Myself Dr. Vikas Balikai, presently working as Semicondutor professional on cutting-edge VLSI technologies in one of the semiconductor Industry. Prior to this career in Industry, I have served as Assistant Professor in KLS VDIT, Haliyal for 9 years from 2013 to 2022. He was originally attracted to an academic career in large part because of the opportunities it offers for teaching and mentoring activities. I was with Infosys Technologies Bangalore as System Engineer from 2011 to 2013. I completed my Ph.D. from the prestigious Vellore Institute of Technology, Vellore in 2021, masters from MSRIT Bengaluru in 2011, and BE (ECE) from BLDEAs CET Vijaypur in 2008. During my academic role, I was connected with the student fraternity by playing roles as Training and Placement Director, and District Coordinator for IEEE (Karwar District). In my opinion, “be the best student to become the best teacher”. Because to teach something we need to learn it first. My research mainly focuses on Analog Design and I have a special interest in biomedical circuits and devices. I have a good number of publications in national and International journals. I am also a reviewer for many international journals. My current research interests include mixed mode VLSI Design and VLSI for biomedical devices. Having a demonstrated history of working on industry standards projects during my research. I am a results-oriented and strategic-thinking professional with a high energy level backed by an excellent career record of ten years. I am an effective orator with strong interpersonal skills that help sustain relationships with people across the verticals. I am an individual with an eye for detail; have the ability to spot the areas for improvement and develop plans & procedures to remove system deficiencies. I am a firm believer in “doing the right first time” and hence always checking for quality.

I seek to create equitable learning environments for math and physics, which to me means students are validated, supported and challenged. I have sought intentional learning opportunities to build my skills in areas like communicating within the context of other cultures, using student-centered and culturally-mediated instruction, and viewing myself as a facilitator of education versus its keeper. I seek never to suffer from “narration sickness” wherein teachers are tasked with depositing their information into students. I have witnessed this paradigm often as a student in STEM courses. Too frequently Electronics professors approach difficult, socially complex issues, such as those related to Device internal physics, from only the scientific perspective. By not incorporating students’ experiences, the significance of the issue is often lost. Higher education, when viewed as a process of critical inquiry performed by students and teachers as equals can be transformative and lead to social change. I therefore teach content centered around discussions on complicated and controversial issues related to earth system processes that draw upon the students’ experiences. This form of progressive, problem-solving education provides a means of empowerment for and increases participation by under-represented groups in lifelong learning. Through my teaching, I strive to provide students with the skills and experience to be independent learners once they have graduated.