A very good morning, Sir.

I am Doctor K Venkatesan.

Good to meet you, Professor Venkatesan. To start, what's one foundational concept in your field that you find especially rewarding to teach to new students?

Yes, Sir, yes.

In the year of 1990. In the stream of. A AAA under Anna University under under Madras University.

Right, Professor Venkatesan, but I was hoping you'd share a specific concept—like a core idea or technique—that you especially enjoy teaching to beginners. Which one comes to mind for you, and why does it resonate?

Right, Professor Venkatesan, but I was hoping you'd share a specific concept—like a core idea or technique—that you especially enjoy teaching to beginners. Which one comes to mind for you, and why does it resonate with you?

My PSC branch.

In the year of 2026.

Okay. I was actually hoping to hear about a specific core idea or concept—maybe something like signal processing, or the basics of artificial intelligence—that you find especially rewarding to teach beginners. Is there one foundational topic you really enjoy introducing students to, and what makes it meaningful for you?

Right, Professor, that's some background on your qualifications, but I was hoping to hear about an actual foundational concept you like to teach—something specific, like a key principle in multimedia or AI, that you find especially rewarding to explain to students. Which one stands out for you, and why?

In Sri Venkateswara College of Technology. Underneath.

Then I completed one more me. In power system.

Okay, that's your academic timeline, but what I'd like to understand is—what's one core concept in multimedia, AI, or your area that you especially enjoy teaching to students, and why does it stand out to you?

In the year of 2002.

Okay, that's your academic timeline, but what I'd like to understand is—what's one core concept in multimedia, AI, or your area that you especially enjoy teaching to students, and why does it stand out to you?

Under Anomaly University.

Alright, that's a helpful overview of your academic background. Shifting gears a bit—when you're designing a new course, how do you decide what balance to strike between theory and hands-on lab work for your students?

Professor Venkatesan, I noticed you published “A Simulated Annealing method for solving multi-area unit commitment problem” at the 2011 IEEE conference. How did you translate the concepts from that research into something accessible for your undergraduate students—particularly those without a strong background in optimization or power systems?

Metrical Engineering.

In the I completed. The thesis in the title of unit commitment.

Alright, that gives me a sense of your academic path. Professor Venkatesan, I noticed you published “A Simulated Annealing method for solving multi-area unit commitment problem” at the 2011 IEEE conference. How did you translate the concepts from that research into something accessible for your undergraduate students?

Problem solving. With the elf of. AAA techniques.

Alright, so your thesis was on unit commitment. Can you walk me through a time you had to explain the main ideas from that thesis to students who didn't have a strong background in power systems or optimization?

So your thesis focused on unit commitment using AI techniques. Tell me about a time when you had to explain those optimization methods to students who didn't have much background in either power systems or artificial intelligence—how did you make it approachable?

Then I had a totally 21 years of experience in teaching.

This year's total? Hey, Uganda.

Alright, so your thesis was on unit commitment. Can you walk me through a time you had to explain the main ideas from that thesis to students who didn't have a strong background in power systems or optimization—how did you make it accessible for them?

Engineering College.

Alright, so your thesis was on unit commitment. Can you walk me through a time you had to explain the main ideas from that thesis to students who didn't have a strong background in power systems or optimization?

You mentioned your thesis was on unit commitment problem solving with AI techniques. Can you give me a concrete example of how you simplified the core optimization concept for undergraduate students, maybe with an analogy or a classroom activity?

Yes, it is.

Right, so with your thesis on unit commitment using AI techniques, what's one way you've adapted that research to guide students on their own projects—especially if they're new to optimization or AI?

Yes, it is.

Okay. So over your 21 years teaching, how have you used your research experience to help students who are struggling with foundational concepts—especially those who might be intimidated by topics like AI or power systems?

Yes, Sir.

Sir, I completed. Thesis with the help of AI techniques. I used the tub search. Simulated annealing method.

Given your background in power systems and AI, where do you see the most fundable research directions emerging over the next few years? What specific grants or agencies would you target to support a research group in that area?

Then particle form optimization methods under its hybrid technologies to solve the unit commitment problem.

You mentioned using simulated annealing and tabu search for your thesis. How would you position this expertise to attract external funding or build interdisciplinary collaborations, especially in an environment like VIT that values both AI in media and power systems research?

So you've worked with tabu search, simulated annealing, and hybrid particle swarm methods for unit commitment — that's a solid technical foundation. Given your experience, how would you frame this expertise to secure interdisciplinary grants, say, bridging power systems with AI or smart grid applications, especially in a college like Sri Venkateswara?

Yes, Sir. I completed my ME course in History, Venkateswara College of Technology.

Professor, suppose you were assigned a large introductory power systems class—say, 200 students—and slides were not permitted. How would you design a session that actively engages students and helps them wrestle with core concepts, rather than just listening passively?

For after so many iterations we can get the. Optimize results with the help of AI techniques.

Understood. Now, Professor, beyond your teaching and research, what role do you see yourself playing in department-level responsibilities—like serving on curriculum committees, program reviews, or accreditation efforts?

I have head for the curriculum review committee. For that particular department. At that same time I will involve in the exam related activities.

Examine the question after the scrutiny committee.

Imagine this scenario, Professor: a student submits a formal complaint alleging that your grading was unfair. At the same time, your department head is pressuring you to raise the pass rates for your course. How would you navigate this situation?

Alright. So, Professor, let’s consider this: a colleague approaches you to co-author a research paper, but you notice some of the data looks questionable or possibly manipulated. How would you handle that situation while maintaining both academic integrity and your professional relationship with the colleague?

After that I have conducted so many number of seminars. Got selected symposium. Then it says from the. Foreigner Professors.

So these are the things I have conducted so far. So this experience I can. It will be helpful for me in the future. To conduct a more number of events. In the VAT, well load Sir.

Right, organizing seminars and inviting foreign professors shows some leadership and initiative. In situations where your department head disagrees with your handling of an ethical issue—like upholding grading integrity or questioning research data—how do you respond?

Professor, given your expertise in AI techniques applied to power systems, have you worked with any industry partners or facilitated student involvement in real-world projects that led to internships or job placements? If so, can you share a concrete example?

Sir, my CD work I did. With the help of. A techniques for that I got the data from the. Naveli thermal power session.

Generation.

So you sourced real-world data directly from Neyveli Thermal Power Station for your work—that's relevant industry collaboration. Did that partnership create any opportunities for your students to visit, intern, or work on projects with Neyveli, or was it limited to just your research data?

So you sourced real-world data directly from Neyveli Thermal Power Station for your work—that's relevant industry collaboration. Did that partnership create any opportunities for your students to visit the site, interact with engineers, or participate in any hands-on projects?

Generation planning. To run.

Based on the demand. I given the schedule. To that naively thermal power plant. So after that, they're told that it was the best schedule. So yeah, that's. These results will be very useful for us. Like that they given the feedback. To me, Sir.

So you used real data from Neyveli Thermal Power Station, and applied hybrid AI techniques for optimal generation scheduling — that's practical research. Did your students get a chance to visit the plant, work with engineers, or gain any hands-on experience from that partnership, or was it mainly your own project?

So you used real data from Neyveli Thermal Power Station, and applied hybrid AI techniques for optimal generation scheduling — that's practical research. Did your students get a chance to visit the plant or interact directly with the engineers there as part of their academic projects?

Yes, Sir.

Let's shift to a few targeted topics, Professor. When you're teaching both theory and lab courses—say, a core class in your specialization—what's your approach to making sure students connect complex concepts with hands-on experiments in the lab?

Yes, Sir. Nowadays, Sir. The theoretical approach is slowly. Changed because now. We are going towards the student centered learning.

Right, student-centered learning is important, but what I'm curious about is your method—can you give a specific example of a lab experiment or hands-on activity you designed that directly reinforced a difficult theory topic in your class?

At the same time, we have to improve. The skill development courses rather than only. Very dependent courses.

In that aspect, definitely I will conduct. Show me the number of skill development courses for the students. Like a.

That's a broad philosophy—can you walk me through a specific example of how you designed a lab or practical session that helped students understand a challenging theory topic?

Robotic training.

That’s a good direction, but I’m looking for something more specific—can you give me an example of one skill development activity you’ve actually implemented, where students directly linked a theoretical lesson to a practical outcome?

Drone design and the development.

Okay, that's a start. Let's talk about student evaluation—how do you ensure your assessment methods are fair and actually measure whether students have achieved the intended learning outcomes?

Then uh.

Okay, that's a start. Let's talk about student evaluation—how do you ensure your assessment methods are fair and actually measure whether students have achieved the intended learning outcomes?

Modern tools with ELF of AI techniques.

Okay. For guiding student projects and research—when a student comes to you with a vague idea, how do you help them turn it into a focused, researchable question?

Okay, you've listed some modern tools and skill-based activities. For student evaluation, how do you make sure your assessments—like exams or lab tests—are fair and actually measure whether students have achieved your intended learning outcomes?

Yes Sir, I will contact uh. The modernized, uh. The testing matters. For the students.

So instead of writing. The theory.

That's still a bit broad. Can you give a concrete example—say, a recent exam or test you designed—where you made specific changes to ensure it was fair or aligned with your learning outcomes?

The exams, uh. In the conventional methods. I for like a flipped class.

That's pretty high-level. Can you give a concrete example—say, a recent exam or test you designed—where you made specific changes to ensure it was fair or aligned with your learning outcomes?

That's still a bit broad. Can you give a concrete example—say, a recent exam or test you designed—where you made specific changes to ensure it was fair or aligned with your learning outcomes?

After that. Brainstorming class I will conduct.

But these are the tests I am planning.

That's a creative approach, using videos and real-time quizzes. When it comes to guiding student projects and research, if a student comes to you with just a vague interest area and no clear question, how do you help them shape that into a focused, researchable problem?

To conduct in the future, Sir.

You've described some active learning approaches and different testing formats. Switching gears—when you're supervising student projects or research, how do you help students who get stuck or lose motivation partway through?

Right, that's more forward-looking than specific. For guiding student projects and research—say a student gets stuck or loses motivation midway—how do you intervene to get them back on track without just giving them the answers?

Sir, I will teach. What is?

Next approach how they are going to proceed? For the next level of their. Research worker.

That's a bit unclear. Let's move to communication—when you're explaining a difficult theory or algorithm to undergraduates, what's your go-to way to break it down for students who are struggling?

If they are stuck in somewhere else. So I will tell them what is the tool which is available. To solve such a kind of problems.

That's still a bit broad. Let's move to communication—when you're explaining a difficult theory or algorithm to undergraduates, what's your go-to way to break it down for students who are struggling?

On what way? They may get. Try to solve this. Things so in that way I will approach themselves.

Alright, let's shift to your teaching style. When you're explaining a tough theory or algorithm to undergraduates and you notice they're confused, what's your go-to way of making that concept clear for them?

That's still a bit broad. Let's move to communication—when you're explaining a difficult theory or algorithm to undergraduates, what's your go-to way to break it down for students who are struggling?

Yes, Sir. When the students are struggling to learn.

About the difficult theory. So I will play some video classes.

Okay, but what's your specific strategy in class—do you use analogies, diagrams, real-world examples, or something else to help students grasp tough material?

The corresponding, if there is any, laboratory. Experiments are there. I will bring them.

Okay, but what's your specific strategy in class—do you use analogies, diagrams, real-world examples, or something else to help students grasp tough material?

For those excellent classes I will demonstrate.

Okay. Let's shift to your research background—what was the focus of your PhD work, and how has that shaped the way you approach teaching or research today?

Those experiments. At that same time if I are. If I am explaining some concept oriented. Our constructor oriented. Diagrams means I will go. Bring the students for that, uh, construction of any equipment like that. So in that way, we'll proceed, Sir.

Alright, let's shift to your research background—what was the focus of your PhD work, and how has that shaped the way you approach teaching or research today?

Okay, let's shift to your research background—what was the focus of your PhD work, and how has that shaped the way you approach teaching or research today?

Yes, Sir. So the research helped me.

To teach the students in a depth manner.

Alright. Let's talk about your publications—can you share one of your research papers that you're most proud of, and explain what made it significant in your field?

That's a bit general—can you share the exact topic of your dissertation and one way it directly influenced either your teaching methods or the kinds of research projects you now guide?

So nowadays.

Yes, yes, yes. Tell me.

That's pretty broad, but let's keep moving. Can you tell me about a research paper you've published that you think had a real impact on your field, and what specifically made it stand out?

That's still quite general. Let's touch on your publications—can you share a research paper you've published that had a meaningful impact, and what specifically made it stand out in your field?

At the same time. Two papers.

At the same time, I have published 2 papers. In IEEE conferences which. Which was conducted in the. IEEE Section. Of a Coimbatore.

Right, you've published quite a few. For your Scopus-indexed papers, did any directly influence changes in your teaching methods or curriculum—can you give me a concrete example?

The I triple section of. Kollam, Kerala section.

Right, you've published quite a few. For your Scopus-indexed papers, did any directly influence changes in your teaching methods or curriculum—can you give me a concrete example?

Alright, that's a solid publication record. Shifting gears, how do you approach evaluating students during exams or practicals to ensure you're being both fair and thorough?

So stored I will observe the students what they are doing in the laboratory classes.

Whether they are really understood the experiments?

That's a good start, but what about for written exams—how do you design questions or grading rubrics to make sure you're assessing both practical understanding and theoretical knowledge fairly?

That's a start, but what about written exams—how do you design questions or grading rubrics to make sure you're assessing both practical understanding and theoretical knowledge fairly?

What are the learnings? From that experiment, So these are the things I will expect from the students. To access.

A particular students in.

That's a fair approach for labs. Now, how do you guide students working on their final year projects or research—especially if they're struggling to define a clear research question?

Particular examination.

That's a reasonable approach for labs. Now, how do you guide students working on their final year projects or research—especially if they're struggling to define a clear research question?

Okay, let's talk about guiding student projects. If a student comes to you with only a broad interest—say, "something in AI for media"—how would you help them narrow that down into a concrete, researchable question?

So first I will ask them. To download. Some papers. Related to the broad area.

That's a reasonable start. Once they've gathered a few papers, how do you help them turn what they've read into an original research problem, rather than just repeating what's already been done?

Where they can stand. Where they can go into depth.

Right, reading papers is a good initial step. Now, when it comes to teaching theory in the classroom, how do you keep students engaged—especially if the material is abstract or concept-heavy?

Then we can tell the particular topic you can. Select and proceed.

Narrow manner.

That's a fair approach for helping students narrow their topic. When you're teaching theory-heavy material in the classroom, how do you keep students engaged—especially if the content is abstract or concept-heavy?

That approach makes sense for narrowing a research topic. Shifting to your teaching style—when you’re explaining a theoretical concept that students find tough, what’s one method you use to make it clearer or more relatable?

So during this that.

Situations.

Right, so what's one specific example—maybe a story or analogy—you've used to make a tough theory topic easier for your students to grasp?

That's a bit general — can you give one concrete example of how you've broken down a tough theory topic in class, maybe using a story or analogy?

Situations.

In video classes.

That's still pretty general. Can you give one concrete example—maybe an actual analogy, story, or demonstration—you've used to help students understand a tough theory topic in your class?

That’s pretty general, but I get the idea—you use demonstrations and videos. Now, Professor, switching topics: can you briefly outline your PhD specialization and how it connects to the courses you’d teach here?

Or I will bring the. For the laboratory classes I will demonstrate. Those things. Otherwise. I will if I am explaining some programming. Concepts if they are not understood. I will bring the students. So the corresponding lab. I will try to execute. Those. Laboratory experiments, then they automatically they will. Start to understand Sir easily.

Right, so you rely on hands-on demonstrations and direct lab experience to clarify things—makes sense. Professor, how do you evaluate students during exams or project reviews to make sure you're being fair and objective?

So during.

The exams. The project reviews.

Sounds like you use hands-on evaluation in labs and projects. Outside of those, when you're grading written exams or assignments, what's your process to make sure your feedback actually helps students improve?

I will observe them. Whether they did? The projects. With the. 100 percentage involvement.

Sounds like you use hands-on evaluation in labs and projects. Outside of those, when you're grading written exams or assignments, what's your process to make sure your feedback actually helps students improve?

Okay. Let's touch on your research guidance. When a student struggles with framing a research methodology after picking a topic, how do you step in to support them without giving away the answer?

Whether it is uh. Related to the society or whether it is related to the. Industry applications. Where it can be used? These things I will analyze. So based on that I will. Evaluate the project worker. Especially for the.

The exams.

Sounds like you consider the practical impact and originality of the project when you evaluate—fair enough. For guiding student projects and research, when a student’s struggling to pick a feasible research question, what’s your strategy to help them focus their topic without just handing them an answer?

So I will. So many intermittent exams I will conduct in terms of quiz. Play classical class. Then, uh, brainstorming sessions. So these are the sections. I will contact. To review the. Students. Theoretical knowledge.

Sounds like you consider the practical impact and originality of the project when you evaluate—fair enough. For guiding student projects and research, when a student’s struggling to pick a feasible research topic, what’s your strategy for helping them focus without just handing them the answer?

Alright, so you use a mix of quizzes, discussions, and brainstorming sessions to assess theoretical understanding. When it comes to guiding student projects or research, how do you help a student who’s stuck after selecting a topic but isn’t sure how to design their methodology?

If the students.

They are not sure. To design the methodology. First I will try to try to.

If a student’s stuck after picking a topic and isn’t sure how to design their methodology, how do you step in to support them without just giving them the answer?

Draw a general. Black diagram related to the methodology. Then I will try to analyze.

You can take a moment. When you're ready—how do you actually help a student move forward with designing their research methodology without just giving them the solution?

That’s a start—using block diagrams to visualize the methodology can definitely help clarify things. Switching gears a bit, how do you structure your lectures or lab sessions to make sure your communication is clear and students actually follow the sequence of concepts?

Downloaded. Research Papers. Who they did? The researcher. In the previous years. So if they will. Thorough. Definitely they will get an idea.

To proceed in the further man.

That's a start—using block diagrams and reviewing past research can help guide students without handing them the solution. When you're teaching, how do you make sure your explanations are clear and structured, especially if you notice students aren't following along?

That's a reasonable approach—using block diagrams and reviewing related research can give students a clearer path forward. When you’re teaching, how do you make sure your explanations are clear and structured for students who are struggling with complex topics?

So definitely whenever I am talkly explaining. Some topics theoretical topic are.

Complex topics. Whether it may be a project class or it may be the.

Okay, so when you're explaining tough theory topics, how do you break them down for students who aren't getting it the first time—do you use analogies, step-by-step examples, or something else?

Practical classes, definitely. My communication will be very much easier. And also easily understandable 1. And it will be a very loud. Louder one. So through that definitely I have the confident.

That’s pretty broad. For the PhD requirement—what was your area of specialization, and how does your research connect to the courses you’d teach here?

Students, they will understand very easily. All the concepts and also I will ask the feedback from the students. If they have any.

Okay, that's clear. For the PhD requirement—what was your area of specialization, and how does your research connect to the courses you’d teach here?

Right, so you focus on clarity, volume, and checking for feedback to make sure everyone’s following. For the PhD requirement—what was your area of specialization, and how does your research connect to the courses you’d teach here?

Definitely they will clear their doubts. With Elf of Summer.

The models and practical. Classes. And algorithms. So I will focus like that Sir.

Right, so you focus on clarity, volume, and checking for feedback to make sure everyone’s following. For the PhD requirement—what was your area of specialization, and how does your research connect to the courses you’d teach here?

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

Yes Sir, definitely if I am selected for. VIP Vellore. I am very much interested to work in. Vit Vellore.

I I will dedicate myself. In terms of my teaching.

The role involves teaching, mentoring, guiding student research, and supporting departmental activities—so there's a strong emphasis on both academic and research excellence. Was there anything else specific you'd like to know about the position or our expectations?

Thanks for sharing your enthusiasm. The role involves teaching, mentoring, guiding student research, and supporting departmental activities—so there's a strong emphasis on both academic and research excellence. Was there anything else specific you wanted to know about the position or the team?

Getting proposal.

Definitely, I will do my best, Sir.

Thanks for sharing your enthusiasm. The role involves teaching, mentoring, guiding student research, and supporting departmental activities—so there's a strong emphasis on both academic and research excellence. Was there anything else specific you wanted to know about the position or expectations?

Thanks for sharing your motivation and commitment. Was there anything specific about the team, the department, or the expectations for new faculty that you'd like to know?

Yes, Sir. I want to become a. Professor. In CSC department. Of vet Vellore Sir.

Interests find.

Appreciate your interest. The role in the CSE department focuses on teaching, mentoring, research, and active involvement in departmental projects and academic activities. Anything else you want to know about expectations for new faculty or the team’s work culture?

Appreciate your interest. The role in the CSE department focuses on teaching, mentoring, research, and active involvement in departmental projects and academic activities. Anything else you want to know before we close, Dr.?

The CSE department. Because I completed. Me CSC course. There I learned. Lot of uh. CSC based course like cloud computing. AI techniques.

Cybersecurity. Blockchain technology.

Appreciate your interest in the CSE department and your background in cloud computing and AI. Was there anything else you'd like to ask about the position or the team before we wrap up?

Appreciate your passion for the CSE department and your experience in areas like cloud computing, AI, cybersecurity, and blockchain. Anything else you'd like to ask before we finish up?

So many courses out of. Also security practices. Python for data science. IoT.

Course. We learned so many courses. I am very much thorough about that, definitely.

Appreciate your passion for the CSE department and your experience in areas like cloud computing, AI, cybersecurity, and blockchain. Anything else you'd like to ask before we finish up?