Yes, of course.

Please start by introducing your professional journey in academia

Yeah. Thank you. Thank you for the opportunity. This is Alden. Insert academic college Tibetan. And my MSC and M Phil. I completed in loyal college, Chennai.

Okay,

After that I worked as assistant professor. In one of the. Yes. Yeah, while doing my. I enjoyed more lot about fuzzy mathematics because. Most of the faculty. That did come. They done research in Percy mathematics.

After that I worked as assistant professor. In one of the. Yes. Yeah, while doing my. I enjoyed more lot about fuzzy mathematics because. Most of the faculty. That did come. They done research in Percy mathematics. That is a reason. I chose my career.

After that I worked as assistant professor. In one of the. Yes. Yeah, while doing my. I enjoyed more lot about fuzzy mathematics because. Most of the faculty. That did come. They done research in Percy mathematics. That is a reason. I chose my career. That is the most admitted things in. Yes, yes.

So you mentioned fuzzy mathematics as an area you enjoyed. In your teaching experience, what's one foundational concept in mathematics that you find students struggle with, and how do you approach making it more accessible in class?

Alright, so you got interested in fuzzy mathematics because many faculty around you were researching it. When you first started teaching fuzzy mathematics,

So your decision to focus on fuzzy mathematics was strongly influenced by the research environment around you. When you first began teaching topics like fuzzy sets or logic, what strategies did you find most effective in helping students build intuition for these abstract concepts?

Yeah, of course.

While teaching my fuzzy mathematics to my students. I usually. Yeah, he explain. About set concept.

Dr., I noticed your PhD thesis was on “Complex Fuzzy Aggregation Operators with Applications in Decision Making.

Alright, so you start by explaining the basic set concept when teaching fuzzy mathematics. Can you give a specific example of how you connect traditional set theory to fuzzy sets for your students in that first lecture?

Yeah, of course. And traditional fuzzy theory is based on. Valleys are set. Actually, it's a distinctive set. But fussy Sage is not like that. Each element in the fuzzies has some membership values. That is a major difference in acoustic classical, classical state and fuzzy set theory. And while teaching my students. I I used to explain the automatic air conditioning system. Depends on the.

That is a major important things in PASI theory.

Right,

You were describing how the automatic air conditioning system helps illustrate membership values in fuzzy sets. When your students ask why fuzzy logic is useful compared to classical logic in real-world situations, how do you help them see its value?

Yes. And that is the logic as only two options. For example, when you toss a coin, it has only two possibilities. But in fuzzy membership in puzzle logic's not like that it more than. Uh, many logics, Multi-value logic. We cannot. Described within the particular uh. Values. That means it's a uncertainty situation wherever requests uncertainty situation. In that situation we can use facilitating.

Alright, so you emphasize fuzzy logic handles uncertainty and multi-valued situations better than classical logic. Thinking about your experience,

That is a major, uh, important things in uh. I I used to teach fuzzy logic based on some real situations. For example by. Explaining the membership graph.

That is a major, uh, important things in uh. I I used to teach fuzzy logic based on some real situations. For example by. Explaining the membership graph. And all those things. It's a. The another way to teach. A Physiologic.

Moving to your research, given your background in fuzzy mathematics and its applications, where do you see the most fundable research directions over the next few years? Which grants or funding opportunities would you pursue to support that work?

Okay, so you use real-world examples and membership graphs to make fuzzy logic accessible. Thinking about your research in fuzzy aggregation operators, where do you see the most promising opportunities for external funding over the next couple years? Are there particular grants or agencies you’d target?

Yeah.

By based on the membership function. I it's it's a most realistic couple.

You mentioned fuzzy mathematics and its importance. For funding, can you give a concrete example of a research project you’d pursue—say,

Okay, Dr., let's talk about your classroom approach at VIT. Suppose you're teaching a large introductory mathematics course—maybe 150 students—and you can't use slides or a traditional lecture. How would you design a session that keeps everyone actively engaged and learning?

Through spades and. To understand the reality, the real experience of the graphs and all those things. At the same time, he used to teach some of the things through. Traditional. Way so that only the students will will. Get more benefit about the. Class some lectures. Only using slide it's not good enough. At the same time, we have to explain the concept through some traditional values. For example, when you go, when you draw the graph by state by state, they will understand things better. Better than the slides.

Alright, so you find hands-on graph drawing and traditional methods help students understand better than just using slides. If you notice a group of students is still disengaged or struggling,

Then it is the things I used to. Follow my students. Yes. I used to conduct some. Uh, Mark paste and uh, some some practical project. They will understand the. Uh, things better than. That is a way to analyze my students.

You run practical projects and mark-based activities to help students understand, and use those as a way to analyze their progress. If you notice after these activities that some students still aren't grasping the concepts, what steps do you take next to support them?

I I that kind of students I take more attention in my class. Because first after analyzing the Dell students are suppose they're struggled to understand the concern means in first I category that kind of students. Then I used to ask some some simple questions to. To understand the concept to tell students. After that, I will slowly go into my concert. Definitely they will understand the things.

Dr., accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

By asking questions to the students only. They will. I have some curiosity to learn that. And through assessment. OK 13 learning evolution method has been. During the NAC criteria time. We have to focus on. The teaching evaluation method.

Alright, Professor, let me give you a realistic scenario. Imagine a student files a formal complaint alleging your grading is biased. At the same time, your department head is pressuring you to improve the pass rate in your course. How would you navigate this kind of situation?

Actually, I don't that that kind of bias my evolution process because I I.

Alright, you started to say you don't have bias in your evaluation process. Let’s say the department head disagrees and says your grading patterns are too strict, urging you to change your approach. How would you respond in that situation?

I used to, uh, evaluate the student script correctly. And in that situation. I strictly follow. My duties.

Alright, let's shift gears to industry alignment for a moment. Given your background in fuzzy mathematics and applications, do you currently have any connections with industry partners or companies that could help translate classroom learning into internships or placements for students?

At present, I don't have any industry collaboration. But I have some ideas to collaborate my teaching my classroom. Activities to the industrial. As a collaboration. Because most of the applications fully based on the facilitate concept, most of the Aais. Developing based on the fuzzy sets only, fuzzy logic and fuzzy. Concert only. So in future definitely I have some Collaros with some industrial experience.

So you see future industry collaboration as important, especially with AI companies using fuzzy logic. Let's talk about your expertise in supply chain management, advanced statistical methods, and AI — can you share a situation where you applied mathematics to solve a real supply chain or AI optimization problem, and walk me through the approach you took?

Yes, in decision making is one of the crucial application in in my research topic. So in many situations, for example in prediction of weather condition is also one of the crucial task in the real world problem. So. This kind of mathematical. Approach that is the first decision making approach will help you to. To give more precise solution to the. Real world situations.

You mentioned decision-making models for weather prediction as a real-world application. Can you give me a specific example where you used advanced statistical methods or A I techniques—like regression or neural networks—to actually improve the accuracy of a forecast or optimize a supply chain process?

So that is a major application I used to do. Develop further. Yeah, of course. In my research I I mostly focus on the multi criteria that is making models like top CS. EPS model code, yes. And uh. Many other. Developing multimedia multi criteria distribution models. Based on these models we used to. Uh, yeah, Ran. The uh. Uncertainty. Situational things. Under further. With the help of some. Aggregation operators. We can combine the uncertainty situation. Fused decision matrix. From the matrix we can make a conclusions. That is the things I used to do in my research. You want any other further answer?

Okay, so you’re using aggregation operators and multi-criteria models to deal with uncertainty in real-world situations.

Umm.

Right, so let’s shift to teaching—how do you approach laboratory courses differently from theory courses to make sure students actually understand the concepts in practice?

In laboratory. 1st we we did the thing.

Alright, you started to say in the laboratory you first do the thing — can you walk me through exactly how you run a typical lab session, from start to finish?

Slides are traditional way. After that we will assign some.

Alright, so you start with slides as the traditional way, then assign something after. Can you give me a concrete example of what kind of lab assignment you’d give, and how you help students if they get stuck during the session?

Firstly, assign some uncertainty situations. And for example. Uh, we used to, Yeah, I used to give some. The evolution of uncertainty situation like. How you choose the best car in the. In car industry. In that situation's. They I asked the students to evaluate the costs. Based on the sum. Criterias. The alternatives I used to assign A cause and criteria. Stephensand. For example. Car rate under comfortability and fuel efficiency.

Okay, so you have students evaluate alternatives like car models based on criteria such as cost, comfort, and fuel efficiency—that’s a hands-on approach. Now, when it comes to student evaluations and exam duties, how do you ensure that your assessment methods are fair and measure both deep understanding and practical skills?

And based on the alternative and criteria is how to evaluate? The best car. In car. Yes, a weapon when? They evaluate the cars base of these models. I used to analyze the how they approach whether it's, uh. Based on the membership functions they they. They evaluate. Differently, they found any new membership function to evaluate the alternatives based on the criteria is the most important things. Some problems we uh. We are not used to supervisor with. They don't use supervised techniques. Suppose non surprised techniques. Mathur is the more realistic things in membership functions. Based on that I will evaluate the students project.

Alright, so you're evaluating students based on how they construct membership functions and approach non-supervised techniques for real-world problems. Let’s switch gears a bit — when you’re guiding student projects or research, how do you help them choose a topic,

From the models.

You mentioned students choosing topics from the models you teach. How do you help them turn those models into a research project that’s actually publishable, rather than just a classroom exercise?

1st I used the students to understand what kind of uncertainty situation happening in the around the world. Then the first day we. Find the research gap. Otherwise, they used the. I asked the students to understand what kind of uncertainty situation happening in the. Research in real situations, real field. Then based on that uncertainty situation, I asked the students to. Uh, collect some kind of? Criterias and the alternatives. Then we use, we use. What kind of approach is the best best things to? Say that. That's it. Escape the value That is the. Way I explain students to That is the. Way I explain students to. I used to explain the things through. Uh, weight classroom. Otherwise I'll I'll assign this certain. A certain abstract, certain project through the. Poster otherwise. Through some uh. Google Classroom I will assign the. Things through.

1st I used the students to understand what kind of uncertainty situation happening in the around the world. Then the first day we. Find the research gap. Otherwise, they used the. I asked the students to understand what kind of uncertainty situation happening in the. Research in real situations, real field. Then based on that uncertainty situation, I asked the students to. Uh, collect some kind of? Criterias and the alternatives. Then we use, we use. What kind of approach is the best best things to?

Alright, so you guide students to identify real-world uncertainty situations, find a research gap, collect criteria and alternatives, then choose an approach.

Okay, so you use Google Classroom and posters to help explain abstract concepts.

Slides.

Alright, you mentioned slides as another tool for explaining concepts. Let’s talk about your PhD—can you briefly describe your area of specialization and how your doctoral work connects to the topics you teach now?

During my day. I we have different kinds of fussy state, for example Pythagorean first. First there was how they introduced the concept of fasci. Then further that is extended into some different. Faint of Assisi based on the dimension. The first thing is Pythagorean. And for Martin? A spherical first set. And it's due to public facades. And further it developing picture versus on. So this kind, this kind of research, this kind of extension already done. But in complex filters it's it's quite. We find research gaps, so. Based on the I developed some concept into the complex species.

Alright, you’ve worked on fuzzy sets like Pythagorean and spherical,

And by developing certain aggregation operators in complex policy state, it's quite interesting. Yeah, of course. First, initially I introduced my concert in neutral sub. As you said. In that new to submit facilitates, I developed into. Some are new different aggregation operators. Then I implemented that aggregation operator into the multigrid address distribution model. And we ever we assigned, we we introduced some. New evolution of uncertainty situations through modern decision making models. Then I converted it to that research. And I published that paper into some. Pacific Research Area in interest of the. That is a rather important things I. Did in my research in the initial time. After that I further extended into. Uh, pitcher. Pitcher versus Pitagharan versus it. Based on the Pythagoras is it? I further extended complex with our emphasis at aggregation operators. And in that situation. I I used to publish that up in Granular Computing Journal. That is the next one, next advanced next for the development of my research.

So you developed new aggregation operators for complex fuzzy sets and published in Granular Computing—that’s solid research output. Shifting gears, do you have any experience working on industry projects or consultancy, and if so, what was your role and what did you contribute?

And I published many papers in the some. Yeah, some. And during my research time. I applied on project in Tamil Nadu State Council for Science and Technology that is TNSST. Then. I selected they selected my project and they they give funded. 3,00,000 per. Power Microsoft Professional. After during my research time, I got funding from the. Governance sector. I used to publish as many players. Uh, depends on my project Under some. That is the most industrial in. Industrial collaboration with the government sector.

And I published many papers in the some. Yeah, some. And during my research time. I applied on project in Tamil Nadu State Council for Science and Technology that is TNSST. Then. I selected they selected my project and they they give funded. 3,00,000 per. Power Microsoft Professional. After during my research time, I got funding from the. Governance sector.

So you secured funding from the Tamil Nadu State Council for Science and Technology and the government sector during your research—sounds like you’ve had exposure to real-world projects and grant processes. Thinking about your experience overall, what do you think sets your teaching style apart when it comes to communicating complex math or AI topics to students who might not have a strong technical background?

Okay, so you’ve got industrial collaborations with government sectors as well. Let’s wrap up this section—can you share how you use advanced statistical methods or AI techniques in your research or teaching, maybe with an example of a specific model or approach you’ve implemented?

During my research time, I mostly focused on complex. A real mathematical aggression operators. I focus only the developing the mathematical accretion operators, not into my A. I don't use any tools, but I used Matlab tool evaluate the values or. Solutions, but mostly I don't. Uh, go into the day techniques. But I I fully focus on the mathematical framework. I because. I teach mathematics. Through some. Operators, but I I don't go into the J.

Field like. Machine learning, additive planning, all those things I.

Alright, so your focus is on developing mathematical aggregation operators—using MATLAB for evaluation but not going into A I techniques directly.

You mentioned fields like machine learning and additive planning—have you ever guided student projects or research in those areas, even if your own focus was more on mathematical operators?

So far I, I. I didn't guide any PhD students. And I only teach. Subject and. In mean if I get the chance. Develop definitely will go into. Uh guide the students through this aid. Uh, through through a. To further expand into a field. Am I audible?

Alright, you haven’t guided PhD students yet, but you’re open to it and would expand into that area if given the opportunity. So, when you evaluate students in exams or practicals, what methods do you use to fairly assess both their theoretical understanding and their ability to apply concepts?

Usually the evaluation process is. The best, uh. Yeah, community.

Open ends otherwise. They used to follow how they evaluate the students to the through. Assessing that thing.

Alright, you said the evaluation process is based on community. Can you clarify what you mean by that—do you use peer review, group projects, or something else to assess students?

Okay, so you use open-ended assessment and follow standard evaluation practices. When you’re teaching both theory and lab courses, how do you make sure students with different learning styles stay engaged and actually understand the material?

When I teach. Both Teri and ELAB courses. And a theory subject where we evaluate based on the. Uh, exam in in some sort of exam? Anthericoses also. I I used to teach. Through lab session. After finally, we'll conduct on UH final. Practical Sessions Based on the practical performance, we will evaluate the students level.

Alright, you evaluate theory through exams and labs through practical sessions. When you’re teaching, how do you make sure students actually grasp the concept—not just memorize for the test?

That that is the only things. That is the only things we expect. From the students. Not to memorize the concept to understand the. Things because memorizing the things is not good enough. So to analyze to to. Experiences To experience the mathematics means we have to. Update that mathematics into the real field. So we conduct many. Uh, life oriented. Uh, projects and uh. Practicals that is the only things we students to engage with the mathematics we not. Do the practical, we not do the. Uh, probably monitor. Probably we do the problem with the application things.

Okay, so you want students to experience mathematics in real-world projects and applications, not just memorize formulas. When you’re guiding students through these life-oriented projects, how do you support them if they get stuck or frustrated with the math?

Yeah, first, initially I will give some mentorship to the students because. Uh, not getting the things, is it so?

That is the only things we. Suppose students try to say a lot means I used to give some. So model support.

Thanks for sharing that—you focus on giving mentorship and guidance when students are stuck, which is key. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Alright, you offer model support when students need it—that mentorship’s important. Dr., before we close, is there anything else you’d like to ask about the Assistant Professor role or the team? You’ve got time for one more question if there’s anything on your mind.

Yeah, at present I'm working in one of the engineering college. And here. I I used to teach the concept engineering Methodist concert and they. They're not focused on my practical class in the at present. But when I suppose go into my field in VAT. And then how are the the what are the. Things they expect from me might my I am good enough in teaching mathematics.