Yeah, sure.

Please start by introducing your professional journey in academia

Hello, I am Doctor Pooja turning to. I started my professional journey, uh. In the city where I started my BSA physics and continued on to. The physics vari. Highest in solid-state physics. Then I continued on to. My pH. Which I did completed in in National Institute of Technology Silchar. Where I did my pH. The energy materials.

Hello, I am Doctor Pooja turning to. I started my professional journey, uh. In the city where I started my BSA physics and continued on to. The physics vari. Highest in solid-state physics. Then I continued on to. My pH. Which I did completed in in National Institute of Technology Silchar. Where I did my pH. The energy materials. Application. Or various energy applications. And photograph.

Hello, I am Doctor Pooja turning to. I started my professional journey, uh. In the city where I started my BSA physics and continued on to. The physics vari. Highest in solid-state physics. Then I continued on to. My pH. Which I did completed in in National Institute of Technology Silchar. Where I did my pH. The energy materials. Application. Or various energy applications. And photograph. And I am looking forward to continuing my academic journey as well as.

Hello, I am Doctor Pooja turning to. I started my professional journey, uh. In the city where I started my BSA physics and continued on to. The physics vari. Highest in solid-state physics. Then I continued on to. My pH. Which I did completed in in National Institute of Technology Silchar. Where I did my pH. The energy materials. Application. Or various energy applications. And photograph. And I am looking forward to continuing my academic journey as well as. And I think it. Very good. Opportunity to. As. What's my reach?

You mentioned working on energy materials for your PhD at NIT Silchar. Did you focus more on experimental work, computational modeling, or a combination of both during that research?

Okay, so your PhD focused on energy materials for various applications and photovoltaics. Did your research also involve semiconductor device physics, or was it more on the material synthesis and characterization side?

You mentioned energy materials and photovoltaics in your research. When you teach undergraduates about solid-state physics, what's one foundational concept or demonstration you find especially effective in helping students grasp the basics?

Alright, Dr., you mentioned wanting to continue your academic journey and extend your reach. Thinking about your teaching, what's one concept in physics you find students struggle with most, and how do you approach making it accessible in your classroom?

Students do struggle with, I think, quantum mechanics. Quite a lot, because it's not. Intuitive.

Students do struggle with, I think, quantum mechanics. Quite a lot, because it's not. Intuitive. They struggle with quantum mechanics as well as solid-state physics. Specialize in and. I would like to basically. Make it possible for the students through. A very true. All examples for. For quantum mechanics as well. As well As for solid-state. Getting into the concepts.

Students do struggle with, I think, quantum mechanics. Quite a lot, because it's not. Intuitive. They struggle with quantum mechanics as well as solid-state physics. Specialize in and. I would like to basically. Make it possible for the students through. A very true. All examples for. For quantum mechanics as well. As well As for solid-state. Getting into the concepts. Before getting into problem solving. And then getting into. Life problem solving and there. Patients are. For solid-state field. Getting into the. Technique used in solid-state.

So quantum mechanics is tough for your students—and you're not alone there. I noticed you published on multiphasic titania-based heterojunctions for solar energy applications in the International Journal of Hydrogen Energy. How do you draw on your own research in quantum or solid-state physics to make abstract topics like quantum mechanics more relatable for undergraduates?

Students do struggle with, I think, quantum mechanics. Quite a lot, because it's not. Intuitive. They struggle with quantum mechanics as well as solid-state physics. Specialize in and. I would like to basically. Make it possible for the students through. A very true. All examples for. For quantum mechanics as well. As well As for solid-state. Getting into the concepts. Before getting into problem solving. And then getting into. Life problem solving and there. Patients are. For solid-state field. Getting into the. Technique used in solid-state. Exportability in solid-state. I think.

Okay, so you use real-world examples to help students with quantum mechanics and solid-state concepts. For your research on energy materials, can you give me a specific instance where you had to simplify your findings for a non-specialist audience—maybe during a public lecture or when mentoring undergraduates in the lab?

Right, you mentioned giving students real examples before diving into problem solving, especially in solid-state and quantum mechanics. When you're introducing a technique used in solid-state physics—say, X-ray diffraction—how do you adjust your explanation for students with less mathematical background?

Right, so you focus on building intuition with real-world examples before problem-solving, especially for quantum mechanics and solid-state physics. I noticed your PhD work at NIT Silchar was on energy materials for photovoltaics. Can you tell me about a time you had to present that research to an audience outside your field, and how you made it understandable for them?

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three.

Presented. One of I presented a talk. At the operation in it social. It was in 2024.

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D.

Alright, so you gave a talk at NIT Silchar in 2024. When you were presenting your research there, what was one analogy or example you used to help a non-expert in the audience understand the importance of your work on energy materials?

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three. So I. It was mainly. Audience of. Very messy extra. So they were not. So I started the presentation. And with just introducing them to. World concepts about. About working photovoltaics. Mentioned photo. LS Water.

So you presented your research at NIT Silchar in 2024 as you were finishing your PhD. When you addressed that audience, what analogy or everyday example did you use to help non-experts understand why energy materials matter for real-world applications?

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three. So I. It was mainly. Audience of. Very messy extra. So they were not. So I started the presentation. And with just introducing them to. World concepts about. About working photovoltaics. Mentioned photo. LS Water. So it involves. It mainly involves light absorption in. So actually plays in that how materials absorb. Site how they generate electrons and HOL.

Okay, so you presented your PhD research to a non-specialist audience as you wrapped up your doctorate in 2024. Shifting gears, your background includes solid-state physics and energy materials—how have you used your research experience to design or update a syllabus or lecture plan for undergraduate students?

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three. So I. It was mainly. Audience of. Very messy extra. So they were not. So I started the presentation. And with just introducing them to. World concepts about. About working photovoltaics. Mentioned photo. LS Water. So it involves. It mainly involves light absorption in. So actually plays in that how materials absorb. Site how they generate electrons and HOL. On on light absorption, so I. That it asking them about. How if they? Use of certain materials. Titanium Diox. Zinc oxide. Screen and why do they think? The materials are. Sunscreen. Answer to that was. Add materials basically. Hand gap is around 3 electron volts. It was right in the middle of. Spectrum. So they can. Absorb you. And because. Electrons upon when UV light. This materials. Translated. Right and Deb.

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three. So I. It was mainly. Audience of. Very messy extra. So they were not. So I started the presentation. And with just introducing them to. World concepts about. About working photovoltaics. Mentioned photo. LS Water. So it involves. It mainly involves light absorption in. So actually plays in that how materials absorb. Site how they generate electrons and HOL. On on light absorption, so I. That it asking them about. How if they? Use of certain materials. Titanium Diox. Zinc oxide. Screen and why do they think? The materials are. Sunscreen. Answer to that was. Add materials basically. Hand gap is around 3 electron volts. It was right in the middle of. Spectrum. So they can. Absorb you. And because. Electrons upon when UV light. This materials. Translated. Right and Deb. Job in order to. So I. Location on. For us. Is that how can we use? Electrons and holes. Uh, upon. On this material.

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three. So I. It was mainly. Audience of. Very messy extra. So they were not. So I started the presentation. And with just introducing them to. World concepts about. About working photovoltaics. Mentioned photo. LS Water. So it involves. It mainly involves light absorption in. So actually plays in that how materials absorb. Site how they generate electrons and HOL. On on light absorption, so I. That it asking them about. How if they? Use of certain materials. Titanium Diox. Zinc oxide. Screen and why do they think? The materials are. Sunscreen. Answer to that was. Add materials basically. Hand gap is around 3 electron volts. It was right in the middle of. Spectrum. So they can. Absorb you. And because. Electrons upon when UV light. This materials. Translated. Right and Deb. Job in order to. So I. Location on. For us. Is that how can we use? Electrons and holes. Uh, upon. On this material. Form the the. Off or photo? For 3rd generation photovolta.

Presented. One of I presented a talk. At the operation in it social. It was in 2024. So I was nearing the completion of my pH D. And I presented to an audience that was not familiar. With my previous three. So I. It was mainly. Audience of. Very messy extra. So they were not. So I started the presentation. And with just introducing them to. World concepts about. About working photovoltaics. Mentioned photo. LS Water. So it involves. It mainly involves light absorption in. So actually plays in that how materials absorb. Site how they generate electrons and HOL. On on light absorption, so I. That it asking them about. How if they? Use of certain materials. Titanium Diox. Zinc oxide. Screen and why do they think? The materials are. Sunscreen. Answer to that was. Add materials basically. Hand gap is around 3 electron volts. It was right in the middle of. Spectrum. So they can. Absorb you. And because. Electrons upon when UV light. This materials. Translated. Right and Deb. Job in order to. So I. Location on. For us. Is that how can we use? Electrons and holes. Uh, upon. On this material. Form the the. Off or photo? For 3rd generation photovolta. For photographs. We built upon that. And introduce them to my further. Search.

Dr., looking at your publication on multiphasic titania-based heterojunctions for solar energy applications, how has your research in this area influenced the way you teach undergraduates about solid-state physics or materials science?

Okay, so you started by introducing the basics of how photovoltaics work, focusing on light absorption and charge carrier generation. When you explained those ideas, was there a particular analogy or everyday example you used to help the audience grasp why energy materials matter for solar technology?

So you used the example of sunscreen and materials like titanium dioxide to connect with the audience—that’s a smart move, since most people have some experience with sunscreen. When you teach undergraduates about band gap and light absorption, do you use similar analogies, or do you approach it differently in the classroom?

Okay, so you used the sunscreen example and materials like titanium dioxide to connect with a non-specialist audience at your presentation, focusing on concepts like band gap and electron excitation. When you bring these kinds of analogies into the classroom, how do you gauge whether your students have really understood the underlying physics and aren't just repeating the analogy back to you?

So you drew on everyday materials like titanium dioxide in sunscreen to explain the band gap concept and its role in photovoltaics—connecting basic science to practical applications. Given your work in solid-state and energy materials, where do you see the most promising, fundable directions for research over the next few years, and which grants or funding sources would you target to support that work?

Okay, so you used the sunscreen analogy and connected band gap concepts to real-world applications for a broad audience. Shifting gears a bit—thinking about your research in semiconductor device physics and energy materials, where do you see the most fundable research directions over the next few years, and which grants or agencies would you target to support that work?

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research.

So you’re looking at water splitting using photoactive materials, and you see hydrogen as a key energy solution for India and globally. Thinking about actually getting funding for that kind of work, which specific Indian or international agencies or grant programs would you go after, and how would you pitch the societal impact to them?

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research. Maybe a good? Like funding sources? For my. So in summary. About that. So my the future of my research. He is towards. Building up of this. Green hydrogen economy. Green hydrogen economy as well as. Uh, further research in renewable? Such as carbon capture. Are carbon dioxide reduction. And using energy.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research. Maybe a good? Like funding sources? For my. So in summary. About that. So my the future of my research. He is towards. Building up of this. Green hydrogen economy. Green hydrogen economy as well as. Uh, further research in renewable? Such as carbon capture. Are carbon dioxide reduction. And using energy. Involving. Presumptions and such. And I would like to get my funding directly from the. India has.

Given your experience teaching challenging topics like quantum mechanics and solid-state physics, suppose you have a class of 200 students and you can't use slides or traditional lecturing. How would you design a session that actually gets students engaged with the material, rather than just passively listening?

So you're tying your research to India's green hydrogen mission and see a real national push behind it. Thinking about your teaching—if you had to mentor students on applying machine learning techniques to physics problems, how would you make sure they're actually gaining practical skills and not just following recipes?

So you're looking to take your hydrogen production research beyond the lab, especially with the national hydrogen mission funding in mind. Now, thinking about your teaching—if you had to mentor students on applying machine learning techniques to physical problems, how would you make sure they're not just coding, but actually understanding the physics and getting meaningful results?

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research. Maybe a good? Like funding sources? For my. So in summary. About that. So my the future of my research. He is towards. Building up of this. Green hydrogen economy. Green hydrogen economy as well as. Uh, further research in renewable? Such as carbon capture. Are carbon dioxide reduction. And using energy. Involving. Presumptions and such. And I would like to get my funding directly from the. India has. And all that. I guess you might need a more. To the point answer. To the point. The the future of my. Urge would be towards uh. The building above the hydrogen, green hydrogen economy as well. Sustainable. Web system economy as a large. In large and to do that I would. Rebuilding photoelectrochemical water splitting device.

So you’re connecting your research to India’s national hydrogen mission and noting support from both government and industry, including agencies like BPCL. Now, let’s focus on your teaching—imagine you’re mentoring students who want to apply machine learning techniques to solve real problems in physics. Given VIT’s emphasis on practical outcomes, what strategies would you use to help them bridge the gap between theory and hands-on application?

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research. Maybe a good? Like funding sources? For my. So in summary. About that. So my the future of my research. He is towards. Building up of this. Green hydrogen economy. Green hydrogen economy as well as. Uh, further research in renewable? Such as carbon capture. Are carbon dioxide reduction. And using energy. Involving. Presumptions and such. And I would like to get my funding directly from the. India has. And all that. I guess you might need a more. To the point answer. To the point. The the future of my. Urge would be towards uh. The building above the hydrogen, green hydrogen economy as well. Sustainable. Web system economy as a large. In large and to do that I would. Rebuilding photoelectrochemical water splitting device. Trying to achieve. Patents ends in in such. In such forces devices. Is to take it to beyond. This is and I would uh. Look for funding source. From the. The Government of India through their national. I know ANR. Dual Research Foundation. The funds a lot of such research, uh, research projects.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research. Maybe a good? Like funding sources? For my. So in summary. About that. So my the future of my research. He is towards. Building up of this. Green hydrogen economy. Green hydrogen economy as well as. Uh, further research in renewable? Such as carbon capture. Are carbon dioxide reduction. And using energy. Involving. Presumptions and such. And I would like to get my funding directly from the. India has. And all that. I guess you might need a more. To the point answer. To the point. The the future of my. Urge would be towards uh. The building above the hydrogen, green hydrogen economy as well. Sustainable. Web system economy as a large. In large and to do that I would. Rebuilding photoelectrochemical water splitting device. Trying to achieve. Patents ends in in such. In such forces devices. Is to take it to beyond. This is and I would uh. Look for funding source. From the. The Government of India through their national. I know ANR. Dual Research Foundation. The funds a lot of such research, uh, research projects. As well. Sector industries that fund. Are interested. Reliance as well.

My research these. My particular in energy physics. Uh, it's focused right now on. Resent generation for. Presentation, particularly through. Water splitting, So water splitting by use of. Such and. Photoactive. Photoactive material. Mentioned before. These materials can be used to generate. Split the water molecule and generate hydrogen and oxygen. Hydrogen. You know the. The economy is quite a. Vote for India as a nation as well as. Various countries worldwide. Right, so. In itself the Government of India. Is considered. Already has a national heritage mission where they have funded. Yes, Hoffman. Private agencies. This boat India. Sector as well as the industrial. Sector in order to. To build green. Hydrogen. Hydrogen economy. So my work. Would basically. Speaking of hydrogen Econ. I think my. Can. To take my work. Beyond just. It's a small laboratory. Like this hydrogen? Production device. Like the photocattery device as. Photoelectric. I that can. What's the weather for? As well As for. Uh, for funding. Big funder, particularly in India. But very. Several other industries. As as well. BPCL also they are. The focus has a focus on. Production as well as. Research. Maybe a good? Like funding sources? For my. So in summary. About that. So my the future of my research. He is towards. Building up of this. Green hydrogen economy. Green hydrogen economy as well as. Uh, further research in renewable? Such as carbon capture. Are carbon dioxide reduction. And using energy. Involving. Presumptions and such. And I would like to get my funding directly from the. India has. And all that. I guess you might need a more. To the point answer. To the point. The the future of my. Urge would be towards uh. The building above the hydrogen, green hydrogen economy as well. Sustainable. Web system economy as a large. In large and to do that I would. Rebuilding photoelectrochemical water splitting device. Trying to achieve. Patents ends in in such. In such forces devices. Is to take it to beyond. This is and I would uh. Look for funding source. From the. The Government of India through their national. I know ANR. Dual Research Foundation. The funds a lot of such research, uh, research projects. As well. Sector industries that fund. Are interested. Reliance as well. I hope that. The answers your question.

You tied your research on photoactive materials to the green hydrogen mission and mentioned funding from both government and industry, like BPCL. Shifting to your teaching—imagine you're mentoring students who want to use machine learning to solve a physics problem. How would you guide them to approach this, especially given VIT's focus on practical outcomes?

Okay, so you're focusing on water splitting with photoactive materials and connecting it directly to the national hydrogen agenda and industrial partners like BPCL. Let's switch gears—imagine you're mentoring students at VIT who want to apply machine learning to solve a problem in physics. What concrete strategies would you use to make sure they actually understand both the physics concepts and the machine learning techniques, especially since VIT stresses practical learning outcomes?

Alright, you’ve mapped your research goals to the national hydrogen mission and specific funders like BPCL, which shows a practical understanding of the current landscape. Let’s switch gears. Thinking about your classroom—imagine you’re teaching a large undergraduate quantum mechanics course and you can’t use slides or the traditional lecture format. How would you design a session to keep 200 students actively engaged with the material?

Okay, so you're building photoelectrochemical water splitting devices and looking to take them toward patents, with funding from agencies like SERB and industry partners. Now, let's talk about teaching methods. Suppose you're teaching a large introductory physics class and you can't use slides—how would you design an active learning session that actually gets students to engage with tough concepts like quantum mechanics?

You tied your research on photoactive materials to the green hydrogen mission, mentioning funding from both government and industry like SERB and Reliance. Let's shift focus—imagine you have to teach a class of 200 undergraduates about quantum mechanics, but you can't use slides or traditional lectures. How would you design that session to keep students engaged and actually wrestling with the concepts?

Alright, Dr., you’ve clearly thought through real-world impact and funding, especially with your focus on green hydrogen and industry partners. Shifting to your classroom—imagine you’re teaching a solid-state physics lecture to 200 undergraduates, but you can’t use any slides or visual aids. How would you keep them actively engaged and make sure the concepts stick?

You’ve mapped out how your research can tie directly into the national hydrogen mission, and you mentioned partnerships with industry funders like BPCL and Reliance. Now, thinking about your teaching—imagine you have to run an introductory quantum mechanics class for 200 students, but you can’t use slides or a chalkboard, just the classroom space and simple props. How would you keep students engaged and actually help them grasp the core concepts?

Oh for quantum mechan. It's quite hard.

Fair enough, quantum mechanics is notoriously abstract. When you’re trying to foster engagement for a large, diverse group, how do you know if your approach is actually helping students learn—what methods do you use to assess whether your teaching is working in practice?

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book.

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book. Or just the textbook on the desk.

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book. Or just the textbook on the desk. I would ask them about. Out like I would focus on something like a basic concept in quantum. Like Heisen? Uncertainty principle. So. The if I throw this job. Or just a ball. Newtonian. You about it? Momentum. It's. June and all that. How would you feel? What do you think will happen?

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book. Or just the textbook on the desk. I would ask them about. Out like I would focus on something like a basic concept in quantum. Like Heisen? Uncertainty principle. So. The if I throw this job. Or just a ball. Newtonian. You about it? Momentum. It's. June and all that. How would you feel? What do you think will happen? Just go down. Like make it continuously smaller.

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book. Or just the textbook on the desk. I would ask them about. Out like I would focus on something like a basic concept in quantum. Like Heisen? Uncertainty principle. So. The if I throw this job. Or just a ball. Newtonian. You about it? Momentum. It's. June and all that. How would you feel? What do you think will happen? Just go down. Like make it continuously smaller. From a book. To just a pay. You can still do that. With a beach. If I go from. Just a page. To just AP. That's like 1mm into 1mm.

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book. Or just the textbook on the desk. I would ask them about. Out like I would focus on something like a basic concept in quantum. Like Heisen? Uncertainty principle. So. The if I throw this job. Or just a ball. Newtonian. You about it? Momentum. It's. June and all that. How would you feel? What do you think will happen? Just go down. Like make it continuously smaller. From a book. To just a pay. You can still do that. With a beach. If I go from. Just a page. To just AP. That's like 1mm into 1mm. Favorite Chinese? Consider 1 millimeter 1mm into a one. Meter timing. Paper you map. About momentum as.

Alright, so you’d use the contrast with Newtonian mechanics and bring in real objects to make it relatable, even without slides or a chalkboard. When you’re running a class like that, how do you check if students are actually understanding, especially when you can’t rely on traditional quizzes or problem sets in that moment?

Okay, Dr., let’s talk about departmental responsibilities beyond teaching and research. If you joined our department and discovered that outcome assessment data was inconsistent across different courses, what steps would you take to address and fix that issue?

Oh for quantum mechan. It's quite hard. Job board, so I would first start them. With the differences between. Newtonian Mechanics. And what we? What we intuitively. In physical Newtonian mechanics. And then? Try to bring that down. To the lab, so I would basically. Hold up some everyday object. You find in a classroom for. The duster or the chalk? Or maybe. My book. Or just the textbook on the desk. I would ask them about. Out like I would focus on something like a basic concept in quantum. Like Heisen? Uncertainty principle. So. The if I throw this job. Or just a ball. Newtonian. You about it? Momentum. It's. June and all that. How would you feel? What do you think will happen? Just go down. Like make it continuously smaller. From a book. To just a pay. You can still do that. With a beach. If I go from. Just a page. To just AP. That's like 1mm into 1mm. Favorite Chinese? Consider 1 millimeter 1mm into a one. Meter timing. Paper you map. About momentum as. Unquietly. Present the question that. They continue going smaller and smaller and smaller down to its atomic. Down to its atomic and subatomic levels. Do you think? Statement will still be true. Then I would. Provide a good. Precursor or a good? Into introducing. A concept set. The Heisenberg uncertainty principle. I would like. Do that for other concepts. Like for example. Photoelectric if. It's a little difficult to do with just props.

Okay, so you'd use simple props and the contrast with Newtonian mechanics to get the class thinking about the uncertainty principle in a hands-on way. Now, Dr., beyond teaching and research, what role do you see yourself playing in department-level governance—things like curriculum committees or program reviews?

So you'd use everyday objects to contrast Newtonian mechanics with quantum uncertainty, making it tangible even without slides or a board. Now, Dr., beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

Alright, so you'd use the shrinking object analogy to help students visualize quantum uncertainty, even in a big lecture hall. Now, Dr., beyond teaching and research, what role do you see yourself playing in department-level governance — things like curriculum committees, program reviews, or accreditation processes?

Alright, shrinking the object down to illustrate the uncertainty principle is a clever way to make quantum concepts tangible. Now, Dr., thinking about department-level responsibilities—if you joined our faculty and found that outcome assessment data was inconsistent across courses, what practical steps would you take to fix that?

Okay,

Then like what you. Oh, sure. I hope that answered your question. Hello, would you like me to repeat the answer?

You used the shrinking object example to build intuition for quantum concepts—so no, you don’t need to repeat, I heard you. One more on the institutional side: 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?

Would you elaborate on? What do you mean by inconsistent across? Would you just clarify that part? For me First of all, I would have to review all of. Type for all of the courses or. Being taught at a department.

Would you elaborate on? What do you mean by inconsistent across?

Sure, by inconsistent I mean the way faculty are recording and measuring student outcomes isn’t standardized—some courses have detailed rubrics, others just pass/fail, and the data reported for accreditation doesn’t line up. How would you get everyone on the same page and ensure the department meets accreditation standards?

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would.

So you'd start by reviewing the assessment types for each course. Once you've seen that variation, what's your next step to get everyone aligned—would you set up department workshops, propose a common rubric, or something else?

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient.

So you'd start by reviewing each course's assessment types and align them with the syllabus outcomes. Once you've spotted those inconsistencies, what's your next concrete step to get all faculty on the same page—would you run department workshops, propose a common rubric, or is there another method you'd use?

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient. Additional question session or a direct via? Will be more suited. After discipline. And then? We'll break for each. The date would be. After day. Establishment of this. They are testing uh. Ministry would have to be standardized.

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient. Additional question session or a direct via? Will be more suited. After discipline. And then? We'll break for each. The date would be. After day. Establishment of this. They are testing uh. Ministry would have to be standardized. And the students know when to expect. Accessments and and they. Be properly. Informed about. The assessment. And and after that. At our students take such assessment.

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient. Additional question session or a direct via? Will be more suited. After discipline. And then? We'll break for each. The date would be. After day. Establishment of this. They are testing uh. Ministry would have to be standardized. And the students know when to expect. Accessments and and they. Be properly. Informed about. The assessment. And and after that. At our students take such assessment. That Bev assistance or a written. Are the. That's what. Uh, and. Then we would create. Great day assessments according to the rubrics already established is and that would go towards. Uh, and how that it?

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient. Additional question session or a direct via? Will be more suited. After discipline. And then? We'll break for each. The date would be. After day. Establishment of this. They are testing uh. Ministry would have to be standardized. And the students know when to expect. Accessments and and they. Be properly. Informed about. The assessment. And and after that. At our students take such assessment. That Bev assistance or a written. Are the. That's what. Uh, and. Then we would create. Great day assessments according to the rubrics already established is and that would go towards. Uh, and how that it? Intended whether students. Have learned the proper out. The the proper intended course. Whether they have. Learned whether we have been able to achieve. The intended outcome of the court. Or all of these data would? The entry of all of this data would have to be. Standardized. I saw a. Drill it would and enter their data. By themselves. And then this data would be imported into a central. It will be a central location and. Good life. Whoever is. Would coordinating.

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient. Additional question session or a direct via? Will be more suited. After discipline. And then? We'll break for each. The date would be. After day. Establishment of this. They are testing uh. Ministry would have to be standardized. And the students know when to expect. Accessments and and they. Be properly. Informed about. The assessment. And and after that. At our students take such assessment. That Bev assistance or a written. Are the. That's what. Uh, and. Then we would create. Great day assessments according to the rubrics already established is and that would go towards. Uh, and how that it? Intended whether students. Have learned the proper out. The the proper intended course. Whether they have. Learned whether we have been able to achieve. The intended outcome of the court. Or all of these data would? The entry of all of this data would have to be. Standardized. I saw a. Drill it would and enter their data. By themselves. And then this data would be imported into a central. It will be a central location and. Good life. Whoever is. Would coordinating. Departmental.

First of all, I would have to review all of. Type for all of the courses or. Being taught at a department. And and then. We would have to establish a proper route. Pick each of record. Based on the syllabus. Have to what outcomes or what we would. What would we would? The outcome of the course to be. At the end of the outcome. Students to have learned. Earned and then. We have to estab. This how we would. That or how? Whether we, the students have learned. So how to frame the questions and push? Section of the syllabus. Others would demand. Steve RR. Uh, so after that. At the based. On that we would have to assign. And how much marks or how much? March 2. How? Umm. Which type of? Questions would. Proper tool. Oil or assessment would be the proper tool. In order to ask. The student perform. I multiple would a multiple. More suited or. Long form answers would be more suited or is. Could go on Convenient. Additional question session or a direct via? Will be more suited. After discipline. And then? We'll break for each. The date would be. After day. Establishment of this. They are testing uh. Ministry would have to be standardized. And the students know when to expect. Accessments and and they. Be properly. Informed about. The assessment. And and after that. At our students take such assessment. That Bev assistance or a written. Are the. That's what. Uh, and. Then we would create. Great day assessments according to the rubrics already established is and that would go towards. Uh, and how that it? Intended whether students. Have learned the proper out. The the proper intended course. Whether they have. Learned whether we have been able to achieve. The intended outcome of the court. Or all of these data would? The entry of all of this data would have to be. Standardized. I saw a. Drill it would and enter their data. By themselves. And then this data would be imported into a central. It will be a central location and. Good life. Whoever is. Would coordinating. Departmental. So that's how I would. To or seek to or would like to. Hopefully standard. A student assessment.

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Alright, switching gears a bit. Imagine this scenario: a student files a formal complaint alleging your grading was biased, but at the same time your department head is pressuring you to raise pass rates. How would you handle the situation to protect both academic integrity and your professional relationships?

Okay, so you'd start by reviewing course assessment types and building standardized rubrics tied to learning outcomes. Once you've got that structure, how would you get buy-in from faculty who might feel resistant to changing their current methods?

Alright, you’d start by reviewing all the assessment types and establishing standardized rubrics linked to each course’s intended outcomes—then make sure students know when and how they'll be assessed. If a senior faculty member pushes back, insisting their old methods work fine, how would you handle that conversation to bring them on board?

Alright, so you'd start by reviewing each course's assessment types and align them with the syllabus outcomes. Once you've spotted those inconsistencies, what's your next concrete step to get all faculty on the same page—would you set up department workshops, propose a common rubric, or something else?

Alright, so you'd review all the course assessment types, develop standardized rubrics, and make sure everything's coordinated through a central system—that's clear. Let's pivot to something a bit more about professional values. Imagine a colleague asks you to co-author a paper, but when you look at the data, some results seem questionable or possibly manipulated. How would you handle that situation?

You laid out a process for standardizing assessment and centralizing data collection—clear steps. Now, let's talk about a different kind of conflict. Imagine a student files a formal complaint saying your grading was biased, but at the same time your department head is pushing you to increase pass rates. How would you handle that situation?

Alright, so you'd review the assessment types, line up rubrics to the syllabus outcomes, and set up a central system—pretty methodical. But if you encountered a colleague who pushed back, saying the old way worked fine for them, how would you persuade them to adopt the new standard?

Right, so you’d start with a full review and then build standardized rubrics and data entry processes, with clear communication to faculty and students. Let’s shift to an ethical scenario: imagine a student files a formal complaint alleging your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How do you navigate that situation?

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students.

So you're saying you'd address the pressure by making sure assessments are fair from the start, not just tweaking grades after the fact. But what if your department head insists that you need to raise pass rates this semester—how would you respond to that while maintaining your principles?

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think?

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues?

So you'd want to ensure assessments are fair from the start, not just change grades to meet targets. But what if the department head pushes back and insists you need to raise pass rates regardless—how would you respond?

So you’re saying you’d focus on fair assessment design from the start, regardless of pressure. If your department head disagreed and insisted on higher pass rates anyway, how would you respond?

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach. And I I also might actually. Gone or. Need to. Property communicate to the student.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach. And I I also might actually. Gone or. Need to. Property communicate to the student. Of the death. Uh, Drupix of. And like how they are marked? And how? Expect to be marked.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach. And I I also might actually. Gone or. Need to. Property communicate to the student. Of the death. Uh, Drupix of. And like how they are marked? And how? Expect to be marked. How I expect to be marked in that? So, uh. I think. Like. Doing it like sing my tea. Communication with my students about a rubric. We can.

So you're saying you'd address the pressure by designing fair assessments up front, not just adjusting grades after the fact. Let's shift gears—can you give an example of how you'd collaborate with industries or research institutes to bring real-world applications of physics concepts into VIT University's classrooms or labs?

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach. And I I also might actually. Gone or. Need to. Property communicate to the student. Of the death. Uh, Drupix of. And like how they are marked? And how? Expect to be marked. How I expect to be marked in that? So, uh. I think. Like. Doing it like sing my tea. Communication with my students about a rubric. We can. Sport restaurant. Wouldn't had about. Thinking as well. Last percentage of the overall class as a whole. Without, you know.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach. And I I also might actually. Gone or. Need to. Property communicate to the student. Of the death. Uh, Drupix of. And like how they are marked? And how? Expect to be marked. How I expect to be marked in that? So, uh. I think. Like. Doing it like sing my tea. Communication with my students about a rubric. We can. Sport restaurant. Wouldn't had about. Thinking as well. Last percentage of the overall class as a whole. Without, you know. Resorting. Or under.

A pressure such as this to improve pass rates and such. Would indeed. Uh, uh, make certain students think that uh, grading system. Like completely. So in order to. Actually improve. In order to make. Assessment. It need to start before the assess. So I. We actually need to. What? What might? And how I? Actually improve. Process of focusing on what I want the students to learn and what the students. Actually learned. They have not learned properly from me. And just. The husband and grading system. And will not actually. Actually also. Not many students. It's not a. Uh, first of all, I would. Back from the students. Like where they think? Lacking and where they think I am lacking. Uh, so I. Personalized I would talk to. That particular. Students personally. As well as all the other student. Robol also can. Like a standard answer. Average. What do they think? And then I would. Like address that in my particular teaching. Being try to. Address your problem. Try to address. Where they have issues? With the concept. The problem solving that. In the assessment they are. After that. I may actually eat. To present. May, perhaps we did. And perhaps. Rethink my approach. And I I also might actually. Gone or. Need to. Property communicate to the student. Of the death. Uh, Drupix of. And like how they are marked? And how? Expect to be marked. How I expect to be marked in that? So, uh. I think. Like. Doing it like sing my tea. Communication with my students about a rubric. We can. Sport restaurant. Wouldn't had about. Thinking as well. Last percentage of the overall class as a whole. Without, you know. Resorting. Or under. So I would address. Use of Coty Student as well as the department.

You’re saying you’d focus on the learning process and fair assessment, not just changing grades under pressure. But let’s say the department head disagrees and insists you raise pass rates regardless—how would you handle that conversation?

Given your expertise in energy materials and solid-state physics, do you have any existing relationships with industry or research institutes that could translate into internship or placement opportunities for VIT students, or bring real-world industry problems into your classroom?

You said you'd address both the pressure to improve pass rates and student perceptions of bias by focusing on better assessment design and feedback, plus getting direct input from students. Now, moving to industry connections—given your expertise in energy materials and solid-state physics, do you have any existing relationships with industry or research institutes that could translate into internship or placement opportunities for VIT University students?

Okay, you’d address perceptions of bias and external pressure by focusing on what students are actually learning and getting their feedback directly—sounds like you’d try to solve the root issue rather than just change grades. Now, thinking of VIT’s emphasis on practical outcomes, can you give me a concrete example of how you’d mentor students to apply machine learning techniques to solve real physics problems, not just theory?

So you’d start by gathering student feedback directly and addressing the core learning issues, not just changing grades for appearance’s sake. Now, thinking about connecting students to real-world applications, do you have any current or planned collaborations with industry or research institutes that could bring practical physics problems or projects into VIT’s classrooms or labs?

You mentioned that you'd address both the pressure to improve pass rates and student concerns about fairness by focusing on assessment design and direct student feedback. Shifting focus—when it comes to bridging theory and industry, in what ways would you collaborate with industries or research institutes to bring real-world applications of physics concepts into VIT University's classrooms or labs?

So you'd focus on student feedback and clear communication about grading, rather than just changing marks under pressure—that's an important distinction. Now, moving to industry alignment: given your expertise in energy materials and solid-state physics, do you have any existing relationships with industry or research institutes that could translate into internship or placement opportunities for students at VIT?

You talked about the need to establish clear rubrics and standardized assessment entry across courses, plus making sure both students and faculty understand the process. Let's talk about industry alignment for a moment—given your expertise in energy materials and semiconductor device physics, do you have any relationships with industry or research institutes that could realistically lead to internships or placements for VIT students?

You said you'd focus on teaching and assessment design, with honest communication around rubrics and expectations, rather than just adjusting grades for appearance. Now, thinking about industry connections—given your background in energy materials and solid-state physics, do you have relationships with any companies or research institutes that could help bring real-world problems or opportunities into classrooms or labs at VIT?

Okay, you’d focus on honest communication and really understanding where students are struggling, not just boosting numbers. Given your background in semiconductor device physics and energy materials, do you have any existing relationships with industry partners that could give VIT students exposure to real-world projects or internships?

You explained how you'd handle both student and departmental concerns by focusing on honest communication and assessment. For this university, connecting students to industry is key. Given your background in semiconductor device physics, do you have any existing industry ties that could help students access internships or real-world project experience?

Sure. To work. Worked with some student, some companies like. Met in math industries. Are they? Well, through my super.

Sure. To work. Worked with some student, some companies like. Met in math industries. Are they? Well, through my super. Ice building and all that. And the good industry? That's a good company to get. Add an into go and I also. I've gone through. You might be written. Companies in the. This semiconductor physics means in the characterization industries. Excel Industries. As well as some official. Context engineers.

Sure. To work. Worked with some student, some companies like. Met in math industries. Are they? Well, through my super. Ice building and all that. And the good industry? That's a good company to get. Add an into go and I also. I've gone through. You might be written. Companies in the. This semiconductor physics means in the characterization industries. Excel Industries. As well as some official. Context engineers. Contacts between engineers. Enterprise Specialist. Is because I worked with them on my project. So I think, uh, those actually. They are very good. For students to get into. Who where they can build? Foundation, uh. And in semiconductor physics. As well and particularly. And the material application I have to be honest during my. Particular research means, at least during my PhD junior. I have not had the opportunity to apply machine learning to my research.

Sure. To work. Worked with some student, some companies like. Met in math industries. Are they? Well, through my super. Ice building and all that. And the good industry? That's a good company to get. Add an into go and I also. I've gone through. You might be written. Companies in the. This semiconductor physics means in the characterization industries. Excel Industries. As well as some official. Context engineers. Contacts between engineers. Enterprise Specialist. Is because I worked with them on my project.

Alright, Dr., we're going to shift gears and talk through a few key areas one at a time. I'll ask you about your experience with theoretical physics—imagine you had to design a new graduate-level course in this area. How would you structure the curriculum to balance foundational theory with emerging research trends?

So you've worked with companies like Excel Industries and some in semiconductor characterization, and it sounds like you've used those connections for student projects already. Now, looking at your research, can you walk me through how you've used machine learning techniques in your own work—maybe a specific instance where it made a real difference compared to traditional approaches?

So you've worked with Excel Industries and built contacts in semiconductor characterization through your project collaborations. Now, looking at your research experience with machine learning—can you give me an example of how you've actually applied machine learning to a real physics problem, and what impact it made?

Thanks for being candid about that, Dr. Let’s talk about quantum computation—if you were mentoring a student who wanted to simulate a quantum algorithm on classical hardware, what practical advice would you give them to make that simulation feasible?

I have to be honest during my. Particular research means, at least during my PhD junior. I have not had the opportunity to apply machine learning to my research. So I cannot claim. Experienced in. So although I cannot claim past exper. Machine learning. I am quite a. Vit does require. The incorporation of machine. Turning in. I'm sure. I am quite sure that I can pick it up quite fast.

I have to be honest during my. Particular research means, at least during my PhD junior. I have not had the opportunity to apply machine learning to my research. So I cannot claim. Experienced in. So although I cannot claim past exper. Machine learning. I am quite a. Vit does require. The incorporation of machine. Turning in. I'm sure. I am quite sure that I can pick it up quite fast. Able to incorporate machine learning in the future.

Thanks for being upfront about not having direct machine learning experience in your research yet, but being confident you can pick it up. Let's talk about quantum computation—if you were mentoring a student who wanted to simulate a quantum algorithm on classical hardware, what practical advice would you give them to get started?

Appreciate your honesty about not having used machine learning directly in your research so far, but knowing its growing importance. Let's talk quantum computation for a moment—if you were mentoring a student who wanted to simulate a quantum algorithm on classical hardware, what's the first practical consideration you'd have them focus on?

Once again. Uh, I'll have to be completely honest. Uh, I have not worked on quantum comput.

Once again. Uh, I'll have to be completely honest. Uh, I have not worked on quantum comput. And I would not have much. Idea about using quantum computation.

Once again. Uh, I'll have to be completely honest. Uh, I have not worked on quantum comput. And I would not have much. Idea about using quantum computation. Although once again, as in the case for machine learning. I had to learn for this role. All I am a quick. Quick study I. I would pick it up and I'm sure I'll be able to. Learn it enough for me. For it for. For directing it into my. Such as formed by students.

No worries, thanks for being transparent about that. Let’s talk about industry projects or consultancy—have you ever worked directly with an external company or organization on a physics-related project? If so, what was your role and what impact did your work have?

Thanks for being upfront about your experience, Dr. Last one for this section—have you ever worked directly with an external company or organization on a physics-related project or as a consultant, beyond your main academic research? If so, what was your role?

Thanks for being direct about your current experience with quantum computation, and that you're ready to learn as needed. Just to check—have you ever worked directly with an external company or organization on a physics-related project or as a consultant, besides your academic collaborations?

No, I have not worked as a consultant in an external company.

No, I have not worked as a consultant in an external company. As an in the. Street so I have not worked as a. Company for a for the industry.

Alright, Professor, we're just about finished. Before we wrap up, is there anything you'd like to ask about the role or the team?

Thanks for being upfront about that, Dr. Alright, we're just about finished. Before we wrap up, is there anything you'd like to ask about the role or the team?

I would just. I was just wondering. Which classes? Would I be expected to teach? In the role, whether that will be under. Your classes or courses or. Postgraduate Force.

Thanks for asking about teaching assignments. The role covers both undergraduate and postgraduate courses, but initial classes will likely be core physics topics at the undergraduate level. As faculty gain experience, they're typically invited to teach advanced electives or graduate seminars in their research area. Anything else you'd like to know?

Sure. In particularly towards building my. In the. Career in the. Institute. How would you say it's like? The fund will be provided to me. Building my own. Laboratory and. Building up my own research. Would the Institute give me some? Initial funds. Or space or such. Uh, means initial, just initial.

Sure. In particularly towards building my. In the. Career in the. Institute. How would you say it's like? The fund will be provided to me. Building my own. Laboratory and. Building up my own research. Would the Institute give me some? Initial funds. Or space or such. Uh, means initial, just initial. To build before. That I can get my own. And get my own funding from. In summary, that question was just. About how the institute would. To build my own research lab. And my own further my research career.

Right, so you’re interested in start-up funds and lab space. New faculty here typically receive a modest start-up package, which can include some initial research funds and access to shared lab space—allocation depends on your research plan and available departmental resources. Does that help, or is there something else you’d like to ask before we finish?