Good morning, Sir. I am Doctor Saranapriya.

I'm joining from Pollachi from Netu place.

Thank you, Professor Saranapriya. Please start by introducing your professional journey in academia.

Thank you for sharing that, Professor Saranapriya. Could you describe your academic background and the key research areas you have contributed to during your career?

Yes, thank you. 1st I started my career as a. In teaching profession. Uh, in Karpakam College of Engineering, Coimbatore there I work for. Six months later on, I joined in Doctor Mahalingam College of Engineering and Technology, Pollachi. There I worked for three and half years as a senior lecturer. From there, uh. As I got married, I went to Bangalore. There I was working in PA school of engineering. As lecturer for one and half years. Later, I had kids and my husband. Unfortunately, he left to Delhi. So again I returned back to my hometown, Pollachi. There I joined in PA College of Engineering and technology. Then I pursued my M tech in Allahabad University. Then uh. Play duel with the working. In PA college I joined PhD also in part time in Anna University. In the year of. 2018 I completed my PhD. When I was working in PA College of Engineering and Technology. There I was promoted as a professor. Then, uh, later on. Due to my personal reasons, I was not able to continue. After working. There for 13 years in PA college. Then because of my mother's health and I need to take care of my daughters. As they were in standard 10th. So I quit. Then Parley, I started to take care of my daughters. Then again, because I got some good maid, I joined in Vijayawada SRK Institute. Uh, there, uh, I'm taking. I'm handling classes at present till now. This is my academic career. On my researchers. I I'm more interested towards the field in combining computer science and psychology, psychometrics generally. I'm interested in psychometrics and I've got 2 proposals sanctioned. For conference from ACT and SSR. Both conference and webinar both. It dealt with both computers and psychology, so my research. Totally focus on psychometrics. Where I'm going to combine AI with. Psychology.

So this is my future work.

Thanks for outlining your journey, Professor Saranapriya. You mentioned your research focuses on combining AI with psychometrics—can you describe a specific project where you integrated artificial intelligence techniques into psychological assessment or measurement?

Interesting intersection of disciplines. For the classroom environment, do you find it more effective to introduce foundational AI concepts to students through theory, practical labs, or a blend of both—especially when teaching topics that bridge computer science and psychology?

For introduction to students, I can very well tell. ChatGPT. Which they are using in day-to-day life. It is a very good example for AI. I can tell. So. General, the basic thing that is used in ChatGPT is natural language processing. So natural language processing, you know. It consists of mainly the basic methods like tokenization, stemming. Then uh. Basic, uh, of in articles removing. All those methods. Then for introduction to students I can tell. Uh, dairy is involved. Automatically for human interaction, natural language processing plays a very important role. Even my PhD research also focuses on natural language processing where text mining is used. Right. So not only text, even video. Or even the human behavior characteristics if we need to analyze. Uh, for psychology, even then, AI plays a very important role. In AI natural language. Processing. Plays a vital role. So best example is ChatGPT. Where we are training the uh, GPT based on some, umm, human behavior, that is feedback from human behavior. Right, so. As an introduction to students, I can tell. ChatGPT plays a vital role where AI combined with psychology that can be used in many applications.

That's an interesting point. Could you elaborate a bit more on that?

I'll make the students too. Uh, write the assignment. And uh. Show assignment I will give different topics like text mining, DBMS. Operating system, whatever may be. I will give assignment to the students in different areas. Then. By using natural language processing I will make them to. Collect all the assignment on spirit based on the categories, that is by collecting the. Important tokens Keywords are tokens. Then I will make. The system to categorize the assignments based on the specific areas so it can be given as an assignment to the students so that they can understand how far the natural language processing is applied in day-to-day life. Especially in text processing.

So here I can combine both. PhD and. Uh, even in future areas where the students can learn how the natural language processing is best employed.

Now, Professor Saranapriya, let’s turn to your research impact. Please outline your three-year research roadmap, focusing on how your work will attract external funding or elevate the institution’s ranking through high-impact publications. Let’s move to your research productivity, Professor Saranapriya. Please outline your three-year research roadmap, and specifically highlight how you plan to secure external funding or produce high-impact publications that would enhance the institution’s ranking.

I think I've answered the question.

Understood. Given your interest in combining AI and psychometrics, what strategies would you use to mentor and academically support students who want to pursue their own research projects in this interdisciplinary area?

You’ve described using assignments to help students categorize text data—how do you assess whether they’ve actually understood and can apply the principles of natural language processing, beyond just completing the task?

So of their own interest. So once if they are able to set up the questionnaire and circulate among other students to get back the answers. Similarly Google. Right, so after getting back the answers if they can. Analyze the data or details that they. Get back through the questionnaire. Then I can say that they've understood the natural language processing clearly because. They are going to analyze the data now. After applying and completing the task, analysis can be performed only if they understood the concept clearly. So I will make them to set the questionnaire and circulate among themselves, and after getting the feedback or answers from the other students, I'll make them to segregate based on some specific criteria. Once if they did that. Correctly then. The task. Given to them. Is done properly. Also, they've understood the concept clearly.

The so I will just calculate the students skills, how far they are. Thorough with the natural language processing and the tools what they've applied. That plays a main role. I will ask them to describe the tools and the algorithm they have used in NLP.

Understood. Given your focus on integrating AI and psychology, what specific external funding sources or industry partnerships do you plan to pursue over the next three years to support and scale this research?

Thank you for clarifying your evaluation approach. Professor Saranapriya, could you share an example of a student project you’ve guided that specifically aligned with emerging technologies, and explain how you ensured its successful completion?

They should be safe.

So to ensure their safety, I asked you to design a device. Like a watch that, uh, watch a wristband. That they can wear their hand. So because it may take some time for them to take a mobile in case. Of any emergency.

You mentioned developing a project focused on personal safety during nighttime travel—what emerging technology did your students integrate into this solution, and how did you guide them in overcoming any key technical challenge they faced?

When they are in danger. It takes some time for them to take a mobile and call. The specific person or police. It may take some time, so instead. Always whenever they plan to go alone. During the night time. Or even. Unknown places. Better they can wear the waistband. So. That wristband will contain support of.

That’s a practical application. What specific technical challenges did your students face when designing the wristband device, and how did you support them in troubleshooting those issues?

So once if they press a button.

Automatically a signal or a message. That will be sent immediately to the. Police not only to the security police and their parents only, or even their closed ones. So your GPS tracking device will be installed. So that when they are alone they no need to be scared just pressing a button. Even unknown to the attacker.

That’s a practical application. What specific technical challenges did your students face when designing the wristband device, and how did you support them in troubleshooting those issues?

Let’s discuss your approach to instructional design. Imagine you are assigned a large foundational course but cannot use traditional lectures or slide presentations. How would you implement an active learning strategy—such as a flipped classroom or problem-based learning model—to keep students engaged and ensure knowledge retention?

They did it. Then automatically either a nearby. Automatically, the signal will be sent to the nearby police station. And the police and the parents, and the. Near ones, dear ones. Everyone will be alerted about their. Problem. Then immediately whomever is nearer, they can come and help them. So. They have come successfully completed the project. And they won the prize during the project presentation.

Thank you for sharing that, Professor. Now, considering the importance of departmental metrics for accreditation—such as research output per faculty—what systematic approach would you implement to improve this metric within your department?

Let’s consider a situation, Professor Saranapriya: Suppose you are accused by a student of grading bias, but the administration is pressuring faculty to maintain a certain pass percentage to meet institutional targets. How would you address and resolve this conflict while upholding academic integrity?

Just a minute, I'll take one time.

Take your time. Once you're ready, could you describe the steps you would take to ensure transparency and fairness in your grading process in this scenario?

Please repeat the question again.

Of course. Professor Saranapriya, if you are accused of grading bias by a student while the administration pressures you to maintain a high pass percentage, what specific steps would you take to resolve this conflict while ensuring fairness and transparency?

From my point of view. To maintain the grading. Or to resolve the conflict. When giving the grading.

If I doubt if some students are not up to the requirement, I may give the give some. That is not informing to them what is the scenario it is going on just I'll make them to do some. Tasks. Or additional works related to the academic. Then accordingly I will just. Maintain the fairness in the great.

In case.

Understood. Earlier, you mentioned evaluating students based on the tools and algorithms they chose—what documentation or evidence do you require from students to justify their grading, especially if a grade is challenged?

Okay. Earlier, you described guiding students through creating and deploying a safety device project—what specific challenges did your students face when integrating emerging technologies like GPS or real-time messaging, and how did you support them in overcoming those difficulties?

Of course, initially it was not activated. They've when signal problems are there. Then automatically they. Pradeep to face some problems. Then later on.

Uh, how we manage this?

Signal issues can really complicate things. When your students ran into those connectivity problems with the GPS or messaging features, what specific troubleshooting steps or technical adjustments did you have them implement to get the device working reliably?

Thank you for those details. Now, let's shift focus. Can you walk me through your typical approach to evaluating students during exams or practical assessments, specifically how you ensure consistency and objectivity across different student submissions?

Cigna first we tried. Basically.

No, but later on. 1st when we selected some nearby devices and we tried our project, it works very well. So then automatically even we. Make our parents on. Uh, their parents are. Uh, rediscover maybe? We asked them to keep the mobile. Where they get the signal clearly. And we tried the same thing. It worked out. Excellent.

Signal issues can really complicate things. When your students ran into those connectivity problems with the GPS or messaging features, what specific troubleshooting steps or technical adjustments did you guide them to try?

So based on that research, we inform the parents or whomever baby whenever the students are leaving alone from the home during night. Either the parents or who? But usually in security forces they will get. 100 percentage. Six. No problem in that, but for the parents, especially parents and their friends or neighbors whom? Or maybe. We just requested them to keep the mobile devices bare. They get the full signal. Strength. This is how we manage that problem.

It sounds like you helped your students adapt to real-world technical limitations. When evaluating their performance in this kind of project, what specific criteria or evidence do you use to determine if a student has fully grasped both the technical and practical aspects of the assignment?

That approach to involving parents and ensuring good signal strength is practical. When your students presented this safety device project, how did you assess their ability to clearly communicate the technical aspects and the real-world relevance of their solution during the evaluation?

Initially as it is a UG project. We.

Examine the project.

Understood. When you observed students presenting, what strategies did you use to encourage them to explain their technical process step-by-step rather than just describing the final result?

You mentioned examining the project—can you give a concrete example of feedback you provided to help students improve how they presented and justified their technical choices?

Limited distance.

The distance we set up is only some few. Distance. See, especially we kept. The distance to be around 1 kilometer.

You mentioned the project's limited distance—how did you help your students quantify and present these limitations clearly during their final evaluation?

Then we said. Depending on. Depending on the necessity in future it may be extended to. The distance can be extended to more.

You mentioned setting a 1-kilometer range for the project—how did you guide students in justifying this technical limitation during their final presentation and evaluation?

So initially we set up the device. Only for the distance. Of 1 kilometer. In future it may be extended to. The distance can be extended more.

Understood. When you require students to complete additional tasks to assess their competency, how do you ensure your instructions and feedback are structured in a way that supports their learning and maintains clarity?

You mentioned examining undergraduate projects—can you describe a time when you had to adjust your communication style to ensure every student in a diverse group understood a complex technical concept?

She actually as far as I concerned. Majority of the group of students will understand the concept. When I say once or twice. But few students are there. For whom? We will conduct some evening slownowners classes or. Special classes. Then during that classes again I'll make them to understand.

Despite the same and even if they have further any complexity will make them to write or describe or even we will show some pictures or presentations. Accordingly, we will make a few percentage of the students.

Thanks for explaining that. When you conduct special sessions for students who need extra help, can you give a specific example of an activity or approach you used to help them grasp a difficult multimedia or AI concept?

So especially. We can say they must slow learners.

Okay. When you conduct special sessions for students who need extra help, can you give a specific example of an activity or approach you used to help them grasp a difficult multimedia concept?

Through either video mode. Or additional delivery. Uh, concepts. We will make them to understand during the evening hours. After completion of the colleges. This is a technique we used.

Understood. When tailoring those special sessions for slow learners, how do you evaluate whether your adjustments to teaching methods have actually led to improved understanding for those specific students?

Not for all, but for few.

Understood. For your consultancy work or industry projects, can you provide a concrete example where you directly applied your academic expertise to address a real-world client's challenge, and describe your specific role in that engagement?

Understood. For your consultancy or industry-based work, can you describe a specific situation where you had to bridge the gap between academic theory and practical application for a client or organization?

Yeah, of course, usually in academic this problem arises from the day one. I believe.

Because always we will be learning theoretically more in academics. Practically also. We will not be going in depth as far as academic is concerned. But. If you consider industry. A depth of knowledge more is required. So from students point of view, they can.

You mentioned this issue arises from day one—can you describe a specific project where you had to translate a theoretical multimedia or AI concept into a solution that met an industry partner’s requirements, and what adjustments you made to ensure the client’s needs were met?

Undergo internship programme in companies so that. They can apply the concepts whatever they were learnt. Thoroughly. Unto the depth. When they apply those techniques.

Right. When you worked with industry partners, can you give a specific example where you had to modify your teaching or mentoring style to help students connect academic theories with hands-on industry requirements?

A way of understanding gets more.

Right, so when your students return from these internships, how do you specifically evaluate whether they've successfully translated their academic learning into real-world industry skills?

Right. When students return from industry internships, what method do you use to assess whether they have actually gained practical skills beyond what they learned in the classroom?

So through internships.

So when you arrange these internships, how do you ensure students are not just passive observers but are actively applying their multimedia or AI knowledge to real industry tasks?

Generally, this academic.

And industry. Gap can be bridged.

Okay. When organizing special support sessions for slower learners, how do you determine if your approach is actually leading to improved understanding and performance for those students?

You mentioned internships as a bridge—can you walk me through a case where a student's internship project directly influenced changes in your curriculum or lab assignments?

Yeah, because. I was working. In affiliated colleges.

Anna University affiliated colleges. We have no rights to change the curriculum or syllabus.

Understood. When students completed those internships and shared feedback or new skills, did you ever revise your lab manuals or introduce new tools in response, and if so, what was one concrete change you made?

Value-ordered courses. Or conducted. In the college where I was pre previously working. This value added. Generally it reflects the. Uh, problems that students come across during the internship, so those problems will be considered in. Conducting the value added courses. This value-ordered course generally. Are conducted by. Uh, the industrial experts to the students.

Since you couldn't revise the curriculum, did you ever create supplementary lab exercises or workshops based on students' internship experiences to enhance their applied learning?

So this is how generally. Uh, we face the case. Or we overcome the problem that the students face.

Got it. For those value-added courses shaped by internship experiences, can you give a concrete example of a topic or skill that was introduced specifically because students encountered it as a gap during their industry training?

During the internship program.

Right. For the value-added courses led by industry experts, how do you measure whether students are actually gaining practical skills that go beyond what the standard academic curriculum provides?

Understood. When industry experts deliver these value-added courses, what specific methods do you use to evaluate whether students are applying the new skills effectively in real-world scenarios?

Based on the.

The techniques that they learnt. Using the value order courses.

Okay. When students complete these value-added courses, do you use project demonstrations, practical tests, or some other method to assess their actual application of skills?

So automatically. No other good. They have to apply the techniques and they have to develop a project, whatever may be. That project again. We will send them send to industrial experts to verify. How far it meets the industrial standards.

Got it. When students complete these value-added courses, do you assess their application of techniques through live demonstrations, written reports, or some other evaluation method?

This is so generally we verify the skill of the students. How far the value added courses or training given? Through experts, it reaches the. Students.

That makes sense. For those industry expert evaluations, can you describe a time when feedback from the external reviewer led you to adjust your project guidance or student expectations?

Thanks for explaining. When you receive feedback from industry experts on student projects, can you share an example where their input led you to adjust the criteria or focus for future student evaluations?

Same project will be given to the next. UH-6 year students. The immediate, UH juniors.

Where we will ask them to rectify those problems.

Interesting. How do you ensure that each new cohort doesn't just replicate previous projects, but actually demonstrates their own understanding and innovation?

Makes sense. When you ask the next batch of students to address problems found in previous projects, how do you ensure they fully understand the reasons behind those issues rather than just making surface-level fixes?

Current batch who completed the project.

Debbie Bass to submit the project.

Or otherwise it is given to the immediate juniors and they may be asked to implement the further corrections and do some further research or changes in the. Current project.

Understood. When assigning these projects to the next batch, what specific documentation or handover do you provide so they understand the context and industry feedback on previous attempts?

When juniors are tasked with fixing issues from previous projects, how do you track whether their solutions actually resolve the industry feedback or just shift the problem elsewhere?

Right. When juniors are tasked with improving previous projects, how do you measure whether their revisions genuinely align with updated industry standards rather than just fixing surface-level errors?

The project will be evaluated by not only industry experts but the current academician during the project review. From top level management. Industry experts, everyone will be evaluating the project.

So automatically we can verify whether the project meets the industry requirements or not.

Thanks for clarifying. Can you give a specific example of feedback from either an industry expert or academic reviewer that led to a major change in how you or your institution conduct student project evaluations?

By conducting the project review on Vivo Voices.

Got it. Since you involve both industry experts and academic reviewers in project evaluation, can you describe a time when their assessments conflicted, and how you resolved those differences to finalize student grades?

Okay. For the viva voce reviews, what criteria do you and the reviewers focus on when questioning students about their project decisions and industry relevance?

Is asked for determined to finding out the strength of the students on techniques, what they've used and how far it meet the current. Scenario. The project which they developed, how far it meets the present criteria? Our present scenario. And the how far they are. Strong enough in the algorithm or techniques they have used in the project.

Generally voice.

Thanks. During these viva sessions, when a student struggles to justify a particular technical choice, how do you guide the questioning to assess whether they truly understand the underlying principles or just followed instructions?

Understood. When you assess how strong students are in the algorithms or techniques they've applied, what kind of follow-up questions do you use to dig deeper if a student's initial answer is unclear or too general?

Advanced algorithm.

The mechanisms.

When students claim to have used an advanced algorithm in their project, what specific evidence or demonstration do you require during evaluation to confirm their genuine understanding and correct application of that algorithm?

Describe the mechanism that they have used. And I quote. Some other mechanism also and Maya.

When a student claims to have implemented an advanced mechanism in their project, can you describe how you verify whether they've designed it themselves or simply reused an existing solution?

Compare the mechanism of the Chao mentioned. On the mechanism which they have used. So when they can give the. Correct comparison statistics. I can see the students are. What? They're well versed in the thing. That they have used.

When you ask students to describe the mechanisms they've implemented, can you share an example of a project where a student's explanation revealed a gap in their understanding during the viva, and how you addressed it in the evaluation?

Thanks for clarifying your approach. When a student provides comparison statistics between mechanisms, what specific factors do you look for in their analysis to determine if they've truly grasped the strengths and limitations of each method?

Limited resources they are.

Limited resources may.

When evaluating projects completed with limited resources, what specific adjustments do you expect students to make in their approach, and how do you assess whether those adaptations were effective rather than just shortcuts?

Right. When students have limited resources for their projects, what criteria do you use to evaluate the quality of the solutions they develop under those constraints?

Speed, flexibility.

Precision, correctness, accuracy.

You mentioned speed and flexibility as criteria—can you give a concrete example of how you’ve seen a student balance those two factors effectively when resources were tight?

So these are the some of the factors I will consider.

You mentioned precision and accuracy as important criteria—when evaluating student solutions, how do you differentiate between a solution that is precise but not necessarily accurate versus one that is accurate but lacks precision?

Understood. Shifting focus, can you describe a time when you structured a complex topic for students in a way that made it accessible and engaging, and what strategies you found most effective for maintaining clarity throughout your teaching?

Quality.

Thanks for detailing your criteria. When a student’s solution lacks quality in one of these areas—like accuracy or flexibility—how do you provide feedback that helps them understand and address that specific weakness?

In case if problem occurs in. These areas. I may point out the technique or algorithm that they have used. Or the methodology. Can be changed slightly or even a single step in an algorithm.

Change will bring you a remarkable. Uh, remarkable uplift. In the factors.

Got it. When you suggest a change to a student's methodology or algorithm, how do you ensure they actually understand the reasoning behind the adjustment rather than just making the change mechanically?

So I may ask them to try this. Algorithm instead of this or this mechanism or this technology?

Thanks for explaining. When you recommend a specific adjustment to a student's technique or algorithm, can you give an example of how you walk them through understanding the impact of that change on the project's overall quality?

Most of the current thing which you have used. And it can it can yield. You'll give you a better results.

When you ask students to try a different algorithm or technology, how do you assess whether their revised approach genuinely improves on the original in terms of quality factors like speed or accuracy?

Right. When you guide students to switch algorithms or technologies, how do you measure whether they’ve internalized the reasoning behind the change versus just following instructions?

They. Questions regarding that? Then that shows. They understood the concept clearly.

Instead, if they simply followed the instruction given by me, that shows. They are not clear with the concept that they have employed.

That makes sense. For students who struggle to ask clarifying questions, what strategies do you use to encourage deeper engagement or critical thinking during project discussions?

That is so that I can. Judge how far they are clear with the concept.

Understood. Earlier you mentioned evaluating students’ methodology and suggesting algorithmic changes—can you give a concrete example of a time when you guided a student to revise their approach, and what outcome resulted from that intervention?

Thanks for clarifying. When students ask follow-up questions to demonstrate understanding, can you share an example of a particularly insightful question a student has asked that indicated deep comprehension?

Yeah, some students have quoted. Uh, from the. IEEE Papers. That the mechanism or algorithm. Uh, that they have used has brought.

Percentage of accuracy. Precision.

Interesting example. When a student references an IEEE paper to justify their approach, how do you assess whether they’ve critically evaluated that source or are simply repeating it?

Consequently. The same algorithm that they have applied to. For some other. Task that has shown this. Accuracy percentage are.

When a student cites accuracy or precision data from an IEEE paper, how do you check that they've truly understood the implications of those metrics for their own project rather than just quoting numbers?

Maybe so those type of questions. Clearly segregate the. Nature of the students.

That’s a good example. When a student applies an algorithm from an IEEE paper to a new task and reports accuracy results, how do you verify that their implementation is both correct and appropriately adapted to the new context?

When a student tries to apply an algorithm from a research paper and gets different results than reported, how do you guide them in troubleshooting the discrepancy?

Also that shows.

Also that shows they have even gone through the I triple E papers.

When students show that level of initiative with research papers, how do you encourage them to move beyond replication and start proposing their own improvements or variations to existing algorithms?

Is a positive side of the student.

Acknowledged. When you notice a student referencing advanced research sources like IEEE papers, how do you support other students who may lack that same level of initiative or exposure?

That’s a valuable indicator. When students bring in outside research like IEEE papers, how do you integrate that level of academic rigor into your broader evaluation criteria for the entire class?

During the classes. I used to tell the other students these particular set of students, they have used IEEE papers. As a base for their current project. So even you. Can at least go through.

Shows that relevant to your project areas, so you may get even more valuable ideas and techniques. So your project can be lifted to the. Next higher level.

Understood. When you highlight students who use IEEE papers as exemplary, how do you ensure that this motivates others without discouraging those who might feel intimidated by advanced research?

So that type of motivation. I may I give to the other students.

Right. When you encourage students to use research papers as a foundation for their projects, how do you ensure they’re interpreting the methodology and results accurately, rather than just replicating what’s written?

Understood. When you use student examples to motivate others, how do you ensure that those who may feel less confident are still supported and encouraged to engage with advanced materials?

Is it audible?

Yes, I can hear you clearly. For students who are hesitant to approach advanced material, what steps do you take to scaffold their learning so they gradually build confidence with research-level content?

1st I'll start with basic journals. Best of going to the IEEE.

Got it. Can you give an example of a basic journal you recommend as a first step before introducing students to more advanced sources like IEEE papers?