Yes, thank you.

Please start by introducing your professional journey in academia

Uh, I have, uh. Myself introducing as doctor Rajesh Panda and I have completed my. Uh, Btech in 2010. Uh, with uh. My branch as electrical and electronic engineering. With the CGP of 8.2.

Uh, I have, uh. Myself introducing as doctor Rajesh Panda and I have completed my. Uh, Btech in 2010. Uh, with uh. My branch as electrical and electronic engineering. With the CGP of 8.2. Then then uh, I have completed my masters in 2015.

Uh, I have, uh. Myself introducing as doctor Rajesh Panda and I have completed my. Uh, Btech in 2010. Uh, with uh. My branch as electrical and electronic engineering. With the CGP of 8.2. Then then uh, I have completed my masters in 2015. Uh, with a uh, with specialization in power electronics and drives. With the. CCP of 8.45. Then I have completed my PhD in 2020.

Uh, I have, uh. Myself introducing as doctor Rajesh Panda and I have completed my. Uh, Btech in 2010. Uh, with uh. My branch as electrical and electronic engineering. With the CGP of 8.2. Then then uh, I have completed my masters in 2015. Uh, with a uh, with specialization in power electronics and drives. With the. CCP of 8.45. Then I have completed my PhD in 2020. With the. Uh, with a special with specialized power system? Energy markets. And then I have uh. I am having. Uh, experience. Of teaching around 10 plus years.

Uh, I have, uh. Myself introducing as doctor Rajesh Panda and I have completed my. Uh, Btech in 2010. Uh, with uh. My branch as electrical and electronic engineering. With the CGP of 8.2. Then then uh, I have completed my masters in 2015. Uh, with a uh, with specialization in power electronics and drives. With the. CCP of 8.45. Then I have completed my PhD in 2020. With the. Uh, with a special with specialized power system? Energy markets. And then I have uh. I am having. Uh, experience. Of teaching around 10 plus years. And currently. Uh. Currently I'm working in uh. UH SSN College of engineering, Chennai.

Uh, I have, uh. Myself introducing as doctor Rajesh Panda and I have completed my. Uh, Btech in 2010. Uh, with uh. My branch as electrical and electronic engineering. With the CGP of 8.2. Then then uh, I have completed my masters in 2015. Uh, with a uh, with specialization in power electronics and drives. With the. CCP of 8.45. Then I have completed my PhD in 2020. With the. Uh, with a special with specialized power system? Energy markets. And then I have uh. I am having. Uh, experience. Of teaching around 10 plus years. And currently. Uh. Currently I'm working in uh. UH SSN College of engineering, Chennai. Send emails 2023.

Okay, so you completed your BTech in electrical and electronics with an 8.2 CGPA back in 2010. Go on.

Alright, so after your BTech, you completed your masters in 2015. And then?

Alright, so your master's was in power electronics and drives with a CGPA of 8.45, then you finished your PhD in 2020. What was your doctoral research focused on?

You mentioned having over ten years of teaching experience. What’s one foundational concept in power electronics or power systems that you really enjoy teaching, and why does it resonate with you?

Alright, so you're currently at SSN College of Engineering in Chennai and you've got over ten years of teaching behind you. When you’re teaching power electronics, is there a particular foundational topic—say, semiconductor devices or converter circuits—that you find sparks the most engagement from your students?

Alright, you mentioned your experience at SSN College and your background in power systems and energy markets. Earlier I asked about teaching—when you introduce energy markets to your students, what's the key concept you want them to understand first, and how do you make that accessible for someone new to the topic?

In at SSN College of Engineering I have been assigned a subject. Called microprocessor and microcontroller to the UG. Students. I did. I did not get any opportunity to teach energy markets. That is my research area. To the UG students. Whereas I have done some projects UG projects related to energy markets with the UG students and published. Uh, several. Uh. A journal sent confidences.

Okay, so you haven't taught energy markets directly, but you've supervised UG projects and published journal articles on the subject. For those undergraduate projects, how did you guide students in connecting the abstract concepts of energy markets to real-world applications?

We like we have. Formulated a problem related to. Uh, V2G vital to grid and. G2P Gas. To power. Integrated system and we have. We have. Uh, taken that integrated system. Uh, for risk assessment and uh. Mitigations, uh. In the in the cyber physical system. Uh, and also we have done umm. Uh. This, uh. Uh, electricity and gas integrated system and what under various uncertainty conditions like loads? Contingencies and we have. Minimize the cost and uh. Umm, and it's maximize the profit for the, uh, the participants. So, uh, this? Uh, real time situations we have. Created a. Uh, modeling system where we. Where, where do we uh. Where we try to. Bring a real time conditions. Uh, and we simulate the. Uh, nonlinear systems. Under various conditions.

Alright, so you worked with students on modeling integrated electricity and gas systems, simulating real-time conditions, and assessing risks. When students struggled with the nonlinear aspects, what teaching strategy did you use to help them grasp those complexities?

Yeah, initially students have faced difficulties in understanding the. This nonlinearity equations. So so. I tried to. Uh, built with very simple nonlinearity equations.

Yeah, initially students have faced difficulties in understanding the. This nonlinearity equations. So so. I tried to. Uh, built with very simple nonlinearity equations. And and uh. And ask them to simulate in a in a environment called games general algebraic modeling system.

Yeah, initially students have faced difficulties in understanding the. This nonlinearity equations. So so. I tried to. Uh, built with very simple nonlinearity equations. And and uh. And ask them to simulate in a in a environment called games general algebraic modeling system. Uh, where we generally use for uh. This linear and non linear modelings. And then and subsequently one once they get. Acquainted with the nonlinear systems, then I have introduced Matlab.

Yeah, initially students have faced difficulties in understanding the. This nonlinearity equations. So so. I tried to. Uh, built with very simple nonlinearity equations. And and uh. And ask them to simulate in a in a environment called games general algebraic modeling system. Uh, where we generally use for uh. This linear and non linear modelings. And then and subsequently one once they get. Acquainted with the nonlinear systems, then I have introduced Matlab. Uh, uh, with the system, because, uh. Dams will have. Certain constraints of. Uh. The uh. The number of variables. So, so we are not able to get a licensed version for the that software so. We have used Matlab for these same. And for nonlinear modeling.

Yeah, initially students have faced difficulties in understanding the. This nonlinearity equations. So so. I tried to. Uh, built with very simple nonlinearity equations. And and uh. And ask them to simulate in a in a environment called games general algebraic modeling system. Uh, where we generally use for uh. This linear and non linear modelings. And then and subsequently one once they get. Acquainted with the nonlinear systems, then I have introduced Matlab. Uh, uh, with the system, because, uh. Dams will have. Certain constraints of. Uh. The uh. The number of variables. So, so we are not able to get a licensed version for the that software so. We have used Matlab for these same. And for nonlinear modeling. So, so so student were able to complete the. Project very well.

Alright, so you started with simple nonlinear equations to help students get comfortable. Did you use any particular real-world analogy or visualization to make those equations less intimidating?

Alright, so you used general algebraic modeling system to help students simulate simple nonlinear equations. Did you ever use a real-world analogy or visualization to make those equations less intimidating for them?

Professor, your PhD dissertation was on "Risk Assessment Framework and Security Constrained Optimal Bidding Strategies for Renewable Integrated Double Auctioned Competitive Power Markets." When you've had to present that research to undergraduates or colleagues outside your specialty, what's your approach for breaking down the core ideas so they're accessible and relevant?

Right, so you started students off with simple nonlinear equations using GAMS, then moved them to MATLAB once they got comfortable and licensing was an issue. When the modeling got more complex, how did you assess whether students really understood the underlying system, rather than just following the steps mechanically?

Right, so you started with GAMS for simple nonlinear models, then moved to MATLAB as students got more comfortable and licensing was an issue. When the modeling got more complex, how did you help students stay motivated, especially if they were struggling with the math or simulation results?

Yeah, initially, yeah, sometime they struggle with the results, so I help them in the programming and also. Uh, in understanding and uh. The. Uh, understanding the results. And. The SO. I help them in analysis part. So. Then it will be easier for the student for the UG students level. To to understand this, Kyle, this the kind of complexity of problems we. Usually do it.

Makes sense. So let’s shift gears—given your focus on power systems and energy markets, where do you see the most fundable research directions over the next three years? What kinds of grants or external funding would you pursue to support those efforts?

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems. So where normally they? Nonlinear nonlinearity. Order is very high.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems. So where normally they? Nonlinear nonlinearity. Order is very high. So, uh. Beyond modeling, there is no such. A way we can approach for this type of systems? So first we have to go for the modeling systems. Then. We can, we can. We can get an idea from the modeling system. Then we may go for an. A real time implementation.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems. So where normally they? Nonlinear nonlinearity. Order is very high. So, uh. Beyond modeling, there is no such. A way we can approach for this type of systems? So first we have to go for the modeling systems. Then. We can, we can. We can get an idea from the modeling system. Then we may go for an. A real time implementation. So that is the that is my plan of execution for any funding project. So. I apply for. The modeling of real time of the real time situations of the such. Uh, integrated systems.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems. So where normally they? Nonlinear nonlinearity. Order is very high. So, uh. Beyond modeling, there is no such. A way we can approach for this type of systems? So first we have to go for the modeling systems. Then. We can, we can. We can get an idea from the modeling system. Then we may go for an. A real time implementation. So that is the that is my plan of execution for any funding project. So. I apply for. The modeling of real time of the real time situations of the such. Uh, integrated systems. And once it ex. Once it is, uh. Done once it is executing as per the objectives.

You flagged nonlinear modeling as a funding target, and mentioned looking at different agencies—but which specific agencies or grant programs would you approach for research in power systems or energy markets? And how would you pitch your proposal to make it stand out?

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems. So where normally they? Nonlinear nonlinearity. Order is very high. So, uh. Beyond modeling, there is no such. A way we can approach for this type of systems? So first we have to go for the modeling systems. Then. We can, we can. We can get an idea from the modeling system. Then we may go for an. A real time implementation. So that is the that is my plan of execution for any funding project. So. I apply for. The modeling of real time of the real time situations of the such. Uh, integrated systems. And once it ex. Once it is, uh. Done once it is executing as per the objectives. Then we can go for a real time implementation. Uh, because it involves a use. Uh, fundings, uh, requirements. So normally nobody will take a risk. Of. Of getting of giving a funding directly for a real time situations. So. So that is my plan of uh. Applying to applying these projects to the. Uh, funding agencies like uh. Anrf I have applied. 4-5 projects.

Uh, yeah. Uh, normally, uh. I have gone through different uh, funding agencies, uh. So, uh. Like the main uh. Prospective, uh, part of the modeling is uh. The nonlinearity nonlinear modelings. So so. Uh, so where they, where, uh, we will have an, uh, have an upper hand. Uh, like. Like modeling a carbon. Uh, utilization. Uh, carbon, uh, capture utilization storage. Along with the. The the integrated systems Gas integrated systems. So where normally they? Nonlinear nonlinearity. Order is very high. So, uh. Beyond modeling, there is no such. A way we can approach for this type of systems? So first we have to go for the modeling systems. Then. We can, we can. We can get an idea from the modeling system. Then we may go for an. A real time implementation. So that is the that is my plan of execution for any funding project. So. I apply for. The modeling of real time of the real time situations of the such. Uh, integrated systems. And once it ex. Once it is, uh. Done once it is executing as per the objectives. Then we can go for a real time implementation. Uh, because it involves a use. Uh, fundings, uh, requirements. So normally nobody will take a risk. Of. Of getting of giving a funding directly for a real time situations. So. So that is my plan of uh. Applying to applying these projects to the. Uh, funding agencies like uh. Anrf I have applied. 4-5 projects. Regarding that.

So you've focused on nonlinear modeling as a research area and mentioned looking at various funding agencies. Which specific agencies or grant programs would you approach for projects in power systems or energy markets, and why do you think your work would stand out competitively?

You mentioned carbon capture and gas integration modeling as fundable directions, and looking at different agencies. But which specific agencies or grant programs would you approach for projects in power systems or energy markets—like DST, MNRE, or something else?

You highlighted carbon capture and gas integration as promising areas for nonlinear modeling and funding. When you look at agencies like DST or SERB, what's your strategy for making your research stand out and actually win funding—how do you differentiate your proposals from others in this competitive space?

You highlighted nonlinear modeling in integrated systems, especially for carbon capture and utilization. To make your research stand out for funding, how would you leverage VIT University's resources—labs, industry partnerships, or data access—to give your proposals an edge?

Alright, you emphasized modeling nonlinear integrated systems for carbon capture and gas integration as your main funding focus. Let's pivot—when mentoring graduate students on these projects, how do you instill a culture of academic rigor and publishing excellence in your research group?

You mentioned applying for modeling real-time situations in integrated systems as your funding focus, and outlined a stepwise approach from modeling to implementation. Before we wrap this section, how would you foster industry-academia collaboration at VIT, especially in power or control systems, to make your research outcomes more impactful beyond just publications?

Given your experience teaching microprocessor and microcontroller courses, suppose you have 200 students in a lecture hall and can’t use slides. How would you keep everyone actively engaged and make sure they’re actually grappling with the core concepts?

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries.

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings.

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings. A lot of nonlinear modelings. So. To a variety of real time situations.

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings. A lot of nonlinear modelings. So. To a variety of real time situations. So so, uh, real time conditions, we can introduce this as a part of their. Curriculum Project. Where we can also, we can also ask industries.

Alright, you pointed out that modeling systems are crucial for industry alignment. If you couldn't rely on traditional lectures or slides, how would you actually get a class of 150 undergraduates to engage with modeling concepts and not just tune out?

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings. A lot of nonlinear modelings. So. To a variety of real time situations. So so, uh, real time conditions, we can introduce this as a part of their. Curriculum Project. Where we can also, we can also ask industries. And those who are like working in the. Energy market and. And so on. Many companies will be. Going for first. They will be going for real time before implementation. They will be uh. Mostly going for the. Modeling. So mathematical modeling so. So, so, uh, as. My my goal will. Uh, to configure various modelings, uh, into the subjects.

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings. A lot of nonlinear modelings. So. To a variety of real time situations. So so, uh, real time conditions, we can introduce this as a part of their. Curriculum Project. Where we can also, we can also ask industries. And those who are like working in the. Energy market and. And so on. Many companies will be. Going for first. They will be going for real time before implementation. They will be uh. Mostly going for the. Modeling. So mathematical modeling so. So, so, uh, as. My my goal will. Uh, to configure various modelings, uh, into the subjects. Where where it is possible, students can learn.

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings. A lot of nonlinear modelings. So. To a variety of real time situations. So so, uh, real time conditions, we can introduce this as a part of their. Curriculum Project. Where we can also, we can also ask industries. And those who are like working in the. Energy market and. And so on. Many companies will be. Going for first. They will be going for real time before implementation. They will be uh. Mostly going for the. Modeling. So mathematical modeling so. So, so, uh, as. My my goal will. Uh, to configure various modelings, uh, into the subjects. Where where it is possible, students can learn. As well as, uh, they will meet the industry demand as well.

Uh, yeah. Uh, meeting, uh, the requirement of this academic, uh. Goals so. We can have. We can introduce modeling systems which are very, very important for industries. And uh, also it will. It will also meet the. Uh, academic requirements. So, uh, students, uh in. In foreign universities, they. They go for real they a lot of modelings. A lot of nonlinear modelings. So. To a variety of real time situations. So so, uh, real time conditions, we can introduce this as a part of their. Curriculum Project. Where we can also, we can also ask industries. And those who are like working in the. Energy market and. And so on. Many companies will be. Going for first. They will be going for real time before implementation. They will be uh. Mostly going for the. Modeling. So mathematical modeling so. So, so, uh, as. My my goal will. Uh, to configure various modelings, uh, into the subjects. Where where it is possible, students can learn. As well as, uh, they will meet the industry demand as well. Uh, uh, in in case of this type of modeling systems. So. Not only electrical, it will be also like. Uh, some. Some mechanical aspects or EV aspects. So various type of modelings are can be done. So. So that will enhance. Uh, the uh student and academic uh. Requirements as well as uh. The industry needs.

Alright, you pointed out that industry modeling is important and that students abroad do a lot of hands-on work. If you couldn't rely on traditional lectures or slides, how would you actually get a class of 150 undergraduates to engage deeply with power systems or energy markets?

You pointed out that modeling systems are crucial both for industry relevance and academic standards, and that students abroad get a lot of hands-on exposure. If you couldn't rely on traditional lectures or slides, how would you actually get a class of 150 undergraduates to engage deeply with nonlinear modeling?

Alright, you said you'd introduce real-time modeling as part of the curriculum and involve industry. If you had a student who was disengaged or struggling with the hands-on part, how would you get them actively involved and make sure they're learning, not just going through the motions?

So accreditation cycles can be pretty demanding. Say you joined our department and found that outcome assessment data was inconsistent across courses—how would you approach fixing that problem?

Okay, so you'd embed modeling and industry practices into the curriculum to hit both academic and accreditation targets. Let's talk department-level responsibilities—beyond teaching and research, what role do you see yourself playing in governance, things like curriculum committees or program reviews?

Alright, you’re aiming to integrate mathematical modeling into the curriculum so students pick up industry-relevant skills and accreditation boxes get checked. But 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 problem?

Okay, you want to embed modeling projects across subjects so students are ready for industry, and you see that as meeting academic goals too. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that problem?

Outcome assessment data if it is. Available uh. Inconsistently, then. Uh, obviously we have to configure like what are the? Parameters which which are. Uh, which are mainly affecting the department. And uh. So. So we can work.

Outcome assessment data if it is. Available uh. Inconsistently, then. Uh, obviously we have to configure like what are the? Parameters which which are. Uh, which are mainly affecting the department. And uh. So. So we can work. Uh, those parameters, uh. Uh, like what is the? Uh, what is the objective of the department and what is the? What are the different parameters which are? Mainly dependent. On the. Objective or the goals of the department. So those parameters we can we can. Uh oh. We can configure. We can work upon those parameters. We can, uh. Uh, uh, we can. Umm. One by one we can see what our parameters can be. Uh, immediately done by the. From the. Uh, from the faculty side. And which parameters are dependent on the student side.

You started to say you'd look at which parameters are affecting the department if outcome assessment data is inconsistent—can you walk me through how you'd actually identify those parameters and standardize the assessment process across courses?

Outcome assessment data if it is. Available uh. Inconsistently, then. Uh, obviously we have to configure like what are the? Parameters which which are. Uh, which are mainly affecting the department. And uh. So. So we can work. Uh, those parameters, uh. Uh, like what is the? Uh, what is the objective of the department and what is the? What are the different parameters which are? Mainly dependent. On the. Objective or the goals of the department. So those parameters we can we can. Uh oh. We can configure. We can work upon those parameters. We can, uh. Uh, uh, we can. Umm. One by one we can see what our parameters can be. Uh, immediately done by the. From the. Uh, from the faculty side. And which parameters are dependent on the student side. So we have to segregate. Uh, based on. Uh, different applications? Different. It uh, users maybe? From. From the faculty side. Or from the student side, or from the. Uh, like industries or? Side so from where? The the parameters is deviating from its. Mean value so we can. We can work upon that. We can definitely.

Outcome assessment data if it is. Available uh. Inconsistently, then. Uh, obviously we have to configure like what are the? Parameters which which are. Uh, which are mainly affecting the department. And uh. So. So we can work. Uh, those parameters, uh. Uh, like what is the? Uh, what is the objective of the department and what is the? What are the different parameters which are? Mainly dependent. On the. Objective or the goals of the department. So those parameters we can we can. Uh oh. We can configure. We can work upon those parameters. We can, uh. Uh, uh, we can. Umm. One by one we can see what our parameters can be. Uh, immediately done by the. From the. Uh, from the faculty side. And which parameters are dependent on the student side. So we have to segregate. Uh, based on. Uh, different applications? Different. It uh, users maybe? From. From the faculty side. Or from the student side, or from the. Uh, like industries or? Side so from where? The the parameters is deviating from its. Mean value so we can. We can work upon that. We can definitely. Put some effort where the deviation is more. And uh, so we can reach to. Uh, as a study point.

Alright, you’re looking at department objectives and faculty versus student-side parameters to address inconsistencies in outcome assessment. Beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

You started to say you'd look at which parameters are affecting the department if outcome assessment data is inconsistent—can you walk me through how you'd actually identify those parameters and standardize them across faculty?

Alright, you’d focus on identifying which parameters are driving the inconsistencies—looking at both faculty and student contributions, then zeroing in on where deviations are largest. You mentioned working with industry earlier, so how would you help foster industry-academia collaboration at VIT, especially in power systems or control systems, to drive impactful research outcomes?

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps.

Alright, you started to say the gap can be minimized—can you walk me through a specific approach you’d use to connect industry partners and academic research, especially in power systems or control systems?

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project. And we can work upon that. So that. What that is one part and one part is like we can ask the students for. Uh, for, uh, going to for internship. And. And work upon a specific. Uh, a specific project. That that way also we can build the gap.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project. And we can work upon that. So that. What that is one part and one part is like we can ask the students for. Uh, for, uh, going to for internship. And. And work upon a specific. Uh, a specific project.

Alright, you’re saying that real-time industry projects help close the gap for students, especially in power systems and control systems. If you were mentoring graduate students on research publications at VIT, how would you instill a culture of academic rigor and publishing excellence?

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project. And we can work upon that. So that. What that is one part and one part is like we can ask the students for. Uh, for, uh, going to for internship. And. And work upon a specific. Uh, a specific project. That that way also we can build the gap. Uh, uh. Umm.

You’re saying real-time industry projects help close the gap for students, especially in power systems and control systems. If you were mentoring graduate students on research publications, how would you instill a culture of academic rigor and publishing excellence at VIT University?

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project. And we can work upon that. So that. What that is one part and one part is like we can ask the students for. Uh, for, uh, going to for internship. And. And work upon a specific. Uh, a specific project. That that way also we can build the gap. Uh, uh. Umm. Yeah, normally. Normally, uh. Yeah, normally we can. Uh, we can use. Like those softwares normally used. By the industries.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project. And we can work upon that. So that. What that is one part and one part is like we can ask the students for. Uh, for, uh, going to for internship. And. And work upon a specific. Uh, a specific project. That that way also we can build the gap. Uh, uh. Umm. Yeah, normally. Normally, uh. Yeah, normally we can. Uh, we can use. Like those softwares normally used. By the industries. Like etap.

Uh. Yeah, industry academic collaborations can be like that. Gap can be minimized. Yeah, uh, if. Uh, we work upon some, uh, industry related projects. Uh, so, uh. So real time. Problems. Uh, definitely it will help the students to. Uh, to. To fulfill the industry gaps. So there are various. Uh, like, uh. Problems available. With the industries. Say normally. Uh, those, uh, like, uh. Some of the problem statements I have worked upon earlier. So I know. How to? How to build? The project which is. Quite fulfilled the industry demands. And. Also, uh. Also we can invite some. Industry peoples from those. Power system or control system? A domain where they will give their inputs. Uh, to us also and to the students where we can, uh, take that problem as a. As a part of the project. And we can work upon that. So that. What that is one part and one part is like we can ask the students for. Uh, for, uh, going to for internship. And. And work upon a specific. Uh, a specific project. That that way also we can build the gap. Uh, uh. Umm. Yeah, normally. Normally, uh. Yeah, normally we can. Uh, we can use. Like those softwares normally used. By the industries. Like etap. Uh, power factory. Uh, for power system simulation studies. So this will be really helpful for the students to. Uh, to, uh, build to. Uh, to understand the industry needs. By doing some good projects.

Professor, let’s consider an ethical dilemma. Imagine a graduate student you’re mentoring wants to publish quickly and pressures you to allow questionable data interpretation in their paper draft. Meanwhile, your department is encouraging rapid publication rates to boost rankings. How would you handle this situation, balancing academic integrity with institutional pressures?

Alright, you mentioned you've worked on industry problem statements before and know how to build projects that meet those demands. Let's consider an ethical dilemma—imagine a graduate student you're mentoring wants to publish quickly and pressures you to allow questionable data interpretation in their paper draft. Meanwhile, your department also expects a strong publication count for faculty evaluations. How would you handle this situation, balancing academic integrity with institutional expectations?

Alright, you’ve brought industry partners in to offer real-world project input for students. Let’s consider an ethical dilemma: imagine a colleague asks you to co-author a paper, but you notice some of their data looks questionable. What would you actually do in that situation?

Alright, you've worked directly with industry problems and brought in practitioners to guide students, which is helpful. Professor, let's consider an ethical dilemma—imagine a colleague asks you to co-author a paper, but you notice some of their data seems questionable. What would you actually do in that situation?

You’ve worked closely with industry partners and brought in real-world projects for students. Let’s consider an ethical dilemma—imagine a colleague asks you to co-author a paper, but you notice some of the data looks questionable. How would you handle that situation?

Alright, you’ve worked closely with industry partners and brought in real-world projects for students. Let’s consider an ethical dilemma—imagine a colleague asks you to co-author a paper, but you notice some of the data looks questionable. What would you actually do in that situation?

Alright, you mentioned using industry-standard software and internships to bridge the gap. Let’s shift to ethical tensions—imagine a graduate student you’re mentoring wants to publish quickly and pressures you to allow some questionable data interpretation in their paper draft. How would you handle that situation?

You mentioned using industry-standard tools like ETAP and internships to help bridge the gap for students. Professor, let's consider an ethical dilemma. Imagine a graduate student you're mentoring wants to publish quickly and presents some results that seem rushed or possibly incomplete. At the same time, your department is encouraging faculty to increase publication counts. How would you handle that situation?

Alright, so you've worked directly with industry problems and brought in practitioners to guide students, which is helpful. Professor, let's consider an ethical dilemma—imagine a colleague asks you to co-author a paper, but you notice some of their data looks questionable. How would you handle that situation?

Yeah, whenever we see a inconsistency datas. Uh, then we have to report. Uh, the author and we have to discuss, uh, about this. Inconsistencies. So that those. Uh, may not propagate to the. Research domain incorrectly. So. So this is very. Uh, ethical way to. To inform the the co-authors. And have a discussion that regarding this. The inconsistent data. So so that we can have a. Uh, we can have a proper uh. Research output. And a research and the community. Will be getting the benefit. From that paper.

You’d raise the issue with your co-author and make sure the data’s integrity is protected, which definitely aligns with academic ethics. If your department head disagreed with your approach and wanted to push the paper forward anyway, how would you handle that tension?

Yeah, definitely the department will be agree with. The such inconsistencies. So. So because it is a. It is. It is a. Uh, it is a matter of uh. Uh uh, it is a matter of. Unethical thing, and it will. Become. It will bring dishonor to the department and also through to the. University so. I think they will not disagree with my. With my way of approaching with the inconsistencies. Uh, so. Definitely they will think before. Proceeding in such. It is a. It is a. Definitely it is a. Uh uh uh. It is a dishonor thing to have. To continue with such. Uh, kind of. Uh, these inconsistencies of the datas. So I. I recommend I I will definitely ask. The department head. To look into it. Look to look into this matter very seriously because this will bring a very. Dishonor to the society, and also to the. To the department and the university.

Alright, given your background in power systems and energy markets, do you have industry connections that could translate into internship or placement opportunities for students at VIT?

Yeah.

Alright, that's pretty brief—can you tell me which companies or professionals you have ongoing relationships with, and how you've actually helped students land internships or placements through those connections?

Yeah. Uh. Yeah, like. Some companies I knew they are recruiting this uh. Energy. Uh, those, uh, working in energy markets. And specifically. Uh, have good hands on experience in games. Uh, software. And uh. Have a good understanding in the energy. Uh, domain. Energy Model. So as few. A few companies are there, they're very much, very much keen to hire such. Uh, uh students.

Yeah. Uh. Yeah, like. Some companies I knew they are recruiting this uh. Energy. Uh, those, uh, working in energy markets. And specifically. Uh, have good hands on experience in games. Uh, software. And uh. Have a good understanding in the energy. Uh, domain. Energy Model. So as few. A few companies are there, they're very much, very much keen to hire such. Uh, uh students. Uh uh, but lack of. This this uh. This knowledge in energy market and, uh, the projects. They do not land up in such companies.

Yeah. Uh. Yeah, like. Some companies I knew they are recruiting this uh. Energy. Uh, those, uh, working in energy markets. And specifically. Uh, have good hands on experience in games. Uh, software. And uh. Have a good understanding in the energy. Uh, domain. Energy Model. So as few. A few companies are there, they're very much, very much keen to hire such. Uh, uh students. Uh uh, but lack of. This this uh. This knowledge in energy market and, uh, the projects. They do not land up in such companies. So they need a. Good hands on, rigorous. Modeling system, uh, where, where they will directly go to the company and they can work upon that because these modelings to understand this modeling systems. It needs a lot of time. And effort.

Yeah. Uh. Yeah, like. Some companies I knew they are recruiting this uh. Energy. Uh, those, uh, working in energy markets. And specifically. Uh, have good hands on experience in games. Uh, software. And uh. Have a good understanding in the energy. Uh, domain. Energy Model. So as few. A few companies are there, they're very much, very much keen to hire such. Uh, uh students. Uh uh, but lack of. This this uh. This knowledge in energy market and, uh, the projects. They do not land up in such companies. So they need a. Good hands on, rigorous. Modeling system, uh, where, where they will directly go to the company and they can work upon that because these modelings to understand this modeling systems. It needs a lot of time. And effort. So, uh. So I am happy. Having some contacts but students are unable to fulfill. The needs of the companies.

Yeah. Uh. Yeah, like. Some companies I knew they are recruiting this uh. Energy. Uh, those, uh, working in energy markets. And specifically. Uh, have good hands on experience in games. Uh, software. And uh. Have a good understanding in the energy. Uh, domain. Energy Model. So as few. A few companies are there, they're very much, very much keen to hire such. Uh, uh students. Uh uh, but lack of. This this uh. This knowledge in energy market and, uh, the projects. They do not land up in such companies. So they need a. Good hands on, rigorous. Modeling system, uh, where, where they will directly go to the company and they can work upon that because these modelings to understand this modeling systems. It needs a lot of time. And effort. So, uh. So I am happy. Having some contacts but students are unable to fulfill. The needs of the companies. And the knowledge requirements.

Alright, you mentioned you know some companies in the energy markets that recruit students with hands-on experience in GAMS and energy modeling. Can you tell me which companies or professionals you have ongoing relationships with, and how you've actually helped students land internships or placements through those connections?

Alright, let's switch gears to some skill-specific questions. For power electronics, imagine you're supervising a student project designing a converter for renewable integration—how would you guide them to select the right topology under tight budget constraints?

Okay, so you’re saying companies in the energy market want students with hands-on modeling experience, but most don’t have enough depth to land those jobs. Let's switch gears to power electronics — if you were guiding a student designing a power converter for a renewable integration project, what would be your main priorities to make sure their design is both efficient and reliable?

You mentioned students need rigorous hands-on modeling to meet industry requirements, and you've got some contacts but students often aren't prepared enough. Let's talk about power system skills—if a student was struggling to model a multi-area load flow scenario with distributed generation, what practical steps would you advise them to take to break down the problem and get reliable results?

You said companies are keen to hire students with deep GAMS and energy modeling experience, but there's often a gap in student readiness. Switching topics—when you're teaching control systems, especially labs, how do you ensure students actually develop hands-on skills and don't just follow instructions blindly?

Yeah, like, uh. Uh, students, uh, when they come to lab, uh, they, they will be, uh. Dealing with first at a very instant. There will be very much uh. Curiosity to understand how the. How the equipment works. And uh, what is the purpose of? For the equipment used.

Yeah, like, uh. Uh, students, uh, when they come to lab, uh, they, they will be, uh. Dealing with first at a very instant. There will be very much uh. Curiosity to understand how the. How the equipment works. And uh, what is the purpose of? For the equipment used. What is the objective of the experiment? So. Normally they are very keen to understand at the first instant they will be not. Uh, in in any any way they are not going to. Explore much about at the Farsi stand there will be definitely going. With the uh. With the instructions, whatever is being provided. Once they know the basic things, basic instructions, how the. Equipment how the experiment works then they they they explore more about the. Uh, the lab and uh, there where we give there more. Uh, uh, like, uh, the. The the uh. We we help them to explore more and more about the experiments and the. The research capabilities. What is, uh, what can be? Taken from the. Lab experiments. So initially we will. Uh, though though it is a new. Uh, experiment. Setup so they. We will be not exploring much. So once they understand the usage of the. Equipment and the objectives of the. Experiment. Then they will be exploring more and more.

Okay, you’re saying students are curious about the equipment when they start labs. How do you structure your lab sessions so students have to troubleshoot or make decisions themselves, not just follow a manual step by step?

You said students start by following instructions, but once they get comfortable with the basics, you encourage them to explore the experiments and research possibilities. When a lab experiment fails or gives unexpected results, how do you guide students through troubleshooting and interpreting the outcome?

OK, like. The experiment. Normally it gives the desired results because these. Experiments are already uh. Umm. Already it is, uh, framed by some. Uh, industries. So. Show. Very rarely it happens that uh, it gives. It gives wrong result, it deviates from the. The accurate value. By some some, uh, percentage. But normally that happens. When your equipment is. Uh, having not properly calibrated or. Not. Not operated with. Defined. The instruction as given by the manuals. So. Uh, sometimes we have to follow the instructions, so we always. Instruct the students that you have to follow the instructions. Again, even by the industries. As per the standards. And the calibrations we have to follow the the calibrations of the the. The equipments. As so so these kind of errors can be removed. And definitely we have to. Uh, encourage students that to give. To give their best. To understand the what kind of? Errors they get and how do they? How do? They not to. Uh, repeat these kind of. Uh, inconsistencies of. Measuring the data. From the experiments.

Alright, so you focus on calibration and following industry standards to help students diagnose errors and avoid repeating them. Switching gears—when you design a lecture, what steps do you take to make sure your delivery is clear and structured, so students actually grasp complex concepts?

Yeah, switching gears, I'm not much aware of switching gears about this topic, so. Maybe. Uh, uh, maybe I'm the not right person to. Uh guide the students regarding this uh. Topic.

Alright, you’re saying you might not be the right person to guide students on structuring lecture delivery for clarity. No problem. When it comes to evaluating students—say you’re preparing an exam for a power electronics course—how do you make sure your questions test genuine understanding and not just memorization?

Yeah, for polytechnics course like definitely. Well my we are suggest. Uh, means My suggestion is. To understand. The circuit operations.

Yeah, for polytechnics course like definitely. Well my we are suggest. Uh, means My suggestion is. To understand. The circuit operations. Because. Because uh, the circuit how it operates under different modes of. Uh, but the Sunkist. That is more important. Once you understand the circuit operation, definitely you can. Answer. The waveforms and the equations. You can derive the equations from the. Circuits.

Yeah, for polytechnics course like definitely. Well my we are suggest. Uh, means My suggestion is. To understand. The circuit operations. Because. Because uh, the circuit how it operates under different modes of. Uh, but the Sunkist. That is more important. Once you understand the circuit operation, definitely you can. Answer. The waveforms and the equations. You can derive the equations from the. Circuits. So, uh. Uh, so. Uh, so, uh. Uh, so so. So students will be not memorizing those things rather. Rather, they will be going for more understanding the. Topic.

Yeah, for polytechnics course like definitely. Well my we are suggest. Uh, means My suggestion is. To understand. The circuit operations. Because. Because uh, the circuit how it operates under different modes of. Uh, but the Sunkist. That is more important. Once you understand the circuit operation, definitely you can. Answer. The waveforms and the equations. You can derive the equations from the. Circuits. So, uh. Uh, so. Uh, so, uh. Uh, so so. So students will be not memorizing those things rather. Rather, they will be going for more understanding the. Topic. If they know the operations. Uh, well, they. Uh, they can. They need not. Memorize those things.

You’re suggesting exam questions should focus on circuit operations so students have to show real understanding. Can you give me a concrete example of how you’d frame a question to test that, rather than just having them recite definitions?

Okay, so for power electronics, you focus on circuit operation under different conditions, not just rote equations. Can you give me a specific example of how you’d write an exam question that forces students to actually reason through a circuit’s behavior instead of just recalling textbook facts?

Right, so you prioritize circuit operation and actual understanding over rote memorization. Let's talk about research publications—can you walk me through the process you follow to choose a journal and prepare a manuscript for submission, especially for work in power electronics?

Okay, so for power electronics, you focus on circuit operation under different conditions, not just rote equations. Can you give me a specific example of how you’d write an exam question that forces students to demonstrate real understanding rather than just recall facts?

Uh yeah. Like, uh. For example, a rectifier circuit. OK, uh, normally a rectified circuit would. Convert AC to DC. So, uh, so, uh, so. Uh, so how do we get a DC signal from an AC? Through an uh. Through some. Combinations of some diodes. And thyristors. So. So so already they have came across the normal diodes. But how do? They get 10. Controlled, uh. Controlled output control DC.

Uh yeah. Like, uh. For example, a rectifier circuit. OK, uh, normally a rectified circuit would. Convert AC to DC. So, uh, so, uh, so. Uh, so how do we get a DC signal from an AC? Through an uh. Through some. Combinations of some diodes. And thyristors. So. So so already they have came across the normal diodes. But how do? They get 10. Controlled, uh. Controlled output control DC. Uh, uh, so. Uh, so that will be a uh. Uh, definitely it will. We can link up this. To the previous circuit. Uh, what they've already learnt. In their. In their, uh. 12th and. Uh, just. UH-12 stranded and Btech uh, first year. So we can have a link up with this. Previously studied topics and. Uh, we can have a new topic. Like a controlled rectifier?

Uh yeah. Like, uh. For example, a rectifier circuit. OK, uh, normally a rectified circuit would. Convert AC to DC. So, uh, so, uh, so. Uh, so how do we get a DC signal from an AC? Through an uh. Through some. Combinations of some diodes. And thyristors. So. So so already they have came across the normal diodes. But how do? They get 10. Controlled, uh. Controlled output control DC. Uh, uh, so. Uh, so that will be a uh. Uh, definitely it will. We can link up this. To the previous circuit. Uh, what they've already learnt. In their. In their, uh. 12th and. Uh, just. UH-12 stranded and Btech uh, first year. So we can have a link up with this. Previously studied topics and. Uh, we can have a new topic. Like a controlled rectifier? Semi control rectifier. May every single phase, three phase. So we can have a. Correlation. With what I have already learnt. And. How they are going to implement that concept? To a new topic. New topic to like. Uh, controlled rectifier. So the operation is similar. So the operation will be. Similar when the. Thyristor will be turned on. And when it is going to switching or switch off? So just like diode. Diode when it is. Forward biased when it is. Reverse bias. So we can make a correlation and we can ask the student. To understand. How the? Thyristor switch switch on and. Switch off. Turn off, turn on and turn off. Based on the gate signal. So previously there was no. Get signal in case of uncontrolled rectifier. But now it is in under controlled rectifier we will have a. Uh, the control will be under the GET signal. So we can make a correlation and we can make them understand. Uh, uh, for, uh, that. That is one, uh, type of example. Like that, many circuits can be taken.

Alright, you're saying you'd focus on circuit operation for exam questions, so students have to actually understand what's happening — not just recall facts. Let's switch to research publications. How do you decide which journals are appropriate for publishing your work, especially when aiming for impact and recognition in power electronics or control systems?

You tied the rectifier circuit question to what students learned earlier—linking to controlled rectifiers, not just basic diodes. That definitely pushes them to apply prior knowledge. Last skill check: when you’re responsible for evaluating student performance or handling exam logistics, what steps do you take to ensure fairness and consistency?

No thanks.