So I like to introduce myself first. Currently I am working as an institute. Postdoctoral fellow in IIT Mumbai. In mechanical engineering department. And here my research work is mostly. Based on numerical analysis of. The laser based Direct Energy deposition of multi material. Here I mostly work. In Pune 718. And Asus 316L deposition. Before joining IIT Bombay. I am a. I was. In IIT Madras for nine months as a project officer. I there. I worked on laser texturing of. Super alloy high. Times 2. And previously that is like. Before that work experience. I completed my PC. Tom CS Sayer. Central chemical engineering. Engineering Research Institute. Which is situated in Durgapur W Bengal. It is a. The Government of India. There was spent almost six years. Including my doctoral research studies. They they work on uh, my thesis entitled is. Investigation of laser metal deposition on stainless steel. So there mostly I work. On simulation. And material characterization. And. Before PhD I was there also for one year. For some project work in CSIL lab. There I work on casting. And and of manufacturing. Costumper Tactile Iron. And like. I will explain all six years, from 2018 to 2024. And before that? I have completed intake from Rashidpur IEST ship. What's, uh, in metallurgy? In materials engineering? Their thesis is in. My empty thesis was in electron beamholding of. Stainless steel and. Commercially pure titanium. And I have also done. My we take in mechanical engineering.

So I like to introduce myself first. Currently I am working as an institute. Postdoctoral fellow in IIT Mumbai. In mechanical engineering department. And here my research work is mostly. Based on numerical analysis of. The laser based Direct Energy deposition of multi material. Here I mostly work. In Pune 718. And Asus 316L deposition. Before joining IIT Bombay. I am a. I was. In IIT Madras for nine months as a project officer. I there. I worked on laser texturing of. Super alloy high. Times 2. And previously that is like. Before that work experience. I completed my PC. Tom CS Sayer. Central chemical engineering. Engineering Research Institute. Which is situated in Durgapur W Bengal. It is a. The Government of India. There was spent almost six years. Including my doctoral research studies. They they work on uh, my thesis entitled is. Investigation of laser metal deposition on stainless steel. So there mostly I work. On simulation. And material characterization. And. Before PhD I was there also for one year. For some project work in CSIL lab. There I work on casting. And and of manufacturing. Costumper Tactile Iron. And like. I will explain all six years, from 2018 to 2024. And before that? I have completed intake from Rashidpur IEST ship. What's, uh, in metallurgy? In materials engineering? Their thesis is in. My empty thesis was in electron beamholding of. Stainless steel and. Commercially pure titanium. And I have also done. My we take in mechanical engineering. In 2040. So this is my whole research journey. Now I have completed my intake PhD. And. 2 1/2 years post doctoral experience.

Alright, you've got a really strong research trajectory in laser-based additive manufacturing and materials engineering, especially across institutes like IIT Bombay and Madras. When you step into a classroom or lab with students, what's one foundational concept or hands-on technique in your field that you most enjoy teaching, and why?

Okay, so you’ve spent time at several top institutes, and your research has really focused on advanced laser deposition with different alloys and simulation. Out of all the techniques and concepts you’ve worked with, which core principle or hands-on method do you find is most essential for students to grasp early on in your field?

First of all. Celebrating additive. Capturing it almost, uh. The current ongoing. Most, uh, like. Hot topic in the future is. So for. 4 sub. Object which need to be focused. Mouse manufacturing.

First of all. Celebrating additive. Capturing it almost, uh. The current ongoing. Most, uh, like. Hot topic in the future is. So for. 4 sub. Object which need to be focused. Mouse manufacturing. Give their concerns need to be clear.

You mentioned additive manufacturing is a hot topic and there are four sub-objects or focus areas—could you clarify what those four key areas are and maybe give an example of how you introduce one of them to students?

First of all. Celebrating additive. Capturing it almost, uh. The current ongoing. Most, uh, like. Hot topic in the future is. So for. 4 sub. Object which need to be focused. Mouse manufacturing. Give their concerns need to be clear. As it is an integral. Subject so. Like material characterization, some. I need to be there like how? Italy is like scanning. Electron microscopy. The director Ed Sheeran. Transmission Electron Micros. The mechanic is. Is it need to be like? If any student has to. Go for research. This will basically. Idea we need to have. Important factoring concept. Like advanced manufacturing technique because. Precision manufacturing. City. So why? Manufacturing is needed. What are the advantages disadvantage if we use like? Fundamental process or this precision process. So this basic concept I think. A student should have. This fundamental. And then for research, I think. They should have the. Analysis skill or analytical thinking capabilities one of the most important things in. In your research.

Alright, Dr., I noticed your 2023 paper in the Journal of Manufacturing Processes on multi-layer deposition in L-DED for 15-5 PH stainless steel. When you’ve taught or presented this research to students or early-career engineers, what’s been the most effective way you’ve found to help them grasp both the experimental and simulation aspects?

So you emphasized that analytical thinking and mastering advanced material characterization—like SEM or TEM—are foundational for students in this field. When you teach those techniques, how do you help students new to research move from just operating the equipment to actually interpreting what the data means in a real engineering context?

Like here. First of all. Uh, The thing is. You need to understand which phase comes from these images. What are the phases? We need to see whether the basic material concept like pistol stuck. So you can get BCC FCC.

Like here. First of all. Uh, The thing is. You need to understand which phase comes from these images. What are the phases? We need to see whether the basic material concept like pistol stuck. So you can get BCC FCC. The HCP structure. This seems to be identified first.

Like here. First of all. Uh, The thing is. You need to understand which phase comes from these images. What are the phases? We need to see whether the basic material concept like pistol stuck. So you can get BCC FCC. The HCP structure. This seems to be identified first. Then we need to see like the planes or something like TM. OK, space. Tell you the planes which we. Like first of all, anyone can operate this. Good friend like any operator technician. The Analytical. In which students should be have? To identify what phases they forms. Whether which plane they are forming? For this they need the basic. Material concept. Metallurgical physical metallurgical concept. Mosque and. To integrate this. With the practical knowledge. That is one of the. Think I'll. I I always need to focus if I like guide any students.

Like here. First of all. Uh, The thing is. You need to understand which phase comes from these images. What are the phases? We need to see whether the basic material concept like pistol stuck. So you can get BCC FCC. The HCP structure. This seems to be identified first. Then we need to see like the planes or something like TM. OK, space. Tell you the planes which we. Like first of all, anyone can operate this. Good friend like any operator technician. The Analytical. In which students should be have? To identify what phases they forms. Whether which plane they are forming? For this they need the basic. Material concept. Metallurgical physical metallurgical concept. Mosque and. To integrate this. With the practical knowledge. That is one of the. Think I'll. I I always need to focus if I like guide any students. Make them capable of going further research.

Like here. First of all. Uh, The thing is. You need to understand which phase comes from these images. What are the phases? We need to see whether the basic material concept like pistol stuck. So you can get BCC FCC. The HCP structure. This seems to be identified first. Then we need to see like the planes or something like TM. OK, space. Tell you the planes which we. Like first of all, anyone can operate this. Good friend like any operator technician. The Analytical. In which students should be have? To identify what phases they forms. Whether which plane they are forming? For this they need the basic. Material concept. Metallurgical physical metallurgical concept. Mosque and. To integrate this. With the practical knowledge. That is one of the. Think I'll. I I always need to focus if I like guide any students. Make them capable of going further research. Like my? My point of view is. Correlate between what you study in theoretical concept, the planes. And which? Uh, like basically which, uh, like. Crystal structure from. Correlate with the whatever the. Pictures you were. Capturing. In the ICM or PM?

Like here. First of all. Uh, The thing is. You need to understand which phase comes from these images. What are the phases? We need to see whether the basic material concept like pistol stuck. So you can get BCC FCC. The HCP structure. This seems to be identified first. Then we need to see like the planes or something like TM. OK, space. Tell you the planes which we. Like first of all, anyone can operate this. Good friend like any operator technician. The Analytical. In which students should be have? To identify what phases they forms. Whether which plane they are forming? For this they need the basic. Material concept. Metallurgical physical metallurgical concept. Mosque and. To integrate this. With the practical knowledge. That is one of the. Think I'll. I I always need to focus if I like guide any students. Make them capable of going further research. Like my? My point of view is. Correlate between what you study in theoretical concept, the planes. And which? Uh, like basically which, uh, like. Crystal structure from. Correlate with the whatever the. Pictures you were. Capturing. In the ICM or PM? Correlation. This correlation. I mostly focus how to identify the phases.

Right, so you’re guiding students to recognize crystal structures—like distinguishing BCC from FCC phases—directly from microscopy images. When you first introduce this in the lab, what’s your method for helping undergraduates connect those abstract phase diagrams to the real-world images they’re seeing under the electron microscope?

Makes sense. Let's shift to your research vision. Given your background in laser-based additive manufacturing and numerical analysis, where do you see the most fundable research directions over the next few years? Which funding agencies or grant opportunities would you target to support this work?

Alright, so you really focus on getting students to connect microscopy images with underlying metallurgical concepts, not just running equipment. Switching gears—given your track record with laser-based additive manufacturing and numerical analysis, where do you see the most fundable research directions over the next three years? Which specific grants or agencies would you target to support that work?

Right, so you’re emphasizing the importance of integrating core metallurgical concepts with hands-on interpretation—making sure students aren’t just tech operators, but actual analysts. Given your background in laser-based additive manufacturing and numerical analysis, where do you see the most fundable research directions over the next few years, and what specific grants or funding mechanisms would you target for that work?

Alright, so you're emphasizing the need for students to connect crystallography fundamentals with actual SEM or TEM data, which is pretty crucial for advanced manufacturing research. Switching gears a bit—given your background in laser-based additive manufacturing and numerical analysis, where do you see the most fundable research directions over the next three years? What types of grants or funding sources would you specifically pursue to support that work?

Right, so you're emphasizing the need for students to connect crystallography fundamentals with actual SEM or TEM data, which is pretty crucial for advanced manufacturing research. Let's shift to your research vision. Given your background in laser-based additive manufacturing and numerical analysis, where do you see the most fundable research directions over the next three years? Which grants or funding agencies would you target to support that work?

Uh, click. For the next upcoming three years. As you know that. 3D printing or additive manufacturing is currently a hot topic in all all over the field.

Uh, click. For the next upcoming three years.

Uh, click. For the next upcoming three years. As you know that. 3D printing or additive manufacturing is currently a hot topic in all all over the field. Specifically if it is. The metal or. If you get yourself.

Uh, click. For the next upcoming three years. As you know that. 3D printing or additive manufacturing is currently a hot topic in all all over the field. Specifically if it is. The metal or. If you get yourself. Well, it is in a biomedical sector. This is kindly a hot topic.

Alright, you were starting to share your thoughts about upcoming fundable directions. Since it sounds like you have some ideas forming, let's shift a bit—can you give me an example of a student project you guided that brought together different disciplines, and how you made sure it reached a strong outcome?

So you're pointing out that additive manufacturing—especially advanced 3D printing—is front and center for both research relevance and funding right now. Can you give me a concrete example of the kind of research project you think would attract serious grant support in this area, and which funding body you'd actually approach for it?

Uh, click. For the next upcoming three years. As you know that. 3D printing or additive manufacturing is currently a hot topic in all all over the field. Specifically if it is. The metal or. If you get yourself. Well, it is in a biomedical sector. This is kindly a hot topic. So my concept currently I am in my post doctor. Emotional graded material so. So how to get? The more canal gradient. This whether it is a powder metallurgy method. Are you wear? OK, focus on. Other sources also like Electron wave. Manufacturing also and. Like I will more focus on functional grade.

Alright, you were starting to share your thoughts about upcoming fundable directions. Since it sounds like you have some ideas forming, let's shift a bit—can you give me an example of a student project you guided that involved interdisciplinary research, and how you ensured its successful completion?

So you're highlighting that additive manufacturing, especially for metals and biomedical applications, is still at the center of fundable research directions. Given that, how have you approached building interdisciplinary collaborations or partnerships—either with industry or other academic fields—to make your research proposals more competitive for major grants?

Uh, click. For the next upcoming three years. As you know that. 3D printing or additive manufacturing is currently a hot topic in all all over the field. Specifically if it is. The metal or. If you get yourself. Well, it is in a biomedical sector. This is kindly a hot topic. So my concept currently I am in my post doctor. Emotional graded material so. So how to get? The more canal gradient. This whether it is a powder metallurgy method. Are you wear? OK, focus on. Other sources also like Electron wave. Manufacturing also and. Like I will more focus on functional grade. To successfully print this material and. Oh, save this material for the industrial application. In a practical engineering real-world application. And secondly I will go for fun like CSIR. As I work. Mostly on CSR. Yes, I found I I know how to apply which project fund. They give easily which are more or which are less. And secondly I will apply for currently DST which is now is an RF. And. Then there are some def. Defense Project. Project we can also focus.

Alright, you’ve spent a lot of time training students on advanced manufacturing tools and research concepts. Suppose you’re teaching a large undergraduate course—let’s say 150 students—on smart manufacturing, but you can’t rely on slides or traditional lectures. How would you get students actively engaged and make sure they’re really wrestling with the material?

Alright, so you’ve got hands-on experience with CSIR, DST, and even defense-related funding, and you’re aiming to push practical functional gradient materials toward industrial and biomedical use. Now, focusing back on teaching: imagine you’re guiding a student team on a project that bridges mechanical engineering and electronics—say, smart vehicle technologies. How would you ensure your mentorship is structured enough that students stay on track, but flexible enough for them to innovate and adapt as the field evolves?

OK.

OK. In this case I will first say. Uh, I will if I am guiding a student in a. Disciplinary subject. I will first. Ask them to make a. Objective of the project like. If if you give the example like smart vehicle. I will, then I will break. Like project in a several objective like. If it is a smart vehicle, what features need to they focus on which? Which are mechanical parts which will be going to be electronics part. OK. Then what are the? Like advantages. Currently available smart vehicle which are available in the market and which? They are going to innovate or going to be, uh, researching in their project, whatever. What are there benefits? What will be the more? They can like I, I I'll find the. Gap of the previous work. Whatever available in the. And under new feature. They want to uh. Then in lake. Exclude their project.

OK. In this case I will first say. Uh, I will if I am guiding a student in a. Disciplinary subject. I will first. Ask them to make a. Objective of the project like. If if you give the example like smart vehicle. I will, then I will break. Like project in a several objective like. If it is a smart vehicle, what features need to they focus on which? Which are mechanical parts which will be going to be electronics part. OK. Then what are the? Like advantages. Currently available smart vehicle which are available in the market and which? They are going to innovate or going to be, uh, researching in their project, whatever. What are there benefits? What will be the more? They can like I, I I'll find the. Gap of the previous work. Whatever available in the. And under new feature. They want to uh. Then in lake. Exclude their project. Second part. Objective I need to separate. Which one electrical? Which are mechanical? What are the more? Innovative ideas for creative ideas they are going to be. Include their project. What are they like? Only not creative or innovative idea. Will they match with the practical field of application like suppose if a smart vehicle design so? What will be their power? OK, what will be the mechanical output? What will be the efficiency? How much charges? Charging they need. If it is electrical vehicle so this one need to be focused. OK, so like. If they want to innovate. That is but. Whether the innovation is capable in the? The sustain in the practical field of application that is one of the. Uh, key thinking, which I will. Give them ideas or give them life.

OK. In this case I will first say. Uh, I will if I am guiding a student in a. Disciplinary subject. I will first. Ask them to make a. Objective of the project like. If if you give the example like smart vehicle. I will, then I will break. Like project in a several objective like. If it is a smart vehicle, what features need to they focus on which? Which are mechanical parts which will be going to be electronics part. OK. Then what are the? Like advantages. Currently available smart vehicle which are available in the market and which? They are going to innovate or going to be, uh, researching in their project, whatever. What are there benefits? What will be the more? They can like I, I I'll find the. Gap of the previous work. Whatever available in the. And under new feature. They want to uh. Then in lake. Exclude their project. Second part. Objective I need to separate. Which one electrical? Which are mechanical? What are the more? Innovative ideas for creative ideas they are going to be. Include their project. What are they like? Only not creative or innovative idea. Will they match with the practical field of application like suppose if a smart vehicle design so? What will be their power? OK, what will be the mechanical output? What will be the efficiency? How much charges?

Alright, Dr., let's talk about the institutional side for a moment. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so you break down interdisciplinary projects by setting clear objectives, identifying technical domains, and helping students connect existing technologies with opportunities for innovation. When it comes to departmental governance—like curriculum committees or program reviews—what role do you see yourself playing beyond your research and teaching?

So you break down interdisciplinary projects by setting clear objectives, identifying technical domains, and helping students connect existing technologies with opportunities for innovation. In your experience, when a student team struggles to document their project outcomes clearly—say, for accreditation or departmental review—how do you intervene to ensure their reporting meets institutional standards?

Uh, shall I start?

Yes, please go ahead and share your example.

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points.

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points. Recent. Happier. Senior research fellow. I guided my juniors who were. Research there on the project. Staff are there so. The thing is. Like you, how will I ensure that it? Reach to the. Completion of the project.

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points. Recent. Happier. Senior research fellow. I guided my juniors who were. Research there on the project. Staff are there so. The thing is. Like you, how will I ensure that it? Reach to the. Completion of the project. So in my case. As you know there are several TRL level. Technology readiness level available. Kieran 123.

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points. Recent. Happier. Senior research fellow. I guided my juniors who were. Research there on the project. Staff are there so. The thing is. Like you, how will I ensure that it? Reach to the. Completion of the project. So in my case. As you know there are several TRL level. Technology readiness level available. Kieran 123. Specifically if it is a. New totally new ideas, new innovation, new thinking. So if it is, go up to tierl Level 3. Then we. You can say the process. Is, uh, standardized?

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points. Recent. Happier. Senior research fellow. I guided my juniors who were. Research there on the project. Staff are there so. The thing is. Like you, how will I ensure that it? Reach to the. Completion of the project. So in my case. As you know there are several TRL level. Technology readiness level available. Kieran 123. Specifically if it is a. New totally new ideas, new innovation, new thinking. So if it is, go up to tierl Level 3. Then we. You can say the process. Is, uh, standardized? So. If any project features already in TRL three, we are going to innovate like adding something it need to go something TRL 456. This feature like this divisions are there so. If a project is. If we are working on. Process. Paste any innovative project, I will ensure it should go up to tier Level 3.

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points. Recent. Happier. Senior research fellow. I guided my juniors who were. Research there on the project. Staff are there so. The thing is. Like you, how will I ensure that it? Reach to the. Completion of the project. So in my case. As you know there are several TRL level. Technology readiness level available. Kieran 123. Specifically if it is a. New totally new ideas, new innovation, new thinking. So if it is, go up to tierl Level 3. Then we. You can say the process. Is, uh, standardized? So. If any project features already in TRL three, we are going to innovate like adding something it need to go something TRL 456. This feature like this divisions are there so. If a project is. If we are working on. Process. Paste any innovative project, I will ensure it should go up to tier Level 3. OK, if you're going to work in a. Product based like something new addition. To the available. Technologies. So. I will ensure it should go. Pierre level at least 5.

OK, uh. If you say. In official experience to guiding our project. Like particularly in case of student I don't have. But as. I have worked in R&D. In a Government of India. There I have guided my juniors like I have their work. Almost 6. 6 and half six points. Recent. Happier. Senior research fellow. I guided my juniors who were. Research there on the project. Staff are there so. The thing is. Like you, how will I ensure that it? Reach to the. Completion of the project. So in my case. As you know there are several TRL level. Technology readiness level available. Kieran 123. Specifically if it is a. New totally new ideas, new innovation, new thinking. So if it is, go up to tierl Level 3. Then we. You can say the process. Is, uh, standardized? So. If any project features already in TRL three, we are going to innovate like adding something it need to go something TRL 456. This feature like this divisions are there so. If a project is. If we are working on. Process. Paste any innovative project, I will ensure it should go up to tier Level 3. OK, if you're going to work in a. Product based like something new addition. To the available. Technologies. So. I will ensure it should go. Pierre level at least 5. After that, if it is reached to tierial 67. Obviously it is a commercial. You can. Make it up. Commercially available innovation. That is another procedure.

Right, so your project supervision was more informal and focused on guiding junior colleagues in R&D rather than formal student mentorship. Still, in those collaborations, what practical steps did you take—like setting milestones, reviewing progress, or troubleshooting—to make sure those interdisciplinary projects didn’t stall before completion?

Okay, so your experience is mostly with mentoring junior researchers in a government R&D setting, not direct student supervision, but you've had to guide others through to project completion. What did you do, in practice, when a project started drifting off-schedule or a team member wasn't contributing—how did you handle that day-to-day?

So you haven’t formally supervised students, but you did mentor junior researchers and project staff, focusing on moving projects through various TRL stages. In those situations, what specific documentation or checkpoints did you use to track progress and ensure the work was meeting institutional standards, especially when you were responsible for guiding others?

Alright, so your experience guiding projects comes more from supervising junior researchers and moving ideas through the technology readiness levels. Even though that wasn’t with formal students, you’ve handled project milestones and standardization. Now, let’s talk about the broader responsibilities: If you joined our department and found that outcome assessment data—like student learning results—was inconsistent across courses, how would you approach fixing that?

Right, so you guided junior researchers through TRL stages, focusing on process standardization and milestone tracking, even if not formal student projects. Shifting gears a bit—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, so your project supervision was more in the context of guiding junior researchers through technology readiness levels and milestone tracking, not formal students, but you still focused on getting real outcomes. Shifting gears, accreditation cycles can be pretty demanding—suppose you joined our department and found that outcome assessment data was inconsistent across courses. How would you approach fixing that?

Right, so you’ve helped junior researchers navigate TRL stages and made sure projects hit milestone checkpoints, even if not in formal student roles. Shifting gears, accreditation cycles can be pretty demanding—in a scenario where you join our department and discover that outcome assessment data is inconsistent across courses, what practical steps would you take to address and resolve that?

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery?

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery? Start. I think so. These things need to be like. I am the I am telling. Like if I found that objective does not. Reach up to our level. I will. I will. See. Like how much? We can kill now. What is not achieved?

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery? Start. I think so. These things need to be like. I am the I am telling. Like if I found that objective does not. Reach up to our level. I will. I will. See. Like how much? We can kill now. What is not achieved? What is not achieved till now? If we found some. Like processes need to be improved. Or some minimal changes we can do. That we can implement and bridge. Suppose we have a target like, it will reach 60% efficient.

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery? Start. I think so. These things need to be like. I am the I am telling. Like if I found that objective does not. Reach up to our level. I will. I will. See. Like how much? We can kill now. What is not achieved? What is not achieved till now? If we found some. Like processes need to be improved. Or some minimal changes we can do. That we can implement and bridge. Suppose we have a target like, it will reach 60% efficient. Suppose we reached out to 40%. Then I think by this 20% we can make it changes like. Whatever sakid we need to be. Modified. Or that in power? Also changing the whole design system that can be done. Reach up to 50% also. That is also OK I think. And click. We know like. We make some target. Research is a very. Uh, what can I say? Like not can go up to the mark every time, so. I'll try to. Then like how much we can achieve? If we not achieve up to that much whatever we have in the data. From this. Like game we have. What are the mistakes we have? If this, these are the. Like not. So much significant, I think. That can be connected with. It is like a basic like we need to start from the scratch.

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery? Start. I think so. These things need to be like. I am the I am telling. Like if I found that objective does not. Reach up to our level. I will. I will. See. Like how much? We can kill now. What is not achieved? What is not achieved till now? If we found some. Like processes need to be improved. Or some minimal changes we can do. That we can implement and bridge. Suppose we have a target like, it will reach 60% efficient. Suppose we reached out to 40%. Then I think by this 20% we can make it changes like. Whatever sakid we need to be. Modified. Or that in power? Also changing the whole design system that can be done. Reach up to 50% also. That is also OK I think. And click. We know like. We make some target. Research is a very. Uh, what can I say? Like not can go up to the mark every time, so. I'll try to. Then like how much we can achieve? If we not achieve up to that much whatever we have in the data. From this. Like game we have. What are the mistakes we have?

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery? Start. I think so. These things need to be like. I am the I am telling. Like if I found that objective does not. Reach up to our level. I will. I will. See. Like how much? We can kill now. What is not achieved? What is not achieved till now? If we found some. Like processes need to be improved. Or some minimal changes we can do. That we can implement and bridge. Suppose we have a target like, it will reach 60% efficient. Suppose we reached out to 40%. Then I think by this 20% we can make it changes like. Whatever sakid we need to be. Modified. Or that in power? Also changing the whole design system that can be done. Reach up to 50% also. That is also OK I think. And click. We know like. We make some target. Research is a very. Uh, what can I say? Like not can go up to the mark every time, so. I'll try to. Then like how much we can achieve? If we not achieve up to that much whatever we have in the data.

I can say that. The first if the outcomes are not as bad. For our target 1st I will check. That where? That suppose if I take. That's smart vehicle examples. If you. That objective like it will. This much of power. And mechanical output of. What we need that? Is not achieved. First we will check. Like whether? Whatever the design, the circuit program or. Our idea? Or there is some deviation? If there is some deviation. How to? Make this weather we could. Make some changes in that electronic circuit. Or we can change in the youth. Engine power or the battery? Start. I think so. These things need to be like. I am the I am telling. Like if I found that objective does not. Reach up to our level. I will. I will. See. Like how much? We can kill now. What is not achieved? What is not achieved till now? If we found some. Like processes need to be improved. Or some minimal changes we can do. That we can implement and bridge. Suppose we have a target like, it will reach 60% efficient. Suppose we reached out to 40%. Then I think by this 20% we can make it changes like. Whatever sakid we need to be. Modified. Or that in power? Also changing the whole design system that can be done. Reach up to 50% also. That is also OK I think. And click. We know like. We make some target. Research is a very. Uh, what can I say? Like not can go up to the mark every time, so. I'll try to. Then like how much we can achieve? If we not achieve up to that much whatever we have in the data. From this. Like game we have. What are the mistakes we have? If this, these are the. Like not. So much significant, I think. That can be connected with. It is like a basic like we need to start from the scratch. Uh, that is a little bit, uh. Like. Cancer situation.

Okay, so you’d start by checking for deviations between the expected outcomes and the actual design or implementation, then look at both the electronic and mechanical sides to diagnose where the issue might be. That’s a technical approach—day to day, accreditation also means consistent documentation and standardized assessment practices across courses. What would you do if you found some faculty weren’t consistently reporting or archiving their outcome data?

Okay, let’s move to something every academic faces—ethical and institutional pressures. Imagine this: a student formally complains that your grading is biased, but at the same time, your department head is pushing you to improve pass rates. How would you navigate that situation while maintaining your professional integrity?

Okay, so you’d start by checking for deviations between the expected outcomes and the actual design or implementation, then look at both the electronic and mechanical sides to diagnose where the issue lies. Let’s move to something every academic faces—ethical and institutional pressures. Imagine this: a student formally complains that your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How do you navigate that situation?

Okay, so you’d start by figuring out exactly where the targets weren’t met and then look for tweaks on both the process and the technical side, like adjusting the circuit or engine specs, to close the gap—even if you only get partway there. Let’s talk about a scenario you might face: imagine a student files a formal complaint, saying your grading was biased, and at the same time, your department head is pressuring you to raise pass rates. How would you handle that situation?

Okay, so in your answer you’d start by figuring out where the objectives weren’t met, checking for deviations, and then tweaking the design or process—even if that means changing both electronic and mechanical components—to close the gap. Now, let’s shift to something every faculty member faces: imagine a student formally complains that your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How would you navigate that situation?

Alright, so you’d look at what was actually achieved versus the original targets, and if outcomes fall short, you’d try incremental fixes or, if needed, revisit the basics and start over. Let’s move to something every academic faces — ethical and institutional pressures. Suppose a student formally complains that your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How do you navigate that situation?

Alright, so you’d start by figuring out exactly where the targets weren’t met and then look for tweaks on both the process and the technical side, like adjusting the circuit or engine specs, to close the gap. Let’s move to something every academic faces—ethical and institutional pressures. Imagine this: a student formally complains that your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How do you navigate that situation?

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks?

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you?

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who?

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you? Most of them. I think. As it is like they are all adult.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you? Most of them. I think. As it is like they are all adult. And they're all mature students. Most of them are agreeing. OK. Yes, right they are. Far, far more better than us, so they get with a good.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you? Most of them. I think. As it is like they are all adult. And they're all mature students. Most of them are agreeing. OK. Yes, right they are. Far, far more better than us, so they get with a good. Mosquitoes it already. Like this problem can get solved.

Here I can give one example.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you? Most of them. I think. As it is like they are all adult. And they're all mature students. Most of them are agreeing. OK. Yes, right they are. Far, far more better than us, so they get with a good. Mosquitoes it already. Like this problem can get solved. And if. But the departmental pressure is there like. More student uh need to pass. We always want the student like. If, like we all. Know that if the student come to after this stage, they have some capability.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you? Most of them. I think. As it is like they are all adult. And they're all mature students. Most of them are agreeing. OK. Yes, right they are. Far, far more better than us, so they get with a good. Mosquitoes it already. Like this problem can get solved. And if. But the departmental pressure is there like. More student uh need to pass. We always want the student like. If, like we all. Know that if the student come to after this stage, they have some capability. So no. Professor or no teacher wants. Unnecessarily, a student here knows. So. So we always maintain. Like if there is. How much we can possible? To give the grading but. Certain standards need to be followed. Because they are going to be future engineers. For the country, for the society. So certain standard always need to maintain. It is my quantum.

Here I can give one example. As currently I'm a postdoctoral researcher in IIT Bombay, so. Here we need to perform some teaching assistance works. So what happened there are always. There we have some grading scheme we need to follow every time we have the student assignment or student paper. Uh, we standardized like there is a standard method we follow. I know. As it is IIT, they have the standardized procedure. But there is always the question came from the student side that. Why you gave? 2 marks to him. Why one marks to him? So that is like. Basically every time I face. So in that case that. Time I generally ask student. Like what do you think? Do you? Like. Will I give 2 Marks and? I keep the both the copies to them. And that's do you think you are capable of to getting 2 marks? He writes or she writes this much? That is like how much correctness? They have I, I just. Told the student who is comparing to the. Just who? Got the good, got the good. So, so then I asked them whether do you think? Work if it. Ethical for you? Most of them. I think. As it is like they are all adult. And they're all mature students. Most of them are agreeing. OK. Yes, right they are. Far, far more better than us, so they get with a good. Mosquitoes it already. Like this problem can get solved. And if. But the departmental pressure is there like. More student uh need to pass. We always want the student like. If, like we all. Know that if the student come to after this stage, they have some capability. So no. Professor or no teacher wants. Unnecessarily, a student here knows.

So you're about to share an example — go ahead, I'd like to hear how you'd handle that kind of ethical tension. Go ahead, I'd like to hear your example for how you'd handle that situation.

You mentioned your teaching assistant work at IIT Bombay—go on, I’d like to hear how you handled or would handle that kind of situation where you’re caught between a student’s complaint about grading and departmental pressure to pass more students.

So you mentioned following a standardized grading method as a teaching assistant at IIT Bombay. Let’s say the department head insists you adjust your grades to boost the pass rate, but you believe your evaluation was fair based on the set standards. What would you actually do if your department head disagreed with your approach and wanted you to make exceptions?

You described how you handle grading challenges by showing students the actual assignments and discussing the marks transparently with them. But let's say the department head insists you adjust your grades to boost the pass rate, even if it goes against the standardized method you trust. How would you handle that kind of direct pressure from above?

Okay, so you handle grading disputes by making your process transparent and showing students how their work was evaluated, which helps defuse complaints. But let's say your department head insists you change grades to boost pass rates, even if you believe your grading is fair and by the book—what would you actually do in that moment?

So you described how you handle grading disputes by making your process transparent and walking students through the rationale for their marks. Let's say your department head reviews your grades and pushes back, insisting you need to raise the pass rate, even if it means adjusting your grading standards. How would you respond if you believe your current approach is academically sound?

You described how you handle grading concerns by sticking to a transparent, standardized process and engaging students directly about their scores. Now, if your department head insisted you further relax grading to boost pass rates, but you believed that would undermine academic integrity, how would you handle that situation?

You mentioned handling grading complaints through open discussion and comparison, which helps students see the fairness in your evaluation. If your department head directly disagreed with your approach and insisted you change grades to align with higher pass rates, what would you actually do next?

Okay, so you've handled pushback from students by being transparent with your grading, comparing answers directly, and getting them to reflect on fairness themselves. Let's say the department head insists you relax your standards further because institutional targets demand higher pass rates, but you believe that would compromise academic integrity. How would you respond if they disagreed with your approach?

You described how you handle grading challenges by following a standardized process and keeping lines of communication open with students, which does help defuse complaints. Since you’ve also spent time in research-intensive environments, have you ever faced a situation where a colleague’s research methods or data looked questionable, and if so, how did you address it?

Okay, so you stick to the standardized grading process, make your rationale transparent to students, and try to keep departmental expectations in mind—sounds like you’re balancing both sides. What if your department head directly disagreed with your decision, asking you to raise certain students’ grades to boost pass rates—how would you respond, and where would you draw the line?

Okay, so you described how you handle grading concerns by sticking to a transparent, standardized process and engaging students directly about their scores. Let's say your department head reviews your grades and pushes you to raise pass rates regardless of the rubric, even if you feel the standards are justified. How would you respond if they directly disagreed with your approach?

Uh, no. Uh-huh. Like directly this. Like I will first try. Uh, give my concern and. Who's? I know. Like there is always. The thing is, they're like. Pass rates in the colleges. So in that case I will suggest one thing. Those students who are, we are unable to give them the minimum. Marks. I'll ask him to give them another chance. Uh, like a small taste or small assignment where they can perform? Like what? Everyone deserves chance. Uh, like if one time? Anyone. Uh. May not be able to. Give good score next time. I think if we give small chance like a small assignment like. I'm not capable of to getting the Paso Massachusetts. Small assignment notes. Small lab project work. Which can, at least in a practical field. They can get some marks. I'll suggest this.

Uh, no. Uh-huh. Like directly this. Like I will first try. Uh, give my concern and. Who's? I know. Like there is always. The thing is, they're like. Pass rates in the colleges. So in that case I will suggest one thing.

You mentioned working with R&D in the government sector and guiding junior researchers. Given your expertise in smart manufacturing and advanced materials, do you have any existing connections with industry partners that could help students access internships or real-world projects, especially in areas like smart manufacturing or semiconductor manufacturing?

Right, so you'd advocate for giving struggling students an extra small assignment or lab-based project—something that lets them demonstrate practical skills and maybe recover credit, rather than lowering the standard itself. Before we move forward, one last area for this section: Professor, could you explain how your expertise in Smart Manufacturing or Semiconductor Manufacturing aligns with VIT University's focus on cutting-edge technology and innovation?

Uh, OK.

Uh, OK. Smart manufacturing or semiconductor manufacturing?

Go ahead, Professor—I'd like to hear how your hands-on experience in Smart Manufacturing or Semiconductor Manufacturing connects with the kind of technology-driven, innovative focus we have at VIT University. You can start whenever you’re ready. I’d like to hear how your expertise in Smart Manufacturing or Semiconductor Manufacturing connects with VIT University’s focus on cutting-edge technology and innovation.

Alright, since you asked whether to discuss Smart Manufacturing or Semiconductor Manufacturing—let's take Smart Manufacturing. You mentioned earlier your experience with advanced manufacturing and functional materials, and how you're comfortable guiding junior researchers through practical problem-solving. Can you give a concrete example of how you’d use your industry contacts or past project experience to create internship or placement opportunities for students at VIT University?

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now.

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix.

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix. Smart means we can operate it by. Without any operator or. Mostly it will be can operate from any. Any area, any place. With the help of AI. So. In my working area. I always already told is there a precision manufacturing mostly laser manufacturing.

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix. Smart means we can operate it by. Without any operator or. Mostly it will be can operate from any. Any area, any place. With the help of AI. So. In my working area. I always already told is there a precision manufacturing mostly laser manufacturing. So I already have knowledge. Of this. New machines, new technologies. Which are available mostly. Decision was manufacturing. Apart from laser DD, I have also worked on the powder based DED.

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix. Smart means we can operate it by. Without any operator or. Mostly it will be can operate from any. Any area, any place. With the help of AI. So. In my working area. I always already told is there a precision manufacturing mostly laser manufacturing. So I already have knowledge. Of this. New machines, new technologies. Which are available mostly. Decision was manufacturing. Apart from laser DD, I have also worked on the powder based DED. Like which is mostly. I operate on this which is. Made by various commercializes.

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix. Smart means we can operate it by. Without any operator or. Mostly it will be can operate from any. Any area, any place. With the help of AI. So. In my working area. I always already told is there a precision manufacturing mostly laser manufacturing. So I already have knowledge. Of this. New machines, new technologies. Which are available mostly. Decision was manufacturing. Apart from laser DD, I have also worked on the powder based DED. Like which is mostly. I operate on this which is. Made by various commercializes. Like worldwide. System. CIA enabled currently. And the. I can know like how to like if. Some. Some things are. Sorry sorry for this. Like I can. Uh, I mean to say. I know like numerical analysis or uh. That how to. He did this type of 3D printed machines with the AI system. That basic knowledge I.

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix. Smart means we can operate it by. Without any operator or. Mostly it will be can operate from any. Any area, any place. With the help of AI. So. In my working area. I always already told is there a precision manufacturing mostly laser manufacturing. So I already have knowledge. Of this. New machines, new technologies. Which are available mostly. Decision was manufacturing. Apart from laser DD, I have also worked on the powder based DED. Like which is mostly. I operate on this which is. Made by various commercializes. Like worldwide. System. CIA enabled currently. And the. I can know like how to like if. Some. Some things are. Sorry sorry for this. Like I can. Uh, I mean to say. I know like numerical analysis or uh. That how to. He did this type of 3D printed machines with the AI system. That basic knowledge I. I can help them to. Oh, like recruiting smart manufacturing technology, you're saving under the manufacturing technology, saving under nowadays.

Okay, now I need to touch on a few practical skill areas. Professor, how have you been involved in student evaluation and exam duties in your previous roles?

Uh, OK. Smart manufacturing or semiconductor manufacturing? As per my knowledge. A smart manufacturing mostly currently is based on the AI enema. AI enabled manufacturing. Which is always like. But can I say? Other industry 4.0. Uh, like the thinking? All and. Like I just. Hit the. The town right now. OK. So in smart manufacturing also. There is 3D printed manufacturing. AI element manufacturing in every conventional and manufacturing process we can mix. Smart means we can operate it by. Without any operator or. Mostly it will be can operate from any. Any area, any place. With the help of AI. So. In my working area. I always already told is there a precision manufacturing mostly laser manufacturing. So I already have knowledge. Of this. New machines, new technologies. Which are available mostly. Decision was manufacturing. Apart from laser DD, I have also worked on the powder based DED. Like which is mostly. I operate on this which is. Made by various commercializes. Like worldwide. System. CIA enabled currently. And the. I can know like how to like if. Some. Some things are. Sorry sorry for this. Like I can. Uh, I mean to say. I know like numerical analysis or uh. That how to. He did this type of 3D printed machines with the AI system. That basic knowledge I. I can help them to. Oh, like recruiting smart manufacturing technology, you're saving under the manufacturing technology, saving under nowadays. Video musician manufacturing. Uh, which are mostly can be manufactured by 3D printed. Precision manufacturing or laser based manufacturing? OK and it is. Is powder based also. So. I have expertise in this field so I think my knowledge is. Really helpful for the vids. What is the initiation?

So you're connecting smart manufacturing to concepts like AI-enabled processes and Industry 4.0, and you mentioned how these technologies can be integrated with conventional manufacturing. Let me shift gears now—how have you been involved in student evaluation and exam duties in your previous roles?

Okay, so your background centers on precision manufacturing, especially laser-based techniques, and you see smart manufacturing as blending AI and automation with core industrial processes. Now I need to cover student evaluation and exam duties—can you describe a time you were directly responsible for setting or grading exams, and what steps you took to ensure fairness and consistency?

You mentioned both laser and powder-based directed energy deposition, and how you're familiar with integrating these new technologies into smart manufacturing platforms. Now I need to touch on a few practical skill areas. Professor, how have you been involved in student evaluation and exam duties in your previous roles?

So you’ve had hands-on experience with both precision laser and powder-based directed energy deposition systems, and you’re comfortable integrating AI and automation with traditional manufacturing platforms. Now I want to touch on your teaching background. Can you walk me through your involvement in student evaluation and exam duties in your previous roles?

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

So you’re bringing direct experience with both AI-enabled manufacturing and various advanced additive manufacturing systems, including how to integrate numerical analysis and automation. That’s very much in line with the university’s focus on practical, cutting-edge technology adoption. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

You’re bringing direct experience with both AI-enabled manufacturing and advanced additive techniques, and you’ve worked hands-on with the kinds of smart systems that are central to VIT’s priorities. That’s very much in line with what we’re looking for. Alright Dr., we’re wrapping up. Is there anything you’d like to ask about the role or the team?

Yes. Light for the existence. Professor Research. So I want to know like. What is the difference between? A normal assistant professor. Education and assistant professor research. Like in terms of work culture? And the mandate to? And what will be the salary?

Sure, that’s a common question. At VIT, an Assistant Professor (Research) is primarily focused on research activities, leading funded projects, and publishing work, but you’ll also contribute to teaching, guiding student projects, and some administrative duties. The standard Assistant Professor (Education) role, on the other hand, is more classroom-focused, centered on teaching and curriculum delivery, with research being an additional expectation but not the primary mandate. As for salary, compensation is competitive and varies based on qualifications and experience, aligned with VIT’s pay scales for faculty roles. If you’d like, I can connect you with HR for the latest specifics. Anything else you’d like to know about the team or the role?

OK. I I love to connect with the HR about the policies. And and if anything. Information about the team.