Hi, this is Aarti.

Thank you, Aarti. Could you please walk me through your professional journey in academia?

Yeah. I'm Marty, I have completed my ME in VLSI design. I've done my. Eugene in electronics and communication.

Apart from that, I have done an additional degree. Bachelor of Education. As I have been working in school for these years. For these six years.

So with that background in VLSI and electronics, is there a particular foundational concept or topic you most enjoy teaching to students?

I have a PO. Passion for teaching.

Alright, so you've got experience teaching in schools for six years and a Bachelor of Education on top of your engineering degrees. When you're teaching electronics or VLSI concepts to students who find the material abstract, what's one strategy you use to make those topics more accessible?

And so I. Wish to apply for this post?

Okay, so you mentioned having a real passion for teaching. Can you give me a concrete example of a moment in the classroom when you saw that passion make a difference for a student?

Okay, so you've got an ME in VLSI, electronics and communication, plus a Bachelor of Education, and you've spent six years teaching at the school level. You mentioned you have a strong passion for teaching — can you tell me about a moment in your classroom when you felt that passion really made a difference for a student?

And so I. Wish to apply for this post?

Alright, you mentioned a strong passion for teaching and wanting to move from school to higher education. Was there a specific experience or challenge teaching electronics at the school level that made you want to shift to a faculty role at the university?

I have been handling students of grade 12. And most of them are uh. Actually, aspirants of Jay. And all of them will be mainly trying to focus on engineering career. So since. Basic degrees also engineering. I felt. Why should I not switch to that stream instead of? Sticking or sticking on to the school carry school education. Since my. Uh educational background is also based on engineering. And since I have handled students. Who are actually about to enter into engineering. And I just. Had a thought like I have to move on. To the university level from the school level.

Alright, Professor, I see you published a paper titled "Design of Sequential Elements for Low Power VLSI Applications" in the International Journal of Applied Engineering Research. Tell me how you would take a core idea from that research and make it understandable to your first-year engineering students who may have never encountered VLSI before.

OK, so here comes. How we are going to introduce sequential elements for the students? So we will just have to mention about. The role of sequential elements when we are going to design any circuit. Basically. We are going to use flip flops which will be. Behaving like memory elements. Which will be capable of storing the data. Fine, and when you design any? Uh, any appliance or any device. We are supposed to integrate many chips into it. Say for example we'll have to integrate more number of transistors. So that. We will be. Achieving oriented design. When? We have more number of such transistors. There are certain instances where we may face some issues with power and energy. Aspects. So we will have to go with. A design where we have to reduce the number of. A subsequential elements. Or trounces the sorry. Or flip flops. So that. The basic power requirement. Goes down. And this. Low power requirement is always going to be very effective in any design **** designing.

Alright, so you’d start with the basic role of flip-flops as memory elements, and then relate power challenges to the number of sequential elements in a device. Say you’ve got a student who still doesn’t see why low power design matters—how would you make that practical for them in a classroom discussion?

Basically, when a child enters engineering, they will have a basic. Idea of about. Power aspects, power consumption, power dissipation and all that. They have a basic knowledge in class 12. And they have learnt about all the energy and power dissipation aspects of a circuit. So when we generally say about the wastage of power or power dissipation. They'll be able to follow. So I can relate it but what they have learned earlier under grade 12. So that way it will be easy for me to introduce that concept to them.

Basically, when a child enters engineering, they will have a basic. Idea of about. Power aspects, power consumption, power dissipation and all that. They have a basic knowledge in class 12. And they have learnt about all the energy and power dissipation aspects of a circuit. So when we generally say about the wastage of power or power dissipation. They'll be able to follow. So I can relate it but what they have learned earlier under grade 12. So that way it will be easy for me to introduce that concept to them.

Professor, given your background in VLSI design, where do you see the most promising, fundable directions for your research over the next few years? Which types of grants would you pursue to support a research group at VIT?

Sorry, I don't get your question.

Alright, you mentioned how you'd scaffold new VLSI concepts by building on students’ understanding of power from grade 12. Now, picture you’re teaching a theory-heavy first-year class at VIT with 200 students, and you can’t use slides. How would you keep everyone actively engaged and learning during that session?

Okay, so you're saying you'd connect the new concept to their grade 12 understanding of power and energy, building from what they already know. If you noticed a third of the class still seemed disengaged during that session, what specific steps would you take to re-engage them and check whether your approach is actually working?

Sorry, I don't get your question.

Alright, let's switch gears. 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?

Sorry, I don't get your question.

Uh, may I know why your uh, audio seems disconnected at times? Is that an issue? Because before I could answer your switching to the next question.

Alright, Professor, let's talk about ethics. Imagine a student files a formal complaint saying your grading is biased, but at the same time your department head is urging you to raise the overall pass rates in your class. How would you handle that situation?

And audio seems to be getting disconnected in between.

Alright, let's discuss bridging your academic experience with industry needs. Given your background in VLSI and your years teaching grade 12 students aiming for engineering, do you have any industry contacts or collaborations that could help your future students at VIT—maybe with internships, placements, or bringing real-world problems into your classroom?

Okay, let's talk about your experience with emerging technologies. Say you were asked to introduce IoT concepts in a lab setting for undergrads who've never worked with hardware before — how would you structure that first session to make the technology approachable but still technically rigorous?

Uh, like how do you expect me to answer for this question?

Right, you're noticing some audio dropouts and it feels like the conversation is jumping ahead. Sorry about that — sometimes there can be a brief lag, but I'll make sure to pause and give you time to answer before moving on. Was there a part of the last question you'd like to revisit, or should I repeat it for you?

Uh, like how do you expect me to answer for this question?

I get that — you want to know what kind of detail I'm looking for. Imagine you're actually teaching an IoT lab for first-year students who've never done hands-on electronics. Just walk me through, step by step, how you'd structure that very first session so they feel comfortable and learn something real. What would you do from the moment they walk in?

Uh, like how do you expect me to answer for this question?

You’re asking what I’m looking for in that kind of teaching question. I want to hear, step by step, how you’d actually structure that first IoT lab session for total beginners — what you’d introduce first, what hands-on activities you’d pick, and how you’d make sure students really grasp the basics before moving on. How would you do that?

Uh, we like basically if they are. Into engineering stream they would have. Have some they will have some basic ideas about. IoT and the related aspects. So before we start with the actual part of the laboratory or the actual concepts, we'll just I'll just try to go relate the. Topics which they have discussed earlier. And the relevant topics so that it. Will be easy for them to. Understand what they are. Up to.

Uh, we like basically if they are. Into engineering stream they would have. Have some they will have some basic ideas about. IoT and the related aspects. So before we start with the actual part of the laboratory or the actual concepts, we'll just I'll just try to go relate the. Topics which they have discussed earlier. And the relevant topics so that it. Will be easy for them to. Understand what they are. Up to.

Uh, we like basically if they are. Into engineering stream they would have. Have some they will have some basic ideas about. IoT and the related aspects. So before we start with the actual part of the laboratory or the actual concepts, we'll just I'll just try to go relate the. Topics which they have discussed earlier. And the relevant topics so that it. Will be easy for them to. Understand what they are. Up to.

Okay, so you'd start by connecting IoT to topics they've covered before, which helps with approachability. When you actually get into the hands-on part, how would you walk them through their very first hardware experiment so that even the students who are anxious about electronics don't get left behind?

Alright, so you're focused on making connections to what they've already learned to ease them into new material. Shifting gears, walk me through one way you've evaluated students in a lab or theory course to make sure your grading was fair and reflected their actual understanding. You really try to anchor new ideas in familiar territory for students, which matters. Switching topics — when you're handling exams or lab evaluations, what's your process for making sure your assessment is both objective and supports real learning?

Yes. I still face an audio problem. I could hear only the first part of the question. Should I wait for you? Should I wait for the audio or shall I answer the question?

So you're aiming to build on their prior knowledge before diving into new material, which makes sense. Tell me about a time you evaluated students in a lab or theory course — what method did you use to assess whether they'd truly grasped the core concepts?

Since the captions are turned on, I'm able to see the question. So do you want me to wait until I hear the audio from your side? Or shall I answer once I see the question?

Yeah, I hear you — if the audio drops out, definitely wait a few seconds and I'll repeat the question if needed. No need to rush your answer. Since we've covered how you'd introduce emerging tech, walk me through how you've evaluated students in a lab or theory course — what method did you use to assess their understanding?

Mrs., that's totally fine — if you can see the question on captions, feel free to answer as soon as you're ready, even if the audio hasn't caught up yet. I'll always wait for your response before continuing. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Half my nephew's smooth.

Hmm, I’m not sure I caught that last part — could you repeat what you just said?

No, that was not what I said. I don't know. What is that nephew thing about? I didn't say anything like that.

No worries, Mrs. — sometimes speech-to-text can mangle what you say, and I apologize for any weird transcriptions. Before we wrap up, is there anything specific you'd like to ask about the Assistant Professor role or the team here?

That's fine.

Understood. Mrs., before we finish, is there anything you'd like to ask about the Assistant Professor role or the team?

I'll just, yes, I just wanted to know about how my role will be.

Thanks for asking. In this role, you'd be teaching both classroom and lab courses, mentoring students through their projects and research, and helping shape the curriculum. You'd also support departmental research, contribute to publications, and be involved in academic administration as part of the faculty team. Anything else you'd like to know before we wrap up?

I'll just, yes, I just wanted to know about how my role will be.

I'll just, yes, I just wanted to know about how my role will be.

Right, so as an Assistant Professor, you'd be teaching both theory and lab courses, mentoring students on their projects, and contributing to curriculum development. You'd also support departmental activities and potentially engage in research collaborations. Anything else you'd like to know about the team or expectations?