Please start by introducing your professional journey in academia

Violin stars. The house.

Just a quick intro, Dr.—can you tell me your name and a bit about your academic background?

Violin stars. The house. I just I just. See the power. Because we use Nets is Hubble. The present I think it's OK.

Violin stars. The house. I just I just. See the power. Because we use Nets is Hubble. The present I think it's OK. And uh, uh. Maybe we can take a little time. To to. Lots we should buy. Yes.

You mentioned using Nets and Hubble, but I didn't quite catch how that fits into your academic background. Can you clarify your current role and main area of research?

Violin stars. The house. I just I just. See the power. Because we use Nets is Hubble. The present I think it's OK. And uh, uh. Maybe we can take a little time. To to. Lots we should buy. Yes. Again, first weekend. No Interpretation of anxiety demand.

Sounds like you might be gathering your thoughts, Dr. Take your time—just looking for a brief overview of your academic background and current research focus when you're ready.

Alright, so teaching the interpretation of anxiety demand—how do you approach making a topic like that accessible to students who may be encountering it for the first time?

I need to give. Kind of real. Example and try to connect. Theory and this. Example and. Uh uh, prepare. Topic.

Dr., looking at your recent work on air entrainment mitigation and vortex suppression, where do you see the most fundable research directions emerging over the next three years? Which agencies or grant sources would you target for that work?

I need to give. Kind of real. Example and try to connect. Theory and this. Example and. Uh uh, prepare. Topic. Theorem and. Can you move? For next question.

Okay, so you focus on connecting theory with real-world examples when teaching interpretation of anxiety demand. Shifting gears, can you share an example of a student project you guided that involved interdisciplinary research, and how you ensured its successful completion?

Can you repeat the question?

Sure, here’s that question again. Can you share an example of a student project you guided that involved interdisciplinary research, and how you ensured its successful completion?

Yes, please.

Of course. Here’s the question again. Can you share an example of a student project you guided that involved interdisciplinary research, and how you ensured its successful completion?

Important warfare like drone and missile. Simpson are. Project 3. Follow the linear path or re. Normal. Check that it is easy to detect and adhesive. But if? It is follow some different trajectory, kind of. Chaotic and tumbling, that. Hard to detect and intercept.

Important warfare like drone and missile. Simpson are. Project 3. Follow the linear path or re. Normal. Check that it is easy to detect and adhesive. But if? It is follow some different trajectory, kind of. Chaotic and tumbling, that. Hard to detect and intercept. So our work to. Two robust kinds of interception, and. Uh, easy kind. Can you look for the?

So you mentioned the project involved simulating unpredictable drone and missile trajectories, which makes detection and interception tougher—sounds like a mix of engineering and applied mathematics. When you guide projects like that, how do you help students connect the simulation work to real-world defense or industry applications, especially when the outcomes might impact funding or partnerships?

Okay, building on your experience guiding interdisciplinary research—suppose you’re teaching a class of 200 students at VIT University, but you’re not allowed to use slides or traditional lectures. How would you design a session that keeps students engaged and helps them really wrestle with a tough concept?

Uh, and. Actual concept then I need to perform. Team with a practical. Select. Get more interest. And understand easily.

Right, so switching topics a bit—accreditation cycles can be pretty demanding for any department. If you joined VIT University and found the outcome assessment data was inconsistent across courses, how would you approach fixing that?

Can you repeat the question?

Sure, here's that question again. If you joined VIT University and found the outcome assessment data was inconsistent across courses, how would you approach fixing that?

Kafkaes. Can you move for the next? Christian.

Suppose a colleague asks you to co-author a research paper, but as you review the data, you notice some results seem questionable—maybe even manipulated. However, this colleague is also on your departmental promotion committee. How would you handle this situation?

To talk to. Lead to the my uh. Co-author there is. Replacement data with. Particularly, we need to rectify with. Perform many times. Current Sunday. Data other. I have to like. Remove my name. From this manuscript.

So you’d first try to talk directly with your co-author about the data issues, and if it couldn’t be resolved, you’d remove your name from the manuscript—even if that meant tension with someone on your promotion committee. What if the department head pressures you to let it slide for the sake of the department’s publication record? How do you respond?

Or some. Kind of error.

So you're saying if the suspicious data could be chalked up to some kind of error, you'd still address it directly. But if the department head insists you ignore it to help the department's numbers, do you stand your ground, or is there any situation where you'd reconsider?

To this. Manipulative. To fix with equal data because. So it be correct for the.

Alright, so you’d insist on correcting the data—even if that puts you at odds with leadership. That’s a clear stance on academic integrity. Professor, looking at your field of expertise, do you have industry relationships that could help students land internships or placements? Any examples of companies or collaborations you’ve built in the past?

To this. Manipulative. To fix with equal data because. So it be correct for the. See or who is going to. Follow article for the future work. Move to the next.

Alright, so you'd insist on correcting the manipulated data, even if it meant standing up to both your co-author and department head, because future researchers would depend on that article's accuracy. Professor, looking at your field of expertise, do you have industry connections that could translate into internship or placement opportunities for students at VIT University?

50 the industrial people, but. I've been trying to connect. With some of the. Future for the placement. Interdisciplinary research and further. Funding purpose.

You mentioned working with interdisciplinary research, guiding complex student projects, and connecting with about 50 industry contacts for placements and funding. Let's switch gears a bit. Say you're tasked with designing a new laboratory course in smart manufacturing for undergraduates—how would you structure the hands-on components to ensure students actually build practical skills, not just follow a recipe?

OK, repeat.

Sure thing, here’s the question again. Say you're tasked with designing a new laboratory course in smart manufacturing for undergraduates—how would you structure the hands-on components to make sure students actually build practical skills, not just follow a recipe?

Refer to a manual of. It means.

Refer to a manual of. It means. The gift to individual strength to the end. Akbar and try to. Team work with this. Xiaoy result.

So you’d have students refer to a manual—but if they’re just following instructions, how do you make sure they actually understand the underlying principles and can troubleshoot when something goes wrong?

So you’d have students use a manual but also encourage them to play to their strengths and work as a team for better results. Thinking about student evaluation—when you’re grading complex lab reports or project submissions, how do you make sure your assessments are fair and consistent across a large group?

20 Small Small. Group and it's. Digital performance on the retained. Tab report and further we take. And example to understand. Which friends get? More noise and how? Deal with this. Work.

Alright, you said you'd break students into small groups and look at digital performance plus sample reports to spot issues like noise in the results. Switching gears, Dr., can you walk me through a time you supervised a student project that ran into unexpected technical difficulties? What was your role in helping them get back on track?

India is unexpected technical difficulties. I go through. Where? The police started from. Planning to execution. And see. Like. Is repair we can perform with different explained? With these two. Aashif.

Alright, so you helped students troubleshoot by guiding them from the planning stage all the way through execution, and you’d look for ways to repair issues with alternative approaches. When you’re teaching theory-heavy material, how do you adjust your communication style so students with weaker backgrounds don’t get left behind?

Engage the student with the topic. Uh, to make such time like material in the presentation or like. Add more. Time, uh. Uh, third class. Try to. Arrange so all. Student who have not understood. Live classes can get. More easily.

Okay, so you’d use more engaging materials, give extra class time, and arrange follow-up sessions for students who are struggling. Now, about your own teaching background—when you’re preparing both theory and lab courses, how do you decide which topics require hands-on experiments versus those that can be covered through lectures alone?

Uh. Can you play with her? Liquid mixture so. We go with what is old. Formation for EC. Suppose then. It is variation with. Two different Bayesian.

Okay, so you decide based on whether the topic involves things like liquid mixtures or process variations, and tailor the hands-on part when you think direct experimentation is valuable. Now, Dr., can you give an example of a research paper you've published in a reputed journal, and what made that work significant in your field?

Uh. Can you play with her? Liquid mixture so. We go with what is old. Formation for EC. Suppose then. It is variation with. Two different Bayesian. Check with. Power 1 measurement differe. Apple it's both with. The experience and we. Next question.

Okay, so you base your decision on whether the topic is hands-on, like mixing liquids or measuring variations, and combine both experiment and experience. Now, Dr., tell me about your publication record—can you share one example of a research paper you published in a reputed journal, and what made that work significant in your field?

So 1. To mitigate the vertex. Then and suppress the vortex. Big entertainment. Take a mindful and. Air separator system. Work is. So tweet gender.

So you worked on mitigating and suppressing vortex behavior with an air separator system, and it sounds like you published those findings. Stepping back, have you led or participated in any industry projects or consultancy work where your research directly impacted a real-world manufacturing process or product?

Projects are funded by the An outcome is risks. Is published in. Different channel and some patents.

You mentioned your projects resulted in patents and publications, but I need to dig a bit deeper here. Can you describe a specific instance where your expertise in smart manufacturing or mechatronics directly solved a technical challenge—what was the problem, and what solution did you develop?

Uh, please. Surface Book. So. Is entrained and provides the pure liquid to the. Intake of the pump so. Show lair separate. Turn just before the. It's the pump and we. Or remove entrepreneur with. Uh, somewhere. Liquidate.

Okay, you're describing a solution where an air separator system ensures only pure liquid reaches the pump intake, removing entrained air just before the pump stage. Shifting gears a bit, Dr., what’s your general approach when you’re asked to evaluate student performance during exams or practical assessments—how do you keep your grading objective and transparent?

Uh, please. Surface Book. So. Is entrained and provides the pure liquid to the. Intake of the pump so. Show lair separate. Turn just before the. It's the pump and we. Or remove entrepreneur with. Uh, somewhere. Liquidate. Censor remove. Train air with. Optium pump and provide a pure liquid. Pump. With the liquid contain. Sensor. Which? Actual. Show fluid. It's a pure fluid or airline mixture phase that. It will provide the controller where the. Is connect with. VFD and. Mutual hole which? RIP the pump. And it's. A sport so we. The. It's a intermediates mitigate.

Okay, so you designed a system where an air separator, fluid sensors, and a VFD-controlled pump work together to ensure only pure fluid reaches the intake, dynamically removing entrained air before it hits the pump. Now, thinking about your teaching style, how do you structure your lectures or labs to communicate complex concepts clearly—what have you found most effective for student understanding?

To prepare the. I speak to a. I. 1st so connect easily.

So you start your lectures by speaking directly to the students to make the connection clear right from the beginning. When it comes to evaluating students—especially with exams or assessments—how do you make sure your grading is objective and consistent for everyone?

Take the first. To divide marks based on his lettering exam.

Alright, so you divide marks based on how students perform on written exams. How do you handle borderline cases where a student is just below passing—do you have a process for re-evaluating their work, or is it strictly by the initial marking?

Take the first. To divide marks based on his lettering exam. To the Viber. Current. When's the? The small projects. A different you can. And. And like what the? Uh, strength they have done.

Alright, so you break down the marks by written exam and viva, and you also consider the quality of small projects and the strengths students bring. When you’re handling student project supervision, what’s your process to make sure students are actually learning and not just following instructions—how do you encourage genuine research or problem-solving?

Split two hits.

Alright, so you split students into two groups. When you do that, what specific activities or assignments do you give each group to make sure they're building real research skills and not just completing tasks?

Split two hits. And people with a. Cost effective. So so. Like, uh. Call and try to get more. About this project.

Alright, so you split students into cost-effective groups and encourage them to dig deeper into their projects. Shifting focus a bit—what was your PhD specialization, and how does it directly inform the research or teaching you do now?

Can you repeat the question?

Sure, I’ll repeat that for you. What was your PhD specialization, and how does it directly inform the research or teaching you do now?

Add Surface Book. Related to our one of the topics of the fluid mechanism.

So you mentioned your PhD focus tied to fluid mechanics and you worked on Surface Book-related topics. Taking that background, how do you approach communicating highly technical research—like fluid phase separation or sensor integration—to students or industry partners who may not have the same depth in the field?

To start. Uh. Book difference. Try to implement. It's a left. Uh, on the top of some. Uh, the expert. Good morning.

You mentioned starting with theoretical differences and then trying to implement them, but I need a bit more detail here. Can you walk me through a specific lab experiment or hands-on activity you designed to help students understand a tough topic in fluid mechanics?

Pause the word. The city profile with. Yes, so it will, uh, in. I. Next SO. From centre it will increase. And then? For the we need to measure. Vortex profile.

Pause the word. The city profile with. Yes, so it will, uh, in. I. Next SO. From centre it will increase. And then? For the we need to measure. Vortex profile. Make the profile with a. In actual. Totally in the theory Uh, uh. Proper data. 10 and. How to? Speed or. Uh, Major after?

So you had students measure the velocity profile and then the vortex profile as part of their lab work. When you're teaching and guiding students through these experiments, how do you make sure your instructions are clear and that everyone understands the steps—not just the top performers?

You touched on measuring velocity and vortex profiles, plus ensuring students collect proper data, but you didn’t really explain how you make your instructions clear or check students’ conceptual understanding during labs. Can you give me a concrete example—what do you say or do in the lab to confirm they actually understand why they’re doing each step?

Metatronics. To meet with a mechanical. To make a. Us and our engineering.

So you’re describing mechatronics as the integration of mechanical and electrical engineering, and you’ve worked on combining those fields for practical applications. Can you give me a concrete example of a student project or research work you supervised in mechatronics or smart manufacturing, where the outcome was actually used or tested in an engineering context?

For entry and exit from the. IPod room is. The Mechatronics.

Okay, so you helped design a mechatronics system for entry and exit in a controlled room—sounds like there was a real-world engineering application there. Shifting focus, can you tell me about a time you needed to clearly communicate a complex technical topic or procedure to students or colleagues, and what you did to make sure your explanation was structured and easy to follow?

For an exit count. One of the. The importance is the. Exit people who? Exit or next enter. Vision of SIM system. What kind of?

For an exit count. One of the. The importance is the. Exit people who? Exit or next enter. Vision of SIM system. What kind of? It's like I heard, uh, QR code kind.

You mentioned the entry and exit counting system in mechatronics. For clarity, can you describe in detail a research project or published work you've completed in mechatronics, smart manufacturing, smart vehicles, or semiconductor manufacturing—something that demonstrates your technical depth and impact in one of those areas?