Yes, of course we can do.

Please start by introducing your professional journey in academia

Hello I am Suman Ghosh. I have completed. My graduation. And post graduation. In mathematics. From Chadapur University.

Alright, I heard you mention you finished both your graduation and post graduation in mathematics from Chadapur University.

I have submitted. My pH D thesis in mathematics. From. Way I will. I always wanted to come to academia. And started contributing by in mathematics by.

You mentioned submitting your PhD thesis in mathematics from Way I will, and that you've always wanted to contribute to academia. Mm-hm, you were saying?

The doing research in mathematics, knowing the math and knowing the. Yes, I did say that. I2. To contribute to mathematics I doing.

Professor, now that we've covered your academic path, I'd like to ask about your teaching. What's one foundational concept in mathematics that you particularly enjoy teaching, and why do you think it's important for students to grasp early on?

On the research in athletics and the knowing the. Inwards. OK.

Okay, you mentioned research in mathematics, but I was asking about teaching—specifically, is there a core concept or topic within mathematics that you find especially rewarding to teach to undergraduates?

Yes, of course I. Fine stitching here. Analysis. Really satisfying to. Teach I have also taught. Analysis, she sequenced. And regards students in. They have taken their BTEC course while pursuing my PhD.

Alright, you said you've taught analysis, sequences, and worked with students in BTEC courses while pursuing your PhD. Can you give me a concrete example of how you explained the concept of sequences to your students, especially when they struggled to understand it?

So the the concept of. CD sequence. Of course, initially students. So I struggle to understand. Sequence the first thing that it is just some. Random numbers. This well, the written one appears the one after the another, but. It is not suit. I the way I taught them. Is the sequences are. A set of functions from. Natural numbers. To real numbers, that is. If I assign any uh. To every natural number 1234. He will eat a real number. To them, then it forms a. Like F goes to F1. Then if 2F3F5. Effort, all that. To Infinity that forms a sequence. Students do understand it. I graphically presented. The sequence from one map to another, one set of national numbers to real numbers like that It's of course there. My research focuses on fixed point theory and misapplications. And uh. One of the most interesting and practical application is. The theory of fractals. I have computed. The the. Examples of rectals in my research. And I see that fractal theory. Is gaining very good? Traction in the world of mathematics.

So the the concept of. CD sequence. Of course, initially students. So I struggle to understand. Sequence the first thing that it is just some. Random numbers. This well, the written one appears the one after the another, but. It is not suit. I the way I taught them. Is the sequences are. A set of functions from. Natural numbers. To real numbers, that is. If I assign any uh. To every natural number 1234. He will eat a real number. To them, then it forms a. Like F goes to F1. Then if 2F3F5. Effort, all that. To Infinity that forms a sequence. Students do understand it. I graphically presented.

Given your research focus on fixed point theory and fractals, where do you see the most fundable directions over the next few years? Are there specific grants or agencies you’d target to support this work at an institution like VIT?

It's of course there. My research focuses on fixed point theory and misapplications. And uh. One of the most interesting and practical application is. The theory of fractals. I have computed. The the. Examples of rectals in my research. And I see that fractal theory. Is gaining very good? Traction in the world of mathematics. There are replicated publications that replicated journals that are. Publishing. Uh Is on the concept of factors. And uh. I have also seen that Is on the concept of factors. And uh. I have also seen that. Yes, of course I will. Propose in such way that. These applications of fractals have. The good, good. Presentations such as the Cantor set is a good example.

You said fractal theory is gaining traction and you've computed examples in your research. What would your strategy be for actually securing funding—are there agencies or industry partners you'd approach, and how would you make your proposal stand out in a competitive environment?

The Ponder. The mathematical structure is. Very profound. And the metric structure is. Well, in my classes I don't just. Go on saying the theatrical parts I also. Give them computational problems that. Helps them understand the. Concept. So if we do the problems like. Examples on the. Solve the problems. Manual, then you can actually understand the concept. Very well then. Any more? Any slides? Rather than showing So computing problems. Is the best way to understand So computing problems. Is the best way to understand. Of course I. Give them problems. As their homework also. But one of the. Biggest. I actually what I've done in my classes is. Randomly I pick some students. Any student and ask them to come to the board. At that front and solve the problem with me.

Given your experience teaching analysis and sequences, suppose you had a large class where slides weren't an option. How would you run a session that gets students actively engaged with the material, rather than just listening passively?

The Ponder. The mathematical structure is. Very profound. And the metric structure is. Well, in my classes I don't just. Go on saying the theatrical parts I also. Give them computational problems that. Helps them understand the. Concept. So if we do the problems like. Examples on the. Solve the problems. Manual, then you can actually understand the concept. Very well then. Any more? Any slides?

You emphasized hands-on computational problems and manual exercises to help students really grasp the concepts, saying that's far more effective than slides. How do you make sure that all students are actually participating and not just copying answers from peers?

So computing problems. Is the best way to understand. Of course I. Give them problems. As their homework also. But one of the. Biggest. I actually what I've done in my classes is. Randomly I pick some students. Any student and ask them to come to the board. At that front and solve the problem with me. So the date should. They sometimes, uh. Cannot solve the problem on their own, so I help them, I give them hints. And they solve the problem in front of the board, so.

Given that everyone knows that anyone can come to the board and anyone can solve the problem, so. They are always listening.

You pull students up to the board and work through problems with them, even offering hints when they get stuck. How do you decide when to step in and give a hint,

Alright, so the random board selection keeps everyone alert since anyone might be called up. When students are hesitant or stuck, how do you balance helping them versus letting them wrestle with the problem on their own?

Because I create a friendly environment. So that. No one is very. Is hesitant. Everyone is contributing, everyone feels that they are safe. That. Judged inside the classroom. So they always. They come in front. And when I say that, when I see that the the problem is really stuck. I also give them time. Also give them the chance to think about the problem. So when they actually say that? They they need actually help. So then I step in and. Give them something.

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?

I'm sorry, I didn't understand your question. Can you repeat?

No problem, I'll repeat the question. 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?

Will I think? It can be solved in many ways. I think. Teachers can. Take care, Rosie of the students. So that they actually understand the. What is the concept they're understanding?

Okay,

So that way. I think that creation problems can be solved. Uh, from work as in uh. Teachers Assessment. Or some set of questions. They have to answer that, write that question as I have given them assignments. They have to solve that on their own.

Alright, so you’d use assignments and standardized questions to help with consistency. What would you do if you found that some faculty weren’t following the assessment protocol—how would you encourage department-wide compliance without causing friction?

Also I take. Online participation. So they like. I will talk to them and I will ask them if. What if they have any other suggest? If they have any other methods. I will definitely incorporate any suggestions they have. And I want to know why they are not. Following the problem. I think that will. Be a fruitful conversation and. There should not be any conflict.

Let’s shift gears a bit. Imagine you’re teaching a course and a student files a formal complaint, saying your grading was biased. At the same time, your department head is pressuring you to raise pass rates. How would you handle that situation while staying true to academic integrity?

I will dig deep and. To go by taking. There was a complaint against me.

I will dig deep and. To go by taking.

I will dig deep and. To go by taking. There was a complaint against me. What was the complaint against?

You started to say you'd dig deep, but it sounds like you were still thinking. Go ahead and walk me through how you'd handle the complaint and the department head's pressure—what steps would you actually take?

You started to say you'd dig deep, but it sounds like you were still thinking.

Alright, Professor. Given your expertise in Supply Chain Management and Advanced Statistical Methods, do you have any industry connections or collaborations that could help translate into internship or placement opportunities for your students?

I will understand what.

You said you’d want to understand the situation—can you give me a concrete example of an industry partnership or connection you’ve used in the past, or an idea you’d pursue at VIT to help students gain real-world experience?

No, I do not. Couldn't have. Experience in supply chain. For industry exposure. But I have done. Works with people from outside India.

Like I have worked with uh. Professor P Professor J Yao from Taiwan. Also I have with a professor.

You said you've worked with people from outside India, but not directly in industry supply chain exposure. Can you share a bit about those collaborations—what kind of work did you do, and did it lead to any opportunities or real-world projects for students?

Alright, so you’ve collaborated with Professor J Yao from Taiwan and a few others. Did any of those partnerships result in joint research projects, student exchanges, or opportunities for your students to work on real-world problems outside the classroom?

Yes, when I worked with. The collaborative board with the. Certain. We have communicated. A research to a. Journal.

Calcium solution and factors it is under. With you in that journal.

You mentioned you communicated a research project to a journal through these collaborations.

Let’s talk about guiding student projects. Say a student wants to pursue a math-based AI research project but is struggling with framing a hypothesis and structuring their work. How would you step in to help them get started and stay on track?

Calcium solution and factors it is under. With you in that journal. That if that. First of all, I would like to. Understand what? The problem is what they are solving. According to the problem. This sort of the hypothesis can be solved. Also it can be. The stated the problem can be stated.

Okay, so you’d start by clarifying what problem the student actually wants to solve and help them articulate that into a proper hypothesis. When you’re guiding them, how do you decide whether to push for more theoretical depth or focus on practical implementation—what’s your approach there?

And we would like to understand that students understanding of their problem. That way. Obviously I would. First of all, let. Ask them to understand the theoretical concept. 1st and then go to application. But application is. Actually the. Current trend, so application is very important. I will. Obviously, always. Encourage them to.

Have to generate applications of their.

You’d prioritize making sure the student understands the theory first,

Right, so you want students to generate practical applications from the theory they learn. Switching topics—how do you approach student evaluation and exam duties to make sure your grading is both fair and transparent?

Will I first? Create. I would first create a general. Answer script of that. Question and a step by step. Once marking. Of the in the answer script.

Will I first? Create. I would first create a general. Answer script of that. Question and a step by step. Once marking. Of the in the answer script. And and I will check.

The everyone's answer at least.

So you make a step-by-step marking scheme for each question to keep grading consistent. When you have borderline cases—say a student’s answer is close but not quite textbook—how do you decide whether to give partial credit?

So you create a step-by-step marking scheme for each question and check answers against that. When you have borderline cases—say a student’s answer is close but not quite textbook—how do you decide whether to give partial credit or stick strictly to the marking scheme?

Mm-hmm.

Well, if the answer is mathematically correct. Then any approach? The student. Text is correct, so. If the answer is methodically. If the reasoning. Is mathematically sound. Then the student will definitely get full marks.

So if a student’s reasoning is mathematically sound, even if their approach is different, you’d award full marks. Let’s shift to your teaching style—when you’re presenting advanced statistical methods, how do you make sure students with weaker backgrounds can still grasp the concepts and stay engaged?

I give everyone equal opportunity. Prosperity. I take note of every student. If they are following the. Concepts.

So you pay close attention to each student’s progress to make sure no one falls behind. When you’re teaching a complex topic—say, a challenging part of machine learning—what do you do if you notice a group of students isn’t getting it despite your usual explanations?

I often ask them if they are following the concepts in. I take.

Okay, so you check in with students directly to see if they're following along. Say that's not working—students still aren't grasping the topic. What would you try next to help them understand?

I will help them visually understand. The concepts I will. Uh, chow on the board, I will. Create sites I mean. Yeah, show them.

Examples. Graphical examples most accordingly include the audience time.

Okay, so if your usual explanations aren't working,

Alright, you use graphical examples and tailor them to your audience’s timing. Now, Mr., can you describe your experience working on industry projects or consultancy—what was one project where your mathematical expertise made a clear impact?

I have. Worked in the industry. And so I do not have. That experience?

Alright, so you haven't worked in industry or consultancy before. Let's switch gears—can you talk about your research publications? What's one paper you've published that you feel best demonstrates your expertise in mathematics, and why?

But I. Gradually. The publication that I did in Mathematical Notes. The iterative function. Be using fuzzy Banach orbital condition. In that paper. I have showed. The construction of fractals.

And showed that the fractal operated. Is a big flippy card operator, which is the main. The outcome of that?

So you worked on iterative functions using fuzzy Banach orbital conditions and showed fractal construction in Mathematical Notes.

Alright, you showed that the fractal operator is a big flippy card operator, which was the main outcome of your paper. What was the biggest mathematical challenge you faced while developing that result?

Well, in developing that paper. The critical, very critical area was to prove. That the Picard sequence. Starting from an initial point. Is Cauchy sequence. So to prove that cost sequence. I had to. Assume certain properties of. The functions and. Those properties I proved that the. Sequence is a causal sequence and. And also the fact that the space that I'm working. Is a complete.

Shakespeare's Sof. From that completeness. Consequences becomes. A convergent sequence.

Right, so you had to prove the Picard sequence was Cauchy by making some assumptions about the functions and showing the space was complete.

So, by proving completeness, you established the sequence's convergence. Let’s talk about guiding student projects—when you supervise undergraduate or master's research, how do you help students pick a topic that’s both challenging and achievable?

Well, first of all, I. What they are interested in. But topic they would like to. Study if they have done any homework on that topic. After understanding that. There is suitable. Future scope in that. Topic I.

Well, first of all, I. What they are interested in. But topic they would like to. Study if they have done any homework on that topic. After understanding that. There is suitable. Future scope in that. Topic I. Or to give them the opportunity to work on that. And suitable.

So you start by understanding what interests the student and whether they've looked into the topic themselves,

Mm-hmm.

Of course I. Tell them. If the problem. Pretty unachievable for. Them at this stage.

Alright, so you’re honest with students about what’s achievable. Now,

So that they can understand. To the groundworks now. And to further studies on that. Well, I give them. A structured question. In that question there will be both. Theoretical understanding of the concept. And the. Application of those concepts. So I asked the question. Base the question on definitions and. Sub computational problems which? They won't find in many books, and they have to. Solve that on the examination itself. Thus, I will understand that they are understanding the concepts.

Okay, so you build your exam questions to test both theoretical understanding and application, making sure students can't just memorize answers from textbooks. What about communication in the classroom—how do you make sure your teaching style is structured and accessible to students with different backgrounds and abilities?

Could I create? A structured colour.

Okay,

Slides of. Of the concept.

Alright, you use slides to break down concepts visually. When you're teaching advanced statistical methods, how do you make sure students actually grasp the underlying mathematics, not just the formulas?

I I I explained to them. The general mathematics and the. Backbone of the theorems. And give them. Very suitable proofs of Christians can.

Thus hoping that they will. Understand why. We are doing this.

Alright, you said you explain the backbone of the theorems and provide proofs so students can connect the general mathematics.

Right, so by helping them understand why the mathematics is important, you bridge the gap between theory and motivation. Now, for evaluating student performance—can you share how you handle grading or exam duties to ensure fairness and consistency across different students?

Well, I would sit. The same question paper we would. And with the same difficulty level. Difficulty level should be. Part of my teaching. And their understanding.

Alright, so you keep the exam difficulty consistent with your teaching and make sure all students get the same questions. Let’s switch gears—can you share an example of a research publication you’ve authored in a reputed journal, and what was the core mathematical contribution?

And during the exams. I will make sure that. If you will, is in. I have submit I have published a paper in Dynamical systems. Where I have created a new. Directed function system. And showed that there existed. Attracted of that infest and also I have showed that. The extractor. Admits caronical projection. That is the character projection. Ken. Give the exact address. Of that.

Okay, so in your publication you introduced a new directed function system in dynamical systems and proved the existence of an attractor with a canonical projection that gives the exact address. Did this research involve collaboration with industry or any applied project, or was it purely theoretical?

No, it did not include any industry or. Project. It was done by me and my supervisor. Uh, it basically. Sure. Uh, so is basically the. It was on. Theoretical backgrounds, but. It has applications and the application. Being that the internal projection gap using the code space. And the coding map.

Alright, so your work was theoretical but you see possible applications in coding maps and projections. Switching to another area—how do you approach teaching both theory and laboratory courses, especially in mathematics? What strategies do you use to keep students engaged during lab sessions?

That shows theme. Points of the. Exerted.

Okay, you focus on showing the main points during lab sessions. Can you give me a concrete example of a laboratory exercise in mathematics that you’ve used, and how you made it engaging for students?

Well, in, uh, taking. Love sizzles. I have. Use C programming to. Show that the mathematical concept they read in theory is applicable in. By using C programming also.

I have written them. As the theoretical I have explained them the theory. Theory of the C programming. And help them given them the algorithm so that they can themselves write the C programming.

Alright, so you use C programming in your lab sessions to connect theory with practical application. Now,

Okay, so you walk them through the theory behind C programming and give them the algorithm so they can code it themselves. Have you had any experience guiding students through industry projects or consultancy work—if so, what was your approach to connecting real-world problems with mathematical concepts?

No, I have not guided any student in industry or consultancy.

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

Yes.

Got it.

Yes, yes, I would like to ask. Whether about what are the Exp. Stations from me on the teaching job and whether. Go on the balance of. By teaching and. The collaboration research work.

Alright, you’re asking about expectations in the teaching role and how to balance teaching with collaborative research. For this position, the main expectation is that you deliver high-quality instruction in both theory and practical mathematics courses, engage students actively, and support their learning through fair evaluation. At the same time, you’re encouraged to pursue research projects and collaborate with colleagues—there’s flexibility, but teaching excellence is always prioritized. Is there anything else you'd like to ask, Mr.?

On the delight. Research and also. Uh. Yes. Will there be any? The funding or project that I may get. What will I get to? Will I get the funding to publish in Open Access journals?