I'm working as currently Assistant Professor in the Department of Electronics and Communication Engineering at Synthesis College of Engineering. Uh, I'm having. Uh, more than. 16 minutes of teaching experience. So I would like to join an institution to serve to my best. To engage in academic activities as well as to mentor the students to handle the laboratory decisions. OK. I had well burst experience in the classroom teaching and mentoring the students. And guiding the projects for the undergraduate as well as the postgraduate. So I completed my. Put. PhD. In optical communication. And currently. Now I applied for the post of Western professor. In weight university, Sir.

Yeah, I thought my teaching profession in the year of 2008. I joined in the Main Actress Sundaradhan Engineering College as a lecturer. I worked there till 2009 August. After that I went to post graduation. After completion of my post graduation. I joined again in the same college. I started there till 2000. 11 May So after that I joined in the. Saint Joseph's College of Engineering as an assistant professor. 2012. So till now I'm working in the same institution. So I'm very much happy to be. The part of academician OK.

Thank you for sharing that overview.

Thanks for outlining your academic path. Could you describe a specific instance where you mentored students on a research or project initiative, and what your approach was to guiding them?

My absolute pleasure. To handle. Uh, the students to mentoring the students. I guided the students the projects in embedded systems. And MATLAB Simulink projects. Uh, as well as optical communication projects in undergraduates.

You mentioned guiding students on projects in embedded systems, MATLAB Simulink, and optical communication—could you share how you assess whether a student is truly understanding the underlying concepts during such projects?

Yeah. So regarding to undergraduate students, they're very beginners. So when you go for the embedded systems in the. Data like that 2012 I'm starting writing for the students. At the time I'm handling the people with like simple controlling applications and. Like theft detection, such kind of simple applications. So regarding to Simulink, they can able to do some implement some. Small systems with the help of. Uh, MATLAB Simulink tool. Like. Π systems, PID and PD systems like motor control, everything you can done with the help of the MATLAB. In optical communication we did with the. ADFA and hybrid EDFA. And the performance analysis of the growth? And by using. Case of hybrid. Uh, we're going with the EDF way as well as Ramana amplifier. We're going to check the how the output is going to get income. And apart from that, uh. If suppose they're interested in the simulation tools like. Amat Labar. Optical communication, we are ready to give the respective needed inputs for them. And then I would like to interact. How? The students want to convert their project. And I'll give my ideas. They'll also share their own ideas, so will do the work collaboratively to give the best.

Yeah, fine, Sir, actually. Uh, I'm handling the papers like as I could analysis uh signals and systems and resource signal processing from 2008 onwards. So while teaching I would like to go with the. I'll start with some simple kind of problems. Uh, once they get interested, uh, I can move on to the bit more complex, a bit more complex problem I allowed to the students. To practice a lot, I would like to give more number of assignments, more number of complicated problems. And then? If the students are much interested to take such kind of task then. It will move. To the next level of the. A learning in the respective. A problematic concepts in very easiest manner, okay. I love to teach the problematic papers in simplest manner. OK. Uh, that makes me. Separate than the others, OK.

That collaborative method is helpful for student engagement. How do you balance giving guidance with allowing students to develop independent problem-solving skills?

Understood, Dr.. Let's shift focus—can you describe how you incorporate recent advancements in multimedia or AI in media into your teaching or student projects?

Yeah, fine, Sir. Uh, actually in the period of COVID in 2020, OK. Uh, so. We are continuously using like Google meets or zoom meeting. Anvaris in the Google classrooms and we have some separate portal for the students. Suppose if the students are unable to attend the classes, they can access the materials. Through the online. We're going to create some kind of online sessions and quizzes. And for in. The case of AI, uh, I'm just beginner in that, uh. I have to incorporate more Vito Singh since I am teaching a problematic papers so. While I'm going for the theoretical papers, it'll help for me to engage more with the students, OK?

Thank you for explaining your approach. How do you stay current with developments in your field to ensure your teaching remains relevant?

Yeah. So irrespective of any kind of water, it may be dominant. So. Nothing will be replaced. Uh, the teaching methodology. So if you are able to give. Uh, the correct content. To the students, if they're. Got some interesting subject. Uh, they can move on to the the next level. So. I would like to. Dates from the basics. Which will creates a good impact on the students. Uh, it'll more useful for them to understand that, uh. Simple concepts. As well as the complex concepts by knowing the fundamentals in a very good manner. So. Apart from. Uh, I would like to teach.

Right, building strong fundamentals is critical. Dr., can you share an example of how you've evaluated student performance in laboratory courses, especially when students have varying skill levels?

In depth about the. Fundamentals, OK.

Right, building strong fundamentals is critical. Dr., can you share an example of how you've evaluated student performance in laboratory courses, especially when students have varying skill levels?

Pause when you're conducting an experiment. For example, if you take a simple like. Some digital laboratory. Our circuits laboratory or devices laboratory. Uh, we asked to the students to design for their own values or we are going to give some different kind of things, simpler task. To execute them. If they're able to execute that level, then we're moving on to some different kind of things. So. Whenever talking about a group of people, uh, we can't able to. Treat all the students. Uh, with the equal level, OK. Like what I want to say. Some of the students are very good with the problematic things. Some of the students are very good with the thinking. Some of those are very good with the programming. OK. So. Based upon their own interest, I would like to categorize. The students then I can give. More importance whether interested at. Much OK.

Thank you, Professor. I'd like to discuss your publication, "Performance study of randomly coupled erbium-doped fiber amplifier using machine learning." How did you approach integrating machine learning concepts into a traditionally hardware-focused optical communication problem, and how would you explain this integration to undergraduate students?

Much costlier. So in the case of simulation we can able to take the parameters and we can vary the parameters. We can see the performance results. So here I would like to go with the. The number of core levels for increase multiple core levels. However, going to process the data from one to another thing with a longer distance. How to incorporate with? High data rates. And the needed things nowadays, you know very well. The amount of data. Which were transmitting is like. Growing exponentially day by day. But the requirement. To transfer the data. That's uh. We require much better than the current trends, so.

Implement. Not only by taking the help of. Conventional EDFA. Then I move on to the hybrid DDF where it I can able to get the better results compared with the previous things. OK.

Let's discuss your research trajectory. Please outline a three-year research roadmap you would pursue here, emphasizing how you plan to secure external funding or collaborate across disciplines, as VIT particularly values these aspects.

Let's explore your instructional strategies, Professor. Imagine you are assigned a large-enrollment undergraduate course and cannot use traditional lectures or slides. How would you implement an active learning model—such as the Flipped Classroom—to ensure high engagement and deep understanding?

OK, so, uh, we can't able to say how to follow the entire as a traditional lecture or only slides, not like that. Uh, depend upon the topic. Uh, depend upon the complexity level. Uh, depend upon how the students are able to take the things. Then we can able to. You in the mixed combination, OK. Uh, like, uh, I don't want to follow. The entire the classes belongs to the traditional things. I don't want to follow all the slides for all the topics. That depends. If it is theoretical part, I would like to prefer the slides or. 50s much? Pretty complex problems then I can able to explain on the blackboard. That is more conventional for the students than the animated things and the. Suppose if they require any kind of visualization, then I'll prefer some kind of animations to give the better understanding for the students and then I keep on. Get the feedback from the respective students uh. If suppose they want something else. Rather than my traditional way. Then I can move on to. I can focus on to the as per the student needs. OK.

Thank you, Professor. Can you explain your experience in student evaluation processes, and how you would ensure fairness and accuracy while assessing diverse learner abilities in courses at VIT University?

First of all, we're not going to follow any kind of bias between the students. There is no gender discrimination, OK? So. Depend upon how they're performing, we're going to evaluate. Uh, like when we're evaluating something, I would like to. Think I'm in the position of a student. So based upon that, I'm going to evaluate. I'm not going to be rude with the students. I'm not going to be. Horse with the students, but at the same time I would like to maintain a good rapport. Or in the classroom environment.

Don't disturb the other students. Uh, like. Uh, what to say? Uh, if there is no discrimination among the students. Then there is no problem. I think so. Uh, to go without. Better learning among the students, OK. So the way I'm going to evaluating, the way I'm going to correct the papers, the way I'm going to connect the laboratory classes in five manners. It makes me.

Professor, accreditation often depends on measurable departmental outcomes. Suppose your department needs to increase its "Research per Faculty" metric for an upcoming national accreditation review. What systematic approach would you take to improve this metric within one academic year?

Very good understanding among the students, OK.

Let's discuss a challenging scenario. Suppose an allegation arises that your grading has been biased, yet the administration is pressing for higher pass rates to meet institutional targets. How would you resolve this conflict while upholding academic integrity?

Understood, Professor. Suppose an allegation arises that your grading has been biased, yet the administration is pressing for higher pass rates to meet institutional targets—how would you address this situation while maintaining academic integrity?

Uh, I never. Go beyond the academic integrity. I never. Uh, misconduct. And I, I would like to follow always the fairness, uh, the way I'm going to.

I would like to give my. Level best. Either it may be uh met the. Respective specifications by the university. So. If I'm teaching in a very good manner. If I'm make practicing in a very good manner. So without any doubt I can able to get a very good results. Uh, it'll may. Suit, uh, the respective levels, which is set by the university, OK.

Thank you for clarifying your stance. If a student formally appeals your grading decision, what steps would you take to ensure the process remains transparent and fair to all parties involved?

When I'm unbiased. With the students, so then there is no problem for me. I think so.

Thank you for sharing your perspective, Professor. Now, could you outline a specific strategy you would use to leverage your professional or academic network to help VIT University students secure internships or employment opportunities?

So actually, uh, right now I'm a internship in charge for 1/3 day students. So actually here what we're doing, we would like to consult, uh, respective. Head of the. Industries, uh, we're asking them to arrange some classes for the students. And then we're going to invite the respective. Industry members to to take the guest lecture for the students suppose. I would like to ask them to conduct some kind of test, uh, by the way the students are engaging with them. We'll ask them to sort out whether the student is good. To suit for the respective industry. Or if they're suggesting some kind of courses are needed. Uh, as per the industry needs. We're asking to the students to develop. A better skill and the respective field or respective domain or in the respective area. So like that, we're going to keep on engaging with the industry people to. Built every good. Adjustment between the industry and academia? OK, it may help. For the student growth as well as the institutional growth, OK.

Thank you for clarifying your stance. Now, could you outline a specific strategy you would use to leverage your professional or academic network to help VIT University students secure internships or employment opportunities?

Let's shift to verifying a few core areas for this role. Could you describe your experience and depth of expertise in multimedia technologies or artificial intelligence as applied to media?

Uh, see actually. Uh, regarding to the media, so we're not taking about some kind of images, some kind of audio or video recordings and allow you're having some multiple opportunities in uh, AI. So we can do, we can create some kind of images, uh, it may be very much helpful for presentation. Or it'll give the very good idea having. Multiple tools in AI. To get a better understanding about the current trends. As well as in the media, what is happening? So like maybe audio enhancement, video enhancement and picture enhancement it will give you. More number of the. See regarding to. Artificial intelligence we had. Enormous things are available, but you have to take it in a very good manner. And then it will give us a better result. For this OK.

Yeah, when I'm handling some digital course for the students or division course for the students. Uh, after uh, completion of one or two chapters, uh, I would like to give a simple circuit to simulate uh, with the help of uh, Tinkercad or every circuit or multi SIM like that. So if they're able to get, uh, some kind of interest and then after that I would like to ask them to implement. A simple circuit with the help of the hardware. Suppose we're taking like a digital circuit and we're asking them to design. Uh, by giving some kind of problem statement? To design A combination circuits are synchronous sequential circuits and. Bending mission problems like the tender. So Hanford session is. Much helpful for the student. To get better experience in the respective subject. So if they're able to learn like that. Uh, the never forget the respective concepts and it'll help. For the students, like anything in their future OK.

Thank you, Professor. Can you share a specific instance when you taught a theory or laboratory course, and describe how you structured both your lectures and hands-on components to maximize student learning?

That sounds effective, especially integrating hands-on simulation. Can you describe how you guide students through major projects or research, particularly in helping them identify a viable topic and overcome obstacles during the process?

So actually. Uh, by integrating uh theoretical parts along with the hands on session uh, it makes. UH students is pretty clear. So first I would like to go don't go with a very complex problems at the beginning. This will start with a simple problems. OK. Suppose they are able to solve very simple kind of concept. Then we can move on to some medium concepts. Then we can move on to. Little hard concept. Then you can move on to the. Very complex concepts like that by integrating. More number of components like in the hardware uh. If they're good with. Programming. If that no uh, very well about the. Respective components they can start integrating with the hardware and software. Initially they may feel bit difficult. Uh, once they're able to get something. They're going to find some kind of output. Then they make themselves. Practice. Rigorously. They can build like a complex circuits without any doubt, without any hassle, OK.

That's a clear progression from simple to complex. Can you discuss how you structure your communication and lectures to ensure clarity and engagement, especially when teaching challenging material?

So while teaching a challenging material, uh, so anyway, without, uh, knowing the fundamentals, we never move on to the challenging. Task like that OK. So. First of all, I've asked them to. Teach all the fundamentals which is needed for the that complex topic. And then? Keep on engaging with the students then we can able to. Move on to the. Simple concept to complex concept, OK. So not going to directly move on to the complex concept directly. Uh, from will take, uh, bit by bit. Like that, OK.

Building on your mention of fundamentals, Professor, could you briefly outline your doctoral research area and how it aligns with current trends in multimedia or AI in media?

Actually I did the project in optical communication. Uh. You know the respective. Uh, optical communication For now, the data speed is more than some. Terabits per second like that. OK, so. For the current trends. For the current needed things like you, you can take the. Social media, or you can take Instagram or Twitter or LinkedIn, whatever it may be. So you can able to find the more number of. Pause second. OK. The traffic is very high. With the help of optical networks, we can able to overcome by building. Very complex networks. To ease of flowing the data. From 1:00 to another person. So actually in my research, uh, I done with the EDFA. By inclusion of the machine learning there I would like to take some. How to? Improvise the performance of the respective channel. By including more number of. Core strands in the respective fibre OK.

Thank you, Professor. Could you describe any experience you have with industry projects or consultancy, and how that experience informs your approach to teaching and student mentorship?

Actually I'm not having any industrial projects uh currently. Uh, I would like to. Interact with the students I would like to mentor the students to apply for some kind of activities like. MSME or. DNSST project. Uh, as well as simple hackathon at college levels, hacker uh, smart India hackathon. But it's never final. Not finalized. Uh, but. I keep on. Dissecting to the students at to some kind of different concepts. Try to implement. With the help of the hardware and software. Before they're able to do something, uh. Good manner. Then we can move on to the next level, uh, with. Under my guidance and I will take the inputs from the different people like industries. And the students? And my senior. Facilities, OK.

Thank you for explaining your approach. Could you briefly share any research publications you have authored in reputed journals, particularly those related to your specialization?

Yeah, first I communicate my paper with the. While an emerging trends in telecommunication in the year of 2020. After that I completed one more one paper in the optical communication with an impact factor of some 1.3 around. So after that I would. I submitted the paper. Rapid communications in optical communication. So the 4th and 5th work is relevant to environmental thing. So so far I had. Five articles with me, OK.

Thank you for sharing those publication details. Could you briefly describe your experience with evaluating students and handling exam-related duties?

So while handling exam related duties. Uh, I want to be. Uh, straightforward. I don't want to buy us with any student. Uh, I would like to. Conduct my duty. With my highest integrity. And to maintain. The policy which is given by the university, OK.

Like to ask them to read some kind of, uh, journals or some kind of papers. But I asked them to talk with the students in English. Maybe initially they feel difficult. So after, uh, days of passing. It'll be. Quite easy for them to communicate with others in the language. Suppose if the students are feel very shy, I would like to give some kind of topics to present on the board or. They can or I'm going to ask them to present some slides. Just I would like to ask them to just talk for 2-2 or three minutes. Initially. Some of the people are more shy to stand in front of others. So to remove the Sai. Uh, I would like to ask the students this would introduce yourself like that first initially, we'll give you like that. So. Once the stage fluid went off. Then we can move on to the next level. For the to integrate. Interact with the students to give. I like uh. Seminars. Appointment presentation I will ask them to. Participate in the department events. Or ask them to interact with the outside world by participating in the hackathons or presentation or some seminar, some kind of. Travel development program. But ask them to attend, OK?

Understood—maintaining integrity is essential. Can you describe a time when you helped a student improve their communication or presentation skills, and what approach you used?

So after completion of my regular classes, uh, I will spend some 5 minutes uh to interact with the students. Then I can able to know. Up to what level they're able to understood. Are the people who are struggling. Uh, I'm ready to take the steps for them. Suppose if they're asking some classes through the online, I'm ready to conduct that. I suppose if they recommend met me in person, I would like to spend my time along with them to teach wherever they feel difficult. And apart from that, uh, if I'm identifying some, if some of the students are feel much struggling in the subject. Uh, voltage this concept for multiple times. And we would like to give some kind of more practice problems to them. Will make them. The subject is easy. We won't allow to. Student will be feel difficult about. That respect to subset OK.

Thanks for detailing your approach. How do you ensure your teaching methods remain structured and accessible for all students, especially those struggling to keep up?

So actually, uh, we're identifying the students from the second year onwards. Uh, actually here we're following the mentoring system. Uh, here the weather going to allow some. Allocate some 30 members for each faculty. So by the year of second year, we're going to segregate the students based upon their interest. Suppose if the student is much interested in the program, who asked them to study? Fundamental concept in the programming and the next level you ask them to do some kind of certification courses. Apart from that, uh. In the year of. At the end of the second year, we ask them to go for internship, uh, work with the industries. Then they gain some knowledge. Begin this again. Now let's. The respective things. And after that? If they're good with the. Other respective domain. We'll going to allocate the project. In the particular domain only OK. So it will enhance. It'll give the better results. If the students keep on working for two years, they can had very good idea about the field which they're working OK.

That sounds supportive. Could you share how you typically guide students in selecting and developing their final year projects or research topics?

Thank you for outlining your mentoring system. To confirm, could you specify your doctoral degree field and how your research expertise directly connects to the requirements of this Assistant/Associate Professor position?

Yeah. So actually I myself, I'm belongs to returns in communication background. So if you're taking any kind of stream, either it's maybe computer science or something else. Are like IT. Or ADS, whatever it may be. Uh, without electronics. Uh, it's a bit difficult to implement a complex systems. So I would like to. Integrate. The respective electronics. Concept. In the field of computer science are. Data science, whichever is required. So here I'm not. Purely belongs to the Electronics and Communication project. Here in my project it is integration of machine learning as well as the optical communication. So the my approach is. Helpful to.

Learn a bit more about the machine learning.

Thanks, Professor. Are you currently involved in any consultancy or collaborations with industry partners, or do you plan to pursue such engagements in the near future?

Integrating electronics and machine learning is quite relevant. How do you stay updated with the latest advancements in multimedia or AI in media, and how do you incorporate those developments into your courses?

So. That, uh, it depend upon the subject. OK, So like, uh, for the first year students, we can't able to. Ask them to integrate AI immediately. So by like. I think you had your own policies like. Uh, to implement some kind of new strategy, you are going to take the input. Not only from the faculties. If they're asking some kind of suggestion from my side, I would like to give. Uh, what we can do? How can integrate the respective? Things into the respective. Stream like that, OK.

So in the year of second year or third year, once the good with the bicycle of fundamental things, then you can incorporate this kind of learning concepts in the regular subjects, OK.

Thanks for sharing your perspective. Could you give an example of a laboratory or practical session you've designed or taught, and how you ensured students gained hands-on understanding?

That progression makes sense. Could you briefly describe any hands-on laboratory or practical sessions you have conducted, and how you ensure students gain practical understanding during these sessions?

Laboratory sessions or practical session, uh, after completion of the experiment, uh, I would like to ask some. Questions. Right. Maybe vary from from student to another student. I suppose I make some kind of mistake the way they're going to give the connections. I keep on asking them So what is going to happen if you are changing this thing? People challenging that thing. What kind of results we're getting? So why it is happening so like that? So before conducting the any experiment in the laboratory, I asked them to students. Go through the respective experiment in detail. And I will give the required things. And I would like to. Say something about the corresponding experiment associates needed for them. So after that after completion of the respective experiment. By asking the questions. So suppose if the students are able to answer. So I can able to understand. He gained some kind of knowledge after doing the experiment. Suppose if they are unable to answer. I I will make sure that. To learn. In a better manner. Uh, then and there, OK.

Today, Chatiri courses and laboratory courses effectively like. See, in my university, we're having like for going to the theory courses, we're having some textbooks and reference books and, uh, to. Some. Universal sites like to refer the corresponding materials. Apart from that I will go with the some application kind of oriented things to give. For the students in the. Mid of the semester, at the end of the semester, or we're going to give some kind of task. If they're able to execute in proper manner then we can able to estimate the student. Uh, the gain. Uh, kind of knowledge. Not only that. Uh, periodical assessment will takes place. During the critical assessments we can able to. Categorize the students how they're going to. Perform so if the students are struggling. To do the things, we're going to help them. To how to make up the things by giving. Kind of. Uh, like, uh, assignments, uh, solving problems, listings and all. OK. It's in the case of laboratory courses also. In the first class of the laboratory, we're going to introduce what are the things we have in the laboratory. We'll teach them how to handle the things. I will ask them to. Prepared before conducting the experiment and all the do's and don'ts we're going to explain before conducting the experiment. And apart from that, after conducting the experiment, we're asking them to students to do some kind of things, whether they're understood indeed or not like that, OK?

That's a thorough approach to practical learning. Could you share how your prior experience prepares you to teach both theory and laboratory courses effectively?

Thank you for explaining your approach. Are you currently involved in any consultancy or collaborations with industry partners, or do you plan to pursue such engagements in the near future?

See, actually, right now we are engaged with. Data patterns. Where they're going to working on Arifin microwave? And as well as the. The satellite things. So. Not only that industry. So we're periodically visiting, uh, like IDM research Park. And then some of the industries that's located in the Giddy and Thirumudivakkam in Chennai. So we're going to get some kind of inputs like they're going to say what's the future thing, how they are going to. What the what the kind of expectation from the students? So how we are going to modify the curriculum? So how they're going to bring the industry into the academia? So we're going to get some kind of input from them. So would like to incorporate in our. Curriculum. Ancillary then.

Not immediately. Uh. Uh, consistently we're going to maintain those thing. At least there's a. Period of uh, it will take uh, one and half to two years, uh, to. Govinda Industries required things. To integrate in the Academy, OK.

Thank you for sharing those examples. Dr., that concludes the skills portion—I'll move to wrap up our discussion now.

Before we wrap up, do you have any questions about the role or our organization?

Can you please let me know what kind of role I can able I have to do? As an assistant professor in the Department of Computer Science.

Thank you for your question. As an Assistant Professor in the Department of Computer Science, your primary responsibilities would include teaching both theory and laboratory courses, guiding student projects and research, participating in curriculum development, engaging with industry partners when possible, and contributing to departmental activities and student mentorship. Do you have any other questions about the role or our institution?