I hope I'm audible.

Please start by introducing your professional journey in academia

Yeah. Myself, Doctor T Maripasat. Currently working as a. Associate Professor. The Department of Tripoli. KSRM College of Engineering.

Okay, so you’re currently Associate Professor in the Department of Tripoli at KSRM College of Engineering.

I completed my doctor program. Under the guidelines of Doctor Krug. My first my journey start from. Sandy College of Engineering.

I completed my doctor program. Under the guidelines of Doctor Krug. My first my journey start from. Sandy College of Engineering. Well, as an assistant.

And what could under college amount of years, Sir?

So, Dr., thinking about your teaching environment—what's one foundational concept in power systems or electronics that you really enjoy introducing to students?

Alright, so you started as an assistant at Sandy College of Engineering and completed your doctorate under Dr. Krug. When you're teaching theory or lab courses, what's one topic you find students struggle with at first, and how do you help them grasp it?

Mm-hmm.

So that, yeah. Yes. Yes.

Right now, you haven't given me a real example of a topic students struggle with or how you help them understand it. Could you walk me through a situation where you had to break down a difficult concept in a theory or lab course for your students?

Actually, please. Students are uh. I'm I'm from Google background. OK, so I'm working on. So actually I handling machine learning. For non program branches.

OK. That I identified a. Students are lacking.

Okay,

Alright, you mentioned students are lacking—can you clarify what specific skills or concepts they're having trouble with in machine learning?

On tools.

Alright.

Yeah.

You said students from non-programming backgrounds struggle with tools in machine learning. Can you give me a specific example of a tool or platform that students found confusing, and what you did to help them get comfortable using it?

So you’ve noticed students from non-programming backgrounds often struggle with machine learning tools. Did you ever have a situation where, say, a student got stuck using something like Python or Jupyter Notebook for the first time? How did you walk them through that?

Right. So first of all. Machine learning. Internally depends on. Yes.

Alright, so machine learning depends on some underlying concepts—did you have a moment where you had to explain the basics, like data preprocessing or model selection, to students who'd never coded before? How did you make that click for them?

Yes.

Professor, I noticed your patent on “A System And Process For Predicting Status Of The Transformer’s Insulation Materials And Fault”—how did you translate the insights from that research when teaching transformer diagnostics or insulation materials to undergraduates?

Okay, you said “yes” but I still need a bit more detail. What did you actually do in the classroom to help students connect your patent research on transformer insulation to practical diagnostics—was there a demonstration, a case study, or some hands-on activity?

Yeah.

You mentioned “yeah,” but I’m still not clear on what your teaching approach looked like. For that patent research, did you use any hands-on experiments or particular case studies to help students grasp how transformer insulation fails in practice? Walk me through one example.

Yeah, I read it.

Given your work with machine learning and power systems, where do you see the most fundable research directions over the next few years? Are there any specific grants or funding opportunities you'd target to support your research group?

Actually.

Alright.

Yeah. So first of all. Students are handling. That from. Plan how?

You’re talking about planning for students handling machine learning tools—can you clarify what you meant by “plan how”? Are you referring to how students approach project work, or how you guide them in learning these tools?

Yeah, familiar with the machine learning?

You asked if I'm familiar with machine learning—just to clarify, my focus is on your research and teaching. When you guide students through hands-on machine learning projects, what's your method for helping those with limited programming experience actually build something meaningful, not just follow tutorials?

Yes.

Yes. Yes.

Just saying “yes” isn’t enough for me to understand your teaching approach—can you walk me through a real example where you helped students, maybe those struggling with machine learning tools, actually build a meaningful project or grasp a tough concept? What did you do differently that made it work?

Alright, since you’ve signaled a few times that you’re comfortable with machine learning and teaching, let’s switch gears. Professor, can you describe how you would effectively integrate your expertise in Power Electronics or Power Systems into the curriculum at VIT University to enhance both teaching and research outcomes?

Actually.

Alright, you've given just fragments so far. For the sake of clarity—let's shift focus. Dr., how would you approach guiding undergraduate and postgraduate students on innovative research projects in Control Systems while aligning with the academic objectives of VIT University?

OK.

You said “OK,” but I still need you to walk me through your actual approach. For instance, when guiding students on innovative Control Systems projects, what steps do you take to make sure their work aligns with VIT’s academic goals and isn’t just a generic project?

First iron. That's ongoing. Based on that, uh. I do clear literature.

First iron. That's ongoing. Based on that, uh. I do clear literature. Then and I also. Models OK.

You said “first iron, that’s ongoing, based on that, I do clear literature”—so it sounds like you start with a review of current research and help students build from there. But what happens when a student wants to pursue a risky, unconventional topic in Control Systems—how do you decide whether to let them run with it, or steer them toward safer, more traditional research?

You said you start with literature review and building models, but it’s not clear how students actually move from that stage to something innovative that aligns with VIT’s goals. Can you give me one concrete example—maybe a project where a student took your guidance and produced work that was both novel and relevant to the university’s research objectives?

Yes.

Okay, shifting to pedagogy now. You mentioned guiding students in research and model-building, but suppose you had to teach a large Power Systems course at VIT—let’s say 200 students—and you couldn’t use slides or traditional lectures. How would you run a session that keeps everyone actually engaged and learning?

Right, so I'm using. Online plot pump.

Right, so I'm using. Online plot pump. For. Each even day, every student.

So you mentioned using an online plot pump—how does that work to get students actively participating when you’re not relying on slides or lectures? What’s the actual student experience in that session?

Mm-hmm.

Well, I I.

You started to say “Well, I I…”—sounds like you were about to share more about your online plot pump method. Go on.

Yes. So the Google meet up. Google Form. Put that paper. Then I sent to the student.

Okay, so you use Google Meet and Google Forms to distribute papers and materials to students.

And then?

Alright, so after you send the paper out, how do you actually check whether students are engaging with the material—not just filling out forms but really understanding and participating?

Usually.

You started to say “usually”—sounds like you have a typical process for checking student engagement. Can you finish your thought?

Yes, fine.

For not only it is not. Like a descriptive.

Right,

You said it’s not just descriptive—so you’re aiming for something more interactive or analytical. Walk me through how you actually measure if students are thinking critically with your approach. So you’re saying it’s not just descriptive—sounds like you want students to do more than just write out answers. How do you actually check if they’re thinking critically or applying concepts, not just repeating material?

Right. See, it is not only just. For uh, collecting uh. Google.

Right. See, it is not only just. For uh, collecting uh. Google. Cycle, pal.

Alright, so you’re saying it’s not just about collecting answers through Google Forms. But I still need to hear how you actually measure whether students are thinking critically—do you look for specific types of responses, use peer review, or something else to verify real understanding?

Alright. Mm-hmm.

Yeah, fine. So the first interaction is very important direct interaction.

Okay, so you’re saying that direct interaction is key. Let’s say a few students aren’t really responding or seem disengaged during your session—how would you bring them back in and get them participating?

Pretending with Google form collecting answers. It's a 200.

You mentioned pretending with Google Forms, especially with a class size of 200—that’s a lot of students. So if you notice students are just submitting answers without real engagement, what specific steps do you take to make sure they’re actually learning and not just going through the motions?

1st I identify student both who are active, those who are lagging.

I insurance, I contact uh. SSMR student. Then after that I want to 1 interact.

Okay,

Alright, so you reach out directly to students who are lagging, and then you try to interact one-on-one. When you make that contact, what’s your approach for helping them catch up—do you offer extra sessions, modify assignments, or something else?

Akshaya.

So you mentioned reaching out to students directly and interacting one-on-one after identifying who's lagging, and you brought up Akshaya—I'm guessing that's a particular student or method. Now, thinking about teaching Power Electronics or Power Systems at VIT University, how would you actually design a classroom activity that gets students wrestling with real-world concepts instead of just listening to lectures?

Akshaya. Who are lagging? Situation follow.

Okay, so you’re saying Akshaya is one of the students who’s lagging, and you follow up based on the situation. Let’s shift a bit—thinking about Power Electronics or Power Systems, if you had to teach a session without slides or traditional lecture, what kind of activity would you run to make sure students are actively engaging with the material?

So. So now they knew it, let's just what you want to do nowadays.

Simply teaching. Snoddle.

Alright, sounds like students are aware of what’s expected now, but I’m not clear on the activity itself.

Okay, you said simply teaching—so is your approach mostly traditional lecture, or do you try to incorporate hands-on activities or real-world examples in Power Electronics classes?

Yes.

You gave a pretty brief answer there, just “yes.” I need a bit more detail—when you’re teaching Power Electronics, what’s one concrete hands-on activity or real-world example you’ve used in class to help students connect theory to practice?

Converter. Conference.

Alright, so you brought up converter conferences—are you saying you use real-world examples from industry conferences to help students connect with converter concepts, or do you have them actually build or simulate converters in class?

There only so we can so. Uh, like, uh, Matlab. OK. Anyone on platform? To help that, we'll show that a month. OK, that's all. By or like a. 3rd approach, another one. We have to Very, very similar.

There only so we can so. Uh, like, uh, Matlab. OK. Anyone on platform? To help that, we'll show that a month.

Okay, so you’re having students use Matlab or another platform to simulate converters and show results over a month. That’s pretty hands-on. How do you actually measure whether this kind of activity helps students grasp the underlying theory—do you rely on project outcomes, quizzes, or something else to check for real understanding?

Very, very similar. So I conduct assessment in another way, not who is. OK, so. More small task. OK, so for example.

You mentioned students use Matlab or other platforms to simulate converters and show results, and that your assessment approach is “very, very similar.” But I need a bit more detail—do you actually check their understanding through project demos, written reports, or maybe oral presentations? What’s your main method for evaluating if they’ve truly learned the theory behind the simulation?

Right, thanks for sharing how you structure your assessments and use practical tools in class. Now, accreditation cycles can be pretty demanding—say you joined our department and found that outcome assessment data was inconsistent across courses. How would you approach fixing that?

Yeah, fine. So actually. Matlab is one part no? So after that. The real time. Produce MATLAB resident.

Pause. Discuss my student.

Pause. Discuss my student. How to? What particular task?

Alright,

You want to discuss your student—go ahead, tell me more about the situation or what you’d like to share.

Mm-hmm.

The time. Should come leave.

You mentioned needing to pause and discuss with your student about particular tasks, and that the timing should be right for them to leave. Sounds like you’re attentive to student schedules and engagement. But stepping back, when you’re involved in department-level governance—like curriculum committees or program reviews—how do you make sure those student needs are reflected in institutional decisions?

Right, so first of all, I. The senior members. Studies on the particular subject.

Okay, let’s shift gears for a moment.

So my. What level? OK, they're understanding enough. So very simple I'll I'll approach to. My friend who is a Dean or the department?

So. In my. A week in that data.

Alright, so you’d reach out to a senior member like the Dean or department head if the student’s level of understanding was in question.

You mentioned a week in that data—can you clarify what you mean by that? Are you referring to reviewing data over a week, or something else?

Is true any professor? Rebecca Teaching methodology.

Is true any professor? Rebecca Teaching methodology. So help me.

Alright, let’s talk about connecting academia and industry. Given your expertise in Power Electronics, do you have any industry connections—like companies or professionals—that could help students land internships or placements?

Mm-hmm.

Alright.

And can you? Seated. Slides. Yes, I am. Yes, I have an experience. Yeah, I'm working with the Triple Energy Private Limited. It is located in. So what we are? No, we are developing. 60 Volt. OK.

Autotech model is we are developed. Product quality is submitted to the funding area.

Okay, so you're working with Triple Energy Private Limited and involved in developing a 60-volt solution. That's a pretty direct industry link.

Alright, so you developed an Autotech model and submitted product quality for funding. Have you brought any of these industry projects directly into your teaching—for example, letting students work on real prototypes or see the funding process up close?

Of course. So I'm already I'm developed OK, so. Product I bring to the my end student. I demonstrate it.

Alright, so you actually demonstrate the product you developed to your students. That’s a strong way to connect classroom learning with industry practice. Can you give me one example where a student was able to turn that demonstration into a concrete research project or internship opportunity?

The problems just in the classroom. OK.

Right, so you actually demonstrate the product you developed to your students. That’s a strong way to connect classroom learning with industry practice. Can you give me one example where a student was directly involved with Triple Energy or the Autotech project—maybe through an internship or by contributing to a real deliverable?

Got it.

Yes.

Alright, Dr., let's shift to some specifics. Say you're teaching a power electronics course and a student keeps confusing buck and boost converters, even after class. How would you help them really grasp the core differences in operation and application?

I solar power plant.

I solar power plant. Note the generating very low voltage.

I solar power plant. Note the generating very low voltage. Right at the same. In time it will be.

Okay, so you mentioned solar power plants in relation to teaching about buck and boost converters. Walk me through how you'd use a solar power plant example to clarify those concepts for a student who's struggling. Alright, so you brought up solar power plants. Can you explain how you'd use a real-world solar power plant scenario to help a student differentiate between buck and boost converters?

Mm-hmm.

Okay, so you're highlighting that solar power plants generate low voltage—right at the same time as other requirements. Can you walk me through how you'd use that real-world scenario to help a student understand when to use a buck versus a boost converter, especially in the lab?

Yeah, right.

Alright, you’re saying you’d use the low voltage from a solar power plant as a lab demo to show when a boost converter is needed. Now, what would you do if a student miswired the converter and ended up with the wrong output voltage—how would you guide them to troubleshoot and fix it?

Yes.

Just saying yes doesn’t tell me much — what would you actually say to the student to help them figure out where they miswired the converter and how to fix the output voltage?

Actually, I'm allowed to do. Student, uh, run connections.

Alright, so you let students do the wiring themselves in the lab. What do you do if a student’s connection doesn’t work—do you step in and show them, or do you prompt them to debug on their own?

First of all, please. Damage. Thank you.

Okay, so you’re saying your first concern is to prevent damage if a student miswires something. Once you’ve made sure the equipment’s safe, how do you help the student learn from their mistake—do you walk them through the error, or do you let them figure it out and guide only if they ask?

See Basically cancel on training if.

See Basically cancel on training if. You don't take up.

So you basically cancel or pause the training session if there’s a risk to the equipment—makes sense. Let’s pivot a bit: when you’re teaching about power systems and a student gives you a design that ignores grid stability under load variations, how do you guide them to recognize and address that gap?

Mm-hmm.

Mm-hmm.

Because of we are. Teacher, I'm Helen. Yeah. I'll take about a. Hello, Sharon.

If it is wrong. What is happening?

Alright,

You’re asking what happens if something’s wrong. In the context of power systems, if a student’s design ignores grid stability, what’s the first thing you’d have them check to diagnose the issue?

If it is wrong. What is happening? You want to do the. Yeah, first I will check. Whether before start instrument I will check up? Whether all the?

Is not then I. Set the title. Do the controller.

Okay, so before starting any instrument, you check the connections.

Right, so after checking connections, you mentioned setting the title and handling the controller. When you’re teaching lab courses, how do you structure a session so students grasp both the theory and the practical side—for example, do you start with a demo or let them jump straight into hands-on work?

No, I. I'm I'm always the first I do the demo. Then I. View the mathematical I I. Developing mathematical modeling model.

No, I. I'm I'm always the first I do the demo.

You always start with a demo before letting students work hands-on. When you deliver those demos, how do you make sure your explanations are clear and structured—do you use analogies, step-by-step breakdowns, or something else to help students grasp the theory?

Okay, you always start lab sessions with a demo and then move into developing the mathematical model. When you’re teaching theory, how do you make sure students connect the math to the real-world application — do you use examples from industry, or focus more on textbook cases?

Definitely they'll reach. Yes.

Alright, you’re confident students will understand after your explanation. Switching gears — have you published any research in reputed journals related to power electronics, control systems, or power systems? If so, can you share one specific topic you worked on and what made your contribution unique?

Yes.

You said you've published in reputed journals, but I'd like to hear a bit more about one of your papers. What was the main research question you tackled,

So recently I'm developing high stubborn booster. I'm on. High voltage came. So Kakan. Converter has lot of component.

Voltage X level 2X.

Alright,

Voltage X level 2X. So many.

You’re aiming for a voltage step-up from X to 2X — that’s a big jump. When students work on similar converter projects, how do you guide them to evaluate efficiency versus complexity in their designs?

Mm-hmm.

Yes, yes.

Rank my student.

Okay, you've worked with voltage step-up and complex converter designs. When you're guiding student research projects,

You want to rank your students. When you’re evaluating them for lab or theory courses, what’s your process for assessing their performance—do you rely on written exams, practicals, or a mix of different methods?

What's? Yeah, followed by cancer.

What's? Yeah, followed by cancer. To view the task. To open up.

What's? Yeah, followed by cancer. To view the task.

What's? Yeah, followed by cancer. To view the task. To open up. 2230.

Alright, you said "followed by cancer" but I'm not sure what you meant there. When you’re evaluating students, do you give more weight to their practical lab work or their written exams—or is it balanced?

Alright.

Alright.

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

What is? I can get the Lord's answer.

Hmm, I'm not sure I followed your question. If you’re asking about how decisions are made or answers are given for the role, can you clarify your question a bit? What exactly would you like to know about the position or the team?

Alright.

Thank you for this. Yeah.

Thank you for this. Yeah. Thank you for this opportunity.

Alright, Dr., I appreciate your engagement. If there’s anything else you’d like to know about the role or the department, let me know—otherwise, I’ll wrap things up.