Hello.

Please start by introducing your professional journey in academia

Myself, Doctor Sukhanta Devan. Currently I'm working as an associate professor. Ensure the Institute of Technology. And I have completed my PhD from NIT Mizoram.

Right, so you're currently an associate professor at the Institute of Technology and completed your PhD at NIT Mizoram. Anything else about your academic journey or your focus areas you'd like to share?

In the field of active magnetic bearing. And I have at that time. Sai, I've been working in electromagnetic bearing, so that is the rear cover, the power electronics and drives.

Power electronics and drives are central to active magnetic bearing systems.

So I have. Design and Activating bearing systems, which is a. As a single coil and double coil electromagnetic bearing system. So in the power electronics as a it is a semiconductor mainly focus on that semiconductor devices which is nowadays. Like a different uh. Uh, power system as a we're, we're talking about that power engineering, so. Everything is whatever. Like, uh, new devices, new technologies, everything's focused on that, uh, power electronics devices, which is, uh. Like a fax devices mainly used for that. Like for their power, uh, quality. Control and everything.

Okay,

So this power electronics focus on that field. So power electronics device mainly like there is a. The BJT, MOSFET, this type of device are there. So, so these uh, like uh, MOSFET and Igbts are there. So mainly this is working as we compare this MOSFET and IGBT.

Alright, so when you're comparing MOSFETs and IGBTs for students, do you use any analogies or visual aids that help make the differences really stick for someone who's new to these devices?

Sumo Hospital. Fast response device it's working in very high. Hyphen.

Alright, so you mentioned the MOSFET is a fast response device and operates at high frequency. Can you give me a specific example of how you use that distinction in a lab or classroom demonstration for your students?

So as we compare this. Like different types of converters if we if we take an example of that inverter voltage source inverter. That current source inverter. So there we can use this MOSFET. And I activities for. Designing that. VSI and CSI for. Different. Converters for different types of controls.

Professor, I noticed your recent paper in IEEE Access, "Advanced Analytical and Empirical Control Strategies for Active Magnetic Bearing Systems." How do you bring insights from that research into your teaching—say, when you're guiding students through the fundamentals of control systems?

Sorry, can you please repeat the question?

No problem. I was asking about your recent paper in IEEE Access on control strategies for active magnetic bearing systems. How do you bring insights from that research into your teaching, especially when you're guiding students through the basics of control systems?

Yes, that one paper I have published in the. 2025 regarding this. This on that activating bearing system.

So your 2025 paper builds on work with active magnetic bearing systems. When you've presented this research to students who aren't familiar with the field,

So this that introduction. Uh, then in that introduction, that mass spring and damper analogy. So then the show how an active emanating bearing behaves similarly but. So like the different types of, uh, controller, uh, designs like uh. That PID controllers then the briefly connected with that advanced strategies like that robust and adaptive control. Used in research with without overwhelming them.

Professor, given your experience with active magnetic bearing systems and power electronics,

And simulation-based learning, like I give students a MATLAB and simulation model derived from that research. So as estimating bearing is a very new technology so that is mainly used for that high speed, high speed machineries. Like nowadays, whatever. Like conventional, like machines there. Speed is maximum 3000 RPM but that. Active magnetic bearing is minimum speed is 40,000 RPM so that we can use for that like if we just. Modified that our normal machine with that. This active magnetic bearing system so we can. I achieved that. High efficiency and that can be used for that. Any industrial uses industrial uh. The purpose is And And. So if we, if I integrate that, uh. This power electronics. All electronics and power systems so that like power electronics is mainly works in that that high power devices.

And simulation-based learning, like I give students a MATLAB and simulation model derived from that research. So as estimating bearing is a very new technology so that is mainly used for that high speed, high speed machineries. Like nowadays, whatever. Like conventional, like machines there. Speed is maximum 3000 RPM but that. Active magnetic bearing is minimum speed is 40,000 RPM so that we can use for that like if we just. Modified that our normal machine with that. This active magnetic bearing system so we can. I achieved that.

Alright, let’s pivot to your teaching approach. Professor, suppose you’re asked to integrate your expertise in power electronics or power systems into the curriculum at VIT University—not just as theory, but in a way that boosts both teaching and research outcomes. How would you actually go about that?

Okay, so you're focused on integrating high-power devices and the practical aspects of power electronics into the curriculum. When you bring these topics into the classroom, how do you assess whether students are genuinely understanding the material—especially those who might struggle with the underlying math or physics?

So it is whatever power system in like EV. And renewable energy integration and smart grids, wide bandgap devices like SIC and GN. That introduce. Yup. Another type focus like continuous in multi label assessment like just. Not just exams to ensure that real understanding. Like concept, uh, based that questioning. That I ask simple why and what is the uh. The questions during the classes like what happens in in the switching frequency increases.

To check. Like that conceptual clarity rather than that memorization.

Right,

Alright, Professor, let’s talk about the institutional side. 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?

To check. Like that conceptual clarity rather than that memorization. Then that. Uh, like, uh, I had treated. It is as a system issue. Noted in individual fault and fix it in the structured way.

The flake, uh. Diagonals first that review the few courses to identify where like inconsistency comes from Co mapping.

So you treat inconsistent data as a system issue, not an individual fault, and you'd go for a structured fix rather than blame.

Alright, Professor, let me give you a scenario. Imagine a student files a formal complaint, claiming your grading is biased. At the same time, your department head is pushing you to raise pass rates. How do you handle that situation?

All right, that. So in this situation, like, uh. Address the situation, uh, that address that, uh, it is student complain like acknowledge the complaint calmly and professionally.

Okay, so you’d acknowledge the complaint calmly and professionally. But say the department head insists you should just adjust grades to improve pass rates. Would you do that, or how would you defend your grading standards?

That revaluate that, uh, the students, uh. Paper using that. OK.

So you'd re-evaluate the student's paper. But if after your re-evaluation you still believe your original grading was fair, and the department head keeps pressing you to raise the grade anyway, what would you do then?

Like I would. Agree to. I was like, uh, uh. OK, in that scenario like. Uh, I'm confident that that grading is fair and I would hold the line of integrity, but, uh, handle it, uh. Diplomatically and within process just. Reform with that evidence and I would present rubrics like simple scripts across the grid bands and the Co attendant so show the grading.

Alright, let's shift gears toward industry alignment. Given your background with high-speed machinery and active magnetic bearing systems,

To is consistent and the. Defensible.

Alright, so you’re emphasizing grading that’s consistent and defensible. Do you have any current or potential industry connections that might translate into internships or placement opportunities for students working on these advanced bearing systems or power electronics projects?

Like in India like that estimating there is not such estimating bearing is. Peering industries are available, but some industries are there. Like high speed machinery and rotating component like uh. OEM's and the service complaint working in for the turbine and compressors and the flywheels.

Like in India like that estimating there is not such estimating bearing is. Peering industries are available, but some industries are there.

Alright, Dr., let's switch gears and talk about your technical experience. Say you're tasked with designing a power system for an industrial plant that's facing voltage instability during peak loads. How would you approach diagnosing and resolving that issue?

Okay, so you’re seeing some potential with OEMs and companies working on turbines, compressors,

And that power electronics and the drive industry that companies like. OK, therefore that type of projects like. I guide the students to uh. SIT at that intersection to industry plan. Point in the research group, not just pick a topic like uh, interact with the company and like turbine compressor with the fly in and ask where where.

Failure and the inefficiencies occurring and. What are the current limitations like?

So you have students interact with companies directly, not just pick topics from a list, and you guide them to find research questions that matter to those industries.

You’re steering students to dig into failures and inefficiencies and really understand current limitations. When they're stuck defining the scope—say, too broad or too narrow—how do you help them strike the right balance so their project stays both feasible and meaningful?

OK, that PWM technique mainly that working on that like by controlling the duty issue duty cycle you can control like in case in case of that PWM.

Okay, so you started explaining PWM and how adjusting the duty cycle helps with control. Can you give me a quick example of how you’d use a lab experiment to help students actually see PWM in action, rather than just hearing about it in a lecture?

Like PWM is just turning on the switch on and off quickly to control.

So you’d explain PWM as switching on and off quickly to control output, which is a good start for students. Now, thinking about your broader teaching — when you’re running both theory and lab courses in the same semester, how do you make sure your delivery stays clear and well-structured, especially when covering complex technical topics?

So at a time like if I am touching any like. Any complex topics so in that case. Parallely I will take take the theoretical classes and. I will take the help of any simulation software, so it's like a power electronics devices. If we are teaching any power electronics devices similar device, I will simulate in that. Simulations software and I will compare the result in from the theory and that. Practical. So in this. This way that student will definitely understand like each devices. Hello.

So you’re using simulation software alongside theory classes, comparing simulated results to theoretical ones so students can see the connection. When you’re evaluating students in this kind of hybrid setup, how do you make sure your exams or assessments are actually testing both their conceptual understanding and their practical skills?

Can you please repeat again that question?

Sure, I’ll repeat it. When you’re evaluating students in a setup where you use both theory and simulations in your classes, how do you make sure your exams or assessments are actually testing both their conceptual understanding and their practical skills?

OK, so that. Like I designed UH assessment to so that the student UH must connect their theory. With application not treat them separately like a. Theory, uh theory component that like test concept.

Like the derivation, then explanation why how that this question that simulation practical component?

Right,

Okay, so you're saying your assessments include derivations, explanations,

When the test application.

So you’re focusing on how the test applies theory to practice. When you assess student projects or research, what’s your process for giving feedback that actually helps them improve and not just a grade?

OK like when I am assessing any student projects like. Use that structured rubrics like I evaluate the projects and define criteria like a problem definition then methodology.

Result validation and that interpretation then students see where they. Lost Mark.

Okay, you use structured rubrics with criteria like problem definition and methodology when evaluating student projects. Now,

So you include result validation and interpretation in your rubrics, which helps students see exactly where they lost marks. When you’re guiding student research projects, how do you help students identify a research question that’s both original and feasible within their resources?

Nicua, when uh, look, I get the student by. Like refining that ambition into that focus and double research problem without killing the challenges.

Alright, so you guide students to refine their ambition into a focused research problem without losing the challenge. Shifting gears a bit, in your experience teaching power systems, can you describe a situation where you had to address a real-time grid disturbance in a classroom or simulation? How did you help students understand the control system response?

Start with their. Other ideas don't reject it and it if a student like processes some.

You’re saying you don’t reject students’ initial ideas and let them process things, which makes sense for fostering independent thinking. Shifting focus—when teaching control systems, suppose a student in lab is struggling to tune a PID controller for a real circuit, even after simulation. What’s your approach to guiding them without just giving away the answer?

OK, like. Uh, this? Are like explaining A real-time grid disturbances like in the classroom or simulation.

OK, like. Uh, this? Are like explaining A real-time grid disturbances like in the classroom or simulation. Certain, uh, certain load increase or fault?

You were talking about explaining real-time grid disturbances in class or simulation. When you run those sessions, how do you help students connect what they're seeing in the simulation—like voltage dips or frequency swings—to the underlying theory from your lectures?

Yeah, you mentioned using things like load increases or faults in your classroom or simulation examples to explain grid disturbances. When you run those sessions,

So, uh, like. How I get the student?

Sounds like you’re trying to get students to work through real scenarios themselves. When you teach theory and lab courses together, how do you balance the depth of theoretical material with hands-on experiments, especially if students are at different levels?

OK. And. In this uh situation. Like I make that. My connection explicit by linking their linking every simulation event to the. A single piece of theory and then uh scaling dip depth based on that student labels like connect, simulation theory, step by step mapping.

OK. And. In this uh situation. Like I make that. My connection explicit by linking their linking every simulation event to the. A single piece of theory and then uh scaling dip depth based on that student labels like connect, simulation theory, step by step mapping. And when the student see the voltage deep and the frequency drop. I don't move on. Until they can map it.

So you explicitly map each simulation event to a piece of theory and adjust the depth for different students. When it comes to communicating complex concepts in class, how do you make sure your explanations are clear and structured enough that students from varied backgrounds can all follow along?

So you make that connection explicit by mapping every simulation event to a specific theory concept, and you don't move on until every student can make that link themselves. When it comes to communicating complex concepts in class,

So what they see like that frequency drops. So, uh, theory link. Like, uh, power balance in power. OK. So I rely on the Blair and the structure delivery, so every students and regardless to the background. Can either at some level and build up. Start simple, then the build uh. Complexity. Layering like level one that intuition.

No Mac A. Converter is just a controller switch. In the level 2 like visual waveform and diagrams.

So you focus on layering explanations, starting with intuition and then building up complexity so everyone can access the material regardless of background. Now, thinking about your own research,

Alright, so you use visual waveforms and diagrams at level two to help clarify—makes sense for students who need more than just the controller concept. When you’re evaluating research publications for quality before submitting to a reputed journal, what specific aspects do you focus on to decide if a paper is ready?

OK, like when I am selecting a journal for publishing, I treated it as the two step decision first.

Uh, where to submit and then, uh, is the paper is strong enough for that win?

Alright, so you treat journal selection as a two-step decision.

Okay, so first you decide where to submit, then you assess if the paper is strong enough for that target. When you’re evaluating a draft at this stage, what’s your process for checking if your argument and structure are clear enough for reviewers who aren’t specialists in your exact area?

For that for that selecting a journal, I deliberately. Review the draft and that, uh. Non specialist reviewer.

Right, so you deliberately review the draft as if you were a non-specialist reviewer before deciding where to submit. Switching gears for a moment—when you're evaluating student projects or research proposals, what specific criteria do you use to assess the quality and originality of their work?

Not not as the author. The goal is that can, umm, can an expert. Product.

Okay, you’re emphasizing that the goal is for an expert reader to be able to productively assess the work, not just for you as the author to understand it. Switching gears, when it comes to evaluating student exams or assignments, how do you ensure consistency and fairness in your grading, especially across different sections or cohorts?

OK. Like when I am evaluating that, I am ensuring that consistence, consistency, and that fairness by making that grading criteria. Driven, then transparent and the. And then and especially that when that multiple sections are involved.

That common schemes and the rubrics like before evolution, that uh. Prepare a. Detailed marking schemes. Like step.

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

Right, so you make a detailed marking scheme before you start evaluating, with clear steps—makes sense for keeping grading consistent across sections. Is there anything you'd like to ask about the Assistant Professor (Research) role or the team before we finish up?

Yes, I. I want to ask like what is my role as a assistant professor research? Mainly, what is my responsibility in as an? Assistant Professor Research.

Yes, I. I want to ask like what is my role as a assistant professor research? Mainly, what is my responsibility in as an? Assistant Professor Research. I am select No. OK. Thank you.

Good question. As an Assistant Professor (Research), you'd be expected to teach both theory and lab courses, evaluate students, contribute to curriculum delivery, guide student projects, and actively support research and publications. There’s also a component of departmental service and academic administration. Anything else you’d like to know before we wrap up?