Yes. Weekend begin.

Please start by introducing your professional journey in academia

My professional journey in academia. Uh, actually started in the year, uh, 2023. September. So since the academia a professional journey in terms of assistant professor for teaching.

Okay,

I had joined Ms. Ramayan. Institute of Technology. Uh, so. I didn't have any prior. Teaching. Graduate from. During my doctoral PhD. I submitted my. Uh, do you like?

I had joined Ms. Ramayan. Institute of Technology. Uh, so. I didn't have any prior. Teaching. Graduate from. During my doctoral PhD. I submitted my. Uh, do you like? 2023. And I had taken up this job in September 2023.

Before this I had didn't have any prior experience.

Let's talk about your approach in the classroom. When you first started teaching at Ms. Ramayan Institute of Technology, what foundational concept in your subject did you find most exciting to introduce to students, and how did you present it?

Alright, so you completed your PhD and moved straight into your assistant professor role at Ms. Ramayan Institute of Technology, without prior teaching experience. When you first stepped into the classroom, what was one foundational concept you found most engaging to teach, and how did you help students grasp it?

Got it.

Uh. Concept which I found to help. Teach students was mostly. Mathematical point of view of any problems that we are going to solve. Directly relating it to the real world example.

Uh. Concept which I found to help. Teach students was mostly. Mathematical point of view of any problems that we are going to solve.

And ask them Now for example, if we are doing a. Coding course like Introduction to C programming.

Okay, so you found the mathematical side of problems most engaging to teach. Walk me through how you introduced that perspective to your students in your very first class—what did you do or say to get them thinking that way?

Right, so you emphasized the mathematical perspective and tied it back to real-world examples. Can you give me a specific example of a problem or concept where you used a real-world analogy to help students understand the mathematics behind it?

Alright, so if you're teaching Introduction to C programming, how do you use a real-world example to make something abstract—like variables or loops—click for students who've never coded before?

So we. We are trying to solve a real world example. Where for example we are trying to see. That, umm. Prabhu. Yes, for example real world example can be a traffic light signal. Where you can tell that for example, red light, yellow light, green light, the very. Aspects of the light allow different passage of. Traffic so. That can be introduced in terms of loop. Which can help the students engage. They understand better.

Dr., you published “A Q-transform-Based Deep Learning Model for the Classification of Atrial Fibrillation Types” in Physical and Engineering Sciences in Medicine in 2024. How did your work on that project influence the way you explain machine learning concepts or ECG analysis to your undergraduate students?

Or for example one more example which we can. Stars, for example the print. That work actually is a queue transform based machine learning model which we had developed. This is basically. Stopping different earthy. Signal. So when we talk about. Signal. He looked. Into various aspects of how. That particular. Intervals in the ECG signal or the amplitudes in the ECG signals vary. For a particular type. Um, disease condition. Showing that I. Help the students better understand in what. And in what approach? The particular disease conditions will show a different ECG signal. Aspect so that. Type of this thing. Can be introduced. Students in aspect of understanding the ECG into.

Was better and. And the amplitudes and the durations of the signal better? So in that. What we had done, we had. To classify. Paroxysmal atrial fibrillation.

Alright, I see how you bridge your research and teaching, even for students with less technical background.

So you focused on classifying paroxysmal atrial fibrillation by analyzing ECG signal features like amplitude and duration. Given your approach, where do you see the most viable opportunities for securing external research funding in this area over the next few years?

In next few years what we can look into is that. The health conditions. Or the lifestyle D. Conditions. Cardiac abnormalities. So 1 can be diabetes, 1 can be hyper. So in next three years. These types of areas.

To analyze the. Sign so that. And predict or at least future. Screen out that deal. Send.

Okay, Dr., let's shift to your teaching approach. Suppose you’re tasked with guiding graduate students on a research project in Health Informatics—how do you structure your mentorship to ensure they’re not just following instructions, but actually developing independent research skills and critical thinking?

Alright, Dr., accreditation cycles can be pretty demanding. If you joined a department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Accreditation cycles can be pretty. Uh, to change the accreditation cycles, what we can go through is that we can go through the past data.

So you’d start by reviewing past data to address inconsistent outcome assessments. Once you’ve identified patterns or discrepancies in the data, what specific steps would you take to ensure every course aligns with accreditation standards moving forward?

And and we can try to analyze where that particular aspect. Of that particular data. There's any drawback on in the course? What we? Is that we can change or fine tune the objectives or that?

And and we can try to analyze where that particular aspect. Of that particular data. There's any drawback on in the course? What we? Is that we can change or fine tune the objectives or that? We fine fine the team Canmore.

Alright, Professor, imagine this scenario: a student files a formal complaint claiming your grading was biased, but at the same time, your department head is urging you to raise pass rates.

You mentioned fine-tuning course objectives or adjusting the team after analyzing the data for drawbacks. Can you give me a concrete example of how you’d communicate those changes to your colleagues or the accreditation committee, especially if not everyone agrees with your recommendations?

For example, if my accreditation. Objectives or outcomes. What I can do is that. I will. Be each and every objective of that particular. There'll be certain amount of threshold. Hold which I will be able to point out once that is pointed out. I'll try to explain the other faculty members or other colleagues in my department that such an. Such units are such topics in a particular unit.

Seems to be difficult for the student if he can give some real. Examples to better understand this tool. Make the concept better underst.

Alright, Professor, switching gears a bit.

So, you’d encourage colleagues to use real-world examples to clarify tough concepts for students. Have you ever worked with an industry partner—say, a hospital or a tech firm—to bring practical case studies or guest lectures into your courses?

Yes, I have worked with. Like industry partners? One of my in my CV I've also mentioned that industry collaboration of project based collaboration. With cardio lies. It's a Finland company, so. There were there whatever problems or challen. Those people were. Asking us to do. Here I was giving it. If students or. Also.

Notes are also. Helping or also giving some valuable input. Students as. Of how a particular data can be seen or what. Particular data. We can work on. And how we can go about?

You collaborated with CardioLize in Finland on project-based work and involved students in solving real industry challenges. Can you give a concrete example of a student project that came out of that partnership, and what the outcome was for the student?

Okay, now I want to dig a bit into your expertise. Say you’re teaching a lab-based course on deep learning for health informatics. How would you design a hands-on assignment that pushes students beyond just running sample code, and instead gets them thinking like real researchers?

What I can ask them to do is that first I can ask them to collect the data for a particular health informatics, like a particular biological signal. And then I will ask them to. Cross verify whether that particular signal. Which they have. Collected is appropriate or no in terms of real world standards. And that can be a particular concrete example for showing them that. OK, this particular work can be done in such a way apart from the real basic coding knowledge that they are posing currently.

So you're having students collect their own biological signal data and validate it against real-world standards, which definitely gets them thinking beyond canned examples. How do you handle situations where the data they gather is messy or incomplete, and what do you expect them to do when they hit those roadblocks?

So. So when they acquire real-world data. That actually.

You were saying, when they acquire real-world data—go on.

When they acquire real world data, what they do is that if they. Encounter such type of. Roadblocks as you have mentioned earlier. If such things are occurred, then I ask them to think in such a way. That, uh. How these particular roadblocks can be? Mitigated or. Solved. So what happens with that? If they are having a messy type of data, what? In the real world, if you record, there will be a lot of noises, so. They will be able to understand at what. Frequency levels are. Regular noise generating.

Alright, so you focus on helping students recognize and address noise in real-world biological data, guiding them to analyze and mitigate those issues themselves. How do you assess whether a student truly understands these concepts—do you use practical exams, project reports, or something else?

And if they are having a missing type of data, if for example. There. I generally ask them to explain. What is their approach of solving that particular roadblock? So once they are able to. Visualize or. Explain me clearly then I have. Brinkle umm solve this particular challenges in late. I can I have. May I will also ask them to. Write a report on what they have understood and what they can go forward with. So in such aspect. We. A particular student or. Is able to understand. What we are able to. Do A and what? How it is to be done?

Alright, so you have students explain their approach to missing data, and you have them write reports on how they tackled the challenge. Shifting focus a bit, when you're teaching both theory and lab courses, how do you balance covering foundational concepts with making sure students also get enough hands-on practice?

Generally in terms of. The object in both theory and lab. What I'll be able to do is that for example, in theory class I'll be able to explain. The concept on which? They were going to solve the. For lab problems.

And I might also give them a little hint. On how a particular approach has to be done in.

Alright, so you’re laying out the theory in class and then having students directly apply those concepts in lab.

So you're comfortable giving students a small hint to get them started on lab work. When you're evaluating their lab work, what's your process for making sure the grades you assign are consistent and fair across all students?

The grades that I assign are consistent and fair across all students. Can be made using. A particular method. A particular in way, in particular how they are able to write the inference. Of a particular experiment. And how they are able to present the methodology structure of that particular experiment.

And the. That is also. One more aspect in lab which we consider. So are they able?

So you focus on how well students write up their inference and present their methodology as key parts of your grading process. What do you do if you notice that some students are strong in the technical execution but really struggle to communicate their approach clearly in their reports?

Alright, you were saying that's another aspect you consider in labs. Can you clarify what you mean by that—is there a particular communication skill or demonstration you're looking for from students during lab assessments?

One more particular aspect which I was trying to tell was that. Few students who don't. Right, or who are not able to present their report properly. What I will be doing is that I will. To them and ask them to demonstrate the. The particular experiment on their own. And try to explain me. Through there this thing what they're trying to understand or what they're trying to do. Once they are particularly clear, in which aspect?

One more particular aspect which I was trying to tell was that. Few students who don't. Right, or who are not able to present their report properly. What I will be doing is that I will. To them and ask them to demonstrate the. The particular experiment on their own. And try to explain me. Through there this thing what they're trying to understand or what they're trying to do. Once they are particularly clear, in which aspect? Understand and which aspect. And what is the new? Opposite that particular experiment. Then. I am pretty much sure that the particular candidate or. To a student who is able to. Do the particular experiment is able to. Understand what he is doing. Though he is not able to put it on the paper.

So if a student can't communicate well in writing, you have them demonstrate and explain their experiment in person to make sure they actually understand what they're doing. Switching gears, can you tell me about a time you guided a student research project from idea to publication—what was your role in shaping their research and seeing it through?

Right, so if a student can't communicate well in writing, you have them demonstrate and explain their experiment in person to make sure they actually understand what they're doing. Switching gears,

But if you're able to demonstrate on his own. Without any help from the other fact. If I have to guide a particular student regarding the. The project comes. Start to finish. So first example what I will tell is that for example if they are able to. Understand the. What? Problem are they trying to solve? So first, if they are, if they come up with a particular problem, then I'll ask them to go through a literature review. A thorough literature review. For example, 20 to 30. Literature review papers. Our research articles or review papers once they go. Then concise whether the problem that they have defined is already solved. Or it can be solved. Unknown in what way it can be solved and what are the other?

But if you're able to demonstrate on his own. Without any help from the other fact. If I have to guide a particular student regarding the. The project comes. Start to finish. So first example what I will tell is that for example if they are able to. Understand the. What? Problem are they trying to solve? So first, if they are, if they come up with a particular problem, then I'll ask them to go through a literature review. A thorough literature review. For example, 20 to 30. Literature review papers. Our research articles or review papers once they go. Then concise whether the problem that they have defined is already solved. Or it can be solved.

So you start by pushing students to define their problem and do a thorough literature review—twenty to thirty articles is pretty rigorous. After they've narrowed their research question, how do you help them design their methodology, especially if they're proposing something that's technically ambitious or hasn't really been tried before?

So you push students to start with the problem, dive deep into literature, and really validate their research direction before moving ahead. Switching topics now—can you walk me through how your own doctoral work shaped your research approach, especially in artificial intelligence or health informatics? What’s a specific challenge you faced during your PhD and how did you overcome it?

How I designed my problem is that. My area of risk. It was generally. Initially started with biomedical signal processing. I was trying to. Signal signals. Biomedical signals like various ECG signals.

Okay, so your doctoral research started with biomedical signal processing and working with ECG signals.

Or where is the medical signals then I came across? He Why is he? Because. The most technical hurdle which we generally hit is how? Filter a particular signal in terms of aspects or or. Quantify the. That particular decision. Using an ECG signal, so all those things. Comes by read. For the review paper. What are? I have done. I have listed down what were the various filtering techniques which were being used. In the previous articles. And. For my work, which technique? Did me the best.

So you dug into the filtering techniques from previous research to decide which would best process your ECG signals. For your own work, what filtering approach did you ultimately choose, and why was it a better fit than the alternatives you reviewed?

Then in terms of analyzing a picking. City signal. Then I understood what are the various methods. I chose Buttawat bandpass filter. Because I want to buy bandpass filter. Generally signal ranges from 0.05 Hertz.

Then in terms of analyzing a picking. City signal. Then I understood what are the various methods. I chose Buttawat bandpass filter. Because I want to buy bandpass filter. Generally signal ranges from 0.05 Hertz. About 120 Hertz. So 120 Hertz is a louder means larger range. So bandpass I chose 0.052. 50 Hertz. Because men most of the. Signal wave.

Alright,

So you narrowed your bandpass filter to point zero five to fifty Hertz because most ECG signal information falls in that range. After applying this filter,

Are dominant in being.

Alright, so most of the dominant ECG waveform features are within that frequency range. After filtering, how did you make sure you weren’t losing important pathological details—like arrhythmias or subtle signal variations—that might be critical for diagnosis?

Yes, they might be critical for diagnosis, you are right. But what happens with signal filtering is that it doesn't change. Waveform shape. Or this thing. It only reduces the noise. It might.

So you're saying filtering mainly removes noise and shouldn't distort the waveform shape, but there might still be a risk if the filter isn't tuned correctly. If a student applied the wrong filter settings and missed a diagnostic feature in the signal,

To see whether the particular signal has been noise free. From the. Yes, that is there so. What we What happens in that way? What we do is that we try to filter out the we try to. The order of the filter.

To see whether the particular signal has been noise free. From the. Yes, that is there so. What we What happens in that way? What we do is that we try to filter out the we try to. The order of the filter. So what complete the order of the filter order?

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

The important role in aspect of. To the higher.

Okay,

You mentioned the importance of the role in terms of advancement—did you want to clarify your question, or was there something specific about the responsibilities or growth opportunities you wanted to discuss?

You mentioned.

You were starting to ask about something I mentioned—can you clarify what you'd like to know about the role, the team, or expectations? If you have a question, I'm happy to answer. Otherwise, I can wrap us up.

Advancement in terms of. No, I I don't have any questions.