I'm currently working as a postdoctoral. You know, in IIT Kharagpur. In School of Medical Science and Technology. I've done my PhD.

I'm currently working as a postdoctoral. You know, in IIT Kharagpur. In School of Medical Science and Technology. I've done my PhD. From IISD ship. In 2025. In electronics and communication engineering.

I'm currently working as a postdoctoral. You know, in IIT Kharagpur. In School of Medical Science and Technology. I've done my PhD. From IISD ship. In 2025. In electronics and communication engineering. And before that? I've done my masters in 2018. Electronics and communication engineering. As well as my graduation. In 2000. In electronics and communication in GLRD.

Okay, so you’re a postdoc at IIT Kharagpur in the School of Medical Science and Technology, and you’ve completed your PhD. Could you share a bit more about your research focus during your doctoral studies, and what led you into your current postdoctoral role?

So with your background in electronics and communication engineering, when you step into a classroom, what’s one foundational concept you most enjoy teaching to students, and why does it resonate with you?

Alright, so you’ve got a long history in electronics and communication engineering, starting all the way back in 2000, and now you’re at IIT Kharagpur. When you’re teaching students, what’s your favorite way to make a complex electronics concept more approachable—do you use real-world analogies, lab experiments, or something else?

Yes, during my teaching. I use two different philosophies.

Yes, during my teaching. I use two different philosophies. One is practical. Another thing that um, one is audiovisual learning.

You mentioned you use two philosophies in your teaching. Could you break down what those are, and maybe give an example of how each one shows up in your classroom?

Okay, so you mix practical methods with audiovisual learning. Can you give me a concrete example—maybe a topic where you combined hands-on work with AV materials, and what impact you saw on the students?

Yes, during my teaching. I use two different philosophies. One is practical. Another thing that um, one is audiovisual learning. So to make the students understand. The complex electronics phenomenons of the subjects. I use audio. Animations or videos of the. That device. For some virtual labs. To make them understand the topic. Easily. With theoretical. Knowledge.

Right, so you use animations, videos, and even virtual labs alongside theory to explain tough electronic concepts. Was there a particular topic where you noticed students struggled until you brought in these audiovisual or practical methods—what changed for them once you did?

In the field of electronics engineering. The students who are learning for the first time. They're difficult to. Comprehend the quantum. Mechanics or the quantum? Quantum. Physics related. The phenomenons when when it comes to the electronic devices. At that time. If I use the animations. It helps the. Helps to comprehend. The topics easily for the students. Will help to. Help them understand policy.

Right, so quantum mechanics concepts can be really tough for first-year electronics students,

As well as. As well as. For the. Basic, basic. Devices like diode. Bipolar junction transistor.

As well as. As well as. For the. Basic, basic. Devices like diode. Bipolar junction transistor. At the most bits. The their device operations. It when when we use the animations or the videos or. How the devices work? It helps to understand. You know students will easily get to understand the No, thank you.

Okay, so even basics like diodes and BJTs can trip students up at first. When you’re explaining those devices, how do you decide whether to focus on the underlying physics or jump straight into practical circuit applications?

Alright, sounds like you’re all set there. Dr., your PhD was in electronics and communication engineering at IISD, right? I noticed you worked on some research—can you tell me about a specific project or publication from your PhD, and how you’d translate that work for undergraduate students who might not have the technical background?

Might be in gas and humidity sensor devices.

Might be in gas and humidity sensor devices. I used novel 2 dimensional material.

Might be in gas and humidity sensor devices. I used novel 2 dimensional material. Which is molybdenum disulfide.

Okay, so your PhD research focused on gas and humidity sensor devices. If you had to explain the core findings of that work to a group of undergraduates—maybe in a way that connects to everyday technology—how would you break it down for them?

Might be in gas and humidity sensor devices. I used novel 2 dimensional material. Which is molybdenum disulfide. And I use it. Two different. Morphology. Infrastructures. Like 2 dimensional. Molybdenum disulfide and three-dimensional molybdenum disulfide. And I use it. To detect alcohols. As well as humidity.

Mm-hmm.

Okay, so you worked with molybdenum disulfide as a novel two-dimensional material for gas and humidity sensors. If you were explaining the impact of that material choice to undergraduates, how would you help them connect the dots between material properties and device performance in a way that sticks?

Might be in gas and humidity sensor devices. I used novel 2 dimensional material. Which is molybdenum disulfide. And I use it. Two different. Morphology. Infrastructures. Like 2 dimensional. Molybdenum disulfide and three-dimensional molybdenum disulfide. And I use it. To detect alcohols. As well as humidity. And alcohol. In presence of humility. What I found out? This is a 2 dimensional molybdenum Dyson. Right is. Inherently hydrophobic. So it helps to. Detect the alcohol. In presence of humility.

Might be in gas and humidity sensor devices. I used novel 2 dimensional material. Which is molybdenum disulfide. And I use it. Two different. Morphology. Infrastructures. Like 2 dimensional. Molybdenum disulfide and three-dimensional molybdenum disulfide. And I use it. To detect alcohols. As well as humidity. And alcohol. In presence of humility. What I found out? This is a 2 dimensional molybdenum Dyson. Right is. Inherently hydrophobic. So it helps to. Detect the alcohol. In presence of humility. Better ferrous 3 dimensional. Molybdenum disulfide. Which is hydrophilic in nature. It can can be used as. Humidity sensors.

Okay, so you used both two-dimensional and three-dimensional molybdenum disulfide structures to detect alcohols and humidity. If you had to explain to undergraduates why using different morphologies impacts sensor sensitivity, how would you break that down for them without getting too technical?

Okay, so you found that two-dimensional molybdenum disulfide is hydrophobic, which made it useful for detecting alcohol in humid conditions. If you were teaching undergraduates about why hydrophobicity matters for sensor design, what example or analogy would you use to help them grasp that concept?

Okay, so you used both two-dimensional and three-dimensional molybdenum disulfide to differentiate between alcohol and humidity, based on whether the material was hydrophobic or hydrophilic. That’s a pretty technical area. When you were guiding students on their own research projects—maybe in sensors or materials—how did you help them connect what they learned in theory to the hands-on experimental side?

The students must. Redevelop. As well as the day. Should apply. What they're learning. From this readings.

The students must. Redevelop. As well as the day. Should apply. What they're learning. From this readings. To the practical. Situations and scenarios. They might face failures.

The students must. Redevelop. As well as the day. Should apply. What they're learning. From this readings. To the practical. Situations and scenarios. They might face failures. But but that I. Try to encourage them. Because. Because. Experimental, uh. Research 95% time. Encounter failures but. 5% times what we. Did the success.

The students must. Redevelop. As well as the day. Should apply. What they're learning. From this readings. To the practical. Situations and scenarios. They might face failures. But but that I. Try to encourage them. Because. Because. Experimental, uh. Research 95% time. Encounter failures but. 5% times what we. Did the success. And from that? We, we do the we. Propagate the research.

Dr., based on your experience working with molybdenum disulfide for sensor devices, where do you see the most fundable research directions emerging over the next three years? Which grants or funding sources would you target to support that work?

Alright, so you emphasize that students should apply what they're learning to real situations, and you expect some failures along the way. When those failures happen—say their experiment doesn't work as planned—how do you guide them to turn that setback into a valuable learning experience?

You really stress the importance of students learning from failure in experimental research, especially when success rates can be so low at first. Thinking bigger picture—based on your work with gas and humidity sensors and two-dimensional materials, where do you see the most fundable research directions emerging over the next few years? Which grants or funding sources would you target to sustain your work and grow it into a larger research group?

Alright, you really emphasize learning from failure and persistence in experimental research, especially for students. Now, given VIT University’s strong push toward industry collaboration, how would you bridge the gap between what you’re doing in academic research—like your sensor work—and real-world industrial applications when teaching or designing student projects?

The gas and. The biosensors. That iur call. Has tremendous. Applications in the real world situations.

The gas and. The biosensors. That iur call. Has tremendous. Applications in the real world situations. I like to. Apply for. Project proposals for fundings from the. Different external agencies.

The gas and. The biosensors. That iur call. Has tremendous. Applications in the real world situations. I like to. Apply for. Project proposals for fundings from the. Different external agencies. As as well as I would like. To collaborate with. Different sensor. Manufacturers. Industry collaboration. And considering the VIP. Universities Strong Research. Columb.

So you’re saying your sensor research has real-world applications, especially with gas and biosensors. If you were building a student project around this for VIT, how would you get industry partners involved—would you focus on a specific use case, or let students drive the collaboration?

The gas and. The biosensors. That iur call. Has tremendous. Applications in the real world situations. I like to. Apply for. Project proposals for fundings from the. Different external agencies. As as well as I would like. To collaborate with. Different sensor. Manufacturers. Industry collaboration. And considering the VIP. Universities Strong Research. Columb. International. Internationally. International University. It will. Be a synergistic. Project. And the academicians. The students as well as the industry. Will help from this transaction research.

Alright, you mentioned applying for external funding to move your sensor research toward real-world use. Thinking about the next three years, which agencies or grants do you see as most promising for this kind of work, and how would you position your proposals to stand out?

Okay, so moving to teaching methods—given your background in both hands-on sensor research and electronics, suppose you’re designing a lab session for image processing or communication systems at VIT. How would you make that lab session truly student-centered, not just a set of instructions to follow?

Okay, so you'd focus on collaborating with sensor manufacturers and using external funding to move your research into industry, making it a joint effort with students and partners. 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?

I would like to 1st figure out. Why it is? What is the? The core reason? Behind the. Different, uh. Different mismatch of this accreditation that. And I would like to. Then troubleshoot.

I would like to 1st figure out. Why it is? What is the? The core reason? Behind the. Different, uh. Different mismatch of this accreditation that. And I would like to. Then troubleshoot. The the main. Problem factors. So that. The universities. The departments all. Force should have the. Similar. Accreditation values.

Alright, so you'd start by finding the root cause behind the inconsistent accreditation data and then troubleshoot. Day-to-day, what kinds of records or processes would you look at first—are you thinking exam results, lab reports, faculty meeting notes, or something else?

Alright, so you'd start by getting to the root cause of the data mismatch and then troubleshoot the problem factors to bring everyone in line with accreditation standards. Day-to-day, what kinds of records or processes would you look at first—are you thinking student assessments, course files, faculty reports, or something else?

During the. The research phase. That I would like to first look at. The lab logs.

During the. The research phase. That I would like to first look at. The lab logs. What what are the experiments have been done? And what is to be done? Today.

During the. The research phase. That I would like to first look at. The lab logs. What what are the experiments have been done? And what is to be done? Today. But from that? In terms of. Academy, uh. Classes. I would like to check. Student assignments. Student Reports. And for the departmental? Parts I would like to. Check differential. Files as well. Unless any other respons. That I'll be given over.

Professor, imagine this scenario: a student files a formal complaint claiming your grading was biased, but at the same time, your department head is pressuring you to improve overall pass rates in your course. How would you handle this situation while upholding both academic integrity and your professional responsibilities?

Alright, so you’d start by reviewing the lab logs—what experiments were done, and what’s coming up—to troubleshoot those accreditation inconsistencies. Professor, let’s shift to something trickier: imagine a student formally complains that your grading was biased, but at the same time, your department head is urging you to raise pass rates across your courses. How would you handle that situation, balancing fairness, your own academic standards, and the pressure from leadership?

Alright, so you’d start by reviewing lab logs, student assignments, and departmental files to spot where things aren’t lining up. Professor, let’s shift to something trickier: imagine a student files a formal complaint claiming your grading was biased, but at the same time, your department head is pressuring you to improve overall pass rates in your courses. How would you handle that situation—what steps would you take to balance fairness and those institutional pressures?

If the student is thinking the grading is biased. Then I will. Discuss it with that student face to face. However, while grading. I always prefer to normalize. With the fixed baseline. Of the students who are. Getting the. Somewhat core values.

If the student is thinking the grading is biased. Then I will. Discuss it with that student face to face. However, while grading. I always prefer to normalize. With the fixed baseline. Of the students who are. Getting the. Somewhat core values. And then normal. The. Best papers are the best students are getting.

If the student is thinking the grading is biased. Then I will. Discuss it with that student face to face. However, while grading. I always prefer to normalize. With the fixed baseline. Of the students who are. Getting the. Somewhat core values. And then normal. The. Best papers are the best students are getting. So that. The Nano. The students. Get ready. However, those who were deserved. Take it good one.

If the student is thinking the grading is biased. Then I will. Discuss it with that student face to face. However, while grading. I always prefer to normalize. With the fixed baseline. Of the students who are. Getting the. Somewhat core values. And then normal. The. Best papers are the best students are getting. So that. The Nano. The students. Get ready. However, those who were deserved. Take it good one. This way. The uh. There is a distinction. Between the. Comparatively, uh. Let's merry good students. With the mirrors. Students.

Alright, shifting gears now—since your expertise is in electronics engineering, do you have any active industry connections that could help students access internships or placement opportunities, maybe through your sensor research or other collaborations?

Alright, so you’d use external agency funding and partnerships with sensor manufacturers to create projects that benefit both students and industry—making it a three-way collaboration. You mentioned “transaction research” benefiting all sides; can you give a concrete example of how you’d guide undergraduate or postgraduate students in a project-based learning context to make sure they actually achieve something tangible in an emerging tech area?

So you’d meet the student face-to-face and explain your normalization approach, making sure the grading’s fair even if the department head wants higher pass rates. You mentioned collaborating with sensor manufacturers earlier—can you name any specific companies or industry partners you’ve worked with, or that you’d approach for student internships or joint projects at VIT?

So you’d meet with the student to explain your normalized grading baseline, aiming for fairness, and still keeping distinctions between stronger and weaker students—while responding to department pressures. One last angle on industry: have you ever brought in a real-world problem from a company or a manufacturer directly into your classroom or lab, maybe as a case study or a project? If so, how did students respond? If not, how would you go about doing that at VIT?

Till now I have not. But I would like to bring. Sensor designs. From the industry. To to explain to the students. Who are learning? For the research students who would like to research on that particular problem.

Till now I have not. But I would like to bring. Sensor designs. From the industry. To to explain to the students. Who are learning? For the research students who would like to research on that particular problem. Set how to go to face the problem. And how to look into the problem? What? Industries are facing. And to research. Problem uh. So that the Academy to. Academia to industry translation is smoother.

Till now I have not. But I would like to bring. Sensor designs. From the industry.

Till now I have not. But I would like to bring. Sensor designs. From the industry. To to explain to the students. Who are learning? For the research students who would like to research on that particular problem. Set how to go to face the problem. And how to look into the problem? What? Industries are facing. And to research. Problem uh. So that the Academy to. Academia to industry translation is smoother. And for the. Students were. Uh, who are being taught? They get to understand. What the the real world applications of that? Electronics and Communication Engineer.

Till now I have not. But I would like to bring. Sensor designs. From the industry. To to explain to the students. Who are learning? For the research students who would like to research on that particular problem. Set how to go to face the problem. And how to look into the problem? What? Industries are facing. And to research. Problem uh. So that the Academy to. Academia to industry translation is smoother. And for the. Students were. Uh, who are being taught? They get to understand. What the the real world applications of that? Electronics and Communication Engineer. And they get to understand. And they they feel like I would like to use.

Alright, so you haven’t brought in industry projects directly yet, but you'd like to start with sensor design collaborations. When you do that—say you’re working with a sensor manufacturer—how would you structure those projects so students get practical experience, not just theory? What would be your approach to guiding them through the process?

So for hands-on work, you'd bring in industry sensor designs for students to experiment with—that's clear. Now, I'd like to check a few core areas. When it comes to image processing, suppose you assign a student to implement a basic edge detection filter in MATLAB or Python. If their output looks noisy and misses some edges, how would you guide them to improve the results?

Alright, so you haven’t done it yet, but you’d start with industry sensor problems to help students learn how to bridge the gap between academic research and practical challenges. Now, when it comes to image processing—say you assign students a project to develop a simple edge detection algorithm for noisy images. What guidance or constraints would you give them to make sure the project is both educational and achievable?

So you’d use industry sensor designs as real-world problems for students to work on, helping them connect research to practical engineering. Let’s check your experience with image processing—if you had to explain histogram equalization to undergrads who’ve just learned about digital images, how would you do it so they actually get the intuition, not just the math?

I would like to use. One simple problem.

I would like to use. One simple problem. That to detect the. White pixel. As well as in the back. Black Pixel. Like the computer?

I would like to use. One simple problem. That to detect the. White pixel. As well as in the back. Black Pixel. Like the computer? Image processing is like. How we see in. How is she? And how our brain. The decodes what we are seeing.

I would like to use. One simple problem. That to detect the. White pixel. As well as in the back. Black Pixel. Like the computer? Image processing is like. How we see in. How is she? And how our brain. The decodes what we are seeing. But I think. But in the image processing computer does it.

Alright, you were about to say what lab experiment you’d use for image processing. Go ahead—what would you actually assign to help students connect the theory to hands-on skills?

Mm-hmm.

I would like to use. One simple problem. That to detect the. White pixel. As well as in the back. Black Pixel. Like the computer? Image processing is like. How we see in. How is she? And how our brain. The decodes what we are seeing. But I think. But in the image processing computer does it. So the students if they are. Having difficulties to understand this. The concept. If the screen is white. If it detect. The screen is white.

Okay, so you'd have them detect white and black pixels—kind of a simple binary segmentation exercise. What would you do if you noticed a group of students consistently got the wrong results, even after you explained the theory—how would you help them connect the dots without just reteaching the lecture?

Alright, so you’d have students work on detecting white and black pixels, tying it back to how our brains process visual information. Let’s switch to embedded and communication—imagine you’re teaching a lab where students have to interface a sensor module with a microcontroller and display readings over a serial connection. What’s one common mistake you see students make in this scenario, and how do you help them troubleshoot it?

Okay, so you’d use a basic exercise like detecting black and white pixels to connect image processing theory to what students see in practice. Let’s talk embedded and communication—say you’re teaching lab sessions on microcontrollers, and a student’s code isn’t communicating with the sensor hardware. What’s the first troubleshooting step you’d have them try?

Okay, so you’d have students work on detecting white and black pixels as a basic lab, but I’m missing the technical details here—can you walk me through exactly how you’d implement that in practice? For example, what tools or algorithms would you use, and how would students actually process the image to find those pixels?

To make the students understand. The. Embedded systems and sensor technology. The very basic. Experiment that I would. To show them is. Using up LED. And the photodiode. These photodiodes acts as a sensor. But the. And the all the setup. Is use the. Using the microcontroller.

To make the students understand. The. Embedded systems and sensor technology. The very basic. Experiment that I would. To show them is. Using up LED. And the photodiode. These photodiodes acts as a sensor. But the. And the all the setup. Is use the. Using the microcontroller. Following microprocessor base system. Which is the embedded system.

To make the students understand. The. Embedded systems and sensor technology. The very basic. Experiment that I would. To show them is. Using up LED. And the photodiode. These photodiodes acts as a sensor. But the. And the all the setup. Is use the. Using the microcontroller. Following microprocessor base system. Which is the embedded system. And using the. Very basic coding. We can switch. The. And we get. Some sensor readings from the prototype.

To make the students understand. The. Embedded systems and sensor technology. The very basic. Experiment that I would. To show them is. Using up LED. And the photodiode. These photodiodes acts as a sensor. But the. And the all the setup. Is use the. Using the microcontroller. Following microprocessor base system. Which is the embedded system. And using the. Very basic coding. We can switch. The. And we get. Some sensor readings from the prototype. Pan khali sukhde. We get some sensor reading. From the photodiode. If we use. A barrier between the LEP and the prototype. The there will be. No photodiode reading. And if the barrier is. Removed. There will be some copper diode readings. And using that. We can use. Some light based sensor.

To make the students understand. The. Embedded systems and sensor technology. The very basic. Experiment that I would. To show them is. Using up LED. And the photodiode. These photodiodes acts as a sensor. But the. And the all the setup. Is use the. Using the microcontroller. Following microprocessor base system. Which is the embedded system. And using the. Very basic coding. We can switch. The. And we get. Some sensor readings from the prototype. Pan khali sukhde. We get some sensor reading. From the photodiode. If we use. A barrier between the LEP and the prototype. The there will be. No photodiode reading. And if the barrier is. Removed. There will be some copper diode readings. And using that. We can use. Some light based sensor. Using the embedded system of. A microcontroller and.

Alright, you’d walk students through interfacing a photodiode sensor with a microcontroller and an LED—so they see how embedded systems actually work. Now, Dr., in your research career, have you published in any reputed journals? If yes, which ones—and what was the most challenging part of getting your work accepted? If not, just let me know and we’ll keep going.

Alright, so you’d get students hands-on with a photodiode and LED setup using a microcontroller, tying theory to practice in embedded systems. Now, Dr., let’s talk about research publications in reputed journals—can you walk me through the process you followed for one of your published papers, from initial idea to final acceptance, and how you handled revisions or reviewer feedback?

Alright, you've talked about applying for funding and collaborating with industry, but I didn't catch any specific research publications. Can you name one journal where your work was published, and briefly describe what made that paper stand out?

Alright, so you’d use an LED and photodiode setup to teach sensor interfacing with a microcontroller, showing students how light sensors work in practice. Now, Dr., let’s talk about your research publications—can you name one journal where your work was published, and briefly explain how you chose that venue and structured your paper for clarity?

The nobility of the research work should be highlighted. In title as well as in the abstract. In most of the. Editorial houses are the publishers and the reviewers. First, attention goes to the. And where the? Provision of graphical abstract. Is given that. Should be a graphical. This summarizes your. Whole paper. Schematic. And attractive graphical abstract usually leads to the. Better perception. Of the paper.

The nobility of the research work should be highlighted. In title as well as in the abstract. In most of the. Editorial houses are the publishers and the reviewers. First, attention goes to the. And where the? Provision of graphical abstract. Is given that. Should be a graphical. This summarizes your. Whole paper. Schematic. And attractive graphical abstract usually leads to the. Better perception. Of the paper. As well as. The manuscript should be written. Without any grammatical mistake. In a polished English language. So that the. Reviewer get to understand the concepts clearly. And do their critical evaluation.

You focus a lot on the importance of a strong title, abstract, and graphical abstract to make your research stand out. When you're explaining your findings to students or colleagues, how do you ensure your communication is clear and structured—especially if the topic is complex or technical?

You focus a lot on the importance of polished, clear writing for research papers, but I want to see how you deliver information directly. Say you’re explaining a complex sensor design to a group of undergraduate students—how would you structure that explanation so everyone, even weaker students, can follow along?

I would like to divide the complex cells of design to the bite sized species. Pieces.

I would like to divide the complex cells of design to the bite sized species. Pieces. The small pieces. It will be easier for the. All the students given the weaker students. To understand the small.

I would like to divide the complex cells of design to the bite sized species. Pieces. The small pieces. It will be easier for the. All the students given the weaker students. To understand the small. Thesis and. As they will. Get to understand the basic pieces.

I would like to divide the complex cells of design to the bite sized species. Pieces. The small pieces. It will be easier for the. All the students given the weaker students. To understand the small. Thesis and. As they will. Get to understand the basic pieces. They will start to. Advance. Rajiv *. To teach the advance. Resources of that. Sunset Design. And with that. They will get to understand the cool. However. They are having some difficulties. I will pause and I will clarify that. Full topic so that. Everyone gets to understand. And then I will move away. Move on. To the next next white set species.

I would like to divide the complex cells of design to the bite sized species. Pieces. The small pieces. It will be easier for the. All the students given the weaker students. To understand the small. Thesis and. As they will. Get to understand the basic pieces. They will start to. Advance. Rajiv *. To teach the advance. Resources of that. Sunset Design. And with that. They will get to understand the cool.

I would like to divide the complex cells of design to the bite sized species. Pieces. The small pieces. It will be easier for the. All the students given the weaker students. To understand the small. Thesis and. As they will. Get to understand the basic pieces. They will start to. Advance. Rajiv *. To teach the advance. Resources of that. Sunset Design. And with that. They will get to understand the cool. However. They are having some difficulties.

So you’d break the complex sensor design into smaller, manageable pieces for the students. When you’re delivering those bite-sized explanations, how do you check that everyone’s actually following along before you move to the next piece?

Okay, so you’d break down complex sensor designs into small, manageable chunks for students, especially to help the weaker ones. When you’re delivering those bite-sized explanations, how do you check that everyone’s actually following along and not getting lost?

You’d break down complex sensor designs into smaller pieces for students, which definitely shows structured delivery. Now, when you’re explaining something in class, how do you make sure your communication is clear—do you use visuals, analogies, step-by-step walkthroughs, or something else?

So you'd break a complex sensor design into manageable chunks so even weaker students build understanding step by step. Makes sense. That's a clear example of structured delivery, but in a real lecture, how do you make sure your communication is landing—do you use any checks like quick oral questions, polls, or maybe something else?

So you'd break the sensor design down into small, manageable pieces for the students, making it easier for everyone to follow along. When you're delivering those bite-sized explanations, how do you check that everyone in the class is actually understanding—especially the students who tend to fall behind?

Alright, you’d break the sensor design down into small, manageable pieces so everyone can follow, and pause to clarify if anyone’s struggling. When you’re explaining those bite-sized concepts, how do you make sure your communication is clear and structured—do you use visuals, analogies, a step-by-step approach, or something else?

Yes, we. Visual diagrams. Animations. Videos.

Yes, we. Visual diagrams. Animations. Videos. As well as structured step-by-step approach and along with. Using this. Different kinds of. Teaching techniques. Make students understand different. Complex topics of electricity How? Assistant professor, research role.

Yes, we. Visual diagrams. Animations. Videos. As well as structured step-by-step approach and along with. Using this. Different kinds of. Teaching techniques.

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

Alright, Professor, you use visuals, animations, and step-by-step structure to help students grasp tough concepts. We're wrapping up here—before we finish, is there anything you'd like to ask about the role or the team at VIT?

How? Assistant professor, research role. Candidate. In five years time.

You’re asking what the Assistant Professor—Research role involves. The position focuses on teaching and mentoring students, running lab sessions, evaluating student work, guiding projects, contributing to research and publications, and supporting various academic and departmental responsibilities. If you have a more specific question about the role or expectations, let me know. Anything else you’d like to ask before we wrap up?

You’re asking about the growth path for an Assistant Professor in the research role over five years. Typically, Professor, you’d start by building a strong research portfolio, mentoring students, and contributing to departmental projects. Over time, you’d take on more responsibility—guiding PhD candidates, leading funded research, and shaping curriculum. If you’re successful, you might move toward Associate Professor or even departmental leadership, depending on your impact and publications. Anything else you’d like to ask about the team or the role before we wrap up?

No, that was my question.