Yes, we can begin.

Please start by introducing your professional journey in academia

Actually my name. Currently I'm working. Research in SRM. Engineering College. I think. I completed my 8 year 8 month journey.

Actually my name. Currently I'm working. Research in SRM. Engineering College. I think. I completed my 8 year 8 month journey. I am seeking. A new opportunities like bit where I can explore my. Career growth in the early stages. That's why I'm exploring V8.

Okay, so you've spent over eight years at SRM Engineering College, focusing on research. You mentioned you're currently working—could you share what your main research area is, and how it connects to your teaching responsibilities?

Alright, so you're eight years into your academic career at SRM and looking for new opportunities to grow

Sorry, sorry, sorry. Sorry, sorry. It's 8 month, 8 month. Hello What happened? Is there any issue there?

Alright.

I preferably chooses fluid mechanics. Subjection. Chemical Methods. Because my research area lies in computational fluid dynamics. Uh, where I use this uh, mathematical modeling. Of fluid flow problem. And it's solving using these specific methods such as finite difference, finite volume method. And using the numerical technique that is itative process and TDMA methods. I'm going. Tune into. Solve those equations to get the numerical output. Oops. Which is more relevant to the experimental setup? This is my research area. This inspires me to teach more in fluid dynamics and the numerical methods.

I preferably chooses fluid mechanics. Subjection. Chemical Methods. Because my research area lies in computational fluid dynamics. Uh, where I use this uh, mathematical modeling. Of fluid flow problem. And it's solving using these specific methods such as finite difference, finite volume method.

I preferably chooses fluid mechanics. Subjection. Chemical Methods. Because my research area lies in computational fluid dynamics.

Okay, so your teaching and research both center around fluid mechanics and computational methods. When you’re explaining the basics of fluid dynamics to new students, what’s one approach you use to make those concepts accessible?

Okay, so you're teaching fluid mechanics and using computational methods like finite difference and finite volume because your research focuses on modeling fluid flow. When you're introducing those numerical methods to students, what's your strategy for helping them grasp the real-world impact of mathematical modeling versus just the equations?

Okay, so your research area is computational fluid dynamics, and you use numerical methods like finite difference and TDMA to solve fluid flow problems. When you introduce these numerical techniques to students, what’s one strategy you use to help them grasp the practical relevance of the math behind fluid mechanics?

Simply fluid mechanics, we. Uh, basically fluid dynamics. It's a big basically steady of fluid flow. Uh, how it's, uh, flowing, uh, DC heat transfer. And it's a properties only we're going to study. Uh, to easily understand for the students, I'm going to, uh, give them an idea how the mathematics that is differential equations. Has been related to the. Flow Equations.

Simply fluid mechanics, we. Uh, basically fluid dynamics. It's a big basically steady of fluid flow. Uh, how it's, uh, flowing, uh, DC heat transfer. And it's a properties only we're going to study. Uh, to easily understand for the students, I'm going to, uh, give them an idea how the mathematics that is differential equations. Has been related to the. Flow Equations. Like how those derivatives uh convection term? Deficient term. And Storm. Has been driven. From the mathematical way. How they has been transported, that is fluid properties has been transported within the domain.

Simply fluid mechanics, we. Uh, basically fluid dynamics. It's a big basically steady of fluid flow. Uh, how it's, uh, flowing, uh, DC heat transfer. And it's a properties only we're going to study. Uh, to easily understand for the students, I'm going to, uh, give them an idea how the mathematics that is differential equations. Has been related to the. Flow Equations. Like how those derivatives uh convection term? Deficient term. And Storm. Has been driven. From the mathematical way. How they has been transported, that is fluid properties has been transported within the domain. Like this technique, this will be more helpful for the students to grasp them easily. Uh, because fluid dynamics and computational fluid dynamics is a very interesting, uh. A field for a student to easily. Basically I'm just give a simple uh. Flow videos or tutorials. So that how those equations has been driven. In a mathematical way, how they has been solved? Uh, accurately using the mathematical computation? Uh, considering what? Why they are required? And how they can be handled in a? Specific optimum pay. That's how I'm going to notice the.

Dr., you’ve published several papers recently — for instance, your 2024 work on the “Impact of electro-hydrodynamics on combined convection in an opposed ventilation system” in Physics of Fluids. How did you translate the findings from that research into your teaching practice, especially for undergraduate students who may not have deep background in fluid dynamics?

Right, you make the mathematical link between differential equations and fluid flow clear for students—showing how the convection and diffusion terms model real transport inside the domain. Let's switch gears, Dr. Your thesis focused on computational modeling of fluid flow. Can you give me an example of how you simplified that work for students or colleagues who didn't have a background in advanced mathematics?

I help students deal with abstract math by making it concentrate. Uh, by a step by step method. For example if I am using finite difference method, I show how a continuous equation. Uh, becomes a table of values, then an algebraic problem? That is how the equation has been discretized in every point of the system. Then the relevant algebraic equation is obtained. And then with the TDMA process we are going to solve those algebraic equation of time. Point wise, point wise manners. So see how the methods works. I also. To connect the theory to a simple real life applications. Then let the student to practice with small examples before. Moving to the full method.

I help students deal with abstract math by making it concentrate. Uh, by a step by step method. For example if I am using finite difference method, I show how a continuous equation. Uh, becomes a table of values, then an algebraic problem? That is how the equation has been discretized in every point of the system. Then the relevant algebraic equation is obtained. And then with the TDMA process we are going to solve those algebraic equation of time. Point wise, point wise manners. So see how the methods works. I also. To connect the theory to a simple real life applications. Then let the student to practice with small examples before. Moving to the full method. My my goal is to reduce the fear of abstraction by breaking the idea of visual. Logical and practical. Parts. I think that's the way we can deal with it Basically my problems lies on electroconvuction problem.

I help students deal with abstract math by making it concentrate. Uh, by a step by step method. For example if I am using finite difference method, I show how a continuous equation. Uh, becomes a table of values, then an algebraic problem? That is how the equation has been discretized in every point of the system. Then the relevant algebraic equation is obtained. And then with the TDMA process we are going to solve those algebraic equation of time. Point wise, point wise manners. So see how the methods works. I also. To connect the theory to a simple real life applications. Then let the student to practice with small examples before. Moving to the full method. My my goal is to reduce the fear of abstraction by breaking the idea of visual. Logical and practical. Parts.

Right, so you break down the finite difference method step by step, connecting the abstract math to real tables and algebraic equations, and then bridge it to real-world applications for students. Now, Dr., your 2024 paper on electro-hydrodynamics in opposed ventilation systems caught my eye. How has your research in that area influenced the way you teach advanced fluid dynamics topics to undergraduate students?

Right, step-by-step breakdowns and small examples seem to help students feel less intimidated by abstraction. Since your research is in computational fluid dynamics, can you share one way you've brought insights from your own published work into your undergraduate teaching, maybe from your recent paper or a specific project?

Basically my problems lies on electroconvuction problem. Uh, where the flow is driven by the potential difference created, uh, within the system that is electric field, uh, driving the flow. This is. Have very much application in real life world. Uh. Battery cells. Uh uh, then transformer setter. Where the coils has been uh uh, coils has been eatered. And driven by the electrical field which flows into the wire coils. I wish she drives the fluid within them. In this case, the heat transfer. Comes into the play. Uh, basically in the classroom, we're going to consider, uh, it's a, it's a full of room. Uh, we are, we are keeping. A human being there will be a generating a. Within the. Uh, in those circumstances we should. Uh, take out. Way to eat energy, it should not be accumulated there.

Basically my problems lies on electroconvuction problem. Uh, where the flow is driven by the potential difference created, uh, within the system that is electric field, uh, driving the flow. This is. Have very much application in real life world. Uh. Battery cells. Uh uh, then transformer setter. Where the coils has been uh uh, coils has been eatered. And driven by the electrical field which flows into the wire coils. I wish she drives the fluid within them. In this case, the heat transfer. Comes into the play. Uh, basically in the classroom, we're going to consider, uh, it's a, it's a full of room. Uh, we are, we are keeping. A human being there will be a generating a. Within the. Uh, in those circumstances we should. Uh, take out. Way to eat energy, it should not be accumulated there. If they eat is accumulated, there will be a sophistication within the classroom. Thus creating an inadequate performance for the student and also as well as the teacher for ourselves. It will reduce the efficiency of the human beings. So we must ventilate the room so that the. Students may feel comfortable and as well as the steps. This is the simple practical example that can be given to the students. This is how. Uh, my application can be comes into the play. Uh, I can easily interpret with the students for this classroom setups. I think I couldn't.

So your research deals with electroconvection, linking fluid motion to electric fields in real-world setups like battery cells and transformers. That’s a pretty specialized area. Dr., since you’ve been connecting your research to teaching, how do you make sure students with little background in advanced math or physics can still follow and appreciate these kinds of applications in your lectures?

Dr., since your work in computational fluid dynamics is closely tied to electroconvection and practical setups like battery cells and ventilation, where do you see the most fundable research directions over the next few years? Which grants or funding sources would you target to support this line of work?

Uh, which is. I couldn't hear you proper. Currently there is some. Destruction.

Alright, Dr., since you mentioned breaking down abstract concepts using step-by-step methods and real-life examples, let’s shift to teaching innovation. Imagine you’re assigned a large introductory mathematics class—say, 150 students—and you’re not allowed to use slides or traditional lectures. How would you keep students actively engaged and make sure they’re really processing the material?

If I didn't get any slides or lecture notes.

If I didn't get any slides or lecture notes. I basically move with the interactive, like a engagement with engaging the students. In like, uh, debate. Or some other interactions, uh, that could, uh, really connect with the real world. Uh, basic mathematics like. Structures, uh. Like such as shape, square and triangles can be. Practically related towards the surroundings of our environment. Not just studying those dimensions and, uh, some other, uh, mathematical way. We just need to interpret those physics so that it will be more interesting for the students. Without any material or nose. We can interact with them and then engage them towards us. So so that we can also create a column. Creative discussion within the students itself. So that the classes will be more engaging. And they will be more curious like we can create some. Funny elements like making them to do some tasks, then they must. They must speak on. A little bit small topic which they have an idea that is basic mathematics idea. So this this interactions will make the. Classroom. Very, very, very engaging.

If I didn't get any slides or lecture notes. I basically move with the interactive, like a engagement with engaging the students. In like, uh, debate. Or some other interactions, uh, that could, uh, really connect with the real world. Uh, basic mathematics like. Structures, uh. Like such as shape, square and triangles can be. Practically related towards the surroundings of our environment. Not just studying those dimensions and, uh, some other, uh, mathematical way. We just need to interpret those physics so that it will be more interesting for the students. Without any material or nose. We can interact with them and then engage them towards us. So so that we can also create a column. Creative discussion within the students itself. So that the classes will be more engaging.

Alright, if you didn't have slides or lecture notes to rely on, what's a specific activity or technique you'd use to help those 150 students stay engaged and actually work through the material in real time?

If I didn't get any slides or lecture notes. I basically move with the interactive, like a engagement with engaging the students. In like, uh, debate. Or some other interactions, uh, that could, uh, really connect with the real world. Uh, basic mathematics like. Structures, uh. Like such as shape, square and triangles can be. Practically related towards the surroundings of our environment. Not just studying those dimensions and, uh, some other, uh, mathematical way. We just need to interpret those physics so that it will be more interesting for the students. Without any material or nose. We can interact with them and then engage them towards us. So so that we can also create a column. Creative discussion within the students itself. So that the classes will be more engaging. And they will be more curious like we can create some. Funny elements like making them to do some tasks, then they must. They must speak on. A little bit small topic which they have an idea that is basic mathematics idea. So this this interactions will make the. Classroom. Very, very, very engaging. Can be more connective. The materials.

Okay, so you’d use debates and real-world connections—like shapes and structures in the environment—to spark creative discussions among the students. How would you check if those students are actually understanding the material, not just participating?

Since classroom evaluations and exam responsibilities are a vital component at VIT, how would you ensure fair and transparent assessment methods while maintaining academic rigor in your courses on Mathematics?

Alright, so you’d use debate, tasks, and creative discussions to keep students engaged even without slides. Since classroom evaluations and exam responsibilities are a vital component at VIT, how would you

Take mathematics, say prime numbers. Number.

You brought up prime numbers as an example. If you were designing an assessment around prime numbers, what steps would you take to make sure every student’s work is evaluated fairly and transparently, especially in a large class setting?

Take mathematics, say prime numbers. Number. There is some technique. Here I am speaking I also.

Take mathematics, say prime numbers. Number. There is some technique. Here I am speaking I also. So that is an interpreting. Interruption.

You started to mention prime numbers and techniques for assessment, but it sounded like there was some noise on your end. If you were designing an evaluation around prime numbers, what steps would you take to make sure every student’s work is graded fairly and transparently, without sacrificing rigor?

You started to mention prime numbers as an example. If you were designing an assessment around prime numbers, what steps would you take to make sure every student’s work is evaluated fairly and transparently, while keeping the rigor expected at VIT?

Uh, yeah, that's a great question. First of all, we should need. To, uh, make the student more engaging, uh to. The work that we are going to give. We must give what's the importance of those topics that we are discussing here.

Uh, yeah, that's a great question. First of all, we should need. To, uh, make the student more engaging, uh to. The work that we are going to give. We must give what's the importance of those topics that we are discussing here. With ideas that we are going to give the students. It will be more easy for them to do. They will put some effort, they will try to learn, they will be engaging. In the in the context of. Assessment or fair checking those? Moksha Audiya performing. Uh, we should be very, very strict. For. It's not about the good student or bad student.

Uh, yeah, that's a great question. First of all, we should need. To, uh, make the student more engaging, uh to. The work that we are going to give. We must give what's the importance of those topics that we are discussing here. With ideas that we are going to give the students. It will be more easy for them to do. They will put some effort, they will try to learn, they will be engaging. In the in the context of. Assessment or fair checking those? Moksha Audiya performing. Uh, we should be very, very strict. For. It's not about the good student or bad student. But we must find how the student is performing with those corrections. Only we can improve the students. So. That we could bring them. To the expected level. Expectation level, we can push them more. Uh, we should be in a. Hardware them. Uh, maybe they can be cheating also.

Uh, yeah, that's a great question. First of all, we should need. To, uh, make the student more engaging, uh to. The work that we are going to give. We must give what's the importance of those topics that we are discussing here. With ideas that we are going to give the students. It will be more easy for them to do. They will put some effort, they will try to learn, they will be engaging. In the in the context of. Assessment or fair checking those? Moksha Audiya performing. Uh, we should be very, very strict. For. It's not about the good student or bad student. But we must find how the student is performing with those corrections. Only we can improve the students. So. That we could bring them. To the expected level. Expectation level, we can push them more. Uh, we should be in a. Hardware them. Uh, maybe they can be cheating also. I like doing assessments. But we should not react. Should make them too. Feel that we should be more genuine. We should be. That we should we are came in. It will learn so that we can. And make them. Two way assessment will be very easy. And it could be more crisp than. What's need? What's the outcome from the? Uh, discussion or a class we have taken? With those we can make. Presentation or a student. We can be. Accessible.

Uh, yeah, that's a great question. First of all, we should need. To, uh, make the student more engaging, uh to. The work that we are going to give. We must give what's the importance of those topics that we are discussing here. With ideas that we are going to give the students. It will be more easy for them to do. They will put some effort, they will try to learn, they will be engaging. In the in the context of. Assessment or fair checking those? Moksha Audiya performing. Uh, we should be very, very strict. For. It's not about the good student or bad student. But we must find how the student is performing with those corrections. Only we can improve the students. So. That we could bring them. To the expected level. Expectation level, we can push them more. Uh, we should be in a. Hardware them. Uh, maybe they can be cheating also. I like doing assessments. But we should not react. Should make them too. Feel that we should be more genuine. We should be. That we should we are came in. It will learn so that we can. And make them. Two way assessment will be very easy. And it could be more crisp than. What's need? What's the outcome from the? Uh, discussion or a class we have taken? With those we can make. Presentation or a student. We can be. Accessible. And it can. Meeting the expectation of the BJT.

You stressed the importance of engaging students and highlighting the relevance of each topic. Now, thinking bigger picture—how have you contributed to curriculum development for accreditation standards in previous roles, and how would you apply that experience to align with VIT’s programs and objectives?

You emphasized being strict and making sure assessments don’t favor any student, and that engagement is key so they actually want to learn. Can you give a concrete example of how you’ve helped develop or revise a mathematics curriculum to meet accreditation standards—and how you’d approach aligning your work with VIT’s program objectives?

You emphasized strictness and fairness, and that helping students understand the purpose of an assessment can boost engagement and effort. Still, for accreditation, it’s not just about individual fairness—we need documentation and processes that stand up to audits. Can you give a concrete example of how you’ve helped develop or revise a mathematics curriculum specifically to meet accreditation requirements, and how you’d apply that experience to aligning with VIT’s standards?

You talked about strictness and keeping assessments genuine, regardless of the student's prior ability. For accreditation specifically, how have you helped develop curricula or align courses to meet formal standards—say, mapping outcomes to program objectives or tracking compliance—at your previous institution?

You emphasized that assessments should be strict and genuine, and that engagement helps students reach the expected level. Thinking beyond individual courses, how have you contributed to curriculum development for accreditation standards at your previous institutions, and how would you apply that experience to align with VIT’s programs and objectives?

Know that I am young, currently developing in my career in both research and academic. In my current institution, I have given an UH. Opportunity to work with us. Student that is BTEC students. For a hackathon problem Ackathon project that arranged by the Indian government.

Know that I am young, currently developing in my career in both research and academic. In my current institution, I have given an UH. Opportunity to work with us. Student that is BTEC students. For a hackathon problem Ackathon project that arranged by the Indian government. We have worked on several projects basically. Uh, one of my students have been. Consider the statistic. Methods. That's. To predict the price drop and increase for the. Specific crop that is very useful to the agriculture. Your level that is incompetent. Those techniques in the. So that we can. Monitor every crop. The price dropping or increasing hours can be monitored, et cetera. Another part. They also used a stimulation. That is car. They are digital twin. They have initiated those steps with those. The previous research. Existence they have developed some small model with risk to watch that is digital. Was they created as simple? BP checking algorithm that can be incorporated into the app. Which can be stimulate how the artist performing. With the. Project. I have been mentoring them.

Know that I am young, currently developing in my career in both research and academic. In my current institution, I have given an UH. Opportunity to work with us. Student that is BTEC students. For a hackathon problem Ackathon project that arranged by the Indian government. We have worked on several projects basically. Uh, one of my students have been. Consider the statistic. Methods. That's. To predict the price drop and increase for the. Specific crop that is very useful to the agriculture. Your level that is incompetent. Those techniques in the. So that we can. Monitor every crop. The price dropping or increasing hours can be monitored, et cetera. Another part. They also used a stimulation. That is car. They are digital twin. They have initiated those steps with those. The previous research. Existence they have developed some small model with risk to watch that is digital. Was they created as simple? BP checking algorithm that can be incorporated into the app. Which can be stimulate how the artist performing. With the. Project. I have been mentoring them. Which is very useful for MA. What's the age? New to me also. This exposure will give me that I can uh, initiate unique idea. So that we can represent them in an standard international level. Like a specific problem that currently need to. This is how we can contribute to the VIT.

You mentioned your early career and hands-on involvement with students, which points to real engagement. Now, picture this: a student submits a formal complaint claiming your grading is biased, while at the same time your department head is urging you to improve pass rates. How would you handle that situation to protect academic integrity and navigate the pressure?

Alright, you’re still early in your career but you’ve mentored students on hackathon projects and guided them through statistical methods for predicting crop prices, plus digital twin simulations. If the department head at VIT disagrees with your approach to curriculum development or assessment, how would you handle that situation while still keeping your academic standards intact?

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough. And that would be. Underpass. That should we should focus on those. Not performing well, student or not. Up to, up to. Students, we should give. Give some more time. What's the problem with them? Is there any other? I knew they are facing or some other they are simply any psychological factors. We should address them. And we should motivate them. Then we should find those excerpts. We just, uh. React for those pressuring at all. Then upon the second question, there is a conflict between the. Formal complaint that have been raised. On me I will. The situation I'll explain the student. I'll be there. I'll be facing those situations. I'll be explaining the student and all the authorities. And there won't be any biased grading or etcetera? There won't be any. Politics within the academics. Each and everyone is equal to me. There is no any any uh. Contradiction or? YD Grading. If it is true. I should be punished. If it's not, I should be respect. I should be given. Are you are not the mistaken person? That's it. That's. That's how I. Uh, face the problems.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough. And that would be. Underpass. That should we should focus on those. Not performing well, student or not. Up to, up to. Students, we should give. Give some more time. What's the problem with them? Is there any other? I knew they are facing or some other they are simply any psychological factors. We should address them. And we should motivate them. Then we should find those excerpts. We just, uh. React for those pressuring at all. Then upon the second question, there is a conflict between the. Formal complaint that have been raised. On me I will. The situation I'll explain the student. I'll be there. I'll be facing those situations. I'll be explaining the student and all the authorities. And there won't be any biased grading or etcetera? There won't be any. Politics within the academics. Each and everyone is equal to me. There is no any any uh. Contradiction or? YD Grading. If it is true. I should be punished. If it's not, I should be respect.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough. And that would be. Underpass. That should we should focus on those. Not performing well, student or not. Up to, up to. Students, we should give. Give some more time. What's the problem with them? Is there any other? I knew they are facing or some other they are simply any psychological factors. We should address them. And we should motivate them. Then we should find those excerpts. We just, uh. React for those pressuring at all. Then upon the second question, there is a conflict between the. Formal complaint that have been raised. On me I will. The situation I'll explain the student. I'll be there. I'll be facing those situations. I'll be explaining the student and all the authorities. And there won't be any biased grading or etcetera? There won't be any. Politics within the academics.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough. And that would be. Underpass. That should we should focus on those. Not performing well, student or not. Up to, up to. Students, we should give. Give some more time. What's the problem with them? Is there any other? I knew they are facing or some other they are simply any psychological factors. We should address them. And we should motivate them. Then we should find those excerpts. We just, uh. React for those pressuring at all. Then upon the second question, there is a conflict between the. Formal complaint that have been raised. On me I will. The situation I'll explain the student. I'll be there. I'll be facing those situations. I'll be explaining the student and all the authorities. And there won't be any biased grading or etcetera? There won't be any. Politics within the academics. Each and everyone is equal to me. There is no any any uh. Contradiction or? YD Grading.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough. And that would be. Underpass. That should we should focus on those. Not performing well, student or not. Up to, up to. Students, we should give. Give some more time. What's the problem with them? Is there any other? I knew they are facing or some other they are simply any psychological factors. We should address them. And we should motivate them. Then we should find those excerpts. We just, uh. React for those pressuring at all.

As an academician, you should face them all. Right. It should be phased. Uh. With a smile. Uh. In every situation. I I couldn't add further pressure. Uh, I need to be genuine. And straightforward and fair enough. I'm not just came here for 100 percentage. Pausing that. That that creepy. I'm not going to give. Our assessment should be. Be very fair enough. And that would be. Underpass. That should we should focus on those. Not performing well, student or not. Up to, up to. Students, we should give. Give some more time. What's the problem with them? Is there any other? I knew they are facing or some other they are simply any psychological factors. We should address them. And we should motivate them. Then we should find those excerpts. We just, uh. React for those pressuring at all. Then upon the second question, there is a conflict between the. Formal complaint that have been raised. On me I will. The situation I'll explain the student. I'll be there. I'll be facing those situations. I'll be explaining the student and all the authorities.

You said you'd face the situation with a smile, but let's get more concrete. If both the student and department head disagree with your grading approach and you're caught between conflicting expectations, what would you actually do to resolve it?

You said you'd face those pressures with a smile, but let's get more concrete. If both the student and department head disagree with your grading approach and you're caught between conflicting expectations, what would you actually do to resolve the situation?

Alright, Dr., thinking about your background in computational mathematics and fluid dynamics, do you have any industry connections or prior collaborations that could help translate into internship or placement opportunities for students here at VIT?

Alright, Dr., let's shift gears. I want to verify a few core skills for this role. For starters, when you've been involved in supply chain modeling or optimization—whether in research or industry—what mathematical tools or approaches did you find most effective for capturing real-world complexity, and how did you decide which to use?

You said you'd handle those pressures by staying fair and genuine, focusing on supporting students with extra needs and not bowing to demands for higher pass rates. Let’s switch gears. When you’re mentoring student research projects—especially on topics like statistical methods or digital twins—how do you help students choose a question that’s both feasible and rigorous, and what’s your process for guiding them through setbacks or dead ends?

You said you’d handle those pressures by staying fair and genuine, focusing on supporting students with extra needs and not bowing to demands for higher pass rates. Let’s switch gears. When you’re mentoring a student on their thesis or a research project, what’s your approach to guiding them through the literature review and setting up their methodology?

Alright, you said you'd handle departmental and student pressure by staying genuine and fair, checking for psychological factors, and never bowing to politics. Let’s switch gears—when you’re mentoring student projects, how do you decide which research topics or problems are appropriate for undergraduate versus postgraduate students?

Alright, you said you'd handle that kind of conflict by staying genuine and fair, focusing on the student's needs and not bowing to pressure for higher pass rates. Now, when you’re mentoring student research projects—especially those tied to industry or practical applications—how do you help students translate their academic work into something industry partners find valuable?

Alright, you’re clear about being fair and supporting all students equally, even under pressure. Switching gears, Dr., when you’re mentoring student research projects—especially those involving advanced statistical methods or AI in mathematics—how do you guide students through designing experiments or models so their work stands up to scrutiny from peer reviewers?

Alright, you said you'd face those pressures with fairness and transparency, and treat every student equally, even under complaint or departmental demands. Now, Dr., can you walk me through how you structure a student research project—let's say it's in advanced statistical methods applied to agriculture—so the student learns both the theory and practical application?

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand.

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle. They are planting the crops daily. And also daily that they are. Properly doing agriculture. With those datas we are monitoring them. And we are. Appease Pat. That is Mark, we are connecting market. Farmers and the buyers. With these three datas. We need to understand first. We are going to explain how the students need to. Understand these three things. This meeting.

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle.

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle. They are planting the crops daily. And also daily that they are. Properly doing agriculture. With those datas we are monitoring them. And we are. Appease Pat. That is Mark, we are connecting market. Farmers and the buyers. With these three datas. We need to understand first. We are going to explain how the students need to. Understand these three things. This meeting. From the farmer. You we need to understand how the crop. This approach then uh. Agriculture is. Other works.

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle. They are planting the crops daily. And also daily that they are. Properly doing agriculture. With those datas we are monitoring them. And we are. Appease Pat. That is Mark, we are connecting market.

Right, you emphasized theory as foundational. But for a student project applying statistical methods to agriculture—say, predicting crop prices—how would you help them bridge the gap between the math and actually building a usable model?

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle. They are planting the crops daily. And also daily that they are. Properly doing agriculture. With those datas we are monitoring them. And we are. Appease Pat. That is Mark, we are connecting market. Farmers and the buyers. With these three datas. We need to understand first. We are going to explain how the students need to. Understand these three things. This meeting. From the farmer. You we need to understand how the crop. This approach then uh. Agriculture is. Other works. The market we need to. Know about that is finance. Are leasing techniques or. ETC. Then for the bias, we need to know how the people are trying to buy the product, why they are. Yeah, it makes a. Do you need to understand? Then we are going. This is how we are going to explain the students. And they will get a practical understanding, then they will apply the theory that we they have learned. Or they, uh, go with the previous research in the current development. In those area. Then they will incorporate some new techniques or new ideas so that the movement. Optimized. Application oriented projects can be. Produce is how we. We are going to treat the project.

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle. They are planting the crops daily. And also daily that they are. Properly doing agriculture. With those datas we are monitoring them. And we are. Appease Pat. That is Mark, we are connecting market. Farmers and the buyers. With these three datas. We need to understand first. We are going to explain how the students need to. Understand these three things. This meeting. From the farmer. You we need to understand how the crop. This approach then uh. Agriculture is. Other works. The market we need to. Know about that is finance. Are leasing techniques or. ETC. Then for the bias, we need to know how the people are trying to buy the product, why they are. Yeah, it makes a. Do you need to understand? Then we are going. This is how we are going to explain the students. And they will get a practical understanding, then they will apply the theory that we they have learned.

Yeah, uh. Basically, we are from a mathematical background. The theory is the basic need that we need to understand. Basically in agriculture. We should. We are we? Focusing on the applied projects, right, we are going to apply. The our theoretical. Um, theoretical. Uh, products into the. Real world application that is an agriculture. In that way I have explained that statistical method. That is. My student took the data as. From a well reputed agriculture farmers. They are continuously doing farmers for their lifestyle. They are planting the crops daily. And also daily that they are. Properly doing agriculture. With those datas we are monitoring them. And we are. Appease Pat. That is Mark, we are connecting market. Farmers and the buyers. With these three datas. We need to understand first. We are going to explain how the students need to. Understand these three things. This meeting. From the farmer. You we need to understand how the crop. This approach then uh. Agriculture is. Other works. The market we need to. Know about that is finance. Are leasing techniques or. ETC. Then for the bias, we need to know how the people are trying to buy the product, why they are. Yeah, it makes a. Do you need to understand? Then we are going. This is how we are going to explain the students.

You pointed out that theory is essential, and you encouraged students to collect real-world data from respected farmers. Shifting gears, Dr., tell me about your experience working with industry projects or consultancy—what's one project where your mathematical expertise really made a difference?

Alright, you mentioned collecting data from real farmers and connecting it to market analysis. When you guide students through a project like that, how do you help them design their experiments or sampling methods so the results are statistically valid and not just anecdotal?

Alright, you stressed understanding real data from farmers and connecting it to markets, so students see both theory and application. Now, thinking about communication—when you’re explaining a tough mathematical concept to a group of students with mixed backgrounds, how do you ensure your teaching is structured and clear enough for everyone to follow?

You mentioned being genuine and facing complaints head-on, making sure all students are treated equally. Now, you said you've mentored students in hackathons and industry-facing projects. Tell me about a time you worked directly with an industry partner or consultancy—what was your role, and how did you make sure the mathematical methods you used met real-world requirements?

Alright, you walked through how students need to understand farmer data, market dynamics, and buyer behavior for an applied project. Now, thinking about your communication style—when you’re explaining a tough mathematical concept to a student who’s struggling, what do you do to make sure they actually grasp it, not just memorize the formula?

Alright, you described how you’d treat every student equally and address complaints head-on, and you walked through mentoring applied projects. Now, Dr., let’s pivot to your experience guiding student research—when you’re supervising a project that involves deep learning or AI applied to mathematics, what steps do you take to ensure the student understands both the mathematical foundations and the practical modeling aspects?

Okay, you walked through having students connect farmer data to market and buyer analysis, so they really learn how to apply theory to real-world agricultural problems. Now, thinking about your research publications, can you share one that you believe had the strongest impact, and walk me through how you selected the journal or conference for submission?

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core. Outside of the external coverage, there will be an in. An insulated body. Oil and the insulated body that will be a fluid called dielectric fluid. Which one contact the electricity? This is the main concept. Which has been. Replicated as the numerical setup. Uh this setup? Has been very very useful application in other patterns also we need to study those physics. By using the numerical techniques. I have considered finite difference method. Along with the DDMA, I've solved the problem. And obscurity down assault number, which is represents the heat transfer within the entire system. In this case the flow is driven by only the electroconvuction. And the thermoconnection. These two cases has been compared.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core. Outside of the external coverage, there will be an in. An insulated body. Oil and the insulated body that will be a fluid called dielectric fluid. Which one contact the electricity? This is the main concept. Which has been. Replicated as the numerical setup. Uh this setup? Has been very very useful application in other patterns also we need to study those physics.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core. Outside of the external coverage, there will be an in. An insulated body. Oil and the insulated body that will be a fluid called dielectric fluid. Which one contact the electricity? This is the main concept. Which has been. Replicated as the numerical setup.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core. Outside of the external coverage, there will be an in. An insulated body. Oil and the insulated body that will be a fluid called dielectric fluid. Which one contact the electricity? This is the main concept. Which has been. Replicated as the numerical setup. Uh this setup? Has been very very useful application in other patterns also we need to study those physics. By using the numerical techniques. I have considered finite difference method. Along with the DDMA, I've solved the problem. And obscurity down assault number, which is represents the heat transfer within the entire system. In this case the flow is driven by only the electroconvuction. And the thermoconnection. These two cases has been compared. Show me IE transfer problem. So I have genuinely tried with. Turn on flight physics of fluid. Journal of fluid mechanics. International communication in Eton mass transfer. International Journal of Eton Mass Transfer. International Journal of. Eaton free flow. These are wellreputed Q1 journals. In Mike Harris. So I preferably gone with the physics of. Uh, which has very, very more relevant to the electroconvuction problem which is currently going. I have chosen a physics of. Uh, that's it. The paper court published after the six months of. Per review process. Uh, the reviewers gave more and more a technical. He has more mechanical. Engineering, uh. Sorry, sorry. Uh, they have given more engineering ideas how they can how this problem can be applied in real-world setups. What are the consideration parameters? I excellent parameters can be more studied. And out there patients can analyze it more additionally. They have given several. Outputs uh. That's how, that's how the research has been. Coming to. And that's one of my greatest achievements.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core. Outside of the external coverage, there will be an in. An insulated body. Oil and the insulated body that will be a fluid called dielectric fluid. Which one contact the electricity? This is the main concept. Which has been. Replicated as the numerical setup. Uh this setup? Has been very very useful application in other patterns also we need to study those physics. By using the numerical techniques. I have considered finite difference method. Along with the DDMA, I've solved the problem. And obscurity down assault number, which is represents the heat transfer within the entire system. In this case the flow is driven by only the electroconvuction. And the thermoconnection. These two cases has been compared. Show me IE transfer problem. So I have genuinely tried with. Turn on flight physics of fluid. Journal of fluid mechanics. International communication in Eton mass transfer. International Journal of Eton Mass Transfer. International Journal of. Eaton free flow. These are wellreputed Q1 journals. In Mike Harris. So I preferably gone with the physics of. Uh, which has very, very more relevant to the electroconvuction problem which is currently going. I have chosen a physics of. Uh, that's it. The paper court published after the six months of. Per review process. Uh, the reviewers gave more and more a technical. He has more mechanical. Engineering, uh. Sorry, sorry.

Yeah. Till current, I feel that I have published one of my very long time research. In an open ventilation system that is. Impact of eratohydrodynamics on. Open ventilation system. The test has been published in Physics of Fluid. This research idea I have initiated one on my starting of my PhD. Arrive step by step, worked on numerical problems, numerical methods. Audi electroconviction problem has been initiated started to work. How they have been applied, How they came to apply in heat transfer problems? How they can? Come into. Application of ventilation. In an open system was my new idea. Just like you consider a transformer. Basic transformer setup. And there will be a coil within the center of the core. Outside of the external coverage, there will be an in. An insulated body. Oil and the insulated body that will be a fluid called dielectric fluid. Which one contact the electricity? This is the main concept. Which has been. Replicated as the numerical setup. Uh this setup? Has been very very useful application in other patterns also we need to study those physics. By using the numerical techniques. I have considered finite difference method. Along with the DDMA, I've solved the problem. And obscurity down assault number, which is represents the heat transfer within the entire system. In this case the flow is driven by only the electroconvuction. And the thermoconnection. These two cases has been compared. Show me IE transfer problem. So I have genuinely tried with. Turn on flight physics of fluid. Journal of fluid mechanics. International communication in Eton mass transfer. International Journal of Eton Mass Transfer. International Journal of. Eaton free flow. These are wellreputed Q1 journals. In Mike Harris. So I preferably gone with the physics of. Uh, which has very, very more relevant to the electroconvuction problem which is currently going. I have chosen a physics of. Uh, that's it. The paper court published after the six months of. Per review process. Uh, the reviewers gave more and more a technical. He has more mechanical. Engineering, uh. Sorry, sorry. Uh, they have given more engineering ideas how they can how this problem can be applied in real-world setups. What are the consideration parameters?

Alright, you got your research published in Physics of Fluids, focusing on open ventilation systems and electrohydrodynamics. Thinking about industry projects or consultancy—have you worked directly with any companies or government bodies where your mathematical expertise was applied to solve a real-world problem? If so, what was your role?

Alright, so you published your long-term research on electrohydrodynamics and open ventilation in Physics of Fluids, starting that work at the beginning of your PhD. Have you had the chance to collaborate directly with industry or work on consultancy projects where your mathematics expertise was applied to solve real-world problems?

Alright, you started that research at the beginning of your PhD and got it published in Physics of Fluids. Now, have you worked directly with industry partners or on consultancy projects where your mathematical expertise was applied to solve a real-world business or engineering problem?

Alright, you got your research published in Physics of Fluids, focusing on open ventilation systems and electrohydrodynamics. Thinking about industry projects or consultancy—have you worked directly with organizations or companies where your mathematical expertise was applied to solve a real operational problem?

Alright, you explained how your research on electrohydrodynamics and ventilation systems evolved, and how you applied numerical methods from the start of your PhD. Now, thinking about your ability to teach both theory and lab courses—how do you make sure students really grasp the mathematical concepts during practical lab sessions, especially when the theory is abstract or challenging?

Alright, you explained how you developed your research from theory and applied it to real-world agricultural data, guiding students through connecting farmer, market, and buyer information. Now, thinking about your industry involvement—have you ever worked directly with companies or as a consultant, applying mathematical models or statistical analysis to solve a business problem? If so, what was your role?

Okay, you described how you use numerical methods and step-by-step explanations in your research and teaching, and you’ve coached students through applied projects and hackathons. Now, have you worked directly with industry partners or on consultancy projects where your mathematical expertise was applied to solve practical business or engineering challenges?

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

Alright, you described how your publication in Physics of Fluids evolved from your PhD, and how you chose the journal for its relevance to electrohydrodynamics and heat transfer. Dr., before we wrap up, is there anything you'd like to ask about the role or the team at VIT?

Yeah, but they have mentioned astronomers.

You said astronomers were mentioned. If you’re asking about whether the role involves astronomy, I can clarify—it’s focused on mathematics, not astronomy, though interdisciplinary work is valued if it connects back to math. Anything else you’d like to know about the position or the department?

Yeah, but they have mentioned astronomers. Whether we should? Going to focus fully on. Research Publications. Just entirely we're going to. Uh, trying to get fundings. Yeah, just enough going to. Guide the students.