Yeah, sure.

Please start by introducing your professional journey in academia.

Thank you Sir for giving me this type of opportunity. Myself or Doctor A Ganesh. Professor and. Head. In the Department of Computer Science and Engineering. Core in Sri Lanka College. Engineering. Andhra Pradesh. India umm.

I am pursuing my. Post doctoral fellowship. In Singapore instead of. Technology. Singapore. One and half year back. So I'm going to. Complete. This post doc. Research work within 1 1/2 month or two months.

Professor, in your current role as Head of Computer Science and Engineering, what's one foundational concept or topic that you especially enjoy teaching to undergraduates, and why?

Right, so you're wrapping up your postdoctoral work in Singapore. When you teach advanced concepts—say, in artificial intelligence or multimedia systems—how do you typically structure a lecture or lab to help students who are struggling with the material?

And mainly I'm. Grateful to announce that. I'm a instructor and.

Professor, I noticed your recent SCI publication, “NSGTO-LSTM: Niche-strategy-based gorilla troops optimization and long short-term memory network intrusion detection model” in ETRI Journal. Can you walk me through how you’ve translated the core findings or methodologies from that research into your teaching, especially for students who might be new to both optimization algorithms and AI?

Single point of contact for Cisco company. Which I'm going to deliver the Cisco CCNA. Courses from 2016 onwards to my college. So every year I registered. 1000 to 1500 students for this Cisco company CCNA. Courses IE. Instructed LED courses are there. That was delivered by me. And self learn courses also available. There is a free of cost. The people may. There itself download and complete the modules. And every year that is a total 16 to. This year, 10 years, I completed the Cisco company and has spoken. Instructor based one. And last two years back. Without having the support of our training and placement team.

That's an impressive scale for your Cisco CCNA instruction, especially managing thousands of students each year. With that much hands-on experience, how do you adapt your teaching methods for students who struggle with the more technical lab components—do you have a specific approach or intervention that seems to work well?

Five students got selected for this Cisco. Company so with a huge package. 12,00,000 per annum. And this same 5 members got internship. Within the fine layer itself for two. They got ₹60,000. As a stiffened, that's six months and finally they placed with the Cisco company. And privately say that this is happened. Without having the support of. Placement team.

And now I am the. HOD for the course ESC department. Recently charged that. Two years back. So this. May, uh, two years compared for this, uh. Head post for this. A CSC and this two years itself I completed successfully. NBA Tier One process. OK, you know that Tier 1? It's autonomous colleges that's prestigiously go for that nowadays, the CSC department. Faculties are less. And outcome based. That situation also, I have the faculty and my dedication, teamwork and everything. I focused and accomplished that finally got. NBA Type 1. For our institution as a CSC.

That's quite a track record with Cisco CCNA, especially getting students placed without direct placement support. Thinking about your research, I noticed your recent SCI publication, “NSGTO-LSTM: Niche-strategy-based gorilla troops optimization and long short-term memory network intrusion detection model” in ETRI Journal. How do you draw on that research when you're teaching advanced AI or security topics to undergraduates who may not have much background in the field?

Branch and. Previously so this journeys happened two years. CSC.

Professor, looking at your publication record, your SCI paper “NSGTO-LSTM: Niche-strategy-based gorilla troops optimization and long short-term memory network intrusion detection model” stands out. Can you describe a time when you had to translate the core ideas from that research into a lecture or assignment for your undergraduate students?

Can you walk me through how you translated the NSGTO-LSTM intrusion detection research into a classroom setting—specifically, how did you present such a complex optimization and deep learning topic to undergraduates or those new to AI?

Yes, Sir, so. My research that one has completely go for that AI and deep learning process only. To undergo the process of. Uh, target the packets reach to the, uh, destination point of view with the AI support. So nowadays all are having, uh, completely go for that AI. And now the see here we are going to provide the security also that security comes under that. Blockchain attacks and cyber attacks, duverse attacks and networks also comes under the into the picture here. So based on that picture phenomena. Here we can go for that. CNN, that is. Conceptual neural networks, deep learning process and recurrent neural networks. A sequential manner. Can be added. And now we're going to abnormal conditions for this, uh. Traditional system. We can go for that integrated with Phi Z of. The planning process. Now here the real good applications we are using that. Smart or transportation systems? Autonomous systems under traffic. Analysis. So this was the things happen. For that paper.

That's a pretty broad explanation—you mentioned using neural networks and linking your research to smart transportation and traffic systems. But when you explained this to your undergraduates, what did the assignment or lecture actually look like? For example, did you have them code a basic LSTM, simulate attacks, or something else hands-on?

Yes, I'm using that NS-2 tool. Network Simulation 2 for the network analysis to translate the information from source to the destination and deep learning process as well as the AI. And this. The biggest challenge for facing this here is. Go for that. Model tunneling, tuning and simulation, compilations and data imbalancing, parts and all. I need to identify that.

You mentioned using NS-2 for simulations and that model tuning and data imbalance were big hurdles. Did you have your students confront those challenges directly—like, were they asked to handle imbalanced data or tune models themselves as part of the coursework?

Obviously, Sir, nowadays normally we can go for that computer networks. And. Information security. Network security. Comes under the picture for that network's point of view. There is a small concept or chapter which was included in that NS-2 and NS-3 tools Network Simulations tools. As a value added courses. Our advanced courses in that there is no particularly we can mention that the. A syllabus for the entire Pew based on that NS-22 or NS-3. So but. We are going to organize. I'm only the spark for this Cisco CCNA. There we are going to build the packet tracer. In that Cisco CCNA courses net account. There we can use all the people.

Yes, Sir. Once the packet tracer can be installed in their systems or laptops. There are some assignments and modules can be assigned there. So once. That students will complete that assign. Or packet tracer system. Then only go for that final exam. The online portal. So otherwise. We can't go for that final exam. The it's a mandatory thing to. Complete. Tool Packet tracer cancer. Then you can go to the final exam. Otherwise they'll not get the mild certificate for them. There is a reason mustn't shoot there, students will. Complete the packet tracer by using the NS-2 tool.

Professor, could you share an example of a student project you have guided in the past that aligns with emerging technologies, and how you ensured its successful completion?

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?

Sorry once again repeat please.

Of course. If you joined our department and noticed that outcome assessment data was inconsistent across courses, how would you address and resolve that issue?

Yes Sir, definitely. Nowadays we can focusing on that outcome based education only. So there is no outcome based education. The university or college cannot go to the picture. So must ensure we can give you the outcome based education. Based on this. I I will convey this information to the higher authorities and real-time explanations and what are the scenarios and. Demands are going on Habitat for the CAC students are conveyed to the HOD or Dean. And mustn't should value ordered courses. Are so of course Cisco CCNA is also we can mention the value added courses. With the free of cost. So our college is having that. Memorandum of Understanding for the Cisco company as a spark for me. Nearly 65,000. Rupees can pay there and we can. Mou for them. So with the benefit of these mandatory to. All the students have, must and should register and convey. The same explanation can be conveyed to our. University people also nowadays generation. And system. And the technologies how can be changed now? I demand. Not to demand, I request. Them to utilize this operation to the students.

Imagine this situation, Professor: A student files a formal complaint, claiming your grading was biased. At the same time, your department head is urging you to raise the pass rate in your course. How would you handle both the student's concern and the pressure from your department head?

Uh, future things are going on in the world I conveyed to. Students as well as a. Hod. So. Once again I repeat that. Kadukuran is only the. Uh, degree.

Right, so. But apart from the curriculum, how to learn many more courses and many more technologies, We have to learn that. So that's the thing I conveyed to the students as pleasure. Headset. Headset.

Given your experience with industry-linked courses like Cisco CCNA, do you have professional connections that you use to help students find internships or placements? Or is there a way you bring real industry problems into your teaching?

Let's talk about your experience with student evaluation. Suppose you have a large final exam to grade, but you notice some of the questions might've been too ambiguous. How do you make sure your grading is fair and consistent for all students?

I see now it is all advanced technologies are available now. So it's a long. Duration exam which is short answers. Things I have to just, uh. For that particular students. We know that, right? The entire 100 people, How many members are? That grading systems will be completed and not at all. Touching that program. RA suspense, we have to grab that. So that long essay answer questions are exams. We we can give the short period of time with their backlogs and with their. Attorneys and. With their communications, everything can be captured based on the class teacher as well as the mentors which are allocated for the students. I will take the feedback from the mentors and class teachers. And we can evaluate the process. I'm not to say that the blindly I'm going there. So depending upon their previous semesters and. What are the things uh. Consciously, they are writing the information. We can take the audition for that.

That's pretty broad—I'm hearing you weigh prior performance and feedback from mentors, but how do you make sure your own grading stays objective and consistent, especially if you have to re-evaluate an ambiguous answer from multiple students?

No, no, no.

No problem. Let's switch gears—when you're teaching technical concepts in class, how do you structure your lectures or labs so that students with different backgrounds can all follow along and actually learn?

Start.

OK, so not like that. With a huge number of students are available there, then we can go for that metric. Uh, metric systems to evaluate the things are going on there.

When you're teaching technical concepts in class, how do you structure your lectures or labs so that students with different backgrounds can all follow along and actually learn the core ideas?

Okay, metrics can help with large groups. When you're teaching a technical concept—say, something complex in networking or AI—how do you structure your lecture or lab so students from different backgrounds can all follow and really get the core idea?

So nowadays time needs more conscious. OK, depending upon the time we are going to evaluate the. Process.

Okay, metrics and timing are important. Now, thinking about your industry experience—have you ever worked on a consultancy project or partnered with an external company? What was your specific contribution in that kind of real-world setting?

Yes Sir, have 1 1/2 year software industry experience long back ago that is a. 2000, uh. Nine, 2010. In the period of long 17 years back. I have that. At that point of time I'm using that. Selenium process. OK, Java, Selenium. Software testing methodology can be mentioned thereafter software testing methodology completed. That goes to. Evaluation process for the industry people. That is the thing happened there, Sir.

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

My experience I have 18 years of including software and teaching experience and. Two years of uh. Head of the department.

Thanks for sharing your background. Before we finish, do you have any questions about the position or the team you'd be joining?

And I have a CCNA instructor on Spark. And. Many years.

In charge HWD for the CSA allied branches.

Thanks for sharing your background, Professor. Before we finish, do you have any questions about the position or the team you'd be joining?

Thanks for sharing your background, Professor. Before we finish, do you have any questions about the position or the team you'd be joining?

And I reserved all examples in coordinator training and placement coordinator everything and proudly say that I have only. One college. I have 17 years of experience, uh. Up till now, so it is a 17th year going on now. So please consider. This is 17 years expressed in the same college. And teaching. And industry as a HOD as a CCNA, Cisco Spark. You're in charge and. Into the H40 for CSA that is a computer science, Allied Branches says. And my research projects and my delivery. Things all. What? Positions can be suitable. Please, you can, uh, appoint it definitely. I can take that one as a.

Uh, by. And maximum, I'm going to ask for us. Associate Professor.

Thanks for sharing your background, Professor. Before we finish, do you have any questions about the position or the team you'd be joining?

Thanks for sharing those details, Professor. Since we're at the end, is there anything specific you'd like to ask about the role or the institution before we finish?

That is upon your criteria basis, Sir.

Thanks for sharing your background, Professor. Since we're at the end, is there anything specific you'd like to ask about the role or the institution before we finish?

That's it, said nothing. So what is the role is suitable for me? Definitely, you people guys know that. Depending So what the? 20 minutes conversation between AI and me. You cannot regard that and. What is the position suitable? Definitely I can access. For that.