Please start by introducing your professional journey in academia

Good afternoon Sir. This is Doctor Vibhu Prasad Gandhiya. And I have completed my. From Gate University in the year 2022. In the department of electrical engine. And before that I have completed my Mtech master in. Technology in the. In specialization of. Power electronics and drives in the year. 2016. And before that I have completed my. Graduation. Will take electrical engineering. In the year 2012.

Good afternoon Sir. This is Doctor Vibhu Prasad Gandhiya. And I have completed my. From Gate University in the year 2022. In the department of electrical engine. And before that I have completed my Mtech master in. Technology in the. In specialization of. Power electronics and drives in the year. 2016. And before that I have completed my. Graduation. Will take electrical engineering. In the year 2012. After that I have joined. In the. Bharat Engineering. Are the training. Then completed one. Over here as training. Of engine in charge of the power system. Installation, commissioning and tendering.

Good afternoon Sir. This is Doctor Vibhu Prasad Gandhiya. And I have completed my. From Gate University in the year 2022. In the department of electrical engine. And before that I have completed my Mtech master in. Technology in the. In specialization of. Power electronics and drives in the year. 2016. And before that I have completed my. Graduation. Will take electrical engineering. In the year 2012. After that I have joined. In the. Bharat Engineering. Are the training. Then completed one. Over here as training. Of engine in charge of the power system. Installation, commissioning and tendering. In the Jindal Steel and Company. And after that I have continued my. Study as the Mtech course. And then? After that. I have joined. Again in the Bharat Institute, Bharat Engineering Corps. Bharat Engineering at. As a assistant. Manager and. Then after that I have joined as a. Assistant Professor in the Department of Electrical Engineering at Indira Gandhi Institute of Technology. Sarang and it is a government institute. And the from that. Time till continue as a. Assistant Professor Consolidated. And the designation is given as. Guest Faculty. And for my research. Can quality. I found the beginning. Have started my research work. And during. I have published around 150 research papers in journal conference.

Good afternoon Sir. This is Doctor Vibhu Prasad Gandhiya. And I have completed my. From Gate University in the year 2022. In the department of electrical engine. And before that I have completed my Mtech master in. Technology in the. In specialization of. Power electronics and drives in the year. 2016. And before that I have completed my. Graduation. Will take electrical engineering. In the year 2012. After that I have joined. In the. Bharat Engineering. Are the training. Then completed one. Over here as training. Of engine in charge of the power system. Installation, commissioning and tendering. In the Jindal Steel and Company. And after that I have continued my. Study as the Mtech course. And then? After that. I have joined. Again in the Bharat Institute, Bharat Engineering Corps. Bharat Engineering at. As a assistant. Manager and. Then after that I have joined as a. Assistant Professor in the Department of Electrical Engineering at Indira Gandhi Institute of Technology. Sarang and it is a government institute. And the from that. Time till continue as a. Assistant Professor Consolidated. And the designation is given as. Guest Faculty. And for my research. Can quality. I found the beginning. Have started my research work. And during. I have published around 150 research papers in journal conference. Chapters also published. Books, uh. And also I have 21 patents. File and out of that 4 granted. And one international Australian grant is also. And during that I. Uh, getting knowledge about. Very much about. Research in. Power tonics, A system, Renewable energy. Is integration to the smart Girs. Intel and machine. Electric drives. And basically I'm now. Doing research on cybersecurity and uh. Smart gates.

Okay, so you've moved from graduation in electrical engineering to an MTech in power electronics and drives, then completed your doctorate at Gate University in 2022. Anything else you'd like to add about your academic journey—maybe teaching, research, or roles you've held since your PhD?

Alright, you mentioned working as an engineering trainee at Bharat Engineering, handling power system installation, commissioning, and tendering. Did you have any teaching or research responsibilities during that period, or was it purely industry-focused?

Good afternoon Sir. This is Doctor Vibhu Prasad Gandhiya. And I have completed my. From Gate University in the year 2022. In the department of electrical engine. And before that I have completed my Mtech master in. Technology in the. In specialization of. Power electronics and drives in the year. 2016. And before that I have completed my. Graduation. Will take electrical engineering. In the year 2012. After that I have joined. In the. Bharat Engineering. Are the training. Then completed one. Over here as training. Of engine in charge of the power system. Installation, commissioning and tendering. In the Jindal Steel and Company. And after that I have continued my. Study as the Mtech course. And then? After that. I have joined. Again in the Bharat Institute, Bharat Engineering Corps. Bharat Engineering at. As a assistant. Manager and. Then after that I have joined as a. Assistant Professor in the Department of Electrical Engineering at Indira Gandhi Institute of Technology. Sarang and it is a government institute. And the from that. Time till continue as a. Assistant Professor Consolidated. And the designation is given as. Guest Faculty. And for my research. Can quality. I found the beginning. Have started my research work. And during. I have published around 150 research papers in journal conference. Chapters also published. Books, uh. And also I have 21 patents. File and out of that 4 granted. And one international Australian grant is also. And during that I. Uh, getting knowledge about. Very much about. Research in. Power tonics, A system, Renewable energy. Is integration to the smart Girs. Intel and machine. Electric drives. And basically I'm now. Doing research on cybersecurity and uh. Smart gates. Uh, I have a research on. Automatic underwater vehicle. For the exploration of. Sir, is there any other questions to ask? Please.

You mentioned your experience as a guest faculty and assistant professor in electrical engineering. What do you enjoy most about teaching theory versus lab courses?

Okay, so you've published around 150 papers, filed several patents, and your research touches power electronics, renewable integration, smart grids, and cybersecurity. When you're teaching lab courses, what's your approach to helping students bridge the gap between theory and hands-on work?

You mentioned research on automatic underwater vehicles for exploration, as well as work in cybersecurity and smart grids. For your lab courses, how do you make sure students really understand the practical side—not just theory—when they’re working on these newer topics?

Sir, I have two I have completed. 2 research papers. In automatic. Underwater vehicles. And also. The smart grid integration. With the grid. Uh, like Photovolta? Wind and wind turbine system. And the and the battery system. Is inserted. To the grid and during that. Also, there is some practical applications of underwater vehicle we have designed. In the Institute. And the practical. Results. Calculated. Measured. Whether it is effective for the? Practically, purpose. Or it is satisfactory? Other validation also. Procedure haven't taken. And during this research 2. These are different areas but power system. Grid integration. We have focused on the reactive power compensation. And the Parker half? To reduce the. The harmonics. That is also.

Sir, I have two I have completed. 2 research papers. In automatic. Underwater vehicles. And also. The smart grid integration. With the grid. Uh, like Photovolta? Wind and wind turbine system. And the and the battery system. Is inserted. To the grid and during that. Also, there is some practical applications of underwater vehicle we have designed. In the Institute. And the practical. Results. Calculated. Measured. Whether it is effective for the? Practically, purpose. Or it is satisfactory? Other validation also. Procedure haven't taken. And during this research 2. These are different areas but power system. Grid integration. We have focused on the reactive power compensation. And the Parker half? To reduce the. The harmonics. That is also. And we have also taken. Care into the. How to label it the I double standard? Also. And that is practically not. Uh, till date explained. But we have published some papers, research papers in genuine sci journals. So that we can. Validate to the students. And the practical purpose of. We have some. Matlab simulations. Labview, The real-time validations. And the. We have a. Softwares like. Typhoon Health. That is real time software. That is used for. Validation of the above. And I will first make my sure. I make sure that my students will get. Maximum knowledge. From the paper as well as the practical point of view. Under the practical point of view. Will focus on the MATLAB simulation. Then it is converted into a real time simulations. And then validated to the view. Some real time validation software. Then in. Inserted and the simulators. Also used. For getting the results with. Our practice, theoretical and the practical. Are mastered not. And for that? We will get my students to get the literature into better. For the previous published papers. Currently research. And. And for the underwater vehicle also. We have. Designed the underwater vehicle and the. The steering control as well as six dimensional operation. Of techno point of. And during. Also, we have taken some. Turbulences. A practical plan application. For. Validation of this works.

Sir, I have two I have completed. 2 research papers. In automatic. Underwater vehicles. And also. The smart grid integration. With the grid. Uh, like Photovolta? Wind and wind turbine system. And the and the battery system. Is inserted. To the grid and during that. Also, there is some practical applications of underwater vehicle we have designed. In the Institute. And the practical. Results. Calculated. Measured. Whether it is effective for the? Practically, purpose. Or it is satisfactory? Other validation also. Procedure haven't taken. And during this research 2. These are different areas but power system. Grid integration. We have focused on the reactive power compensation. And the Parker half? To reduce the. The harmonics. That is also. And we have also taken. Care into the. How to label it the I double standard? Also. And that is practically not. Uh, till date explained. But we have published some papers, research papers in genuine sci journals. So that we can. Validate to the students. And the practical purpose of. We have some. Matlab simulations. Labview, The real-time validations. And the. We have a. Softwares like. Typhoon Health. That is real time software. That is used for. Validation of the above. And I will first make my sure. I make sure that my students will get. Maximum knowledge. From the paper as well as the practical point of view. Under the practical point of view. Will focus on the MATLAB simulation. Then it is converted into a real time simulations. And then validated to the view. Some real time validation software. Then in. Inserted and the simulators. Also used. For getting the results with. Our practice, theoretical and the practical. Are mastered not. And for that? We will get my students to get the literature into better. For the previous published papers. Currently research. And. And for the underwater vehicle also. We have. Designed the underwater vehicle and the. The steering control as well as six dimensional operation. Of techno point of. And during. Also, we have taken some. Turbulences. A practical plan application. For. Validation of this works. And the another thing we have I have to mention. During the practical validation we have some CAD. Designs of the. To, uh, that underwater vehicle so that. Validated through the previously. Existed war. And the present. Working uh. Presently the. Some universities like or foreign. Or International University. To get the result. Deleted or not? And the also the same thing.

Sir, I have two I have completed. 2 research papers. In automatic. Underwater vehicles. And also. The smart grid integration. With the grid. Uh, like Photovolta? Wind and wind turbine system. And the and the battery system. Is inserted. To the grid and during that. Also, there is some practical applications of underwater vehicle we have designed. In the Institute. And the practical. Results. Calculated. Measured. Whether it is effective for the? Practically, purpose. Or it is satisfactory? Other validation also. Procedure haven't taken. And during this research 2. These are different areas but power system. Grid integration. We have focused on the reactive power compensation. And the Parker half? To reduce the. The harmonics. That is also. And we have also taken. Care into the. How to label it the I double standard? Also. And that is practically not. Uh, till date explained. But we have published some papers, research papers in genuine sci journals. So that we can. Validate to the students. And the practical purpose of. We have some. Matlab simulations. Labview, The real-time validations. And the. We have a. Softwares like. Typhoon Health. That is real time software. That is used for. Validation of the above. And I will first make my sure. I make sure that my students will get. Maximum knowledge. From the paper as well as the practical point of view. Under the practical point of view. Will focus on the MATLAB simulation. Then it is converted into a real time simulations. And then validated to the view. Some real time validation software. Then in. Inserted and the simulators. Also used. For getting the results with. Our practice, theoretical and the practical. Are mastered not. And for that? We will get my students to get the literature into better. For the previous published papers. Currently research. And. And for the underwater vehicle also. We have. Designed the underwater vehicle and the. The steering control as well as six dimensional operation. Of techno point of. And during. Also, we have taken some. Turbulences. A practical plan application. For. Validation of this works. And the another thing we have I have to mention. During the practical validation we have some CAD. Designs of the. To, uh, that underwater vehicle so that. Validated through the previously. Existed war. And the present. Working uh. Presently the. Some universities like or foreign. Or International University. To get the result. Deleted or not? And the also the same thing. Uh, already said, I told you that, uh, we will, I will make sure that my students will get maximum to maximum knowledge. So that they can get. Better knowledge. Where by the starting the previous papers miss literature review papers. And the. Studying papers. Underwater building. As well how it can. Used for. This exploration of. And also. Use. System. Any question you can.

Alright, you described actually designing and validating underwater vehicle prototypes at your institute, and focusing on grid integration with renewables and battery storage—plus tackling reactive power compensation and harmonics. When you run a lab session on these topics, how do you evaluate whether your students truly grasp the practical engineering challenges, rather than just repeating textbook solutions?

Alright, you brought up MATLAB, LabVIEW, Typhoon HIL, and real-time validation tools, plus steering and turbulence control for underwater vehicles. Sounds like you really focus on both simulation and hands-on results. How do you handle students who struggle to connect simulation results with actual hardware behavior—what's your approach when they get stuck?

Alright, so you’re using CAD, simulators, and validation against international standards to really connect your research to classroom practice. Given all that, how do you structure a lesson when introducing students to a complex topic like reactive power compensation—do you start with theory, simulation, or hands-on work?

Alright, you’re making sure students review published papers, use CAD and simulators, and compare designs against international standards—even bringing in literature from other universities. That’s a lot of depth. Given your experience, Professor, how do you decide when a student is ready to move from simulation work to actual lab hardware testing?

Nice question, Sir.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3.

Okay, you appreciated the question. And you've already described how you move from simulation to real-time validation, using tools like MATLAB, LabVIEW, and Typhoon HIL. Given all that, let me pivot a bit. Professor, your CV mentions several publications in SCI-indexed journals on power electronics and drives—how do you adapt the advanced concepts from those papers for first-year undergraduate students, so they don't get lost in the complexity?

Mm-hmm.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation. An in shop. Got to make. The to have designed in the simulation that. Emulator or not or the real time is. In the simulation.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation. An in shop. Got to make. The to have designed in the simulation that. Emulator or not or the real time is. In the simulation. Input data. To continue pre. Running time of the simulation. That we. Some problems. But in the. Good that. That error is not there.

Okay, so you described the three stages—simulation, emulator, and real-time hardware—and gave an example with wind turbine emulation. When you’re guiding a student project, what signals do you look for to know a student is ready to handle real hardware safely and independently?

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation. An in shop. Got to make. The to have designed in the simulation that. Emulator or not or the real time is. In the simulation. Input data. To continue pre. Running time of the simulation. That we. Some problems. But in the. Good that. That error is not there. Output.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation. An in shop. Got to make. The to have designed in the simulation that. Emulator or not or the real time is. In the simulation. Input data. To continue pre. Running time of the simulation. That we. Some problems. But in the. Good that. That error is not there. Output. The input values. Input voltage. Parameters we have taken for the. Uh. What's my simulation?

Okay, so you’re breaking down the path from simulation to emulator to real-time hardware, and you gave the wind turbine example. When you’re supervising a student project, what signals tell you they’re ready for that jump to hands-on testing—do you look for mastery of certain concepts, or is it more about their confidence and troubleshooting ability?

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation. An in shop. Got to make. The to have designed in the simulation that. Emulator or not or the real time is. In the simulation. Input data. To continue pre. Running time of the simulation. That we. Some problems. But in the. Good that. That error is not there. Output. The input values. Input voltage. Parameters we have taken for the. Uh. What's my simulation? Gap can be reduced. Students, I will make sure. The things should be no. Because. Simulation. I will make sure that. Will get back. How to design every? Optical or. The design part of the electronic. Then second, we have the practical. The thing because. Laboratory Simulation. Then. To Inc. Inserted into the. That we have laboratory equipments, we can get the. And the third thing is. Holiday Shab. And the students will effectively. Know the three things. And get better result. And the some new things they can also.

Nice question, Sir. Sir Weekend Classic. I think of simulation into 3. This simulator. Emulator and the third. Is real time. The F1 simulator in that simulation. We have to design some. Taking some. Bends in machines and. Uh, some control device? From. That to assemble. And then? Zacking of a particular. Some who going to do? Then later. The emulator path. To in the. The country. That limutal. Example of wind turbine. They have some emulator. Simulating device. Then the wind turbine. Wind speed measurement divided. And some. And some. We have. The controlled safety. For some protection device. Then it is. Demolition. In the we have to. In the that simulation, so. And get some practical. And then? The old time in the real. From the simulation. An in shop. Got to make. The to have designed in the simulation that. Emulator or not or the real time is. In the simulation. Input data. To continue pre. Running time of the simulation. That we. Some problems. But in the. Good that. That error is not there. Output. The input values. Input voltage. Parameters we have taken for the. Uh. What's my simulation? Gap can be reduced. Students, I will make sure. The things should be no. Because. Simulation. I will make sure that. Will get back. How to design every? Optical or. The design part of the electronic. Then second, we have the practical. The thing because. Laboratory Simulation. Then. To Inc. Inserted into the. That we have laboratory equipments, we can get the. And the third thing is. Holiday Shab. And the students will effectively. Know the three things. And get better result. And the some new things they can also. I've taken out of this. Thank you any.

Okay, so you break down simulation and emulator stages, and you’re looking for students to demonstrate control device assembly and safety before moving to real hardware. When you’re teaching something complex—like reactive power compensation or harmonics reduction—how do you adjust your lecture or lab if most students are struggling to grasp the fundamentals?

Alright, thanks for breaking down your teaching methods and the simulation stages earlier. Now let’s talk about your research vision. Given your work in power electronics and smart grid integration, where do you see the most fundable research directions over the next three years? What specific grants or funding sources would you target for collaboration with VIT University?

Okay, so you've got simulation, emulator, and real-time validation stages—plus examples with wind turbines and underwater vehicles. When you're looking at grant opportunities for your research in power electronics or smart grids, what kinds of projects do you think are most likely to attract funding at VIT University?

Okay, so you break down simulation, emulator, and real-time stages, and you’re looking for students to demonstrate control device assembly and safety before moving to real hardware. When you’re teaching something like power electronics or smart grid integration at VIT, how would you use the university’s academic resources to design courses that both match industry trends and meet accreditation standards?

You talked through simulation, emulator, and real-time work, plus wind turbine and underwater vehicle examples. Now let's shift to your research vision. Given your publications in power electronics and smart grid integration, where do you see the most promising funding opportunities over the next three years—and what kinds of grants would you target for your group?

Alright, so you focus on simulation, emulator, and real-time validation, and you’re guiding students through each stage with hands-on safety and design checks. Now, thinking about your research in power electronics and smart grid integration—where do you see the most fundable directions in the next few years, and what specific grants would you target to support that work?

Alright, you clearly put a lot of emphasis on bridging simulation and real-world application for your students, and you’re guiding them through the process step by step. Now, considering your work in power electronics and smart grid integration, where do you see the most promising funding avenues for your research in the next few years? Which grants or collaborations would you target to make your work at VIT University sustainable?

Thank you. Uh, first thing is that in the PowerPoints and Smart Gate we have some. A little so fat and some fat.

Thank you. Uh, first thing is that in the PowerPoints and Smart Gate we have some. A little so fat and some fat. Also the other. And I. To make those patterns to be grant. Is universities. Some file patterns. One car to the ground.

Alright, so you’ve guided students through simulation, emulator, and real-time work, and you’ve got experience leading practical labs tied to research. Suppose you’re teaching a course on power electronics, and you’ve got a big class—let’s say 200 students—but you can’t use slides or traditional lectures. How would you design a session that keeps everyone engaged and actually wrestling with the material?

Thank you. Uh, first thing is that in the PowerPoints and Smart Gate we have some. A little so fat and some fat. Also the other. And I. To make those patterns to be grant. Is universities. Some file patterns. One car to the ground. City. Uh, during. Should be smart things. Also some simulations.

Thank you. Uh, first thing is that in the PowerPoints and Smart Gate we have some. A little so fat and some fat. Also the other. And I. To make those patterns to be grant. Is universities. Some file patterns. One car to the ground. City. Uh, during. Should be smart things. Also some simulations. Have some real time software.

Thank you. Uh, first thing is that in the PowerPoints and Smart Gate we have some. A little so fat and some fat. Also the other. And I. To make those patterns to be grant. Is universities. Some file patterns. One car to the ground. City. Uh, during. Should be smart things. Also some simulations. Have some real time software. It's pat file the patterns. File to the ground.

Okay, so you've got patents filed and some grants, and you're thinking about university support for making those sustainable. Let's switch gears for a moment — suppose you're tasked with designing a new course at VIT University that covers emerging industry trends in power electronics. How would you use VIT's academic resources to build a course that meets both industry needs and accreditation standards?

Thank you. Uh, first thing is that in the PowerPoints and Smart Gate we have some. A little so fat and some fat. Also the other. And I. To make those patterns to be grant. Is universities. Some file patterns. One car to the ground. City. Uh, during. Should be smart things. Also some simulations. Have some real time software. It's pat file the patterns. File to the ground. And some international patterns. So we can file. Funding to. So the fund. So that we can design. Attempts to. We can.

Okay, so you're focusing on patents and some university support for making research sustainable, especially around power electronics and smart grid integration. Let's shift gears for a moment — suppose you're tasked with designing a new course at VIT University that meets both industry needs and accreditation standards. How would you use VIT's academic resources to build a curriculum that's actually relevant for students entering today's job market?

You mentioned patent filing and university support for smart grid research, but let's pivot. Suppose you're designing a new course at VIT University on power electronics for renewable integration, and you can't use traditional lectures or slides. How would you structure the course to make sure students are actively engaging and learning the material?

Okay, so you’re focusing on patent filings and university grants for sustainability in power electronics and smart grid research. Let me shift gears for a moment—if you were designing a new course at VIT University on power electronics for renewable integration, but you couldn’t use slides or lectures, how would you keep a class of 200 students actively engaged with the material?

You mentioned patent filings and

A Dom good in a lot.

A Dom good in a lot. So government is so good about this. Funding so I will Max tied to Max to Max get maximum. Funding from government for this.

Alright, you said you're good in a lot. Let’s pivot a bit—suppose you’re designing a new course at VIT University on power electronics for renewable integration, and you’re not allowed to use slides or traditional lectures. How would you get students actively involved and make sure they’re wrestling with the material?

A Dom good in a lot. So government is so good about this. Funding so I will Max tied to Max to Max get maximum. Funding from government for this. This patterns and to design these patterns to the Any questions?

Okay, so you're planning to maximize government funding, especially for your patents and smart grid research. Let me shift gears a bit—if you were designing a new course at VIT University on power electronics for renewable integration, and you couldn't use slides or traditional lectures, how would you make the class engaging for a large group of students?

Right, you’re asking if I have any further questions. I’d like to hear your thoughts on this: given VIT University’s focus on interdisciplinary research, how would you align your research agenda with their mission, and what concrete steps would you take to foster collaboration across departments?

Plans to share with. That will. Do what the? Done. Have to move on with.

Plans to share with. That will. Do what the? Done. Have to move on with. The research and. The file path. And we can go for the grand. Some, some actively conf.

You said you'd share your plans and move forward, but I didn't catch much detail. Can you give me one concrete example of how you'd actually initiate interdisciplinary collaboration at VIT? For instance, which department would you approach first, and what kind of joint project would you propose?

Okay, so you said you'd share plans and move forward on research and patent grants, but I didn't hear much detail about cross-department collaboration. Can you give me a concrete example of how you'd actually kick off an interdisciplinary project at VIT—say, between electrical engineering and computer science? What would your first steps look like?

Plans to share with. That will. Do what the? Done. Have to move on with. The research and. The file path. And we can go for the grand. Some, some actively conf. Is contact. And some. Internet. Conference and also. Chapter 7 and also. File and we can go. That we have, we can go with. The International. And. And the second thing. Is that? The vit annuities for. Go to. The some. Retain the subject we have to. The class that we can. So that we can get maximum to maximum.

Alright, switching gears a bit—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?

We have the. What's the problem?

You asked about the problem with inconsistent assessment data. Imagine you’ve just joined and see that each course is tracking outcomes in a totally different way—some use rubrics, others just exam scores, and the department has no unified system. What steps would you take to get everyone aligned and ensure we’re ready for accreditation review?

We have the. What's the problem? They want to. That problem part. To solve that. Sure, that. If I joined. What is the root?

We have the. What's the problem? They want to. That problem part. To solve that. Sure, that. If I joined. What is the root? Administrative knowledge the. Outputs you can get from the student side.

You’re talking about finding the root cause, but let’s make it concrete. Say you notice that one course uses rubrics, another just exam scores, and a third tracks project outcomes—how would you actually standardize the outcome assessment process across all these courses?

You said you'd look for the root cause and use administrative knowledge to fix outcome data issues, focusing on outputs from the student side. Can you give me a concrete example—say, if you found rubrics and exam scores tracked inconsistently, what steps would you take to standardize assessment across courses?

So some modules. Part of the model with the student. That will fight. I will. The. The student to. The problems. And in which model modulo? And that. The God. Stock in, not the. Part of the model. The. How to find that? Solve that with the help of practical. Theoretical. And pro and also.

Suppose a student files a formal complaint, claiming your grading in a lab course is biased. At the same time, your department head is pressuring you to improve pass rates for that course. How would you handle this situation and make sure academic integrity isn’t compromised?

So some modules. Part of the model with the student. That will fight. I will. The. The student to. The problems. And in which model modulo? And that. The God. Stock in, not the. Part of the model. The. How to find that? Solve that with the help of practical. Theoretical. And pro and also. So I can prefer the student to step. And the student better. Academic. Student and faculty mentor. So it can. That can touch the student fund. Solve it.

You talked about modules and getting students and faculty mentors involved to tackle assessment issues, but I didn't hear a clear step-by-step approach. Suppose your department head disagrees with your plan and insists on sticking to the old methods—how would you respond?

So some modules. Part of the model with the student. That will fight. I will. The. The student to. The problems. And in which model modulo? And that. The God. Stock in, not the. Part of the model. The. How to find that? Solve that with the help of practical. Theoretical. And pro and also. So I can prefer the student to step. And the student better. Academic. Student and faculty mentor. So it can. That can touch the student fund. Solve it. With the smooth. Let me bring. Describe how. Solve these problems of the student. Things to. Got some attendance? They have knowledge about the stars. But in which? Nothing I have to find. When got the stuff in this? Of particular area of the surface. Lead example system. Elite power transmission.

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You talked about involving students and mentors, and matching models to the practical and theoretical gaps, but I need something more concrete. If your department head disagrees with your approach and insists on sticking to the old inconsistent assessment methods, how would you handle that situation?

You talked about finding the gaps in student modules, pairing them with mentors, and using practical and theoretical approaches, but your answer was pretty high-level. Suppose your department head disagrees with your method for standardizing assessment and insists on a top-down policy—how would you respond?

Alright, Professor, you’ve worked in power electronics and smart grids—do you have any industry connections, either from your research or past roles, that could help VIT students get internships or placement opportunities?

You talked about pairing students with mentors and tracking modules to address assessment inconsistencies, but I’d like to pivot a bit. Earlier, you mentioned work with international conferences and patent filings. Do you have any industry connections—maybe through those patents or collaborations—that could help VIT students land internships or placements in the power electronics field?

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy.

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy. Have collaborations. Janin.

You mentioned industry connections with NTPC, Bharati, and Jindals Energy. Can you give a specific example of how you’ve used those relationships in the past—for instance, arranging internships or research projects for students?

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy. Have collaborations. Janin. Industry. In industry liberation. VIP so that we. That knowledge from the industry. From the books. In the practical, practical. So. Had had the some. Industrial Collaborations. Take my students to the industry. So that. Point of view means practical thing.

Alright, let’s shift gears and talk about some specific skills. Imagine you’re working with a complex power system—say, integrating renewables with a smart grid. If there’s a sudden voltage instability, what’s your first step to diagnose and address the issue?

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy. Have collaborations. Janin. Industry. In industry liberation. VIP so that we. That knowledge from the industry. From the books. In the practical, practical. So. Had had the some. Industrial Collaborations. Take my students to the industry. So that. Point of view means practical thing. The protection device.

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy. Have collaborations. Janin. Industry. In industry liberation. VIP so that we. That knowledge from the industry. From the books. In the practical, practical. So. Had had the some. Industrial Collaborations. Take my students to the industry. So that. Point of view means practical thing. The protection device. Partnership. So that connection from. Going to receive the whole. How many filters are? They used how?

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy. Have collaborations. Janin. Industry. In industry liberation. VIP so that we. That knowledge from the industry. From the books. In the practical, practical. So. Had had the some. Industrial Collaborations. Take my students to the industry. So that. Point of view means practical thing. The protection device. Partnership. So that connection from. Going to receive the whole. How many filters are? They used how? Mission Design. Generation. How Transport? Mission How did?

Person with this industries. And also NTPC. Also industry like Bharati. Think that is collaboration with. Jindals Energy. Have collaborations. Janin. Industry. In industry liberation. VIP so that we. That knowledge from the industry. From the books. In the practical, practical. So. Had had the some. Industrial Collaborations. Take my students to the industry. So that. Point of view means practical thing. The protection device. Partnership. So that connection from. Going to receive the whole. How many filters are? They used how? Mission Design. Generation. How Transport? Mission How did? The point of view Industrial. Question.

Alright, you’ve used industry collaborations to give students practical exposure at places like NTPC and Jindals Energy. Let’s switch to control systems for a moment. Say you’re teaching a lab on motor drives, and a student’s PID controller isn’t stabilizing the system. What steps would you have them take to diagnose and correct the issue?

You’ve arranged industrial collaborations with NTPC and Jindals Energy, letting students get hands-on with protection devices—that’s a strong bridge between theory and practice. Switching gears, when you’re teaching control systems, how do you handle students who struggle with the math behind motor control algorithms?

Okay, so you’ve helped students get hands-on with protection devices and filters through industry partnerships. Let’s talk teaching and academic skills—when you’re delivering a theory-heavy topic, what’s your strategy for keeping students engaged and making sure they actually grasp the material, not just memorize it?

You’ve brought students into industry environments like NTPC and Jindals Energy, giving them exposure to real protection devices and hands-on design—so they’re learning beyond just the classroom. Now thinking about classroom delivery, when you’re teaching a theory-heavy topic, what strategies do you use to keep your lectures clear, structured, and engaging for students who might struggle with the material?

Okay, you’ve helped students get hands-on with protection devices and filters through industry partnerships. Let’s talk teaching and academic skills—when you’re delivering a theory-heavy topic, what’s your approach to making sure students stay engaged and actually understand the concepts, not just memorize them?

To know the thing. The techniques to. What does today?

To know the thing. The techniques to. What does today? The part of. Systems are modern part. When the voltage is. Split in voltage.

You mentioned pairing students with mentors and tracking modules, but I need a clearer example. Can you walk me through a specific case where you helped a struggling student grasp a difficult power system concept—what was your actual teaching strategy, and how did you measure their progress?

To know the thing. The techniques to. What does today? The part of. Systems are modern part. When the voltage is. Split in voltage. So in that. Activate total operator. Use in the good way.

Alright, you started describing techniques for engaging students with modern systems, but you trailed off there. Can you give me a concrete example—say you're teaching a topic like voltage splitting in power systems, how do you get students to understand the core concept instead of just memorizing equations?

To know the thing. The techniques to. What does today? The part of. Systems are modern part. When the voltage is. Split in voltage. So in that. Activate total operator. Use in the good way. Log can use and. Departure. We have stopped loading. Inductive income.

To know the thing. The techniques to. What does today? The part of. Systems are modern part. When the voltage is. Split in voltage. So in that. Activate total operator. Use in the good way. Log can use and. Departure. We have stopped loading. Inductive income. That opposed the. But inductive. Others are there that modern power. System where you.

You started to touch on engaging students with modern system concepts, but I'd like a practical example. Say you're teaching about voltage splitting in a power system—how do you make sure the students are actually grasping the core idea instead of just memorizing the steps?

Okay, you’ve got students doing hands-on industry work and tackling practical protection device problems. Let’s talk about your approach to student evaluation—how do you make sure your exams or assessments actually measure whether students can apply theory in real-world scenarios, not just memorize facts?

Alright,

Tender, yeah.

You touched on modern power systems and inductive loading but didn’t quite get to your teaching approach. Can you give me a practical example of how you’d help a student understand why voltage splitting matters in a real-world application?

We have a time. Were installed in the particular area. It it is. Bolt or something?

You mentioned installing in a particular area and something about voltage—sounds like you’re connecting the topic to real-world equipment. But I need a bit more on your teaching process: when a student is struggling to grasp why voltage splitting is important, how do you break it down for them so it clicks?

We have a time. Were installed in the particular area. It it is. Bolt or something? In the domestic. That whose? What in distribution A?

You mentioned voltage in distribution and domestic installations, tying it to real-world equipment. How would you check if students actually grasped this—what kind of exam question or lab task would you use to test their understanding of voltage splitting in practical settings?

Laboratory expectations that is fluorescent.

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic.

Alright, you mentioned lab work with fluorescent devices. Switching gears—when it comes to research publications, can you walk me through a paper you published in a reputed journal and explain what made your research stand out from other work in the field?

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge.

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device.

Alright, you mentioned lab work around power factor improvement with fluorescent devices. When you’re structuring a lab session like that, how do you make sure students understand both the theory and the practical side—do you have a specific way you guide them to connect those dots?

You mentioned lab work with fluorescent devices and power factor improvement to help students get practical knowledge. When you're delivering material like that, how do you structure your lectures or labs to make sure your communication is clear and students actually follow your explanations step by step?

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device. The falter. What is the tools? Symmetric. Fault it refunded.

You mentioned using lab experiments with fluorescent devices and power factor improvement as a way to teach voltage concepts. Let’s switch gears—when you’re designing control systems for power applications, what’s a real-world scenario where you’d have to balance speed of response versus system stability, and how do you make that decision?

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device. The falter. What is the tools? Symmetric. Fault it refunded. Different line to groundfall double. Fault double. Downfall. What occurs? Then the voltage in the three. It means different means. So we have used some product. Protective device.

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device. The falter. What is the tools? Symmetric. Fault it refunded. Different line to groundfall double. Fault double. Downfall. What occurs? Then the voltage in the three. It means different means. So we have used some product. Protective device. So that we can. Instead, get that pro. Breaker cut it out. And the spoken can be.

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device. The falter. What is the tools? Symmetric. Fault it refunded. Different line to groundfall double. Fault double. Downfall. What occurs? Then the voltage in the three. It means different means. So we have used some product. Protective device. So that we can. Instead, get that pro. Breaker cut it out. And the spoken can be. That and. Clearing that fault. And how? Voltage fluctuate up. And how?

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device. The falter. What is the tools? Symmetric. Fault it refunded. Different line to groundfall double. Fault double. Downfall. What occurs? Then the voltage in the three. It means different means. So we have used some product. Protective device. So that we can. Instead, get that pro. Breaker cut it out. And the spoken can be. That and. Clearing that fault. And how? Voltage fluctuate up. And how? Also there are three.

Laboratory expectations that is fluorescent. The study. The power factor improvement. Fat improvement in the. It is simplistic. In the pract. Get the student better knowledge. And voltage. I think is the very important. In the of a protection device. The falter. What is the tools? Symmetric. Fault it refunded. Different line to groundfall double. Fault double. Downfall. What occurs? Then the voltage in the three. It means different means. So we have used some product. Protective device. So that we can. Instead, get that pro. Breaker cut it out. And the spoken can be. That and. Clearing that fault. And how? Voltage fluctuate up. And how? Also there are three. Sound connecting.

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

Okay, sounds like you use lab work on protection devices and fault analysis to test voltage concepts. That wraps up my questions. Dr., before we finish—is there anything you'd like to ask about the role or the team?

Alright, Dr., that wraps up my questions. Is there anything you'd like to ask about the role or the team before we finish?

Okay, you highlighted using protection devices and voltage fluctuations in the lab to deepen student understanding. That actually wraps up my questions, Dr. Is there anything you'd like to ask about the role or the team before we finish?

Okay, you gave examples around protection, faults, and practical lab work, so I think we've covered a lot. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team before we finish?

Okay, you highlighted using protection devices and voltage fluctuations in the lab to deepen student understanding. That actually wraps up my questions, Dr. Is there anything you'd like to ask about the role or the team before we finish?

Three questions through the student. Faults.

You mentioned asking three questions about faults. If you’re referring to students or the role, could you clarify what you’d like to know? I’m happy to answer any specific questions about the position, the department, or the team.

Three questions through the student. Faults. How to eradicate? The smoothie is. The system is smooth. It is the. Point is on. Daniel system we have. Fault or. In half.

Three questions through the student. Faults. How to eradicate? The smoothie is. The system is smooth. It is the. Point is on. Daniel system we have. Fault or. In half. Is there a green button?

Three questions through the student. Faults. How to eradicate? The smoothie is. The system is smooth. It is the. Point is on. Daniel system we have. Fault or. In half. Is there a green button? Good that things. What is clear?

You mentioned identifying faults and smoothing out system operation, but I think we've covered everything relevant for the Assistant Professor (Research) role. Before we wrap up, is there anything you'd like to ask about the position or the team here at VIT? You can ask up to two questions if you have them.

You mentioned questions about faults and smoothing systems, and asked if there’s a green button—if you’re referring to practical lab controls, students would usually encounter circuit breakers or protection relays, but not an actual “green button” for fault eradication. If you meant something else about the role or department, just let me know. Otherwise, is there anything else you’d like to ask before we finish up?

You mentioned students dealing with faults and smoothing systems, and asked if there's a green button—if you mean lab controls, those are usually circuit breakers or protective relays, not a literal green button, but they serve a similar purpose for student experiments. Dr., before we finish, is there anything else you'd like to ask about the Assistant Professor (Research) role or the team? You can ask up to two questions.

Three questions through the student. Faults. How to eradicate? The smoothie is. The system is smooth. It is the. Point is on. Daniel system we have. Fault or. In half. Is there a green button? Good that things. What is clear? And pattern is and is not. And we have it. Three things. Ask the student. I mean the knowledge from the starting.

You mentioned faults, smoothing, and lab controls—sounds like you're thinking about practical approaches to troubleshooting in the classroom. We’ve actually covered all the main topics for the Assistant Professor (Research) role. Before we wrap up, is there anything else you’d like to ask about the position or the department? You can ask up to two questions.