Yes.

Please start by introducing your professional journey in academia

Yes, so I have after completing my PhD. From Hyderabad Central University, I did my post doc at University of Virginia.

Yes, so I have after completing my PhD. From Hyderabad Central University, I did my post doc at University of Virginia. I joined at Chandigarh University at an assistant professor in Chemistry.

Yes, so I have after completing my PhD. From Hyderabad Central University, I did my post doc at University of Virginia. I joined at Chandigarh University at an assistant professor in Chemistry. And currently it has been. I have joined in Chandigarh University from last August. 02024 and have been continuing till now.

Okay, so you completed your PhD at Hyderabad Central University and then did your postdoc at the University of Virginia. Can you tell me more about your research focus during your postdoc?

So, at Chandigarh University, what foundational concept in chemistry do you most enjoy teaching to undergraduates?

Alright, so you started at Chandigarh University just recently in August 2024 and have been teaching chemistry since then. What’s one topic or concept in your undergraduate classes that you find sparks the most curiosity or engagement from your students?

The chemical bonding chapter. I have taught chemical bonding to multiple students. I have been teaching for the Forensics, Chemistry and Forensic science department for Biotechnology department and engineering.

Alright, you mentioned teaching chemical bonding across several departments — forensics, biotechnology, and engineering. How do you adapt your teaching style or materials when presenting chemical bonding to students from these different disciplines?

I have been teaching chemical bonding. Specifically for only forensic and biotechnology department. So we start with the chemical, as chemistry is a core subject. We start with the chemical concepts like VSCA theory, the prediction of shapes, and then I do teach. The application of these studies in their specific. Topic like in their expertise. For example, if I'm teaching chemical. Bing, I tried to get after the classes are over, I tried to give them. One more class. Where they can use the use of chemical properties predicted from chemical bonding. In forensic investigation.

I have been teaching chemical bonding. Specifically for only forensic and biotechnology department. So we start with the chemical, as chemistry is a core subject. We start with the chemical concepts like VSCA theory, the prediction of shapes, and then I do teach. The application of these studies in their specific. Topic like in their expertise. For example, if I'm teaching chemical. Bing, I tried to get after the classes are over, I tried to give them. One more class. Where they can use the use of chemical properties predicted from chemical bonding. In forensic investigation. For biotechnology department, they. Chemical reactions and the dependence on chemical bonding is. As one of the examples. After teaching the chemical bonding check.

I have been teaching chemical bonding. Specifically for only forensic and biotechnology department. So we start with the chemical, as chemistry is a core subject. We start with the chemical concepts like VSCA theory, the prediction of shapes, and then I do teach. The application of these studies in their specific. Topic like in their expertise. For example, if I'm teaching chemical. Bing, I tried to get after the classes are over, I tried to give them. One more class. Where they can use the use of chemical properties predicted from chemical bonding. In forensic investigation. For biotechnology department, they. Chemical reactions and the dependence on chemical bonding is. As one of the examples. After teaching the chemical bonding check. For example, if IT. Water purification problem. Engineering chemistry. I give them a topic to design a project such that the water purification system. Sustainable mood. Engineer a sustainable water purification system. For example, a method where if hard water has been purified, can it be converted into a? Delay said. And what can?

I have been teaching chemical bonding. Specifically for only forensic and biotechnology department. So we start with the chemical, as chemistry is a core subject. We start with the chemical concepts like VSCA theory, the prediction of shapes, and then I do teach. The application of these studies in their specific. Topic like in their expertise. For example, if I'm teaching chemical. Bing, I tried to get after the classes are over, I tried to give them. One more class. Where they can use the use of chemical properties predicted from chemical bonding. In forensic investigation. For biotechnology department, they. Chemical reactions and the dependence on chemical bonding is. As one of the examples. After teaching the chemical bonding check. For example, if IT. Water purification problem. Engineering chemistry. I give them a topic to design a project such that the water purification system. Sustainable mood.

Okay so you give them an extra session to connect chemical bonding theory to forensic investigation — that's a smart way to bridge textbook and real-world. What’s one example of a forensic scenario where understanding chemical bonding directly changes how students approach the problem?

Dr., your PhD thesis focused on “Unravelling the potential of beta, beta'-fused porphycene as a ligand.” Can you walk me through a time when you had to explain the core ideas from that research to students who weren’t chemistry specialists?

Okay, so you use that extra session to help students connect theory with their field, like forensic investigation or sustainable engineering projects. Dr., your PhD thesis focused on “Unravelling the potential of beta, beta'-fused porphycene as a ligand.” Can you walk me through a time when you had to explain the core ideas from that research to students who didn’t have a deep background in theoretical chemistry?

Okay, so you tailor your chemical bonding instruction with discipline-specific applications, like forensic investigation or sustainable engineering projects. Dr., your PhD thesis focused on “Unravelling the potential of beta, beta'-fused porphycene as a ligand.” Can you walk me through a time when you had to explain the core ideas from that research to students who didn’t have a strong background in macrocyclic chemistry?

Yes. So I. Right at start from like the core component of hemoglobin, the molecule of hemoglobin is porphyrin rings. We find the same count, the same macrocyclic porphyrin ring for chlorophyll. The thing like the students know. Hemoglobin and they know chlorophyll, but they do not know that the. Core molecular structure. Of the pigment is. And from there I. Them through this that my pH. Search work was designing of different Icos. Of fighting. For bison is one of the isomers of porphyrin. That means it has the. Formula but the. Of the bridging atoms are differently arranged. From that I show them these structures. And then I show them my work like after this microcycle. Chemistry I go. Coordination, chemistry and show them what are the different properties that can be modified dependent. On the metal that. And how the type? Of bonding or the type of coordination affects. Chemical properties.

Yes. So I. Right at start from like the core component of hemoglobin, the molecule of hemoglobin is porphyrin rings. We find the same count, the same macrocyclic porphyrin ring for chlorophyll.

Yes. So I. Right at start from like the core component of hemoglobin, the molecule of hemoglobin is porphyrin rings. We find the same count, the same macrocyclic porphyrin ring for chlorophyll. The thing like the students know. Hemoglobin and they know chlorophyll, but they do not know that the. Core molecular structure. Of the pigment is. And from there I. Them through this that my pH. Search work was designing of different Icos. Of fighting.

Alright, so you connect macrocyclic chemistry to familiar biological examples like hemoglobin and chlorophyll when explaining your thesis work to students. When you did that, what was the biggest misconception or confusion students had, and how did you address it?

Alright, so you bridge the gap by using examples like hemoglobin and chlorophyll to ground the unfamiliar macrocyclic chemistry for your students. When you explained your thesis work that way, what was the most common misunderstanding or misconception the students had, and how did you address it?

Dr., your publication record centers on macrocyclic ligands and their applications. Thinking about the next three years, where do you see the most fundable directions for your research, and which granting agencies or funding calls would you realistically pursue?

Yes. So my publication, my PhD research work is based. Synthesis. Mostly synthesis. Porphyrinoids and the metal complexations. I did my. In the application of metal complexes. For Friday, noise. For water splitting reaction. Service for the Green. So in the next three years. I need to set up my. Of sustainable energy, green hydrogen and use of different catalysts and materials. Based on. Porphyrino to explain.

Yes. So my publication, my PhD research work is based. Synthesis. Mostly synthesis. Porphyrinoids and the metal complexations. I did my. In the application of metal complexes. For Friday, noise. For water splitting reaction. Service for the Green. So in the next three years. I need to set up my. Of sustainable energy, green hydrogen and use of different catalysts and materials. Based on. Porphyrino to explain. Uh currently I have applied for a project in UPCST and would be looking forward to applying sustainable energy projects by DSD also. Because as of now. DST and other funding agencies have the higher scope of funding. Projects screen. And I have also have experience of doing it under. Alkaline conditions, Which is the most? Researched areas of water. Splitting.

So you’re aiming to build a sustainable energy research group focused on green hydrogen and water splitting with porphyrinoid catalysts. What’s your strategy for actually securing funding—are there specific Indian or international grant agencies you’d target, and how would you position your proposal to stand out?

Alright, so you’re pursuing UPCST and DST funding for sustainable energy research, especially green hydrogen and water splitting under alkaline conditions. What’s your plan for building a research group around this — how would you attract strong collaborators and students, and keep the lab competitive with others in the field?

Yes. So the green hydrogen group might be specific contribution could be to the synthesizing or designing of a catalyst that could increase the efficiency of. What is splitting, thus increasing the efficiency of green hydrogen production?

Yes. So the green hydrogen group might be specific contribution could be to the synthesizing or designing of a catalyst that could increase the efficiency of. What is splitting, thus increasing the efficiency of green hydrogen production? However, there is always there is a great scope for collaboration. Because once we send the designer molecule, that is molecular chemistry. So there is again a need of material chemistry to. Fabricated. So that it can be used. Electrolysis is again a part that is very specific to physical chemical. And the application of it as a green hydrogen can again be expanded. Automobile engineering also. As one of the most efficient. First place. Bills that are not real.

Okay, you mentioned synthesizing porphyrinoids and working on water splitting, but for institutional rankings we need to show high-impact outputs. Can you share which journals you've published your work in, and if any of those were in leading chemistry or materials science journals?

Yes. So the green hydrogen group might be specific contribution could be to the synthesizing or designing of a catalyst that could increase the efficiency of. What is splitting, thus increasing the efficiency of green hydrogen production? However, there is always there is a great scope for collaboration. Because once we send the designer molecule, that is molecular chemistry. So there is again a need of material chemistry to. Fabricated. So that it can be used. Electrolysis is again a part that is very specific to physical chemical. And the application of it as a green hydrogen can again be expanded. Automobile engineering also. As one of the most efficient. First place. Bills that are not real. You like petrol and. Are we continuing? The center.

So your plan is to focus on catalyst design for green hydrogen, but also actively seek collaborations for material fabrication and broader engineering applications. Since you’re aiming to build a research group with institutional impact, how would you help your students turn their research into high-quality journal publications or even secure patents?

Right, so you see catalyst design as your group's niche, but also want to collaborate with materials and engineering folks for broader impact. Since you’re aiming to attract both internal and external talent, what steps would you take to ensure your lab’s output stays competitive for top-tier publications and grant renewals?

A few steps of them would be designing of Catalyst should be. Like a lesser steps, but with the novelty. Which would include include not only easy production but would also include cost effective.

A few steps of them would be designing of Catalyst should be. Like a lesser steps, but with the novelty. Which would include include not only easy production but would also include cost effective. The second portion. As green hydrogen is already known to reduce pollution, so testing it with materials with the pollutions can have more of an impact. Is one of the other things to. And using it in alkaline medium, water splitting reactions in alkaline medium would be very as per my understanding would be a good idea to get funding. Because with alkaline reaction. You can also have. This condition where the wear and tear of the electrodes is reduces as is. Major problem in acidic medium which has been explored to the maximum Exp.

Alright, let's shift gears to teaching. You mentioned earlier how you connect chemical bonding to real-world applications for your students. Suppose you're running a session with 200 undergraduates and you can't use slides or the traditional lecture format — how would you keep them actively engaged with a tough topic like quantum chemistry?

So you’re focusing on catalyst design with easy production and cost-effectiveness, plus testing for pollution reduction and electrode durability. Let’s shift to teaching for a moment. Suppose you’re running a session with 200 undergraduates and you can’t use slides. How would you keep them actively engaged and make the topic of chemical bonding stick, rather than just lecturing?

We could always start for chemical bonding. We could suppose we are teaching about the chemical, the type of structure. She if I have a club. Fast with that and it's not working. Let us say we start with. Examples like in this class you have 30 people now. What if I fill this class with 50P? Whereas the sitting capacity. Only 30. What is this step that the students can take to adjust so that? Not uncomfortable with each other. And then from there I go that this is exactly how electrons try to arrange a. The central actor. Now what would happen? If the electron pair is something that is more expanded. Say we have a seat. To each like the two seats are very close to each. What would be the effect if two students are sitting simultaneously? What would happen? Can it change? Can it affect the repulsion? Yes, because electron electron repulsion is high. Which means that if there are two born pairs, the distance between. Does the repulsion is least but if they have low. They have more expanded that's it's a electron cloud which is expanded more in space. That means the repulsion between them is. Which means that they could repeat each other more and thus lead to bend structure. And then we could make students. And in a way that where they can open their hands and tell us. How much repulsion? How much distance? Enough to show their report. And that could turn into an activity where I could turn them that if. Suppose I have an octahedral structure and. This student will be standing now at one of the apex now. So what happens is that? That's no. On pepper, that's rather a lone pair, so the. Desire because it just the other students hands.

We could always start for chemical bonding. We could suppose we are teaching about the chemical, the type of structure. She if I have a club. Fast with that and it's not working. Let us say we start with. Examples like in this class you have 30 people now. What if I fill this class with 50P? Whereas the sitting capacity. Only 30. What is this step that the students can take to adjust so that? Not uncomfortable with each other. And then from there I go that this is exactly how electrons try to arrange a. The central actor. Now what would happen? If the electron pair is something that is more expanded. Say we have a seat. To each like the two seats are very close to each. What would be the effect if two students are sitting simultaneously? What would happen? Can it change? Can it affect the repulsion? Yes, because electron electron repulsion is high. Which means that if there are two born pairs, the distance between. Does the repulsion is least but if they have low. They have more expanded that's it's a electron cloud which is expanded more in space. That means the repulsion between them is. Which means that they could repeat each other more and thus lead to bend structure. And then we could make students. And in a way that where they can open their hands and tell us. How much repulsion? How much distance? Enough to show their report. And that could turn into an activity where I could turn them that if. Suppose I have an octahedral structure and. This student will be standing now at one of the apex now.

We could always start for chemical bonding. We could suppose we are teaching about the chemical, the type of structure. She if I have a club. Fast with that and it's not working. Let us say we start with. Examples like in this class you have 30 people now. What if I fill this class with 50P? Whereas the sitting capacity. Only 30. What is this step that the students can take to adjust so that? Not uncomfortable with each other. And then from there I go that this is exactly how electrons try to arrange a. The central actor. Now what would happen? If the electron pair is something that is more expanded. Say we have a seat. To each like the two seats are very close to each. What would be the effect if two students are sitting simultaneously? What would happen? Can it change? Can it affect the repulsion? Yes, because electron electron repulsion is high. Which means that if there are two born pairs, the distance between. Does the repulsion is least but if they have low. They have more expanded that's it's a electron cloud which is expanded more in space. That means the repulsion between them is. Which means that they could repeat each other more and thus lead to bend structure. And then we could make students. And in a way that where they can open their hands and tell us. How much repulsion? How much distance? Enough to show their report. And that could turn into an activity where I could turn them that if. Suppose I have an octahedral structure and. This student will be standing now at one of the apex now. So what happens is that? That's no. On pepper, that's rather a lone pair, so the. Desire because it just the other students hands. Which? Shows that from the octahedral structure. One of the bond pair converts to low impact and its. Turn or is converted into a square pyramidal. Oh ****.

We could always start for chemical bonding. We could suppose we are teaching about the chemical, the type of structure. She if I have a club. Fast with that and it's not working. Let us say we start with. Examples like in this class you have 30 people now. What if I fill this class with 50P? Whereas the sitting capacity. Only 30. What is this step that the students can take to adjust so that? Not uncomfortable with each other. And then from there I go that this is exactly how electrons try to arrange a. The central actor. Now what would happen? If the electron pair is something that is more expanded. Say we have a seat. To each like the two seats are very close to each. What would be the effect if two students are sitting simultaneously? What would happen? Can it change? Can it affect the repulsion? Yes, because electron electron repulsion is high.

We could always start for chemical bonding. We could suppose we are teaching about the chemical, the type of structure. She if I have a club. Fast with that and it's not working. Let us say we start with. Examples like in this class you have 30 people now. What if I fill this class with 50P?

We could always start for chemical bonding. We could suppose we are teaching about the chemical, the type of structure. She if I have a club. Fast with that and it's not working. Let us say we start with. Examples like in this class you have 30 people now. What if I fill this class with 50P? Whereas the sitting capacity. Only 30. What is this step that the students can take to adjust so that? Not uncomfortable with each other.

Alright, you’re using live examples to illustrate chemical bonding and make it interactive, even without slides. How do you know if this approach is actually working — what signs do you look for, or how do you assess whether students are genuinely understanding the material?

Alright, you’re using that classroom analogy to illustrate chemical bonding and make it interactive, even without slides. How do you know if this approach is actually working — what signs do you look for, or how do you assess whether students are really grasping the material?

Alright, you used that classroom analogy to illustrate chemical bonding and make it interactive, even without slides. How do you know if this approach is actually working — what signs do you look for, or how do you assess student engagement during the session?

You’re using the classroom itself as a model for electron arrangement, and having students physically act out repulsions to make the structure tangible. How would you check, right there in the session, whether that activity actually helped everyone understand the VSEPR concepts and not just a few who spoke up?

Alright, so you use physical classroom analogies and student participation to illustrate electron arrangements and repulsion, making chemical bonding tangible. How do you measure whether this kind of active engagement actually helps students understand the material—do you use any formative assessments or feedback during the session?

Okay, so you use physical analogies and classroom activities to represent electron arrangements and repulsion, getting students to model molecular structures themselves. How do you evaluate whether students really grasped the concept—do you rely on their participation in the activity, written assessments, or something else?

Yes, I would always. My way of teaching has always included portions where they. I and encourage them to participate in the activities because I believe remembering concepts for nowadays students is bit difficult so they relate more. 2 Two things that they do as an activity, as the brain is more active in that case. Then for. So for evaluating them, I put them into case studies where I change. Two structures for their. Designed for them and assignments. Not exactly a written assignment every time, but they can have assignments which can help them understand. Whether uh. Autohealth apply what they have understood for example recent. Uh. Activity. For forensic science tool. Which was whispers of the chemicals, which meant that. They had to. They were. Evidences from a hypothetical case study. When there were certain symptoms like suppose there is a fertilizer industry or there is an electroplating industry and some symptoms like fissures are. Some other symptoms like some worker is there. Lying unconscious from that they take the. Like evidences, pick up the evidences and have to correlate it to 1 of. Which relates that one of the chemical. Can be studied by this. They have to analyze it and tell us which chemical was responsible for that. What this does is that this helps me in evaluating whether they have understood that content. As well as learnt it.

Yes, I would always. My way of teaching has always included portions where they. I and encourage them to participate in the activities because I believe remembering concepts for nowadays students is bit difficult so they relate more. 2 Two things that they do as an activity, as the brain is more active in that case. Then for. So for evaluating them, I put them into case studies where I change. Two structures for their. Designed for them and assignments. Not exactly a written assignment every time, but they can have assignments which can help them understand. Whether uh. Autohealth apply what they have understood for example recent. Uh. Activity. For forensic science tool.

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?

You rely on activities and case studies to make sure students connect the concept to real-world scenarios, like analyzing evidence in a hypothetical forensic case. Let’s talk department-level stewardship. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

His outcome assessment and data if they are inconsistent as per my it can be fixed in terms of setting the rubrics on similar states. Example if we have different courses can have different. What's the type rubrics for each of? Yes, they can be 1 written. Assessment One. Analyzing task. One of the activity based tasks and 1 presentation to see that what students have understood can they present it to. Because in the process of presentation also they understand better of the concept. So I could have this 4 aligned for each of the courses and students could be marked but this would make it consistent because though the courses. This is different.

His outcome assessment and data if they are inconsistent as per my it can be fixed in terms of setting the rubrics on similar states. Example if we have different courses can have different. What's the type rubrics for each of? Yes, they can be 1 written. Assessment One. Analyzing task. One of the activity based tasks and 1 presentation to see that what students have understood can they present it to. Because in the process of presentation also they understand better of the concept.

His outcome assessment and data if they are inconsistent as per my it can be fixed in terms of setting the rubrics on similar states. Example if we have different courses can have different. What's the type rubrics for each of? Yes, they can be 1 written. Assessment One. Analyzing task. One of the activity based tasks and 1 presentation to see that what students have understood can they present it to. Because in the process of presentation also they understand better of the concept. So I could have this 4 aligned for each of the courses and students could be marked but this would make it consistent because though the courses. This is different. Then these four will stay aligned with each other. Show that the outcome assessment is concerned. The entire department.

Alright, you’re suggesting consistent rubrics across courses—written assessments, analysis tasks, activity-based evaluations, and presentations—to help standardize outcome data. But accreditation often requires strict documentation over multiple years. How would you make sure your approach actually meets external audit requirements and not just internal consistency?

Right, so you’d set up rubrics and use presentations, but you also see the need to actually use outcome data for improvement, not just collection. Let’s move on to something that comes up for faculty everywhere. Imagine a student files a formal complaint, saying your grading is biased. Meanwhile, your department head is pressuring you to improve pass rates. How would you navigate that situation?

Alright, so you’d align rubrics across courses to improve consistency. Let’s shift to something thornier. Imagine this: a student files a formal complaint alleging your grading is biased, and at the same time your department head is pressuring you to improve pass rates. How would you navigate that situation, balancing fairness to the student and the institutional pressure?

Biasness from students can always. Like the allocation of biasness from students. Always be handled by giving them examples of situations. Like what condition that has happened? Why does that student think so? And then giving. Example of something from the past that could happen because classes always have. To show that teachers are not biased. Whatever you have. In this activity has a mark for this. Whatever you haven't performed in the other activity doesn't has. So again, to bring to them that each of the student has. Specific potential. They are very good at. Things that they are very good at now if I also have the departmental pressure. Increasing the past? There is always a balance to design my assignments in a way that at least 35 percent, 30% or 30 to 35 is for very good. Since which has some of the questions which are. Analytical skin hiring. And 50% of. Would be a normal average students understanding and their. Education part and the other personage would be an easy question. So what this does is that this gives an. Equal ground for each of these students. To increase the pass rates. But there is. So this thing that there's no bias. To make the students understand that from. 50% of average. This is what percentage everyone has scored. Like that? What is the balancing act?

Biasness from students can always. Like the allocation of biasness from students. Always be handled by giving them examples of situations. Like what condition that has happened? Why does that student think so? And then giving. Example of something from the past that could happen because classes always have. To show that teachers are not biased. Whatever you have. In this activity has a mark for this. Whatever you haven't performed in the other activity doesn't has. So again, to bring to them that each of the student has. Specific potential. They are very good at. Things that they are very good at now if I also have the departmental pressure. Increasing the past? There is always a balance to design my assignments in a way that at least 35 percent, 30% or 30 to 35 is for very good. Since which has some of the questions which are. Analytical skin hiring. And 50% of. Would be a normal average students understanding and their. Education part and the other personage would be an easy question. So what this does is that this gives an. Equal ground for each of these students. To increase the pass rates. But there is. So this thing that there's no bias.

Biasness from students can always. Like the allocation of biasness from students. Always be handled by giving them examples of situations. Like what condition that has happened? Why does that student think so? And then giving. Example of something from the past that could happen because classes always have. To show that teachers are not biased. Whatever you have. In this activity has a mark for this. Whatever you haven't performed in the other activity doesn't has.

Biasness from students can always. Like the allocation of biasness from students. Always be handled by giving them examples of situations. Like what condition that has happened? Why does that student think so? And then giving. Example of something from the past that could happen because classes always have. To show that teachers are not biased. Whatever you have. In this activity has a mark for this. Whatever you haven't performed in the other activity doesn't has. So again, to bring to them that each of the student has. Specific potential. They are very good at. Things that they are very good at now if I also have the departmental pressure. Increasing the past? There is always a balance to design my assignments in a way that at least 35 percent, 30% or 30 to 35 is for very good. Since which has some of the questions which are. Analytical skin hiring. And 50% of. Would be a normal average students understanding and their. Education part and the other personage would be an easy question.

Biasness from students can always. Like the allocation of biasness from students.

So, you started to say that bias allegations can always— go on, how would you actually respond if a student accused you of grading unfairly and your department head was pushing you to raise pass rates?

Alright, Dr., let’s talk about bridging academia and industry. Given your background in macrocyclic ligand research and applications like green hydrogen, do you have any industry connections or collaborations that could translate into internship or placement opportunities for your students?

Alright, so you set up your assignments to cover a range of difficulty and skills, aiming for fairness while meeting departmental targets. Dr., thinking about your industry connections — have you worked with any companies or external labs on green hydrogen or catalyst development, or are you planning to pursue those collaborations for student placements and internships?

Alright, you explained how you balance fairness by structuring assignments with varying levels of difficulty and marking based on specific activities, not subjective judgment. Dr., thinking about your industry connections — have you worked directly with any companies or labs outside academia, maybe on catalyst design or water purification, that could help your students get exposure to real-world projects or internships?

So you’d handle student bias complaints with transparency about your grading criteria and show how assignments are structured to be fair, while also balancing departmental pressure with a mix of question difficulties. Now, about industry—have you worked directly with any companies or external labs on macrocyclic ligand research or green hydrogen projects, or do you have plans to set up such collaborations for student internships or placements?

I have. Worked for for. I have worked for the external labs like I had recently visited. Hokkaido University for working on a microcyclic ligand, the calyx pyrole. So. Because they. Synthesizing complete new design. Microcycles along with the applications and they also had the AI inquiry. It was the Hokkaido. University and it was a scholarship program there which I had visited now. For setting up migraine color project, I am looking for collaborations to set it up in India and I. I've been looking at some of the collaborations at. Where they have a very good hydrogen evolution project. A funded hydrogen.

I have. Worked for for. I have worked for the external labs like I had recently visited. Hokkaido University for working on a microcyclic ligand, the calyx pyrole. So. Because they. Synthesizing complete new design. Microcycles along with the applications and they also had the AI inquiry. It was the Hokkaido. University and it was a scholarship program there which I had visited now. For setting up migraine color project, I am looking for collaborations to set it up in India and I. I've been looking at some of the collaborations at. Where they have a very good hydrogen evolution project. A funded hydrogen. And I look forward to having a team. Our team. That would be my. Because I'm quite confident that I can train students to work on it.

You mentioned working at Hokkaido University on calixpyrrole synthesis, and now you’re pursuing collaborations in India for hydrogen evolution. Did any of your students get exposure to these external labs or industry-linked projects—either through internships, placements, or joint research? If not, how are you planning to open up those opportunities moving forward?

Thanks for describing your approach to making theory relatable, especially the use of hands-on activities and analogies drawn from students’ everyday experiences. Switching gears, I want to ask about your experience guiding student projects and research. Can you talk about a specific project where you helped a student move from a basic idea to a more rigorous research outcome?

Yes. So recently. We are working, uh, one of my I can give you 2 examples. One of my research students. I was working on extract. For pigments. From flowers that can work as pH indicator. Now this is. System that is already known that flower pigments. Like pigments from hibiscus and roses naturally work as biological in DPH indicators. Now that is something they started from because here in. University I only have. Yeah, first year students. Graduate with trust your. Basic first year students. So from the. Understanding I started the project from there. But anyway, we are now taking it forward to use it as one of. Strips to indicate. The pH or the spoilage of food in food. So we are designing a pH D, converting it into some. Thing that could. Or move into an entrepreneurship thing.

Yes. So recently. We are working, uh, one of my I can give you 2 examples. One of my research students. I was working on extract. For pigments. From flowers that can work as pH indicator. Now this is. System that is already known that flower pigments. Like pigments from hibiscus and roses naturally work as biological in DPH indicators. Now that is something they started from because here in. University I only have. Yeah, first year students. Graduate with trust your. Basic first year students. So from the. Understanding I started the project from there. But anyway, we are now taking it forward to use it as one of. Strips to indicate. The pH or the spoilage of food in food. So we are designing a pH D, converting it into some. Thing that could. Or move into an entrepreneurship thing. One more project is about the sustainable energy where making a bioplastic from. Starch is one of the common projects. We are converting to. Modifying that bioplastic that we make from potato starch with certain. Convert it into something such that it becomes. That means that when it is dumped into water, it can be converting into a nourish. As a nourishment for the. Are we continuing?

Okay, so you guided a student starting with natural pigment extraction for pH indicators, and then pushed them to develop it further toward a real-world application in food spoilage detection—possibly even entrepreneurship. Thinking more broadly, when you’re teaching or supervising, how do you structure your communication with students to make sure they understand complex tasks and stay on track, especially if some struggle more than others?

Alright, so you helped students start with familiar concepts like flower pigments for pH indicators, then guided them toward real-world applications and even entrepreneurship, and did something similar with bioplastics. Can you give me a concrete example of how you structured the students’ research process—like, what milestones or checkpoints did you set to make sure their work stayed rigorous and progressed beyond just basic experimentation?

So. Extracting pigments from plants. Which they can, which is a portion of. Basic experimentation students can start with that. But once they start extracting, I make it step by step rigorous from them for them, making them understand that now they have to extract more. More pigments and find out plans that are red. And then? Make a ratio of how to mix this pigment. To create a pH indicator which works for a very. Specific pH. Now that is step by step making it rigorous because when we start making mixing them, it's always a ring. Open the pH. Mixing them already makes the thing comp. Again making it more and more specific of what pH range it can. Is step more reckless? But then that is one step also. Closer. To getting something a moving. Closer towards the patent or an. Because then it can specifically indicate the spoilage and food item.

You described guiding students from basic extraction toward tuning pigment ratios for a specific pH range, pushing them step by step closer to patentable work. For student evaluation and exam duties, what's your process for making sure your assessments are both valid and reliable, especially in practical lab exams?

Yes. So only for a practical lab exam. We have around 40 students and I make sure that if they have 10 experiments. Each student has a different experiment who are standing nearby to each other. Also if they have. Think titration experiment. I try to make different solutions for. So they copy from. There is no chance. Can copy each other's result. They have to do the calculation different because. The normality of the solution given for a simple titration is also different for each of these. So I tried to change there a bit and. There is always a viable. Each of my practical classes also there is Viber involved and in the practical exams there is a. Viber. Solution is that and then also the the third component that I have is that telling me the exact calculation how they did. Because that is one of. Things that students. Tend to look from each other. So my approach is that can you explain me what each portion of this calculation? And where do this concept? Also like very basic questions like when you start, suppose you are doing a titration. Do you have a sodium carbon? Oxide in the view. And when you're using phenolphthalein in the. What if I had? Sodium hydroxide in the. When I add the phenolphthalein which is colourless, does it remain colourless in the conical or it change? Which is a simple fact of color change, but a student can answer only if he or she has understood. How the color change? So what are you?

Yes. So only for a practical lab exam. We have around 40 students and I make sure that if they have 10 experiments. Each student has a different experiment who are standing nearby to each other.

Okay, so you stagger the experiments to prevent copying and make sure each student is challenged. Let’s talk about communication and structured teaching. When you’re explaining a complex topic—like, say, molecular orbital theory—to a mixed group of strong and struggling students, how do you organize your lesson to make sure everyone stays with you?

Molecular orbit. Theory is a concept topic, so to start for students I start with Atom. And I start with a very basic term that electrons are arranged around atoms. You know what? It's not tell us what are orbitals, so they are basically spaces where the probability. Binding Electron. Now more atomic orbitals are there. When they combine to give molecules, there comes the tiny fed. Molecular orbitals arise and then I move on slowly towards the. So the basic portion once they are clear. The foundation of a complex theory makes it easier for them if I directly start from the. Half of the students are lost because. WhatsApp seems like it has come from somewhere out of. But when I teach. You know an atom. They understand an. And then they know electrons are evolving. There are orbits. Of the atom has atomic orbitals and when they combine. Because. And from there we go. That for each. Students with. Different capacity brings them into. To this to start.

Alright, so you lay the groundwork by starting with atoms and orbitals, then gradually build up to molecular orbital theory so nobody gets lost when the topic gets more abstract. Shifting gears, do you hold a PhD in a chemistry specialization, and if so, what was your specific research focus?

By specific research from. The focus was on synthesis and starting problem. Understanding of the properties. Of Porphyrino. Note specifically porphyrise and then. Exploring the. Coordination properties of. So it was more of this. This is on exploring chemical properties and coordinating properties.

You focused your PhD work on synthesizing porphyrinoids and studying their coordination properties. Now, about research publications—have you published findings from that work in reputable journals, and if so, which journals or conferences did you target?

Yes, most of my publications from that are in Q1 Journal.

Alright, you mentioned your publications are in Q1 journals. Can you name one or two of those journals where your porphyrinoid research appeared, just so I have a concrete sense of your publication record?

Yes, most of my publications from that are in Q1 Journal. So Andrea, since I have started most about the. The thing about coordinating properties, one of the most reputed journal. This inorganic chemistry of. This publication. Where I have published most of my coaching property studies there. And then my post doctoral study. On the application. Of these, metal porphyrinoids for water splitting reactions have been published. And as you.

You mentioned publishing your coordination property studies in Inorganic Chemistry and moving into water splitting with metal porphyrinoids during your postdoc. Did you have any involvement in industry projects or consultancy—maybe applying your research to real-world problems or collaborating with companies on practical solutions?

The project that I was working on in University of Virginia had different collaborators. My work for them was to design a new. Catalyst that can work and the material chemistry part was to be done by a separate group so as so that it could be going into a. Industry work, the government, the project was. Basically funded by Department of Energy from US.

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

What would be the different disciplines or subjects that I would be expected to teach as a? Like in which programs?