Uh, yes.

Please start by introducing your professional journey in academia

Uh, yeah. I I did. I did my PhD. I done my PhD in SRM Institute of. Science and Technology and. And I. And after, uh, I finished, I finish.

You were saying you finished your PhD at SRM Institute of Science and Technology—go on.

PST Journal. At 2020. Yes, yes, I. And I finished. My Viber was finished at. February 20262. 21,000. 1.

You mentioned completing your PhD and publishing in PST Journal. What aspect of chemistry do you most enjoy teaching, and why does it resonate with you?

And after I joined. Project Association. I finished my PhD. Research Top. Biggest sulcasitrite based. Citrate Casitrite Based.

Okay, so your research focused on sulcasitrite-based compounds after your PhD.

Its electric mystery. Electric.

Alright, you mentioned the electric properties tied to your sulcasitrite-based research. When you bring up concepts like that in a classroom,

Be.

You mentioned "electric mystery"—are you referring to how you introduce electrochemistry or related concepts to students? How do you help them connect theory to practical lab work in this area?

So last time. I do. Me again.

Dr., I see your 2026 paper in the Journal of Energy Storage on spinel zinc-cobalt oxide nanorods for lithium-sulfur batteries. How has your work on advanced battery materials influenced how you teach students about energy storage or electrochemistry in class?

So last time. I do. Me again. I didn't add. Yes. Yes, sure, sure. I I. Yes, I know. How to connect? Electrochemistry with a fundamental with also. Adult. Uh, fundamental. Chemistry I my post doc. Research in my. And lithium sulfur batteries. I can. Teach about lithium sulfur batteries in I my post doc. Research in my. And lithium sulfur batteries. I can. Teach about lithium sulfur batteries in. Electrical. Like. MMM uh, like.

So last time. I do. Me again. I didn't add. Yes. Yes, sure, sure. I I. Yes, I know. How to connect? Electrochemistry with a fundamental with also.

Alright, you said you know how to connect electrochemistry fundamentals to teaching. Can you give me a concrete example—maybe a lab experiment or classroom activity—that you used to help students understand battery materials or energy storage concepts?

I my post doc. Research in my. And lithium sulfur batteries. I can. Teach about lithium sulfur batteries in. Electrical. Like. MMM uh, like Like. Chemistry. Source. Wellness. CS GO, yes.

You said you can teach about lithium-sulfur batteries, but I need a bit more than that. Walk me through a specific lab or activity you've used—or would use—to help students understand the electrical properties of these batteries.

MMM.

You mentioned "CS GO" and wellness—I'm not sure how that ties into your lithium-sulfur battery teaching example.

Okay, Dr., focusing on your research with sulcasitrite-based and battery materials—where do you see the most promising opportunities for external funding in your field over the next few years? Which grants or funding sources would you target to support your work?

Yes.

Yes. Yes, because. This one is cast.

Just saying "yes" doesn't tell me much about your funding strategy. Can you name a specific grant or funding agency you'd pursue, and explain why your research fits their priorities?

Alright.

Yes, yes, I.

Yes, yes, I. And do.

Okay, switching gears to your teaching approach for a moment. Given your background in battery research and electrochemistry, let's say you have a large undergraduate group—maybe 150 students—and you can’t use traditional slides or standard lectures. How would you design a class session to keep everyone actively engaged and make sure they're really understanding the chemistry?

Alright.

MMM, hello.

Alright, I hear you. So, when you’re running a lab with undergraduates on battery chemistry, how do you evaluate their performance in a way that’s both transparent and ensures academic integrity?

Patient I'm teaching. Thinking about oxidation reduction property of batteries. And I'm not. Team and. This is. The then. Chemistry.

You started to say something about teaching oxidation-reduction properties in batteries but didn’t finish your thought. Can you walk me through how you’d help students really grasp those redox concepts in the context of battery chemistry—especially students who struggle with the abstract side?

Teach with laboratory. And also. I I'm not uh. MMM. Struggling with what? Struggling I I. I'm not uh. I didn't hear from you.

Okay, so you use laboratory teaching to help with redox concepts. When it comes to grading or evaluating those lab experiences, what steps do you take to make sure your process is fair, transparent, and prevents things like plagiarism or copying?

Students are great things like. Normally. Laboratories doing uh. Like material like. I'm using. Zing speak. Oxide spin. Oxide material with. Finn so I can. In laboratory. Uh, usually. Students. Students do. Synthesis Prop.

You're working with zinc oxide spinel materials in the lab, and students are doing synthesis procedures. What would you do if you noticed some students were disengaged or just following instructions without really understanding the chemistry behind the process?

For. The whole the speak. Side material. Yes.

You’re focusing on the spinel side material, but if students are just repeating lab procedures without grasping the chemistry, what’s one thing you’d try to get them more invested and actually thinking about the underlying science?

You. You are. Are are you asking about uh. Thermal Graduate. Students doing. Doing a laboratory. Experiment or. Or else normal. STR. Students Laboratory. I didn't.

You. You are. Are are you asking about uh. Thermal Graduate. Students doing. Doing a laboratory. Experiment or. Or else normal. STR. Students Laboratory. I didn't. What you what you are. Weather is laboratory, I'm asking.

You’re asking if I meant graduate students or undergraduates doing lab experiments. Let’s stick with undergraduates for now—what’s your strategy for getting them to move beyond just following steps and actually engage with the chemical concepts during lab sessions?

Okay, accreditation cycles can be pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across chemistry courses, what steps would you take to fix that and ensure we meet accreditation standards?

Microsoft logo and data was in. Uh. Uh, for my idea sports. I join team. Vit means. I I I take students. Or else I. I worked. I write a research. Proposal are. The workout.

Doing uh. In laboratories. Documentaries and published. More number of patterns are unknown.

You mentioned joining the team and writing research proposals, but the question was about fixing inconsistent outcome assessment data for accreditation.

Let’s turn to something a bit more about professional judgment. Suppose a student files a formal complaint, claiming your grading was biased. At the same time, your department head is urging you to increase pass rates. How do you handle that situation?

Streets.

Streets. Only do you handle that situation.

You said "streets," but I think you might’ve misheard the scenario. To recap: if a student complains your grading is biased, and simultaneously your department head is pressuring you to raise pass rates, how would you respond and keep your academic integrity intact?

Alright.

Yes, yes, yes, I.

Yes, yes, yes, I. I underst. I can teach I.

Yes, yes, yes, I. I underst. I can teach I. Teach and uh. When the student understand. Yes.

Just saying yes doesn’t really tell me how you’d handle that conflict. If you had the student insisting your grading was unfair, and your department head pushing you to pass more students, what concrete steps would you take to address both sides and still uphold your standards?

Let’s shift gears a bit. Given your experience working with spinel oxide materials and battery chemistry, do you have any connections or collaborations with industry that could help students access internships or real-world projects?

You mentioned earlier that you work with spinel oxide materials for battery research and guide students through synthesis in lab sessions. When you're mentoring a student project—say, developing a new electrode material—how do you balance giving students independence with making sure the scientific method is rigorously followed?

Transit district transfer.

You said "transit district transfer," but I’m not sure how that connects to mentoring student research or following the scientific method. Can you clarify what you meant, or just walk me through how you’d make sure students are actually using proper research methods on an independent project?

Restaurant selection. Cancel this.

You asked to cancel, but since we're still mid-interview, let's keep going for now. For teaching — when you're explaining a complex topic like battery chemistry to students who are struggling, what's your method for breaking it down so the concepts actually stick?

OK, I'm not. That much experience.

Okay, you said you don’t have much experience with breaking down concepts for students who are struggling. No worries. Let’s talk about your PhD—what was your main research focus, and how does it connect to the topics you’d teach as an Assistant Professor in Chemistry?

The laboratories. So but I. Like I agree. I didn't do.

You said you didn’t do much in the lab during your PhD. That’s fine. But what was the main topic of your doctoral research—was it theoretical chemistry, battery materials, or hydrogen storage? And how would that shape the courses or projects you’d lead here?

Yes, I. I'm trying to write research. Proposal based on batteries. Especially batteries.

You’re focusing your research proposals on batteries, especially battery materials. In your view, what’s the most promising direction for battery chemistry research right now—like solid-state, lithium-sulfur, or something else—and why?

And also I. How much experience? Yes. MMM. Yes.

Lithium sulfur batteries. And also lithium. Sodium sulfur. Batteries.

You haven’t given much detail about which battery technologies you think are most promising.

You mentioned lithium-sulfur and sodium-sulfur batteries as promising areas. Can you give me one example of a lab experiment or technique you'd use to help students understand the challenges of these battery types?

Yes.

Batteries. So, so many batteries are solid. Batteries. Battery bat.

You said “yes,” but I need a bit more detail.

Alright, you're referencing solid-state batteries quite a bit. If you're running a lab on solid-state battery materials, what's one technique you'd use to demonstrate the differences in conductivity compared to traditional liquid electrolytes?

Yes, uh. For example, lithium sulfur. At least means. 2 positive. Duke. Umm, material.

So you brought up lithium-sulfur and mentioned positive electrode materials, but the details are still pretty thin. Can you walk me through, step by step, how you'd have students measure and compare the conductivity of a solid electrolyte versus a liquid one in your lab?

Two, but solid straight. Both sides.

You said "two, but solid straight both sides," but that's not quite clear. I need you to walk me through how you'd set up the experiment for students—what equipment would you use, what measurements would you take, and how would they actually compare conductivity?

Who is and batteries mean We tested with simple multi. The simple multi. After. And the system.

Who is and batteries mean We tested with simple multi. The simple multi. After. And the system. I like like. Uh, through via. Is with a cyclic autonomy.

So you’d use a simple multimeter to test battery systems in the lab. That’s a start, but what about guiding student projects—can you give me an example of a research project you’d propose for undergraduates working on battery materials, and how you’d mentor them through it?

Mm-hmm.

Uh, like. It can teach. True light under.

You mentioned cyclic voltammetry for battery systems and teaching through light under—sounds like you're thinking about hands-on demonstrations. When it comes to evaluating student performance in these labs and experiments, what methods do you use to assess their understanding: practical reports, oral exams, or something else?

In laboratory section. Teach electrolyte. Electrode and. Uh. OK, Nick.

Okay, so you teach about electrolytes and electrodes in the lab section. When you're giving feedback on a student's lab report, what do you focus on most—clarity of experimental procedure, data analysis, or how well they connect the results to theory?

I I. ING on experimental.

Okay,

See teacher. And uh. And how?

Alright, you’re thinking about teaching by demonstration, but I need something more concrete. If students aren’t getting the theory, do you use analogies, visual aids, step-by-step problem solving, or something else to make the concept stick?

The step by step problem answers. And also. Umm, uh, which? Well, it's also.

Alright, so you said step-by-step problem answers are part of your teaching. Let’s switch gears for a second—do you have experience with industry projects or consultancy in battery or energy storage? If so, what was your role and what sort of impact did your work have?

Of most focus on. Uh. Yes.

You said yes, but I need more detail than that. Can you give me a concrete example—what was the actual industry project or consultancy you worked on, and what did you do day to day?

Yes, before. I I'm doing in the. Indra project. Yeah, I. Collaborate with. So I'm doing. Like, uh, bat. Please vehicle.

A small. Batteries. Lithium batteries.

Okay,

So you worked on lithium batteries for small electric vehicles. Did you publish any research from that project,

Like what is the? MMM. Yes.

You said yes to publishing—can you name one of your recent papers and briefly describe its main finding?

Uh, recent papers. Publishing. Oxide material. Spin off. Material with. For. Uh, for lithium sulfur batteries? Publication. Uh. Published. Published the paper.

Alright, you mentioned publishing a paper on oxide materials for lithium sulfur batteries. Now, thinking about guiding student research—how do you help a student define a research question and set up their project, especially if they're unsure where to start?

But before. Solar for. No, I.

You started to say something about solar before stopping yourself. If a student is interested in a research area you’re less familiar with—like solar cells instead of batteries—how do you help them find a good topic and get the resources they need?

But before. Solar for. No, I. And clearing. Early. Like students in. Interest and. Yes. Research proposal. That that is that. Research propos Move with the. With the teach with. Urban Salt.

But before. Solar for. No, I. And clearing. Early. Like students in. Interest and.

Okay, so you try to clarify students’ interests early. When you’re evaluating their work—like exams or lab reports—how do you decide what gets full marks versus partial credit, especially if their answer shows good reasoning but isn’t fully correct?

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

MMM.

Mm-hmm.

Yes. I.

Alright, you said yes—go ahead and ask your question about the role or the team.

Uh. I prefer only.

I prefer only team. Teamwork.

You started to say you prefer only—can you clarify what you mean?

Alright, sounds like teamwork is important to you. If you'd like, I can share a bit about how collaboration works within the department—are you interested in hearing about that?

I'm I'm very much. Interested with? Patient with the. So, so how? How to?

I'm I'm very much. Interested with? Patient with the. So, so how? How to? So I I done my post Collaborate with. University.

You mentioned being interested in teamwork and patience—are you asking how collaboration and mentoring work within the department, or do you have something specific in mind about team interactions?

Alright.

My my. Main is not developing. Uh, research.

You said your main focus isn’t developing research—sounds like you’re more interested in collaboration with other universities. Are you wondering about opportunities for cross-institutional projects or partnerships here?

Posal and collaborate with. R&D and. Batteries Company.