Good day, Yogesh Shrivastava. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Please start by introducing your professional journey in academia.

I'm doctor you wish you asked though. I completed my PhD from MNIT Gopal in September 2022.

I started teaching at Socrates of Science, Technology and Research in May 22 and.

Now I'm teaching there and in my after completing my entire country.

Thank you for sharing that.

No, I'm from VLSI background so I know I can explain VLSI design and my work is in ternary logic designs, digital design and all.

Professor Shrivastava, let's begin by verifying your technical and professional expertise. Starting with Image Processing, could you elaborate on your familiarity or experience with this area?

Well, I'm not familiar. I'm not familiar with image processing, you know.

Understood. We'll move on to other areas aligned with your expertise. Could you elaborate on your experience with Embedded Systems and Communication, specifically related to the work you've done in VLSI design or other relevant areas?

Currently I'm teaching VLSI design in service website, several steps science, technology and research and I worked in my PhD on ternary logics. My thesis topic was efficient and reliable terminal logic based circuit designs and during that time I designed.

So.

Uh, as Rams ternary, as Rams multiply, multiplier, adder and subtractor.

And these complaints I have designed in VLSI in during my PhD and I also got some research work done and and also some publications in SCI Q2 journals in the same on the same topics.

Noted. Regarding teaching, how do you ensure that theoretical concepts in VLSI, such as the ternary logic designs you've researched, are translated effectively into practical understanding for your students?

So students in in graduate level and Btech level, they studied binary logic system. And so we can elaborate something about the MVL that multiple value logic and the turning logic is a part of MBL. So we can we can.

Introduce that in that.

Introduce that in the B.Tech level.

And then in Mtech level, we can also elaborate that that terminal logic, the advantages and the how they can help, how they can help in the modern VLSI design and the modern devices like CNTF, UTS and all how they can help the students and how they can help the research. And at PhD level at we can. Design on the CNTFUT, which is the base component of the of the attorney logic design. So these are the topics, these are the relevant topics for the PhD and MTA students.

Also we can I can introduce these on the graduate label also.

Thank you for the detailed explanation. When it comes to guiding students in their research or projects, particularly at the postgraduate level, how do you mentor them to ensure both innovation and academic rigor?

So I can rel, uh, we should relate the, uh, the innovation and, uh, the research with the modern day need and modern day technology. So that's how we can, we can do the research. We can also refer some previous papers and current papers and we can, we can elaborate the gap, the gap in the technology. We can also. We can also relate those gaps in the modern day.

Modern day technological, modern day technology and then we can then we can research on that, we can find some gaps and we can research on that. So the postgraduate level, basically we can go for.

More practical and project-based orientation and, and at the research level, we can, we can concentrate on the more publications and how we can grab a project and how we can work on that and, and long-term solutions. We can find out in the in the in the research and project in the PhD level.

A doctorate level notes.

Understood. Now, with respect to student evaluation, how do you typically assess both theoretical understanding and practical application in courses that you teach?

So the theoretical the theoretical analysis of the student can be.

Can be done at various levels. We can, we can.

We can give them assignments, we can give them some problems related to the theoretical concepts and we can analyze their their progress in that and practical basis. We can initially we have to introduce some basic topics to them and some like in electronic devices, if we are teaching then we have to introduce the diode and then we can explain them in the classroom.

And then we can go for practical, practical and we can initially we can teach them and then we can give them some minor projects like how they can make it, rectifiers and all. So and that's how we can judge them that what is the final outcome, how they are making it and how they are.

Connecting the circuits and all. So this is how we can we can analyze their progress and then we can give them some assessment and we can fire like that.

Thank you, Professor Shrivastava. Let’s now focus on guiding student projects and research. Can you share an example of a successful project or research initiative you advised and explain your role in facilitating its success?

So currently I'm working with some Bhd students from MANIT Bhopal here at some some faculty members of my college Sagar Institute of Saint Cloud Science, Technology and Research. They are pursuing the PhD at MANIT and I am guiding them for for the for publication and all so.

Initially process they are, they are in their initial process of referring the journals, referring the previous research papers and finding the gap between the finding the research gap and how they can implement it. So I'm helping them with that.

So I'm I'm guiding them with.

And at.

In my in my PhD I have worked on various topics of Terni logics and I did that with.

The publications are all there so I can guide them with.

With that also.

So for VLSI, it is on the predictive side is EDC. First of all the students have to clear their COM concept on the electronic devices and circuits. Initially we have to we have to introduce some basic concepts of that and then we can progress towards the VLSI design. We can go for MOSFET, how the MOSFET is working, how they can be fabricated, how they are working. The process of the Mosfets and how?

Thank you, Professor Shrivastava. Shifting focus, can you describe your method for maintaining clarity and structure in your teaching approach, particularly for complex topics like VLSI design?

We can work as an amplifier and as a switch and then we can go for the Pvt. the process, process variations, the voltage variation and all. And then we can see that how the circuits are, how can be connect the gates and gates, land gate nor gate, the normal combination of CMOS inverter. You can analyze the CMOS inverter. And we can also introduce the the simulators and also the.

Tools like Cadence and Synopsis to them for better understanding and how the circuit can be connected, connected properly in that. So that's we can do that. Now further, if we want to, if they're choosing the digital design, we can, we can introduce the concepts of digital design and we can also, we can also introduce the Verilog VHDL to them. And if they are choosing the analog circuit design, then we can go for the.

Five sides of the.

Also introduce the introduce the amplifier schema, trigger, op amps and many more circuits to them so they can analyze, they can, they can, they can tinker that circuit, they can play with that and they can enjoy teaching, enjoy learning of of.

Amplifier side of the CMOS circuits we can also.

These circuits so this is all we can do. After that we can go for layout and LVS and DRC and also this is how circuits flow of VLC. Then we completed in analog and and digital also.

Thank you for providing such a detailed approach. Lastly, could you summarize your contributions to research publications in reputed journals and any industry projects or consultancy experience you have undertaken?

So the publication.

I have contributed with two I triple E transactions, internal logics, terminal logic as runs and one Q2 publication in Sci SCI journal and 1 is in Q3. I have also contacted with two research papers in conference. I also contributed with.

Uh, with some patents, uh, of Australian patent and South African patent. And right now I, I haven't, I didn't got any opportunity to, for, for consultancy and research projects to, I didn't get any project to handle project handling the project of.

And from that, that stature.

Thank you, Professor Shrivastava. That concludes the skills verification.

Do you have any other questions?

Professor, to begin, could you share an overview of a foundational course within your field that you particularly enjoy teaching, and why you find it rewarding?

I enjoy teaching the at graduate level. I enjoy teaching the EDC and the EDC analog circuits and digital circuit.

So.

And at post graduation level I can teach digital IC design, analog IC design.

So some basic concepts are there. I like teaching the basic concept because they are the ways of they are the foundation. Foundation is stone in every student learning. So that's what I enjoy teaching.

And these are these are the subjects I like. I like teaching.

That's insightful, Professor. Thank you for sharing.

Professor Shrivastava, I see from your background that you've completed a Ph.D. at M.A.N.I.T. Bhopal and have worked on projects related to circuit design and security systems. Among your research work, I noticed the projects titled "Design of an Efficient Sigma-Delta Modulator" and "Efficient and Reliable Ternary Logic Based Circuits Design." Could you explain the central research question for one of these projects and the key findings?

So at PhD I designed tunnel logics as I have. I have I told earlier also.

In SRM's Tannery S Rams there is there are some research gap like.

Research you have like multiple transistors and some redistub redistar problem are there. So I try to find solution for that. And in Sigma delta modulator at my Mtech level I I tried to I tried to.

Replace the basics, the normal op amp with that folded cascode op amp to enhance the to enhance the efficiency of the Sigma delta modulator circuit.

So that's what I've done in Mtech and at PhD. I designed the SRAM study multiplier. Also turning multiplier I reduce interning multiplier, reduce the number of transistors with.

By by adapting some changes in the design so the number of transistor got reduced and that and after that the power consumption and PDP and EDP of the circuit is reduced.

So that's what I have done at my at my PhD level.

Thank you, Professor Shrivastava. It seems you've made significant strides in reducing the complexity and power consumption of circuit designs through innovative approaches. Let me delve deeper into this. For your Ph.D. research on SRAM and ternary multipliers, can you elaborate on how you validated the reduction in power consumption and performance metrics? Did you rely on simulations, physical prototyping, or both?

So the work of my PhD was based on uh, uh, based on the.

CNTFETI use CNT FUT.

Carbon nanotube field effect on the stir to to implement the terminal logic circuit. So, so the CNTFETI used on simulator, but I didn't get the facility or they didn't get the get the opportunity to work on the physical prototyping of that circuit.

So I have that the simulator and I have that file of Stanford model. So I use that file and I I use that and design these circuits and also work on the work on increasing the efficiency and.

Efficiency and also the power consumption, the EPDP, EDP and all that, all that components.

So the key key is the basic If they can understand the MOSFET, they can they can they can understand the fin fad, they can understand the CNTFUT also if they can understand the binary logic, they can understand the ternary logic, they can understand the quaternary logic. Any MVL they can understand if they can understand the binary. So the key is basics. If they have they get the basics right, they can get everything right.

Understood, Professor Shrivastava. Using simulators and the Stanford model for CNTFET-based circuits certainly allows for detailed analysis and iterative improvements. Given your experience, how do you bridge the gap between such advanced research topics and undergraduate teaching? How do you ensure concepts like CNTFETs or ternary logic are made accessible and engaging for students who might be encountering them for the first time?

Thank you, Professor Shrivastava. I appreciate your emphasis on ensuring students have a strong understanding of foundational principles as a way to build towards more advanced topics. It shows a thoughtful approach to bridging high-level research with accessible instruction.

Professor, could you outline your 3-year research roadmap and discuss how it contributes to advancing institutional rankings through high-impact research?

So I want to, I want to contribute in the, in the growth of the institute, in the research, research and research and academics. So I also with alignment of my progress also so.

Right now I'm I'm researching on researching on the sequential ternary certificates and also some circuits of.

Clock based ternary circuits also. So this is the This is the key concept of. This is the research. I'm finding the research gap between the sequential circuit and.

The clockwise circuit, clockwise dummy circuits and I try to research and found a found a logic from, found a possible solution by which I can.

By which I can design A more efficient and more power more power efficient circuit for the terminal logic based designs. And this is this this I want to do for next next 2-3 years. Then I'm thinking about I'm also thinking about the the FPGA projects like.

Because they are, they are more close to the more close to the AI, AI and VLSI. So this is this is a hot topic today and everyone, everyone want to research on that. I also contribute. I also want to contribute with that. But right now I want, I want to concentrate on the terminal logic based sequential circuits. And if I got the opportunity, I, I, I want to finish this as soon as possible and then I move forward with my new.

HDL Verilogs and I want to work on that in in future.

The new interest?

Understood, Professor. How do you plan to secure funding for your high-value research projects, such as the development of power-efficient ternary circuits and FPGA-based projects, while aligning those efforts with the priorities and strategic goals of the institution?

Sorry to interrupt, we're down to the last 5 minutes.

So uh, I can apply, uh, apply to the new uh, since since the there is a.

There is support from the Government of India for the, for VLSI design, VLSI research and they also provided some tool in that program. Also there is a, there is a, there is a facility that can we can, we can apply for research funding in that.

And the MIT research projects are there, Ministry of Ministry of Electronics and it is there I can apply there for funding also I can.

I can contribute, I can collaborate with some private partners like companies like VLSI, companies for the funding and.

I can also.

If the institute supported, I can establish a lab with that funding and continue my research.

Thank you, Professor. To ensure the scalability of your lab, how do you plan to mentor junior students and researchers to maintain a consistent pipeline of high-quality publications?

So.

Every research has the has a pipelining such as. First we have to 1st we have to read some old papers, some current research papers, some papers of previous previous years that.

Uh, we can find out the research gap and the research gap will.

Lead us to the approach, lead us to the nobility novelty in the work and that if we can fulfill that research work with some noble work, then we can get the publication. So this is the pipelining, this is the stages, this is these are these are the multiple stages of the publication.

If we if we pick the research gap right, we can we can give pick the.

The.

The uh the the uh.

If you can pick the research gap right, we can and got the solution right and we can get the, we can get a high high.

Degree of publication higher potential of publication is there so one research gap can lead us to more more number of applications, more novel work can.

Lead us to high quality publication. This is the this is the. These are the stages of the publication.

Understood, Professor. Finally, how do you envision utilizing international collaborations to enhance the impact of your research and improve citation metrics, particularly in areas like ternary circuits and FPGA-based designs?

So.

Currently we are.

Yeah. Currently we are working on CMOS and if the FinFET, the FinFET is, is now, is now we are working on the FinFET CMOS and multiple technologies are there. So if we can get the CNT FET model working correctly.

And we can collaborate with the with the CNT FT, the Stanford model, Stanford, Stanford Institute, we can get the.

Uh, that, uh, we can collaborate with the German institutes with which are working on the CNT CNT fats. And if the CNT fats are implemented correctly, they can, they, they are in the public domain, then we can then we can collaborate with the with the for the ternary circuits also, so.

CNTFT, correct. Then we can get the turn on the circuits and we can collaborate with some German scientists, some Stanford models, some Stanford scientists for the research and funding also.

If if there is some possibility of happening in the.

Thank you, Professor. That was insightful. Allow me a moment.

Professor, let's begin with this: Can you demonstrate how you would implement an active learning model, like the Flipped Classroom, for a large-enrollment course without relying on traditional slides? Please provide detailed insights into your approach.

And so we can provide some some videos. Suppose I want to I want to teach them the basics of diode or some basics of semiconductor design then then I have to provide some some videos of myself or some professors in India or through Naphtali I can provide them the videos. Then they can learn about, they can learn from that video. Then we can discuss.

So the flip model is about, uh, how students are prepared themselves.

What they have learned from that videos and how they are lagging, how they are lagging in in the concept. So we can correct that those concepts in the classroom. Also in this process, we don't have to teach the entire entire topic to them. Rather we have to teach them the the leg and the leg in the in their.

In their concept making and, uh, how they can, uh, they can learn.

How they can approach that particular topic and we can fill this that gap and next time they can they came well prepared. Also we can give them some questionnaire that what they have learned before and after explaining in the classroom what they have learned after my explanation to them or filling that gap that.

Come from the those videos and how they are.

The missing concept to them this is the. This is how the flip classroom will work.

According to me.

Thank you, Professor. Your explanation captures the essence of the Flipped Classroom. Now, let's apply those ideas more specifically to your academic field. How would you integrate emerging technologies, such as image processing or embedded systems, into your curriculum to enhance student engagement and learning outcomes? Can you tie this into the active learning strategies you just described?

Yeah, we can do that. And the similar concept is there. We can first we have to teach them the theoretical concept of embedded system, also some theoretical concept of image processing. Then we can provide some some level up videos to them. Then we can take some questionnaire and then we can provide some practical based. Suppose if if I want to teach embedded.

And I have to teach them ESP 32 or some Ordino based circuits or some Raspberry or Raspberry Pi circuits. And I have to teach them the microcontroller. Then I have to I have to elaborate the basic concepts of that. Then I can I can go further with that topic that how they can program it. How they can they can if they want to some they want to do some image processing through FPGA or. On the.

On the computer, then what? Which programming language should they use? The whether they will use the embedded C or they will use Micropython and how they can they can they can.

With approach the hardware, how they can embed that particular language into the hardware and how they can they can get the correct hardware for their for their purpose. So if they want some, if they want to, if they want the Wi-Fi module and they want to use some Wi-Fi project, IoT based project, they can, they can, they can they can get the Wi-Fi module in their in their circuit, in their hardware, how they can connect the hardware how how they can plan GPIO and all.

Is and they can approach the approach.

So how they can do that so that that this is what?

I can this this is this should be the approach according to me.

Understood, Professor. It’s clear you've thought through the integration of hands-on learning with theoretical concepts. To round this out, let me ask about your evaluation methods. How would you design assessments to measure true competency in these subjects, ensuring students can apply what they've learned practically, rather than relying solely on standardized testing?

So standardize sterilized testing is 1 method also what they have learned theoretically they have they they should be able to. They should be able to explain it practically also.

So if I taught something I want them to, I want them to make it practically, practically and on. They should learn whatever they have learned. They they should be able to able to demonstrate that practically. Also. Suppose they have learned the rectifier, then they should be able to make a rectifier using the tie outs. They can use the filters, the Pi filter or the RC filter whatever the filter they are using.

They have to.