Yes, we'll get into it.

Please start by introducing your professional journey in academia.

And I have 18 years of experience and I also having. Vast experience in the academicia responsibilities also like NBA knack. And other responsibilities. Additional IA coordinator and Exam section coordinator. These are all the various responsibilities. I taken into my career. I said professor, I also contributed many. The funding projects for the students in the KCST and also I'm guiding A-22 research scholars in. Academicia and I have. Combination of the teaching experience, I also doing my teaching in the various open UH. Outcome based system. And also I'm doing uh. Project based learning technologies in my subject handling subject like CN, AI and. No WSN data success also in into that I also having a lot of responsibilities in that non non.

Non administrative roles like cultural event organization, FDP organization and national conference organization. And also I have a various experience in resource person like various FDP resource person, I acted as near session chair in the International Conference like ACD sponsored FDPS. And also I have a lot of experience in.

Professor, you mentioned using project-based learning and handling subjects like AI and computer networks. What’s one foundational concept in AI or data science you especially enjoy teaching, and how do you introduce it to students who are new to the topic?

Publishing a paper in the CA Repeated journal CA and Scopar reputed journals like Springer. Will, uh, John? Circuits there. There is and. Scientific, uh, reports and also I served as Anna, uh.

You've certainly worn a lot of hats, from research guidance to organizing conferences and serving as a resource person. When it comes to your classroom teaching, what’s one strategy you use to help students who struggle with foundational concepts in computer networks or AI?

Reviewer and.

You've certainly worn a lot of hats, from research guidance to organizing conferences and serving as a resource person. When it comes to your classroom teaching, what’s one strategy you use to help students really grasp a difficult technical topic?

Professor, I noticed your paper "AI-Enhanced Routing and Slicing Strategy for QoS-Aware Mobile Ad Hoc Networks" accepted in Scientific Reports. Can you walk me through how you’d take a concept from that research and make it accessible for a group of undergraduates with only basic networking knowledge?

Introduction about myself. And I'm looking for an associate professor or a professor job in our institution.

Right, you've got quite a range of academic and administrative experience. I noticed you mentioned guiding multiple research scholars and publishing in Springer and Scientific Reports. Can you share one example where your research directly influenced a change or improvement in your classroom teaching, maybe in the way you presented a complex concept or structured a lab session?

Yes. Last year I took in a research methodology subject. In that what I did there is another UH-5 modules of that that is called 5 units are there. Each unit carries. Different different scenarios. For example in the first unit. It's, uh, start about the literature survey and the second you need it's covers the, uh, how to publish the paper. The hard really discover that how to identify that scope of the paper. Where we want to publish and then 4th module is about the pattern and the 5th module is about the, uh, pattern rights. So in this combination, what I did, I had taken the students to the next level. Not only the teaching, I asked them, uh, make them a group and I made them to publish the paper in my uh, in my thing I given. 18, uh, 30 batches, they published their paper in the IEEE conferences. This is the first thing how I can involve the students into the research oriented how I made them to identify the complex uh. Complex situation. How to handle that problem outside? Identify the complex problem, how to solve the complex problem with the help of the fundamental theories. So this is the best achievement what I did in my research, what I did my in my teaching. And also I achieved that outcome based learning also.

That's a solid example — taking students from theory to actual publication is no small feat. Looking at your hands-on approach, how do you adapt your teaching methods when you have a group that's struggling with foundational skills, say, in AI or data science?

OK, in this what I did, I'll split the student separately. Which is which one is the best student and which one is the below average student. For the below average student, I'll ask them to do very fundamental period. I'll ask them. I'll make them. I'll show them a number of practical oriented process how to reach out and how to make to upgrade their skills and also I'll make them number of times practicing. I'm giving lot of assessment to them for example. Uh, assignment one. If they're not scored well, again, assignment 2. Again, assignment 3 until unless they have to come out. From there, uh, operation. Then also they have to. Established layout to fulfill. They are very comfortable with the subject. This is a sub. I can sub, I can do, I can make a. Skill development to make students.

Alright, let's shift focus toward your research productivity and funding strategies. Given your experience in AI, computer networks, and student-led research, where do you see the most fundable research directions over the next three years? Which grants or funding sources would you specifically target to support that work?

See, I have our next 2-3 years. I want to. Publish lot of papers in the research oriented reputed journal. I think VIT will give me the platform to entrance or escalate me to the next level of the research. And also I haven't a lot of proposals like DST and AACT and VGST. Recently also I wrote a lot of proposal to that VGST that is. Vision Grant Science and Technologies of Karnataka. I did. I published many times. Uh. Publish the proposal to them. This time I got an opportunity. To do that FTP fund inter. About writing a research article in for the research students. Thank you.

Professor, let’s talk about your classroom practice. Suppose you’re teaching an introductory AI course to 120 undergraduates, but slides and traditional lectures aren’t allowed. How would you design a session to keep all those students actively engaged and learning?

Fewfoot is not accepted. What I will do, I'll make them to do practice and I'll give practice session. I'll make lot of activities like. A project oriented how to do projects in the AI? And how to identify the problems and also I'll give some of the supports. Like programmable structures, how we are involving in that, how we have to do and how we are collaborating with the AI in the next level, how it's involving in our human scenarios. These are the things I'll make the students activity when my slides are not supported. Thank you.

Let’s talk about your experience with institutional responsibilities. 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?

OK, first. Thank you. First I'll make a team. I will be comfortable with my team. And I will find where are the loops and how we want to fix where is the problem is in the department. So first I have to learn how. How the problem is occurring, where the problem is occurring. So first I want to finalize that, then I want to fix my solution into that, then I'll collaborate with all the professors in the department. Then I'll do my authorization process even though. In that, uh, HTML college. They failed in 2019 accreditation I found. The power we found. They failed where they failed because of some of the documents they failed to show in the time of NBA accreditation. So I found this. This is the key line where I want to fulfill my success. So I found it and I this time. We succeeded with 916 marks in our NBA accreditation and also we got an NACA grade also, you know, for our institution. Thank you.

That’s pretty detailed, especially referencing your hands-on experience with NBA and NAAC cycles. Just to clarify, on a day-to-day basis, what steps would you personally take to ensure ongoing quality assurance and accreditation readiness, not just during the review year but every semester?

It's a good question. As a NBA and NAC accreditation. That review, a pre review committee is fine. What is we have? How we are achieving in that so? Whenever we are doing any kind of. Operation process like NBA or NAC. 1st we need to identify what we have. What is the mark we can able to? Get so in this only we have to do our work promptly and we have to make our readiness regular day by day. We have to update our files, update our skills, how to involve it, how to do it. For example, when you are going to the teaching learning process, that is in the criteria too. There is having a lot of uh. Sub. Separators are there, each and every separate support into the other subcriteria. First we have to learn it. We have to understand that. Then we have to make a file. And then we have to do our work. Day by day, regular. Routine work in our academic responsibilities. So this is the only way we can make our readiness. To the operation as like a NBA or. Thank you.

Alright Professor, let's discuss a situation you might face here. Suppose a student formally complains that your grading was unfair, but at the same time, your department head is pressuring you to raise pass rates for that course. How would you navigate that tension between academic integrity and institutional expectations?

It's a very simple student. We have to make comfortable with the students. That is the first key. Between the student and the faculty, one thing is when the students will become making a negative negativity on the faculty means at that time when the student when the faculty was not good with the student, that is the first thing. Second thing is. Pressure handling. Pressure handling is as a faculty, we have to handle a lot of pressures. We have a responsibility. 120 students are there with us. So first we want to focus on the subject. We have to fulfill that. And then the complex subject is there means we have to go for an extra hours, remedial hours. We have to separate the students with strong. So, uh, best student and. Below average students We have to focus only on the below average student to make our past percentage more so. This is the integrity which it shows how we are. Improving our past percentage, even though. Students also will comfortable with us how we are facing to the. Below average students. So. Let them make the students have to understand properly. If the students understand understood that the subject properly concept properly. So there is no negativity between the student as well as the faculty, so we can easily. Sort out the problems. So this is the only key what I can do in my career. What I did in my career also. Thank you.

You focused a lot on student comfort and targeted support, which is good. But let's say your department head insists you raise pass rates by curving grades, even if it means some students pass without meeting the full learning objectives. How would you respond if you believe that's not academically sound?

So first of all, the students need their fundamental.

Let’s pivot now—given your experience in multimedia and AI, do you have any industry connections that could help students land internships or placements? If so, how have you leveraged those relationships in past roles?

After 2013 my past positive was increased above 90 plus and 9:00. 95 plus only. I taken only complex subjects like data structure umm. DAA that is a design and analysis algorithms. So these are the. So these are the complex subjects which I took them, I make them how to solve the problem. So these are the key things. We can give it to the students automatically. Our past percentage will increase. So that is the mantra where we can use for our. Subjects.

Now I’d like to touch on two key areas for this role. First, when you’re designing multimedia or AI-based assignments, how do you ensure students are developing both technical depth and creative problem-solving skills, rather than just following instructions?

Give the students a lot of. Project like practical oriented. Uh classes. So what will happen? It will make the students to learn more depth in the technical and we have to. Make the students to do lot of projects in. Particular subject like a. AAA combination of the CN and. Tools. So now presently we have using chat GTP. We are using a. Uh, get up all these things that we are using a tools are we are using. 1st we have to we have to make the students to understand what is charged GDP, how we can involve the charity P in our syllabus in for our subject. So this is the only thing. Where we can make the students to. Learn what is AI and what is the techniques are representing in the AI with the given of project oriented. And practical oriented sessions to the students.

OK, fine. So first of all, we have to.

Alright. Before we move to the next area, do you have any recent examples where you directly collaborated with industry—like consulting on a project, designing a curriculum with external input, or arranging real-world AI or multimedia problem statements for your students?

Alright, you mentioned leveraging tools like GitHub and current AI platforms in your projects. Do you have a recent example where you directly collaborated with industry—like consulting on a project, designing a curriculum with external input, or arranging for students to work on a real-world problem alongside practitioners?

Yes, thank you. I want to safely, I want to introduce this one for one of my students who did this project in face recognition, so. This project is. Depends upon the deep learning of deep planning process. Uh, for the railway system at the time of Corona? The only thing is that human cannot be connect with another human. But I have to check the ticket. How to check the ticket with the help of this? Cameras and image processing I can. Analyze that and then QR code. So this is the only thing where I can analyze whether that. Uh uh, passenger is present or not. If the passenger is not present with the helper, AI will analyze who is in the queue and he will analyze how to analyze. OK, so these are the projects which I supported to my student. Not only this for the healthcare also we did in the 2025 one of my students is published with a collaboration of us the AAA deduction in the healthcare operation also with the help of their face recognition. If the phase is very dousy, there is a health. There is a problem in the health like this. Yeah, he told me. For our projects based learning also. So this is how. We involved in our A. Thank you.

That’s a concrete example—face recognition for railways and a healthcare project with student collaboration. Beyond supporting student projects, have you personally consulted for any companies, contributed to industry R&D, or worked on funded projects where your expertise shaped the solution for an external organization?

For this I don't have any answer because we are a self financing college. We have some circumstance how we have to follow because we are false on Viswasara technological university curriculum. We don't have a separate curriculum for us because we are attired to. Institution we have to support only with the help of the VTU. So where the video gives that academic calendar based on the calendar only we have to do. But I taken my students to the ISRO. And I also taken the students through the DRDO NRL to that uh, national eval at risk How? The laboratories are working with the AI as well as in the big data, how they're analyzing their. Data.

Uh, scientific information? How they are doing? How? They are launching their programmable structure in their rockets. So these are the small, small industries.

Alright, since your curriculum is set by the university, let’s shift to research. Can you share one of your most significant recent publications in multimedia or AI, and explain what made your contribution novel compared to existing work?

That's a bit general. I was hoping for details about a specific publication—like the research question, methodology, or results. Can you describe one paper you've published in multimedia or AI, and explain what was innovative about your contribution?

Sure, thank you. First I want to tell about my research work is with the. I did my research research in conduction control. So when we are doing the research in the simulation, we are identifying that how the node is transferring the data from the seabed to the. Yeah, next to node. So this is a very congruent operation. We cannot able to identify it properly.

Because in the seabed there is a transmission is very difficult, because there is an ultrasonic range, we are not going to use the radiosonic. So it's very difficult to transmit the data. This is the problem. Energy efficiency, network lifetime conjecture, these are the lot of problems. So for that what I did, I made my involvement to make that entries with the help of AI that is. Hybrid adaptive conjunction control mechanism. So what we'll do is in this AI will calculate when that conjecture will occurs. How the conjecture This is a classification operation. It will classify that it will minimize the node. Balance the node operation also under minimize the speed of the waste node. Because it will calculate that energy. If the node is having a less energy, it won't involve the node in that path. So this is 1. The A is involving to avoid the conjecture. This is one of the research paper which I published in our IEEE conference and and now presently I published a paper in the scientific. Report that is with the help of this I did in that. Uh, supporting proper, which I published in the Scientific group recently.

So in that conduction control research, what was the main challenge you encountered with data transfer between nodes, and what specific solution or algorithm did you propose that advanced the field?

Right, that gives me a sense of your contribution with the hybrid adaptive congestion control. Now, stepping back to teaching, Professor, when you're guiding students through a research project in multimedia or AI, how do you help them frame a research question that's both original and feasible within their time and resource limits?

First of all, we'll first we'll identify what is the feasibilities we have in our laboratory. So based on that only we can identify the problem. In that problem, we can start identifying we are motivating the students to make a framework with the a because I said recently also. The KCSD project funded projects are there for the healthcare as well as the railway reservation passengers so. 1st we identify that what we have. In our laboratory, we. We have a programming Python programs. Are there a tools? Are there what we can able to do? First we'll make a framework. We can identify the problem. With the problem with suitable to work on that, how we can involve in this with the IoT all these things we can do. And we can make the framework to identify the results. Based on the. Solution based on the problem. Thank you.

Okay, so you start with what's available in your lab and help students structure their projects around those constraints—that's practical. When a student struggles with the literature review or can't identify a unique angle for their topic, what's your approach to mentoring them through that block?

When the student is struggling. I will call them. I will. First I'll ask them where you are. Struggling. So for example. Sir, I have a lot of paper but I'm not able to identify what is the problem. I will take them into the role. I will make. I'll mark them to. Do some literature work. For example, what is abstract is representing. What is the problem? That paper, particular paper one is representing what that. From SO pro proper proposed method this Are they involved? What is the result like that? First I'll make them to understand what is this. 1st I'll make them to understand what is the first purpose is what is the second purpose is what is the third purpose In that I'll ask them which one is a common problem. The professor was at the research scholar researchers are struggling, so this is how I can support I can mentor my student to identify in a very unique. Problem statements for their projects. And I can mentor whenever they are struggling in their proposed method. Also I will I will help them to do some. Critical operation. Critical method to get the results. Thank you.

OK, thank you. In this I want to say about my. Which I conducted in the past year as well as in the present year. Past year I took computer network slab. This year I'm taking Latex, uh, technical writing using. Latex. So these are the 2 lab I haven't experience so first. Well, I'll talk about the computer networks. So in the computer networks there are two different parts out there. Part A, Part B, Part A is complete. OK, simulation. Part B is about the programming. So first we have to identify. Where where the student is. Uh, new to the circuit because programming is, they know, uh, they started from the first year onwards. They know what is the programming, how to write the programming. But when you are giving that new, new system that you can simulation, uh, like network simulator tools, they don't know. First we have to make them to understand. You have to give some. Basic programs. For example node connection. First node here to node B. How the connection is? How the transmission occur slowly? We have to. From the beginner to the next advanced level. From the advanced to the. Moderate load, Moderate to the advanced level, Advanced to the expert level. This is how we have to skill them. For the laboratory experience, this is how my structure will be. And then now also I'm taking a Latex, so Latex is very new to that students. In this first I want to make them understand what is Latex. Why we are using Latex? How we are going to use the Latex? What are the tools it's supporting to us? So this is how. We have to make the skill. In the laboratory as well as in the classroom. 1st, we have to come make a comfortable. Students have to comfortable. If you started teaching, what is the program? What this is the program, this is the program. Students cannot understand what is that. So this is. My teaching structure will be to the students. Thank you.

Alright, you walk them through breaking down the papers and comparing proposed methods—that's hands-on mentoring. Thinking about your classroom teaching, Professor, how do you structure a laboratory session in a way that ensures every student is actively participating and learning, even if their skill levels differ?

That’s a solid walkthrough of how you differentiate for skill levels in the lab—moving from basics to advanced tasks. Now, Professor, what method do you use to evaluate students’ understanding and progress in these lab sessions, especially since practical skills aren't always captured by written exams?

The purpose of the wiki test is last week I took one program. This week, they have to. Understand what is the program they have to practice it and they have to execute it because. We have 3 hour session. In that three hour session I will split the three hour into. Two parts. 1 is called weekly test, second part is about that next program. I will teach the program and I'll ask them to execute. Till now, I never given any program to the students to copy and paste the program. I'll introduce what is a program is I'll take the technological, I'll take that logic things in the program which are the logic. They will only structure the program and they will execute the program. This is how my advancing in the program and also I make the students to comfortable. This is for the. A very good student. Bright students. Which students will be there? For the week students, what I will do I. And go sit with them and I'll teach one by line by line operation. Why? Because they can't able to. The speed up like a bright students, they will be very slow. First I will make them comfortable. I will make a group. I will ask them. This is how. I did my laboratory as well as. Classroom teaching also. To enrich their skills. Thank you.

Every every week we are doing a weekly test. So what is?

You started to mention weekly tests—can you finish your thought? How do those weekly tests actually measure whether students are picking up the hands-on skills you want them to learn?

Right, you make sure students actually write and execute code themselves, and you provide extra support for those who need it. Shifting to research guidance for a moment—when a student comes to you with an idea for a multimedia or AI project that's very ambitious but you know the lab resources are limited, how do you help them adjust their scope without discouraging their creativity?

Sir, I very much like this question. Why? Because means recently I faced this kind of problem also because we have very limited laboratory. So as you know that. Affiliated colleges only having a limited 3 lab, 4 lab that is a four lab is only for this this kind of lab. We don't have research labs. If you are saying research lab also. We don't have that much of laboratory supporting. So, uh, for me. What is the best thing is? Uh, in our near area, IIC is there. I have one pro professor is there is very close to me. He's not a professor, He's an also a student research scholar student. Now he's working on that. He's very close to me. I asked the permission. With them to their professor to utilize their labs Also so many students. They are also you.

Tuesday, that IIC lab. For their projects. Father A and multimedia especially for the AI project because we don't have GitHub lab in IAC GitHub lab separate GitHub lab is there. And then we don't have a network IoT lab. But they're having IoT Lab established. IoT Lab is there. IoT plus AI lab so like this. Also I taken a uh note and I'm giving the concern to the faculties. Faculties helped from the IAC. This is the only way I'm not stopping my students creativity anywhere. Thank you.

That’s a creative workaround—connecting with nearby labs and leveraging relationships to give your students more opportunities. For the situations where you can’t access those external resources, how do you help students design their multimedia or AI projects so that they’re still meaningful and rigorous, even if the scope is smaller?

That's a creative workaround—connecting with nearby labs and leveraging relationships to give your students more opportunities. For the situations where you can’t access those external resources, how do you adapt your teaching or project guidance so students still get meaningful hands-on experience?

Labs A lot of informations are available in the Internet now. ChatGPT also is the. GitHub also is there. And then, uh, lot of AI tools are there. We are replacing the AI tools how we can utilize ourself with the Internet, we have to utilize it. This is how I can teach my students how to do the research. Not only I'm not supposed to mind about the only the system. Or not only about minding about only the software. I have Internet. What I can do? How I can download it? How I can enrich? How I can solve my problem? This is the way. I can support my students. I can teach my students how to utilize the AI. In present days, because AI is involving everywhere. So I I can also teaching what is a how to use a also to my students? This is a way. How I'm making the students creativity?

To the next level. So far that only. Till now. In my experience. I am successing in that KCSC project along with my students. My students is my power. Thank you.

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

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

So thank you very much Sir, to given this opportunity. I'm very happy with interacting with this now I understood. Lot of I haven't a lot of experience how to connect with the A because this is my first experience. I'm connecting with the AI interview. I'm happy with that video vid given me a experience and this is a very proud. I think I did well for the interview. Thank you, Sir. Thank you very much. Nothing to say, I'm waiting for that. Good result.