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

Please start by introducing your professional journey in academia.

OK, good afternoon myself, Bachu Veenavani.

I I completed my.

Take your time, Professor. Feel free to continue.

I completed my PhD from National Institute of Technology, Karnataka, Suratkal in 2024.

Uh, research focused on heuristic optimization for enhanced electric vehicles, routing and battery staffing strategy. I have worked for electric vehicles and I have published 6 SEI index journals and one international conference.

Uh, along with that I have, uh, five years of experience pre three PhD.

I worked as assistant professor in SDG Institute of Technology, Karnataka.

Come to my.

Dr. Veena Vani, let's begin. I’ll systematically assess your academic and technical depth in Power Electronics, Power Systems, and related fields. I’ll also evaluate your ability to teach, guide projects, and support research. To start, tell me about your expertise in Power Electronics, Power Systems, or Control Systems, particularly focusing on either a technical challenge you solved or a unique contribution to the field.

Sorry, uh, coming to electric vehicles, I have uh, worked in umm, electric vehicles about electric vehicle routing and battery swapping strategy in my PhD. My research mainly focused on how the electric vehicles to get fully charged and we need to, uh, deliver the required commodities to the customers in time. So I, I used battle optimization algorithm and coming to power electronics control systems, uh, I have teaching experience in teaching them.

In my. Previous college.

Understood, Dr. Veena. Your work on electric vehicle routing and battery swapping strategies appears quite relevant, particularly with the use of optimization algorithms. You also mentioned teaching Power Electronics and Control Systems. For clarity, in your teaching of these subjects, especially Power Electronics, how do you typically approach explaining complex topics, such as the design trade-offs in converter systems, to ensure clarity for students?

Yes, Sir uh coming to electric vehicle routing and by optimization technologies here, by using optimization algorithms, we can uh get the results very fast in short duration and the electric vehicle drivers or owners can efficiently go to their destination in time and using the fully charged batteries.

I'm coming to my, uh, experience in teaching electric, uh, for electronics and control systems. I have observed, uh, I, I referred so many books and uh, I'll.

Refer the.

Uh, The, uh, research topics and all in, uh, about, uh, power electronics and control systems. I may, I mainly, uh, try to explain the students that they will get full clarity about the topics.

Thank you for elaborating, Dr. Veena. It’s clear that you emphasize thorough preparation and comprehensive explanations in your teaching. Now, let’s delve into your experience in guiding student projects and research. Could you share a specific instance where you mentored a student or a group on a project? What approach did you take to ensure they gained both technical and practical understanding?

Uh, when uh, I was in teaching profession, I guided uh, uh, B.Tech students about their project pro projects in fine layer, umm, in that mainly I considered, uh, multi level inverters in power electronics and in power systems and, uh.

Uh, about the substations design and like that, I guided the students in projects.

Thank you, Dr. Veena. Substation design and multilevel inverters are indeed important topics for student projects, especially in Power Systems and Power Electronics. When guiding these projects, how did you typically handle the balance between providing direction and allowing students to independently explore the technical challenges?

Getting them actually we will take them to a main substations like that to explain clearly about them and we'll design the projects according to them. And coming to multi level inverters we will design the circuits and we will simulate them according to the results we need.

So by assimilation we will get the main results.

Understood, Dr. Veena. Hands-on experience, such as visits to substations, combined with simulation-based design like for multilevel inverters, offers a strong blend of practical and technical learning for students. Now, moving to student evaluation. Could you explain your approach to evaluating students effectively, particularly in theory and laboratory courses? How do you ensure a fair and comprehensive assessment?

Coming to laboratories.

We have plenty of uh, uh, experiments in laboratories. We'll, uh, teach them clearly about the uh, topic and how, how to start the experiment. How, how will we get the experiment done?

And what factors we will get the results, we will neatly explain and make them understood about that.

Thank you, Dr. Veena. Ensuring students understand the setup, execution, and expected outcomes of experiments is critical for laboratory teaching. For a fair and comprehensive evaluation, do you rely more on observation during the experiment, written reports, or viva-based assessments? Could you elaborate on how you balance these methods?

Sir, can you repeat the question?

Of course, Dr. Veena. For evaluating students in laboratories, do you focus more on observing their performance during the experiment, assessing their written reports, or conducting viva-based assessments? How do you balance these methods for a fair evaluation?

Sir, we will observe how the students are performing the experiments and how are they getting results, uh, whether they have understood their topic. We will ask them about questions related to the experiment, uh, how much they understood about that, and we will link that topic to, uh.

Sorry, industrial.

I see, Dr. Veena. So, you also connect the lab experiments to industrial applications to deepen their understanding. That’s an insightful approach. Now, let’s examine your research context. Can you discuss one notable research publication of yours, focusing on its impact or the unique contribution it made to the field?

Is that an efficient optimal bat optimization technique for electric vehicle routing? I have published this during my research in my PhD Sir.

Thank you, Dr. Veena. Your work on the efficient optimal bat optimization technique for electric vehicle routing sounds impactful, particularly given the significance of electric vehicles in today’s energy landscape. Could you elaborate on how this research contributes to advancements in routing strategies or its practical implications for the electric vehicle industry?

Sr. It is mainly elected to fleet electric fleet vehicles to distribute the commodities in time for customers. For this, we need a shortest route for the electric vehicles to reach in time according to along with the charged batteries. So we will design A shortest route for the electric vehicle.

By using BAT optimization algorithm. Reducing the travel time and travel distance using the bat optimization algorithm.

Thank you, Dr. Veena. Designing the shortest route for electric fleet vehicles while optimizing travel time and battery usage is a significant contribution, especially in logistics and sustainable transportation systems. Considering your combination of research and teaching expertise, how do you integrate advanced research topics, like your work with optimization algorithms, into classroom teaching to give students a bridge between theory and practical application?

Sir, advanced topics means, uh, so we have so many algorithms. Uh, uh, we'll compare the optimization algorithms, uh, like bat optimization and advanced genetic algorithm, etcetera. Uh, by comparing them, we can get more advantages. Uh, uh, for the practical applications, uh, we can, we can advance the research in that area and coming to classroom teaching.

If we explain the theory it only we can they students can.

Get clarity but they are in like practical they need to gain evaluate. So I'll relate the theory with the practical uh so examples and teach them that they can easily get the topic.

Thank you, Dr. Veena. Your approach of combining theoretical clarity with practical examples and advanced algorithm comparisons appears to be an effective method for bridging academic concepts with real-world applications. To conclude this segment, could you provide an example of how you've successfully communicated a particularly complex topic, either in Power Systems or Control Systems, in a simplified, structured way to aid student understanding?

So coming to control systems, we can India have closed loop systems like that? Uh, for example, if we take washing machines like that, uh, uh, the loop will be executed. So, umm, uh, we'll explain the topic related to practical like washing machine, how they work like that or related to these control systems.

I close a loop system like that.

That's an excellent example, Dr. Veena. Using relatable, real-world applications like washing machines to explain closed-loop systems is a powerful way to simplify a complex topic and make it accessible to students. Let's move forward. Could you now highlight how your experience aligns with guiding industry projects or providing consultancy, if applicable?

But I am not ready to go with the industry projects, uh, or consult. Uh, I, I have got it in the industry projects, but I have not consulted consultancies. Uh, uh, they, we can send them for internship during their uh, project time or industrial experience and collaborating with them, we can guide them to do their project.

No, Sir. Thank you very much, Sir.

Understood, Dr. Veena. While you may not have direct consultancy experience, facilitating student internships and collaborating with industries for project guidance reflects a good integration of academia with practical training. This concludes the skill assessment phase. Thank you for your detailed responses. Please let me know if you have anything further to share before wrapping up.

To begin, Professor, could you share which particular introductory course in your discipline you find most engaging to teach, and why?

Sir, please repeat the question.

Of course, Professor. Could you share which particular introductory course in your discipline you find most engaging to teach, and why?

Setting my uh, teaching pro profession, uh.

How do you say that I'm just?

If you're unsure how to respond, feel free to clarify or phrase it in your own way, Professor. I'm here to listen.

OK Sir, coming to my teaching experience, umm, main subject like research objectives, uh.

And then, uh, main, uh, ethical values, human values like that we teach them they can get full discipline and they can also get the subjects, uh, uh, to their mind, uh, clarity by focusing them so much. I think so, so.

I see, Professor. Thank you for your response. Let's continue.

Professor Veena Vani, Reviewing your resume, I see that you have a strong academic and research background, particularly with multiple publications. Let's focus on how your research experience can translate into an impactful classroom experience. To begin, could you briefly summarize the main contributions of one of your research papers, for example, the one titled [linked here](https://doi.org/10.1016/j.compeleceng.2024.109357)?

Sir, coming to my research contributions, umm.

How it is related to classroom training means when my research was going on I was also going to labs for btech students to guide them so I have clarity to how to guide the students and my coming to my research contributions papers as I have worked with the.

Mainly how the results should be get we get for more efficiently. So according to that I I have researched more so many papers I referred and I got the clarity how we should get efficiency and so I.

Published the papers according to my research.

Understood, Professor. You're emphasizing how your hands-on involvement in research labs during your scholarly work has given you clarity on guiding students and achieving efficient results. This integration of research into pedagogy is valuable. Now, with respect to one of your papers, could you specify the problem statement it addressed? How do you think the findings could be simplified and made accessible during undergraduate or graduate teaching?

Set alarm, uh, to teach undergraduate, uh, students, we need to, uh, consider the, uh, on, on which topic they have more interest and we should guide them according to that so that they can get more clarity in that.

Traffic and they they can.

Thank you, Professor. It seems you're highlighting the importance of tailoring topics to the interests of undergraduate students for enhanced engagement and clarity. Let's focus a bit more on one of your specific research papers. Could you elaborate on how the findings from your research, particularly in areas like electric vehicles or control systems, could be practically demonstrated or applied in a classroom setting to help students grasp the concepts more effectively?

Uh, yeah. If you want to uh, uh, show the classroom training, uh, in involvement with my research, uh, actually if we consider the vehicles nowadays, they are for no pollution. We have to consider electric vehicles, but they have more disadvantages like.

Battery charging mileage.

I like that so to overcome those difficulties, we have to get the efficient uh routing and BA battery swapping strategy uh so uh like vehicles uh used for swinging like that. If you want to deliver the order so quickly, we need to find the shortest route and if we use the electric vehicles, we make ensure that the battery is sufficient for the.

Travel time. So, uh, this, this can be the practical example to the students to, uh, understand the research.

Thank you, Professor Veena Vani. You've illustrated a practical example by linking your research on electric vehicles and battery swapping to real-world problems like optimizing routes for delivery vehicles. This approach provides a tangible way for students to connect theoretical concepts to practical challenges, which can be highly effective in the classroom. For my final question here, how would you ensure that students not only understand such complex concepts but also develop the ability to critically analyze and propose solutions in these areas?

Please repeat the question.

Certainly, Professor. How would you ensure that students not only understand complex concepts, such as those related to electric vehicles and battery swapping, but also develop the ability to critically analyze and propose their own solutions in these areas?

How do you get the clarity about the topics?

That we can.

Understood, Professor. Your point seems to emphasize ensuring clarity through guided exploration. Could you expand on specific teaching strategies or tools you would employ to foster critical thinking and solution development among your students in these technical areas?

Uh, but this is the first week I have to schedule the, uh, uh, syllabus like, uh, how we have to teach them on which topics they, we should concentrate more to get clarity about that for the students. And, uh, we can, uh, uh, schedule the topics like we can use a parallel teaching like with.

Practical examples and so that they can build more, uh, skills about the topic.

Sorry

Understood, Professor. You're emphasizing a well-structured syllabus with a mix of theoretical and practical examples, along with parallel teaching to build skills and clarity. This structured approach undoubtedly equips students with deeper understanding and abilities to analyze concepts. Thank you for your insights. I'll proceed.

Sir, can you repeat the question?

Certainly, Professor. Could you elaborate on how you would ensure that students not only understand complex technical concepts but also develop the ability to think critically and propose their own innovative solutions in these areas?

In classroom we should not only teach the subjects and also we should ask the students whether they have any doubts in regarding to practical experience also and umm.

We can, we can, we should relate, ask them to relate the, uh, topics with the realistic world and try to build the.

Uh, required, uh, uh, for that we have to help them to build the required, uh.

Sources and they can use.

Take it like that, Sir.

Thank you, Professor Veena Vani. You're highlighting the importance of fostering an environment where students can relate academic topics to real-world applications, encouraging critical engagement and helping them build necessary resources. This approach is certainly valuable in shaping innovative problem-solvers. I’ll move forward.

Professor, could you outline your 3-year research roadmap, emphasizing how it aligns with institutional priorities and contributes to driving high-impact research outcomes?

Welcome to my three years research journey. First, I have referred so many papers and, uh, in parallel, I have coursework to complete. Umm, umm, after referring to so many papers, first I understood what is the main drawback in that electric vehicles and uh, I next I approached how to work on that using any hilarity, but so there are so many algorithms to follow, uh, all the I referred all the.

Which is the main uh resource for my research and I have compared the battle algorithm with all other algorithms also so, so that I can uh ready guarantee tell the efficiency that it it has more efficiency compared to other algorithms.

Thank you, Professor. To delve a bit further, could you explain how you plan to mentor junior students in your lab to ensure a steady pipeline of high-quality publications stemming from this research?

Yes, Sir. Uh, to get the high quality publications first, we should, uh, uh, write the paper very neatly that, uh, anyone can understand it, uh, by, uh, by adding the literature review, uh, how we got the project that related paper and we should get the keep the clarity about the results that. Very efficiency all we can.

We should show them.

Thank you for clarifying, Professor. Lastly, how do you intend to leverage international collaborations to boost your research impact and strengthen citation metrics?

But actually I am planning to, uh, please extend my research, uh.

If I get the opportunity.

Alright, Sir, uh, we should get, uh, we should see that, uh, slide, slide, uh, uh, we, and we should explain them more thoroughly about that slides. And I'll, I'll make sure that I, my voice is present to all the students and, uh, I will see the, whether they are listening to me or, umm, focusing more on the topic.

Professor, let us focus on your strategies for teaching and engaging students effectively. Can you explain a detailed implementation plan for using an active learning model, such as a flipped classroom, in teaching a large-enrollment course? Importantly, I’d like you to describe this without relying on traditional slide-based lectures.

That's that's all.

Professor, let me delve just a bit deeper. Could you share how you'd integrate innovative teaching methodologies into a curriculum to enhance student engagement, particularly in emerging technologies?

I certainly should, uh, add the innovative technologies along with our syllabus. That is, uh, first I, we should, uh, just clarify the, clarify them about the topic. And after that we need to, uh, add the syllabus to that. Uh, now what are the innovative technologies, uh, for that topic related, uh, so many innovations are going on. So, uh, we should, uh, add them so that they can get the full clarity, uh, after.

The graduation, on what purpose they are going and on what they should again get more interest.

According to their goal like that.

Yes, Sir. Uh, we can ask them questions, uh, about the topic that day we have discussed with them and we, uh, we will, uh, suggest them to ask the doubts if they have any and we can clarify them about that. And that day or next day, they can come clearly after studying, uh, so that they get, uh, more clarity about the topic.

Understood, Professor. Finally, how would you design evaluation tools to assess actual competency and understanding in students, going beyond standard exams and rote memorization?

Thank you, Professor. I’ll note that. Let me move forward.

Professor, could you outline a systematic approach you would take to improve the research output per faculty within a department, ensuring alignment with high-level accreditation standards?

Is that uh along with the teachings to teaching uh 2 students we we should also uh have research Advanced Research so that we can get more clarity about the uh trending topics and we can teach them according to that?

That’s a start, Professor. Now, could you expand on how you would implement this systematically? For example, how would you coordinate faculty workloads, resources, or collaborations to consistently elevate this metric?

We should have the resources to uh, get the, all the information, mainly, uh, and we can, umm, collaborate with other faculties and uh, research institutions to know more about it and we can tell them to students clarity.

Collaboration and resource alignment are vital, indeed. Can you share an example, either from your prior experience or a hypothetical scenario, where you led or contributed to a committee or initiative that directly impacted quality audit results in your institution?

Please repeat.

Can you share an example, either from your past experience or a hypothetical situation, where you led or contributed to a committee or initiative that directly improved quality audit results in an institution?

OK.

Please proceed, Professor.

MMM, we can.

Align with the industries related to the topics if we.

Focus on power systems we can go to.

Got it, Professor. Thank you for your responses. Let's wrap up this segment.

OK, Sir. Thank you.

Professor, we were discussing potential scenarios earlier. Let’s proceed with this question. How would you approach resolving a situation where a student accuses you of grading bias, particularly when the institution has specific pass-percentage targets that their result could impact?

Redial jajangmyeon. So, uh, whatever they write, we can give the scores according to that if they want to move and if they come for, uh, asking, uh, we cannot give them, uh, according to their wish, we should uh, fit to our.

Uh, responsibility, Sir.