Yes, please.

Please start by introducing your professional journey in academia

Well. Myself, Doctor Ramachandran Kashu. I'm an I'm an experienced post doctor. In optical science. I did did. Graduation in physics.

Well. Myself, Doctor Ramachandran Kashu. I'm an I'm an experienced post doctor. In optical science. I did did. Graduation in physics. From University of Calicut.

Okay, so you're a postdoc in optical science, with a physics background. Could you share more about your research focus or any major projects you've been involved in recently?

Alright, University of Calicut for your graduation. You mentioned optical science—what drew you into that field after your physics degree?

And and I did my first post graduation in. Exact. Well, so in order to start with my optical science. I should say my. Uh, masters project. In Mtech. In lacerl tropical engineering. So there. I worked on. Optical characterization of AEG. Kaushal Nanoparticle. For an optical limiting application. There I started my. Optical physics journey. Then I moved to my PhD which is in fiber optics. Hello.

Dr. Kashu, as you step into the classroom for an introductory physics course, what's one foundational concept you find most important to establish with students at the very beginning?

Well, so when I introduced my classroom first I should. Understand what is the level of the students they have it in terms of. In their knowledge.

Right, so you're focused on assessing where your students are starting from—that's critical. Once you know their baseline, what's one specific physics concept or experiment you use to anchor their understanding in those first weeks?

So. In order to start a concept. Let's say laser. I just want to know. Like, uh. Exactly.

Alright, you were about to start explaining how you'd introduce lasers as a concept. Go on.

For example.

Alright, looking at your publication “Single-Objective Airy Light-Sheet Imaging” in ACS Photonics, how did that research influence the way you teach optical physics concepts to undergraduate students?

Well, so if I want to start a course on laser. I would say like the what?

You were starting to explain how you'd begin a course on lasers, but let me circle back to your research. In your fiber optics PhD, did you ever have to present your findings to a group that wasn't familiar with the technical language? How did you make it accessible for them?

Well, I haven't experiences working with in presenting our work with the non expertises. But uh. The way I used it like uh, what is the? Uh, physical applications.

Which is needed? Which is useful for in that particular research? For example, I was working on. Fiber optic, yeah.

Which is needed? Which is useful for in that particular research? For example, I was working on. Fiber optic, yeah. Exactly.

Okay, so you focus on applications when presenting to non-experts. Can you give me an example—say,

Alright, so working with fiber optics, you mentioned focusing on what's useful in the research. When teaching fiber optics, how do you help students connect the theory to real-world applications in industry or everyday technology?

Alright, so you were working on fiber optics and thinking about usefulness in that context. Let me get specific: when you explained your fiber optic research to students, how did you help them connect, for example, the concept of optical limiting to something they'd encounter in real-world technology?

Well, so definitely I'll start with the real world technology because that's the easy way to connect it. For example, fiber optic sensing, I want to. I I want to start. Then I will look for where we are using this fiber optic sensing. For example like. Now for a detection of temperature detection of a strain. We we we need a fibroid sensor because it is non destructive. We that's why I I used to connect with the. You know the students for the better understanding.

Okay, so you use examples like fiber optic sensors for temperature and strain detection to make the concepts concrete. When you cover the underlying physics, how do you balance the math with intuition so students don't get lost in equations?

Well, I will go with step by step.

Step by step makes sense, especially for complex topics. When you break things down, do you lean more on visuals or hands-on experiments, or do you prefer chalk-and-talk with equations on the board?

For easy understanding, I start with the very basics. Uh, from there.

Alright, so you always start with the basics for clarity. When you introduce fiber optic sensing, do you find students grasp the idea faster through demos or group problem-solving, or is it usually a struggle until you walk them through the math step by step?

Well, I will start with the the demonstration. I will I'll start with the animations and videos and all for a better understanding. That's how like in the real world applications. I should connect with the students rather than. Directly going on choc. Board and chalk explaining mathematical equations. I will start with what is the real world visualizing the concept. Animation. Animation I ever use.

Well, I will start with the the demonstration. I will I'll start with the animations and videos and all for a better understanding. That's how like in the real world applications. I should connect with the students rather than. Directly going on choc. Board and chalk explaining mathematical equations. I will start with what is the real world visualizing the concept. Animation. Animation I ever use. For a better understanding, that's how I start interact with the students.

And. They they, they have a curiosity to learn.

Now, given your background in fiber optics and photonics, where do you see the most promising, fundable research directions over the next three years? What grant mechanisms or sponsors would you target first?

Alright, you actually use animations and demos to anchor the concepts before jumping into equations—that tends to keep students engaged. Now, given your background in fiber optics and photonics, where do you see the most promising, fundable research directions over the next three years? What grant mechanisms or sponsors would you target to sustain that work?

Mm-hmm.

Well, I'm targeting for A2 research 2 directions, 1 is coherent coherent detection multi param.

You mentioned targeting coherent detection and multiparameter sensing as your research directions. What makes these areas particularly attractive for funding right now—are there specific industries or applications driving the demand?

Parameter fiber sensing which I'm targeting for a DST core. Uh, DST sub core.

Parameter fiber sensing which I'm targeting for a DST core. Uh, DST sub core. Yes, what?

Okay, so you're aiming for DST funding on multiparameter fiber sensing. If the grant doesn't come through, what's your backup plan—would you pivot the research direction or look for industry partnerships to keep the lab running?

Well, so I think.

Alright, Dr., shifting gears now.

You started to say something—go ahead, Professor.

Well, I'll start with the like. The from the board and chalk. Please, if our slides are not available, I'm happy to, uh, teach classes with the. Board and chalk base I'm I'm already have experience also on working on that. Then then I could able to conduct uh. I could able to conduct the test. Uh, small. Test for revision as well.

Well, I'll start with the like. The from the board and chalk. Please, if our slides are not available, I'm happy to, uh, teach classes with the. Board and chalk base I'm I'm already have experience also on working on that. Then then I could able to conduct uh. I could able to conduct the test. Uh, small. Test for revision as well. For engaging the students.

Okay, so you’re comfortable teaching with board and chalk, and you’d add short revision tests to keep students sharp. How do you handle students who are disengaged or struggling—do you have any specific strategies to bring them back in, especially in a big class where some might fade out?

Okay so you’re comfortable teaching with board and chalk, and you’d add short revision tests to keep students sharp. How do you handle students who are disengaged or struggling—do you have any specific strategies for bringing them back into the class discussion?

Well, I will, I will not be harsh with them, so I just maybe I politely ask what is the problem? What is? Currently they're facing. Maybe they may not follow because of. Uh, that would understand. But. I will address them separately, maybe in the later stage.

And ask them to be understand. And. Ask them to listen, Uh, what the what is the problem they're, uh, facing?

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?

Let’s talk about something you might face as a faculty member. Imagine a student files a formal complaint alleging your grading is biased. Meanwhile, your department head is pressuring you to improve pass rates. How would you navigate that situation?

Well I should be honest with my my my grading and all I should be I I always have a. Policy that I should I should not bias with any. Any people, anything? So I should be honest with my grading. I should because my responsibility to be a. To make them a good. A knowledgeable persons. So that make them be a good industry, engineers and all.

Right, you make it clear that honesty in grading is non-negotiable, even when there's pressure to change results.

So I should. Be you know, I should be, I should have some strong principle to be job should not be biased. I should start convincing the department head that the this is not a good practice to. Because the the institute has has to maintain the standard to make a better. People better students outcome. So I should convince my. Policy to have a better. Better future for the students. Hello.

Given your research in fiber optics and photonics, do you have any connections with industry or companies that could help students access internships or real-world projects?

Well, that is actually. I was also started looking at it because this is a real this is really needed for students for. For their those who graduate from. Uh, this courses, they should have an immediate opening in the industry and also I was started. Thinking about. Um, some collaborations with the industries and all.

Now I want to touch on some core skills for this role. For theoretical physics—imagine you’re mentoring a student who’s stuck on the concept of symmetry breaking in quantum field theory. How would you guide them through it so they actually grasp the physical meaning, not just the math?

Well, unfortunately quantum field theory is not my expertise area. I may not be a right persons to. To guide them.

Maybe I'll run. Refer to my colleagues who are expertise in the area.

No problem, Dr. Let’s talk about semiconductor device physics.

Right, you'd refer students to colleagues if quantum field theory isn't your area. For semiconductor device physics, picture your lab’s MOSFET measurements showing unexpected threshold voltage shifts after thermal cycling. What steps would you take to figure out what’s going wrong?

But lab mosfet measurements is also my not my area. But however if I could able to figure out the. Uh, what exactly? The procedure and all? Maybe I can help you like what is exactly. Missing points. Uh, in that, uh, particular graph. Hello.

Alright, so semiconductor devices aren’t your main focus either, but you’d try to spot what’s missing in the data or refer to someone with more expertise. Let’s shift gears—when it comes to machine learning, suppose you’re supervising a student project where their classification model keeps overfitting, even after regularization. What would you suggest they try next, and why?

So machine learning also. So there's, I mean that's not my expertise in area like I was. I'm keen to learn it. Maybe I am a beginner in machine learning like I've never been. Uh, used and so. Maybe, yeah, I will also, uh. Understand. Then maybe I suggest uh. Uh, what? What things need to be done?

Alright, sounds like you’re just getting started with machine learning, so let’s switch to quantum computation. Imagine you’re asked to explain quantum entanglement to a group of undergrads who’ve never studied quantum mechanics—how would you make that concept accessible to them?

Well, so the quantum entanglement like there are couple of animations videos are there. So I'll start with then. I'll start with them explaining the concepts.

That is a better way to. Understand.

Alright, you’d use animations and visual explanations for quantum entanglement.

Yeah, using visuals definitely helps students grasp tricky concepts. When students push back on quantum entanglement, calling it “spooky action at a distance,” how do you handle their skepticism—do you have a way of addressing those doubts in class?

Well definitely I have a habit of asking like if there are any doubt I I need to clarify them so. So I should ask them where they are at, what extent they understand? Then from there I can go further.

Well definitely I have a habit of asking like if there are any doubt I I need to clarify them so. So I should ask them where they are at, what extent they understand? Then from there I can go further. So like maybe some people may not understand fully concept.

Right, so you check in to see how much they actually understand before you address their doubts. Now, thinking about your teaching broadly—when you’re designing a new course or syllabus, what’s your process for making sure the material is both rigorous and accessible for students with different backgrounds?

Okay so you make sure you check in with students to see how much they actually understand before moving forward.

So they understand a little bit. From there I should make them understand. Well, so the. There are courses which is really needed for because I want to do some. Find the medical imaging side so. I will start with the biomedical imaging and optical physics which is my expertise area. Maybe I should start a course on that. So that course is really needed for in a balance needed for an healthcare. Uh yeah, healthcare industry, so. That's the way I should choose the courses. It is really rare which is needed. For students for, you know, to expertise in in that area, maybe some of the simulation tools I might be using. So that tools are needed for. Getting job in industry. So that's. The way I should choose a courses? Well, if you choose any optical courses, there is one tool which is industry needed is a ZMAX 1. The C Max is and Code V These are the two courses which is really needed for if you look for an industry job.

So they understand a little bit. From there I should make them understand. Well, so the. There are courses which is really needed for because I want to do some. Find the medical imaging side so. I will start with the biomedical imaging and optical physics which is my expertise area. Maybe I should start a course on that. So that course is really needed for in a balance needed for an healthcare. Uh yeah, healthcare industry, so. That's the way I should choose the courses. It is really rare which is needed. For students for, you know, to expertise in in that area, maybe some of the simulation tools I might be using. So that tools are needed for. Getting job in industry.

You mentioned simulation tools for industry preparation—can you give me an example of a tool or software you’ve used in a student project, and explain how you integrated it into your teaching?

People like ask for those who are expertise in this area. So if you choose any optical image courses, yeah.

Okay, so you mentioned ZMAX and Code V as key tools for optical courses tied to industry jobs.

Alright, you’re saying those tools are pretty much essential for students aiming at optical imaging careers. Did you ever supervise a student project where mastering ZMAX or Code V noticeably improved their job prospects or understanding?

Well, I think I don't have a chance to. I didn't have a chance to start a courses.

Alright, you haven’t had the chance to run a course yet, so let’s pivot. When it comes to research publications, can you tell me about a paper you’ve authored or co-authored and the impact it had—either on your field or in practical applications?

And umm A correlate and integrate these cmax and cord vendor but I have. Yes. Well I have a 12 peer reviewed publications and out of it 5. Five First Order publications are there. And I have one corresponding other publication. Out of it and five people are 5 paper falls under JCR cartel. Q1.

Alright, you’ve got a solid publication record—twelve peer-reviewed papers, five as first author, and several in top Q1 journals.

So I have a publications in PNAS and ACS. Well, the one publication which is recently apart. Published in ACS Photonics. That is single objective ad live sheet imaging. What we build it is with, uh, we build a biological imaging with a single objective setup and we have used an airy light sheet. Non diffraction beam and we have improved the field of view about five times. Which is pretty solid advancement and we have. It means the the. Red blood cells and. Uh, roots. Route and. East cells as well. And we filed a patent out of this.

Alright, so in your recent ACS Photonics paper, you built a single objective setup with an airy light sheet, improved the field of view fivefold,

This publications.

You mentioned you filed a patent from that ACS Photonics publication. What was the biggest technical challenge you faced while developing the single objective airy light sheet system?

Well, actually the challen, the real challenges is feeding light from, uh, feeding the light from the optical setups to a micros.

Inverted microscope. That is the biggest challenges adults we will face.

So the main issue was getting light from your optical setup into the microscope.

Alright, so getting light into the inverted microscope was the big challenge. Did you have to modify the microscope or your optical setup to solve that, or did you find another workaround?

Well, what we did, it is like in order to make sure the light pass into the center of the microscope to pass through a a come out from the objectives. What we did, it is why we step by step we use the pin hole. We use a pinhole from like every every 20 centimeter. Make sure the light is passing to the pin holes. And we have a checkpoints in every in between, every in between. The whole the whole length of the. No optical setup.

Alright, so you used pinholes every 20 centimeters as checkpoints along the optical path to make sure the light stayed centered—sounds pretty hands-on. Switching gears a bit, can you tell me about a semiconductor device physics problem you’ve worked on,

Then yeah, make sure we, how do we make sure that it's passed into the centre of open hall, Yeah. Well, I think I don't have an experience of working with the semiconductor devices. Problems and all. Umm sorry I didn't have any experiences.

No worries, thanks for being clear about your experience with semiconductor devices. Now, shifting to machine learning—have you ever integrated machine learning techniques into your physics research or teaching? If so, what was the application and how did it change the outcome?

Well, the machine learning was actually one of the key idea. I was started looking at into it because. The coherent the coherent multi parameter sensing. I was started thinking about. I'm incorporating machine learning for a. For a better improvement of. Sensing sensitivity of fiber optic. Um, multi parameter sensing So, so far I have never experienced and worked on machine learning.

Well, the machine learning was actually one of the key idea. I was started looking at into it because. The coherent the coherent multi parameter sensing. I was started thinking about. I'm incorporating machine learning for a. For a better improvement of. Sensing sensitivity of fiber optic.

So you were thinking about using machine learning to improve the sensitivity of fiber optic sensing by handling coherent multi-parameter data. Did you actually implement any algorithms or models for this, or was it more of a conceptual exploration?

Mm-hmm.

Well. Well, still, it's in the research and planning stage. I was, I never started working on that like I was. It's like it's only on the. Like in the starting state.

Okay, so machine learning's still in the early research phase for you. Moving on—have you ever worked with quantum computation, either in your research or teaching? If so, what was the most challenging concept for your students or collaborators to grasp?

Well I never work with the condom computation and all like. Uh, it's might be a. A new area for me.

Alright, quantum computation's not something you've worked with yet—thanks for being clear. Now, thinking about your teaching and academic work, can you share a moment when you had to explain a tough physics concept to students and realized your usual approach wasn't working? What did you change to help them understand?

So I cannot. I cannot. State of this. So I should start with the physical example, so As for me is. It's like a physics is like whatever happened in the surroundings physics. So what we can easily correlate what physical phenomenons. Directly to any physical concept. So if you want to start any. That any physical phenomenons so I can easily figure out. I can easily say. This is happening in your, in, in your neighborhoods, in your like in nature. You can see that. So if you start in a diffraction interference. Gathering everything you can see in surroundings. So that's a better way to like children's to understand the concept.

Right, so you try to connect physics concepts to everyday phenomena—like using real-world examples when talking about diffraction or interference. Can you give me a specific moment when a student was struggling and you changed your explanation, maybe with an analogy, and saw the breakthrough happen?

Well, there are students, they they may not able to understand what we need to say. Then we look, we need to go with the demonstrations. I either saw some kind of a modelling or a. I'll go with some. Videos or I'll go with some animations and all that's a better way. Like students OK, the one who not understand like. First explanation, they may catch the second one. So that's how like I'll make. Everyone understand physics?

Alright, so when students can't get the concept from your initial explanation, you switch to demonstrations, videos, or animations to help them grasp it. Thinking about your research publications—can you describe one recent paper you authored and the core contribution it made to the field?

Well, that was that is my recent paper is ACS Photonics. I'm the first author. I was I was the one who. Started from the scratch. Build the, build the system. And I will started my first. Uh, draft for that particular paper.

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

And the whole thing is done by me and we have a collaborations with. EUCS. Well I one question I want to ask is like. How about the laboratory spaces? And is there any seeding grand is? For building the initials. A setup. Hello.

Alright, you handled the system build and led the collaboration from scratch, and now you're wondering about lab spaces and seed grants for setting up initial experiments. Let me check the specifics for laboratory facilities and startup funding for new faculty. So, as a new faculty member at VIT, you'd be involved in classroom teaching, lab sessions, guiding student projects, and supporting research. There are established laboratory spaces for physics faculty, and new hires can typically apply for internal seed funding to set up their initial experiments—though the specific grant cycles and amounts vary year to year. Anything else you'd like to ask, Dr., before we wrap up?

No, I'm good actually.