Hello.

Please start by introducing your professional journey in academia

I worked first my first job. Was working as a project? Engineering Research in 2009. And I worked on that. This was at the department of. In Christian Medical College value.

I worked first my first job. Was working as a project? Engineering Research in 2009. And I worked on that. This was at the department of. In Christian Medical College value. Uh, the project was. Haptic simulation.

Alright, so you started in 2009 at Christian Medical College working in the department—sounds like there’s more to that. Go on.

Okay, so your first project at Christian Medical College involved haptic simulation. What was the main goal of that research?

I worked first my first job. Was working as a project? Engineering Research in 2009. And I worked on that. This was at the department of. In Christian Medical College value. Uh, the project was. Haptic simulation. Surgery to. Chapter 3. After that project. And and that project was on. Reader and. I got a DST project. Of funded under the government. Scheme and that. Project was executed at VA. So. Uh July up till December 20.

So with that early research experience in

After which he wrote up another grant. Uh another uh funding under the department of science and technology. The Government of India.

Alright, you mentioned securing another Department of Science and Technology grant after your initial project. How did you approach integrating this new funding opportunity into your teaching or research activities?

After which he wrote up another grant. Uh another uh funding under the department of science and technology. The Government of India. And and I was awarded funding for about 20,00,000. And. I am looking to. As an assistant professor in research and contribute to. Thank you.

Alright, you mentioned being awarded about twenty lakh in funding and now you're aiming to contribute as an assistant professor in research. When you're teaching theory or lab courses, what's one foundational concept that you really enjoy explaining to students?

I would. Would like to teach them how what we learn in theory comes down to? Practice and how it is actually useful for. But it comes down to reality. So for example I. Worked on a Braille display.

I would. Would like to teach them how what we learn in theory comes down to? Practice and how it is actually useful for. But it comes down to reality. So for example I. Worked on a Braille display. Call blind. And we validated it. And we came.

I would. Would like to teach them how what we learn in theory comes down to? Practice and how it is actually useful for. But it comes down to reality. So for example I. Worked on a Braille display. Call blind. And we validated it. And we came. To the final design which is a good working model. And. Thank you And. Making an enclosure. Writing code for the. And we validated the design. And the effectiveness with And. Making an enclosure. Writing code for the. And we validated the design. And the effectiveness with. Thank you.

Okay, so you like connecting theory to real-world impact—like with the Braille display. Can you walk me through how you’d introduce that concept in a lab setting and get students engaged with it?

So you used your Braille display work to ground theory in something tangible for students. When you were validating it, how did you involve students in that process to make sure they understood both the technical and the real-world impact?

Professor, I noticed your recent publication, “A Comparative Evaluation of Sliding Contact Tactile Systems Displaying Braille and Raised Print,” in Technology and Disability. How has your research on tactile displays influenced the way you approach teaching students about human-computer interaction or assistive technology in the classroom?

To make. I want to tell students. Umm how are. How research work is important? And would be to actually. Design systems and then take them to the stakeholders to see if it works. So so in this. Paper that you. We act. Characters I was. A brave character to brave character. And if each. Great character to the next 6mm park. The. With all the. Practice would come to. A certain time. However, if. When the blind person. Uses it and they need. More spacing so that they would. Not get conf. With the if. Were to increase the? Final size of the device would be much. Uh much more. And therefore. In our comparative evaluation we were looking. To see how. Small the distance could be between characters. So we looked at the smallest distance between characters for. And for Sprint, Sprint. And once we looked at that. Is that embossing? Disciplined on a disk would not be sustainable because. The overall size of the device would be. Very high even though. Uh people who are blind. The final design of the device would be. And therefore. We go back to. Only presenting emboss. So that study. Enabled us to be. We choose.

Okay,

Thank you.

So you found that adjusting the spacing between Braille characters was crucial for usability, and you had to balance device size with user needs. When you guide students through a similar design decision, how do you get them to weigh those kinds of trade-offs and defend their choices?

So we would finally ask students you know if they were. Or would they prefer something?

Professor, looking at your work in tactile displays and assistive technology, where do you see the most promising or fundable directions for research in the next few years? Are there any specific grants or funding bodies you'd target for support?

So we would finally ask students you know if they were. Or would they prefer something? And. For example, the mouse that we use is a very compact. So. And you know with similar concept. Situations. We would we even asked the. Stakeholders, the most important thing is to ask people who would finally use the device. What they prefer? And all of them. Wanted. To tell the students is that they must interact with the stakeholders and see.

Right, so you emphasized stakeholder input when guiding students through design decisions. Given your experience with government grants and evaluating real-world prototypes, how do you determine which research directions are most likely to attract sustainable external funding at an institutional scale?

Well, first you have to. Look at problems. And see if. Attend and if there aren't solutions we have to. First see the work.

You’re saying that identifying unsolved problems is the first step, and then you look at the existing work. But once you’ve spotted a gap, how do you assess whether it’s substantial enough to justify a grant proposal, especially when you have limited preliminary data or institutional resources?

Well, first you have to. Look at problems. And see if. Attend and if there aren't solutions we have to. First see the work. That has been done in our country. 2 words getting a solution. And if we. Feel that we. We are able to provide a solution then. I think we can. Write up for funding. And we stand. If they see that we can? We have a good action plan. And and a good solution. And we show that. What has currently been done in the country? Umm. There may not be a solution in the country or we have a better solution. I I think that stands. A greater chance of us getting funding from externally.

You emphasized the importance of finding real gaps and showing a strong action plan. But once you've identified a problem that's unaddressed, how do you assess whether it's substantial enough to justify the time and resources of a full research group, not just a single project?

So you make sure the students engage with stakeholders, which is key for practical impact. Given your background in Biomedical Genetics and Bioinformatics, if you were building a research group at VIT, what interdisciplinary collaborations would you pursue to maximize both academic impact and external funding?

I would collaborate with say of. Or for the work that I have already done. I look forward to collaborating with. Ophthalmology. So that's. I will have wider access to. People who are visually impaired and I can. Uh see how my device. Holds in in the community with. With the circle of. Visually impaired people. I would also look at. Other medical problems and collaborate with. Uh, people of similar interests but say in. Thank you.

You mentioned collaborating with ophthalmology to get wider access to visually impaired communities, and possibly other medical specialties. Considering VIT's focus on hands-on learning, how would you adapt your lab courses to make sure students gain practical experience relevant to interdisciplinary projects like these?

So one part of. A lab course would be. Uh, hands on work in the lab and the second part would be taking that work. And seeing if. That has to be part of. So that you don't just build. Within your college what you build for. And that needs to be validated again with. So if something is made for the patient. Is made if. Some devices made. For people who. He rehabilitated. With. And get that. Feedback and once we get the feedback. Penetrate the design. And then go back. Yes Is there another question?

So, Dr., VIT puts a lot of emphasis on mentorship and student engagement. Picture you're mentoring undergraduate students in a hands-on lab for Biomedical Genetics or Bioinformatics. How would you design the experience to help them build strong foundational research skills rather than just follow rote procedures?

Yeah if I was mentoring. Undergrad students. I would in the big. And show them what. That research would do in. Then they would think that every step would matter.

Yeah if I was mentoring. Undergrad students. I would in the big. And show them what. That research would do in. Then they would think that every step would matter. And then we come down to the first step. Uh. So all the students. You have the big picture in mind of why. This research is used for. And provide different stages of the research. I use for. Say, say in the example of. The Braille display. It was not just. Some a Braille.

Alright, let's discuss institutional stewardship. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yeah if I was mentoring. Undergrad students. I would in the big. And show them what. That research would do in. Then they would think that every step would matter. And then we come down to the first step. Uh. So all the students. You have the big picture in mind of why. This research is used for. And provide different stages of the research. I use for. Say, say in the example of. The Braille display. It was not just. Some a Braille. Check folders. It was comparing. Different parameters. And then bringing it back. And then validating it with. A wider set of. So so the students need to see. To know and believe that. The will make a difference. Picture then. Thank you I look at the extradition. Accreditation standards and would. Match up to it.

Alright, so you’d start by giving them the big picture, then break down the stages so they see the impact of each step. When you’re guiding students through lab work, how do you make sure their assessment data—like lab reports or project outcomes—are actually consistent and usable for department-level accreditation reviews?

I look at the extradition. Accreditation standards and would. Match up to it. We would do that. And we would follow all.

Okay, you match lab assessments to accreditation standards directly. If you joined VIT and found outcome assessment data was inconsistent across courses, how would you approach fixing that problem day-to-day?

I look at the extradition. Accreditation standards and would. Match up to it. We would do that. And we would follow all. And they would see the. Big picture.

I look at the extradition. Accreditation standards and would. Match up to it. We would do that. And we would follow all. And they would see the. Big picture. And uh. Work towards a bigger board.

Professor, imagine a scenario: a colleague invites you to co-author a paper, but you notice some of their data looks questionable—maybe a few results don’t quite add up. How would you handle that situation, balancing academic integrity with maintaining professional relationships?

You said you'd match lab assessments to accreditation standards. Let's say your department head pressures you to relax grading criteria so more students pass, but you believe that would compromise academic rigor. How would you handle that situation?

Okay, you’d consult the accreditation standards directly and make sure the lab work aligns. Suppose your department head disagrees with your approach and insists on prioritizing departmental preferences over accreditation requirements—how would you handle that situation?

I would. Revert to what the department head says because. That is why they are the head of the department. Finally, they are called into account.

I would. Revert to what the department head says because. That is why they are the head of the department. Finally, they are called into account. We are supposed to listen to. So that's how I would. Go about it.

Hmm, so you'd defer to the department head even if their approach doesn't match accreditation standards. If you saw that this could impact the program's reputation or student outcomes, would you try to raise your concerns, or just follow instructions?

Dr., since you've worked closely with stakeholders and practical device development, do you have any industry connections that could help VIT students access internships or placements in fields like Biomedical Genetics or Bioinformatics?

Alright, so you'd defer to the department head's decision even if it means prioritizing departmental preferences over accreditation standards. Earlier, you mentioned collaborating with ophthalmology and similar fields for interdisciplinary projects. Do you have any existing industry connections or partnerships that could help VIT students access internships or placements in areas like Biomedical Genetics or Bioinformatics?

I do not have any. Existing connection at present, but there are. Other professionals who have shown interest in. Being done so I worked up into those resources. Uh. Thank you.

Alright, you don’t have existing industry partnerships, but you’re open to leveraging professionals who’ve shown interest in your work. Thinking about VIT’s emphasis on practical application, how would you tailor a laboratory course so students actually work with real-world data or problems from Biomedical Genetics or Bioinformatics, instead of just textbook exercises?

So we would get the. We would look to see if we can get. If that is possible. Or we can look at open source data. And possibly work with that. I would, uh, design the laboratory course. Keeping with these modules in mind.

Okay, Dr., let's go a bit deeper on your technical expertise. Suppose you're leading a research project in Cancer Bioinformatics—imagine your datasets are incomplete and noisy, but you need actionable insights for clinical partners. How would you approach cleaning, analyzing, and validating that data to make sure your findings are robust enough for real-world use?

So in my background is not in cancer by bioinformatics. But if I were to use open source data. I could use. Python I could use that to clean up the. And then use that kind of thing.

Right, so you'd use Python and open-source tools to clean up the datasets even though your background isn't directly in Cancer Bioinformatics. For student evaluation—when you're grading or assessing student research projects, what's your process to make sure the evaluation is both fair and consistent?

So I would look at. First, how they chose the topic. And whether they actually. So what work has been done? On the topic and then what? They are contributing to it. And I would look at. To be. Compared to or.

Okay, so you base your evaluation on how students select their topic, examine existing research, and what they actually contribute. When you're guiding students through their project work, how do you help them develop their own research questions and avoid just copying existing studies?

Well, to develop their own research questions. I I suppose I would ask them. Uh, whether they? Would want their work to be of value. And uh. How would chili contribute effectively?

Well, to develop their own research questions. I I suppose I would ask them. Uh, whether they? Would want their work to be of value. And uh. How would chili contribute effectively? And one. To do to. Get to uh. Robust design. That can be used.

Alright, so you ask students how their work can add real value and push them to think about effective contributions. When you're teaching theory versus lab courses, how do you adapt your communication style to help students grasp complex concepts in each setting?

Alright, so you ask students to consider the value their work brings and push them toward robust project designs. When you're teaching theory versus lab courses, how do you adapt your communication style to make sure students really grasp the core concepts in both settings?

I think the lap. Horses are supposed to. Bring theory. So. Lab. The lab. Courses are supposed to make them understand what. They have learnt in theory.

Alright, so you see lab courses as a way to reinforce theory and help students really understand the practical side. Switching gears, Dr., how do you make sure your own research publications meet the standards of reputed journals—what steps do you take before submitting a manuscript to ensure it's ready for peer review?

So I. 1st. Do a good literature review. Can I see the work that has been done?

Alright, so you start with a solid literature review. Let's talk about industry experience—have you ever consulted on a real-world project or collaborated with companies in Food Science and Technology, Bioinformatics, or a related area? If so, how did you bridge the gap between academic research and practical industry needs?

So I. 1st. Do a good literature review. Can I see the work that has been done? And then I. Present my. And, umm. Make sure that everything is written carefully with the references. And, umm. We need informed consent from if we are testing with. People who are. And and after sending. The manuscript. To the other authors also for her. For their review. Then we finally send it in for.

So I. 1st. Do a good literature review. Can I see the work that has been done? And then I. Present my. And, umm. Make sure that everything is written carefully with the references. And, umm. We need informed consent from if we are testing with. People who are. And and after sending. The manuscript. To the other authors also for her. For their review. Then we finally send it in for. To a reputable journal. I have also. Reviewed articles. In the IEEE Access. And the Springer Journal. Most recently I have reviewed. Thank you.

Alright, so you make sure to do a thorough literature review, check references, and get feedback from co-authors before submitting. Have you ever consulted on a real-world project or collaborated with companies in Food Science and Technology, or is your experience mainly academic?

My recent work. Was on a real world project where. Actually. Use the design and validated it with actual. Stakeholders. Teachers who teach. Children who are blind. And blind students. So. So that was a real world problem. Uh, it has been academic So when he interacted with the students we made. Sure that they. And we had. Informed consent in brief. So that they could read it and give their consent So when he interacted with the students we made. Sure that they. And we had. Informed consent in brief. So that they could read it and give their consent. And. We if we had the. And uh. They they didn't seem to understand everything So when he interacted with the students we made. Sure that they. And we had. Informed consent in brief. So that they could read it and give their consent. And. We if we had the. And uh. They they didn't seem to understand everything. That we share with them. I.

You emphasized careful literature review, reference management, and co-author feedback before submitting, plus you've served as a reviewer for IEEE Access and Springer—so you're familiar with journal standards. Have you ever consulted on a real-world project or collaborated with companies in Food Science and Technology, or was your work mainly academic?

My recent work. Was on a real world project where. Actually. Use the design and validated it with actual. Stakeholders.

You actually validated your design with real stakeholders, so that's practical experience, not just academic. Before we wrap up, is there anything you do differently when structuring your lectures to help students with varying backgrounds—like those who might not have strong basics in genetics or bioinformatics?

You focused on making consent accessible and noticed that sometimes students didn’t fully grasp everything you shared, which is a real challenge. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

So when he interacted with the students we made. Sure that they. And we had. Informed consent in brief. So that they could read it and give their consent. And. We if we had the. And uh. They they didn't seem to understand everything. That we share with them. I. So that they the teachers. Could assess the? And give their feedback. So yes. I'm happy to say that I. Was able to get a patent for the. Device that was designed. And I was able to get. Two grants from the Department of Science and Technology. The patent. That I got was awarded in. Uh, 2025 November. Thank you What would be my? What was the complete role required of me?

What would be my? What was the complete role required of me? The position of assistant professor in research No, thank you. Thank you. This will be.

Alright, you want clarity on the full scope of the role. Let me summarize: as an Assistant Professor (Research), you'd be expected to teach both theory and laboratory courses, guide student projects, participate in student evaluation and exam duties, lead research in areas like Bioinformatics or Biomedical Genetics, publish in reputed journals, and ideally develop industry collaborations or consultancy projects. You'd also be expected to structure your teaching to be accessible and inclusive, and contribute to the department's growth. Is there anything else you'd like to know about the team or day-to-day responsibilities?