Yes. We can start.

Please start by introducing your professional journey in academia

Yeah. Thank you. Thank you for giving me opportunity, uh. To introduce myself. So for myself is uh. SK Arip Mohammad.

Alright, Dr. Mohammad, you mentioned your name — could you share a bit more about your academic journey, your research interests, and where you've been teaching or working?

I have done my my. BSc Bachelor of.

You started with your BSc — go ahead and tell me where you completed it, and what came next in your academic path.

Yeah, so I have completed my Bachelor of Science in Chemistry from Amola Najat College which is and located in. Under the University of Calcutta that I have completed in 2014.

Alright, Amola Najat College under University of Calcutta, 2014 — got it. What did you pursue after your bachelor's degree?

And after that, then I, uh. Joined in the. Then I have pursued the Master of Science in chemistry. From Indian Institute of Engineering Science and Technology. Which is located in Sipur in Howrah. So in 2016 I completed my Masters in Masters of Science in Chemistry. And after that? Then I have pursued my uh, uh. Another master degree. In Master of Technology in polymer Science and Technology from a. The University of Calcutta. In polymer science and technology. And that that I have completed in 2018. And post post. Then I in 2018. Uh, July I joined Indian Institute of Technology To pursue my Doctor of Philosophy.

And after that, then I, uh. Joined in the. Then I have pursued the Master of Science in chemistry. From Indian Institute of Engineering Science and Technology. Which is located in Sipur in Howrah. So in 2016 I completed my Masters in Masters of Science in Chemistry. And after that? Then I have pursued my uh, uh. Another master degree. In Master of Technology in polymer Science and Technology from a. The University of Calcutta. In polymer science and technology. And that that I have completed in 2018. And post post. Then I in 2018.

Dr. Mohammad, I'd like to hear about your experience in the classroom. What's one chemistry concept you most enjoy teaching,

You were about to share your experience pursuing a PhD at IIT. Before we go further, can you tell me about a specific chemistry topic you really enjoy teaching, and how you introduce it to students who've never seen it before?

Yeah, so. That's I I enjoyed, uh. The the polymer chemistry. Tropic.

So in polymer chemistry. What is Polly means?

Okay, so polymer chemistry is your favorite. When you're teaching polymers to students for the first time,

Alright, you're starting with the basics—explaining "poly" as meaning many. When you introduce the idea of polymers, do you use any specific real-world examples or analogies to help students connect with the concept?

Yeah. So as I said, so polymer means Poly means many. Mar means so when the uh. Small, different small units.

At touch by ones by 1, so it's form a polymer. Let's let's say so in our daily life.

Alright, you're explaining how polymers are made up of many repeating units.

So you're about to bring in daily life examples—go on.

Yeah. So that's, uh. Yeah, let's say when we go into market. So we, uh, use, we all of use this the plastic bag. So that is nothing but is made of polyethylene.

So. That is polyethylene from by. That, uh. A different unit of ethylene monomer unit. When is attached from the polymer. Poly.

You recently published a paper in ACS Nano on glycopolymeric nanoparticles for tumor delivery. How did the findings from that research influence the way you approach teaching advanced polymer topics to undergraduate or graduate students?

Okay, so you're breaking down polyethylene for students, showing them that it's made from ethylene monomers linked together. Thinking about your research on glycopolymeric nanoparticles, how do you help students see the connection between fundamental polymer chemistry and cutting-edge applications like drug delivery?

Yes. So in cutting edge application like polymer drug delivery, so in drug delivery we know so there is a 1 is a critical parameter is the carrier system right So the. And career? It depends. On the so there is a several factor on the carrier. So is that the carrier? Stability of the carrier. Another one is that. Show. How how the is toxic and how it is biocompatible? So glycopolymer nanoparticles what it does normally the. Polymer nanoparticle. It's made by the polyethylene glycol. But polyethylene glycol? So there is a issue is the degradability. But so now the peoples that focus also the replace of instead of glycopolymer polyethylene glycol.

You pointed out that carrier stability and biocompatibility are key issues when designing polymer nanoparticles for drug delivery, and that the switch from polyethylene glycol to glycopolymers is a big focus. When you teach this shift in materials to students, how do you ensure they grasp both the chemistry fundamentals and the real-world impact of these decisions?

So they're trying to, uh, with this, the, uh, glycopolymer. So that will. Help to make the nanoparticles. Which is a will be. Yeah. So one of these, the polyethylene that is a basically a commodity polymers. Right. Show, but this polymer has the one major issue is that's the biodegradability, right? Now if we the polymer. Concept like a glycopolymer if the polymer are made a nanoparticles so. End up my sales. The polymer is made by this. The UH forms the glycop nanoparticles. So there is A1 hydrophobic core. Another one is the hydrophilic core. So they. In the nanoparticle will be able. To carry the drug. Right. Show and once it. And if the surface of this nanoparticles we are made by the glycopolymers?

Professor, given your background in polymer chemistry and nanomaterials, where do you see the most fundable and impactful research directions over the next three years? Which grants or funding sources would you target to support those projects?

So the glycopolymers will be more target specified. Right. And so? After that so then this nanoparticles. Yeah. So that's I would like to 1st target. So, uh. The carrier system for the gene therapy technique. So whatever the currently. The carrier system is there. That is the. But basically as a non viral vector system is very limited. And whatever is currently available that is not biodegradable. So my target is to a synthesis a biodegradable. Non-toxic.

Carrier system, so. So that will help to basically. Uh, yeah. So career system that will help.

Okay,

Carrier system, so. So that will help to basically. Uh, yeah. So career system that will help. To basically. Yes.

Right, so given your experience with polymer chemistry and drug delivery systems, let's shift to teaching. Suppose you had to run a session for 200 undergraduate students on polymers, but you couldn't use slides or a traditional lecture. How would you make that class interactive and keep students engaged with the material?

You’re aiming for a biodegradable, non-toxic carrier system for gene therapy, and you’re thinking about the limitations of current non-viral vectors. When you’re teaching these concepts, how do you handle students who seem disengaged or struggle with the complexity—what strategies have you found effective for getting them actively involved and making sure they actually understand the material?

So they. And I will tell. How the carrier basically works? OK. To carry the nucleic acid for the gene therapy technique? Then I'll come Yeah. So definitely I will, I will focus on definitely in India because yeah, so I'll definitely focus on how the current strategy. Current uh. Scenario on the. Genetic disease. So then I first I will definitely take on that then Yeah. So definitely I will, I will focus on definitely in India because yeah, so I'll definitely focus on how the current strategy. Current uh. Scenario on the. Genetic disease. So then I first I will definitely take on that then. Focus on that.

Yeah, so. One of these the current. So yeah. How? How do I start? So first I will start. How? The carrier system. Works for. First I will describe how the carrier system works to. Carry the. Yeah, to carry the nucleic acid for the gene therapy. OK. First I will overall give the overall. So what is the? Effect of the. Uh, so genetic disease? So that will I'll give the first overview. So what is the current strategy? Genetic disease strategy in India?

So they. And I will tell. How the carrier basically works? OK. To carry the nucleic acid for the gene therapy technique?

Alright, Professor,

Okay, so you’d walk students through how carriers move nucleic acids for gene therapy. Beyond teaching and research, what role do you see yourself playing in department-level governance, like curriculum committees or program reviews?

That then go ahead with so whatever the. Study our Our research has been done on the carrier for.

Alright, you’d start by focusing on India’s current genetic disease strategies and bring that context into your teaching. That’s helpful. When it comes to department-level governance—say you’re on a curriculum committee—how would you approach updating the chemistry syllabus to reflect new developments in gene therapy and polymer research?

Suppose, Professor, you’re guiding a research group on a high-profile battery material project, and a funding agency representative suggests you adjust your published results to favor their preferred outcome, hinting future grants depend on it. How would you handle the pressure to compromise research integrity, while maintaining your lab’s funding and your students’ opportunities?

No. So yeah.

Definitely I will. Not, uh. Compromise with research integrity. Even whatever the patient will.

Alright, Professor, thinking about your expertise in polymer chemistry and nanomaterials, do you have any industry connections that could help translate student research into internships or placement opportunities?

Alright, Dr., now I want to touch on some core skills for this role. Can you walk me through how you structure both the theory and lab components when you’re teaching a typical undergraduate chemistry course?

Yeah, so. Let's say so yeah, I would like to uh. Do some, uh, organic organic chemistry, uh, practical organic chemistry. I would like to take some organic chemistry. Three classes.

So. And their. Uh, so whatever, they have the reaction. They will learn.

Alright, so you like to run organic chemistry practicals and theory sessions. When it comes to evaluating students, how do you handle grading or exam duties—do you have a system for balancing objectivity and giving constructive feedback?

Mm-hmm.

Yeah, I have, yes. I have that, uh, strategy, so I will. Take a look on this how. They understand the. Reaction mechanism. OK. And how they understand the concept and how they are doing this, implementing this concept in the lab? So based on that. Then I will, uh, give the. Marks on or judge I I I would say I will judge.

Okay, so you base your evaluation on how well students grasp the reaction mechanism and apply those concepts in the lab. When you're supervising student research projects—especially at the undergraduate or master's level—how do you help students move from just following instructions to actually designing their own experiments?

Yeah, so. I would first. Tell them so. Describe them. What is the? This reaction.

What is the safety protocols they have to be follow that one. OK.

Okay, so you'd start by describing the reaction and help them understand it. Once they've got the basics, how do you push them toward designing their own experiments instead of just repeating established procedures?

Mm-hmm.

Yeah, I would. I would like to inspire them. So instead of let's say there is a some functional group, is there? So the reaction if the reaction happens between the two functional group is there.

Alright, so you try to inspire students to think about how functional groups interact and encourage them to explore beyond standard reactions. That makes sense. For communicating complex concepts in class, how do you structure your teaching so students stay engaged and actually understand the material—do you use certain techniques or tools to help?

So they. Then I would inspire them. So can we apply? To the same kind of reaction, so another functional group. OK, so like. Yeah, I would like to use some technology to visualize that tool. I would introduce some 3D model. I'd like to introduce some 3D model so they they can visualize the concept. So then the student can easily capture. The what I want to say so yeah. The concept. Or what I want to uh. Tell them. So once they visualize that. So then they can easily. Grab that one.

Alright, you mentioned using 3D models to help students visualize reactions, which is a solid way to bridge theory and practice. Now, for your PhD—what was the specific area of your research, and how did it connect to current trends in chemistry like battery materials or energy storage?

So that's one. Of the technique I would. Like. Yeah, so my Mickey So PhD topic was in polymer chemistry. So yeah. Janesh energy storage. Battery material, so here. We can do. Synthesis of membrane polymer Membrane. So that can be used as a ion exchange, uh, membrane for the battery application. That's a 11 kind of thing. Uh, one thing. Another one, uh. Technique is that. So far the energy storage application. Like.

Okay, so you worked on polymer membranes for ion exchange in battery applications during your PhD. Now, thinking about research publications—can you give me an example of a paper you published in a reputable journal,

So yeah, so the. The carbon dioxide. The hydrogen we can split. Yeah. Yeah, so we have published a paper. So that was in published in Macromolecule rapid communication that we have synthesized the multi stimuli responsive polymer. So. So that polymer basically was the first core was the polynip pump. And then we have block copolymerize with lysinyl acrylamide. And at the end of the polymer we attach the umbiliferon.

So you published in Macromolecular Rapid Communications, focusing on multi-stimuli responsive polymers with block copolymerization and umbiliferon attachment. Now, Dr., have you had any experience working directly with industry projects or providing consultancy, maybe related to polymer synthesis or battery materials? If so, what was your specific role?

Show that polymer versus the. Light-responsive, pH responsive, and. Yeah, yeah, I have a a current I, I am an industry professional, so I am working in an industry, so. There I have. Mainly I have a. Leads a multiple project. But currently what the project I'm doing. So there I have synthesized the different polymer materials which helps to capture the carbon. From the uh. Carbon show from the environment.

So that's project I'm currently working. As well as I have worked on some project. Where we have developed. Polymer. Yeah, so. Yeah, if you kindly elaborate. So what is the? What would be the exactly role?

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

For the disposition.

Okay, so your current industry work is focused on polymer development for carbon capture,

So you want some clarity about the exact responsibilities for this position. For the Assistant Professor role, you'd be expected to teach both theory and lab courses, guide student research projects, contribute to departmental research output, and participate in exam and evaluation duties. Anything else you'd like to know about the role or the team?

Uh, no thank you. Yeah, that's, uh. It's good for. Me. That's information.