Thank you, Arjun.

Please start by introducing your professional journey in academia

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile.

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively.

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively. After that I have joined. UEM University of Engineering and. Kolkata as an assistant professor in. October 2020.

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively. After that I have joined. UEM University of Engineering and. Kolkata as an assistant professor in. October 2020. And, uh, from there I have. Joined UH. Amrita Vishwavidya Bitum. In 2023, September. And currently I'm working. System professor, uh. In department of EC. Coming to my research I have completed during my research in the PhD I have. Got an opportunity to work? From the some of the premier institutes, labs. Like IIT Bombay, IIC Bangalore.

You mentioned your BE in Electronics and Communication Engineering from NIH Institute, and it sounded like you were about to continue. Go on.

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively. After that I have joined. UEM University of Engineering and. Kolkata as an assistant professor in. October 2020. And, uh, from there I have. Joined UH. Amrita Vishwavidya Bitum. In 2023, September. And currently I'm working. System professor, uh. In department of EC. Coming to my research I have completed during my research in the PhD I have. Got an opportunity to work? From the some of the premier institutes, labs. Like IIT Bombay, IIC Bangalore. And and SCL Chandigarh. And fabricated. Some on chip antennas. From there which helped me to. Secures. Of SCI Publications from. Uh, on check containers we. I had designed. Tested and character. Use all the. Designing part.

Alright, so you've done your BE from NIH Institute and then both your Masters and PhD from NIT Durgapur, finishing recently in 2022. Is there anything else you want to add about your academic path before we continue?

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively. After that I have joined. UEM University of Engineering and. Kolkata as an assistant professor in. October 2020. And, uh, from there I have. Joined UH. Amrita Vishwavidya Bitum. In 2023, September. And currently I'm working. System professor, uh. In department of EC. Coming to my research I have completed during my research in the PhD I have. Got an opportunity to work? From the some of the premier institutes, labs. Like IIT Bombay, IIC Bangalore. And and SCL Chandigarh. And fabricated. Some on chip antennas. From there which helped me to. Secures. Of SCI Publications from. Uh, on check containers we. I had designed. Tested and character. Use all the. Designing part. And the characterization part. Completed there in the lab, so that gives me a. Quite confidence also in terms of. To understanding. Moreover, after that. Here in Amrita. Start. B.Tech students also. So, umm. Around 17 students I have guided and. Out of those they have. All the groups. OK, students have published 2.

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively. After that I have joined. UEM University of Engineering and. Kolkata as an assistant professor in. October 2020. And, uh, from there I have. Joined UH. Amrita Vishwavidya Bitum. In 2023, September. And currently I'm working. System professor, uh. In department of EC. Coming to my research I have completed during my research in the PhD I have. Got an opportunity to work? From the some of the premier institutes, labs. Like IIT Bombay, IIC Bangalore. And and SCL Chandigarh. And fabricated. Some on chip antennas. From there which helped me to. Secures. Of SCI Publications from. Uh, on check containers we. I had designed. Tested and character. Use all the. Designing part. And the characterization part. Completed there in the lab, so that gives me a. Quite confidence also in terms of. To understanding. Moreover, after that. Here in Amrita. Start. B.Tech students also. So, umm. Around 17 students I have guided and. Out of those they have. All the groups. OK, students have published 2. Conferences. In terms of empty strings, I have guided to Mtech students also. Currently I'm having. BT restaurants and. One PhD students. Part-time students. Which researchers are? Already submitted in some good queue and journals.

Okay, so after your PhD you joined UEM Kolkata as an assistant professor in 2020. Anything else about your academic or research background you want to mention before we go further? Or is that a good summary?

OK, so good evening. My name is Harshvardhan Singh. And. I I'm from Sapna, Madhya Pradesh. I have completed my BE. In Electronics and Communication Engineering in 2000. 10 from NIH Institute of Information Science and Technology. Mobile. And after that I have completed my. Masters and PhD from National Institute of Technology, Durgapur. In 2000. 14 and 22. Respectively. After that I have joined. UEM University of Engineering and. Kolkata as an assistant professor in. October 2020. And, uh, from there I have. Joined UH. Amrita Vishwavidya Bitum. In 2023, September. And currently I'm working. System professor, uh. In department of EC. Coming to my research I have completed during my research in the PhD I have. Got an opportunity to work? From the some of the premier institutes, labs. Like IIT Bombay, IIC Bangalore. And and SCL Chandigarh. And fabricated. Some on chip antennas. From there which helped me to. Secures. Of SCI Publications from. Uh, on check containers we. I had designed. Tested and character. Use all the. Designing part. And the characterization part. Completed there in the lab, so that gives me a. Quite confidence also in terms of. To understanding. Moreover, after that. Here in Amrita. Start. B.Tech students also. So, umm. Around 17 students I have guided and. Out of those they have. All the groups. OK, students have published 2. Conferences. In terms of empty strings, I have guided to Mtech students also. Currently I'm having. BT restaurants and. One PhD students. Part-time students. Which researchers are? Already submitted in some good queue and journals. And moreover. Uh, uh, I want to share that, uh. I have guided one team. Of the BTK students. To the IEEE APS Design Contest 2025, which was held in Canada. Vancouver. And the first time in the last eight years. You know any Indian? As selected for the. That contest. And they have selected for the finals and. They have presented their prototype there.

You mentioned working in both teaching and research environments. What's one foundational concept in electronics or communication that you especially enjoy teaching to undergraduates?

Alright, so during your PhD you worked with premier labs like IIT Bombay, IISc Bangalore, and SCL Chandigarh, and even fabricated on-chip antennas that led to SCI publications. When you're teaching about on-chip antennas or a related topic, what's a common misconception students have, and how do you address it in class?

So you guided around 17 B.Tech students and mentioned that their project groups published papers, which is impressive. Can you share how you support students who are struggling to grasp the core concepts when working on advanced projects like antenna design?

Dr. Singh, your publication "Design of miniaturized meandered loop on-chip antenna with enhanced gain using shorted partially shield layer for communication at 9.45 GHz" in IET Microwaves stands out. How do you use insights from that specific research when teaching undergraduate students about antenna design?

Dr. Singh, given your research background in on-chip antennas and collaborations with institutes like IIT Bombay and IISc Bangalore, where do you see the most fundable research directions in your area over the next three years? Which specific grants or external funding sources would you target to ensure long-term research sustainability?

First of all, they have asked for the idea that what will be the novel idea? You can. Makes present in terms of they have given one. Topic OK, that beam steering. Uh, nowadays antenna is. Very common. So can you do something novel in this? So the idea what I have given to them that OK. First maybe?

First of all, they have asked for the idea that what will be the novel idea? You can. Makes present in terms of they have given one. Topic OK, that beam steering. Uh, nowadays antenna is. Very common. So can you do something novel in this? So the idea what I have given to them that OK. First maybe? That many problems are nowadays. Happened between. Animal intrusion into the farms and. Uh, humans, right? So human and animal. That collisions are also happening.

First of all, they have asked for the idea that what will be the novel idea? You can. Makes present in terms of they have given one. Topic OK, that beam steering. Uh, nowadays antenna is. Very common. So can you do something novel in this? So the idea what I have given to them that OK. First maybe? That many problems are nowadays. Happened between. Animal intrusion into the farms and. Uh, humans, right? So human and animal. That collisions are also happening. So if you can design something more practical which can be used. By the ground level people also and. In the forest departments also they can use that. Anyway, if you can do something like that actually. More useful and that will be more. Attractive also in terms of. In it, participating in a design contest or. So that way I have guided them and they have. Created exactly. Model with the transmitter and antenna section. Having some. 5 to 10m distance and. Actually tracking when someone is passing some. Human as a as a practical experiment, we have not considered any animal. But as a human, which is also. Social Animal. We have. Uh, for that experiment and it was easy. This they have. Successfully got tracked that. Movement and. After that moment when? Something is. Uh, maybe got detected then? They have also created some. Uh, you can say. Alert message. To get away. To make it aware for the user. OK, something is entering in your. From. And shown so that now you. Please be alert. So that way I have motivated them and they have. Exactly design. For that we need some funding also. Which IEEE? Also provided that funding to design that system. And yes, we have. Successfully designed that model and submitted.

Given your experience guiding students to international competitions and research publications, suppose you were tasked with teaching a foundational course in image processing to a large group with diverse backgrounds. How would you design an active learning session that goes beyond traditional lecturing to keep everyone engaged and actually applying the concepts?

So you encouraged them to focus on a practical, socially relevant problem—like using beam steering antennas to address human-animal collisions near farms. Before you move on, how do you actually measure whether students in a project-based setting like this are truly understanding the engineering concepts, not just following instructions to build something?

Alright, so your team took the beam steering antenna idea and actually built a working prototype that could detect movement and send alerts—using a real social problem as the context. When you run project-based courses like this, how do you check that students really understand the underlying engineering principles, rather than just putting together a working demo?

Correct. So. For that, uh. But actually I am. Take taking their subjects also like antennas and. Planar so. In that subject itself I have introduced. These topics OK, these are the project. Finnish students are. Going to work on it. So I have already. Cleared those basics, whatever is required for this particular. Understanding OK how that antenna is going to work. How? What exactly that? Distance. What can? It is required to cover that much distance. If the object is not a metallic object, how it is going to radiate? Right how you are going to. Get that signal. All those basic things. They should be clear, then only they can. So I have. Making sure that OK before going to that. First, they should know that OK, this is the. Tactical limitation now that target is not any metallic. Object which need to be detected, so we need. More high gain, right? More high. Reflection should be also. Oh, cash properly so. Both the antennas should be properly.

Correct. So. For that, uh. But actually I am. Take taking their subjects also like antennas and. Planar so. In that subject itself I have introduced. These topics OK, these are the project. Finnish students are. Going to work on it. So I have already. Cleared those basics, whatever is required for this particular. Understanding OK how that antenna is going to work. How? What exactly that? Distance. What can? It is required to cover that much distance.

Correct. So. For that, uh. But actually I am. Take taking their subjects also like antennas and. Planar so. In that subject itself I have introduced. These topics OK, these are the project. Finnish students are. Going to work on it. So I have already. Cleared those basics, whatever is required for this particular. Understanding OK how that antenna is going to work. How? What exactly that? Distance. What can? It is required to cover that much distance. If the object is not a metallic object, how it is going to radiate? Right how you are going to. Get that signal. All those basic things. They should be clear, then only they can. So I have. Making sure that OK before going to that. First, they should know that OK, this is the. Tactical limitation now that target is not any metallic. Object which need to be detected, so we need. More high gain, right? More high. Reflection should be also. Oh, cash properly so. Both the antennas should be properly. Designed to. Something that's objective. So in that way make sure that OK. First covering their subjects. Which is basic requirement for the antenna design. Cover and then. Make sure that OK the. Students Group. Who are really finding it interesting to work on that problem. Go for the final draw.

Correct. So. For that, uh. But actually I am. Take taking their subjects also like antennas and. Planar so. In that subject itself I have introduced. These topics OK, these are the project. Finnish students are. Going to work on it. So I have already. Cleared those basics, whatever is required for this particular. Understanding OK how that antenna is going to work. How? What exactly that? Distance. What can? It is required to cover that much distance. If the object is not a metallic object, how it is going to radiate? Right how you are going to. Get that signal. All those basic things. They should be clear, then only they can. So I have. Making sure that OK before going to that. First, they should know that OK, this is the. Tactical limitation now that target is not any metallic. Object which need to be detected, so we need. More high gain, right? More high. Reflection should be also. Oh, cash properly so. Both the antennas should be properly. Designed to. Something that's objective. So in that way make sure that OK. First covering their subjects. Which is basic requirement for the antenna design. Cover and then. Make sure that OK the. Students Group. Who are really finding it interesting to work on that problem. Go for the final draw. So they have designed that. Model and understood also.

Right, so you actually integrate project topics into your antenna courses and make sure students get the foundational theory as they work on their designs. Suppose you've got a group where a few students aren't engaging with the project or are just coasting along—what do you do to bring them into the process and ensure they're actually learning, not just watching the others do the work?

Right, so you make sure the students get the underlying theory by tying the project work directly to course material, and you clarify the practical limitations, like object type and antenna gain, before they start building. Shifting gears—how do you see yourself contributing to curriculum enhancement or accreditation processes at a place like VIT University, especially ensuring quality and alignment with their mission of technology excellence?

Okay, so you make sure students learn the fundamentals as part of the course before they even start the project, and you pick students who are genuinely interested to carry it through to the final result. In your experience, how do you handle cases where some students just aren’t engaging with these hands-on projects—what have you found actually works to bring them in?

Right, so you make sure the students learn the fundamentals as part of the course before they even start the project, and you pick students who are genuinely interested to carry it through to the final result. Now, Dr., if you were assigned to teach a foundational course in image processing at VIT University, how would you design your instruction to keep a class of 200 students actively engaged—especially if you couldn't use traditional slides or lectures?

So, uh, actually I'm not uh, from the MH processing background, but uh, as what I'm doing in my antenna. Classes like if. I have to teach. Some basics like. How that beam is steering what? So I'll try to bring from them. I ask them to come to the lab. And then we will. Start discussing on the real. Prototypes. OK, this is your phone antenna. This is your patch antenna. And that how that things are working. So there actually is. Now looking those. Prototype and understanding the physics is a. Totally different thing and now. They're able to grab it. Very much clearly. Now. Suppose. Now we're just saying that, OK, this is the waveguide and it is. This should be the dimension it is. How? Particularly, they will. Complete micro test pinch. OK, this is how it works. When we move that. Frequency meter. At that particular frequency, why it is only resonating?

So, uh, actually I'm not uh, from the MH processing background, but uh, as what I'm doing in my antenna. Classes like if. I have to teach. Some basics like. How that beam is steering what? So I'll try to bring from them. I ask them to come to the lab. And then we will. Start discussing on the real. Prototypes. OK, this is your phone antenna. This is your patch antenna. And that how that things are working. So there actually is. Now looking those. Prototype and understanding the physics is a. Totally different thing and now. They're able to grab it. Very much clearly. Now. Suppose. Now we're just saying that, OK, this is the waveguide and it is. This should be the dimension it is. How? Particularly, they will. Complete micro test pinch. OK, this is how it works. When we move that. Frequency meter. At that particular frequency, why it is only resonating? And all those things when they are covering. And looking at those. Instruments that. So makes it them very. Now they're. Getting their subject also very interesting. So first I'll try to. Bring those. Equipment or the components before them. To just not only discussing in the theory, but. Try to give them some. Practical real life examples. So by showing them the equipment.

Alright, so even if you're not from Image Processing, your approach with antennas is to get students hands-on in the lab—handling real prototypes and connecting the physics to what they're seeing. When you have a group with mixed engagement—some really active and some checked out—how do you pull the quieter students into the experience and make sure they're participating too?

Alright, Dr., let's talk about responsibilities beyond teaching and research. Say you joined our department and discovered that the outcome assessment data was inconsistent across different courses, which could affect our accreditation review. How would you approach fixing that issue?

Sorry, not. Cortana. Can you repeat?

Sure, let me restate my question. If you joined our department and found that outcome assessment data was inconsistent across courses—which could impact our accreditation—how would you go about fixing that problem?

So first of all I'll check that what is the correct. Clear region behind that. If it is. Due to some human error, the inconsistency is coming. I try to remove that. And maybe he. Consider for the calculations and all those. Measurement method what they have used. After that. Even, uh. That should be coming into the correct place because. Thanks. That alignment should be there. Even even after that if it is not there. We will try to. Get some genuine reason why it is happening? Is it because of? Some pedagogical. Mistakes are happening into. Two subjects or maybe? So during before making. Putting into that. Accreditation. We'll make sure. This this. Inconsistency. Consistencies. Whatever is coming. Uh, try to remove. Using some. Practical methods like. Go for the. Revised Analysis. Revised calculations and. Even if that is also not possible then. It's after that even if. That inconsist is not. Removed then. Maybe we have to. Practically saying. They should. Maybe you can go for that.

So first of all I'll check that what is the correct. Clear region behind that. If it is. Due to some human error, the inconsistency is coming. I try to remove that. And maybe he. Consider for the calculations and all those. Measurement method what they have used. After that. Even, uh. That should be coming into the correct place because. Thanks. That alignment should be there. Even even after that if it is not there. We will try to. Get some genuine reason why it is happening? Is it because of? Some pedagogical. Mistakes are happening into. Two subjects or maybe? So during before making. Putting into that. Accreditation. We'll make sure. This this. Inconsistency. Consistencies. Whatever is coming. Uh, try to remove. Using some. Practical methods like. Go for the. Revised Analysis. Revised calculations and. Even if that is also not possible then. It's after that even if. That inconsist is not. Removed then. Maybe we have to. Practically saying. They should. Maybe you can go for that. That normalization. Maybe we can do the normalization of. Well, all those subjects and you make a consistent because that consistency is very much important during that. Accreditation and sometimes inconsistencies due to that. Toughness or the? The subjects also like we cannot compare some. Two subjects were. Uh, different levels of skills are required. That is so merry. You have to see and that way if the Interstate is there then we can show that.

So let's consider a scenario you've probably seen in academia. Imagine a student files a formal complaint claiming your grading was biased, while at the same time your department head is asking you to raise pass rates. How would you balance maintaining academic integrity with those institutional pressures?

So first of all, I'll go for my. Uh, boss, maybe my department head? To discuss that, OK, then this is how we are going to present. So I'll take his opinion because he has. Already that much experience in that, uh.

So first of all, I'll go for my. Uh, boss, maybe my department head? To discuss that, OK, then this is how we are going to present. So I'll take his opinion because he has. Already that much experience in that, uh. Tradition and all. Years of experience he has. So first in. Taking opinions at what? Can be done for this if the the data is something like. This and. If for. Eagles, maybe? Definitely he will suggest something. And based on his opinion and. Suggestions I. Proceed. For the efficacy So as a protocol I'll follow my. Head of the department. Uh, guideline. Whatever he will suggest.

Okay, so you’d discuss the reporting with your department head and get his perspective first, leaning on his experience. But if he still insisted on submitting the inconsistent data, knowing it could put accreditation at risk, would you escalate it—or accept his decision? How would you handle that ethical line?

So as a protocol I'll follow my. Head of the department. Uh, guideline. Whatever he will suggest. He will be suggesting. I I believe that he will be suggesting and. The favor of department and. Uh, in the favour of university also so. Whatever he will guide. Definitely. So as. Definitely we will be having some. Intuition that okay, this data is going to work maybe. That's why he's suggesting even which which I'm not. Finding that this is, this is. Inconsistency. This it is a good data. Maybe I'm finding what's what has an inconsistency they may be. Looking for that, that accreditation teams may be looking for that data. So that's that is what. Head maybe knowing and. That's why he's insisting us to present the same data.

Dr., given your experience guiding student projects and working with research labs like IIT Bombay and SCL Chandigarh, do you have any industry connections or collaborations that could help students find internships or work on real-world problems?

So as a protocol I'll follow my. Head of the department. Uh, guideline. Whatever he will suggest. He will be suggesting. I I believe that he will be suggesting and. The favor of department and. Uh, in the favour of university also so. Whatever he will guide. Definitely. So as. Definitely we will be having some. Intuition that okay, this data is going to work maybe. That's why he's suggesting even which which I'm not. Finding that this is, this is. Inconsistency. This it is a good data. Maybe I'm finding what's what has an inconsistency they may be. Looking for that, that accreditation teams may be looking for that data. So that's that is what. Head maybe knowing and. That's why he's insisting us to present the same data. So that's why I'm asking, saying that based on his experience and. Uh, believing that he is saying in. For in favor of department and university and. Go for that. Suggestions what he will be? Suggesting for. Pancreatitis. Go for that. Data without. Thinking anything so. No, no. Double thought, I'll just go for the. Protocol and I follow the.

Okay, so you’d trust your head of department’s judgment, assuming they have context you may not, and follow their guidance for the sake of the department and university. Shifting back—given your experience working with research labs like IIT Bombay and SCL Chandigarh, do you have any industry contacts or collaborations that could help students find internships or placements in emerging technology areas?

Okay, so you're saying you'd follow the protocol and trust your department head's judgment, assuming they're acting in the department and university's best interest—even if you personally had doubts about the data. Back to industry ties for a moment—have you established any collaborations with companies or research labs that have led to internships or placements for your students? If so, which organizations, and what was your role in making those connections?

So. As I've told that I have, especially during my PhD, I have work on the. One semiconductor lab, Chandigarh. And where you have to. Establish some good connections. With the some scientist. One of them scientists name is Doctor. Professionally. Scientist. I am Karmakar. So. He is maybe a very, very good terms and we have also published some good research. In the collaboration. So other than that, uh. I have a. Establish some. Sorry. I have established some. Research collaboration with some. You know the university from UH. The boy like the. University of Galvan, University of. Saudi Arabia and some. So many universities. In terms of research I have. Some collaboration. Also, recently I've started for the student uh. Exchange program with the. Nagoya Institute of Technology with proposed. Professor Yusuke. So he's also interested for uh. Taking our one. Masters student for the. Uh, guiding him for that?

So. As I've told that I have, especially during my PhD, I have work on the. One semiconductor lab, Chandigarh. And where you have to. Establish some good connections. With the some scientist. One of them scientists name is Doctor. Professionally. Scientist. I am Karmakar. So. He is maybe a very, very good terms and we have also published some good research. In the collaboration. So other than that, uh. I have a. Establish some. Sorry. I have established some. Research collaboration with some. You know the university from UH. The boy like the. University of Galvan, University of. Saudi Arabia and some. So many universities. In terms of research I have. Some collaboration. Also, recently I've started for the student uh. Exchange program with the. Nagoya Institute of Technology with proposed. Professor Yusuke. So he's also interested for uh. Taking our one. Masters student for the. Uh, guiding him for that? Antenna design. Actually that on chip. Antenna for the higher. Frequencies. So yes, we we have established many. Collaboration is. You sleep with the. Uh, in terms of research collaboration. I had also some. For that labs also we have. Some lapse in. So I need to program. We have done some work in.

So. As I've told that I have, especially during my PhD, I have work on the. One semiconductor lab, Chandigarh. And where you have to. Establish some good connections. With the some scientist. One of them scientists name is Doctor. Professionally. Scientist. I am Karmakar. So. He is maybe a very, very good terms and we have also published some good research. In the collaboration. So other than that, uh. I have a. Establish some. Sorry. I have established some. Research collaboration with some. You know the university from UH. The boy like the. University of Galvan, University of. Saudi Arabia and some. So many universities. In terms of research I have. Some collaboration. Also, recently I've started for the student uh. Exchange program with the. Nagoya Institute of Technology with proposed. Professor Yusuke. So he's also interested for uh. Taking our one. Masters student for the. Uh, guiding him for that? Antenna design. Actually that on chip. Antenna for the higher. Frequencies. So yes, we we have established many. Collaboration is. You sleep with the. Uh, in terms of research collaboration. I had also some. For that labs also we have. Some lapse in. So I need to program. We have done some work in. ISCNITH also. So that collaboration is still.

Right, so you've built connections with SCL Chandigarh, collaborated with scientists like Dr. Karmakar, and even started a student exchange with Nagoya Institute of Technology. Just to clarify, have any of your students actually landed internships or research positions through these collaborations yet, or is that still in progress?

Alright, so you've built those collaborations and even started a student exchange program with Nagoya Institute of Technology. Shifting gears a bit—can you walk me through how you'd structure and deliver a complex topic, like advanced modulation schemes, to ensure your students actually understand and remember it?

Alright, so you've built collaborations in India and abroad, and you mentioned starting a student exchange with Nagoya Institute of Technology for research on on-chip antennas. Turning to communication, when you're presenting a complex technical topic—say, something like phased array beamforming—to a mixed audience of undergrads and faculty, how do you structure your explanation so everyone can follow along?

So. It will be good if I. Get a simple. Lens for explaining that phased array beamforming. And I'll put. The one light source from a different. Line of the. The focal point and the output output What output light is coming from the lens? That will be also. Doing the. That taking. The different angles. So that will be a good explanation for feature beamforming that if you are changing the. Speed positions. By mechanically. Or nowadays electronically using. Maybe FPGA or some electronics deal itching switching also are there. By if you're changing those things. Uh, input all those. Excitations. What are the number of meets supposed 4 feeds are there then how we can? Change the. Amplitude and as well as the phase because it's a phase being forming a. That's true of those. Inputs. And we can get the different. Take over the beam. And that is what? It is called wheel scanning. So if the wheel is moving from One Direction to another direction by just changing the. Location or the? If the input is fixed, then the different inputs are there, then they are input. And we can get the different beams from the different direction, so that will be an easy example to. Explain to layman also. That how that. Beamforming is happening. And nowadays many advance lenses are there. We are from a single. Instead of a single focal point, you have a. Complete focal line is there, so that type of lenses are also there.

So. It will be good if I. Get a simple. Lens for explaining that phased array beamforming. And I'll put. The one light source from a different. Line of the. The focal point and the output output What output light is coming from the lens? That will be also. Doing the. That taking. The different angles. So that will be a good explanation for feature beamforming that if you are changing the. Speed positions. By mechanically. Or nowadays electronically using. Maybe FPGA or some electronics deal itching switching also are there. By if you're changing those things. Uh, input all those. Excitations. What are the number of meets supposed 4 feeds are there then how we can? Change the. Amplitude and as well as the phase because it's a phase being forming a. That's true of those. Inputs. And we can get the different. Take over the beam. And that is what? It is called wheel scanning. So if the wheel is moving from One Direction to another direction by just changing the. Location or the? If the input is fixed, then the different inputs are there, then they are input. And we can get the different beams from the different direction, so that will be an easy example to. Explain to layman also. That how that. Beamforming is happening.

So. It will be good if I. Get a simple. Lens for explaining that phased array beamforming. And I'll put. The one light source from a different. Line of the. The focal point and the output output What output light is coming from the lens? That will be also. Doing the. That taking. The different angles. So that will be a good explanation for feature beamforming that if you are changing the. Speed positions. By mechanically. Or nowadays electronically using. Maybe FPGA or some electronics deal itching switching also are there. By if you're changing those things. Uh, input all those. Excitations. What are the number of meets supposed 4 feeds are there then how we can? Change the. Amplitude and as well as the phase because it's a phase being forming a. That's true of those. Inputs. And we can get the different. Take over the beam. And that is what? It is called wheel scanning. So if the wheel is moving from One Direction to another direction by just changing the. Location or the? If the input is fixed, then the different inputs are there, then they are input. And we can get the different beams from the different direction, so that will be an easy example to. Explain to layman also. That how that. Beamforming is happening. And nowadays many advance lenses are there. We are from a single. Instead of a single focal point, you have a. Complete focal line is there, so that type of lenses are also there. If I'll get that, then it will be much easier to explain and be. But any? You require the limit.

So. It will be good if I. Get a simple. Lens for explaining that phased array beamforming. And I'll put. The one light source from a different. Line of the. The focal point and the output output What output light is coming from the lens? That will be also. Doing the. That taking. The different angles. So that will be a good explanation for feature beamforming that if you are changing the. Speed positions. By mechanically. Or nowadays electronically using. Maybe FPGA or some electronics deal itching switching also are there. By if you're changing those things. Uh, input all those. Excitations. What are the number of meets supposed 4 feeds are there then how we can? Change the. Amplitude and as well as the phase because it's a phase being forming a. That's true of those. Inputs.

Okay, so you'd use a simple analogy—like light through a lens—to make the concept accessible, and you'd explain how adjusting the inputs changes the output beam direction, tying it back to real-world equipment. Switching topics, let's talk about student evaluation. How do you design and grade exams or lab assessments to make sure they're fair and truly measure what students have learned?

Okay, so you'd use a physical analogy with lenses and show how adjusting amplitude and phase shifts the beam, making the idea accessible to everyone in the room. Shifting to student assessment—when you're responsible for evaluating exam papers or practicals, how do you make sure your grading is both fair and consistent, especially when you're dealing with a large class?

Okay, so you'd use a simple lens analogy to introduce phased array beamforming and tie it to modern lens tech, making it accessible to both students and faculty. Now, when it comes to student evaluation—imagine you're responsible for both theory and lab exams in a core course. How do you make sure your assessments are fair and actually reflect whether students have mastered both the concepts and the practical skills?

Alright, so you'd use a physical analogy with lenses and show how adjusting amplitude and phase shifts the beam, making the idea accessible to everyone in the room. Shifting to student evaluation—when you're responsible for exam setting and grading, how do you make sure your assessments are fair and actually measure what students have learned?

So. During the exam. Uh, first of all. I'll make sure that, uh, that invigilation should be done properly. Nowadays, the many advanced technologies are there. With the with the. So. If you are not able to do that integration properly, that will be. Uh, maybe they can use those. Students, I believe. Assuming that they are not using then. Very good evolution. And now you have asked about how we are making sure that it should be fair. Evolution so. So I hope that you have asked. If not, then please ask me again that question. Maybe. So the thing. What I'll make sure that. First of all, I'll. Uh, making those. So some students have attended the whole question. And some have done the mistake in the. So I'll make sure that. Questions not. Should be having the full mask, but the part by part the marking should be given.

So. During the exam. Uh, first of all. I'll make sure that, uh, that invigilation should be done properly. Nowadays, the many advanced technologies are there. With the with the. So. If you are not able to do that integration properly, that will be. Uh, maybe they can use those. Students, I believe. Assuming that they are not using then. Very good evolution. And now you have asked about how we are making sure that it should be fair. Evolution so. So I hope that you have asked. If not, then please ask me again that question. Maybe. So the thing. What I'll make sure that. First of all, I'll. Uh, making those. So some students have attended the whole question. And some have done the mistake in the. So I'll make sure that. Questions not. Should be having the full mask, but the part by part the marking should be given. Properly and. And even if the children. Having that understanding but not getting the answer, he should discourse some marks. Based on on. That understanding. After that. Getting those final marks. Then those will be the most. Fairer marks in terms of my understanding with me.

Alright, so you break down the marks question by question, use part marking, and make sure the exam environment is controlled and fair. Now, looking at your experience guiding student projects and research—can you give me an example of a time when a student was really struggling with their project? What steps did you take to support them and get them back on track?

Alright, so you focus on part-by-part marking and giving credit for demonstrated understanding, not just final answers. Now, for the courses where you have to teach both theory and lab—how do you make sure your students connect the practical experiments with the underlying theoretical concepts, especially in a subject like antennas or communications?

So as I've told that. Uh, uh, when I'm taking the Antenna class, I I. Make sure that the student. Will visit also. And our curriculum also like. Most of the universities curriculum and nowadays. That if the students are attending the antenna. Their lab will be also there. Like they will be also doing the snap. Simultaneously, it is not like the 5th semester you have studied the antenna. 6th semester you're doing internal lab. That will be, not. Theory or not. Subject. So. That way I'll make sure that this. And courses will be designed should be designed like that. But if the theory is there along with that practical. Nap will be also. Should be there.

So as I've told that. Uh, uh, when I'm taking the Antenna class, I I. Make sure that the student. Will visit also. And our curriculum also like. Most of the universities curriculum and nowadays. That if the students are attending the antenna. Their lab will be also there. Like they will be also doing the snap. Simultaneously, it is not like the 5th semester you have studied the antenna. 6th semester you're doing internal lab. That will be, not. Theory or not. Subject. So. That way I'll make sure that this. And courses will be designed should be designed like that. But if the theory is there along with that practical. Nap will be also. Should be there. And before to that. Suppose discussing about that antenna. The basics, uh. Like what is the different types of antennas? Why we are using that? At what frequency we should use? Or depending upon all those discussion. What I make sure that before showing those antenna into the. Theory, uh. Should I I? Show a demo with those antennas. The laboratory. And then they can. Understand. OK, this is how antenna work. Right. If something is coming in between that is not going to disturb.

So as I've told that. Uh, uh, when I'm taking the Antenna class, I I. Make sure that the student. Will visit also. And our curriculum also like. Most of the universities curriculum and nowadays. That if the students are attending the antenna. Their lab will be also there. Like they will be also doing the snap. Simultaneously, it is not like the 5th semester you have studied the antenna. 6th semester you're doing internal lab. That will be, not. Theory or not. Subject. So. That way I'll make sure that this. And courses will be designed should be designed like that. But if the theory is there along with that practical. Nap will be also. Should be there. And before to that. Suppose discussing about that antenna. The basics, uh. Like what is the different types of antennas? Why we are using that? At what frequency we should use? Or depending upon all those discussion. What I make sure that before showing those antenna into the. Theory, uh. Should I I? Show a demo with those antennas. The laboratory. And then they can. Understand. OK, this is how antenna work. Right. If something is coming in between that is not going to disturb. Typically. Depending upon what type of material. But all those practical things when we see. They understand well. Activity. So I'll make sure that. This design. Uh, like when we are doing that? 6M or 6M antenna subjects. Some SO. That nap should be also impact. That is definitely going to help. Understand the students. The practical aspects on the surface.

So you make sure the lab and theory components run side by side, with students immediately applying what they learn. Let's talk about research publications—can you name one of your most significant papers published in a reputed journal, and explain what made it stand out in your field?

Right, so you make sure the theory and lab components are tightly integrated, and you demo real antennas before diving into the textbook material. Let's shift to clear communication—when you have to deliver a structured lecture, how do you plan your session to keep it organized and make sure students stay engaged throughout?

Alright, you've described how you ensure fair marking with partial credit, and how you set up research collaborations and student exchanges that let students get hands-on project experience. Before we wrap up, Dr., can you briefly share how your research has contributed to peer-reviewed journals or conferences, and what impact you think your work has had on your field?

Definitely. So first I'll go for that, what are the impact in the peer review channel and all? So. If you it is that how I have miss. Reviewed that those mini journals like I have recently review. Religion also IEEE conferences and. Journalists. Yeah. So. And coming to the second question that how my research particularly going to help.

Definitely. So first I'll go for that, what are the impact in the peer review channel and all? So. If you it is that how I have miss. Reviewed that those mini journals like I have recently review. Religion also IEEE conferences and. Journalists. Yeah. So. And coming to the second question that how my research particularly going to help. To that my domain. Actually if uh. If you see that currently, India. Is looking for that semiconductor becoming semiconductor hub? And that on chip antennas earlier it was not famous too much because of the some limitations in the foundries and there was no design rules for the on chip containers. Nowadays when the industries are coming, especially the semiconductor industries in our country.

Definitely. So first I'll go for that, what are the impact in the peer review channel and all? So. If you it is that how I have miss. Reviewed that those mini journals like I have recently review. Religion also IEEE conferences and. Journalists. Yeah. So. And coming to the second question that how my research particularly going to help. To that my domain. Actually if uh. If you see that currently, India. Is looking for that semiconductor becoming semiconductor hub? And that on chip antennas earlier it was not famous too much because of the some limitations in the foundries and there was no design rules for the on chip containers. Nowadays when the industries are coming, especially the semiconductor industries in our country. And all those things, whatever already there, like power and. Simplifier. She's already there. Antonia was never there in the on chin. So what? I'll make sure. Because this is now going to give a new dimension to the RFIC. Also if the antenna is going to come inside the chip. And there the picture of on chip antenna comes into that. Focus. Like OK for that?

Definitely. So first I'll go for that, what are the impact in the peer review channel and all? So. If you it is that how I have miss. Reviewed that those mini journals like I have recently review. Religion also IEEE conferences and. Journalists. Yeah. So. And coming to the second question that how my research particularly going to help. To that my domain. Actually if uh. If you see that currently, India. Is looking for that semiconductor becoming semiconductor hub? And that on chip antennas earlier it was not famous too much because of the some limitations in the foundries and there was no design rules for the on chip containers. Nowadays when the industries are coming, especially the semiconductor industries in our country. And all those things, whatever already there, like power and. Simplifier. She's already there. Antonia was never there in the on chin. So what? I'll make sure. Because this is now going to give a new dimension to the RFIC. Also if the antenna is going to come inside the chip. And there the picture of on chip antenna comes into that. Focus. Like OK for that? To make the RFIC really small. Really compact. We need that type of antenna, generally antenna in this. RFIC kept outside of the. I see other components are already inside. Because that attend. But when we are going to put? That on antenna inside the. That will make it a real really. And truly wireless. RFIC so. So if we are able to make that, definitely the. System compactness is going to reduce drastically.

Definitely. So first I'll go for that, what are the impact in the peer review channel and all? So. If you it is that how I have miss. Reviewed that those mini journals like I have recently review. Religion also IEEE conferences and. Journalists. Yeah. So. And coming to the second question that how my research particularly going to help. To that my domain. Actually if uh. If you see that currently, India. Is looking for that semiconductor becoming semiconductor hub? And that on chip antennas earlier it was not famous too much because of the some limitations in the foundries and there was no design rules for the on chip containers. Nowadays when the industries are coming, especially the semiconductor industries in our country. And all those things, whatever already there, like power and. Simplifier. She's already there. Antonia was never there in the on chin. So what? I'll make sure. Because this is now going to give a new dimension to the RFIC. Also if the antenna is going to come inside the chip. And there the picture of on chip antenna comes into that. Focus. Like OK for that? To make the RFIC really small. Really compact. We need that type of antenna, generally antenna in this. RFIC kept outside of the. I see other components are already inside. Because that attend. But when we are going to put? That on antenna inside the. That will make it a real really. And truly wireless. RFIC so. So if we are able to make that, definitely the. System compactness is going to reduce drastically. Because the antenna is the component which is taking the. Almost maximum percentage of the. Area of any. Uh, system or company? So that is a very critical. Time to put that on chip antenna into the. Research and explore that. For the. Design of compact and truly violent. Wireless RFI.

Right, so you’ve reviewed for IEEE journals and conferences, and you were about to explain the impact of your own research. I want to touch on clear communication and structured delivery for a moment—when you’re planning a lecture on a new topic, how do you make sure your content is logically organized and easy for students to follow?

So you mentioned reviewing for IEEE journals, but can you give me the title of a specific paper you've published in a reputed journal, and briefly explain its main contribution?

Alright, you described your process for fair marking and partial credit, but can you give me a concrete example of a time when you redesigned your exam structure or your marking scheme because you saw students weren't performing as expected? What exactly did you do, and what changed as a result?

Okay, you described how your research on on-chip antennas supports India's push toward semiconductor innovation, but I need something more specific. Can you name one paper you've published in a well-known peer-reviewed journal and briefly summarize its main technical contribution?

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

He says so as you have mentioned that we are looking for that. Image processing or some other like is there any? Consideration for that RF and. Microgrid person or maybe? Communication person in your. Department.