Able to hear you.

Please start by introducing your professional journey in academia

Can you please repeat the first question because I, I did not answer uh, I did not uh. Listen it completely.

Of course. Please start by introducing your professional

Yes. I'm Doctor Subhash Chandra, currently a National Post Doctoral Fellow at CSIR, CSIO. Having more than 10 years of research.

Yes. I'm Doctor Subhash Chandra, currently a National Post Doctoral Fellow at CSIR, CSIO. Having more than 10 years of research. Experience in semiconductor materials and photovoltaic devices.

Yes. I'm Doctor Subhash Chandra, currently a National Post Doctoral Fellow at CSIR, CSIO. Having more than 10 years of research. Experience in semiconductor materials and photovoltaic devices. My research experience includes. Film, films, semiconductors and photovoltaic devices. And with interface engineering and this led to. More than 80. Publications.

Alright, so you've been a National Post Doctoral Fellow at CSIR CSIO and have over a decade of research experience. Is there anything else you'd like to add about your academic journey before we move on?

You've spent over a decade researching semiconductor materials and photovoltaic devices. When you teach an undergraduate physics concept, what's one foundational topic you especially enjoy explaining to students, and how do you approach it?

Yes. I'm Doctor Subhash Chandra, currently a National Post Doctoral Fellow at CSIR, CSIO. Having more than 10 years of research. Experience in semiconductor materials and photovoltaic devices. My research experience includes. Film, films, semiconductors and photovoltaic devices. And with interface engineering and this led to. More than 80. Publications. In high impact. Journals and have strong. Citation effect. Having h-index of 30. Along with the research experience, I also have some. Teaching experience. At my previous postdoctoral institute, Aisar Mohali. End Punjab University. Where I toured undergraduates dance and mentored some. Mentored some master students for their. Testing this work. This combination of research and effective teaching and. Application drive work. A strong candidate for his. Position.

So over 80 publications, hands-on work in thin films, interface engineering, semiconductors, and photovoltaics — that's substantial. When you teach a topic like semiconductor band structure to undergraduates, what's a specific analogy or demonstration you use to help them really grasp the concept?

Alright, Dr. Chandra, that's a significant track record—over 80 high-impact publications, strong citation metrics, and a blend of both research and teaching, especially in semiconductors and photovoltaics. When teaching undergraduates about the band structure of semiconductors, is there a particular analogy, demonstration, or teaching method you find especially effective in helping students grasp this foundational concept?

Yeah, for that. A undergraduates bands I use band theory where we can differentiate semiconductor conductor and. A an insulator. Based on the bandgap. For the semiconductor, the material band gap should be around 1. Electron Volt. Connector it should be. More than five electron Volt and for insulator the conduction band and valence band should be overlooked. So the. Energy band gap should be. Zero 11.

Okay, so you emphasize the importance of bandgap values to help students distinguish between conductors, semiconductors, and insulators. When students still struggle with the concept—say, confusing why silicon behaves differently than a metal—how do you adapt your explanation or what alternative approach do you use to get the idea across?

As I told, for semiconductor the band gap should be around 1 electron bond. For silicon it is 1.1 electron Volt. So that. Categorically falls within the semiconductor materials. That's why it is. Semiconductor material, not a metal.

Dr. Chander, I noticed your recent paper, "Graphene-engineered interfaces enable stable, high-efficiency dry-processed ecofriendly flexible perovskite solar cells," published in the Chemical Engineering Journal. Can you walk me through how insights from that research have influenced how you teach or explain flexible electronics and device interfaces to undergraduate students?

For a. The photovoltaics. The substrate should be flexible. Cortex standard photovoltaic device. The subtract is. Rigid like Ito or? Or FTO based. Material coating based. Material Material based. Transparent conduct. Cutting oxide substrates. For the flexible divide, it should be the. Flexible. So flexible means we it can be. A plastic seat or a it can be a very thin layer of a glass. For this paper, particularly paper, I use. A. A very thin layer of idea coated. Material with PTA based material and then I use the device fabrications as my standard promoter.

Alright, so you highlighted the shift from rigid ITO or FTO substrates to flexible ones—like thin glass or plastic—in your device fabrication, and how you used that in your recent work. Given your strong publication record in semiconductor device physics, where do you see the most fundable research directions emerging over the next three years, and which grants or funding sources would you specifically pursue to support those efforts?

Emergency. Uh, photovoltaic materials that for. Let's example. Take a Ferrosky too. Materials. Currently Periscope met. Photovoltaic device have low stability issue.

So you're focusing on perovskite materials and their stability issues for next-generation photovoltaics. For those research directions, what specific granting agencies or funding programs would you target, and how would you frame your proposal to increase the chances of support?

Emergency. Uh, photovoltaic materials that for. Let's example. Take a Ferrosky too. Materials. Currently Periscope met. Photovoltaic device have low stability issue. Because the devices are not stable as compared to the standard. A silicon based or CD based devices. With a disciplinary proposal can be submitted to different. National Funding Agency like DRDO. It and an RF or DST. CS go with discipline after like 1. I self my physicist and 1 chemist and one engineer, all three people. With having different. Background of sciences. That can submit a paper, can submit a proposal, so that it can be sufficient. Successfully graphed. Granted from the national funding agencies.

So you're planning to assemble a multidisciplinary team—physics, chemistry, and engineering

Yeah.

Alright, Dr. Chandra, let's shift focus. Given your deep background in semiconductor device physics, suppose you had to teach a large undergraduate class—say, 200 students—without using any slides. How would you design a session to keep everyone actively engaged with the material, rather than just listening passively?

So for that without using. Is a PowerPoint presentation or some other electronic? We I have to take some. Materials with myself. With that into the class. Sports 1 Insulator. Like won't. Or or one semiconductor material like Silicon Germania. Sorry like. Silicon, germanium and one is insulator. Like a wood and for conductor it should be. Like met some metal like gold or silver. So I can engage, I can differentiate.

So you'd actually bring in physical samples—like a silicon wafer, a metal, and a piece of wood—to make the differences tangible for students instead of just describing them. How do you check during or after that session that the majority of those 200 students genuinely understood the distinction, and not just the few who might speak up?

So for that without using. Is a PowerPoint presentation or some other electronic? We I have to take some. Materials with myself. With that into the class. Sports 1 Insulator. Like won't. Or or one semiconductor material like Silicon Germania. Sorry like. Silicon, germanium and one is insulator. Like a wood and for conductor it should be. Like met some metal like gold or silver. So I can engage, I can differentiate. Hold through with examples. That the metal is. A conductor metal is a conductor's. Having band gap of around 5 electrons Volt. Semiconductor is a materials with a bandgap of. Bandgap of around 1 electric. Micron 1 Electron. Volt and the insulator is a. Material is a. Material that have zero band gaps, like wood. You got my point. I'm waiting for you. Response for next or. On my response of earlier list For that I should, uh, should. Ask after my teaching, I should ask or take a engagement with the. Stands by. Small question answer. And how they if they answer correctly? Then I I'm satisfied that I have done some. Good work. If they know then I will take through some another examples.

Right, so you use quick question-and-answer checks and, if students seem shaky, you pivot to more examples to reinforce the concept. Suppose you notice that despite your efforts, a quarter of the class still seems disengaged or confused—how do you adjust your approach mid-course to re-engage them or clarify the material?

For that I first I should identify it. The root cause of that problems? It is due to my. A engagement with the class or due to some specific. Lack in understanding of their concerns. So for that I will text. State by step of that. Problem solving. And having student centric. Sorry, Sir.

Given your experience, Professor, let me ask this: if you joined our department and discovered that outcome assessment data for accreditation was inconsistent across courses, what practical steps would you take to address and resolve that issue?

First, I would take it as it is a positive step to my teaching because I that's that's give feedback on the my course. So first I identify. The root cause of that problem for inconsistency. Of that problem so I can rectify with the better X effectiveness. With the. Students in next class or next course.

Okay, so you see outcome assessment data as a valuable feedback loop and your first instinct is to diagnose the inconsistency before making changes. Can you give me a concrete example of a process or tool you’d use to actually track and standardize course outcomes across multiple instructors?

Can you repeat your question please?

Right, so you’d start by treating feedback data as useful and try to diagnose the root cause of inconsistency. My question was: can you give me a concrete example of a process or tool you’d use to actually track and standardize course outcomes across multiple instructors?

For that I will take a surprise text or. Some cues. Occasionally. For the outcome of. A studied course.

For that I will take a surprise text or. Some cues. Occasionally. For the outcome of. A studied course. Throughout the. Coursework throughout the course plan. So I. I'll take that cues or assort assessment based on that I will finalize. Whether the concept of my teaching is. Understanding by the sense or. If not, then I will. Try to explain in better way or in. Identify which root cause is there.

Alright, let's consider a scenario you might face as an Assistant Professor. Suppose a student formally complains that your grading was biased, but at the same time, your department head is pressuring you to improve pass rates. How would you navigate that situation, balancing fairness, academic integrity, and the expectations from leadership?

Alright, so you mentioned using surprise quizzes or assessments throughout the course to track understanding and then adjusting your teaching if you notice gaps. I want to give you a scenario that's a bit more about ethical tension. Imagine a student files a formal complaint alleging your grading is biased, but your department head is also pressuring you to improve pass rates. How would you navigate that situation while maintaining academic integrity?

I used, uh, I will. So that copy and sorry the answer sheet to to the stance. Behave. The marks are given. If not. Uh, if the state is still not. Satisfy then he can approach. HOD or the higher authority? But I will stay on my. Integrity.

Alright. Given your research focus in semiconductor device physics, do you have any ongoing or past collaborations with industry partners, and how might those connections translate into internship or job opportunities for our students?

I am planning to collaborate with industries with the Tata consultancy and recently. I have submitted a project. With my current postdoc supervisor.

I am planning to collaborate with industries with the Tata consultancy and recently. I have submitted a project. With my current postdoc supervisor. So that I have some experience how to submit or how to collaborate with industries. And that will. You that will give some strengths as internship or. Some jobs after after their. Any classes or after their tenure at the VIP?

So you're in talks with Tata Consultancy and have a project with your postdoc supervisor in progress. What would you do, practically, to turn those industry relationships into real opportunities for students here—like internships, joint research, or placements?

So you're planning to use your experience with Tata Consultancy and your postdoc connections to help students get internships or jobs. What would you do, practically, to turn those industry relationships into real opportunities for students here at VIT?

For that I will submit some industry project with Tata Consultancy or some related. Other. Like. Or some other related. Industry based. An industry based related to my research. Please send my expertise. Before that I will get.

For that I will submit some industry project with Tata Consultancy or some related. Other. Like. Or some other related. Industry based. An industry based related to my research. Please send my expertise. Before that I will get. Funded projects and. And the connection will be made through and connection and networking will be made throughout this journey. That will be helpful. Less dense to get internship or job after that. Decl after their courses.

Alright, Dr. Chandra, let's touch on some key skills relevant to this role. Suppose you're designing an advanced physics course that introduces undergraduates to quantum computation concepts. How would you make the foundational ideas accessible to students with only a basic background in physics and math?

So you're planning to secure industry-funded projects and keep networking throughout your research, hoping that leads to internships or jobs for students down the line. But let's say you had a student who was technically strong but struggled to work in a team during an industry-sponsored project—how would you mentor them to succeed in that environment?

Then I will identify. The root cause of that problem why the state is not able to work in industry based. If the if is not able to then then I will. I will explain him the working hope that. Industry based. Still it if still. Not working. Then my folks will be shipped. From that's dead. From industry to some other academic labs Can you repeat your last question please?

Sure. You mentioned you're working to build industry connections and set up funded projects, hoping those will lead to internships or jobs for students. My question was: if you had a technically strong student who struggled to work in a team during an industry-sponsored project, how would you mentor them so they could succeed in that environment?

I will ex. I will explain him or her that the how industry. Works. For that specific industry waste, I will explain how. Teamwork. Uh, how teamwork will be? Tasked to complete that. So that they all. Candidate or old player of the team. Should be engaged in that projects. So that. To focus on that work. Given particular work by that team leader of that industry. So I will explain that. Hope you both might answer right.

Okay, so you'd explain team dynamics and industry expectations directly to the student and try to get everyone engaged in the team's work. Switching topics a bit, when you teach a concept from theoretical physics that students usually struggle with, how do you break it down so it actually sticks?

I will. Explain that. Uh, step by step of that theoretical. Problems. To minimize that the struggle of the stands, I will first suppose I have. A major problem in the theoretical physics. So I have to. So I have to uh. Cut it in. Different part of that problem and makes threats to realize step.

I will. Explain that. Uh, step by step of that theoretical. Problems. To minimize that the struggle of the stands, I will first suppose I have. A major problem in the theoretical physics. So I have to. So I have to uh. Cut it in. Different part of that problem and makes threats to realize step. Five step.

Alright, so you’d break a tough theoretical problem into smaller steps and walk students through those, which helps them not get overwhelmed. Let’s shift gears a bit—when you’re designing a machine learning module for physics students, how do you make sure the math doesn’t become a barrier for those who are less comfortable with it?

Alright, so you'd break complex problems into smaller, manageable steps and walk through them one by one. When it comes to your research, can you share a specific example of a publication or project where your work in theoretical physics led to a new insight or application?

Note directly on theoreticals, but it is based. On there and theoretically based experimental work recently I published in. Chemical Engineering Journal, as we discussed in our earlier. The response?

Alright, you mentioned publishing theoretically based experimental work in the Chemical Engineering Journal, but I need a bit more detail. Can you walk me through the specific theoretical framework or model you used in that research, and how you applied it to your experiments?

As I mentioned, note as directly, but it is based on the experimental. It is based on the theoretical work done by some other scientists. I just follow up the steps. Four to make it experimentally.

Okay, so you followed an existing theoretical framework rather than developing your own. Let's change gears—can you walk me through a time you designed or evaluated a machine learning model, maybe during your postdoc or a project, and explain what steps you took to validate its performance?

No.

No problem. Since you haven't worked directly with machine learning, let's talk about quantum computation. Imagine you're explaining the basic idea of quantum superposition to undergraduates who've never seen the concept before—how would you make it intuitive for them?

No. I didn't take. Fabricate core design? Any theoretical models for my experimental?

Alright, you haven't designed or evaluated machine learning models directly. Let's try something different—imagine you're teaching the concept of quantum superposition to undergraduates who have never seen it before. How would you make that idea relatable and clear for them?

My background is related to. To solar photovoltaic and device fabrication, so. It is not. Possible. For me to uh. Dial to 84. Sorry. To explain the quantum. Superposition.

Alright, your background is more on device fabrication and solar photovoltaics, not quantum computation. Let’s talk about your approach to teaching and mentoring—can you describe a time when you had to adapt your teaching style for a student who was struggling to grasp a complex concept? What did you do differently?

Alright, your expertise is centered on solar photovoltaics and device fabrication, not quantum or machine learning. Given that, let's talk about industry projects—can you describe a time when you worked directly with a company or through consultancy, and explain what you did to align academic research with that industry's goals?

Uh, can I uh, recent, uh, proposal submitted to the Tata Consultancy. It is based on the. Semiconductor Materials. Earth. Earth rearing. Metal rope. Cortex. So we have. And we plan for. Work step. Can you please extend the experimental work to? Make that happen for their work.

Uh, can I uh, recent, uh, proposal submitted to the Tata Consultancy. It is based on the. Semiconductor Materials. Earth. Earth rearing. Metal rope. Cortex. So we have. And we plan for. Work step.

Uh, can I uh, recent, uh, proposal submitted to the Tata Consultancy. It is based on the. Semiconductor Materials. Earth. Earth rearing. Metal rope. Cortex. So we have. And we plan for. Work step. Can you please extend the experimental work to? Make that happen for their work. So as. Add add. Presently I have. Note directly experience with the. Industry based. Project, but just I submitted a proposal.

Okay, you submitted a proposal to Tata Consultancy focused on semiconductor materials and rare earth metals—sounds like a substantial industry collaboration. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Okay, so you recently submitted a proposal to Tata Consultancy about semiconductor materials and rare earth metals, and you're planning to extend the experimental work for their application. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team before we finish?

Okay, you recently submitted a proposal to Tata Consultancy about semiconductor materials and rare earth metals, and you're planning to extend the experimental work for their application. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

And can you repeat your question please?

Of course. I just asked—since we're wrapping up, is there anything you'd like to ask about the role or the team?

Yeah, what would? My role at the VIT. Suppose this is a assistant professor as. How much research part and how much teaching part there for this?

Right, your question is about the Assistant Professor role at VIT—specifically, the balance between research and teaching. Typically, the role expects a strong commitment to both: you'll have a teaching load each semester, but research is a major focus, especially if you're aiming for external funding and publications. Faculty are encouraged to develop research groups, supervise student projects, and pursue industry or sponsored projects, alongside their teaching duties. Anything else you'd like to know about the role or team?

No, thank you.