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

Please start by introducing your professional journey in academia.

OK. I'm doctor Sanjay Kumar Subodhi.

I have completed my PhD from United in the Department of Electrical Engineering, M Tech from IIT Kharagpur and recently I have completed ACD sponsored PG program in Robotics and AI. I have a teaching experience of 11 years and I have also handled different academic leadership roles like head of the department, placement coordinator. Apart from that I have also taken care of institute innovation.

Internal as well as final smart in the hackathon and coming to the research I have published many papers in.

SCA.

Journals and conferences. I also believe in interdisciplinary research.

Professor Subudhi, I appreciate your enthusiasm for interdisciplinary research and your contributions through papers in journals and conferences. Let us delve into your credentials and teaching experience. First, you mentioned a strong interest in interdisciplinary research. Could you elaborate on how you have woven this interdisciplinary approach into your teaching or curriculum design? For example, are there courses or modules you've introduced that reflect this philosophy?

I was also part of curriculum design so I introduced AIML into the syllabus and I have assigned different type of project based on condition monitoring and health monitoring of different type of transformer using machine learning techniques. Also I have worked with different students from different branches and worked in a project like corrosion management and corrosion analysis using machine learning techniques. Apart from that in my PG program in robotics.

AI I have done a project on Parkinson's disease detection using machine learning techniques.

It's impressive to see how you've integrated emerging technologies such as AI and machine learning into your teaching and projects. Introducing advanced topics like AI/ML for condition monitoring and tailoring interdisciplinary projects like corrosion analysis shows forward-thinking. Additionally, your work on Parkinson's disease detection in your postgraduate program reflects a meaningful application of technology in the biomedical field. Regarding your ability to guide students, could you walk me through how you typically mentor students through such interdisciplinary projects? For instance, how do you ensure students from different academic backgrounds collaborate effectively and achieve impactful results?

First important is the team formation. When I form a team, I always look after the strength and weakness point of the students because in a team the collaborative effect is required. So I assign a topic and tell them to go through different literature study and go through the proper review. And you do it individually and sit in a team and discuss among yourself so that you will come with the final output and discuss with me so that I can assign you the future.

Work and based on that we can collaborate collaboratively, work in a project and go for the research related topic and that should be aligned with our curriculum. So whatever the basics they have studied in the subject that they must be able to implement in the real world application and research.

So there are different type of evaluation scheme like we go through some assignment based then we go through different internal assessment and out of support 3 or 4 internal tests were conducting and we are choosing base three out of the four internals for the mark. Then we'll go for the mid semester evaluation which is a direct assessment and we go for the end SIM evaluation which is also direct assessment. Apart from that there is called indirect assessment like through exponential learning.

Thank you, Professor Subudhi. Your methodology for fostering teamwork—by considering individual strengths and weaknesses and encouraging collaborative literature review—is commendable. Requiring students to align their research with their curriculum and real-world applications not only deepens their understanding but also ensures applicability. Let us now focus on student evaluation. Could you elaborate on the process you follow for assessing students, both in theory-based and project-based courses? Specifically, how do you ensure an objective and comprehensive evaluation of their learning and application skills?

Project case studies, different type of seminar topics and simulation based study. I evaluate the student similarly in the lab. Also. After experiment we go for different type of enhanced topic and the implementation in the real-world application and give them small small exponential learning project based on the lab courses they have completed.

Your comprehensive evaluation structure is impressive. Incorporating both direct methods, like assignments and tests, and indirect methods, such as experiential learning, project-based assessments, and case studies, demonstrates a well-rounded approach. Encouraging students to extend lab concepts into real-world applications through incremental projects enriches their learning. Switching to guidance, Professor Subudhi, you’ve mentioned mentoring students in complex interdisciplinary and applied research projects. How do you balance nurturing their independence while providing necessary academic support, especially for those who may struggle initially with these challenges?

OK. When you go for interdisciplinary project, there are like core student, they are good in like Handshone thing and the students from computers in background, they're good in coding skills. So I combinely that means I distribute the work like coding part you handle and hardware part and the product development, development part you handle that similarly. After that then I can I focus on the project so that that can be brought.

A proper technological readiness level so that we productize or that prototype can be used in the product sale or application in the real world.

That is indeed a thoughtful approach, Professor Subudhi. By assigning roles based on individual strengths, such as coding for students with a computer science background and hardware/product development for engineering students, you create a collaborative environment that maximizes efficiency. Additionally, introducing the concept of technological readiness readiness level to align projects with industry standards displays an excellent focus on real-world applicability. Let’s shift towards your expertise in power electronics, systems, or control systems. Could you elaborate on any significant academic contribution or project you’ve led that showcases your depth in this technical area?

So in my research like in pH research, I have worked in the application of that nonlinear dynamic study on DCTC cascaded converter system based on constant power load and that instability occurred due to the use of constant power load which is very common nowadays. What happened? The system may collapse and system may go through instability and those instability studies can be done.

Through different methods but nonlinear dynamics one of the best and practical method that I have used in my research and out of that research I have 3 to 4 publications.

Thank you for sharing, Professor Subudhi. Your research on nonlinear dynamics in DC-DC cascaded converter systems addressing instability issues caused by constant power loads is highly pertinent, especially given the increasing prevalence of such loads today. Utilizing nonlinear dynamics as a practical approach underlines both the complexity and innovation of your work, and your multiple publications from this research reflect its academic rigor. Focusing further on teaching, could you discuss how you simplify complex concepts, such as nonlinear dynamics in power electronics, for undergraduate or graduate students without diluting the technical depth?

So first I tell them what is nonlinearity and give them some examples of nonlinearity nonlinear loads and how do they affect comparing to the linear loads and whenever they go through that effect or effect of the nonlinearity in the system then how to mitigate the knowledge that instability effect and I tell them various type of methods to deal with the nonlinear instability and what I do.

Uh, I give them small small examples. First they do mathematically how whether the system is nonlinear linear. They evaluate. Then what are the equivalent points and on which equilibrium point the system is stable, on which equilibrium point the system is unstable. Then different type of non-linear dynamic behavior study like chaos, then amplitude, death and then oscillations. All these basic fundamental things I give them then.

Give them small, small circuits with nonlinear load and you simulate that and you yourself observe the output, how it is nonlinear by nature. And then I give them small, small tips so that you can implement that and you can get rid of the oscillations or nonlinearities in the system to make the system stable. So like that when the small things are cleared, then we go to the little bit higher level level level of concept. So like that I have handled my student in the project.

The first in my area, I searched the last five to six year journals and the best highest cited journals in that area. Then I go through the literature study. When you go through the literature study, I don't go through the methodology. I just go through the abstract, introduction and conclusion part. Then out of that I get some idea. Then out of those papers I select two to three best papers where I can focus on that and what are the gaps I find and that gaps I want to I.

This structured and incremental approach to teaching complex nonlinear dynamics concepts is commendable, Professor Subudhi. Starting with foundational concepts like identifying linearity versus nonlinearity, leading students through theoretical methods such as evaluating equilibrium points and stability, and then involving hands-on circuit simulations provides a balance of theory and application. Providing incremental tasks and practical tips ensures students gradually build both understanding and confidence. Let us now move towards research publications. Could you share your approach to publishing in reputed journals? For example, how do you identify impactful topics and ensure the quality and relevance of your submissions?

Trying to fill with my research and suppose that can be whether I am giving a new methodology or I am developing a new system or new dynamically I am defining in a different way so like or different type of new control load techniques I am providing or my result is better than the previously researched paper. So this is my approach in research publications.

Thank you, Professor Subudhi. Your systematic approach—beginning with an analysis of recent, high-impact journal articles, pinpointing research gaps, and targeting innovative contributions such as new methodologies or superior control techniques—is both meticulous and strategic. Your focus on providing results that outperform prior research underscores a commitment to advancing the field. Let us now discuss your experience in consultancy or industry projects. Could you share an example of an industry-oriented project where your skills in power systems or control systems were applied to solve practical challenges?

I have applied a project in ISRO India Space Research organization where we are developing a low power converter system to give input to the total space system input power to the space system where we are working on efficient control technique so that the control should be faster and efficient to give low power.

That is an impressive and impactful project, Professor Subudhi. Developing a low-power converter system for ISRO with a focus on efficient and fast control techniques highlights your practical application of power electronics and control principles in a critical, high-stakes domain like space systems. Finally, allow me to ask about your teaching approach. How do you ensure that your students build not only technical expertise but also the ability to communicate their ideas and collaborate effectively, which are crucial for their academic and professional growth?

After a few lectures I keep a interactive session with the student and I assign small small topics to student so that they will come prepared and give presentation and through the interaction and question and answer session different queries or confusion can be cleared. Like that they are presentation skill is improved and also technical efficiency is also improved and also apart from that I assign different.

A small, small numerical studies or simulation based competition techniques assigned to them on a particular topic so which will help them to enhance their skill.

Thank you, Professor Subudhi. Your approach to enhancing both technical proficiency and communication skills is well-rounded. By incorporating interactive sessions, student presentations, and simulation-based competitions, you encourage active participation and ensure students are prepared for both academic and professional challenges. At this point, I have completed assessing the primary aspects. Let me finalize my observations.

Uh, like in biscuit technology, there are topics which is common to all engineering streams. So I used to teach them the subjects. And I always give them the idea that whatever the things you have taught, you try to implement that in the laboratory courses. And also try to connect to the real world application and come with your ideas. And you try to implement whatever the things that you have learned from the classroom to your ideas and whether you are able to give the engineering solutions to the.

Professor, let's begin by exploring your approach to teaching. Could you describe a foundational concept in your field that you particularly enjoy teaching, and elaborate on how you typically present it to your students?

Problem you have found in the real world system that kind of approach I'm giving like that. First you choose the like problem statement, you give engineering solutions to that problem statement and you compete with different type of like hackathon or boot camps. Then you can fine tune your idea and the solution.

Professor Subudhi, I see that one of your notable research projects focuses on "Occurrence and Suppression of Limit-Cycle Oscillations in Coupled DC-DC Converters with Constant Power Loads." Could you briefly outline the core findings of this project? Specifically, how do the nonlinear dynamics addressed in the research translate into practical outcomes or advancements in this field?

Like in real world applications, what happened? Many. Floors and nonlinear by nature, but the studies are limited to linearity only. So when you take nonlinear load the behavior is different. Like we go for the small signal analysis but which is not enough to understand the nonlinear behavior so that's why this nonlinear nonlinear. Technique will help us to go for the large single stability also so that when a system is affected by a large signal or last disturbance then how do the system behave and that instabilities.

So in practical.

And you say unstable, unstable system. So what I did, I have taken 2 oscillator system and I have coupled them with the help of different type of coupling technique which is a part of physics concept. And through different coupling concept we have observed that the oscillations are removed from the system or that can be managed through the different type of coupling strength and coupling scheme. That is the research area I have focused in my PhD level.

How do you mitigate with the help of nonlinear technique like I have used that constant power load and that limit cycle technique. What happened? We have observed using that constant power load, the system undergo oscillations, a constant oscillation of sustained oscillations. There's a limit cycle behavior.

Understood, Professor. It's interesting how you've leveraged coupling techniques—especially from the realm of physics—to address these nonlinear oscillations in electrical systems. Could you elaborate on how you simplify and explain such complex topics for students in a classroom setting? Specifically, how do you ensure they grasp both the theoretical foundations and the practical implications of nonlinear systems and coupling techniques?

In theory, I normal give them the basic definitions of non linearity and different terms associated with nonlinearity. Like what is limit cycle, what is nonlinearity, what is chaos, what is sustained oscillations, what is stability, what is instability, what is large signal, what is small signal. After that I give them a circuit and tell them how to find out the like applying KCL and cable, find out the dynamic equation of the system of a switching system. Then how do you? Derive the. Metrics state space, matrix from that equations and then from the eigenvalue. How do you determine the stability? That is the mathematical dynamical concept. Then after you got that instability then how do you apply coupling scheme? How do you vary the ranges? Then by the use of bifurcation analysis, how do you divide into two categories? 1 is the parameters in which the system will be stable in and the one another set of parameters where the system will be unstable. That study is properly.

With the help of bifurcation analysis. So this kind of thing I have given them in step by step wise so that the complex concept can be understood by the students.

It's clear that your step-by-step approach—starting with foundational definitions and progressively layering in theoretical, mathematical, and practical aspects—ensures students can follow even complex nonlinear dynamics. You also appear to integrate hands-on problem-solving well, such as using circuit examples and bifurcation analysis to solidify learning. Could you share an example of a particularly effective teaching strategy you've employed to engage students who might initially struggle with understanding nonlinear concepts or advanced techniques like bifurcation analysis?

Yes, non linear concept is a very complicated one. I understood that initially when students were not able to understand. So what I do do, I have shown them practical examples. What is linear load? What is nonlinear load? Linear load when you are using and what is the output waveform? When nonlinear load we are using, what is the output waveform? Why the variation of the output is happening? What is the Causeway behind that? And mathematically how you are defining that instability phenomena and how do you go through the different type of?

Technique to mitigate that instability. Then I give them the already improved technique. Then each and every technique how you can find out the loopholes of the individual technique. That's why you're going for the different advanced technique day by day, that kind of thing. I am. Giving to the students so that student can have idea from that topic and they can go beyond the like whatever the existing solution that they can go beyond that and they can think about the novel solution.

And they can be that can be implemented which will solve the problem as well as bring more publications in that domain.

An excellent approach, Professor. By combining hands-on demonstrations, real-world datasets, and critically analyzing the limitations of existing techniques, you not only make the material approachable but also inspire students to innovate and contribute to advancing the field. Encouraging them to identify gaps and think about novel solutions truly drives independent thought and research. Would you say this strategy has significantly impacted your students' engagement and their ability to pursue advanced research topics or publish their own work? If so, could you provide a specific example of a student or group who achieved notable outcomes?

One of my Btech project group, they have publications in like electric vehicle domain where they have studied different type of load like constant power load, constant voltage load, constant current load. And in that battery charging technology they have used that concept. And with that concept also they have understood clearly that behavior of linearity, nonlinearity and the use of powertonic circuit in the EV battery charging system. And that leads to 1 publication in.

Conference apart from that like interdisciplinary project I have done with two groups of student where they have done corrosion management and corrosion analysis using your ML technique which is a like condition monitoring based research and out of that I got 2 publications in the Scopus.

This is impressive, Professor. These examples illustrate the tangible impact of your mentorship and teaching strategies, helping students apply theoretical concepts to practical, interdisciplinary problems. The integration of nonlinear electrical systems with battery charging and the innovative use of machine learning for corrosion management demonstrate your ability to guide students toward meaningful contributions in emerging fields. Your success in fostering both conceptual understanding and research aptitude serves as a strong testament to your pedagogical approach. Thank you for sharing these insights. Let us proceed.

Professor, can you articulate a concise 3-year research roadmap, including its potential to contribute to institutional rankings and attract external funding?

Our scheduled time for the interview is now up. Before we conclude, do you have any questions related to the role or the company?

No question.

Thank you.

Yes.