Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador.

So you’ve been at Saint John since 2012 and worked with MSME funding — that’s a solid background. When you’re teaching an introductory course, what’s one foundational concept in power electronics or control systems that you really enjoy explaining to students?

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program.

Okay, so you managed MSME funding of over 23 lakh for product development in waste management and autonomous drones, and you also mentor a team. When you're guiding students in these kinds of projects, how do you introduce them to the basics of power electronics or control systems in a way that's engaging for beginners?

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing.

So, you’ve raised over 23 lakh from MSME and an additional 15 from MSNBC for projects like waste management and autonomous drones, plus you mentor a team. When you’re mentoring these students, can you walk me through how you help them connect theoretical classroom concepts to practical product development?

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical. So in this way. Play Journey is developed.

Okay, so you've raised significant funding not just for waste management and autonomous drones, but also for a multi-cavity burger making machine, and you've taken on the role of Innovation Ambassador. Given all that, what do you find most rewarding about working with students on these hands-on product development projects?

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical. So in this way. Play Journey is developed. Uh, notably. I secure international funding. Amount of $1000.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical. So in this way. Play Journey is developed. Uh, notably. I secure international funding. Amount of $1000. From IEEE Samprita Society, USA. Organic business plan. Competition.

Alright, so you've been recognized as an Innovation Ambassador in IPR and technology transfer, and you've raised substantial funding for multiple product development initiatives. With all that experience, how do you ensure your classroom teaching stays fresh and relevant to the rapidly evolving needs of both industry and research?

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical. So in this way. Play Journey is developed. Uh, notably. I secure international funding. Amount of $1000. From IEEE Samprita Society, USA. Organic business plan. Competition. So to attract the. International. Benchmark. Business plan among the. Participants.

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical. So in this way. Play Journey is developed. Uh, notably. I secure international funding. Amount of $1000. From IEEE Samprita Society, USA. Organic business plan. Competition. So to attract the. International. Benchmark. Business plan among the. Participants. Show main journey to focus towards develop. The product chip. To the. Publish the pattern.

Given your extensive work with MSME and MSNBC funding, and your involvement in multiple product development areas, I'd like to discuss the sustainability and broader impact of your research. Professor, considering your background in autonomous drones and waste management, where do you see the most fundable research directions emerging over the next three years? Which grant agencies or funding streams would you prioritize to ensure these projects remain viable and contribute meaningfully to the institution's research profile?

Pause. I work. As an assistant professor. You know, an engineering college. Saint John, Sister, 2012. During this period. MSME funding. Four top 23.75 lakh. For the product development in the areas of waste management. And autonomous drone. Additionally, I mentor a team. Worth of 15. Fundraised from MSNBC. For the product development of. Multi cavity burgers. Making machine. In additionally, I certified the. Innovation Ambassador. In the category of IPR and transfer. Priceless precision. Incubation Management. I completed. Post. Certificate program. In product and brand management. From Iimapur. I acted as. Ready Gore? He recruited Journal of. Entertainment Computing. Elsewhere with impact factor 2 point. Also acted as. Reviewer in I trip international Conference. 100 different. India. IEEE Sections. I acted juice. Illegal not India Act. School. Marathon and another. Technical. So in this way. Play Journey is developed. Uh, notably. I secure international funding. Amount of $1000. From IEEE Samprita Society, USA. Organic business plan. Competition. So to attract the. International. Benchmark. Business plan among the. Participants. Show main journey to focus towards develop. The product chip. To the. Publish the pattern. Vacation. As well as recent publication. Unspecified.

You've clearly had a diverse set of experiences, from mentoring student teams and managing funded projects to engaging in incubation and industry partnerships. Now, thinking about your classroom approach—suppose you have to teach a large undergraduate control systems class but can't use slides or lectures. How would you run a session that keeps 200 students actively engaged and ensures they're really grappling with the core concepts?

Alright, you've mentioned acting as a reviewer for the Journal of Entertainment Computing and for conferences in over a hundred IEEE sections, on top of your product development and incubation work. That's a pretty broad view of the field. Thinking specifically about your teaching—how do you design activities that get students actively applying control systems theory in the classroom, rather than just passively listening or following step-by-step lab instructions?

Okay, so you've served as a reviewer for a major journal and for a huge number of IEEE conferences, alongside your work in product development, incubation, and brand management. With all that perspective, how do you actually get students in a control systems course to move beyond memorization and really apply what they’ve learned—especially those who might not be naturally engaged or confident in the material?

You mentioned extensive incubation management and experience with funding cycles, so let’s talk about institutional responsibilities. 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?

Alright, so you’ve managed MSME and international funding, mentored student teams, and taken on several technical and incubation roles. Thinking about department-level responsibilities—beyond research and teaching—what role do you see yourself playing when it comes to things like curriculum committees, program reviews, or helping the department meet accreditation standards?

Okay, so you secured international funding from the IEEE Samprita Society for an organic business plan competition, on top of your other roles in incubation and technical review. Given all of that, can you tell me about a time when you had to help coordinate or standardize department processes—like assessment data collection or curriculum review—to meet accreditation requirements? What steps did you actually take?

Alright, you’ve explained how securing that international funding helped set a benchmark for your students and your department. Let’s pivot to something a little different, Professor. Imagine a scenario where a student accuses you of grading unfairly, but at the same time, your department head is pressuring you to raise pass rates for accreditation reasons. How would you navigate that situation?

So, you’ve focused your journey on supporting product development all the way to patent publication, including raising international funds and setting benchmarks for student innovation. Before we move on, I want to touch on how you handle conflicts that come up in research ethics. Say a colleague asks you to join a publication effort, but you notice the data seems questionable. What would you actually do in that situation?

So, you’ve highlighted your focus on developing products through to patent publication, and your ability to set international benchmarks for student and department innovation. I asked earlier about a scenario where a colleague invites you to co-author a paper, but you notice some of the data seems questionable. Can you walk me through, step by step, what you would do to address that situation?

So it's, uh. A very preview, a date of. Yeah, because I address the reviewer. So verifying we. The novelty courts. B. Contribution pause. And the result and the discussion cost we analyzing. It is suitable to fit or not.

So it's, uh. A very preview, a date of. Yeah, because I address the reviewer. So verifying we. The novelty courts. B. Contribution pause. And the result and the discussion cost we analyzing. It is suitable to fit or not. So finally we concluded. If any fault is noticed. The times suggest to be. Concern. Reframe the. Work are refinedly the particular datasets. 2 Reach the Heimpat. Publications.

Okay, so you’d review the novelty, contribution, and results closely before agreeing to be involved. But if you flagged those concerns and your colleague pushed back or even your department head insisted you proceed, how would you handle that pressure?

Alright, so if you noticed a problem with the data, you’d suggest reframing the work or refining the dataset before moving forward to publication. But let’s say your colleague insists there’s no issue and your department head also pressures you to keep the project moving. What would you actually do in that situation?

In the novelty parts. Contribution paths. And the result description. Me too hardware. Validations. As well as the stimulus validations. More or less.

In the novelty parts. Contribution paths. And the result description. Me too hardware. Validations. As well as the stimulus validations. More or less. Equal or verifying. This is suitable. Multiplication we. No, whatever head. R Colleagues. Jaga, weather in publication perspective. We need the concrete. It is especially in the. Novelty faults.

In the novelty parts. Contribution paths. And the result description. Me too hardware. Validations. As well as the stimulus validations. More or less. Equal or verifying. This is suitable. Multiplication we. No, whatever head. R Colleagues. Jaga, weather in publication perspective. We need the concrete. It is especially in the. Novelty faults. And the data in the. Publication policy of following the ethical guidelines.

Okay, so you’d want both hardware and stimulus validation to really confirm the results if there’s any doubt. Let’s shift focus for a moment: if you were guiding undergraduate or postgraduate students on innovative research projects in Control Systems at VIT University, how would you ensure their work aligns with the university’s academic objectives while still encouraging creativity?

In the novelty parts. Contribution paths. And the result description. Me too hardware. Validations. As well as the stimulus validations. More or less. Equal or verifying. This is suitable. Multiplication we. No, whatever head. R Colleagues. Jaga, weather in publication perspective. We need the concrete. It is especially in the. Novelty faults. And the data in the. Publication policy of following the ethical guidelines. Then we move on the forward. To summit the papers. As per the reviewer given me comments. Thereafter, may consider to reprimand. As the reviewer comments.

You mentioned developing products like waste management solutions and mentoring teams for practical innovations. Given your background, do you have industry connections that could translate into internship or placement opportunities for students?

Alright, so you’re saying that regardless of pressure from colleagues or leadership, you’d rely on validation—both hardware and data—to ensure research integrity, and you’d stick to publication policies and ethical guidelines. Since you mentioned mentoring teams on product development and securing industry funding, can you give me a concrete example of how you've connected students with real-world industry partners or helped them land internships?

Alright, so you’d make sure to follow the publication ethics and only proceed if the novelty and data are sound, regardless of who’s pressuring you. Switching gears, you mentioned developing products like waste management solutions and mentoring teams for practical innovations. Given your background, do you have industry connections that could translate into internship or placement opportunities for students?

In our college. The Thunder King will. Remove program.

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations.

Alright, you mentioned working on autonomous drones and mentoring teams, so let’s talk about your technical experience. Suppose you’re teaching a lab on power electronics, and a student’s inverter circuit keeps overheating even though the load is within rated specs. What would you ask the student to check first, and why?

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations. So they provide. Intensive opportunity. For people in the field of LPG Berry. And. Intensive opportunity.

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations. So they provide. Intensive opportunity. For people in the field of LPG Berry. And. Intensive opportunity. Its performance satisfies. They give him. Placement opportunities.

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations. So they provide. Intensive opportunity. For people in the field of LPG Berry. And. Intensive opportunity. Its performance satisfies. They give him. Placement opportunities. So we identified the particular companies. And then to put MO U. It is in a particular company.

Alright, you mentioned the Ramp Innovations program—so in the context of teaching, let's talk about your approach in the classroom. When you're teaching a theory-heavy course like power electronics to undergraduates, how do you make sure students actually understand the fundamental concepts, not just memorize formulas?

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations. So they provide. Intensive opportunity. For people in the field of LPG Berry. And. Intensive opportunity. Its performance satisfies. They give him. Placement opportunities. So we identified the particular companies. And then to put MO U. It is in a particular company. Show vampies provide. They also providing. Training placement opportunities in the center of. And then technical events. Extending programs. And. Arrangement so this kind of. The student know the. Reality happened in the EV. They move forward to. Face the industry. Situation What? Kind of the. Skill set we require.

Okay, so you mentioned the Ramp Innovations program and opportunities in LPG and related fields. When you teach a theory-heavy course like power electronics to undergraduates, how do you make sure students actually understand the concepts and can apply them in a lab setting, not just memorize formulas?

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations. So they provide. Intensive opportunity. For people in the field of LPG Berry. And. Intensive opportunity. Its performance satisfies. They give him. Placement opportunities. So we identified the particular companies. And then to put MO U. It is in a particular company. Show vampies provide. They also providing. Training placement opportunities in the center of. And then technical events. Extending programs. And. Arrangement so this kind of. The student know the. Reality happened in the EV. They move forward to. Face the industry. Situation What? Kind of the. Skill set we require. The students identify. And improve in the. Intensive period. Ready to get the placement in the? Particular EV set class.

Okay, so you described industry partners who offer internships and sometimes placements when students perform well. Let's switch over to your teaching experience — when you're running a power electronics lab, and a student group keeps blowing fuses in their inverter circuit, how do you handle that situation in real time?

In our college. The Thunder King will. Remove program. This year. 2 Noes. Sign The only one is the Ramp innovations. So they provide. Intensive opportunity. For people in the field of LPG Berry. And. Intensive opportunity. Its performance satisfies. They give him. Placement opportunities. So we identified the particular companies. And then to put MO U. It is in a particular company. Show vampies provide. They also providing. Training placement opportunities in the center of. And then technical events. Extending programs. And. Arrangement so this kind of. The student know the. Reality happened in the EV. They move forward to. Face the industry. Situation What? Kind of the. Skill set we require. The students identify. And improve in the. Intensive period. Ready to get the placement in the? Particular EV set class. Oh, Mou. We held. This kind of the situation.

So you mentioned signing MOUs with companies and setting up internship programs in specific fields. Let’s talk about your technical expertise—when you’re teaching a lab on power electronics and a student’s inverter circuit starts overheating after a few minutes of operation, what troubleshooting steps would you guide them through to diagnose the root cause?

Okay, so you set up those MOUs to connect students with real-world experience and help them build the right skill set for industry. Let’s shift to your experience with power systems — suppose you’re tasked with designing a small campus microgrid using both solar and conventional sources. What would be your first steps to ensure reliability and efficient load management?

Okay, so you’ve set up MOUs and internship programs in the EV sector, and students get hands-on exposure through those placements. Shifting to your technical expertise, let’s talk about power electronics. Suppose you’re teaching a lab and a student’s inverter circuit keeps failing after they switch from a resistive load to an inductive one. How would you guide them to diagnose and fix the problem?

Alright, so you set up those MOUs to connect students with real-world experience and help them build the right skill set for industry. Let’s shift to your experience with power systems — suppose you’re teaching a class and a student asks why transmission lines are sometimes operated at voltages much higher than the loads actually require. How would you explain the reasoning behind that, using an example a sophomore could grasp?

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface.

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system.

Okay, so you used a water analogy to explain voltage and transmission. If a student seemed confused by that, how would you rephrase it or give another example to help them understand why higher voltage is used for long-distance power transmission?

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8.

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8. The transmission. Having a transmission parameters. A resistance.

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8. The transmission. Having a transmission parameters. A resistance. Inductance and capacitance. Among the. These parameters. This independence is there. Dominant parameters. Fans. Nature is the absorbed energy. So we sending the high voltage.

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8. The transmission. Having a transmission parameters. A resistance. Inductance and capacitance. Among the. These parameters. This independence is there. Dominant parameters. Fans. Nature is the absorbed energy. So we sending the high voltage. A reserving requires. Voltage level. In the resuming substation.

So you drew a parallel between water flowing from a dam and electrical systems to help students understand why higher voltages are used in transmission. If a student still seemed confused by that analogy, how would you rephrase it or give another example to clarify the concept?

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8. The transmission. Having a transmission parameters. A resistance. Inductance and capacitance. Among the. These parameters. This independence is there. Dominant parameters. Fans. Nature is the absorbed energy. So we sending the high voltage. A reserving requires. Voltage level. In the resuming substation. Only another more. The reason is there. UH Hawaii power loss. So. So that only we can. Higher voltage.

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8. The transmission. Having a transmission parameters. A resistance. Inductance and capacitance. Among the. These parameters. This independence is there. Dominant parameters. Fans. Nature is the absorbed energy. So we sending the high voltage. A reserving requires. Voltage level. In the resuming substation. Only another more. The reason is there. UH Hawaii power loss.

Ah, yes. In fact. Typically the mechanical. No, I'm sitting. Store some water. At the time opening. The water is flowing. Ruby Brown. Ground surface. Some waters are observed. For example, dam opening 10. Water. It is onion. 9 PMC. So land. Some waters. Each scenario mechanical system. Similar analogy in. Electrical system. If you send 11 KV means. If you're receiving. Again, we. 10.9 or 10.8. The transmission. Having a transmission parameters. A resistance. Inductance and capacitance. Among the. These parameters. This independence is there. Dominant parameters. Fans. Nature is the absorbed energy. So we sending the high voltage. A reserving requires. Voltage level. In the resuming substation. Only another more. The reason is there. UH Hawaii power loss. So. So that only we can. Higher voltage. The yield transmission system.

Alright, you used a dam and water flow analogy to help students visualize voltage drop during transmission—connecting losses in water flow to losses in electrical lines, so they grasp why higher voltages help minimize that drop. Let’s talk about your experience teaching power electronics labs. How do you handle a situation where a student’s circuit keeps failing during a lab, but they insist their design is correct and refuse to change it?

Alright, you connected the water flow analogy to voltage drop, explaining that just like water loses some volume as it travels, electrical transmission loses voltage due to resistance. Switching over to power electronics — let's say you're guiding a student team building a simple DC-DC converter as part of their lab. What would you ask them to check first if their output voltage is unstable?

So you explained the voltage drop with a water analogy, tying in resistance and the need for higher transmission voltages to offset losses. Switching gears, let's talk about power electronics—imagine a student group is building a basic DC-DC buck converter in the lab, but their output voltage is unstable and noisy. What practical troubleshooting steps would you have them try first?

Okay, so you compared voltage loss in transmission lines to water loss when opening a dam, tying it to resistance and other parameters. Shifting to power electronics now—imagine you’re supervising a student building a DC-DC converter for a robotics project, but the output voltage is unstable and noisy. What’s your first step in diagnosing and fixing that problem?

Okay, so you broke down the voltage drop issue using the dam and water analogy, connecting it to resistance and energy loss in transmission lines. Let’s pivot to control systems for a moment — suppose a student group is struggling to tune a PID controller for a motor speed regulation project, and their system keeps oscillating. What’s your approach to guiding them toward a stable solution?

Alright, so you explained the voltage drop issue using the dam and water analogy, connecting it to resistance and energy loss in transmission lines. Let’s pivot to control systems for a moment — suppose you’re supervising a student’s lab where their motor control loop is oscillating instead of stabilizing. What’s the very first thing you’d have them check, and why?

Okay, so you used the dam and water analogy to help students visualize voltage drop and energy loss in transmission. Now, when you're supervising a student lab on power electronics, if a student accidentally connects a MOSFET in the wrong orientation and the circuit doesn't work, how do you guide them to troubleshoot and learn from that mistake?

Add to the students.

Add to the students. Check the circuit diagram.

Add to the students. Check the circuit diagram. As for the circuit diagram, you connected the. MOSFET in the circuits. First checking.

Alright, you said you’d add to the students, but I’m looking for more detail — can you walk me through exactly how you’d help a student diagnose and fix that MOSFET wiring issue during the lab?

Add to the students. Check the circuit diagram. As for the circuit diagram, you connected the. MOSFET in the circuits. First checking. If the ping is wearing. Means uh. Is phase D failures?

Alright.

Add to the students. Check the circuit diagram. As for the circuit diagram, you connected the. MOSFET in the circuits. First checking. If the ping is wearing. Means uh. Is phase D failures? Show positive checking between diagram. And then respectful fins. You connected me. Circles or not.

Add to the students. Check the circuit diagram. As for the circuit diagram, you connected the. MOSFET in the circuits. First checking. If the ping is wearing. Means uh. Is phase D failures? Show positive checking between diagram. And then respectful fins. You connected me. Circles or not. Safely and then. You. Circuit Diagrams. You connect again.

Add to the students. Check the circuit diagram. As for the circuit diagram, you connected the. MOSFET in the circuits. First checking. If the ping is wearing. Means uh. Is phase D failures? Show positive checking between diagram. And then respectful fins. You connected me. Circles or not. Safely and then. You. Circuit Diagrams. You connect again. Uh, you overcome me. Particular problem.

Alright, so step one for you is to have the student check the circuit diagram against their actual connections. But once they've realized the MOSFET's in wrong, what's your next move to make sure they understand why the orientation matters, rather than just telling them to fix it?

Okay, so you’d have the student check their circuit against the diagram and look for wiring errors, especially with the MOSFET pins. Once they’ve found and fixed the mistake, how do you help them make sure they understand why the orientation matters instead of just following instructions next time?

Alright, so you'd have the student check the wiring and compare it to the schematic, especially focusing on the MOSFET pins to spot any errors. Once they've fixed it, how do you help them understand why the circuit didn't work in the first place, so they really get the underlying power electronics concept?

So you have students compare the wiring to the circuit diagram and check each pin, focusing on safety and correctness — that’s a clear process. Now, thinking about your ability to teach both theory and lab courses, can you share a specific example of how you made a complex control system topic accessible to students in a classroom setting?

Alright, you focus a lot on having students check and correct their work themselves, which is good for building confidence. Thinking about your ability to teach both theory and lab courses — when you have to explain a complex control system, like a PID controller, to undergrads who are struggling, what's your go-to method for making it understandable?

Without feeling any control is the proportional interval. Controller.

Without feeling any control is the proportional interval. Controller. Have you have feedback?

Without feeling any control is the proportional interval. Controller. Have you have feedback? Show based on the. Paid controller. The feedback signal is. Correct or not? Checking.

So you mentioned the proportional-integral controller, but how do you go about breaking down the math or the intuition behind PID for students who are struggling with the concept?

Mm-hmm.

Without feeling any control is the proportional interval. Controller. Have you have feedback? Show based on the. Paid controller. The feedback signal is. Correct or not? Checking. And then the. All right, readings you get there. Respective reading.

Without feeling any control is the proportional interval. Controller. Have you have feedback? Show based on the. Paid controller. The feedback signal is. Correct or not? Checking. And then the. All right, readings you get there. Respective reading. So in this way. The struggles are overcome.

Okay, so you mentioned proportional and integral parts, and checking feedback signals to see if they're correct. But if a student is still confused, do you use a physical demo, a real-world analogy, or maybe a visualization to help them? What's your go-to way to make PID controllers click for someone who's really struggling?

Okay, so you focus on the feedback signal and comparing the controller readings, but if students are still stuck, do you have a favorite real-world analogy or classroom demo you use to help them really get what a PID controller does?

So you focus on the proportional and integral parts, and you check if the feedback signal is correct to help students understand a PID controller. Let's talk about your research publication record — can you describe one of your most significant papers, and what made it stand out in a reputable journal?

Yeah, the smart pill observing is really. Agriculture. Show this paper. The obligations corpus index.

Alright, you mentioned your smart agriculture publication and its citation impact. Shifting to communication — when you're delivering a lecture on a new topic, how do you make sure your delivery is clear and structured so students actually follow along and stay engaged?

Yeah, the smart pill observing is really. Agriculture. Show this paper. The obligations corpus index. This film improved. The yielding. Especially in the. Agriculture Field.

Okay, so your smart agriculture paper improved yield and had a noticeable citation impact. When you deliver a lecture on a new topic, how do you make sure your communication is clear and your delivery structured so that students don’t get lost?

So if you're for example. Lithium ion battery. Uh, so the lithium ion? Battery nowadays. Where are you?

So if you're for example. Lithium ion battery. Uh, so the lithium ion? Battery nowadays. Where are you? Justin and reply. Changes to these students. Play. Thinking and replay. And then singing your mobile. And the other thing we. Other laptops. Some other things using using my own. Compared to. Tubular batteries.

Alright, you're starting with an example like lithium-ion batteries to ground the topic in something relevant and current. But how do you make sure students are following your structure — do you check in with questions during the lecture, or use some other technique to confirm they're keeping up?

So if you're for example. Lithium ion battery. Uh, so the lithium ion? Battery nowadays. Where are you? Justin and reply. Changes to these students. Play. Thinking and replay. And then singing your mobile. And the other thing we. Other laptops. Some other things using using my own. Compared to. Tubular batteries. UPS. In your home. Using tubular batteries. Pity my young battery. Energy. Kent and long life battery life. Show in this way. Real life. Analogy based. Insect through the student.

Alright, you're starting out by relating lithium-ion batteries to things students use every day, like phones and laptops, which definitely helps them connect with the topic. Now, let's talk about student evaluation — when you're setting exam questions for a core engineering course, how do you make sure your questions actually test deeper understanding and not just memorization?

So if you're for example. Lithium ion battery. Uh, so the lithium ion? Battery nowadays. Where are you? Justin and reply. Changes to these students. Play. Thinking and replay. And then singing your mobile. And the other thing we. Other laptops. Some other things using using my own. Compared to. Tubular batteries. UPS. In your home. Using tubular batteries. Pity my young battery. Energy. Kent and long life battery life. Show in this way. Real life. Analogy based. Insect through the student. They never lost by. The observing the plast. So enthusiastic and learning something new. Learn the different way. And then if. In your mobile. I suggest the case bus. In your mobile support. The higher capacity range, for example. 1000 KH, Battery K. Things the running time uses its servers or 8 hours. For example, considered. What is your new design? Show how many. How was you made?

So if you're for example. Lithium ion battery. Uh, so the lithium ion? Battery nowadays. Where are you? Justin and reply. Changes to these students. Play. Thinking and replay. And then singing your mobile. And the other thing we. Other laptops. Some other things using using my own. Compared to. Tubular batteries. UPS. In your home. Using tubular batteries. Pity my young battery. Energy. Kent and long life battery life. Show in this way. Real life. Analogy based. Insect through the student. They never lost by. The observing the plast. So enthusiastic and learning something new. Learn the different way. And then if. In your mobile. I suggest the case bus. In your mobile support. The higher capacity range, for example. 1000 KH, Battery K. Things the running time uses its servers or 8 hours. For example, considered. What is your new design? Show how many. How was you made? Show real time. Implementation. How you base this, darling? Uh, in this way, the student. Not DV from the. Learning. So you want to say help? Maintain use effective teaching, learning Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons.

So if you're for example. Lithium ion battery. Uh, so the lithium ion? Battery nowadays. Where are you? Justin and reply. Changes to these students. Play. Thinking and replay. And then singing your mobile. And the other thing we. Other laptops. Some other things using using my own. Compared to. Tubular batteries. UPS. In your home. Using tubular batteries. Pity my young battery. Energy. Kent and long life battery life. Show in this way. Real life. Analogy based. Insect through the student. They never lost by. The observing the plast. So enthusiastic and learning something new. Learn the different way. And then if. In your mobile. I suggest the case bus. In your mobile support. The higher capacity range, for example. 1000 KH, Battery K. Things the running time uses its servers or 8 hours. For example, considered. What is your new design? Show how many. How was you made? Show real time. Implementation. How you base this, darling?

You’re grounding the topic with real-life analogies, like lithium-ion batteries versus tubular batteries, to help students relate. Now, about student evaluation — when you design an exam for a theory course, how do you make sure your questions actually test deep understanding, not just rote memorization?

Alright, you're grounding your lectures with real-life analogies like the lithium-ion battery so students stay engaged. Let me ask about how you handle student evaluation — when you design an exam for a theory course, how do you balance conceptual questions with practical or application-based ones?

Alright, you're using real-life analogies and encouraging students to connect new topics to things they already use, like phones and laptops, so they stay engaged. Now, thinking about student evaluation and exam responsibilities — when you design an exam for a theory course, how do you make sure the questions actually test both understanding and practical application?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace.

You compared exam preparation to being ready with the right tools, which is an interesting analogy. Let’s change gears — guiding student projects and research is a big part of this position. Can you give me an example of how you’ve mentored a student team from idea to a successful research outcome?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering.

You compared exam responsibility to gearing up for a challenge, making sure everyone's prepared to face what's ahead. But when it comes to the nuts and bolts — how do you decide what types of questions to include, and how do you balance between theory, application, and problem-solving for students with different strengths?

You compared exam responsibility to students preparing for a challenge, like being ready with the right tools to face an opponent. When it comes to guiding student projects and research, can you give me a concrete example of how you’ve helped a student group move from an initial idea to a finished project with real impact?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3.

You compared exam responsibility to gearing up for a challenge, making sure everyone's prepared to face what's ahead. But when it comes to the nuts and bolts — how do you decide what types of questions to include so both strong and struggling students have a fair shot?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable. And compared to three CDs, you put more effort.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable. And compared to three CDs, you put more effort. Maximum the. Analytical Paper. Three KD may be. Full theory or omniscience of? Problem. Show engineer marks individual statements also. Your story is reflecting. So marks. All the subject marks. Reflected in total. And consolidate moxie statement or individual MOS statement. All the consolidate individual. Uh, semester.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable. And compared to three CDs, you put more effort. Maximum the. Analytical Paper. Three KD may be. Full theory or omniscience of? Problem. Show engineer marks individual statements also. Your story is reflecting. So marks. All the subject marks. Reflected in total. And consolidate moxie statement or individual MOS statement. All the consolidate individual. Uh, semester. We have the percentage. That helps to entry into the. Placement. So this is the gate entry.

You compared exam responsibility to students gearing up with the right tools, like preparing for a challenge. Before we wrap up, is there anything you’d like to ask about the role or the team?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable. And compared to three CDs, you put more effort. Maximum the. Analytical Paper. Three KD may be. Full theory or omniscience of? Problem. Show engineer marks individual statements also. Your story is reflecting. So marks. All the subject marks. Reflected in total. And consolidate moxie statement or individual MOS statement. All the consolidate individual. Uh, semester. We have the percentage. That helps to entry into the. Placement. So this is the gate entry. Boss of the. Placement Gateway.

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable. And compared to three CDs, you put more effort. Maximum the. Analytical Paper. Three KD may be. Full theory or omniscience of? Problem. Show engineer marks individual statements also. Your story is reflecting. So marks. All the subject marks. Reflected in total. And consolidate moxie statement or individual MOS statement. All the consolidate individual. Uh, semester. We have the percentage. That helps to entry into the. Placement. So this is the gate entry. Boss of the. Placement Gateway. So this is more. Responsibility. Your profession.

You mentioned that exam preparation is like getting ready for a big challenge, and that a smart approach is key for students. Before we wrap up, is there anything you’d like to ask about the Assistant Professor (Research) role or the team?

Exam responsibility. See like. When happened war? The the opposite team. Ready with relieve weapons. And to face the. Opponent. Similar Balaji. So the examinations. These, uh, workplace. The weapon is the. Your preparation is the. Let them so the examination. Whatever you learn. But the project. The way is. My important one. So approach approach. Is equal to smart. Engineering. So the smart approach. Ring you deliver. That is the smart engineering. This is your major responsibility for a student. It reflects. MARP is reflected in. As well as India. Placement criteria. The entry case for how much percentage you have. Nowadays. Company fixed the. The percentage? 8 or 8 point CG3. And one more thing is. It's a post. The credit or phone credit? The four 3D is more valuable. And compared to three CDs, you put more effort. Maximum the. Analytical Paper. Three KD may be. Full theory or omniscience of? Problem. Show engineer marks individual statements also. Your story is reflecting. So marks. All the subject marks. Reflected in total. And consolidate moxie statement or individual MOS statement. All the consolidate individual. Uh, semester. We have the percentage. That helps to entry into the. Placement. So this is the gate entry. Boss of the. Placement Gateway. So this is more. Responsibility. Your profession. Blue delivered in. The strategy. Smart strategy is equal to. Smart engineering. To your major responsibility.

You mentioned exam responsibility is like preparing for a big challenge, with smart preparation being key. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the Assistant Professor (Research) role or the team? You can ask up to two questions.

So you compared exam responsibility to students gearing up with the right tools, like preparing for a challenge. Before we wrap up, is there anything you’d like to ask about the role or the team?

So you highlighted using real-life examples, like lithium-ion batteries, to keep your lectures structured and relatable, which definitely helps students grasp new material. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the role or the team?

You mentioned exam preparation is like gearing up for a big challenge, with smart preparation being key. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the Assistant Professor (Research) role or the department before we wrap up?

You mentioned exam responsibility is like preparing for a big challenge, with smart preparation being key. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the role or the team?

So you compared exam responsibility to students gearing up with the right tools, like preparing for a challenge. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the role or the team?

So you see exams like a gateway for students, and you’re thinking about the practical side as well as the marks and how they fit into placement criteria. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the role or the team?

So you see exams as a kind of gateway, with the responsibility tied to both students’ preparation and how those results open up opportunities like placements. We’re at the end of our conversation, Professor. Is there anything you’d like to ask about the role or the team?

No, thank you for the. I believe my. Experiencing rescuing funding? Threatens publication. And other achievements. SPL engine material Saw what? That's suitable in the. The 18 nations. So I committed to. New York City because of this. High racist performance. And. Innovation driven.