Yes.

Please start by introducing your professional journey in academia

OK, so so myself. I did my graduation. With major in mathematics. Completed in 2016. From Aviation College, North Bengal University.

Alright, so you majored in mathematics and graduated in 2016 from Aviation College under North Bengal University. What'd you do next in your academic journey?

I joined PhD in Indian Institute of Engineering Science and Technology, Shibpur in 2020. And currently I'm waiting for my PhD defense. I have submitted my thesis.

Okay, so you started your PhD at IIEST Shibpur in 2020 and your thesis is already submitted. Did you take part in any teaching or research activities during your doctoral program?

Yes. Obviously in research PhD means you are doing research, but about the teaching. There are some TH job we. Which every scholar have to do in our institute. During our PhD. Helping our supervisors is teaching materials.

So, Professor, when you first step into a classroom, what’s your approach to making abstract mathematical concepts accessible to students who might not have a strong background?

1st I need to understand there. Level of the understanding of the students.

Right, so you focus first on gauging students' understanding. How do you actually assess their level—what indicators or techniques do you use in the classroom to figure that out?

And in abstract. It it's a very. It's difficult for student when they cannot. Cannot. That will actually take some two or three class to understand the level of the students because. When I teach them. I I see how the response. How? How did they understand?

Alright, so you said it takes a couple of classes to pick up on how students respond and understand. Can you give me a concrete example of a time when you realized you needed to adjust your teaching approach based on how the students were reacting?

So. When I feel that. They have some problem understanding I.

You were saying—when you feel students are having trouble understanding, what do you actually do in that moment to help them grasp the material?

I take more time. To make it more elaborate, and. If it is possible to make it? Visualize for them.

The abstract concept concepts.

Alright,

You mentioned visualizing abstract concepts to help students. Can you give a specific example—maybe a topic where you used visualization to help students understand?

OK, so. When when I talk to Rolle's theorem. In one of the class. So when I when I state the statement of the theorem, that means. And if is a function from close interval AB to R. And it is continuous. It has derivative in the open interval.

Alright, you started describing how you used Rolle's theorem and stated the setup—closed interval, continuity,

Then there is at least one point. But the territory must be 0. Yes, that's I'm saying. When I draw the geometrical picture of what Rolle's theorem says. Means if a function. Let's start and end at the same point. In a closed interval. Then there must be at least one point. Which I obviously draw the graphs. For the student. With the tangent. Must be. Parallel to the X axis. That means the derivative is 0.

Then there is at least one point. But the territory must be 0. Yes, that's I'm saying. When I draw the geometrical picture of what Rolle's theorem says. Means if a function. Let's start and end at the same point. In a closed interval. Then there must be at least one point. Which I obviously draw the graphs. For the student.

Professor,

Okay, so you’d draw the graph and highlight the tangent parallel to the x-axis to show where the derivative is zero. Professor, I noticed your thesis is on fixed point results for generalized contractive mappings in metric spaces with applications. Can you tell me about a time you had to simplify this work for students who weren’t familiar with advanced analysis?

That is actually my research topic I did not have. I did not have discuss. On fixed point theory with students. If someone?

You said you haven't discussed fixed point theory with students yet. Let's shift a bit—do you see any ways your research in generalized contractive mappings could influence the way you teach foundational topics in mathematics, maybe through examples or new perspectives?

You said you haven’t discussed fixed point theory with students yet.

But what is fixed? What a fixed point is? What? How? The help in. Yes. Because the. So fixed point theory. Uh, there are abstract. Uh portions of 6.30 but my work is on metric space. Metric fixed point theory So if I had. To make someone understand about So if I had. To make someone understand about.

But what is fixed? What a fixed point is? What? How? The help in. Yes. Because the. So fixed point theory. Uh, there are abstract.

Alright, Professor, your publication record is strongest in fixed point theory and applications. Where do you see the most fundable research directions over the next three years, and what kinds of grants would you pursue to support that work?

You were starting to explain how you’d help someone understand fixed point theory. Can you give me a concrete example of how you’d guide a student through a project or research in advanced statistical methods or supply chain optimization, maybe bringing in some interdisciplinary perspectives?

In fixed point theory.

Right, your research is primarily in metric fixed point theory. Let's shift gears. VIT University puts a strong emphasis on interdisciplinary projects—how would you guide students working on research related to advanced statistical methods or supply chain optimization, especially if their backgrounds vary?

OK so fixed point theory has applications in so many discipline. I don't know all about that how fixed point theory can be applied in supply chain but. I can get into that. But uh, things like solving differential equations, integral equations, even some of my works.

Isn't the application of fixed point theory in fractals so that are all interdisciplinary things. Like in optimization there are several application of fixed point.

Alright, moving into teaching innovation.

You brought up fractals and optimization as examples where fixed point theory connects with interdisciplinary fields. Suppose you had to design an active learning exercise for a mathematics class—how would you get students to wrestle with these abstract ideas, rather than just listen?

So if I have to. Engage student about fixed 1 theory. I will first show them about the fractal part. I will show them some integrated image of Mangle brought and Julius it. Because those are fascinating if a class of 200 people. They will look at the pictures.

Without maybe understanding, not understanding anything. But they will look at the picture.

Alright, so you'd use those fractal images to grab their attention.

Yeah, they'd be looking at the pictures even if they didn't fully grasp the concepts at first. How would you follow up after showing those images to help them connect the visuals to the mathematical theory behind fixed points?

Yes. I hope that they will be fascinated how a simple mathematical theory. Can lead up to those. Integrate complex images.

I will. Then move to the concept that how these images can be built using fixed point UD.

Alright, let’s pivot to something a bit different. 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?

Mm-hmm.

Hello.

You were saying you'd move to the concept of building those images using fixed point theory after catching students' attention. Earlier, I asked about accreditation cycles—if you noticed outcome assessment data was inconsistent across courses, what practical steps would you take to resolve that?

You were talking about moving from the visuals to the underlying concept using fixed point theory. Earlier, I asked—if you noticed outcome assessment data was inconsistent across courses, what practical steps would you take to address that issue?

OK. Assessment data is inconsistent.

You’re zeroing in on the problem, Mr. — assessment data being inconsistent. What would your first step be to actually get to the root of that inconsistency and make sure every course is reporting outcomes accurately?

Uh assessment of what. Uh, the assessment on my class. Cortana. Can I move to another question? And I did not understand what do you mean by assessment or not I did not. Anything about my class that will be assessed?

Alright, you’re asking about assessment—so let me clarify. I mean the process of measuring whether students are actually learning what we intend, across all courses in the department, not just your own class.

Assessment data on what?

Alright, so you’re asking about assessment data—basically, it’s information on whether students are meeting learning objectives for each course in the department. What would you do if you found that some courses had clear outcome data, while others didn’t?

Then we have to sit and have to have a meeting about that. If there are? Problem from our side I mean. Who are teaching the courses?

Okay, so you'd call a meeting with the faculty teaching those courses to figure out where the inconsistency is coming from. Once you've identified the source—maybe gaps in data collection or reporting—how would you make sure everyone actually follows a consistent process going forward?

Okay,

They have to change their methodologies. If they have? To change their methodology so the student can understand. Then they have to. Yes.

Alright, so you'd ask faculty to change their methodologies if needed so students can understand better. But beyond teaching methods, accreditation requires standardized reporting—how familiar are you with the day-to-day processes and documentation involved in meeting those standards at a university like VIT?

So I'm not actually familiar as to the process. What is followed? NVIT. So we cannot answer that question right now. Hello. Hello.

Alright, you’re not familiar with VIT’s specific accreditation procedures — that’s fair. Let’s shift a bit. Beyond teaching and research, what role do you see yourself playing in department-level governance, like curriculum committees or program reviews?

I would like. To participate.

You’d like to participate in department governance. Can you give me a concrete example of how you’d contribute to a curriculum review or committee discussion—what perspective or experience would you bring to the table?

Quizzes and. And arranging conferences. Arranging lectures from. Yes.

Okay, so you'd focus on quizzes and arranging conferences or lectures as part of your contribution. For a curriculum review, how would you ensure those activities actually align with the department's learning objectives or accreditation standards?

I hope that if arranging conference and lectures. They've brought about, uh. Brought about the expertise from different fields. Student will get benefited.

Let’s shift gears. Imagine a student files a formal complaint,

From lectures of. OK if a student complain about my grading system then I won't have an issue if there is. Committee who can look after this matter if I have. Done it in fairways or not?

And. If hate? Uh. Another question if head pressurized me? On increasing the password.

Right, so you’re comfortable having a committee review your grading if there’s a complaint. But what if the department head pushes back,

Alright, so if the department head pressures you to raise pass rates, how would you respond while still maintaining fairness and academic standards?

If I had. 2 are necessary past students, so that is not beneficial for them either. What?

If I had.

You started to say, "If I had..." — go ahead and finish your thought. How would you respond if you were pressured to raise pass rates, but you felt it would compromise your standards?

Switching to a slightly different area—Professor, given your mathematics background, do you have any industry connections that could translate into internship or placement opportunities for students?

Because my background is in. Pure mathematics. And its applications only in fractals and that is not a. Industry thing. Hello.

Alright, you mentioned your specialization's mainly in pure mathematics and fractals, which aren't typically industry-focused. Still, have you considered ways to bridge that gap—maybe through interdisciplinary collaborations, like applying mathematical concepts to fields such as AI, machine learning, or supply chain optimization, where industry relevance is higher?

I thought about optimization of starting new work on optimization. I had a visit to Taiwan.

So you said you thought about starting work on optimization after visiting Taiwan. Was that connected to any industry collaborations or exposure to real-world applications—can you tell me more about what you saw there and how it might influence your approach with students?

Uh last month. To a professor of optimization. I had some opportunities to. Have this. Yes, please. Optimization. Yes, what I saw the Earth. The funding opportunities on optimization. Because of the industry connection. Is a bit easier than. Pure mathematics. And. Actually optimization has.

So I had a plan, but. But right now I haven't done anything on. This.

You pointed out that optimization has more industry funding opportunities compared to pure mathematics, and that your visit to Taiwan gave you some insight there.

We’re moving to skill verification now. Professor, starting with supply chain management and advanced statistical methods—can you walk me through a real scenario where you applied mathematical modeling to optimize a supply chain or solve a logistics challenge?

No, no, no.

No problem. Let’s talk about teaching theory and lab courses—can you describe how you’d structure a mathematics lab session so students gain both conceptual understanding and hands-on experience?

First look, supply chain optimization is not my Forte because I haven't worked on them. And for your second question how how will I build a. I will try to 1st. Explain the theory. That should. That is more important.

Alright, you’d start with theory first in the lab. But after you’ve explained a concept,

Then what are their application? I will discuss that. Not everything is about model you have don't need to model everything. There are so many concepts of mathematics. That is also needed to be learned.

Okay, so you’d emphasize applications in lab—not always modeling. Can you give me a concrete example of a lab exercise you’ve run or would run,

So if the. Theory supports such application which needs simulations then obviously. Do that. Yes. Yes, I will talk about the factor things first.

Once explained that. So just for example, if I explain the theory of manual broadset, how it is done? Yes, yes, sure.

You said you'd introduce simulations if the theory supports it, and you'd talk about the factors first. But can you share one specific lab activity—maybe something with fractals or pure mathematics—where students actually do something hands-on during the session?

Alright, so if you were explaining the theory behind the Mandelbrot set, you'd walk students through how it's constructed.

Yes let me. Yes.

You were about to walk through the process of explaining the Mandelbrot set in a lab setting. Can you describe how students would actually interact with the material—would they use software, plot points manually, or something else to visualize the set during the session?

Yes.

Experiment exactly.

Alright,

You mentioned students would experiment directly with the Mandelbrot set—sounds hands-on. Switching topics, can you tell me about your approach to student evaluation and exam duties in mathematics courses?

So I have also I have done this thing in during my PhD. Like uh for studio evaluating students. And exam duties. Exam duties. You have to ensure that no one is sitting.

You mentioned making sure no one was sitting improperly during exam duties, probably referring to exam integrity. Can you talk about how you approach grading advanced math exams, especially when answers might be creative or non-standard?

Because it's not good for them in future. And while evaluating the. Copies. They are. Yes, yes. For mathematics. Answer should be correct. There are many waste. Ways you can reach.

Right,

But the logical stream of that should be correct. It doesn't matter. If two students are approaching it differently. Obviously, I will encourage them.

I already mentioned that. There is so many ways if they are creative. First, they had to be correct.

Alright, you'd encourage creative approaches as long as the logic's solid—makes sense. Switching gears again, can you describe how you've guided student projects or research,

You emphasized correctness and creativity in student work. Can you give me a concrete example of a student project or research topic you’ve supervised—what was the subject, and how did you help the student navigate challenges?

So I have handled two or three student. One on that project. In their master's thesis. So one of them was working on fractals. And one of them was working on fixed point query. Because at the level of master degree, theoretical works are. Bit difficult for them. I did not.

Okay, so you've supervised master's theses on fractals and fixed point queries, and you recognize the theoretical challenges at that level.

So you give them first simple things. They learn those thing. Then I have discussion with him. Yes I have discussion with them. I give them the liberty. To form their own research question. But there are also time bout you cannot. Always do what you like.

Okay, so you start students with simple tasks and give them freedom to form their own questions, but you also guide them when needed. Let's talk about your communication and teaching style—how do you structure a lecture or lab session so that complex math concepts are accessible to students with different backgrounds?

But yes, but I gave them the liberty to found their own research question and solve. OK, I already mentioned that I have to. It will take two or three classes to understand the understanding of the students. If I feel. It's too boring, it's too abstract. Students are not engaging enough. Then I have to change my method. Make it more. I mean, how can I make it interesting to them?

Alright, so you adapt your methods if students aren't engaged and try to make things more interesting.

So these are the methodologies. I use while I did. That is actually not my Forte. Things statistical method I haven't learned. Yet. Because that was. Not in my PhD topic.

Okay, sounds like you're not comfortable with advanced statistical methods yet since they weren't part of your PhD. Let's shift to your industry experience or consultancy—have you been involved in any mathematics-driven industry projects or consulting work? If so, what was your role and how did you apply your mathematical expertise?

No, I haven't been any engaged to any industrial part. That I was engaged in some conference. Attending conference OK. So I have around.

No, I haven't been any engaged to any industrial part.

Alright, so you haven't worked on any industry projects yet. Now, Professor, could you briefly tell me about your research publications—have you published in any reputed mathematics journals, and what was the focus of your work?

To 17 or 18 research papers. And out of them. Seven or eight are in SCI and three of them are in Q1 Journal with impact.

You were about to mention the number of publications you have. Go ahead and tell me more—what areas of mathematics did your papers focus on, and where were they published?

Alright, you've got seventeen or eighteen research papers, with several in SCI and some in Q1 journals—impressive. For your PhD, what was your specialization, and how did your research contribute to the field of mathematics?

OK. So in the theoretical am I all of my publication were. Focused on metric 6.30.

Papers on metric fixed on theory are bit theoretical.

Alright, so your publications focused on theoretical work—specifically metric 6.30. One last thing, Professor: how do you approach evaluating students and handling exam duties,

Right, papers on metric fixed point theory are pretty abstract. When it comes to evaluating students, especially in advanced topics, how do you make sure your exam questions actually test both understanding and creativity—not just rote memorization?

But also. Yeah. So if I am setting a question on mathematics. I will ensure. Sorry.

I will try to set quest. Which in which I can understand. Seeing the answer of the students.

Okay, so if you're setting a math exam question, you try to ensure it tests more than just memorization.

Right, so you design questions where you can really see the student's thinking in their answers. Now, Professor, when guiding student projects or research, how do you help them move from a broad idea to a well-defined mathematical research question?

Yes.

You said yes, but I need a bit more than that. Can you give me a concrete example of how you’ve helped a student go from a broad research interest to a specific mathematical question they could actually investigate?

Like I mentioned, uh, during. While guiding. Student of master's thesis. I give them.

Alright, you were about to describe how you guide master's students on their thesis. Could you walk me through a specific example,

I gave I gave them some papers to read. I want to see that. If they can create a question out of that. Yes.

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

So. Bacteria. More technical thing to discuss, but. OK, the student. Bring me some question about.

Alright, you're thinking about the technical side of student questions—sounds like you enjoy those conversations. Before we wrap up,

Anything about the role?

You asked if there's anything about the role. If you're curious about the responsibilities or expectations for the Assistant Professor – Mathematics position, I'm happy to share more specifics. Is there a particular aspect of the role you'd like to know about?

OK, I would like to know what will be my exact.

Okay, you want to know what your exact responsibilities will be. As an Assistant Professor in Mathematics,

Role in the department. And and what a department, what an institute expect from an assistant professor in. No, I would like to know what the institute expects from an assistant professor in the first year of their joining.

Alright, you want to know what the institute expects from an assistant professor in their first year. Typically, you'd be expected to demonstrate strong teaching in both theory and lab courses, begin your research activities, get involved in guiding students, and participate in departmental meetings or activities. There's also an emphasis on joining committees, helping with exam duties, and starting to build your publication record. Anything else you'd like to clarify before we finish, Mr.?

No that. Hello.