Rats.

Please start by introducing your professional journey in academia

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background.

So you mentioned biomedical signal processing as your area — when you're teaching a foundational course in that subject, what's one basic concept you find most important for first-year students to really understand?

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background. And my professional journey starts. From Avanti, starting from Avant. Teams to top engineering and technology. Hyderabad. From 2000, uh. 14 to 16. Then then I I have a giant in Kalam Harnath Reddy Institute of Technology Guntur.

Alright, so you completed your PhD at VITAP and an MTech at Ishwar College, with your focus on biomedical signal processing. When you're teaching students new to this field, what's one practical lab activity you use to help them grasp the basics of signal acquisition or analysis?

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background. And my professional journey starts. From Avanti, starting from Avant. Teams to top engineering and technology. Hyderabad. From 2000, uh. 14 to 16. Then then I I have a giant in Kalam Harnath Reddy Institute of Technology Guntur. From 2000.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background. And my professional journey starts. From Avanti, starting from Avant. Teams to top engineering and technology. Hyderabad. From 2000, uh. 14 to 16. Then then I I have a giant in Kalam Harnath Reddy Institute of Technology Guntur. From 2000. Into 2020. 2020. Then I have joined full-time PhD in Vitap University. Then I held. Challenge Enquiries. College of Engineering and Technology.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background. And my professional journey starts. From Avanti, starting from Avant. Teams to top engineering and technology. Hyderabad. From 2000, uh. 14 to 16. Then then I I have a giant in Kalam Harnath Reddy Institute of Technology Guntur. From 2000. Into 2020. 2020. Then I have joined full-time PhD in Vitap University. Then I held. Challenge Enquiries. College of Engineering and Technology. Congo, 2000.

Okay, so you’ve got your BTech from NECA, MTech from Ishwar College in 2015, and your PhD at VITAP, with your main focus on biomedical signal processing. When you’re teaching students about signal acquisition, what’s one hands-on activity or demonstration you rely on to make the concept clear in a lab setting?

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background. And my professional journey starts. From Avanti, starting from Avant. Teams to top engineering and technology. Hyderabad. From 2000, uh. 14 to 16. Then then I I have a giant in Kalam Harnath Reddy Institute of Technology Guntur. From 2000. Into 2020. 2020. Then I have joined full-time PhD in Vitap University. Then I held. Challenge Enquiries. College of Engineering and Technology. Congo, 2000. 23 to 25.

Yes, myself, Doctor Damishetti Edupendalu. Uh, I am specializing biomedical signal processing. With PhD in Vitap University in the. We have tenure 20. 22/20/23 November. And my M tech uh. I I got my M tech from. Ishwar College of Engineering. Afshapeta in the year 2015. Then my Bachelor of technology. NECA. From Ishwar College of Engineering. 2012. Then my intermediate Vijay Kendrum Junior College, Satanapalli. 2018. 2008. My SSC. In vidya can uh with one public school. Acchampa. 2006. This is the my educational background. And my professional journey starts. From Avanti, starting from Avant. Teams to top engineering and technology. Hyderabad. From 2000, uh. 14 to 16. Then then I I have a giant in Kalam Harnath Reddy Institute of Technology Guntur. From 2000. Into 2020. 2020. Then I have joined full-time PhD in Vitap University. Then I held. Challenge Enquiries. College of Engineering and Technology. Congo, 2000. 23 to 25. Now I am working uh. In associated profession in pace administrative technology. Since one year.

Dr., I noticed your paper on "Cognitive load detection using circulant singular spectrum analysis and Binary Harris Hawks Optimization based feature selection" published in Biomedical Signal Processing and Control. How did you translate the methods from that research into your teaching practices, especially for students learning about EEG signal analysis for the first time?

Alright, that's a thorough overview of your academic background, Dr. Edupendalu. Beyond your own research, can you share an example of how you've guided a student's project or thesis — maybe a time when you had to help a student connect theory to a practical problem in biomedical signal processing?

Alright, so you began at Avanti Institute in Hyderabad and then moved to Kalam Harnath Reddy Institute in Guntur. Focusing on your research in biomedical signal processing, where do you see the most promising and fundable directions for your work over the next three years? Which funding agencies or grants would you target first?

Given your experience, Dr. Edupendalu, suppose you're assigned to teach a foundational theory course with a parallel lab for 120 students. How would you design evaluation methods that accurately measure both their technical understanding and practical skills, rather than relying on traditional exams alone?

So you joined full-time PhD at VITAP after your time at those institutes, and you mentioned holding challenge enquiries at your College of Engineering and Technology. When you’re running a theory and lab course, what do you do in the classroom or lab to keep students engaged and thinking—especially when you can’t just rely on slides or standard lectures?

Alright, so after your full-time PhD at VITAP and your previous college roles, you've had a good range of teaching experiences. When you’re running a session—let’s say you can’t use slides and you have to keep 100-plus students actively engaged—what specific strategies do you use in the classroom or lab to make sure students are actually thinking and participating, not just listening?

Okay, Dr. Edupendalu, I hear the full timeline in your academic journey and your various teaching roles. Let’s focus on your classroom approach—when you have a large group and can’t use slides or traditional lecturing, what’s one concrete activity or method you use to get students actively participating and thinking deeply about the material?

Okay,

Yes, Sir, it's completed. I, I.

Yes, Sir, it's completed. I, I. I have introduced.

Alright Dr., you mentioned your experience designing evaluations for large groups. When you have to assess both theory and lab skills in a course—what specific evaluation methods do you use to make sure you're measuring not just memorization, but real technical and practical competence?

You’ve introduced yourself and given a thorough summary of your background, Dr. Edupendalu, but I didn’t quite hear a concrete answer to my question. When you’re teaching—especially theory and lab courses—what’s one specific method you use in class or in the lab to make students actually participate, not just listen? For example, if you couldn’t use slides, what would you do instead?

My my teaching. Started 2000.

My my teaching. Started 2000. 14 That time I have I. Packed electronic devices and circuits. And electronic circuit analysis.

My my teaching. Started 2000. 14 That time I have I. Packed electronic devices and circuits. And electronic circuit analysis. And pulse and digital circuits.

You mentioned your teaching started in 2000, but what I'm really looking for is a specific example—say you have a lab or theory session and traditional lecturing isn't allowed. How would you structure that session to get students actively participating and demonstrating real understanding?

My my teaching. Started 2000. 14 That time I have I. Packed electronic devices and circuits. And electronic circuit analysis. And pulse and digital circuits. Than linear IC applications. Electronic switching systems.

My my teaching. Started 2000. 14 That time I have I. Packed electronic devices and circuits. And electronic circuit analysis. And pulse and digital circuits. Than linear IC applications. Electronic switching systems. And probability theory. Present I am working here in. AML department as associate professor. I talked to deep learning under machine learning.

You mentioned teaching electronic devices and circuits starting in 2014, but let's take a different angle. Suppose you have to evaluate students' technical and practical skills in both theory and lab for a course like that—how do you design assessments that actually measure their real understanding, not just rote memorization?

Alright, you mentioned teaching pulse and digital circuits—let's switch gears. At VIT University, students are encouraged to publish research. How would you use your own publication experience to mentor students through writing and submitting their first research papers to top journals?

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

Alright, you mentioned teaching a range of electronics and machine learning courses, but let's focus on the administrative side for a moment. At VIT University, accreditation cycles can be pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Assessment data was inconsistent. Crafts course.

Right, so you’re noticing inconsistent assessment data across courses. Can you walk me through—specifically—what steps you’d take to identify where the inconsistencies are coming from and get everyone on the same page?

I don't know exactly what. Inconsistence Assessment. Incorp.

Alright, Dr. Edupendalu, let’s consider a situation you might face here. Imagine a student files a formal complaint that your grading was unfair or biased, and at the same time, your department head is urging you to raise pass rates. How would you handle that tension between upholding academic standards and responding to institutional pressure?

Actually, whatever head of the department told just I follow the rules, Sir.

So you’d just follow whatever your department head instructs. What if what they’re telling you to do conflicts with your own sense of fairness or what you believe to be academically honest?

But he is senior and superior than to me, Sir. Hi is uh. Fairly do this so whatever he told I. Just and I will discuss with the. Adopt the department. Then I will find lights. Hello, Sir. Hello.

You’re saying you’d defer to your department head because of their seniority, even if you had doubts about the fairness of a directive. What if you discussed your concerns and they still insisted on a course of action you felt compromised academic standards—would you follow through, or is there a point where you’d escalate or push back?

I didn't escalate. That's, uh, I, I, I did not escalate the point or just I have. I have to discuss with uh. Constant faculty correspondent. Metals and the seniors. Just I follow the whatever they. All I just. If I'm following Yes, yes Sir, Yes. I have recently collaborated with IIT Kharagpur Yes, yes Sir, Yes. I have recently collaborated with IIT Kharagpur. 01 Professor. Present we are doing 1 project.

I didn't escalate. That's, uh, I, I, I did not escalate the point or just I have. I have to discuss with uh. Constant faculty correspondent. Metals and the seniors. Just I follow the whatever they.

You’re saying you don’t escalate, you just follow what’s decided by senior faculty and the department. Hmm. Let’s switch gears a bit—given your background in biomedical signal processing, do you have any industry connections that could help your students with internships or placements?

Yes, yes Sir, Yes. I have recently collaborated with IIT Kharagpur. 01 Professor. Present we are doing 1 project. So if any chances for research associated. Are R&D related? I will encourage the students in classroom. Like integrated research and teaching.

Yes, yes Sir, Yes. I have recently collaborated with IIT Kharagpur. 01 Professor. Present we are doing 1 project. So if any chances for research associated. Are R&D related? I will encourage the students in classroom. Like integrated research and teaching. And some. Some minor projects. Like that? I will encourage and I will I will attach some collaborations through. My. Circle.

You mentioned collaborating with a professor at IIT Kharagpur on a project. Can you describe what that project involves and how you’d leverage it to give your students hands-on experience or research exposure?

You're working with a professor at IIT Kharagpur and involving students in research, which is great. Now, when you teach theory-heavy subjects like deep learning, how do you help students who struggle to connect the math with the actual application in the lab?

Alright, so you’re using your IIT Kharagpur collaboration to give students exposure to research and industry, which is solid. When you’re teaching a theory-heavy course like deep learning, how do you help students who are struggling with the math or algorithms actually grasp the concepts—what’s your practical approach?

When you are teaching theory.

Engineering students basically from his mathematical. Background like MPC students, maths, physics and chemistry. Uh, they that students can easily, uh. I think understand the the type of mass in D player. And Michelobits neuron, whatever it may be in. Deep Learning. They are. They are easily understand For in mathematical topics in deep learning, I will explain only on the board, not for PPT presentations. I will explain step by step. I used only blackboard.

So you've been teaching both theory and lab courses for a while

Engineering students basically from his mathematical. Background like MPC students, maths, physics and chemistry. Uh, they that students can easily, uh. I think understand the the type of mass in D player. And Michelobits neuron, whatever it may be in. Deep Learning.

Engineering students basically from his mathematical. Background like MPC students, maths, physics and chemistry.

Alright, you’re saying most engineering students come with a strong math and science background. When you’re introducing a tough concept—say, convolution in image processing—how do you break it down for someone who’s still struggling, even with that foundation?

So you think most engineering students can handle the math in deep learning because of their background. But when you introduce convolution in image processing, what's your step-by-step strategy to break that concept down for students who've never seen it before?

Okay, so you rely on the blackboard and break things down step by step instead of using slides. When you're teaching a lab course, how do you make sure every student is actually keeping up during hands-on activities—what do you do if some fall behind while others finish quickly?

I before coming to the lab, I will explain that topic in classroom also.

Alright, so you prep students before labs by covering the material in the classroom. When it comes to evaluating their performance—like grading lab reports or practical exams—how do you make sure your assessment is fair and consistent across different batches or sections?

I uh, yes, yes, yes. Uh, uh, grade wise, uh. I I do the batches and I will give the case study for. YouTube *****. Some case study, real time case study. Yeah, that is the biomedical. In AI applications related. Some real time real datasets.

I uh, yes, yes, yes. Uh, uh, grade wise, uh. I I do the batches and I will give the case study for. YouTube *****.

I uh, yes, yes, yes. Uh, uh, grade wise, uh. I I do the batches and I will give the case study for. YouTube *****. Some case study, real time case study. Yeah, that is the biomedical. In AI applications related. Some real time real datasets. From standard datasets.

I uh, yes, yes, yes. Uh, uh, grade wise, uh. I I do the batches and I will give the case study for. YouTube *****. Some case study, real time case study. Yeah, that is the biomedical. In AI applications related. Some real time real datasets. From standard datasets. The the point I I I will encourage and I will give the case study. For each batch.

I uh, yes, yes, yes. Uh, uh, grade wise, uh. I I do the batches and I will give the case study for. YouTube *****. Some case study, real time case study. Yeah, that is the biomedical. In AI applications related. Some real time real datasets. From standard datasets. The the point I I I will encourage and I will give the case study. For each batch. For real time applications. For biomedical signal force.

Okay, so you split students into batches and use case studies for grading. When it comes to communicating complex topics—especially something like the theory behind image filters or transforms—how do you make sure your explanations are clear and structured so that students with different backgrounds can follow along?

So you use real-world case studies from biomedical AI for lab evaluation, which can be pretty engaging. Switching to communication—when you need to explain something complex, like the difference between spatial and frequency domain processing in images, how do you structure your explanation so all students can follow?

So you use case studies and real datasets in biomedical AI for lab evaluation, that’s clear. Let’s talk about your PhD—can you briefly describe your research focus and how it directly informs what you teach?

You mentioned using real-time case studies and standard datasets for lab evaluation in biomedical AI. Now, thinking about clear communication—when you need to explain a concept like the difference between spatial and frequency domain filtering to undergraduates, how do you structure your explanation so it’s both accessible and logically sequenced?

So you assign case studies using real biomedical datasets for each batch, which ties the evaluation closely to real-world applications. Shifting to communication—when you have to explain something technical, like the difference between spatial and frequency domain filtering in image processing, how do you make sure your explanation is clear and structured for students who might not have a strong background?

In the theory I will explain the image. In CNN we will explain the image. What is image? What is the pixel SUNY? What is the intensity values? How it convolution?

In the theory I will explain the image. In CNN we will explain the image. What is image? What is the pixel SUNY? What is the intensity values? How it convolution? But everything we will explain.

Alright, you mentioned starting with basics like images, pixels, and intensity values when explaining CNNs. Can you walk me through exactly how you’d break down convolution to a student who’s never seen it before—what examples or analogies would you use, step by step?

Okay, so you start from the basics—like what an image is, pixels, intensity values—and explain each step on the board. Can you give me a specific example of how you’d use a real-world image to demonstrate convolution in the classroom, especially for students seeing it for the first time?

I have some uh. Visual content for that, Sir. I will show and explain step by step.

So you’ve got some visual material you use to walk students through convolution, showing each step. Now, thinking about student evaluation and exam responsibilities—when designing or grading exams for a lab course, how do you ensure the questions and marking scheme are both fair and actually measure whether students have achieved the intended learning outcomes?

I don't know exact uh. Emma, I did not understand.

Alright, you said you didn’t quite understand my last question. Let me rephrase—when you’re grading student work, whether it’s a lab report or a practical exam, what steps do you take to make sure your grading is both fair and the same for every student?

Both are lab report and practical exam both.

So you're saying you treat both lab reports and practical exams similarly. Can you walk me through your actual grading process—do you use a rubric, or is it more subjective based on your impression of their work?

As subjective based on your impression.

As subjective based on your impression. Their impression on the work?

Alright, so you rely on your own judgment for grading. Can you give me a specific example of a situation where two students submitted very different approaches for the same lab, and explain how you decided on their grades?

Alright.

Yes Sir, I applied for assistant professor in research. Actually. So what is my role for? If I if I get I get the job. What what is my my role Sir?

Yes Sir, I applied for assistant professor in research. Actually.

You mentioned you applied for Assistant Professor in research—go ahead with your question.

Thanks for asking. In this role, you'd be teaching and mentoring students, leading both classroom and lab sessions, evaluating their work, guiding student research projects, contributing to publications, and helping with departmental academic responsibilities. Your focus would be on both strong teaching and supporting research in emerging technology areas. Anything else you'd like to know? You can ask one more question if you have it.

Yes Sir, I applied for assistant professor in research. Actually. So what is my role for? If I if I get I get the job. What what is my my role Sir? Can I know? What should I do? Any from challenges? Projects are. Hello, Sir.

Thanks for asking. As Assistant Professor in Research, your main role would be to teach and mentor students, lead both classroom and lab sessions, develop and evaluate curriculum, guide student projects and research, contribute to publications, and participate in departmental activities. There’s a strong emphasis on both research and teaching excellence, so balancing student guidance with your own research is key. Anything else you’d like to know before we wrap up?

No, Sir, Thank you.