Good morning Sir, myself, Doctor Jannalagadha Ankamma Rao. Currently I'm working as the associate professor. In Tanika Institute of Engineering and Technology. I did my doctorate. In 2021. I did my masters program in NIT Nagpur in 2020. 12 and I did my undergraduation in 2007. I have total 50 plus years of experience Sir.

Yes Sir, and I thought various courses.

Thank you for sharing that, Professor.

Thank you, Professor. Could you describe one of the courses you teach, focusing on how you structure both the theoretical and laboratory components for your students?

Regarding professional journey, I started my career in 2008. And I have total 15 years of experience and I have nearly 10 years of experience in abroad in Ethiopia. And uh. I thought various computer courses like Java, C, uh. DBMS. And data structures. And currently I am teaching the courses. Uh, DBMS data structure slab. And currently. Uh, I have I, I did uh, NPTEL certifications like uh, uh, Java, Python. Uh, data structures for data science. Around those 7 NPTEL courses I completed Sir.

You mentioned teaching both DBMS and data structures labs—can you walk me through how you design a typical lab session to ensure students grasp both the practical implementation and the underlying theory?

Underlying theories. Suppose if you take a data structure slab. I implemented data structure slab using. C Programming lab. Uh, using CS so. I implemented uh various array concepts like uh, maximum, minimum value. And sorting of an array structure sort, quick sort I read. And I implemented stack and queue implementation. And I did a linked list. Doubled English single degree list. I did a uh. Binary search history. Uh, would treat. Regarding this is the data structure slab regarding DBMS. I did various joints. And functional dependencies and various normal forms. And I did various SQL queries. In DBMSR.

Thank you for outlining your lab approach. When introducing a complex concept like normalization in DBMS, how do you assess whether students have truly understood and can apply it beyond just following your instructions?

Yes, Sir.

Understood. When your students struggle with writing SQL queries for complex joins, what specific strategies or scaffolding do you use to help them become more independent problem solvers in the lab?

Normalization means the process of. The process of. Decomposing the tables into the smaller tables to reduce the redundancy or repetition of the data. So there are totally. 6 normalization forms. Are there one first normalization forms, second normalization form, third normalization form? And BCNF that is a boycott card normalization form. That is advanced version of third normal form and 4th normal form 5th normal form. In simple word, normalization means the process of. Decomposing. Are dividing the entire table into the smaller smaller tables. To reduce the data redundancy. Data repetitions are anomaly problems like insertion problem or update problem. So these are called anomaly problems. If you then in the large data. Because data repetition is happening. So to reduce that rate of repetition, the normalization happens. So decomposition means the process of dividing the entire table. So suppose if you want to explain. First normal form. So the data should be atomic value. Miss, there is no. Not more in each cell. There should not be more than. One data. Once data that is called. Atomic value. And uh. Suppose if you take the second, uh, normal form. So. Every. Every. In every functional dependency. The non. Prime attributes should not depend on. Fully on uh. Primary key. Should not depend part of primary key that is called partial dependency. That is second normal form. If you take. Dependency A to B. And B2C. C2AA to C. That is called transitive dependency. Means it non key. Attribute depending on another non key attribute non key. Attribute that is called transferred dependency. And if you take BNF. BCN of Miss. Every functional dependent in every functional dependency. A key must be super key. Are cranky or candid. That is called BCNF. And what is fourth normal form? Cortana form is. About each in every function every you should remove. Multi value dependencies. There is 4 normal form. What is multivalue dependency? A person can have more than one phone number. A person can speak more than one language. A person can have more than one hobbies. That is called multivalue dependency. And coming to 5th norm alpha, what is fifth normal form? Suppose. Yet if your table is divided into smaller tables. If you join the 2 tables without join, if you join that the smaller tables, if you get the original table without loss information that is called 5th normal form.

So these are all normal form means. Become main aim of this start normalization is. To reduce the tables.

You’ve clearly taught normalization in depth, Professor. When you introduce lab exercises on complex joins or normalization, how do you measure whether students are actually applying the theory correctly in their SQL solutions, rather than just following patterns from previous examples?

To avoid the data repetition. A data redundancy. To avoid insert. And update normal anomaly problems.

Thank you for the detailed explanation, Professor. You mentioned guiding students through binary search tree implementations—can you share a specific moment when a student struggled with tree traversal logic, and describe how you helped them overcome that obstacle?

Thank you for your detailed explanation, Professor. When guiding students through binary search tree implementations, can you share a moment when a student struggled with tree traversal, and how you helped them overcome it?

So suppose if you take binary tree traversal binary tree. Binary traversal means. There is only. Each node can contain maximum two children. Coming to binary set stream is. So all the left node child value should be the lower than the root node root node value. If you are the right note value should be the. More than the root node value. That is the binary. That is the basic difference between binary traversal and BSA binary. Binary HP traversal. All the left node chain values should be the lower than the lower root node values. All our right node value should be more than the root node values and here there are three traversal coming to the traversal. A private Sir Pete Robert said there are three. Traversal 1 is called first in order traversal. Pre-order Travel. Post order traversal in in order traversal. The pattern is. Left root, right. Coming to pre-order reversal. Root left to right. Coming to post order. Pre left, right root. So this is the procedure we need to follow. Well. To insert a note. This is the procedure. Thank you.

Let’s move forward. Professor, when you prepare a new course syllabus—such as for an introductory programming class—how do you balance the coverage of foundational theory with hands-on lab components to ensure students are engaged from the beginning?

So OK, Sir. Suppose I want to install establishing. Some introduction to programming. So. That should cover. All the related basic concepts. Starting from. Where introduction design. And basic concept like variables. And all three concepts like and should it should relate it to the programming oriented like a basic programming like a. Uh, did uh calculate conversion of temperature to? Furniture to centigrade. And basic concepts like arrays. Functions. Pointers. Structures. Unions. All these concepts should related to the practical oriented. So that they gain the knowledge.

Thank you, Professor. Your research focuses on applications of AI in power systems and power system protection. Can you describe a specific research project where you applied AI techniques to solve a real-world problem in power systems, and how you would translate insights from that project into your classroom teaching?

So my coming to the my research application. I did a. IDT around 4 year, 2 CA papers, 2 Scopus papers around reminding yellow I published around 4. Conference papers coming to my research area. My research area is application of artificial intelligence, machine learning. To a particular artificial. You know that. For quality location identification. In extra eye voltage power eye voltage transmission line. Suppose if you take a transmission line, they suppose. The transmission line spread over 100 kilometers, 200 kilometers warrior long. Now suppose if there is some fault occurs in the transmission line, physically identification the fault is very difficult. In order to identify the fault. I am using. Artificial neural network concept. By reading the data, it's one substation. We can monitor the data. So that. We can based on the data we can identify the fall. Where the and we can know the location of the fault. With that, we can rectify the war. In the fraction of seconds. Without physical uh. Monitoring. So that is the my main focus of research area. To identify in the my main focus of. Application of artificial normal networks in the power system. Now fault location identification.

And one more thing I did textbooks. Uh, on data structures and I did also. 4-5 conference papers in power system transmission line of fault locations. Yes, Sir. Thank you.

Interesting application, Professor. When you supervise student projects in AI or power systems, how do you ensure students develop both technical depth and the ability to communicate their results clearly to a non-expert audience?

That’s a strong research application, Professor. When developing your textbook on data structures, how did you decide which real-world examples or exercises would be most effective for helping students understand abstract concepts?

I guess back Q&A linked list. And double list. And I added the concepts like. Stack Q. And three, three data structures. And graph data structures. All these concepts included for the. Which is matching with the real world problem Sir. Particularly three data structures, graph data structures, and. Uh, stacked data structures, queue data structures and array concepts to implement, uh, some numerical problems. You know, basically we did all these concepts. Matching with the real world problem, Sir.

Cancel.

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

Thank you for sharing that perspective. Professor, imagine you are assigned to teach a large first-year programming course to over 150 students, but you cannot use slides or traditional lectures. How would you structure the course using an active learning approach—such as a flipped classroom or peer instruction model—to maximize student engagement and understanding?

So I understand. First I use. I always prefer to whiteboard teaching so. And The thing is. So that. And I always. Engage each student to participate. By sharing a program. I I always try to contact each student. I always try to give the program and I try to ask them the solution and I try to monitor each student. And why try to explain each concept in detail so that every student can understand? And I tried to speak in very loud manner. So my voice is very low manner, I can manage all. 150 students capacity also. No problem Sir, I can manage.

Let's turn to institutional service. Professor, suppose your department's research output per faculty is below the national accreditation threshold. What systematic steps would you take to improve this metric within one academic year?

On national accreditation program means support. We want to take care about curriculum. We want to see OPO mapping. And we need to take care about PS OS. And all the syllabus should be matching with the COPO mapping. And we should accomplish the. Corruption also program specific outcomes and we should maintain the proper curriculum. We should also maintain the detailed. Uh, data of the. Classes. Mid examinations. Exam data. Find all students records. And we should also have the syllabus. In proper manner. And we should have all the data. All the lab details and all the lab programs what we are conducting. And we should do also have the. What is the research we are doing? How many conference we are conducting? What are the public? Faculty development programs we are attending. What are the workshops we are conducting? We should maintain all this data in one academic year. For national accommodation.

You mentioned the importance of maintaining detailed records for curriculum and research activities—can you give a concrete example of how you would organize and regularly audit this documentation to ensure it meets accreditation standards?

So. I maintain every. One month. I maintain the status of the class work. I maintain the class test records. I maintain the mid examination records. And I monitor the. COP were mapping of each class test each mid examinations. I also maintain the lab structure and with the Cop VO mapping. And what is the structure or what is the lab record? Libor and observation. And what is the? Structure Labs record soft copies. We also maintain the data. Uh, with the cop work mapping. And we also maintain the. UH faculty works everywhere. We monitor every month. We monitor the students of faculties, workshops and events, any events are conducting. So we also maintain the. Program specific comes our outcomes are matching or not. Is there any new courses which can be? Uh, new to link to the faculty. Our students according to the latest technology. So that we can now match with the national accreditation credentials, so.

Thank you for detailing your approach. Now, Professor, imagine a scenario where you are accused by a student of grading bias, but the department is under pressure to maintain a certain pass percentage for institutional goals. How would you address this conflict while upholding academic integrity?

Sorry Sir, I didn't understand. Can you repeat the question?

Of course, Professor. Suppose a student alleges you graded them unfairly, yet the department is under pressure to maintain a minimum pass percentage—how would you respond to this situation to ensure fairness and uphold institutional standards?

The main thing is. I explain.

Important concept. Of each subject. In detail. In repeated manner.

Thank you, Professor. Now, considering VIT University’s focus on graduate employability, what concrete strategy would you use to leverage your professional network to help create internship or job placement opportunities for your students?

Understood. When a student questions their grade, can you describe the specific process you follow to review and document your grading decisions to ensure transparency and fairness?

You in every class. I take. Each important concept. In detail. Repeatedly. So that. And I try to allow them to write repeatedly. I try to monitor the course. And I tried to finish the syllabus as early as possible. I tried to. Detailed explanation. Repeated manner. I. Make them to practice repeatedly. So that. I am. Trying to improve the past percentage. So that. I can support. To the increase pass percentage. Department wise. Which can improve the department performance. In at institutional level.

Understood. When a student questions their grade, can you describe the specific process you follow to review and document your grading decisions to ensure transparency and fairness?

In transparency, fairness means. I conduct class test. I conduct mid examination. I connect with the examination. And I give. Equal preference. To all the students. No special.

Right. Given your experience publishing in both Scopus and conference venues, how would you help your colleagues increase their research output—would you organize writing workshops, collaborative projects, or something else?

11th to give in to the any students. All students are monitored equally. And uh, if any student option for the test? Is not allowed to write the test again. And if any student. Score less marks. Also we don't bother because I try to. Recommend them to prepare well for next text. So there is no. Specific. Uh, benefit for any students I monitor equal students. If in equal manner. I try to support all the students. I tried to conduct all the. Examination in a very frequent manner. So that each student try to improve. Is knowledge compared to previous status? So that all students can improve. Their performance. There is no. Specific support for any student. All students are equal to me. All students are monitored effectively and all students are. Perform a monitor such. They can improve their performance compared to previous status.

You mentioned frequent assessments and equal monitoring—can you give a specific example of how you've used feedback from these tests to adjust your teaching methods or course content?

Explain where the students are lagging. So that. I can improve the performance like if there are some topics which are very complicated. Is which is very easy to understand. So that's why. I explained in very detailed manner. I tried to allow them to practice in a. Theoretical as well as practical manner. So that they every student will get a lot. I give a lot of time to practice the questions. Answers before conducting the test. I prepare enough time. Enough time for the students to prepare for the that examination. So that. They can improve their performance compared to previous exam. So that. They can based on the feedback.

That received from the test. Written by the students. I improve the. Performance. By conducting. Repetition. What are the slow? Where is the problem for slower than us? And I conduct remedial classes. So that. They can improve the performance.

Thank you for clarifying. Professor, can you discuss a time when you collaborated with industry partners or participated in consultancy work, and explain how those experiences could directly benefit students at VIT University in terms of employability or curriculum relevance?

You mentioned giving students ample time to practice both theoretical and practical questions before assessments—can you describe how you collaborate with industry partners to ensure these practical exercises reflect current professional standards?

I I allowed to I. Hello to the student to do the Google certifications. They allowed the students to complete internship programs. I allowed the students to participate in the. Industrial budgets. I allowed the student to participate in the IBM certifications. Allow the student to lend the. New certification like NPTEL certification. I allow the students to participate in various technical seminars, various technical events held. Happening in the various colleges I allowed us to. Two students request Industrial Partners Industrial Resource person to participate and give the presentation so that they engage. And they learn new courses according to the latest technology Sir.

You mentioned conducting regular evaluations and maintaining exam records. Can you walk me through how you design your student evaluations to ensure they measure both theoretical understanding and practical skills?

Regular monitoring with theoretical practical means. I prepare question paper Sachidan. You should match with the. Programming. Along with. Practical applications. Suppose if you take.

You mentioned preparing questions that combine programming with practical applications—can you give a specific example of how you structure a lab assessment so students must demonstrate both coding ability and conceptual understanding?

In Introduction to Programming. So I take prepare the questions. Not only theoretical concepts. It should include programming. And it should include. Application oriented like uh. But takes maximum minimum value of. And determination of binary statutory. Just instead of only TV concepts. Like let me take programming oriented so that it can match with the lab, uh, lab oriented. Suppose you even if you take. Java, so instead of only inheritance concepts. Let me take the example like a implementation of multiple inheritance. Our implementation of. Multiple variables using interface concepts. And you can you ask the? Constructor overloading. We instead of only critical concepts. Let me explain the. Let me frame the questions. Matching with the practical oriented. So that. They can get the. Knowledge of theoretical concept. In practical application. And they when when we apply theoretical concepts. In practical oriented. Then we never forget the concept, Sir. We never forget. And one more thing. Then we understand the application of theoretical concepts in practical orientation. When we applied theoretical concepts in practical orientation, Sir.

You emphasized aligning programming questions with lab work—can you give a concrete example of a recent lab project where students had to demonstrate both their Java coding abilities and their understanding of theoretical concepts?

And conducted. Java Programming Labs.

Understood. When you conducted those Java programming labs, what specific criteria did you use to evaluate whether students successfully translated theoretical knowledge into working code?

Various programming lack. Like a constructor overloading. Lakes and. Multiple United's. Implementation using interface concepts. I implemented. Umm, like a Java FX law program? I implemented. Using.

You mentioned implementing Java programming labs focused on constructor overloading and interface concepts—can you describe a situation where a student struggled with interface implementation, and how you addressed it to help them grasp both the theoretical and coding aspects?

Call abstraction concepts. I implemented inheritance concepts. And I implemented encapsulation concepts. And I implemented various types of multiple units concepts. In the manner of. In the pharma programming concepts.

When students encounter difficulties implementing abstraction or encapsulation in Java lab assignments, what specific strategies or support do you provide to help them independently resolve these challenges?

Abstraction means. The process of providing the essential information to the outside world. You should not. It should not contain detailed information. So encapsulation means the process of combining. Data and the functions that operate on the data. At same place is called encapsulation. We are for encapsulation implementation. We use setter and getter methods. For abstraction we should use. So there are. Of or two types of abstraction, that is. Concrete, fully abstraction. Or normal concrete class or abstract class. There are two types of classes Abstract class, concrete class, so. We explain. The concepts. In detail. So that. Student can understand the concept. Then he can implement. The concept in practical oriented. Without any mistakes. Because they have if they have strong knowledge in theoretical concepts. They can implement.

The practical programming. By implementing by. Getting the. Critical Knowledge.

Okay. Can you share an example of an industry partnership or consultancy project you've facilitated for your students, and explain how you ensured their active participation and learning during that experience?

You mentioned detailed explanations to build strong theoretical knowledge—can you describe a time when you adjusted your teaching approach after noticing a common misunderstanding about abstraction or encapsulation among your students?

When there is a misco misunderstanding. Airport. Abstraction. An encapsulation. I tried to explain. Again, starting from the basics. What is meant by abstraction? What is? What is the purpose of abstraction? What is the purpose of encapsulation? And what is the? How can we implement abstraction? In detail. Along with not only theoretical concepts. I explained practical oriented by taking bank. Details.

With the practical application. Are practical examples. Then they will not. Commit any mistakes. In implementing practical program.

Thanks. When you used a banking example to clarify abstraction and encapsulation, how did you assess whether students truly grasped the difference—did you use a specific project, presentation, or another method?

Understood. Earlier, you mentioned allowing students to participate in IBM and Google certification programs—how do you support students who may struggle with the external requirements or technical content of these certifications?

In abstraction. And encapsulation. Examples.

Understood. For students who finish lab exercises quickly, how do you further challenge them to deepen their understanding of abstraction and encapsulation beyond the standard curriculum?

Then I asked the student to implement interface concepts. Did. What is the difference between interface? Andy Abstraction. So what is the purpose of interface? To avoid abstraction. And we ask. To implement multiple inheritance concept using interface concepts. What are the different? Concepts related to the interface. And what is the purpose of encapsulation? How can we implement it? You do. We're using. Set up getter method. I ask to ask to have more advanced programs even in encapsulation also.

Got it. When students implement advanced programs using interfaces and encapsulation, how do you assess whether their solutions demonstrate a deep understanding of these concepts, beyond just getting the code to work?

So main thing is. The purpose of interface to implement multiple inheritance. And. Fully abstraction.

I asked them to implement.

Okay. When reviewing a student's implementation of multiple inheritance using interfaces, what specific indicators do you look for in their code or explanation to determine if they truly understand the concept, rather than just following a template?

The multiple United's concept. And pulley abstraction. With an example.

Thank you. Shifting focus, can you describe how you structure your classroom sessions or lectures to ensure clarity and engagement, particularly when introducing new or complex technical topics?

Thank you. When students implement multiple inheritance and full abstraction using interfaces, what common mistakes do you observe in their code, and how do you address those during evaluation?

So that. If they able to provide. A program with detailed explanation. With a practical example. Then they can understand the concept.

In very crystal clear manner. And they can explain the concept. And they can. Remember the concept? In a very effective manner.

Right. When evaluating the practical examples students submit for multiple inheritance or full abstraction, what specific feedback do you give to help them refine their understanding or application of these concepts?

Thank you for explaining your approach. When students present their programs and practical examples, how do you differentiate between a surface-level understanding and a truly deep grasp of abstraction and encapsulation in your evaluation?

Implement the theoretical knowledge. In the practical orientation. Even if you go for advanced versions. In DBM in Java programming like a. Interface and constructor overloading. And Javafx. And uh. Advanced Concepts. Multi trading. And we? Never forget the advanced concept like a. Uh, multithreading.

And how to handle the? Exceptions.

Understood. Earlier, you mentioned advanced Java topics like multithreading—could you share a specific example of how you introduce multithreading concepts to students who are already comfortable with interfaces and abstraction?

Right. When teaching exception handling in advanced Java topics, what kind of practical exercises do you assign to ensure students can identify and recover from runtime errors effectively?