Beyond The Classroom: An Exclusive Interview with Prof. G. Ravindra Devi Revathy

When we think of physics professors, equations and experiments might be the first things that come to mind. But for Prof. Ravindra Devi Revathy, Head of the Physics Department at GCT Coimbatore and staff in charge of the Administrative Aspirants Council (AAC), teaching is much more than just delivering lessons—it’s about nurturing young minds, inspiring dreams, and shaping future leaders.

With over 20 years of teaching experience, Prof. Revathy still feels the same youthful energy as when she started. “In this profession, I always meet young minds year after year, and that keeps me young,” she says with a smile.

You have over 20 years of experience in teaching. At this moment, when you look back, how do you feel?

I feel deeply fulfilled by the journey of teaching and sharing knowledge with students. Meeting young minds every year keeps me energized and youthful that's truly the essence of this profession. I genuinely enjoy being an educator and connecting with students. The continuous interaction with fresh perspectives and enthusiasm has been incredibly rewarding throughout my career.

Do you have a defining moment as a teacher one that made you feel, "Yes, I've accomplished something meaningful"?

There have been countless such moments. The most rewarding aspect of teaching is receiving feedback from students, particularly when they remember and acknowledge our impact years later.
I vividly remember a student named Rajkumar from the ECE department during my tenure at GCE, Tirunelveli. I mentored him extensively, and he subsequently cleared the civil services examination. Today, he works with the Tamil Nadu Skill Development Corporation. Another student from GCE, Bargur, once shared that he and Rajkumar had discussed their experiences with me such feedback is invaluable.
Another unforgettable moment involved my student Rahul from Mechanical Engineering at GCT. After his placement at Robert Bosch and completing his master's degree in Germany, he visited GCT and waited patiently outside my classroom until I finished teaching. When he informed me about pursuing a PhD in Mathematics, I was intrigued and asked why he chose Mathematics after completing his postgraduate studies in core engineering. His response was profound: "The foundation of engineering lies in Mathematics and Physics. I realized I was weaker in Mathematics, so I wanted to strengthen that foundation through doctoral research." His dedication truly inspired me. For educators, even if we can enlighten one or two students in this manner, it makes all our efforts worthwhile.

Recently, Elon Musk urged students to prioritize Physics and Mathematics. What are your thoughts on this as a Physics educator?

Physics and Mathematics constitute the bedrock of all engineering disciplines. Unfortunately, many academic curricula are de-emphasizing basic sciences, which ultimately weakens students' foundational understanding. Consider a Computer Science student who excels at programming they still need to comprehend quantum computing principles and electronics fundamentals. Only with robust fundamentals can one build a sustainable and successful career. Mathematics, in particular, permeates everything equations, patterns, algorithms, and even daily life applications. I believe Elon Musk's emphasis on these subjects reflects a fundamental truth that must be acknowledged and embraced.

Having taught for more than two decades, what changes do you observe in today's students compared to earlier generations?

I've witnessed significant changes both positive and concerning. Today's students demonstrate remarkable intelligence and efficiency in finding optimal solutions, which is commendable. However, there's a troubling trend toward superficial learning. Students aspire to achieve great heights but seem increasingly reluctant to invest the necessary hard work and sustained effort required for deep understanding. This preference for shortcuts over thorough comprehension poses long-term challenges for their professional development.

Having taught for more than two decades, what changes do you observe in today's students compared to earlier generations?

I've witnessed significant changes both positive and concerning. Today's students demonstrate remarkable intelligence and efficiency in finding optimal solutions, which is commendable. However, there's a troubling trend toward superficial learning. Students aspire to achieve great heights but seem increasingly reluctant to invest the necessary hard work and sustained effort required for deep understanding. This preference for shortcuts over thorough comprehension poses long-term challenges for their professional development.

If you were part of an education policy-making committee, what transformative changes would you implement?

While this is hypothetical, I have a clear vision for educational restructuring. I envision each institution specializing in a single domain of excellence. For instance, if GCT were dedicated exclusively to one specific field, offering comprehensive undergraduate, postgraduate, and research programs with strong industry partnerships and international collaborations, it could achieve unparalleled excellence in that domain. If we have ten colleges, each should specialize in different areas rather than attempting to offer everything superficially. This focused approach would enable deeper concentration, enhanced learning outcomes, and superior research contributions.

What misconceptions do students today generally harbor regarding academics and career development?

Many students operate under the false belief that minimal effort suffices merely passing examinations and securing placements. Their focus often narrows to attendance requirements and grade achievement. They expect opportunities to be served to them conveniently, like food at a buffet, forgetting that success requires proactive effort and pursuit. The contemporary world is intensely competitive, and students must be prepared to work diligently, demonstrate persistence, and invest substantial effort to achieve their goals.

You serve as the staff coordinator for the Administrative Aspirants Council (AAC). How did you assume this responsibility, and how do you balance it with your teaching commitments?

Interestingly, civil services were never my original aspiration, nor was teaching initially my preferred career path. I had envisioned a research-focused career, but after entering the teaching profession, I developed profound connections with students. At GCE Tirunelveli, I engaged with students through fine arts associations, and here at GCT, the AAC provides that connection. Around 2019-20, a student named Ramakrishna, who was preparing for civil services, approached me with the idea of establishing AAC. He needed a platform for like-minded aspirants and believed I could serve as an effective motivator. I agreed, and that's how AAC was born. The AAC focuses on motivating and mentoring students who aspire to administrative roles. I firmly believe that engineering education should produce not only industry professionals but also competent administrators and policy makers. I envision AAC achieving greater heights in the coming years.

How do you assist students who don't fit into conventional educational frameworks?

The foundation of effective support is establishing rapport. Students should never hesitate to approach their teachers with concerns. I prioritize understanding their individual challenges and weaknesses before providing targeted motivation and guidance. At GCT, students generally possess strong academic capabilities, but many struggle with motivation after entering college. Some face additional challenges due to socio-economic backgrounds or language medium differences. I frequently share success stories of students who overcame similar obstacles. One-on-one conversations between teachers and students create a supportive environment where students feel genuinely cared for and understood.

On Teacher's Day, students remember their educators. Who would you like to remember and acknowledge?

I fondly remember Prof. Dr. K. Gnanasekaran, my Quantum Physics professor during my MSc program. He was exceptionally brilliant and knowledgeable, yet remarkably humble. His lectures consistently left us in awe of his expertise and teaching ability. He remains my greatest inspiration. As I mentioned earlier, teaching wasn't initially my passion, but after entering this profession, I feel genuinely fulfilled. I now strive to emulate my role model's qualities in my own teaching approach.

Finally, what do you consider the most rewarding aspect of being an educator?

Teaching is often called a noble profession, and this isn't merely rhetoric it's a fundamental truth. Unlike many other careers, teaching doesn't create negative karma; instead, it spreads knowledge, wisdom, and positive values. This unique characteristic makes me feel privileged and deeply proud to serve as a professor.The opportunity to shape minds, inspire future leaders, and contribute to societal progress through education is both humbling and immensely satisfying.

The Editorial Team

Author & Interviewer: Revetha K CSE'27

Reporter: Jayantha Sri M CSE'27

Photography: Sanjeev Krishna T CSE'27 and Janani Shree K EIE'27

Questionnaire: Mathimalar V IT'27

Designer: Saravanavel C CSE'27