Yes, we can begin.

Please start by introducing your professional journey in academia

My name is Doctor Venkatesh Kumar. Uh, I have completed my undergraduate from UH. Madhuri Kamaraj University in the year 2009 to 2000 and. Well, and uh, I have completed my Masters from uh, Barda University in the year 2012 to. 2014.

Okay, so you finished your Masters in 2014. What did you do next in your academic journey?

And I. Edit my PST from National Institute of Technology. Then I did my PhD from National Institute of Technology, Tirichirapalli. Uh after that I did my first post doc from UH SSN College of Engineering in the year 2000. 22. And after that I got offer from Israel. Where I did my second post doctorate. Uh. At Ben Korean University of the Nehem. In the year 2023. Because of the war conflict, I left from Israel. And I spend some time. At home. And and then I joined as a postdoctoral fellow at Sankai Jio Tank University. Uh, China. In the year 2024 July. And I it was one year project then I completed that. Program. Postdoc program in the year 2025. Uh, September. So from the time onwards I'm. My home. Hello, can you hear me?

Dr. Kumar, thinking back on all the places you've taught or mentored, is there a particular classroom environment or teaching method you found especially effective for helping students grasp complex physics concepts?

Actually, so far I have. Then only research oriented. I have research oriented experiences. So I don't have any. The teaching experience in my. Uh, career. So far.

Right, so your experience is primarily research-focused. Even without formal teaching, have you ever supervised, mentored, or guided junior researchers or students in a lab setting? What did you find effective in helping them understand complex topics?

Yes, I have mentored during my PhD. I have mentored masters students to complete their. Project MSC Masters Project. And during that time I have guided them to. Understand the complex idea, but since they are in the beginning stage. They even they don't know what is research though then. I. Taught Kim slowly. Like to understand their research knowledge? And I have. Repeatedly, like slowly, I will say 1 by 1. Like, uh, this is the first step of research. This is the second step. Step off, Richards. So this is how we have to. Uh, follow the rules in lab, laboratory, so everything I have. Start them, uh, one by one.

Alright, so you broke the research process down step by step for your mentees and focused on lab rules and fundamentals. Was there ever a moment where a student struggled to grasp a concept—how did you handle that situation to help them get unstuck?

Yeah, whenever the students struggle with to grasp a concept, I will teach them very for like. For I will consider them as a first class student. Like the first standard students. So I will. Tell them very. Simple example by. Flipping by telling this. Simple example. I will I will try to explain them and I will try to. Understand them too. Uh, understand. Uh. To. Understand them. In a complex concept.

Right, so you simplify by using basic examples and treating them like first-year students to build their understanding.

So by explaining simple concept. A simple example. For example the real time example. The real time example, real life example will be very useful to. Transfer complex concept. Hello, can you hear me?

Alright, you rely heavily on real-life examples to bridge abstract concepts for your mentees. Can you give me a specific instance where a real-world analogy really helped a student understand a difficult physics topic?

Yes. In the beginning. Uh, in the beginning of research. The students like particularly I was working on nanotechnology, nanotechnology kind of research. So then. At the beginning, the students don't know what is nano and. Because since we cannot see the nanoparticles are by by by our. Ice so. So I have to explain them what is nanoparticles and how it looks like. So for example. Uh, uh, we can say, uh, there is a. Uh. There is a. I can explain them through by showing the TM image or ACM image. Through that I can tell them that this is the nanoparticle. This this will be the different structure of nanoparticles. And. Uh, so this is how. We have to prepare the materials and. So to uh how how to better the nanoparticle range using scales different scales. So this is how I will use to. Tell them this is the. Explain the nanotechnology kind of research.

You mentioned your research work in nanotechnology earlier, and I noticed your publication in Journal of Materials Chemistry A on Metal-Organic Frameworks for Photocatalytic CO2 Conversion. How has that research shaped the way you explain advanced topics—like photocatalysis or CO2 conversion—to students or mentees who are new to the subject?

I I don't understand your question. Could you please rephrase the question?

Okay, so when your students couldn't see nanoparticles with their eyes, you used real images like TEM and SEM to show them what those particles look like and explained their scale. That's pretty hands-on. Now, thinking about your publication on Metal-Organic Frameworks for photocatalytic CO2 conversion—when you had to explain photocatalysis or CO2 conversion to someone new, what kind of real-world analogy did you use to make the concept less abstract?

Alright, so first. I will explain explain them. What is photo catalysis? So photocatalysis means like photo plus catalysis. Like we we I will, I will explain them like we use we have. Different kind of. Photo inside in terms of sunlight or light source. Different light source. And for catalysis we use some nano materials like MOF or metal oxide metals. This kind of materials we can use it for catalyst. So when we. When like so here? The CO2. Will be absorbed by the material in terms, uh, like for my case mob. Since Moff has the pose. The see what will absorb. Uh, inside the pores. And when we pass the light.

The molecule, the metals will be activated and it will act as a catalyst. Catalyst. Then. The. Will be transformed to other materials like other sustainable.

Okay, so you break down photocatalysis into sunlight and catalyst, and use MOFs as an example for how CO2 gets absorbed in the pores. When you show students a TEM or SEM image and walk through this process, do you ever use a real-world analogy—like comparing the pores to a sponge or filter—to make the absorption step more intuitive for them?

Alright, shifting gears now. Given your research background in nanotechnology and semiconductor device physics, where do you see the most fundable directions for your work over the next three years? What kind of grants would you pursue to support that?

So particularly for the next few. Three years. Uh, I will focus on, uh, making Moff because since last year, uh, the noble price was awarded to metal organic framework. So. In 2110, 2010 they awarded Nobel Prize for graphene. So, so far the graphene has attracted in many fields. So since last year, the Nobel Prize was awarded to. Metal organic framework. So it will be a next. 1010 to 15 years will be a MOP period, so I have listed the many of I have prepared. PPT that indicates. For MOF as well as the CO2. Capture The Government of India is providing more funding for particularly the climate change and CO2 capture and conversion. So I will focus. To write grant proposal for securing the. Grant Grant from the Government of India. Hello. Can you hear me?

You referenced the government funding focus on climate change and CO2 capture, and your preparation of grant proposals for MOF research. If you were to build a research group at VIT University around this direction, what strategies would you use to attract collaborators and sustain funding, especially considering competition from other institutions?

So. In other institution institutions. They only do. The lab scale research. So my future. Research direction will be established. Pilot scalp brand and large scale plant for CO2 capture because since. There is no. As per my knowledge, there is no large scale or pilot scale plant for Co to capture, particularly for adsorbent based. See what they capture, so I will establish a. Pilots can plan for CO2 ADS absorption. As well as see what the conversion. Uh, at VAT. And which will be the which will differentiate from? Other other research group are from Different institutions. Because. So far there are pilot scale planned exist for amends coupling like liquid.

So. In other institution institutions. They only do. The lab scale research. So my future. Research direction will be established. Pilot scalp brand and large scale plant for CO2 capture because since. There is no. As per my knowledge, there is no large scale or pilot scale plant for Co to capture, particularly for adsorbent based. See what they capture, so I will establish a. Pilots can plan for CO2 ADS absorption. As well as see what the conversion. Uh, at VAT. And which will be the which will differentiate from?

You mentioned adsorbent-based CO2 capture as your pilot-scale plan, but I want to dig a bit deeper. When you think about scaling up from lab to pilot plant—what are the key device physics challenges you'd need to solve to make that transition work in practice?

Alright, Professor, let’s pivot to teaching. Suppose you’re running a large undergraduate class in semiconductor device physics—no slides, just you and the students. How would you design a session that keeps everyone engaged and actually helps them wrestle with the material, not just listen passively?

First, first I will ask them. To know about their understanding about the semiconductor. And. Like uh with a few students. Then uh based on their understanding I will. My explanation and my. Uh, the real time application in terms of semiconductor devices. So where we are using what kind of? Semiconductor that we are using in our real time. Uh, real life application. And I will also.

So you start by gauging their understanding and then connect the topic to real-life applications. Let’s say midway through your class,

So make them engaged with the semiconductor device physics lab classroom. Immediately if I noticed. Some students are not listening or they are diverting from my class immediately I will focus. Only that's. That student, then I will ask him. Ask them to stand, uh. Uh, in front of all the students. Then I will ask particularly to that student, uh, some questions related to semiconductor device. Then they will come back to the class if. I said then I will congratulate them. Uh, if they don't say the. Answer then I will ask. I will explain from my point. And. I will ask them to sit and listen the class properly.

Accreditation cycles can be pretty demanding, Professor. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Since I don't have any. Academic experiences. Uh, I don't understand that, uh, outcome assessment or something else. Could you please, uh, explain more? Maybe I can try to answer.

Alright, Professor, outcome assessment is how we track whether students are actually learning what our courses aim to teach—things like lab skills, critical thinking, or understanding device physics. Each course needs to collect data—like student project results, exam scores, or feedback—and report it consistently so the department can see if we're meeting accreditation standards. If you found that some courses weren't doing this properly, what steps would you take to get everyone on track and keep the data reliable?

So in that case. So I will collect dust. That's through a particular student, those who are not following the class, those who are not uh. The below the our below average students. Then I will take some extract classes and I will uh. To the students. And again the second time I will explain the same syllabus. Uh, everything. Add to that students. Then I will conduct more test like before the final examination I will conduct more tests. Uh, to improve their uh. Uh, study level.

Alright, so you’d target below-average students with extra sessions and tests to help them catch up. But for accreditation, it’s not just about individual students—it’s about collecting consistent data across all courses, so the department as a whole meets standards. How would you make sure every faculty member actually records and reports their results the same way, not just in your own class?

So in that case I will uh. Ask for a meeting the. All the faculty members to attend the to. Come for a meeting. Then I will. Ask them to sort out this problem like so to send their data in a timely manner. And uh. The particular data so. I will ask all the faculty members to consult. The um. The outcome assessment for discussion. Hello, can you hear me?

Alright, Professor, imagine this scenario: a student files a formal complaint, saying your grading is biased. At the same time, your department head is pressuring you to improve pass rates for the course. How would you handle this situation and balance academic integrity with those conflicting demands?

First of all.

I will not I I have a strong confident on me that I will not bias. Any academic? Uh, course or something? So I will harness.

You were about to outline your approach—go on, Professor. What would be your first step in handling that complaint about grading bias, especially with the department head pushing for higher pass rates?

You’re confident there’s no bias in your grading, but imagine the department head disagrees and keeps pushing you to change your grading policy—even if it means relaxing standards. What would you do then?

So in that case, uh. So I will. Uh, go to the students, I will ask them to. Uh, study more? And I will take some extra. To them also. And I will give. Like more importance to their study. So in that case I can ask them to write in a write an exam in a good manner. Then. I can um. Again, uh. Uh, get. I can now make them to get good marks. If that is the way, I can follow, but uh, I cannot. Do the. Uh, uh, what we can say like, uh, I cannot do, according to the head of the department. Uh, for. Uh. So I cannot, I cannot bias the academic integrity actually. Hello, can you hear me?

Given your research interests, Professor, do you have any industry connections that could help our students—maybe with internships, placements, or real-world project collaborations in semiconductor device physics or CO2 capture?

I don't have any. Level connection with the for semiconductor device physics or. Photocatalysis. But uh, yeah, I can. Like I have a collaborator in. Reliance Industries who is working on solar cell. So I can make them to I can ask them. For collaboration and I can send my students to. Their industries for some. Internship or to get their knowledge. To the students. So this is the way I can do, but for CO2 capture level industries I don't have any connection with them.

Alright, you mentioned Reliance Industries as a collaborator for solar cell work, and that you’d try to set up internships for your students through them. Can you give me one concrete example of how you’ve actually facilitated an industry interaction—maybe a guest lecture, joint project, or direct placement—for students in the past?

Yes, I I can ask them for guest lecture. My friend is working in Reliance Industries. I can immediately ask him for a guest lecture to. Open opportunities available in their field research field in their industries so which? It will be very useful for the students to secure their career. In R&D? Jobs.

Now I want to check your grasp on a few key areas, Professor. Starting with theoretical physics—imagine you’re designing a new course for undergrads. What’s one concept from theoretical physics that you’d prioritize, and how would you make it accessible to students who struggle with abstract math?

I'm sorry, I don't have any.

The experience in theoretical physics. So I'm unable to answer to this question. I would like to pass this question.

No worries if theoretical physics isn't your strongest area. So let's switch gears—when you're teaching semiconductor device physics, what's one practical lab experiment you use to help students really understand the material, and how do you make sure they connect theory to hands-on practice?

Alright, since semiconductor device physics is your area, let’s try another angle. When you’re teaching machine learning concepts to physics students, what’s one real-world example or application you use that helps them see the value of ML in physics research?

I'm I don't have any experience in machine learning, Uh. In our machine learning also. So I'm unable to answer to this question also. Uh, I would like to pass this question.

I'm I don't have any experience in machine learning, Uh. In our machine learning also. So I'm unable to answer to this question also.

Alright, you don’t have experience with machine learning, so let’s try quantum computation. Say you’re asked to explain quantum entanglement to a group of undergrads—how would you break it down in a way that’s clear without getting lost in heavy math?

Alright, you mentioned you don't have experience with machine learning, so let's try quantum computation. Say you’re asked to explain quantum entanglement to a group of undergrads—how would you break it down in a way that makes sense to students who are new to quantum physics?

I'm sorry. I don't have any experience in quantum. Entanglement also. Please I would like to pass this questions too.

You don’t have experience with quantum entanglement either, so let’s keep moving. When you’re teaching or mentoring, what’s one approach you use to help students who are struggling with physics concepts—especially if they’re at risk of falling behind?

So for this for that case. As I said earlier, I would like to. So explain them in a simple concept like real-time application. To explain the. Complex ideas. Uh, so in that case I will can, uh, help them. So I can bring them out. From the. From their struggle to understand the physics concepts semiconductor device. Physics concept. Hello, can you hear me?

Okay, so you focus on real-world applications and simple explanations to help struggling students grasp semiconductor device concepts. Switching gears—have you ever worked on an industry project or consultancy, even outside academia, that influenced your teaching or research approach?

I have not worked with industry project, industry or consultancy project. But I have worked with uh. I help. I have worked with uh. DST project, but I don't have any experience with the industry project or consultancy project.

Alright, so you’ve worked with a DST project but not with industry or consultancy. Before we wrap up, have you published any research papers or contributed to academic journals in your field—if so, how did that experience shape your teaching or mentorship style?

Yeah, I have around more than 15, around 18 papers I have published in journal like academic journals. Uh, which which helped me to. Learn many things from different fields like photocatalysis or Casio capture and nonlinear optics. There are many things I have learned from this.

Alright, you’ve published a solid number of papers in areas like photocatalysis and CO2 capture. Since those research experiences helped you learn across fields, did you ever use insights from your publications to design or update your teaching materials or course content for students?

Alright, you've published about eighteen papers in areas like photocatalysis and CO2 capture, which gave you exposure to multiple fields. Did you ever use insights from your publications to directly enhance your classroom teaching or student projects—for instance, did you bring a recent research discovery into a lecture or student experiment?

The students in classrooms.

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

Could you please say it again? I did not get your voice.

Could you please say it again?

Sure, I’ll repeat it. We’re wrapping up—do you have any questions about the role or the team before we finish?

Mm-hmm.

I don't have any questions to ask.