Ah, yes, of course.

Please start by introducing your professional journey in academia

Yeah, myself, Sonobos. So. I'm currently working as a guest faculty. In continuance of science and technology. Turn off Kerala.

Okay, so you're a guest faculty at the science and technology department in Kerala.

So I graduate from. College under MG University, Kerala. I recently completed my. PhD in Indian Institute of Space Science and Technology. Thiruvan, the Kerala. My research theory is computational. Partially differential equations. Uh, numerical methods. On system of single differential equations. I have 4:00. General Publications. And one conference publication.

You described your research in numerical methods for differential equations and your experience publishing work in journals. What aspect of mathematics do you most enjoy teaching, and why does it resonate with you?

Yeah, before PhD I have. Teaching experience in couple of years I.

What occurred in UH? Engineering and outside psychologists.

So you mentioned you have a couple years of teaching experience before your PhD.

Alright, it sounds like you had some exposure to engineering courses and maybe interdisciplinary work. Can you walk me through one specific teaching experience outside pure mathematics that stood out for you?

Yes.

So your doctoral thesis focused on efficient, uniformly accurate numerical solutions for systems of singularly perturbed differential equations. Can you tell me about a time you had to present or teach the core ideas from that research to an undergraduate or non-specialist audience? What did you do to make the concepts accessible?

Yeah, I have experience.

Alright, I heard you—but I need you to walk me through one actual experience. Can you describe how you broke down the complexity of your thesis research for students who had little background in the field? What did you do, step by step?

Uh, differential equations. So I can explain. Yeah, yes.

You started to explain, but I need a bit more detail. Can you walk me through how you actually made singularly perturbed differential equations understandable for undergraduates—maybe with an example or analogy you used in class?

Yeah, I always start with the motivation. Or. That what is the purpose of this topic.

Start with. While teaching differential equation I will start with the application. A physical application. For example, a simple basic model.

Right, so you start with the motivation—framing the purpose of the topic for the students.

Okay, so you use physical applications as your entry point—like starting with a simple model. When you introduce a real-world application, how do you transition from that to the more abstract mathematical concepts, especially with students who might get lost in the technical details?

Yeah, there are a lot of applications. In Bio. Mathematics or Biological Sciences? For example.

You mentioned biological sciences as an application area. When you use those examples, how do you ensure students with weaker math backgrounds can still grasp the underlying mathematical concepts?

Uh, when we uh. Discovery disease that. Yeah.

You started to talk about disease discovery and biological applications, but I didn't catch the full example. Can you finish your thought—how do you help students connect the math behind differential equations to those real-world problems in biology?

Yeah. For example, if you consider the tumor cells growth. It is difficult to. A diagnostic disease early. So there is always a time delay.

So you used tumor cell growth to show how time delays in diagnosis matter — that's a good way to connect math to biology. When students struggled with those concepts, did you have any strategies to help them visualize or interact with the equations, maybe through software or hands-on projects?

So. In differential equation. Uh, such a type of. Models become a time delayed.

Dr., given your thesis work on efficient numerical solutions for singularly perturbed differential equations, where do you see the most fundable research directions emerging in the next few years? Are there particular grants or funding agencies you would target for this line of research?

Yeah, just recently completed. PhD UH with the CSCL. They're a fellowship. So I am exploring the connections and, uh, future collaborative work. So I am seeking. Pursuing that Currently I'm not. Uh, have any fun?

Yeah, just recently completed. PhD UH with the CSCL. They're a fellowship. So I am exploring the connections and, uh, future collaborative work.

You mentioned the CSCL fellowship and future collaborative work. So if you were to build a research group around your thesis area, what would your strategy be for sustaining funding once the fellowship ends? Would you look to industry partnerships, national grants, or something else?

Let's switch gears and talk about teaching. You mentioned using real-world applications to start your differential equations classes. Suppose you had 200 students in a large lecture hall and couldn't use slides—how would you run a session that keeps them engaged and ensures they're actually wrestling with the math, not just passively listening?

Yeah, I while teaching I always start with the motivation then. I'm not start with the technical method. Uh, how to solve the differential equation?

So you avoid starting with technical methods and focus on motivation first. If you couldn't use slides or visual aids,

So we. Without solving. I will start with a. If look like a complicated example. Yeah, I will ask them. How to draw? The trajectory of the solution of this differential equation without solving explicitly. So I will explain. We need we no need to solve the differential equation.

To find the behavior. Because so without solving. We can explain. Or we can show or we can identify the I will always ask them questions, what they feel. Uh, when we draw a curve or when we. Uh, write a differential equation.

To find the behavior. Because so without solving. We can explain.

Okay,

Let’s pivot to something broader. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

So you’d ask them what they feel or see when drawing curves or writing equations — that’s a student-centric approach. But for formal accreditation, the department needs concrete, consistent data.

Basically differential equation. Define how the trajectory moves, for example. Dy by DX equal F of XY. Yeah. I will give them, uh, some practical, uh, practice sheet, uh.

Basically differential equation. Define how the trajectory moves, for example. Dy by DX equal F of XY. Yeah. I will give them, uh, some practical, uh, practice sheet, uh. Uh, always problem section? Online sections So they can So they can. Yeah.

Professor, imagine a student files a formal complaint alleging your grading is biased. At the same time, your department head is pressuring you to improve pass rates. How would you handle that situation and balance academic integrity with those institutional pressures?

I didn't get one smoke.

You started to say “so they can…” but didn’t finish your thought.

Sounds like you’re still working through your thoughts here. Can you walk me through exactly what you’d do in that situation—with a formal student complaint and department pressure? What steps would you take?

Yeah, I get them. Uh. You can. Divide the pressure. You can divide the concepts partially you. Uh, occur. No need to. It is difficult. The pressure comes when you. Approaches a bulk. So you need to. Uh, spectrum device parts. Then the cluster can be released.

Yeah, I get them. Uh. You can. Divide the pressure. You can divide the concepts partially you. Uh, occur. No need to. It is difficult. The pressure comes when you. Approaches a bulk.

Let’s turn to industry alignment. Given your background in numerical analysis for differential equations, do you have any connections or experience with industry partners that could help students—like internships, placements, or bringing real-world problems into your classroom?

Okay, so you’re talking about dividing pressure and concepts, breaking things down to make it more manageable.

So. I will get them how?

You were about to explain how you’d get students connected with industry, but didn’t finish. Can you give me a concrete example—like a specific partner, company, or project you’ve brought into your classroom before, or would plan to at VIT?

Yeah, currently I didn't have any industrial experience, uh. I working mostly in academic. Uh teaching field, uh. So my research also related to. UH played mathematics, not UH connected with industrial field.

Okay, let’s move to some skill-specific scenarios. When you’re guiding students through advanced statistical methods—say, for a supply chain optimization project—how do you help them decide which statistical model best fits the real-world data, especially when the dataset is noisy or incomplete?

So in while teaching. Umm, yeah, I personally need uh. The student then. Here what they are. Sorry, I'm not aware about that. Model.

Alright, so you’re not familiar with statistical modeling for supply chain data. No problem, let’s shift. When you lead student research projects, especially in mathematics, how do you help students identify a research question that’s original but still feasible given their skills and resources?

Yeah. Yeah, first time I start with explain the research literature, previous works and. The significance of. This model.

Alright, you start with literature review and previous works to help students shape their research questions. Once they’ve picked a topic, how do you make sure their project stays feasible—especially if they hit unexpected technical hurdles or run out of time?

With the current situation. The practical.

You started to mention “the practical” in the current situation, but didn’t finish. Go ahead—how would you help students navigate a project when practical issues or time constraints come up?

Yeah. So my research work including computational work, also coding, programming. So I start first, I will start with the programming.

How the numerical results? Behaves.

Alright,

You’re asking about how numerical results behave.

So so. Yeah, after. Yeah. Yeah, first I will start with ask them to reproduce the already available simulation results. With the their own way, without, uh. A coping from other. Code or programming?

So you have students reproduce existing simulation results in their own way, rather than just copying code. Once they've done that, how do you evaluate whether their approach is actually rigorous and demonstrates real understanding—not just running code, but grasping the underlying mathematics?

So the I will give some. Previous work on. Ask them to reproduce this. Yeah, once they can able to reproduce. Then they can extend to our current problem. To. Program so I will connect our. Two previous thing. Uh, so then I will motivate them to extend their work. To our uh. Current scenario. So then. They will confident while they get getting uh. Numerical outcomes.

Then they they will look at. How the analytical behaviour of solution look like?

Alright, so you motivate students to extend their work from reproducing previous results to tackling current scenarios,

You want students to analyze the analytical behavior of their solutions after getting numerical results. When their analytical findings don’t match their simulations, how do you help them figure out where the discrepancy comes from?

Yeah, it was. There may be errors will occur usually while programming.

Cyril will get them to. Note down the basic errors.

Right, errors in programming can definitely cause mismatches between analytical and numerical results. Let’s pivot.

Okay, so you have students note down basic errors as part of their process. When you’re responsible for student evaluation—like exams or practicals—how do you make sure your assessments are fair and actually reflect each student’s understanding, not just their ability to memorize?

Yeah, first time we will give them the direction or distribution, but how I am doing the assessment? My my mark distribution. How I will, uh, give marks or my assessment? Distribution. To the. So then they will understand uh. What they? They will not complain. Uh.

So you make your mark distribution clear upfront so students know what’s expected and there’s less room for complaints. Switching topics, Dr.—when you’re guiding student research projects,

Regarding the scores, grades.

You're focusing on scores and grades—so when you've got a borderline case, say a student just misses a threshold, how do you handle that? Do you offer any kind of review or extra opportunity, or stick strictly to the original grading scheme?

Yeah, I will always give for example if you. In the assessment core contains 2. Internal exams I will conduct one more internal exam. Those who have missed out the first or second Indian. Those can be There will be an opportunity to score the third one.

Yeah, I will always give for example if you. In the assessment core contains 2. Internal exams I will conduct one more internal exam. Those who have missed out the first or second Indian.

Yeah, I will always give for example if you. In the assessment core contains 2. Internal exams I will conduct one more internal exam. Those who have missed out the first or second Indian. Those can be There will be an opportunity to score the third one. So I. Extra.

Alright, so you offer an extra internal exam for students who missed the first or second one—that’s a concrete way to ensure fairness. Let’s switch gears. When you’re teaching both theory and lab courses, how do you balance abstract mathematics with hands-on applications so students stay engaged and actually grasp the concepts?

Alright, so you conduct extra internal exams as a fairness measure for students who miss earlier ones. Now, when you're teaching both theory and lab courses, how do you balance the two—what's your approach to making sure students gain both mathematical rigor and practical skills during the semester?

Alright, so you give students an extra chance if they miss an internal exam, which shows you’re thinking about fairness. Now, when you’re teaching both theory and lab courses, how do you balance those two—what’s your approach to making sure students get both the conceptual understanding and practical skills they need?

Yeah, in my exams I will always provide the the. The theory part and the problem solving sections.

You always include both theory and problem-solving sections in your exams. Let’s switch focus—can you give an example of a student project you’ve guided where you helped them move from pure mathematical research to something that had industry or consultancy relevance? What steps did you take to bridge that gap?

So I can analyze what they got in each section. So the conceptual questions and practical questions. Yes. Yeah, I will always get them with regarding some physical applications. And mathematical model, the basic modeling concept I will share with them.

So then they can understand uh. What people are doing in applied mathematics?

Alright, so you use physical applications and basic modeling concepts to help students connect theory to practice. Let’s switch to communication—how do you structure your lectures or explanations so students with different backgrounds can follow along and actually grasp the material, even if some are struggling with the basics?

You’re connecting your teaching to applied mathematics so students can see where the concepts are used. What’s your approach when some students are struggling with the basics—do you break things down more, use analogies, or maybe have extra sessions to help them catch up?

Yeah, I will start with a preliminary.

Yeah, I will start with a preliminary. So maybe. Basic. Uh, concepts and, uh, message. Relations.

So you start with preliminary material to help students get up to speed. When you’re guiding a student project, how do you encourage them to use advanced statistical methods or AI techniques if their background is mostly in basic mathematics?

You start with preliminary material and basic concepts, which helps students who are struggling.

So after that I will start with. Yes. Yeah. After a while teaching differential equation. Uh, at the end I will extend the concept. To my research, uh. Problem. So for example single petrol problem. So before that I need to ensure they understand. The basic uh. General theory of the differential equation.

So you make sure students understand the general theory before extending concepts like differential equations to your own research problems, such as the single petrol problem. On the industry side, Dr.—can you talk about any experience you have with consultancy or industry projects,

So mostly I will follow John. Integral efforts. No, I don't have any industry experience. OK, anything else, uh, I can?

You mentioned following John’s integral efforts but said you don’t have industry experience, so that’s clear. Last skill—can you walk me through how you’d use advanced statistical methods or AI techniques in a mathematics course? Maybe share how you’d design a lesson or project that lets students actually apply those tools.

So actually I don't have the background of, uh, statistical methods on. Uh. So are you looking to the industrial field?

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

Or with the background of AI. Or statistical methods. So I am not. It's that background. Yeah. Is it an independent research position?

Okay, so you're wondering if this is an independent research position. Yes, Assistant Professor roles are expected to carry out independent research alongside teaching, and you’ll have the flexibility to propose your own projects and pursue your interests within mathematics. Anything else you’d like to know about the role or the team?

Or I need to? Uh. Oh, no, thank you. OK, is this section finished?