Please start by introducing

Am I audible?

Yes, you're coming through clearly. Just a quick intro — your name and what you've been working on recently?

Myself, Doctor Parthasarathy Mulik. I am. I'm currently working as an assistant professor. In UPS. University, Dehradun. In School of Advanced Engineering. Department.

Okay, so you're with UPES in Dehradun, working in the School of Advanced Engineering. What have been your main teaching and research areas lately?

There I have been associated. With Bajaj engineering skill training centers. They're mainly I used to. Teach Mechatronics. Subjects. And smart manufacturing.

There I have been associated. With Bajaj engineering skill training centers. They're mainly I used to. Teach Mechatronics. Subjects. And smart manufacturing. In Mechatronics. I mainly teach hydraulics. And industrial sensors. Apart from that, I used to. CNC. CNC. Machines and uh. Automations.

Given your teaching in mechatronics and smart manufacturing, what’s one foundational concept in those subjects that you find most important for new students to grasp early on?

There I have been associated. With Bajaj engineering skill training centers. They're mainly I used to. Teach Mechatronics. Subjects. And smart manufacturing. In Mechatronics. I mainly teach hydraulics. And industrial sensors. Apart from that, I used to. CNC. CNC. Machines and uh. Automations. Safety automations, basically. And then engineering graphics. Is to teach computer integrated manufacturing. So these are the subjects that I used to teach. In School of Advanced Engineering. Apart from these, uh. In the last semesters. We I have taught biomechanics.

There I have been associated. With Bajaj engineering skill training centers. They're mainly I used to. Teach Mechatronics. Subjects. And smart manufacturing. In Mechatronics. I mainly teach hydraulics. And industrial sensors. Apart from that, I used to. CNC. CNC. Machines and uh. Automations. Safety automations, basically. And then engineering graphics. Is to teach computer integrated manufacturing. So these are the subjects that I used to teach. In School of Advanced Engineering. Apart from these, uh. In the last semesters. We I have taught biomechanics. In the School of Health Science.

Alright, so you focus on teaching hydraulics, industrial sensors, CNC machines, and automation as part of your mechatronics and smart manufacturing courses. When you introduce students to industrial sensors for the first time, what's a common misconception they tend to have, and how do you address it in your teaching?

Alright, so you’ve taught hydraulics, industrial sensors, CNC, safety automation, and biomechanics. When you introduce students to industrial sensors, what’s a common misconception they have, and how do you address it in your teaching?

Okay, so you teach hydraulics, industrial sensors, CNC machines, automation, and even biomechanics. When you're introducing students to something like hydraulics for the first time, what's a common misconception they come in with, and how do you address it in your teaching?

So when we. When I teach hydraulics to the students, the first questions comes to mind. But they understand. On hydraulic. And what is the basic laws that? Act over it. I used to ask. What is Pascal Law? And when we can use Pascal?

So when we. When I teach hydraulics to the students, the first questions comes to mind. But they understand. On hydraulic. And what is the basic laws that? Act over it. I used to ask. What is Pascal Law? And when we can use Pascal? If they come, sometimes they come with misconceptions. That that it can be used. In dynamic fluid. The times I make them correct. That it it can be only be used. When the fluid is static. Start the journey from here.

So when we. When I teach hydraulics to the students, the first questions comes to mind. But they understand. On hydraulic. And what is the basic laws that? Act over it. I used to ask. What is Pascal Law? And when we can use Pascal? If they come, sometimes they come with misconceptions. That that it can be used. In dynamic fluid. The times I make them correct. That it it can be only be used. When the fluid is static. Start the journey from here. And finally. I conclude with. Different components of the hydraulic systems, how they works?

So when we. When I teach hydraulics to the students, the first questions comes to mind. But they understand. On hydraulic. And what is the basic laws that? Act over it. I used to ask. What is Pascal Law? And when we can use Pascal? If they come, sometimes they come with misconceptions. That that it can be used. In dynamic fluid. The times I make them correct. That it it can be only be used. When the fluid is static. Start the journey from here. And finally. I conclude with. Different components of the hydraulic systems, how they works? And how they can develop. Uh, device? That advice that basically. They consist of all the components of the. Systems and they can develop their own. Project.

Alright, looking at your research, your thesis on "Cryogenic Micromachining of Soft Polymers" stands out. Can you walk me through a time when you had to explain the core ideas from that project to undergraduate students or a non-specialist audience?

Right, so you start with Pascal's Law and clear up the static versus dynamic misconception. Now, thinking about your own research — I see your thesis focused on "Cryogenic Micromachining of Soft Polymers." Can you tell me about a time when you had to present the core concepts from that research in a way that undergraduates, who might not have a strong materials science background, could understand?

Right, you focus on clearing up when Pascal's Law applies—static fluid, not dynamic. Now, on the research side, your thesis on Cryogenic Micromachining of Soft Polymers caught my eye. Can you tell me about a time you had to explain the core ideas from that project to undergraduates or students outside your field?

So when we. When I teach hydraulics to the students, the first questions comes to mind. But they understand. On hydraulic. And what is the basic laws that? Act over it. I used to ask. What is Pascal Law? And when we can use Pascal? If they come, sometimes they come with misconceptions. That that it can be used. In dynamic fluid. The times I make them correct. That it it can be only be used. When the fluid is static. Start the journey from here. And finally. I conclude with. Different components of the hydraulic systems, how they works? And how they can develop. Uh, device? That advice that basically. They consist of all the components of the. Systems and they can develop their own. Project. Based on that conception. Hello.

Alright, so you guide students from foundational concepts like Pascal's Law up to building their own hydraulic projects. Switching gears, I noticed your thesis was on "Cryogenic Micromachining of Soft Polymers." Can you describe how you explained the core ideas of that research to undergraduate students who might not have much background in advanced manufacturing?

So when we. When I teach hydraulics to the students, the first questions comes to mind. But they understand. On hydraulic. And what is the basic laws that? Act over it. I used to ask. What is Pascal Law? And when we can use Pascal? If they come, sometimes they come with misconceptions. That that it can be used. In dynamic fluid. The times I make them correct. That it it can be only be used. When the fluid is static. Start the journey from here. And finally. I conclude with. Different components of the hydraulic systems, how they works? And how they can develop. Uh, device? That advice that basically. They consist of all the components of the. Systems and they can develop their own. Project. Based on that conception. Hello. Hello, am I audible?

Right, so you’re proactive about clearing up misunderstandings with Pascal’s Law and use hands-on projects to reinforce it. Now, looking at your research, your thesis on "Cryogenic Micromachining of Soft Polymers" stands out. Tell me about a time you had to explain the core ideas from that work to an undergraduate or someone without a research background—how did you approach it?

Right, so you start from clarifying the static fluid concept in hydraulics and lead them up to hands-on projects. Now, speaking of biomechanics, that's a bit outside the core Mechatronics track you listed — what adjustments did you make to your teaching style to help engineering students grasp the fundamentals of biomechanics?

So when I taught bio mechanics, advice starts with. What the mechanics? The statics. And the kinetics. And I used to. These dynamics are kinetic. In the human body. Therefore consists of biomechanics.

So when I taught bio mechanics, advice starts with. What the mechanics? The statics. And the kinetics. And I used to. These dynamics are kinetic. In the human body. Therefore consists of biomechanics. So different parts and different drawing. How? This particular joint. What are the forces that act over it?

So when I taught bio mechanics, advice starts with. What the mechanics? The statics. And the kinetics. And I used to. These dynamics are kinetic. In the human body. Therefore consists of biomechanics. So different parts and different drawing. How? This particular joint. What are the forces that act over it? And how? The how the kinematics of her body. Uh, is, uh, dependent. Completely on the. Uh, the motions. And uh. Realizing that how this our. Different body parts move. It helps the students to develop. Robots like that. I also teach. Forward kinematics and inverse kinematics. How that's uh. How we calculate?

Alright, you start biomechanics by connecting mechanics concepts—statics and kinetics—to the human body, making it relevant for engineering students. Can you give me a concrete example of how you linked a mechatronics topic, like industrial sensors or hydraulics, to a biomechanics concept in your classroom?

So when I taught bio mechanics, advice starts with. What the mechanics? The statics. And the kinetics. And I used to. These dynamics are kinetic. In the human body. Therefore consists of biomechanics. So different parts and different drawing. How? This particular joint. What are the forces that act over it? And how? The how the kinematics of her body. Uh, is, uh, dependent. Completely on the. Uh, the motions. And uh. Realizing that how this our. Different body parts move. It helps the students to develop. Robots like that. I also teach. Forward kinematics and inverse kinematics. How that's uh. How we calculate? By knowing the coordinates. Of the. Arm effectors. By doing the coordinates of the unaffected, how we? Determine. The Theta. At the angular motions of. The body parts.

So when I taught bio mechanics, advice starts with. What the mechanics? The statics. And the kinetics. And I used to. These dynamics are kinetic. In the human body. Therefore consists of biomechanics. So different parts and different drawing. How? This particular joint. What are the forces that act over it? And how? The how the kinematics of her body. Uh, is, uh, dependent. Completely on the. Uh, the motions. And uh. Realizing that how this our. Different body parts move. It helps the students to develop. Robots like that. I also teach. Forward kinematics and inverse kinematics. How that's uh. How we calculate? By knowing the coordinates. Of the. Arm effectors. By doing the coordinates of the unaffected, how we? Determine. The Theta. At the angular motions of. The body parts. And also by knowing the Theta. How can we? Identify the final coordinates. After which the unaffected will get. So these are the several parts and the different body parts how they are postures. The movements depends upon the mechanics.

Alright, you start by grounding biomechanics in statics and kinetics and relate those forces to human joints. When you were teaching, can you give a concrete example of how you bridged a mechanical engineering concept—like levers or stress analysis—to help students understand a particular aspect of human anatomy?

Alright, so you use real-world examples of joint motion and link it to robotics by teaching kinematics concepts. Now, stepping back to your research: your thesis on Cryogenic Micromachining of Soft Polymers stands out. Can you walk me through a time you had to explain that thesis work to undergraduates or a non-specialist audience?

So when I taught bio mechanics, advice starts with. What the mechanics? The statics. And the kinetics. And I used to. These dynamics are kinetic. In the human body. Therefore consists of biomechanics. So different parts and different drawing. How? This particular joint. What are the forces that act over it? And how? The how the kinematics of her body. Uh, is, uh, dependent. Completely on the. Uh, the motions. And uh. Realizing that how this our. Different body parts move. It helps the students to develop. Robots like that. I also teach. Forward kinematics and inverse kinematics. How that's uh. How we calculate? By knowing the coordinates. Of the. Arm effectors. By doing the coordinates of the unaffected, how we? Determine. The Theta. At the angular motions of. The body parts. And also by knowing the Theta. How can we? Identify the final coordinates. After which the unaffected will get. So these are the several parts and the different body parts how they are postures. The movements depends upon the mechanics. Of the body. That we. Discuss. Understand. That how? Mechanics are the dynamics and the kinetic. Are working in. Human body. Hello, I'm done.

Okay, so you connect kinematics in biomechanics to robotics by having students calculate things like joint angles based on end effector positions. When you taught forward and inverse kinematics, did you have students build or simulate any mechanisms to reinforce that concept?

Alright, you tie forward and inverse kinematics in biomechanics directly to robotics, helping students see the engineering connection. Now, looking at your research — I see your work on cryogenic micromachining of soft polymers. Can you walk me through how you adapted the concepts from that research when explaining advanced manufacturing topics to your students?

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed.

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining.

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain.

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft.

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room.

Right, so you start by grounding them in the basics of subtractive manufacturing—material removal—before getting into the specifics of cryogenic micromachining. When you explained why cryogenic techniques are needed for soft polymers, how did you help undergraduates understand the issues with conventional machining methods?

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens.

Alright, so you introduce micromachining as a type of subtractive manufacturing to make it relatable. When you explained why cryogenic techniques were necessary for soft polymers, how did you break down that idea for students who might have only seen traditional machining?

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens. With applying cryogen. I can. Reached below its glass condition temperature. Where it attains. Glass State. From rubber estates.

Given your strong background in Mechatronics and Smart Manufacturing, where do you see the most fundable research directions over the next few years? Which grants or industry partnerships would you pursue to sustain your work and elevate VIT’s research profile?

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens. With applying cryogen. I can. Reached below its glass condition temperature. Where it attains. Glass State. From rubber estates. So when it attains the glasses. That time. I with the micro machining has been performed. To develop Microchip. Generally. Search table. Channels are produced by. Micro molding process.

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens. With applying cryogen. I can. Reached below its glass condition temperature. Where it attains. Glass State. From rubber estates. So when it attains the glasses. That time. I with the micro machining has been performed. To develop Microchip. Generally. Search table. Channels are produced by. Micro molding process. But that process required. Too much. And highly expensive.

Right, so you start by explaining micromachining as a type of subtractive manufacturing, then introduce the concept of working at the micro scale, and finally relate cryogenic techniques to soft materials. When you made this accessible to undergrads, how did you help them visualize or grasp why cryogenic temperatures are actually needed for machining polymers, instead of just using regular conditions?

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens. With applying cryogen. I can. Reached below its glass condition temperature. Where it attains. Glass State. From rubber estates. So when it attains the glasses. That time. I with the micro machining has been performed. To develop Microchip. Generally. Search table. Channels are produced by. Micro molding process. But that process required. Too much. And highly expensive. In order to avoid that. We used a direct pro.

Right, so you make micromachining relatable by starting with the basics of subtractive manufacturing, and you clarify that the cryogenic approach is for soft materials that are otherwise tough to machine. When you explained why cryogenic techniques were necessary for soft polymers, how did you break down the advantages — did you use practical examples or analogies to help students visualize the process?

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens. With applying cryogen. I can. Reached below its glass condition temperature. Where it attains. Glass State. From rubber estates. So when it attains the glasses. That time. I with the micro machining has been performed. To develop Microchip. Generally. Search table. Channels are produced by. Micro molding process. But that process required. Too much. And highly expensive. In order to avoid that. We used a direct pro. Where the microchannels has been. By cryogenic. Micromachining. Now the applications of this microchannels. Will be in uh. When we apply this. Sensors when I play, sorry when we apply these materials. For developing A variable sensors.

OK. So if I talk about. At first, if I talk about the machinings. Are nothing but a substructive manufacturing. Where the material has been removed. Gradually. Or systematically. 2 gate to convert the raw meters into 5. When we talk about the micromachining. That that means. That we are working in a. Meter domain. Now cryogenic micromachining is the. Concept. We generally used for soft. Volume this particular materials. Rd. Soft at room. So way. Performance when we. Allow this material to come. Towards his cluster. Plus transition temperature that lies generally. Subdued temperatures. For example. Examples of. Polymer like VHP. Is a silica. Silicon pressed material. That has class transition temperature of mine. That to reach the temperatures I need to. Cryogens. With applying cryogen. I can. Reached below its glass condition temperature. Where it attains. Glass State. From rubber estates. So when it attains the glasses. That time. I with the micro machining has been performed. To develop Microchip. Generally. Search table. Channels are produced by. Micro molding process. But that process required. Too much. And highly expensive. In order to avoid that. We used a direct pro. Where the microchannels has been. By cryogenic. Micromachining. Now the applications of this microchannels. Will be in uh. When we apply this. Sensors when I play, sorry when we apply these materials. For developing A variable sensors. Through this particular channels. The liquid metals. Floater and then. Are two or three polymers. Such polymers are merged. And electrical. Connections. Mint and finally. A wearable sensors can be made. So so the research completely. Based on how? Precisely. We can form. Uh, micro channels. Over very very. A soft elastomer. Or soft Polygon materials.

Okay, so you make cryogenic micromachining relatable by connecting it to the basics of subtractive manufacturing and then introduce the need for low temperatures to work with soft polymers like VHP. When you've spoken with industry partners or funding bodies, what angle do you take to convince them of the practical or commercial value of this research?

Okay, so you break down cryogenic micromachining for students by starting with the basics of subtractive manufacturing and explaining the need for low temperatures in handling soft polymers. Now, Professor, given your experience in smart manufacturing and mechatronics, how would you foster industry collaborations to enhance the practical relevance of both research and teaching within VIT University's academic framework?

Alright, you explained micromachining to students by linking it to basic manufacturing concepts and using cryogenics for soft materials. Now, Professor, how do you envision fostering industry collaborations to enhance the practical relevance of research and teaching within VIT University's academic framework?

Okay, so you break down cryogenic micromachining for students by starting with the basics of subtractive manufacturing, then walk them through the challenges of soft polymers and how cryogenics help. Now, Professor, how do you envision fostering industry collaborations to enhance the practical relevance of research and teaching within VIT University's academic framework?

Right, so you explained the rationale for cryogenic micromachining to students by connecting it with familiar subtractive manufacturing, then broke down the behavior of soft polymers at low temperatures and the practical benefits. Now, Professor, how do you see your expertise in Smart Manufacturing or Mechatronics supporting VIT University's push toward cutting-edge technology and innovation?

Okay, so you broke down cryogenic micromachining for students by connecting it to the basics of machining and explaining how cooling soft polymers lets you work at a micro scale. Now, Professor, how do you envision fostering industry collaborations to enhance the practical relevance of both research and teaching within VIT University's academic framework?

You described using cryogenic micromachining to fabricate microchannels for biomedical sensors, highlighting how you make the process relatable for students by grounding it in basic manufacturing principles. Given that background, Professor, how do you envision fostering industry collaborations to enhance the practical relevance of your research and teaching within VIT University's academic framework?

Okay, so you broke down cryogenic micromachining for students by connecting it to the basics of machining and explaining how cooling soft polymers lets you work at a micro scale. Now, Professor, how do you envision fostering industry collaborations to enhance the practical relevance of research and teaching within VIT University's academic framework?

Apart from. Apart from research. I also act. Acted as a co-founder.

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well.

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products.

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products. So at first the idea has been converted into prototypes. And based on that prototype. I have patented several. Work. On based on that. But one of the patented work. I have developed uh. Start it one startup. Medtech company that electronic. Bit limited.

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products. So at first the idea has been converted into prototypes. And based on that prototype. I have patented several. Work. On based on that. But one of the patented work. I have developed uh. Start it one startup. Medtech company that electronic. Bit limited. And out of this and. Within that period. The two of the patent has been converted into product.

Alright, shifting gears to your teaching approach — suppose you were assigned a large Mechatronics class at VIT University, but you couldn't use slides or traditional lectures. How would you structure a session to keep 200 students actively engaged and learning?

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products. So at first the idea has been converted into prototypes. And based on that prototype. I have patented several. Work. On based on that. But one of the patented work. I have developed uh. Start it one startup. Medtech company that electronic. Bit limited. And out of this and. Within that period. The two of the patent has been converted into product. One of them. And now has been commercialized.

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products. So at first the idea has been converted into prototypes. And based on that prototype. I have patented several. Work. On based on that. But one of the patented work. I have developed uh. Start it one startup. Medtech company that electronic. Bit limited. And out of this and. Within that period. The two of the patent has been converted into product. One of them. And now has been commercialized. Available in the market. And people can. Bytes. So by converting the idea into a prototype and finally into a product.

You mentioned co-founding Elevatronics and involvement in mechatronics—so if you were running a session for 200 students at VIT, but couldn't use slides or traditional lectures, how would you actually keep them engaged and make sure they're learning the material?

So you leveraged your startup experience and product development background to bridge industry and academia. Now, imagine you're teaching a Mechatronics class of 200 students at VIT and you can't use slides or traditional lectures. How would you structure a session to keep all those students actively engaged with the material?

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products. So at first the idea has been converted into prototypes. And based on that prototype. I have patented several. Work. On based on that. But one of the patented work. I have developed uh. Start it one startup. Medtech company that electronic. Bit limited. And out of this and. Within that period. The two of the patent has been converted into product. One of them. And now has been commercialized. Available in the market. And people can. Bytes. So by converting the idea into a prototype and finally into a product. Experience will help the students. Understand the concepts. Of basic fundamentals of the manufacturing as well as mechatronics. And to convert. That and to come up with new ideas. Developed prototypes. File patent. Finally. MMM. Development of different products. So the ideology. Beside the teaching. And doing experiments is that? So that we can use our fundamentals. And the basic concept. Into the. Uh, in developing. New products.

Apart from. Apart from research. I also act. Acted as a co-founder. The company startup company. That's called Elevatronics Private Limited. So basically. Apart from this manufacturing domain. I have been in. Involved in mechatronics department as well. So by. Combining mechatronics and manufacturing. We have more more time on developing. New products. So at first the idea has been converted into prototypes. And based on that prototype. I have patented several. Work. On based on that. But one of the patented work. I have developed uh. Start it one startup. Medtech company that electronic. Bit limited. And out of this and. Within that period. The two of the patent has been converted into product. One of them. And now has been commercialized. Available in the market. And people can. Bytes. So by converting the idea into a prototype and finally into a product. Experience will help the students. Understand the concepts. Of basic fundamentals of the manufacturing as well as mechatronics. And to convert. That and to come up with new ideas. Developed prototypes. File patent. Finally. MMM. Development of different products. So the ideology. Beside the teaching. And doing experiments is that? So that we can use our fundamentals. And the basic concept. Into the. Uh, in developing. New products. And also. Using our ideas. For the betterment of the. So the way. I can help. Students. To do more projects. And go towards. Development of the. Products that can help. Tuscany especially. Very much focused on. Development of the. Biomedical.

So, you leveraged your startup and patent work to connect industry with your academic role. Suppose you’re running a hands-on session for two hundred Mechatronics students at VIT, but you can’t use slides or traditional lectures—how would you actually keep them engaged and get them to wrestle with the material?

Alright, so you leveraged your startup and patent experience to actually bring products to market—that's a strong industry connection. Now, Professor, how would you design an active learning exercise in Smart Manufacturing, where students not only absorb theory but actually struggle with a real problem in class?

So you actually took patented work into a startup and managed to commercialize a product—that's a strong bridge between academia and industry. Now, if you were teaching a Smart Manufacturing course at VIT and couldn't use slides or traditional lectures, how would you actively engage 200 students in a session so they really wrestle with the material?

So you actually took your patents all the way to commercialization—definitely not something every faculty member can say. One last thing in this area, Professor: when you're teaching Smart Manufacturing or Mechatronics at VIT, what specific strategies would you use to make sure students who aren't naturally engaged—maybe those who struggle with hands-on work—are still learning and participating meaningfully?

You actually took your patent all the way to a commercialized product—most faculty can't say that. Now, let's switch gears. Suppose you're teaching a Smart Manufacturing course to a large group of students at VIT, but you can't use slides or traditional lectures. How would you design a session that really gets students actively engaged and working with the material?

Alright, you actually took your patents all the way through to commercialization and used that process to help students see direct industry impact. Now, Professor, let's shift to pedagogy. Suppose you're teaching a Smart Manufacturing course to a group of 200 students at VIT, and you can't use slides or a traditional lecture. How would you structure a session so that students are actively engaged and actually working with the material, rather than just listening?

OK, in that case. At first I will. Give the introductions.

So you'd open with an introduction, but with two hundred students and no slides, just an intro won't keep them engaged for long. How would you make sure even the quieter students are actually wrestling with the material during the session?

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work?

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform?

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform? That I can show them. That I can teach them through. As well as traditional way. That how that. System then. The automations process. Or say that. Development of the SHOF. How? How these robots are working at that? Uh, because I used to. Uh students the physical components of. I can through simulations of the software, I can teach them how this particular software is used to work. The softwares are not available like. And show them with the slide.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform? That I can show them. That I can teach them through. As well as traditional way. That how that. System then. The automations process. Or say that. Development of the SHOF. How? How these robots are working at that? Uh, because I used to. Uh students the physical components of. I can through simulations of the software, I can teach them how this particular software is used to work.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform? That I can show them. That I can teach them through. As well as traditional way. That how that. System then. The automations process. Or say that. Development of the SHOF.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform? That I can show them. That I can teach them through. As well as traditional way. That how that. System then. The automations process. Or say that. Development of the SHOF. How? How these robots are working at that? Uh, because I used to. Uh students the physical components of. I can through simulations of the software, I can teach them how this particular software is used to work. The softwares are not available like. And show them with the slide. OK. And how this particular component is? And to teach them. The basic mechanisms behind that. I can use my. Chalk Dusters. To explain how. The. Toolpath order the kinematics. Behind the movement of the robots that I missed.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform? That I can show them. That I can teach them through. As well as traditional way. That how that. System then. The automations process. Or say that. Development of the SHOF. How? How these robots are working at that? Uh, because I used to. Uh students the physical components of. I can through simulations of the software, I can teach them how this particular software is used to work. The softwares are not available like. And show them with the slide. OK. And how this particular component is? And to teach them. The basic mechanisms behind that. I can use my. Chalk Dusters. To explain how. The. Toolpath order the kinematics. Behind the movement of the robots that I missed. This is how. The whole interactions can be done. That at first I will. At first I'll introduce the applications of the various comments. And then with. The interest? I can explain. Chennai Recon component. Has been used. In industry. And how? The engineers are working.

OK, in that case. At first I will. Give the introductions. Of the men smart manufacturing things. And how they've been. With the presentations. I will. I'll show them. That how different. The components and the DB. Happy news in. Uh, indust. Then after going into it. I will show them. The basics for example. Examples in smart manufacturing. If I talk about the IoT system. So that. Several, uh, machines have been. Answers has been integrated. And the data of this particular sensor. This has been taken into the cloud. If device and finally. We perform that. The machine learning or AI? On that data. And certain automations. In the whole. So how? Tapes has been done. I can teach. Teach them through software. Where I will. Show them how this software works. Also in the millings are the machineries. How the. Code coding. And how this coding has been done? And what is the basic concept beside it? That I can. Teach them. Traditional way. That means by writing into the board. And how these basic concepts has been? What are the basic concepts? Beside writing a program. For example. If I take about the. Seacoast how this code? And the coordinates has. And how it is work? Then how to configure? The data. With beer. How to? Configured. The sensors with Turk device. How to accumulate data in the IoT platform? That I can show them. That I can teach them through. As well as traditional way. That how that. System then. The automations process. Or say that. Development of the SHOF. How? How these robots are working at that? Uh, because I used to. Uh students the physical components of. I can through simulations of the software, I can teach them how this particular software is used to work. The softwares are not available like. And show them with the slide. OK. And how this particular component is? And to teach them. The basic mechanisms behind that. I can use my. Chalk Dusters. To explain how. The. Toolpath order the kinematics. Behind the movement of the robots that I missed. This is how. The whole interactions can be done. That at first I will. At first I'll introduce the applications of the various comments. And then with. The interest? I can explain. Chennai Recon component. Has been used. In industry. And how? The engineers are working. For further development of this particular. As well as.

Alright, so you'd open with some demonstrations and real-world examples, especially around IoT integration in smart manufacturing. But with a big class, not everyone will jump in—how would you check whether your approach is actually getting students engaged and understanding, not just a few actively participating?

Alright, so you'd use real-world demonstrations and examples around IoT and smart manufacturing, but with two hundred students in the room, that's a lot to manage. How would you actually check if students are understanding the material during the session, especially those who might not speak up on their own?

So you'd use software demos and real-world IoT examples to get students interacting, even without slides. But with a group that size, how would you actually know if the quieter students are following along, or if they've tuned out?

So you'd use software demonstrations around IoT and cloud integration to make smart manufacturing concrete, even without slides. Now, let's shift — how do you decide whether your active learning approach is actually working? What signals or assessments do you use to gauge if students are really engaging with the material?

Since you've led both academic and industry efforts, let me ask — accreditation cycles can be demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you’d use software demonstrations and real-world coding exercises to show smart manufacturing concepts, even without slides. Since you’ve led both academic and industry efforts, let me ask — accreditation cycles can be demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you'd rely on board work and software demos to substitute for slides, breaking down IoT data flow and hands-on coding in smart manufacturing. Since you've led both academic and industry efforts, let me ask — accreditation cycles can be demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Okay, so you'd rely on board work and software demos to substitute for slides, breaking down IoT data flow and hands-on coding in smart manufacturing. Since you've led both academic and industry efforts, let me ask — accreditation cycles can be demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you'd rely on board work and hands-on demos, even for a large group. Since you've led both academic and industry efforts, let me ask — accreditation cycles can be demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, you mentioned using both software simulations and hands-on board work to keep students engaged with smart manufacturing, even without traditional lectures. Now, Dr. Mulik, since you've led both academic and industry efforts, accreditation cycles can be pretty demanding. If you joined our department and discovered that outcome assessment data was inconsistent across different courses, how would you approach fixing that?

Alright, you gave a good rundown of how you'd use hands-on activities and demo software to keep Smart Manufacturing sessions interactive, even without slides. Since you've led both academic and industry efforts, Dr. Mulik, let me ask — accreditation cycles can be demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

You mentioned using board work and hands-on demonstrations to engage students, even with large groups. Since you've also led a startup and worked on translating research into products, I'm curious — 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?

Okay, so you’d use a mix of board work and hands-on demos to keep students engaged, even in a big group. Since you’ve worked on bridging research and industry directly, let’s talk about institutional responsibilities. Accreditation cycles can be demanding — suppose you joined our department and found that outcome assessment data was inconsistent across courses. How would you approach fixing that?

Okay, so you'd use a mix of hands-on demos, chalk-and-talk, and software simulations—even in a large, tech-heavy subject like Smart Manufacturing. Now, Dr. Mulik, 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?

Not a problem. That if the outcome data is not. Uh, this factory.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there.

So, you said it's not a problem if the outcome data isn't satisfactory, but what would you actually do to make sure all courses are reporting consistent and reliable assessment results?

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved. With the research articles. And I'll involve them with them. Uh, development of small prototypes. And the based on the curiosity and. Performance in the project.

Alright, you started by saying you'd look at the course topics and outcomes, but let's get more concrete — suppose you discover that different faculty interpret "critical thinking" outcomes in totally different ways and grade them inconsistently. What specific steps would you take to ensure everyone is using the same standard for assessment?

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved. With the research articles. And I'll involve them with them. Uh, development of small prototypes. And the based on the curiosity and. Performance in the project. As well as. Low and development of the reading of this articles. Research articles. Converting that particular idea from this research. Performing good quality work. Based on that, I can analyze that uh. Whether how the courts need to be shifted? How the? The students need to be. Motivated.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved. With the research articles. And I'll involve them with them. Uh, development of small prototypes. And the based on the curiosity and. Performance in the project. As well as. Low and development of the reading of this articles. Research articles. Converting that particular idea from this research. Performing good quality work.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved. With the research articles. And I'll involve them with them. Uh, development of small prototypes. And the based on the curiosity and. Performance in the project. As well as. Low and development of the reading of this articles. Research articles. Converting that particular idea from this research. Performing good quality work. Based on that, I can analyze that uh. Whether how the courts need to be shifted? How the? The students need to be. Motivated. To perform a valuable. Projects. So based upon the curiosity. As well as the performance. In the projects.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved. With the research articles. And I'll involve them with them. Uh, development of small prototypes. And the based on the curiosity and. Performance in the project. As well as. Low and development of the reading of this articles. Research articles. Converting that particular idea from this research. Performing good quality work. Based on that, I can analyze that uh. Whether how the courts need to be shifted? How the? The students need to be. Motivated. To perform a valuable. Projects.

Not a problem. That if the outcome data is not. Uh, this factory. I I will obviously look. The outcomes of the courses are like. Whatever the courses, whatever the topics. That has been there. Will try to cover. The fundamentals concepts. As well as the how this uh. The descent trains the technology of this. The recent technology I will introduce. Students about this. F involved. With the research articles. And I'll involve them with them. Uh, development of small prototypes. And the based on the curiosity and. Performance in the project. As well as. Low and development of the reading of this articles. Research articles. Converting that particular idea from this research. Performing good quality work. Based on that, I can analyze that uh. Whether how the courts need to be shifted? How the? The students need to be. Motivated. To perform a valuable. Projects. So based upon the curiosity. As well as the performance. In the projects. The evolutions of the students can be done. And further improvement. As well as. The executions of the. Uh, delivery of the lectures can be further improved. As well as the motivations to the students can be given. By involving myself. To the development of a. Project.

So you’d start by reviewing the fundamentals and making sure recent technologies are being covered, but what would you actually do to ensure every faculty member is collecting and reporting assessment data the same way, so that accreditation bodies see consistency across all courses?

Alright, you mentioned making sure recent technologies are covered and fundamentals are taught, but what would you actually do to ensure every faculty member is collecting and reporting assessment results the same way, so the accreditation data is consistent?

Professor, imagine a situation where a student files a formal complaint alleging your grading is biased. At the same time, your department head is pressuring you to improve pass rates. How would you navigate that tension between academic integrity and institutional expectations?

You talked about covering fundamentals and involving students in research and projects, but I'm really asking about the process. What concrete steps would you take to make sure every faculty member collects and reports assessment results the same way, so the data is consistent for accreditation reviews?

Alright, you’d focus on fundamentals, research engagement, and project-based learning to drive better outcomes. Now, Professor, here’s a scenario: imagine a student files a formal complaint alleging your grading is biased, while at the same time, your department head is pressuring you to improve pass rates. How would you navigate that tension between academic integrity and institutional expectations?

You mentioned you'd focus on fundamentals, research, and motivating students through projects if outcomes weren't satisfactory. Let's switch gears to a real-world dilemma: imagine a student files a formal complaint saying your grading was biased, but at the same time, your department head is urging you to raise pass rates. How would you navigate that situation?

Alright, you’d focus on covering fundamentals, bringing in recent technology, and motivating students through projects and research engagement. Let’s talk about professional challenges. Professor, imagine a colleague asks you to co-author a paper, but while reviewing the data you notice some results look questionable — maybe even manipulated. How would you handle that situation?

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem.

You mentioned your work commercializing patented products from your research and involving students in those projects. Given your background in mechatronics and smart manufacturing, do you have any specific industry connections or partnerships that could translate into internship or placement opportunities for VIT University students?

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing. If I will make a particular way. That if this is the way that. The solutions might. Called the people the student must think and if. Way of thinking. Is very nice enough. It's a good enough and come with the. But yes, the solutions may be different. It may come with different solutions.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing. If I will make a particular way. That if this is the way that. The solutions might. Called the people the student must think and if. Way of thinking. Is very nice enough. It's a good enough and come with the. But yes, the solutions may be different. It may come with different solutions. But if it's OK. And uh. Uh, he or she is using the concept that has been taught in the classes. So I will be obviously. And give preference. And allow him to pass marks. And uh. Move forward.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing. If I will make a particular way. That if this is the way that. The solutions might. Called the people the student must think and if. Way of thinking. Is very nice enough. It's a good enough and come with the. But yes, the solutions may be different. It may come with different solutions. But if it's OK. And uh. Uh, he or she is using the concept that has been taught in the classes. So I will be obviously. And give preference. And allow him to pass marks. And uh. Move forward. OK, so. I will be focusing on. That whether he or she. Capable enough?

So you mentioned not just your teaching, but actually commercializing a patented product through Elevatronics and involving students in that process. Can you give me a specific example of an industry partnership or company—apart from your own startup—where you facilitated internships, projects, or direct student engagement, and what the outcome was?

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing. If I will make a particular way. That if this is the way that. The solutions might. Called the people the student must think and if. Way of thinking. Is very nice enough. It's a good enough and come with the. But yes, the solutions may be different. It may come with different solutions. But if it's OK. And uh. Uh, he or she is using the concept that has been taught in the classes. So I will be obviously. And give preference. And allow him to pass marks. And uh. Move forward. OK, so. I will be focusing on. That whether he or she. Capable enough? To think. And develop. A bit of a. That has been. Discussed in the class.

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing. If I will make a particular way. That if this is the way that. The solutions might. Called the people the student must think and if. Way of thinking. Is very nice enough. It's a good enough and come with the. But yes, the solutions may be different. It may come with different solutions. But if it's OK. And uh. Uh, he or she is using the concept that has been taught in the classes. So I will be obviously. And give preference. And allow him to pass marks. And uh. Move forward. OK, so. I will be focusing on. That whether he or she. Capable enough? To think. And develop. A bit of a. That has been. Discussed in the class. Into uh. Uh, you think we? Into for solving a problem.

Okay, so you're focusing on reviewing the assessment against the actual course content and making sure evaluations are fair and based on conceptual understanding. But in this scenario, if the student insists on seeing their answer scripts and requests a formal review in front of a third party, how would you handle that process?

OK. If the department. Uh says that. Whatever the marks that has been given to him. Isn't biased. So I will be working. Basically I. Look into the whatever the courses, whatever the topics that has been covered. And based on that. I will try. Eve atas. To that particular. Task or the numerical problems? Conceptualized problem. Uh, and I will. The students to work on it. So how? At least the students is working. Towards the solution of that particular problem. Will be analysed. And how? He or she. The fundamental cause. Concepts that has been taught in the class. You think that particular concepts? Towards solutions of that problem. I will be analysing. And I will speak. The step markings for. And present to the committee. That how? This particular students. Uh, thinking on uh. Solutions to this problem and how they are performing. If I will make a particular way. That if this is the way that. The solutions might. Called the people the student must think and if. Way of thinking. Is very nice enough. It's a good enough and come with the. But yes, the solutions may be different. It may come with different solutions. But if it's OK. And uh. Uh, he or she is using the concept that has been taught in the classes. So I will be obviously. And give preference. And allow him to pass marks. And uh. Move forward. OK, so. I will be focusing on. That whether he or she. Capable enough? To think. And develop. A bit of a. That has been. Discussed in the class. Into uh. Uh, you think we? Into for solving a problem. That particular thing. And based on that I will give marks.

Okay, so you'd review the assessment directly against the course content, look at how students performed on conceptual and practical tasks, and focus on objectivity. But to dig in—can you share a specific instance where you actually faced a student or parent challenging your grading, and what steps you took to resolve it?

Alright, now I want to touch on some core capabilities for this role. Professor, when you’re teaching both theory and lab courses, how do you balance the two so students don’t just memorize procedures but actually understand the underlying concepts?

So you're focusing on aligning grading to the actual content, analyzing how students approach both numerical and conceptual problems, and ensuring fairness by reviewing their work. Can you give me a concrete example of a time you had to defend your evaluation decisions, maybe in a meeting with faculty or with a student? What did you say, and how did you handle it?

Alright, so you're saying you'd review the assessment against the content, look for evidence the student worked through the problems using concepts from class, and make sure the process is fair and clear. Let's switch gears. When you're guiding student projects or research, how do you balance giving them independence with making sure their work is rigorous and on track?

Okay, so you'd present the student's actual work, break down the steps they've taken on numerical and conceptual problems, and rely on transparent marking to show there wasn't bias. When you design an exam or evaluation, how do you ensure it actually measures whether students have mastered the underlying concepts, not just memorized procedures?

Okay, so your approach is to review the student's actual work, focus on transparency in step marking, and present clear reasoning to the committee if grading is questioned. Now let's talk about your ability to guide student research — can you share a time when a student's project proposal was technically ambitious but not feasible, and how you helped them reshape it into something both rigorous and achievable?

So you’d center your defense on transparent, stepwise marking and show the committee how the student’s reasoning was assessed. Shifting gears—when you’re guiding student projects or research, how do you help students pick topics that are both ambitious and actually doable in a semester?

Alright, so your approach is to analyze the student's problem-solving process, check how they're applying concepts from class, and make that transparent to both the student and the committee. Let's switch gears—when you're guiding student projects or research, how do you ensure that every student is actually contributing and not just relying on the stronger group members?

Alright, you described using transparent marking and focusing on the student's reasoning. Now, shifting to guiding student projects and research—how do you help a student who's struggling to pick a viable project topic in areas like smart manufacturing or mechatronics?

Okay, so you’d focus on whether the student is actually using concepts from class to solve problems, and make that transparent if there’s ever a question about fairness. Switching to another area—when you’re guiding student projects or supervising research, how do you help a student who’s struggling to pick a viable topic or define a clear research question?

Okay, so you focus on evaluating whether students are really applying concepts in their project work and use that to drive improvements in teaching. Shifting gears — you mentioned guiding students through project development, patents, and even commercialization. Can you give me a specific example of how you helped a student team select a research topic that was both innovative and feasible?

OK.

Alright, so you’ve worked with students from brainstorming through to patents and market-ready products, which is a pretty direct form of project guidance. Shifting gears, let's talk about communication. When you're teaching a tough topic—like industrial sensors or CNC automation—what's your approach to making sure your explanations are clear and your students actually follow along?

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow?

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors?

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors? Now by. Performing different experiments they understand. That how? Each particular sensors can be used. And the motions of the actuator can be controlled.

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors? Now by. Performing different experiments they understand. That how? Each particular sensors can be used. And the motions of the actuator can be controlled. By getting the. Signals from the sensors.

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors? Now by. Performing different experiments they understand. That how? Each particular sensors can be used. And the motions of the actuator can be controlled. By getting the. Signals from the sensors. Now if I tell them. By conceptually. This particular component. If I want to make a press machine.

So you walk students through the components of hydraulic systems and get them to think about real applications, like different types of cylinders and flow control. Thinking about your approach more broadly, how do you ensure your explanations are structured so even students at the bottom of the class keep up—especially when you're tackling something technical like industrial sensors or CNC automation?

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors? Now by. Performing different experiments they understand. That how? Each particular sensors can be used. And the motions of the actuator can be controlled. By getting the. Signals from the sensors. Now if I tell them. By conceptually. This particular component. If I want to make a press machine. That has to be. Actuated. Trapped. Then how this can be? Done. Students come up with. That. So for that particular. Other thing if. The hydraulic system. And even if I positions this particular sensor to its. Uh, and once it uh. But instead of 1. If I use the 2 proximity sensors. At the 2 ends of the cylinders. Then and. Use this. Use a particular kind of directional control verb. A rapid movement of the. Uh, Tilinders. Can be positive. Also. I used to. Tell them how the hydraulic system works, how the pneumatic system. And let the student decide. Based on the applications that. Which particular system? Need to be. Selected. Whether the? The system should whether you should select. Hydraulics or. Or you should select the pneumatic set. A bit based on the. There's a concept that has been. Discussed in the classes.

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors? Now by. Performing different experiments they understand. That how? Each particular sensors can be used. And the motions of the actuator can be controlled. By getting the. Signals from the sensors. Now if I tell them. By conceptually. This particular component. If I want to make a press machine. That has to be. Actuated. Trapped. Then how this can be? Done. Students come up with. That. So for that particular. Other thing if. The hydraulic system. And even if I positions this particular sensor to its. Uh, and once it uh. But instead of 1. If I use the 2 proximity sensors. At the 2 ends of the cylinders. Then and. Use this. Use a particular kind of directional control verb. A rapid movement of the. Uh, Tilinders. Can be positive. Also. I used to. Tell them how the hydraulic system works, how the pneumatic system. And let the student decide. Based on the applications that. Which particular system? Need to be. Selected. Whether the? The system should whether you should select. Hydraulics or. Or you should select the pneumatic set. A bit based on the. There's a concept that has been. Discussed in the classes. They try to their idea. For doing a particular. Projects. Uh. That solving this particular problem. Which system should they use?

Alright, so you guide students through the real mechanics—like how a single-acting cylinder functions or how proximity sensors work—so they're picking topics that are hands-on and rooted in what they've learned. Shifting to communication, when you're explaining a tough concept to a class and you notice several students look confused, how do you adjust your approach in real time?

OK. Examples when I used to. Hydraulics. So there I used to. Teach them that how. The developing cylinders. I tell them that these are the different components of the hydraulic systems. For example, if I take about. Single acting cylinder works for the double acting cylinder work. What about the flow? Control verbs. How it works. How how the direction of call verbs has been? OK. And what are the different sensors, the proximity sensors? Now by. Performing different experiments they understand. That how? Each particular sensors can be used. And the motions of the actuator can be controlled. By getting the. Signals from the sensors. Now if I tell them. By conceptually. This particular component. If I want to make a press machine. That has to be. Actuated. Trapped. Then how this can be? Done. Students come up with. That. So for that particular. Other thing if. The hydraulic system. And even if I positions this particular sensor to its. Uh, and once it uh. But instead of 1. If I use the 2 proximity sensors. At the 2 ends of the cylinders. Then and. Use this. Use a particular kind of directional control verb. A rapid movement of the. Uh, Tilinders. Can be positive. Also. I used to. Tell them how the hydraulic system works, how the pneumatic system. And let the student decide. Based on the applications that. Which particular system? Need to be. Selected. Whether the? The system should whether you should select. Hydraulics or. Or you should select the pneumatic set. A bit based on the. There's a concept that has been. Discussed in the classes. They try to their idea. For doing a particular. Projects. Uh. That solving this particular problem. Which system should they use? So this is how. Environment can be created.

Alright, so you help students connect practical hydraulics experiments to real actuator control, which grounds their project choices. Switching gears—thinking about communication, when you've got a complex topic like smart sensors or CNC automation, how do you break it down so even students with weaker backgrounds can follow and stay engaged?

So you have them experiment with actuators and sensors in hydraulics, which helps them pick projects that are grounded in real engineering. Now, thinking about your teaching approach overall—how do you make sure your communication is clear and structured, especially when explaining complex concepts to a large group with mixed backgrounds?

So you’ve guided students through component-level hydraulics projects, handled fair grading and committee review, and even brought patents to market through your startup. To clarify, Professor, could you share the title of your PhD dissertation and which university awarded your doctorate?

Right, so you’ve guided students through component-level hydraulics projects, handled fair grading and committee review, and even brought patents to market through your startup. To clarify, Professor, could you name one or two of the reputed journals where your research has been published, and briefly describe the focus of one of those papers?

Alright, so you have students experience the decision process—hydraulics versus pneumatics—using real sensors and actuators, then let them pick the right system for their project. Now, Professor, turning to your publications: when you submit your research to top journals, what's your approach for selecting where to send your work, and how do you handle reviewer feedback if it's critical or even seems unfair?

Okay, so you coach students through deciding when to use hydraulics versus pneumatics based on practical experiments—gives them real context for their research choices. Now, focusing on your research publications, Professor: think back to one of your papers in a reputed journal. What was the biggest challenge you faced during the peer review process, and how did you address the reviewers' critiques?

OK. So one of my latest journal has been published.

You mentioned your latest journal paper just got published. What was the toughest critique you received from reviewers on that paper, and how did you address their concerns during the revision?

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions.

Alright, you mentioned your latest article was published in the Journal of Manufacturing. What was the toughest critique you received from reviewers on that paper, and how did you address their concerns during the revision?

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed. Go below the glass transition temperatures of a particular material. So I have used multi. Pill thermocouples.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed. Go below the glass transition temperatures of a particular material. So I have used multi. Pill thermocouples. To show them. That the temperatures. Within the Chamber has been confounded. Within a few degrees.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed. Go below the glass transition temperatures of a particular material. So I have used multi. Pill thermocouples. To show them. That the temperatures. Within the Chamber has been confounded. Within a few degrees. Due to that. The glass. Condition temperature of that particular. Material has been maintained. By that, uh, particular temperature. Novel designs of the. Chamber. Machining of the subpolymer. Good proposity.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed. Go below the glass transition temperatures of a particular material. So I have used multi. Pill thermocouples. To show them. That the temperatures. Within the Chamber has been confounded. Within a few degrees. Due to that. The glass. Condition temperature of that particular. Material has been maintained. By that, uh, particular temperature. Novel designs of the. Chamber. Machining of the subpolymer. Good proposity. So they have. Asked several times. How the the weather gives the evidence that the temperature has. Maintain properly.

Alright, you mentioned your recent article in the Journal of Manufacturing, and that reviewers pushed you on temperature control during machining. Can you give me a specific example of how you revised your paper in response to their feedback, and what technical evidence you provided to satisfy their concerns?

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed. Go below the glass transition temperatures of a particular material. So I have used multi. Pill thermocouples. To show them. That the temperatures. Within the Chamber has been confounded. Within a few degrees. Due to that. The glass. Condition temperature of that particular. Material has been maintained. By that, uh, particular temperature. Novel designs of the. Chamber. Machining of the subpolymer. Good proposity. So they have. Asked several times. How the the weather gives the evidence that the temperature has. Maintain properly. For that need to perform several experiments.

OK. So one of my latest journal has been published. In uh. Journal of Manufacturing. So they have. Which enemy? That how the temperatures has been controlled. Within the crash. How? Temperatures of the material. Be taken with. So based on the questions. Although have. Addressed in the paper. I have shown that. I have designed the. And put several thermocouples inside. That how? Because. Since too much cryogens has been needed. Go below the glass transition temperatures of a particular material. So I have used multi. Pill thermocouples. To show them. That the temperatures. Within the Chamber has been confounded. Within a few degrees. Due to that. The glass. Condition temperature of that particular. Material has been maintained. By that, uh, particular temperature. Novel designs of the. Chamber. Machining of the subpolymer. Good proposity. So they have. Asked several times. How the the weather gives the evidence that the temperature has. Maintain properly. For that need to perform several experiments. For measuring the temperatures. Engaging multiples. Thermocouples entry.

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

Right, so in your recent Journal of Manufacturing paper, reviewers pushed for more detail on temperature control in the cryogenic machining process, and you addressed it by embedding multiple thermocouples to show precise monitoring. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, so to address the reviewers' critique about temperature control, you actually embedded multiple thermocouples in your setup to provide detailed data and make your conclusions more robust. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, so to address the reviewers’ concerns about temperature control, you embedded multiple thermocouples in the cryogenic chamber and demonstrated you could maintain stable conditions. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, so to address the reviewers' concerns about temperature control, you embedded multiple thermocouples in the cryogenic chamber and demonstrated you could maintain stable conditions. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, so you responded to reviewer concerns by adding multiple thermocouples, giving clear evidence you could control and measure the temperature precisely during your cryogenic micromachining process. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Right, so to address the reviewers’ concerns about temperature control, you embedded multiple thermocouples in the cryogenic chamber and demonstrated you could maintain stable conditions. Dr., we're at the end of our time — is there anything you'd like to ask about the role or the department?

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

OK, so as an assistant professor in research. What will be my major role? That, uh, the company is expecting from me.