Please start by introducing your professional journey in academia

And Doctor Sandhya. And I completed my. BSc. MSC. ND cream college human autonomous institution value. And I did my BR in common College of education. And I complete on my PS3. Envelope instead of technology. Hello under the grid. Under the guidance of Doctor K Tilakabadi. Silagavati, Associate professor, Welder, Institute of Technology. And my research outputs it. Is reflected in. As reflected in six research papers. Out of. 3 research papers is indexed in Sci.

Right, you mentioned your doctorate and your research publications—sounds like you have a strong academic background.

And the rest of the papers is indexed in. Corpus. What is the?

Okay, you’re asking about Scopus indexing. Scopus is a large abstract and citation database for academic journals, considered reputable for research visibility. Now, thinking about your teaching—what’s one mathematical concept you find yourself returning to when introducing undergraduates to the subject, and what about it makes it compelling for you?

MMM.

Mm-hm. You were saying?

Complex analysis.

Complex analysis, huh? That's an area with a lot of depth. When you introduce complex analysis to students for the first time, what's your approach to making those abstract concepts accessible—do you use visual representations, real-world applications, or something else?

That is a real well. Examples is a lot of use, but the complex analysis is the pure mathematics subject. It is only no practical examinations, only theoretical approaches yours that means interdisciplinary approach. We combined statistic equations in complex analysis. That is the one of the applications.

Alright, so you lean on theoretical approaches and sometimes bring in statistics to show applications in complex analysis. When you combine those interdisciplinary elements, do you notice students engaging differently—are there particular strategies or moments where the theory really clicks for them?

Sorry, Adam.

Dr., I see your research includes geometric properties of holomorphic functions based on fractional calculus and probability distributions—especially your paper on neutrosophic Poisson distribution for bi-univalent functions. How has your work in that area influenced the way you present advanced mathematical concepts to students in the classroom?

Paren S.

You mentioned your research on neutrosophic Poisson distributions and bi-univalent functions. When you're teaching students concepts from this area, how do you help them bridge the gap between abstract theory and practical understanding—do you use analogies, step-by-step proofs, or something else to make it accessible?

Yeah, it is. Yeah, yes, actually, uh, I introduced a new subclasses that subclasses is nothing but. Uh, convolution operators involving, uh, some generalized distributions that is like, uh, neutrosophic Python distributions and modified capitals derivatives. Uh, we get the new subclasses that new subclasses using, using some subordination conditions. Then we have to find the initial coefficients. Initial coefficients is nothing but. A1A2A3 that is the initial coefficients and also to find the ****** circle inequalities. That is the application to the physics and general mechanics.

Alright, so you’ve created new subclasses using convolution operators and neutrosophic distributions, and you work out initial coefficients and apply these to physics and mechanics. When you present these kinds of research advances to students, what’s your strategy for handling their confusion or skepticism—do you encourage open debate, or do you prefer guided problem sets to clarify the theory?

Yeah, first you have to verify the new subclasses. This ranges from. Heroes Lesson 1. Yeah, that is eligible to. Play the, uh, new subclasses. Fine, then, then only how to file, you have to, uh, find the, uh, initial coefficients. Uh, initial coefficients is nothing but, uh, that is a practical one of the practical applications. Uh, on active practical applications, nothing but umm, I have for example, uh, cancer cells is hearing human being. Uh, that is one point to the another point, how to find the cancer cell is right and spreading to the humans. Uh, to use to the. Initial coefficients forms on federal support inequality.

Dr., given your background with statistical methods and complex analysis, where do you see the most fundable research directions for your work over the next three years? Are there particular grants or funding agencies you'd target to support those projects?

Yeah, I have to plan GSDST to apply the funder project for to the complex analysis involving involving probability distributions. Because it is helped to find the accurate rate, uh, of, uh, cancer cells, uh, spread, uh, spread.

Alright, let's shift to your approach in the classroom. Suppose you're teaching a large section—say, 200 students—and slides aren't an option. How would you structure a session on complex analysis to keep everyone actively engaged and make the material stick?

Oh, presentation is not here means using the whiteboard. Or in case students number of students twenty students means using to find the. Uh, square roots. No, in case we get the square root is negative means that is in my introduce I that is complex analysis. That that is. That is the basis. I told the students, uh, to encourage the activities. And another thing is uh, uh, another thing is for examples of uh. Lemon, that is that that is a. The role of convex sector of complex analysis that things I will tell you the students.

Alright, accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Our department, uh. Outmount assessment means. Uh, evaluated in every. Yeah, classrooms. Every, every, every class is evaluated in each students performance based to find assessment.

Okay, so assessment’s done in every classroom, evaluating each student’s performance. But for accreditation, it’s not just about individual grades—it’s about ensuring consistent standards and documented learning outcomes across the department. Can you give a concrete example of how you’d check that assessments are aligned between different courses, and what steps you’d take if you found gaps?

I will give some problems and assignment and. And some project works to given to the students to find assessment.

Okay, so you’d use assignments and project work to support assessment. But if you’re aiming for accreditation, you’d need to ensure those assignments actually map to the department’s learning objectives and standards. How would you check that your assessments are consistent with what’s required for accreditation, and what would you do if you found they weren’t?

UH college aggregations means using the students to work the research articles, then we get the outputs, then collaborations to the students, we get the the papers. That is the improvement to the university aggregations. Hello. My voice is audible.

Okay, you see student collaboration and research article output as driving university accreditation improvements. That’s part of the process, but accreditation bodies also require formal documentation and alignment with curricular standards. Beyond publishing papers, what steps would you take to ensure your course’s learning outcomes and assessment rubrics actually meet accreditation requirements?

Then. I I will. Teacher for different courses means. The difference uses how to involve in my research. To the students. Uh, that thing's. I will find. Then that will that that is a help to. The universities.

Dr., let's discuss an ethical scenario. Imagine a student files a formal complaint, saying your grading was unfair or biased. At the same time, your department head is urging you to increase pass rates in your course. How would you navigate that situation?

I will take extra classes. And special classes and online classes. It will improve UH to get the past percentage. Uh, for my. Class.

You brought up using research collaborations and student projects to enhance outcomes. Given your experience with advanced statistical methods and supply chain optimization, do you have industry contacts or partnerships that could help students access internships or real-world projects in those areas?

Yeah, it is very helpful, but. Computer science department is not required for the industry. It is one thing is for more. Uh, that is a laptop. Not using a lot of ideas, uh, using this uh, software, my Python And uh, uh. More software, uh, then. To learn, uh, the softwares, uh, we get.

You mentioned Python and other software tools, but I'm trying to get a sense of whether you have any direct connections with companies or industry partners—like consulting work, joint projects, or internship pipelines—that could help students gain hands-on experience. Have you worked with any organizations or industry groups that could offer opportunities for students in supply chain optimization or advanced statistical methods?

To learn the above software to get uh. Uh, to to get the. Projects.

Alright, so you’re saying learning software like Python helps students get projects, but I’m not hearing a clear example of an industry partnership or real-world connection. Have you ever collaborated with a company or research lab—maybe on a supply chain project or an advanced statistics application—that led to student internships or job placements? If not, what’s one concrete idea you’d pursue to build that kind of bridge at VIT?

Next slide.

Let’s verify a few core skills for this role. Dr., when you’re teaching both theory and laboratory courses, how do you adapt your approach for students who are struggling with the mathematical concepts in a practical lab setting?

Yeah, let me.

Alright, you’re saying you’d adapt your approach for different students, but I’m looking for something more concrete. Can you describe a specific activity or strategy you’ve used in a lab session when students just weren’t getting the core mathematical idea?

Here I've heard example probability and the statistics simulations subject it will.

So you brought up probability and statistics simulations as an example. Can you walk me through how you’d use a simulation activity in a lab to help students grasp the underlying statistical concepts when they’re struggling?

Yeah, because different problem is here that will be confused to the students that only having a lab that means Python lab or MATLAB lab. It will be clearly understand what are the sections involved.

Alright, so you’re saying using Python or MATLAB labs makes the sections clear for students. But suppose a student still doesn’t understand the simulation despite working through the lab—how would you intervene to help them connect the theory to what they’re seeing in practice?

That's not connected means then students will take to FDP or IVIV means in the collaborations to. Uh, to take, uh, industry that is that for example, Cognizant.

Alright, you mentioned taking students to industry collaborations like Cognizant if the connection isn't there. Let’s shift gears — when you're evaluating students, what methods do you use to ensure your grading is objective and consistent, especially across different types of assessments?

That will help to uh. Find and practical.

Okay, so you’re saying practicals help you find objective ways to grade. But when you’re evaluating something subjective, like a student’s project report or a presentation, how do you keep your assessment fair and consistent across all students?

I will give project for a group of peoples for under students here in classroom meet. Have to take one project in 10 students and another project into the 10 students. Then they will combined to work. And understand. For that. Any questions?

So, you organize project groups and have students collaborate in the classroom to work through the assignment together. When you’re guiding these groups, how do you make sure every student is actively participating, and not just relying on one or two people to carry the load?

Oh, I will take one group.

Alright, so you’d take one group and focus on them directly. If you notice someone in the group is disengaged or not contributing, what would you do to encourage their participation without just assigning extra work?

I invite one group means there are 10 students here means. I will.

You were about to explain what you’d do with the group of ten students. Go on.

1st I give to the project title. Then uh, uh, first to to learn the review literature, then I will ask for the question to the each students they are understand or not. That will help.

So you assign the project title, have them review the literature, and check their understanding with questions for each student. When you’re guiding student projects, what’s your approach for helping students identify a meaningful research question, especially if they’re struggling to move beyond textbook problems?

Not like that textbook problems, not like that I give to the RSS articles for. More than 10 it will help to help. To the review literatures.

So you prefer reviewing RSS articles instead of textbook problems to help students with their literature review. Let’s talk about your communication style—how do you structure a lecture or lab so both advanced and struggling students can follow along without getting lost?

Yeah, textbook. It's very difficult to learn for the students that only the courses will include the lab means it's very useful to to the students.

Okay, so you’re saying labs are really useful, since textbooks can be tough for students. But what about your teaching approach—how do you make sure your explanations are clear and structured for students who might get lost during complex topics?

Yeah, complex topics meet. The explain the analytic functions and uh uh, types of similarities that. That thing says I explained for the board. Then after, uh, uh, they conduct the lab. The problems how to find the laboratories in Python And. A bad love.

Alright, so you break down analytic functions and types of similarities on the board, then move to labs where the students solve problems in Python. When you’re teaching advanced topics like this, how do you check if students are really understanding the theoretical concepts before they jump into the coding part?

Must be has we start the base? Click Code, then after to apply the complex analysis topics.

Okay, so you start with the basics in code, then apply complex analysis topics. Let’s switch topics for a moment — can you walk me through your experience publishing research in reputed journals?

Yeah, faster. Three papers are published in ESA journals, 1 is published in Factor and Fractional, and another one is published in. Uh aims mathematics and uh. Uh, third essay papers published in the Journal of Mathematics. And last three papers is indexed in Scopus.

Okay, three papers in ESA journals, one in Factor and Fractional, and some indexed in Scopus — that's impressive. Shifting focus, can you tell me about a time you worked with industry on a consultancy or applied project, and what your role was in connecting academic research to real-world outcomes?

See, I need, I need the data means it helpful to the uh, uh, helpful to the industries. I will I will send to the industry to take the data that and then I will use the data in my paper projects.

Alright, so you’ll request industry data and use it in your research projects. Let’s shift gears a bit — can you talk about a time you evaluated students, maybe during an exam or practical, and had to handle a situation where a student disputed their grade? What steps did you take to resolve it fairly?

50% is just critical approach and another 50 percentage is the project. Reports.

You split the evaluation between critical approach and project reports. When a student contests their grade, do you ever re-examine their report or ask them to explain their reasoning, or is your decision final?

No, no, no. I'm say I'm say. No, no, no, no. I.

Alright, so your grading decision is final. Now, I want to hear about your experience teaching both theory and lab courses — can you give me an example of how you designed a lab assignment that connected directly to the theoretical material?

Theoretical material. Yeah, first I, I so I told that. Umm, theoretical is uh, handling in class and uh, practical applications is uh, conducted in laboratus.

Alright, so you handle theory in class and practical applications in the lab. Let's talk about your PhD — what was your specialization, and how did your research contribute to advancements in mathematics or its applications?

Yeah, my application is geometric functions.

Alright, so geometric functions was your PhD specialization. Thinking about supply chain management — have you ever applied advanced mathematical methods like optimization or statistical modeling to real-world supply chain problems, either in your research or teaching?

Find all over. My applications is probability distributions involving 1.

So probability distributions were a big part of your applications in supply chain. Now, thinking about guiding student research—can you give me an example of a student project you supervised, and how you helped them refine their topic or methodology for a stronger final result?

Yeah, first I will give. Some explanations of geometric functions theory. And then the then I will ask to the students. What are the interdisciplinary substitute for? Play in Germany. Functions theory. The questions I will ask And because geometric functions theory. US eligible to the application so unless the probability distribution analysis of fractional and attractive. Fractional integrals and another one is. Mechanics. Yeah, that those topics. Is involving in dramatic functions they. That's English told us. You have to find rock. What you have the best in the interdisciplinary search?

Yeah, first I will give. Some explanations of geometric functions theory. And then the then I will ask to the students. What are the interdisciplinary substitute for? Play in Germany. Functions theory.

You start by explaining geometric functions theory and then prompt students to look for interdisciplinary substitutes. When you’re guiding them through their research, how do you help a student who’s stuck or struggling to narrow their topic?

Okay, so you encourage students to find the best interdisciplinary angle within geometric function theory, like fractional integrals or mechanics. Now, let’s talk about your communication style — when explaining a complex topic to undergraduates, what’s your approach for breaking it down so everyone can grasp the fundamentals?

So for example complex number, complex number. Complex number. Complex numbers is nothing but. To find the square. We get the square root of negative means. By using the I. Isaac, Complex Numbers. Doctors used in the basic. Title OK. Western is along the complex numbers. Kind of those. I'm the connector and. Next you have. To improve the complex analysis. Complex analysis and something about. Genetic functions.

Okay, so when you introduce complex numbers you relate them to square roots of negatives and build up from there to connect with geometric functions.

And necessary and sufficient conditions for CR equation. Product. Pardon. My interview is over.

Right, so your publication focused on necessary and sufficient conditions for the CR equation — that's a foundational topic. Before we wrap up, have you been involved in any industry projects or consultancy work where your mathematical expertise was used to solve real-world problems?

That is the basic things of necessary sufficient conditions for the CR equations. In depth we have to go in for. A lot of things here. One of the systemic functions, another one is the convex functions, and another one is uniformly convex. And when it's understandable.

That is the basic things of necessary sufficient conditions for the CR equations. In depth we have to go in for. A lot of things here. One of the systemic functions, another one is the convex functions, and another one is uniformly convex. And when it's understandable. That things is going on the research.

That is the basic things of necessary sufficient conditions for the CR equations. In depth we have to go in for. A lot of things here. One of the systemic functions, another one is the convex functions, and another one is uniformly convex. And when it's understandable. That things is going on the research. OK.

You mentioned convex and uniformly convex functions as deeper areas connected to your publication. Now, thinking about industry projects or consultancy—have you been involved in any collaborations where your mathematical expertise directly impacted a business or engineering outcome, rather than just academic work?

You mentioned several deep mathematical topics, but I need to hear about a specific research paper—can you name the journal where it was published and briefly describe the main result or finding?

Alright, so your research dives into convex and uniformly convex functions, and you see that as foundational for industry work. Now, thinking about exam duties and student evaluation — how do you ensure fairness and consistency when grading, especially if you’re working with multiple sections or TAs?

Complex English system idea, broad subjects, some particular topics is here. That particular process is involving so many interdisciplinary.

Alright, you emphasized the interdisciplinary nature of evaluation and grading. When you've got broad subjects and multiple TAs involved, what's your process for making sure grading is consistent and fair across the board?

Her questions on the day I told her?

You mentioned broad subjects and interdisciplinary processes — but I need something more concrete. For example, when you and other TAs are grading a complex exam, do you use rubrics, meetings, or another system to make sure everyone’s grading the same way?

Better things need to. Meeting.

You mentioned meetings as a way to ensure fairness. Can you walk me through how you actually organize those meetings—what do you discuss, and how do you handle disagreements about grading?

How many reason the publications is published in Google Scholar? First you have to search and uh. Uh. Then, uh, finalized, uh. Uh-huh. Result.

Okay, so you rely on searching Google Scholar and then finalizing the results. But when you publish, do you usually target journals with a specific impact factor, or do you focus more on the relevance to your research area?

Have you only focused in SCA journals? Because, uh, it is improved. It has helped to improve the callers address.

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

Central College accreditation.