Yes.

Please start by introducing your professional journey in academia

And Doctor Sandeep Moy. I have uh, completed my uh. BAC honors and mathematics. The Thunder W University University. In passage of Corporation the College in the year of 2014. Then I have completed my MSC in purely. It's in the department of Pure Mathematics. In the city of Calcutta in the year of 2016, after that. I have qualified CSI Innate. And in 2017? In Gate 2000. After that, I have joined as a junior research fellow in the department. Mathematics, Indian Institute of Engineering Science and Tech. Technology. She put another supervision on Doctor Smita Pal Sarkar I have completed my PhD in the year.

And Doctor Sandeep Moy. I have uh, completed my uh. BAC honors and mathematics. The Thunder W University University. In passage of Corporation the College in the year of 2014. Then I have completed my MSC in purely. It's in the department of Pure Mathematics. In the city of Calcutta in the year of 2016, after that. I have qualified CSI Innate. And in 2017? In Gate 2000. After that, I have joined as a junior research fellow in the department. Mathematics, Indian Institute of Engineering Science and Tech.

You mentioned your background in pure mathematics and your research fellowship. When you're teaching undergraduates, what's one foundational concept in mathematics you genuinely enjoy explaining, and why?

Alright, you mentioned completing your PhD but didn't specify which area or what concept you enjoy teaching. Can you give me an example of a foundational topic in mathematics that you find rewarding to explain to your students, and tell me a bit about why?

Yes.

Okay, so you finished your PhD, but I still need you to name a specific foundational topic in mathematics that you enjoy teaching. For example, is it calculus, linear algebra, or something else? What makes it meaningful for you as an educator?

OK, uh, so. OK, so I have completed my PhD and I done my PhD on the numerical. Numerical solution for. Differential equation, integral equation, integral differential equation and I am W teaching.

Uh, calculus and differential equation. As well as numerical. Make hearts and work analysis.

Okay,

Alright, so you focus on teaching calculus, differential equations, and numerical methods. When you're explaining, say, numerical analysis to students who find it abstract,

As well as linear algebra.

You added linear algebra to your teaching areas. When students have trouble connecting abstract concepts like eigenvalues to real-world applications, how do you bridge that gap for them?

OK, uh, so at first I introduce what is I can.

Accessory titles introduce the matrix.

So you start by introducing eigenvalues.

Alright, so after introducing matrices, how do you tie that to the concept of eigenvalues so students see the progression?

Is actually in. Uh. No, no, no.

I don't introduce eigenvalues. At first I don't.

You were starting to explain, but it sounds like you didn't finish your thought.

So you don't introduce eigenvalues right away. Can you walk me through how you sequence your topics in linear algebra so students build up to understanding eigenvalues?

So I firstly introduce. Matrix. Suppose there is equal position matrix. Then we all know. How to find the determinant of the matrix? We are safe to the students. This is a matrix and. A with a matrix. And a minus Lambda I. Also metrics. OK, now. We find the determinant of this matrix A minus Lambda. So there is. Image when we try to find the. But if the determinant of the. Lambda. You find a polynomial. So when we solve this polynomial, we. The. Lambda is. That is the identities of this event.

Professor, I noticed your PhD thesis was on “Numerical Methods for Differential, Integral and Integro-Differential Equations under Uncertain Environment.” When you’re teaching undergraduates, how do you take a research topic like fuzzy differential equations and make it approachable for students who might not have much exposure to uncertainty modeling?

OK, uh. So students don't know what. So try to define. What is K?

In classic music, try to define. Where some elements is made.

Right, so you try to define what uncertainty is for students who aren't familiar. How do you actually illustrate uncertainty in a way that's concrete—do you use a classroom experiment, a real-world example, or something else?

Mm-hmm.

Real world. So I try to. Eat the real value. The fan is moving. Regulatory scale. If we try to. The good things one to five. Then it is in between. One, it is slow.

Real world. So I try to. Eat the real value. The fan is moving. Regulatory scale. If we try to. The good things one to five. Then it is in between. One, it is slow. Slower into it is more.

Uh, the 1st 2:00. Then you try to release 3. More faster.

So you use the example of a fan speed to show how values can be uncertain and not just fixed. How do students respond when you use everyday objects like that—do they grasp the concept better, or do you need to reinforce it with more mathematical examples later on?

So you use the fan speed example to help students visualize uncertainty—showing how values aren't always fixed, they're on a scale. Do you find that students start asking questions or challenging the concept once they see it applied to something familiar, or do you have to prompt them to connect it to mathematics?

Mm-hmm.

Yes.

Alright, you do get students engaged once you use a familiar example like fan speed. When you later connect that to the mathematical modeling of uncertainty—for instance, fuzzy differential equations—how do you ensure they’re not just repeating definitions but actually grasping the reasoning behind it?

OK. Try to show that at first we'd know that. What is differential equation student size on wallpaper?

So you remind students about what a differential equation is and build from there. When you introduce fuzzy differential equations, how do you help them distinguish between classical and fuzzy approaches—do you use side-by-side examples, or do you focus more on the underlying theory?

We take parameters of fuzzy. Onwards Fuzzy.

Alright, you start with fuzzy parameters and build from there. Before we move on, Dr., I noticed you’ve published in journals like “Mathematics Today” and “Applied Mathematical Sciences.” How has your research experience with uncertainty and fuzzy systems influenced the way you design assignments or projects for your students?

No, thank you. Sorry.

Given your background in numerical methods for uncertain environments, where do you see the most fundable research directions over the next three years? Which grants or agencies would you target for support?

Uh, basically TST. Also DHT, not PhD. DST.

Uh, basically TST. Also DHT, not PhD. DST. This is deferment of science and So are you looking for?

You mentioned DST and DHT as agencies you'd pursue for funding.

Alright, Dr., let's shift gears to teaching. You mentioned using real-world examples like fan speed to explain uncertainty. Suppose you had to run a session on fuzzy differential equations for a large group—say, 200 students—and couldn't use slides or the usual lecture format. How would you keep them actively engaged and make sure they're really wrestling with the material, not just listening?

OK, so. And the energy strains also coming from hotel.

You mentioned energy strains coming from hotel, which sounds like you're tying in another real-world context. Can you walk me through how you'd turn that example into an interactive activity for the students—what would they actually do during the session to make the concept stick?

So in class 12 they also taught the differential. The track. I don't understand.

Alright, sounds like the class 12 track on differential equations is confusing for some students. If you notice a student struggling with that background,

Can you repeat the question?

Of course. Here’s the question again: Can you walk me through how you'd turn that energy strain example from the hotel into an interactive activity for students—what would they actually do during the session to make the concept stick?

Yes.

You said yes, but I need a bit more detail. What would the students actually do in your activity—would they collect data, build a model, debate assumptions, or something else to really get hands-on with the energy strain example?

MMM. So actually. Really don't differentiate.

MMM. So actually. Really don't differentiate. I didn't principal question. We are not supposed to present a pyramid.

Parameters and more for Rajeev Khand.

Alright, let’s talk about your role in department-level governance. 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?

Okay, so you don’t differentiate and you’re not presenting a principal question or a pyramid. That’s a pretty unconventional approach. When you’re involved in department-level governance—like curriculum committees or program reviews—how do you make sure your methods still meet accreditation standards, especially when your teaching style doesn’t follow traditional structures?

Alright, let's tackle a scenario that comes up in academic life. Imagine a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to raise pass rates. How would you handle that situation and balance both academic integrity and institutional expectations?

OK, I'm on SO. I I think institutional expectations. I teach.

My research is. So I may introduce in nine. Did you wait till this morning?

You said you teach and focus on institutional expectations, but that doesn't really address how you'd handle a situation where your grading is under scrutiny and the department head wants higher pass rates.

You said your research may be introduced in nine, but I’m not sure I follow—can you clarify what you mean, and how that fits into handling ethical dilemmas like grading bias or institutional pressure?