Good day, Dr. Mathiazhagan M. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Please start by introducing your professional journey in academia.

Introduce myself. I am Doctor Madelagon.

I am.

And hydrologist.

Uh, over 11 years up.

Thank you for sharing that!

Good morning, Professor. To begin with, could you share your high-level understanding of Water Resources and Hydrology as an academic discipline?

Yes, water, Susan.

Water source is the.

A main uh.

Professor, could you elaborate further on your understanding of Water Resources and Hydrology? Take your time to organize your thoughts.

Yes.

Please go ahead, Professor. I'm listening.

Yes, water size. The hydrologist, uh.

Umm.

Professor, if you'd like, feel free to start with foundational aspects such as the study of water cycle processes, management of water resources, or how hydrology impacts environmental sustainability.

Yes, water cycle is start from the.

Precipitation, uh, precipitations mains from the evaporation, the in water body and water cycle is uh, uh, it's precipitous come to the ground, it start with the run up and infiltrations.

And groundwater storage and subsurface flow.

Uh, water resources made for irrigation, agriculture activities and industrial purpose.

Uh.

Got it, Professor. How would you explain the process of infiltration and groundwater storage to undergraduate students who are new to hydrology?

Yes, the infiltration is, uh, based on the.

Subsurface, like is clay, is about poor infiltration and the sand is a very good infiltration.

Is having some methods like infiltrated double ring infiltrating method?

To conduct the.

Field practical to student already I have experience in the my past three and half years experience of teaching. I have trained the students for field to help how to infiltration.

Occur in the different strategic nature.

Then data collected from the field they are analyzing the laboratory the find the permeability.

Uh, porous space and water sound like these are the.

Uh, understanding the students.

Thank you, Professor. It's clear you've emphasized practical training and laboratory analysis for teaching infiltration and groundwater storage techniques. Can you describe how you evaluate students’ understanding and application of these concepts during their coursework or fieldwork?

Application oriented means it. Umm.

Uh, record some data, say thrown at level data and rainfall data and.

And.

Understood, Professor. It seems you integrate real-world data collection and mini-projects to reinforce student learning. How do you guide students in transitioning from raw field data to actionable analysis and conclusions in their mini-projects?

Yes, first of all we collect the data and streamlining through excel and find the any data gap. Then how to fill the data gaps then make diagrams.

It will help to first of all killer about the data then make a trend line like trend line put the datas it is above the.

Uh, silicians are below the silicon. So you find first, then find the future trends.

Thank you, Professor. It seems you're focusing on helping students understand data integrity, visualization, and predictive trends. How do you ensure the diagrams and trends align with the hydrological theories and concepts the students are learning?

Yes, it's uh display diagram. There is a R square value this uh greater than .5 uh, it is a CB and 2.98. It is the more reliable for the trends.

Then we find the.

Uh, significance of the.

Diagram and paste on our problems we identified.

Thank you, Professor. It's evident that you emphasize analytical rigor and the use of statistical measures to validate trends. Let’s now focus on your teaching approach. How do you translate complex hydrological concepts into structured lessons for students at varying levels of proficiency?

Yes, I I I used to layer teaching.

Uh, various level of teaching, uh, layers. First I will explain with the real world explanation and the problems, uh, once the students cross the uh, uh, basic diagram and uh, uh, some real problems. Then I explain each component once student crafts.

Concept I will little move to fundamental.

Fundamental mathematical equations and followed 5.

Numerical solutions.

Understood, Professor. Layered teaching with real-world problems followed by conceptual diagrams and then progressing to equations and numerical solutions sounds comprehensive. How do you measure the effectiveness of this layered approach in ensuring students grasp both the practical applications and theoretical fundamentals?

Yes, already I have experience in the previous experience, I approached this uh explanation from uh, different students like uh, uh, the science student, art students, uh, I will follow this method. It is effectively worked. The students are. First I thought is of a basic level of introductions.

And EC diagrams then students are easily then.

Now move forward to.

Learn these things then. And they I I frequently used to approach.

Who is and?

In a set through assayment training.

Uh field uh.

Taken to field visit.

They were then they are up. They are easily know the fundamentals easily without teaching. They are crossing.

Thank you, Professor. It sounds like you combine foundational teaching with hands-on field exposure to reinforce learning effectively across diverse student groups. Now, shifting to your research expertise—could you elaborate on your key research publications in hydrology and how they contribute to addressing current challenges in water resource management?

Yes, I have, uh, published A-15 journal papers and two book chapters and eight, uh, papers present in the journal and, uh, international and national conference. Uh, these, uh, all those things were related to only, uh, water resource integrated approach for real world conditions like mainland.

Water resource problem and water quality problem.

Now I am working as a Andaman Island project.

It is island condition, how it is water problem is very limited resource and.

There are two papers published so far this project. 1 is watershed prioritization use GSPACE analysis and the second one is rainfall trend analysis.

There is a limited resource and vulnerable condition.

So water resources record. Integrated approach needed. Hydrological, geophysical, groundwater modeling. Hydrogeology. Hydrogeology.

Legal and human intervention, uh, all those things, uh.

Record 2.

UH integrate water resources management for uh sustainable management and uh decision make policy is very important.

So all the pap.

Understood, Professor. It’s impressive to see the breadth of your research, including integrated approaches to sustainable water resource management and island-specific challenges. How do you plan to incorporate your research insights into your teaching to benefit students and prepare them for addressing real-world hydrological issues?

Yes, my experience and my previous experience and previous teaching experience.

I have real data sets for training to student and they approach real data analysis and what is happened in the practical exposure? They understand real world problems. How to rectify the solutions?

So that I will transfer this knowledge to my teaching, uh, and practical, uh, guidance they will understand, uh.

PCK level.

Teach at learning.

So integrated approach approach they observed.

Got it. Thank you, Professor. Your focus on practical training and integrating real-world data into teaching is commendable. To finalize this segment, could you explain how you guide students in developing impactful research projects from conception to publication in reputed journals?

Yes, undergraduate level I will focus into teaching hydrology, hydrological like crown daughter modeling rain finalises like taking mini project. It is helped to their higher studies how it's the project handling what is subjective, what is the novelty they and they will learn from undergraduate level then. Postgraduate level I will teach them various problematic.

Real world, problematic places and things are.

Interact with them.

Where they are interested I will help to What are the strategy to approach to?

Approach to find the field survey and tetac license and analysis in the laboratory then it is.

Research publication standard and they are making trapped and continuously we are.

Convert to.

Corrected manuscript.

They will read to publish the journal.

Then they will.

Thank you, Professor. It’s clear you focus on fostering both foundational knowledge and the methodological rigor required for high-standard research. We’ll shift to discussing your experience with laboratory and theory courses. Can you describe your approach to designing and delivering laboratory sessions that complement theoretical concepts in hydrology?

Yes, I focus on hydrology, hydrogeology and geophysical.

Hydrology, hydrogeological applications, and remote sensing.

Application for water resource.

This course that I plan to taking the classes.

I will.

Explain to student water resources the primary source of primal source of for life. It is backbone for all those things agriculture integrated.

Industrial uses we need to consume.

15 Multi.

Water per day for Fahrenheit.

So that uh, I will explain how it is uh, uh, working for them, uh, easily understand.

Uh, for uh, city people.

Uh, each subject I will, uh, focus on, uh, what is subjective and, uh, introductions and some methodology, some case studies and latest, uh, softwares to, uh, support the study And they nowadays every job seekers are, uh, required.

Modeling and basically their level coding their record so I will teach them modeling.

Uh, for continuous training where they are lacking, I will support them. Uh, I have already uh, PC level code of uh, CC plus plus MATLAB. I well experienced in the Martlow swat uh.

On GIS.

And I have filled in the ex field instrument, electric resistance method, seismic method and groundwater pedal related fieldworks.

Thank you, Professor. Your expertise in combining field instrumentation and advanced modeling tools like SWAT, MATLAB, and GIS clearly demonstrates your aptitude for delivering comprehensive laboratory and theoretical knowledge. To shift slightly, how do you ensure students successfully use the tools and methodologies you teach them? Specifically, how do you evaluate their proficiency and troubleshoot areas where they struggle?

Yes, uh, first of all, uh, they want to pay 6, uh, data and uh, sequence where it is applicable. We are going to, uh, groundwater. There are many parameter we are giving the input. Uh, many peoples are don't know the where is, uh, plus and where is minus. So plus means it is impression is like a plus and uh, input storage has a plus.

Output storage is a negative and your price is a negative. So once they are understand what is that data, how do we give the how do we give the input for the data sets the first where, where, where we are getting troubles.

So I will point by point, uh, giving some different type of, uh, uh, examples then they are understand, OK, these are the problem. These problems come from, uh, this. This tool, so they're going to directly that tool, then they are change the parameter values then it is decreasing or increasing.

Their calibration come to true for R-squared. Value is point 8.9. Uh, then there find the calibration to validations. Validation is calibration.

What is go to?

Validation. Once validation is matched with the previous calibrations, then we go for.

Prediction This prediction for.

Long time data we are using the calibration, we go for scenic and future predictions prediction like various steps where rainfall is more.

What will the recharge rainfall is decrease? What is uh uh, decline the groundwater level and pumping is increasing or decreasing based on the chronoid storage. How it is a changing in the modeling?

They uh, understand into uh model well, well developed model for the uh every students.

So it is support for wherever they are going. It is very plus.

Thank you, Professor. It’s evident that your process focuses on guiding students through step-by-step data calibration, validation, and prediction to master hydrological modeling and analysis deeply. Let’s now explore your ability to guide student research and projects further. How do you mentor PhD candidates in developing their research questions and navigating their academic pursuits?

Yes, first of all, biggest students, I I will wait the biggest students read the literature in the standard journals. And what is the trend for?

Uh, their focusing field, like, uh, they are focusing groundwater. Then they go for, what are the facility, uh, in the current trend in the flow through the literature, we find, then, uh, find the research problem and, uh, find the research cap and uh, novelty of our research. What, what we are going to do the research.

Novelty. Then what are the facility available in our?

Institute.

Then they are proceed with a.

Go for the research there is not struggling anywhere so that I will guide it like this way only.

Thank you, Professor. Your structured approach—starting with literature reviews, identifying research gaps, defining the novelty, and leveraging institutional resources—is an excellent framework for mentoring PhD candidates effectively. Let’s now move to your experience in industry projects or consultancy. Could you share how your industrial or consultancy projects in hydrology have supplemented your academic teaching or research?

Yes, I your previous uh few experience for uh drilling the S suitable location for uh, uh prone data resource. Uh I associated with Anna News tea. I went to Bangalore Ivera medical plant area. I found the suitable place for drilling the Borgol through geophysical study and water level assessment.

And Jayalalithaa detail integrative approach to suitable location. I suggested them. Then I have drill the poor walls from campus, main campus still now it is sustainable water providing out of this I can provide some private land, private industry, some modeling work also. You modeling work Chronometer modeling 2.

UH river interaction that mines and mine to river, UH, through consultancy project associated with UH, instead of ocean management, we are giving some suggestion for the mining company.

Uh, these are uh.

Consultant project I I experienced.

Thank you, Professor. Your experience in consultancy projects, particularly in groundwater drilling, geophysical studies, and hydrological modeling with institutions and private industries, showcases your ability to apply your expertise practically. How do you envision leveraging this industry experience to enhance the curriculum for your students?

Industrial explanation, UH exposure, uh, student approach uh how to support their company and their potential to UH. Chances are UH taken for job oriented.

So it is required to uh.

Thank you, Professor. Your focus on connecting students with industrial applications and enhancing their job readiness through practical exposure is noteworthy. Given your academic and consultancy achievements, how do you maintain a balance between advancing your own research and fulfilling your teaching responsibilities?

Yes, it is a teaching research and.

Both are.

Both are uh.

Very useful for students.

MMM.

Thank

Professor