Yeah. Good morning. So Mr. Doctor Deepak Kumar Panda. So I have completed my. ESB from United Seltzer in 2008.

Yeah. Good morning. So Mr. Doctor Deepak Kumar Panda. So I have completed my. ESB from United Seltzer in 2008. Uh, prior to that. I have completed my. Masters degree from IIT Khadak in 2014.

Yeah. Good morning. So Mr. Doctor Deepak Kumar Panda. So I have completed my. ESB from United Seltzer in 2008. Uh, prior to that. I have completed my. Masters degree from IIT Khadak in 2014. So prior to that my. Detect from National Institute of Science and Technology.

Yeah. Good morning. So Mr. Doctor Deepak Kumar Panda. So I have completed my. ESB from United Seltzer in 2008. Uh, prior to that. I have completed my. Masters degree from IIT Khadak in 2014. So prior to that my. Detect from National Institute of Science and Technology. On the BPUT in 2010. So currently I am working as a. Associate Professor in Amrita Vishwavidha Pitta. Prior to that, I worked as an associate professor in. Pit EPI University.

So you finished your ESB from United Seltzer in 2008—was that in electronics, computer science, or a different field? Go on.

Yeah. Good morning. So Mr. Doctor Deepak Kumar Panda. So I have completed my. ESB from United Seltzer in 2008. Uh, prior to that. I have completed my. Masters degree from IIT Khadak in 2014. So prior to that my. Detect from National Institute of Science and Technology. On the BPUT in 2010. So currently I am working as a. Associate Professor in Amrita Vishwavidha Pitta. Prior to that, I worked as an associate professor in. Pit EPI University. 100,018 to 2023. So prior to that I worked at NIST. So I have a total uh. 13 year of experience. So. On my current research area. Our semiconductor device modeling. The solar cells.

Alright, so you earned your ESB from United Seltzer in 2008 and then completed your master's at IIT Khadak in 2014. Was your master's focused on a particular area of engineering or research?

Yeah. Good morning. So Mr. Doctor Deepak Kumar Panda. So I have completed my. ESB from United Seltzer in 2008. Uh, prior to that. I have completed my. Masters degree from IIT Khadak in 2014. So prior to that my. Detect from National Institute of Science and Technology. On the BPUT in 2010. So currently I am working as a. Associate Professor in Amrita Vishwavidha Pitta. Prior to that, I worked as an associate professor in. Pit EPI University. 100,018 to 2023. So prior to that I worked at NIST. So I have a total uh. 13 year of experience. So. On my current research area. Our semiconductor device modeling. The solar cells. Then, uh, biosensor designs. And low power VLSI design. And I currently starts working on. Quantum devices and quantum materials. And some AI driven.

Alright, so after your master's at IIT Khadak, you mentioned a "Detect" from the National Institute of Science and Technology—was that your doctoral work or something else?

Dr., let's talk about your classroom experience. What's one foundational concept you most enjoy teaching, and how do you introduce it to students who are new to the subject?

Okay, so you’ve got thirteen years of experience and your current research is in semiconductor device modeling and solar cells. When you introduce solar cell fundamentals to students who are brand new to the topic, what’s your go-to method or analogy for making it click?

Alright, so you’re blending research in quantum devices, biosensors, and low-power VLSI with your core focus on semiconductors and solar cells. Earlier, I’d asked—when you introduce solar cell fundamentals to new students, what’s your go-to method or analogy for helping them really grasp the concept?

Yeah, so. That cell is basically a type of. Even junctions so so. Simple PM junctions. If I go for the PN junction or PN. So if I apply. Uh, some important then. Sorry, some voltage current.

Yeah, so. That cell is basically a type of. Even junctions so so. Simple PM junctions. If I go for the PN junction or PN. So if I apply. Uh, some important then. Sorry, some voltage current. But in solar cell. What happened if? Produce a direct band gap semiconductor. Then if I. Put on that. And it can produce it. For it that is a simple. Parcel if we can. Combine that, then that will form it. Solar system that is called solar.

Okay, so you’re introducing the PN junction part but seemed to pause there. You were saying if you apply voltage—can you walk me through how you help students visualize what’s actually happening inside the solar cell at that point?

Yeah, so. That cell is basically a type of. Even junctions so so. Simple PM junctions. If I go for the PN junction or PN. So if I apply. Uh, some important then. Sorry, some voltage current. But in solar cell. What happened if? Produce a direct band gap semiconductor. Then if I. Put on that. And it can produce it. For it that is a simple. Parcel if we can. Combine that, then that will form it. Solar system that is called solar. But no, right? So that is the basic concepts of further cells. So where we need. OK, uh. Gap semiconductor The red button gives semiconductor. What is the advantage? A very good uh uh. Efficiency will be more. So that is the basic concepts of. Anything else I want to dispute?

Okay, so you focused on the PN junction as a way to explain solar cells, using the direct band gap semiconductor analogy. When you’re teaching this, do you use any hands-on demonstrations or visual models to help students who struggle with the abstract theory?

Okay, so you highlight the role of direct band gap semiconductors in solar cells and how that improves efficiency. When you teach, do you find students grasp the difference between direct and indirect band gap easily, or do you have to revisit it with extra examples?

So yeah, that is. Conductor means like. A conduction band and balance band are in the same. Team level so. Whenever electrons. Jumps from one level to another level. There is a no extra distance to travel. So that is the efficiency will be more. But indirect. Semiconductor is. Like some other silicones, these all are induct. Semiconductor. The indirect semiconductor means. The conduction band level. And valence band labour. Right, this all. At separate levels right here it is a conduction level. Is valence band. Umm, the peak of the conduction and valve.

Alright, you're clearly comfortable with the physics behind semiconductors. Let's shift for a moment—when you're teaching in the classroom, what strategies do you use to make a tough topic more approachable for students who might be struggling with the basics?

So yeah, that is. Conductor means like. A conduction band and balance band are in the same. Team level so. Whenever electrons. Jumps from one level to another level. There is a no extra distance to travel. So that is the efficiency will be more. But indirect. Semiconductor is. Like some other silicones, these all are induct. Semiconductor. The indirect semiconductor means. The conduction band level. And valence band labour. Right, this all. At separate levels right here it is a conduction level. Is valence band. Umm, the peak of the conduction and valve. Right to. The pick of conduction. The pick of the ballast. Both are in separate level right? And not in the same level? So you look. Whenever it is, there it. Uh, it takes some. Time to travel right electronic conduction from one level to another. So if it is a direct band gap semiconductor. Because it's more. Uh, it's we can. Light emission if I put light emission. Current will be. Come out very fast, right? That's the advantage of. That gives. Is it fine?

Right, the way you break down the band structure difference is pretty visual—focusing on where the conduction and valence bands align. When you see a student struggling with that concept, do you have a particular lab experiment or demo that tends to help them connect the theory with what they actually observe?

OK, so. In lab experiments. If there is no. Fab lab we can do. Through some simulator. So there is some. Ticker simulator is there. So that simulator. We can conduct the energy band diagram. Of the conduction band. And balance spread.

OK, so. In lab experiments. If there is no. Fab lab we can do. Through some simulator. So there is some. Ticker simulator is there. So that simulator. We can conduct the energy band diagram. Of the conduction band. And balance spread. You can able to identify. Where is the Fermi level is present. And. For example, semiconductor means Fermi level is. In between uh. You know, conduction and Wellness band. So if we. Plot the energy band diagram and if you take a cot line for example a PN junction or any device you can put. Then put a cot line on vertically. Or depending upon the where the semiconductor is presented. Are in horizontally. Then you can able to identify. Where is your conduction band? Where is your valence band? Right, that is a practically. The students can able to see in the. Uh, silver. Or synopsis P cards. There are lots of. Online simulator is there. In nanohub. But if you go for. How PR. Fabrication related to. So few can have. Join FPN junction in. Practical. Then you go for. The characterizes of these. This electrical characterization and all that we can able to identify very. But. But you can do it. You can go in. Simulator. Or sync syn.

Dr., your recent publication in Scientific Reports—on performance enhancement in CZTSSe solar cells using BaSi₂ back surface field integration—caught my attention. How have you used insights from that research to shape the way you teach solar cell design or fabrication to students who may have never worked with those materials before?

Okay, let's shift focus to your research program as a whole. Given your expertise in semiconductor device modeling and solar cell technologies, where do you see the most fundable research directions over the next three years? Which grant agencies or calls would you specifically target, and why?

Yeah, so. If you can see. There were a lot of. Interested now in Government of India also. Or that is semiconductor missions? And also. A quantum mechanics, right? So so my focus. Officers area in the next three to four years will be on. Semiconductor. And also the quantum. So how I can develop some quantum device? This and quantum sensors.

Yeah, so. If you can see. There were a lot of. Interested now in Government of India also. Or that is semiconductor missions? And also. A quantum mechanics, right? So so my focus. Officers area in the next three to four years will be on. Semiconductor. And also the quantum. So how I can develop some quantum device? This and quantum sensors. Semiconductor Concepts. In there, right? So then how my main area will be? How to design A? One from the wise of quantum dot. And could take the 2. A quantum computing so simple cube book. How to develop a simple cube. So. Using the fundamental concepts of semiconductor, we will try to do in quantum. Quantum device. Orphan qubit. I want to. One simple cube and then. Take that to. On the next level, that is. One computing web. And and half my this is my one of the. Most proposed radio. Currently and also. So another focus and idea.

Yeah, so. If you can see. There were a lot of. Interested now in Government of India also. Or that is semiconductor missions? And also. A quantum mechanics, right? So so my focus. Officers area in the next three to four years will be on. Semiconductor. And also the quantum. So how I can develop some quantum device? This and quantum sensors. Semiconductor Concepts. In there, right? So then how my main area will be? How to design A? One from the wise of quantum dot. And could take the 2. A quantum computing so simple cube book. How to develop a simple cube. So. Using the fundamental concepts of semiconductor, we will try to do in quantum. Quantum device. Orphan qubit. I want to. One simple cube and then. Take that to. On the next level, that is. One computing web. And and half my this is my one of the. Most proposed radio. Currently and also. So another focus and idea. To develop some. Models like so after you design. A device How? Hope to take that. With level right and that which for example a new device like gallium nitride ham. Tunnel fate or any deal? So I want to develop a compact model of that. And that impact model can be Ted to the circuit level, so. You can design some. Circuits like the. Front end module or? For. High frequency applications. Satellite applications. Or some power amplifier, some LNA so that. How to develop a model? And so that this model can be. And my most focus. Uh, agencies are like. BSP because. They are mostly focusing Indian confirmation and Indian.

Yeah, so. If you can see. There were a lot of. Interested now in Government of India also. Or that is semiconductor missions? And also. A quantum mechanics, right? So so my focus. Officers area in the next three to four years will be on. Semiconductor. And also the quantum. So how I can develop some quantum device? This and quantum sensors. Semiconductor Concepts. In there, right? So then how my main area will be? How to design A? One from the wise of quantum dot. And could take the 2. A quantum computing so simple cube book. How to develop a simple cube. So. Using the fundamental concepts of semiconductor, we will try to do in quantum. Quantum device. Orphan qubit. I want to. One simple cube and then. Take that to. On the next level, that is. One computing web. And and half my this is my one of the. Most proposed radio. Currently and also. So another focus and idea. To develop some. Models like so after you design. A device How? Hope to take that. With level right and that which for example a new device like gallium nitride ham. Tunnel fate or any deal? So I want to develop a compact model of that. And that impact model can be Ted to the circuit level, so. You can design some. Circuits like the. Front end module or? For. High frequency applications. Satellite applications. Or some power amplifier, some LNA so that. How to develop a model? And so that this model can be. And my most focus. Uh, agencies are like. BSP because. They are mostly focusing Indian confirmation and Indian. Indian. Semiconductor machines and. And also like I. An RF and. CSIR.

Yeah, so. If you can see. There were a lot of. Interested now in Government of India also. Or that is semiconductor missions? And also. A quantum mechanics, right? So so my focus. Officers area in the next three to four years will be on. Semiconductor. And also the quantum. So how I can develop some quantum device? This and quantum sensors. Semiconductor Concepts. In there, right? So then how my main area will be? How to design A? One from the wise of quantum dot. And could take the 2. A quantum computing so simple cube book. How to develop a simple cube. So. Using the fundamental concepts of semiconductor, we will try to do in quantum. Quantum device. Orphan qubit. I want to. One simple cube and then. Take that to. On the next level, that is. One computing web. And and half my this is my one of the. Most proposed radio. Currently and also. So another focus and idea. To develop some. Models like so after you design. A device How? Hope to take that. With level right and that which for example a new device like gallium nitride ham. Tunnel fate or any deal? So I want to develop a compact model of that. And that impact model can be Ted to the circuit level, so. You can design some. Circuits like the. Front end module or? For. High frequency applications. Satellite applications. Or some power amplifier, some LNA so that. How to develop a model? And so that this model can be. And my most focus. Uh, agencies are like. BSP because. They are mostly focusing Indian confirmation and Indian. Indian. Semiconductor machines and. And also like I. An RF and. CSIR. Run to Samantha. Industry like, uh. A cadence synopsis. Industry departments, they are going to. Purpose to give. Funding for. Uh, to develop some. Compact models so that that can be built into the. Circuit built into their. Cadence support or inclusive?

Yeah, so. If you can see. There were a lot of. Interested now in Government of India also. Or that is semiconductor missions? And also. A quantum mechanics, right? So so my focus. Officers area in the next three to four years will be on. Semiconductor. And also the quantum. So how I can develop some quantum device? This and quantum sensors. Semiconductor Concepts. In there, right? So then how my main area will be? How to design A? One from the wise of quantum dot. And could take the 2. A quantum computing so simple cube book. How to develop a simple cube. So. Using the fundamental concepts of semiconductor, we will try to do in quantum. Quantum device. Orphan qubit. I want to. One simple cube and then. Take that to. On the next level, that is. One computing web. And and half my this is my one of the. Most proposed radio. Currently and also. So another focus and idea. To develop some. Models like so after you design. A device How? Hope to take that. With level right and that which for example a new device like gallium nitride ham. Tunnel fate or any deal? So I want to develop a compact model of that. And that impact model can be Ted to the circuit level, so. You can design some. Circuits like the. Front end module or? For. High frequency applications. Satellite applications. Or some power amplifier, some LNA so that. How to develop a model? And so that this model can be. And my most focus. Uh, agencies are like. BSP because. They are mostly focusing Indian confirmation and Indian. Indian. Semiconductor machines and. And also like I. An RF and. CSIR. Run to Samantha. Industry like, uh. A cadence synopsis. Industry departments, they are going to. Purpose to give. Funding for. Uh, to develop some. Compact models so that that can be built into the. Circuit built into their. Cadence support or inclusive? And also in some of the funding agencies like ISRO also funding because. It's rope mostly. High frequency and high power applications for settled up. So one of my. Is to develop a compact model of. Gallium nitride, hemp and ammo scent. So. That is also. One target agency for me.

So you're aiming to leverage India's semiconductor mission and the growing interest in quantum technologies, with a focus on quantum sensors and devices. Given the competition for those government funds and the rapid development in quantum, what would be your strategy to build a research group that can show impact quickly enough to secure sustained funding?

So you're aiming to build quantum devices and sensors leveraging semiconductor fundamentals, with the goal of eventually prototyping a qubit and scaling toward quantum computing applications. Given how competitive funding is for quantum technologies and semiconductors right now, how would you position your proposals to stand out to agencies like DST or MeitY? What makes your lab's approach unique compared to other groups chasing similar grants?

So you're aiming to leverage India's semiconductor mission and focus on quantum sensor development, with agencies like DST in mind. Let's talk about sustainability—how would you structure your research group and student involvement to ensure this work keeps growing, even if a key grant doesn't come through?

You mentioned targeting agencies like DST and CSIR with your quantum device and semiconductor modeling proposals. Shifting gears a bit, how would you guide undergraduate and postgraduate students working on project-based learning in these emerging technology areas to make sure their projects are both innovative and actually get completed successfully?

Alright, so you’d target DST, CSIR, and some industry partners for your compact modeling and quantum device work, especially aiming for integration with commercial EDA tools like Cadence or Synopsys. Let’s switch gears a bit—how would you guide undergraduate or postgraduate students working on projects in these emerging technology domains to make sure they’re actually successful and not just going through the motions?

Alright, you mentioned targeting both government and industry funding—especially for compact modeling of new devices like gallium nitride HEMTs that could be integrated into EDA tools used by companies like Cadence. Given how competitive those grant calls can be, how would you structure your research group to maximize both publication output and the chances of sustained funding over multiple cycles?

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them.

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them. Like device level characteristics. Then some. Group. Maybe work on the. Model development.

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them. Like device level characteristics. Then some. Group. Maybe work on the. Model development. And some may. You work on the after developing the mode. They can take that. Circuit level. 32. For the group of different students. Because my students are also working in different area. So some group will do the simulation or device simulation. Or some fabrication if that facility is available.

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them. Like device level characteristics. Then some. Group. Maybe work on the. Model development. And some may. You work on the after developing the mode. They can take that. Circuit level. 32. For the group of different students. Because my students are also working in different area.

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them. Like device level characteristics. Then some. Group. Maybe work on the. Model development. And some may. You work on the after developing the mode. They can take that. Circuit level. 32. For the group of different students. Because my students are also working in different area. So some group will do the simulation or device simulation. Or some fabrication if that facility is available. And then from there it can. Uh, get the data. Right to. Extract the data. And uh. Up that that data can be feed to the compact model. You think you have to? That that. Extracted from the device. That should be fair. And once. Compact model is developed. Then we can take to the circuit level.

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them. Like device level characteristics. Then some. Group. Maybe work on the. Model development. And some may. You work on the after developing the mode. They can take that. Circuit level. 32. For the group of different students. Because my students are also working in different area. So some group will do the simulation or device simulation. Or some fabrication if that facility is available. And then from there it can. Uh, get the data. Right to. Extract the data. And uh. Up that that data can be feed to the compact model. You think you have to? That that. Extracted from the device. That should be fair.

You were describing the idea of organizing your research group, but you trailed off. Can you tell me more about how you'd actually structure your team to balance student mentorship, manuscript preparation, and proposal writing—especially if you're aiming for multi-year grants?

So. I will try to do. Uh, make a research group like. There can be a. A research group are some of them. Like device level characteristics. Then some. Group. Maybe work on the. Model development. And some may. You work on the after developing the mode. They can take that. Circuit level. 32. For the group of different students. Because my students are also working in different area. So some group will do the simulation or device simulation. Or some fabrication if that facility is available. And then from there it can. Uh, get the data. Right to. Extract the data. And uh. Up that that data can be feed to the compact model. You think you have to? That that. Extracted from the device. That should be fair. And once. Compact model is developed. Then we can take to the circuit level. The circuit. We can, for example, whatever the model we develop, gallium nitride, hemp model or whatever. That model. You can put call. A depth of the. Requirement of the industry or. Whatever the industry, for example. LNA or low power amplifier or RF suites in. So three group. Is required to. Develop uh. Compact number.

So you’re thinking about dividing the group into device characterization and model development teams. How would you handle mentoring students on project-based learning, especially undergrads who might not have much lab experience yet?

So you’re thinking of splitting your group across device characterization, compact modeling, and circuit-level integration, with students tackling different stages. How do you ensure that newer students—especially undergrads—can actually contribute meaningfully to research outcomes in those advanced areas, rather than just doing routine or support work?

So you're planning to divide responsibilities across device simulation, model development, and circuit-level application, with students working in specialized subgroups. When you have students who are new to research—especially at the undergraduate level—how do you ensure they're contributing meaningfully to the group's output and not just following instructions passively?

Right, so you’d have students working at different levels—from raw device simulation and data extraction up through modeling and circuit integration. With that structure, how do you ensure that your project-based learning actually leads to successful student outcomes, especially for undergraduates who might be new to the field?

You’ve talked through your research and curriculum experience. Now, suppose you’re teaching a large introductory course—let’s say 200 undergraduates—and you’re told you can’t use slides or traditional lectures. How would you structure a session so students actually engage and wrestle with the material, not just sit passively?

Okay, so your plan is to have students grouped by stage—device simulation, model development, and circuit integration—so each team feeds into the next. For those hands-on projects, how do you actually measure whether your students are gaining the technical and practical skills you want, especially in lab-based or design-heavy courses?

Uh, I can tell. Uh, it requires. It's. But. Steps is a design heavy. Like for. Some students can. Done using. Labour Sports. But. For that. Levels like, uh. To developing a compact model. And the two integrating the compact model to. EDA we need. It's a higher level like audition oriented mostly. Masters age study. But to devise. Level and extracting data that can be done. In the upper level. Is graduate level. So that will. Available courses. Right, but the next level is. Uh, add between label course, mostly masters and PhD students and Yeah, so. It's not. To evaluate that it's not memorized. Uh. Give some real. Project some new devices like. Tunnel fats. The fits. Or gallium nitride ham. Or gallium arsenide Indium for different materials.

Uh, I can tell. Uh, it requires. It's. But. Steps is a design heavy. Like for. Some students can. Done using. Labour Sports. But. For that. Levels like, uh. To developing a compact model. And the two integrating the compact model to. EDA we need. It's a higher level like audition oriented mostly. Masters age study.

Uh, I can tell. Uh, it requires. It's. But. Steps is a design heavy. Like for. Some students can. Done using. Labour Sports. But. For that. Levels like, uh. To developing a compact model. And the two integrating the compact model to. EDA we need. It's a higher level like audition oriented mostly. Masters age study. But to devise. Level and extracting data that can be done. In the upper level. Is graduate level. So that will. Available courses.

Alright, you’re saying that compact model development and EDA tool integration are more advanced and research-oriented, mostly at the master’s or doctoral level, while undergraduates can get hands-on with basic lab work. For those lab-based courses, if a student is struggling to connect simulation results to the underlying device physics, how do you intervene or adapt your approach to help them bridge that gap?

Alright, so you see compact modeling and EDA integration as mainly postgraduate or advanced work, with undergrads focusing on device-level experiments. When it comes to evaluating practical competency—especially in lab courses—do you rely more on traditional exams, project deliverables, or something else to gauge if students have genuinely mastered the technical skills?

Yeah, so. It's not. To evaluate that it's not memorized. Uh. Give some real. Project some new devices like. Tunnel fats. The fits. Or gallium nitride ham. Or gallium arsenide Indium for different materials. If you can. Give them some different application. They can take their materials and what is. What is the model required for simulation? And what is the end? Venn diagram How? What is the messy? What is the?

Yeah, so. It's not. To evaluate that it's not memorized. Uh. Give some real. Project some new devices like. Tunnel fats. The fits. Or gallium nitride ham. Or gallium arsenide Indium for different materials. If you can. Give them some different application. They can take their materials and what is. What is the model required for simulation? And what is the end? Venn diagram How? What is the messy? What is the? Ivikrash picks the guard. What is the conduct? Conduction. Conductance they get what is the sub threshold slope they got everything they can link. With that so. We can give a. A project, right? For example. I miss the weekends. Tell them to. In the lab course we can give them to design in MOSFET. And we tell them and we explain everything, the steps how to simulate a mosquit. But in less. To you that we can give. Big mini projects like Thing for example tunnel fit. So properties and whatever the. Physics and that we can explain them before. Then they can apply that. And try to. Get the output like what is that tunneling? How the tunneling happen? What is the models required for the tunneling? What is messing everything they can. And they can get. So there's. For the politics, what they have done. It's not like. From the MOSFET only we will try to keep. Explain each and every part of master. Then. We can give some projects on. At the any other high height.

So, just saying you assign projects on new devices is a good start, but I'm curious—what's your actual process for making sure students are doing their own work, and how do you spot if someone is just copying or coasting along in group projects?

You were saying you assign real device projects so students have to work with new materials and models, and not just memorize. When it comes to the practical side—like actually characterizing a device or running simulations—how do you check that a student's results are genuinely their own work and not just copied from a peer or a previous batch?

Yeah, so. It's not. To evaluate that it's not memorized. Uh. Give some real. Project some new devices like. Tunnel fats. The fits. Or gallium nitride ham. Or gallium arsenide Indium for different materials. If you can. Give them some different application. They can take their materials and what is. What is the model required for simulation? And what is the end? Venn diagram How? What is the messy? What is the? Ivikrash picks the guard. What is the conduct? Conduction. Conductance they get what is the sub threshold slope they got everything they can link. With that so. We can give a. A project, right? For example. I miss the weekends. Tell them to. In the lab course we can give them to design in MOSFET. And we tell them and we explain everything, the steps how to simulate a mosquit. But in less. To you that we can give. Big mini projects like Thing for example tunnel fit. So properties and whatever the. Physics and that we can explain them before. Then they can apply that. And try to. Get the output like what is that tunneling? How the tunneling happen? What is the models required for the tunneling? What is messing everything they can. And they can get. So there's. For the politics, what they have done. It's not like. From the MOSFET only we will try to keep. Explain each and every part of master. Then. We can give some projects on. At the any other high height. Devices. Electronic fat, thin fat like that. None.

You mentioned giving students real projects involving novel devices and letting them apply theoretical knowledge directly to hands-on modeling and simulation. When it comes to meeting accreditation standards, how do you document and ensure that these assessments are consistent and auditable across different faculty and courses?

Alright, so you use device-specific projects to push students beyond just working on MOSFETs, and get them engaging with the actual physics and modeling of more advanced devices too. For accreditation and continuous improvement, what’s your approach to making sure assessment data is consistent and actionable across courses, especially if you notice some gaps or inconsistencies?

So for accreditation, uh. Mostly we. Go for. The data site what? Methodist like. And how we are going to evaluate. Everything is required. So what we? We are going to do. We are going to. Put a. Standard method. I love like this is my. Output expected out.

So for accreditation, uh. Mostly we. Go for. The data site what? Methodist like. And how we are going to evaluate. Everything is required. So what we? We are going to do. We are going to. Put a. Standard method. I love like this is my. Output expected out. Uh, for example I have given a. Device called. Right. So for. Example FinFET. I can fit. Would optimize FinFET. Getting I have to got a. Drain current of. Some let us assume. 10 milliampere of. A width threshold swing. 60 millivolt per decade. Right. For example, all the students may not. Get the exact. It depends upon the missing and. Lot of optimizing.

So for accreditation, uh. Mostly we. Go for. The data site what? Methodist like. And how we are going to evaluate. Everything is required. So what we? We are going to do. We are going to. Put a. Standard method. I love like this is my. Output expected out. Uh, for example I have given a. Device called. Right. So for. Example FinFET. I can fit. Would optimize FinFET. Getting I have to got a. Drain current of. Some let us assume. 10 milliampere of. A width threshold swing. 60 millivolt per decade. Right. For example, all the students may not. Get the exact. It depends upon the missing and. Lot of optimizing. Depending upon the students. Who more of them?

Right, so you’re thinking about standardized evaluation methods and output expectations for accreditation. If you joined our department and noticed that outcome assessment data was inconsistent across different courses, how would you go about fixing that to satisfy accreditation requirements?

So for accreditation, uh. Mostly we. Go for. The data site what? Methodist like. And how we are going to evaluate. Everything is required. So what we? We are going to do. We are going to. Put a. Standard method. I love like this is my. Output expected out. Uh, for example I have given a. Device called. Right. So for. Example FinFET. I can fit. Would optimize FinFET. Getting I have to got a. Drain current of. Some let us assume. 10 milliampere of. A width threshold swing. 60 millivolt per decade. Right. For example, all the students may not. Get the exact. It depends upon the missing and. Lot of optimizing. Depending upon the students. Who more of them? And uh. Uh, more messing. And. Apply proper. We will only get the. Near this value. The will get. Not exactly. So. This one. And from this request more. We are going to. Met other. Now calculate the master.

So for accreditation, uh. Mostly we. Go for. The data site what? Methodist like. And how we are going to evaluate. Everything is required. So what we? We are going to do. We are going to. Put a. Standard method. I love like this is my. Output expected out. Uh, for example I have given a. Device called. Right. So for. Example FinFET. I can fit. Would optimize FinFET. Getting I have to got a. Drain current of. Some let us assume. 10 milliampere of. A width threshold swing. 60 millivolt per decade. Right. For example, all the students may not. Get the exact. It depends upon the missing and. Lot of optimizing. Depending upon the students. Who more of them? And uh. Uh, more messing. And. Apply proper. We will only get the. Near this value. The will get. Not exactly. So. This one. And from this request more. We are going to. Met other. Now calculate the master. Pattern so we can. It gives appro. Our standard, Sir. This reference method reference. And remaining we are going to give. That is the thing Uh, no. So we can have uh. Like sleep? Dial.

Alright, Professor, let’s talk about professional ethics in an academic setting. Imagine this scenario: a student formally complains that your grading is biased, while at the same time, your department head is pressuring you to improve pass rates in your course. How would you handle this situation to balance fairness, academic standards, and institutional expectations?

Right, so you set clear quantitative targets for project outcomes—like a specific drain current and subthreshold slope—but recognize not every student will reach the same numbers due to variations in their process. Let’s talk about professional ethics for a moment. Suppose a student files a formal complaint alleging your grading is biased, while your department head is also pressuring you to improve pass rates. How would you navigate that situation?

Right, so you’re thinking about standardized evaluation methods and output expectations for accreditation. If you joined our department and noticed that outcome assessment data was inconsistent across several courses, how would you address that with your colleagues—especially if there was some resistance to changing their current assessment practices?

Uh, no. So we can have uh. Like sleep? Dial. Internal access.

So you mentioned possibly using a sliding scale. Can you walk me through, step by step, how you’d actually respond if the department head insisted you adjust grades for borderline students, but you felt the original evaluation was academically sound?

Okay, noted.

So if if that project is one part. And different other internal assessment like. What is their? Attendance protest and how they evaluated in the daily. Sons, everything apart Well, so. It should be. Austin Level. For example, uh uh. If the student. That good?

Well, so. It should be. Austin Level. For example, uh uh. If the student. That good? And is not able to. Write some example. We can reevaluate it.

Well, so. It should be. Austin Level. For example, uh uh. If the student. That good? And is not able to. Write some example. We can reevaluate it. And. Is project but. Not every time it is possible. Because if the students is not attending not Don.

Well, so. It should be. Austin Level. For example, uh uh. If the student. That good? And is not able to. Write some example. We can reevaluate it. And. Is project but. Not every time it is possible. Because if the students is not attending not Don. It's not even past that exam. That is the academic. Inequity. We have to. Tech so if that. It's good enough. And he said. Really having some problem.

So you're saying you'd keep standards consistent, but if a student really made progress or showed effort, you'd consider that in borderline cases. But if your department head still insisted you pass more students—even those who didn't meet your baseline—how would you defend your grading decision without creating conflict?

Well, so. It should be. Austin Level. For example, uh uh. If the student. That good? And is not able to. Write some example. We can reevaluate it. And. Is project but. Not every time it is possible. Because if the students is not attending not Don. It's not even past that exam. That is the academic. Inequity. We have to. Tech so if that. It's good enough. And he said. Really having some problem. Or somehow he is not able to. Give the internal assessment. Are not able to project. We can redo it with some different. Our projects are different questions. But not. The simpleness.

Well, so. It should be. Austin Level. For example, uh uh. If the student. That good? And is not able to. Write some example. We can reevaluate it. And. Is project but. Not every time it is possible. Because if the students is not attending not Don. It's not even past that exam. That is the academic. Inequity. We have to. Tech so if that. It's good enough. And he said. Really having some problem. Or somehow he is not able to. Give the internal assessment. Are not able to project. We can redo it with some different. Our projects are different questions. But not. The simpleness. But if? The student. Not able to do any. Think so we. We can't able to. Passing because we have to. Some. So we can't able to. Pass so. T History. History. Right in the supplementary or whatever the exam is there.

Alright, Dr., shifting to industry alignment now. Given your background in semiconductor device modeling, do you have any existing industry connections or collaborations that could help translate into internship or placement opportunities for your students?

Alright, so you’re saying you’d be open to reevaluation if a student has shown genuine effort, but not just automatically pass everyone if they haven’t met the requirements or participated fully. Given that, do you have any existing collaborations with companies—like Cadence, Synopsys, or ISRO—that could directly help students with internships or placement opportunities?

Right, so if a student really made progress or had a special circumstance, you might consider a reevaluation, but you’d still hold to academic standards if they haven’t participated or passed the basics. Earlier you mentioned industry partners like Cadence and Synopsys—can you give me a concrete example of how you’d involve those partners in your students’ project-based learning, maybe through internships or real-world problem statements?

So you'd allow a chance for reevaluation if a student's shown genuine effort or had special circumstances, but you wouldn't lower standards just to meet pass rates. To wrap up this section, how do you see yourself contributing to the accreditation processes at VIT University, especially when it comes to curriculum enhancement and quality assurance?

Alright, so you're saying you'd be open to reevaluating if a student really showed effort or had special circumstances, but you wouldn't just pass everyone if they hadn't met core requirements. Let's wrap this section—based on your experience so far, do you have any concrete examples of industry collaboration or connections that led directly to internships, placements, or project opportunities for your students?

Yeah, so I. You got a uh. Funded projects from. Get semiconductor. A good semiconductor company.

Yeah, so I. You got a uh. Funded projects from. Get semiconductor. A good semiconductor company. To develop a compact model so. So I have a good connection with that company so. For students who. In this project they can be got intensive and also may get replaced. And also could. MO Lamb. So they are. I'm a trained person from land. So we can. That's on the semiconductor. Kisses and. Once the students are evaluated. And Lapis is going to be. So that if lamb is. Is able to. Got good candidate. They can able to take. They can able to take. Intensive or placement? To the students.

Yeah, so I. You got a uh. Funded projects from. Get semiconductor. A good semiconductor company. To develop a compact model so. So I have a good connection with that company so. For students who. In this project they can be got intensive and also may get replaced. And also could. MO Lamb. So they are. I'm a trained person from land. So we can. That's on the semiconductor. Kisses and. Once the students are evaluated. And Lapis is going to be. So that if lamb is. Is able to. Got good candidate. They can able to take. They can able to take. Intensive or placement? To the students. Also I have a very good. Contact with. Industry like Synapse. Like. Road Technologies.

Alright, you mentioned a funded project with a semiconductor company. Can you give a concrete example of how that partnership led to a direct outcome for your students—like an internship, a placement, or a real-world project?

Yeah, so I. You got a uh. Funded projects from. Get semiconductor. A good semiconductor company. To develop a compact model so. So I have a good connection with that company so. For students who. In this project they can be got intensive and also may get replaced. And also could. MO Lamb. So they are. I'm a trained person from land. So we can. That's on the semiconductor. Kisses and. Once the students are evaluated. And Lapis is going to be. So that if lamb is. Is able to. Got good candidate. They can able to take. They can able to take. Intensive or placement? To the students. Also I have a very good. Contact with. Industry like Synapse. Like. Road Technologies. And I am directly contact with them so. Ripples can get. And as less.

So you’ve got hands-on experience with device modeling, circuit integration, and industry collaboration. Let’s shift to a few core skills for this role. When you’re teaching image processing concepts, what’s one practical lab exercise you use that really helps students connect theory to real-world applications?

Alright, so you’ve got ongoing connections with companies like Get Semiconductor and Lamb, and you’ve placed students in internships through those partnerships. Let’s shift to some core skills for this role. When you teach image processing, what’s a concrete example of a practical lab or project you assign to help students really understand how different filters or transforms affect a digital image?

Okay, so you've got direct contacts with companies like Synapse and Road Technologies, and students get opportunities through those partnerships. When you’re teaching image processing, how do you introduce convolution or filtering concepts so that even students who struggle with the math can still apply them in a practical lab setting?

Just so I can tell.

Alright, since you wanted to share, go ahead. But to keep us moving, I also want to hear how you approach teaching communication protocols or embedded systems—what’s a hands-on assignment you’d use to help students connect theory to real-world embedded or communication problems?

Just so I can tell. Uh, speak about if, uh. Same whether the signals are safe. Patna to. Both or not? Right. So, uh. If there is no uh, uh. Same you can able to. Do in Co relatives. It pull up. One can correlation. So. Since 2:00 signals are there. Weather ad. Is there any similarity?

Just so I can tell. Uh, speak about if, uh. Same whether the signals are safe. Patna to. Both or not? Right. So, uh. If there is no uh, uh. Same you can able to. Do in Co relatives. It pull up. One can correlation. So. Since 2:00 signals are there. Weather ad. Is there any similarity? Is a mathematical so that. Without mathematics. So 2 signals whether they are same. Says whether it is convolution.

So you're getting students thinking about similarity and correlation in signals, even if the math is tough. When you teach embedded systems or communication protocols, what's a hands-on assignment or lab you use to help students connect the theory to real-world device behavior?

So you're connecting convolution and correlation to signal similarity so students can grasp the concept even if the math is tricky. When it comes to teaching academic writing or structured delivery—say, helping students present their project findings—how do you coach them to organize complex technical ideas into clear, logical reports or presentations?

Projects. How do you? Complex problem. OK, OK.

Projects. How do you? Complex problem. OK, OK. So so I can tell for example complex problem is there. So I will try to make it. The subdivision. So group wise, right? So for example I will try to devise. Suppose into. Sub project style. So it may happen that. Some projects link. The egg twice, a combination of. Signal Comnik.

Projects. How do you? Complex problem. OK, OK. So so I can tell for example complex problem is there. So I will try to make it. The subdivision. So group wise, right? So for example I will try to devise. Suppose into. Sub project style. So it may happen that. Some projects link. The egg twice, a combination of. Signal Comnik. I do everything. So if that. I will def. The group of process one and two groups in. Part. For example, if I have not expertise in India, I will. Try to tell the students to go to some. Exposure that area. Then later I will try to. Combine all.

Projects. How do you? Complex problem. OK, OK. So so I can tell for example complex problem is there. So I will try to make it. The subdivision. So group wise, right? So for example I will try to devise. Suppose into. Sub project style. So it may happen that. Some projects link. The egg twice, a combination of. Signal Comnik. I do everything. So if that. I will def. The group of process one and two groups in. Part. For example, if I have not expertise in India, I will. Try to tell the students to go to some. Exposure that area. Then later I will try to. Combine all. To evaluate the. Final projects that we. Techniques I will for Is it fine?

You mentioned projects and tackling complex problems, but can you give me a concrete example of how you helped a student take a messy technical idea and turn it into a clear, well-structured presentation or report?

So you break complex problems into smaller pieces and organize students into groups, especially when projects combine things like signal processing and communication. When you’re running a lab exam or practical assessment, how do you make sure your instructions and evaluation are crystal clear so every student knows exactly what’s expected?

Alright, Professor, we're at the end of our discussion. Before we wrap up, is there anything you'd like to ask about the Assistant Professor (Research) role or the team?

Yes, that's fine, Professor. We're at the end of our discussion. Is there anything you'd like to ask about the Assistant Professor (Research) role or the team?

Thank you.