Yes.

Please start by introducing your professional journey in academia

Thank you very much for giving me opportunity. To introduce myself. My name is. Doctor Sandeep Biswal. Currently I'm working as an associate professor. In the Department of Electrical Engineering.

Right, Associate Professor in Electrical Engineering. Can you walk me through how your academic journey led you to your current role?

OP Jindal University. Raigad, Chhattisgarh. Qrioh Rental. Yes, I have completed my PhD in the year of 2019 from National Institute of Technology, Raipur. And with the research area of power system protection. I have completed my post graduation. From BSSU team Bulla in the year 2000.

Alright, so you completed your PhD at NIT Raipur with a focus on power system protection, and your postgrad at BSSUT.

13 with specialization Power System Engineering and B.Tech in the year 22. In transmission line protection, my research area is transmission line protections. And currently I am. Working on transmission line protection in presence of. Energy sources. In the distribution system. Protection also I have started working on. Transformer deserve grace analysis.

Professor, in your classroom, what’s one foundational concept in power systems or control systems that you especially enjoy teaching, and how do you typically introduce it to students?

In the classroom nowadays. As you know, the integration of renewable energy sources into the grid are. Increasing. And day by day we are penetrating. A lot of large scale renewal sources like solar and wind into the grid and due to this integration of this nonlinear.

Looking at your recent publication,

Purchase the Dynamics. Of the power system completely changes. At the protection and. Control will be the vital role in. Yes, students are benefited because the undergraduate students have held me during this project. They have designed a small part of this project, they have modeled the SFCL, and the modeling of the SFCL needs the core concept of physics and mathematics. And the undergraduate students have helped me a lot during the modeling of SFC and SF Shares are currently using in many countries like China, Korea and US A. And my scholars have designed a. Unit protection scheme and using the. Conventional mathematical. Based analysis where we extract the DC decomp. And using a filtering technique.

Alright, so your students actually helped model the SFCL as part of your research, and you mentioned using conventional mathematical analysis to extract the DC component. When you’re guiding undergraduates through a complex modeling task like that, how do you make sure they really grasp the core physics and math, rather than just following instructions?

Which which is? Signifies that key. And the knowledge of digital signal processing filtering.

So you see DSP and filtering knowledge as essential for students working on protection schemes. When you're teaching digital signal processing concepts in this context, do you use real-world power system data or simulation exercises to help students internalize those filtering techniques?

Modeling for the modeling. We have some of the. Case data.

Modeling for the modeling. We have some of the. Case data. I used to and provided by our. Jindal Steel and. Our parent group. Why did I ask? And the But. I have knowledge.

Okay, so you’ve got some real system data for the modeling. When students work hands-on with that case data,

You mentioned you have knowledge—were you going to add something about how you use that case data with your students, or is there a particular example you'd like to share?

Yes, definitely. In our B.Tech curriculum in fourth semester, we have a laboratory called. Psched laboratory where we. I thought where we. A link power system modeling and. Thrilled equipments modeling. Using the. Pskat software. So already they have studied about the PSK modeling and software. That is why it was very. Easy for them to model the SFCL and which? Is beautiful for me.

Yes, definitely. In our B.Tech curriculum in fourth semester, we have a laboratory called. Psched laboratory where we. I thought where we. A link power system modeling and. Thrilled equipments modeling. Using the. Pskat software. So already they have studied about the PSK modeling and software. That is why it was very. Easy for them to model the SFCL and which? Is beautiful for me. During this project.

Alright, Professor, let’s talk about research productivity and funding. Given your background in power system protection and your ongoing work with transmission line protection and SFCL, where do you see the most promising, fundable directions for research over the next few years? Which grant agencies or funding sources would you target first?

Right, so you’re using the PSKAT software in your power systems lab, and students have that modeling experience before tackling the SFCL project. Thinking about scaling up your research group, what kind of external funding or grant opportunities do you see as most viable for supporting future work on advanced protection schemes at an institution like VIT University?

OK. So funding is very much necessary, whether it will be the funded by the VIT University or it will be funded? PST it doesn't matter because now it has only software based research is out of debt. People are now targeting towards the hardware modeling and hardware based research and empower system the hardware based research needs. Much more fun.

Alright, you’ve emphasized the importance of hands-on hardware research and described how your students gain modeling experience in the PSKAT lab. Suppose you’re teaching a large section—say, 150 undergraduates—and you’re not allowed to use traditional lectures or slides. How would you design a session on power system protection that keeps students actively engaged and ensures real understanding?

That we need software apart. Some of those software we need Research Scholar. Apart from Research scholar, we need some of the. Basic systems of real-time hardware in loops best. Systems where we can test our algorithm. And prove that. It can be implement. Demand in real time scenario so it is true we. Some fun and we need software hardware in. Yes, it is true. To teach 150 students, it is the conventional way of classroom teaching is not fruitful. So we have designed a course on power system protection. And we? Teach online or through classroom. We can teach by using some of the. Digital models are. Digital softwares can be used to teach 150 stud. Like FBT videos? What? The other thing we can.

Okay, let's switch gears. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Designs such kind of. From model or you can adopt such type of. Model to teach 150 students to. Sorry, can you repeat please?

Of course, Professor. I asked—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

OK. So strength assessment is very much. Find out the. After the. Lacuna is there in study. So I I will. Definitely try to find out. The difficulties or I can say. Whatever the. Challenges or whatever the lacuna in my teaching and I have to work on that. And improvised. That in next time.

Okay, so you’d focus on identifying gaps in outcome assessment and then adjust your teaching to address them. But accreditation isn’t just about individual improvement—it’s also a department-wide process. What steps would you take to coordinate with other faculty and ensure everyone’s assessment data aligns and meets standards?

At that, that can be. That is a very good question I must share, and that can be done by proper coordination with the other faculty members. We must listen the senior faculty members, we must learn from the senior faculty members, and we must collaborate with the young faculty members. By that only we can improvise our. Teaching learning method.

Alright, Professor, imagine this scenario: a student files a formal complaint alleging your grading in a power systems course is biased, but at the same time, your department head is pressuring you to improve pass rates. How would you navigate that situation and balance your commitment to academic integrity with those institutional pressures?

OK. So for me, institutional pressure is secondary. For me, the students perspective is very concerned. If student is not. This is fine with my course. Then I have must have to take some extra classes and give some personal attention to those. Students. Those who are not. Convenient in. By giving the effect. But rather than taking.

Alright, Professor, changing focus a bit.

Pressure.

You were talking about institutional pressure and your focus on the student's perspective, prioritizing extra support over just moving students along. Can you give one example from your experience where you balanced departmental expectations with maintaining academic rigor?

Yes, definitely I can. In the internship because. I currently I'm associated with that one of that university.

Of Jindal Steel and Power Ltd. I have my. Near Indian.

Alright,

You mentioned your association with Jindal Steel and Power Ltd.

And uh. OK. So first I will go for that semiconductor question. Whatever you have asked me. OK, so semi suppose some fishy situation occurs in the laboratory. So first we have to give the personal attendance. Personal attention to that. Understand theory. And mathematically. About the problem. That we through simulations and by using the. Other software? What will be the consequences if?

Gone wrong. I think that is enough to make the student. Understand if I.

Alright, so your approach starts with close attention to the student and analyzing both theory and simulation before touching the hardware again.

So you'd use theory and simulation to help the student understand the failure before they try the experiment again. When you teach control systems, how do you introduce concepts like feedback and stability to students who don’t have a strong math background?

OK, show feedback and stability. Suppose mathematical background. If it is weak, then I guess engineering is very difficult for the students but. We should not look about the students previous. Performance about the mathematics and all these things if someone is weak in feedback and control system. We must give him some. For personal attention and. Personal, uh. Over time to make. About the basic concept of the feedback and. Close system. Rigorous practicing. And giving by the. We can improve the. Mathematics.

Okay, you emphasized personal attention and building up their basics, even if their math is weak. When you’re teaching both theory and lab for a technical subject, how do you make sure your delivery is clear and structured enough that students at all levels can follow along?

Along with the knowledge of. Subjects like Abdul.

You were starting to say, "Along with the knowledge of..." but didn't finish your thought. Can you clarify how you ensure your lectures and labs are structured clearly for all students, regardless of their background?

We will, we will modify the course because now NEP 2020 is comes into the picture.

Okay, so you’d modify the course structure in response to NEP 2020.

And according to the NEP 2020. There must be a core subject along with the. Some interdisciplinary subject. Yes, definitely. I will start from a subject called Power system. So. In power system operation and control. There must be a. Along with the power system.

Alright, so you'd combine core and interdisciplinary subjects, with power system operation as an example.

Pressure and control. In. Yes, definitely. We can structure the. Basic example. Of the power system operation.

So you're thinking of starting with a basic example in the lab for power system operation and control, focusing on pressure and control concepts. Can you walk me through how you'd modify that basic example during the session if you notice some students are grasping it quickly while others are struggling?

Power system operations. Suppose I will talk about.

You were about to give an example from power system operations. Go ahead—walk me through how you’d adjust that example in real time if you see some students getting it right away, but others are confused or falling behind.

It is. It is. It is very simple because. It is a common. In my teaching. Friend may be a good teacher. Rather than a subject. So I can.

Alright,

And the task. OK. So that is very good question because. Nowadays. We are only evaluating based on the problems and theory. Rather than the. From which can analyze, which can, which can. The question which can be?

So you're saying most current assessments focus too much on standard problems and theory. Can you give me a specific example of a question or task you’d design that actually tests whether a student understands the underlying concepts, not just memorized answers?

We must. Mr. which will be very.

You were starting to say, “We must…” but didn’t finish. Can you give me one concrete example of an exam question or assignment that really tests if a student understands the core concept, not just the formula?

Yes.

Okay, but I still need a concrete example. Can you give me the wording of an actual question or assignment you’d use to check if a student really grasps, say, the concept of feedback in control systems?

So. Giving a problem on transformer protection.

Okay, transformer protection is a solid practical scenario. Shifting gears, when teaching power electronics, say you’re covering inverter circuits in a lab—how do you break down the experiment so students really understand each step instead of just following instructions blindly?

Yeah, sure, in some. I'm talking about an inverter circuit. Lay so let us. With a inverter. Twin water nowadays. Inverter and. Farming inverter.

Alright, so you brought up inverter circuits and even mentioned farming inverters. Say you have a group of students in the lab—how do you check, right there during the session, whether they've actually understood how the inverter functions, instead of just wiring things up by rote?

Say that meaning and grid inverter and. So instead of asking questions.

Okay, so instead of just asking questions, you’d maybe use a grid-tied inverter as a hands-on demonstration. Now, when you’re teaching theory—like the underlying control system for that inverter—how do you make sure your explanation is clear and structured enough that students with very different backgrounds can actually follow along?

Discussion on grid forming inverter. That we are very.

Alright, you brought up grid forming inverters, but let's switch topics. When you’re evaluating students, say during end-of-semester exams or project reviews, how do you handle situations where the grading criteria might be ambiguous or open to interpretation?

OK, so. Trading systems while evaluating any. Laboratory exam the. Evaluating system must be on. Add Exp.

Alright, you're saying the evaluation system during lab exams should be more about the hands-on experience. When you're actually running those labs, how do you make sure you're being fair and consistent when grading students who might take different approaches to the same experiment?

Yes, there may be a different approach.

So you agree that different approaches are possible. Can you give me a concrete example of how you’d handle two students who solved the same lab task using different methods—how do you decide if both deserve full marks, or if one is better?

Perform different experiment and. Students having different experiment but the end result. CB1. Yes.

Okay, so you’re saying if students use different experimental methods but get the same end result, like in your CB1 example, you consider both valid. Switching topics—when you’re teaching, how do you ensure your explanations are clear and easy to follow, especially when covering really abstract concepts?

Can you repeat the question please?

Right, so I was asking: when you’re teaching, especially with really abstract concepts, how do you make sure your explanations are clear and easy to follow for students who might not have the same background or preparation?

OK, so only by delivering the theory. And delivering the PPTS or notes that is not teaching.

Right, so you’re saying just giving notes or PowerPoints isn’t enough. Can you give me a specific example of a teaching technique or activity you use—besides just lecturing or slides—to help students really understand a tough concept?

I pretend that that has.

Alright, you started to say you pretend—that has what? Could you finish your thought there?

OK, so I'm giving you a real time example. Suppose I am. Taking a subject called transformer protection.

Okay, so you use a real-time example from transformer protection to make the concept relatable. Now,

But just only giving by the notes and PPT. The transformer protection cannot be explained. We are we are looking during the evaluation. Conceptually, that. And what are the? Ideas and what are the new things that has been project? Presented in the project the two criteria I think sufficient for undergraduate level. To just to. Identify the. Student concept is clearer.

Okay, so when you're evaluating projects, you focus on whether the student really understands the concepts and whether they've brought in new ideas with their work. For teaching lab courses, how do you balance letting students try things out for themselves versus stepping in when you see they're struggling or going off track?

So yeah, that some some of the. So it is not always possible that K hunt. President will understand. Whatever you are delivering. Some of the students may face.

Right, you're pointing out that not every student will always understand everything you deliver, and some will run into trouble. When you notice a student is struggling in the lab and isn't asking for help,

Philip Mestre in. Must identify. Then. Proper mentorship is needed.

Philip Mestre in. Must identify. Then. Proper mentorship is needed. Time that meant. 20 will become into the Yes.

Okay, so you're saying it's the faculty's job to identify when a student needs help, and then step in with proper mentorship. For teaching both theory and lab courses, how do you adjust your approach when you're covering a topic that's especially challenging for most students?

We we can, we can identify.

Alright,

So you feel you can spot when students are struggling. When it comes to evaluating lab exams, do you prefer structured checklists,

My I didn't remember.

No problem if you don't remember. Shifting gears—when you're teaching power electronics, what's one lab experiment you find most effective for helping students connect theory to hands-on skills?

Can you please? Can you? Can we can.

Sounds like you might've lost your train of thought there. If you want, you can take a moment and share one lab experiment from power electronics where students really get to bridge the gap between textbook theory and hands-on practice.

So actually I'm not taking the. Electronics. Expert from the park. I'm specially the expert on power system and power. Jump protection on behalf of and on. System can give you example if you.

Alright, so your expertise is more in power systems and protection than in power electronics labs. Thinking about power system protection—can you describe a lab activity or demonstration you've used that really helps students grasp how relays respond during a fault scenario?

Yes, definitely.

There is a conventional electromechanical overcurrent relay. Is there?

Alright, since you can give an example from power system protection,

So you brought up the conventional electromechanical overcurrent relay—walk me through how you'd explain the operating principle of that relay to students who've never seen one before.

So. OK, there are two aspects to. Of overcurrent relay 1. We we are delivering in the Making them understand.

So. OK, there are two aspects to. Of overcurrent relay 1.

Okay,

You were starting to explain the two aspects of the overcurrent relay and said your focus is on making students understand. Can you finish that thought—how do you make sure they really grasp both the operating principle and practical application in the lab?

Drawing the some of the diagrams and another.

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

Yes, I want. Know about the what is? Role because the post. Research. So what will be the mission? Role of the assistant. Official in research whether they have to conduct the research and boost off the research activities or to take the class. Deal with the conventional teacher. And what about the? Yes. Then what is? What is the?

Yes, I want. Know about the what is? Role because the post. Research. So what will be the mission? Role of the assistant. Official in research whether they have to conduct the research and boost off the research activities or to take the class. Deal with the conventional teacher.

Good question, Professor. The Assistant Professor (Research) role here is a blend—you'll be expected to conduct and support research activities, guide student research projects, contribute to publications, and also teach both theory and lab courses. You'll take part in curriculum delivery, evaluate students, and contribute to academic and administrative work. Thanks for raising that—anything else on your mind about the team or environment?

You were about to ask about something else related to the Assistant Professor (Research) role—could you clarify what you're wondering? If you want, you can finish your question and I'll do my best to answer.

Yes, I have.

Of course, Professor. Please go ahead and finish your question or let me know what you'd like to ask about the role.

Yes, I want to know if. I have to take classes, I have to do research, I have to do guide. Other than only assistant.