through discussions and tasks. Now, thinking about guiding student projects or research—how do you help students who are struggling to define a clear research problem or project scope?

Sometimes asked to simulate how to give some connections, how to give some?

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

Yeah, how? Call will be for test day.