Hello. Hello. Hello.

Dr., I can hear you now. Thanks for checking in. Just to pick up where we left off—earlier, I asked you to describe a foundational mathematical concept you particularly enjoy teaching, or to talk a bit about the teaching environment you thrive in. Would you like me to repeat the question, or are you ready to share your thoughts?

Hello. Hello.

Alright Dr., since I can hear you now, let's just jump back in. Earlier I asked about a foundational mathematical concept you really enjoy teaching, or about the environment where you feel most effective as an educator. Can you tell me about one of those?

Yes, you can repeat your question.

Of course, Dr. Here’s the question again: Can you tell me about a foundational mathematical concept you really enjoy teaching, or describe the teaching environment where you feel most effective as an educator?

Yes. Actually, basically I'm the students of applied mathematics. So. I really enjoy to teach. Differential equations. Since differential equation correct. To the real world. How the will probe how the heat flow? How public self going? All are these are going by BBC.

Yes. Actually, basically I'm the students of applied mathematics. So. I really enjoy to teach. Differential equations. Since differential equation correct. To the real world. How the will probe how the heat flow? How public self going? All are these are going by BBC. Feel silly if you select. So I know to be differential equations. And the other subjects. Like I love to teach at. That complex analysis. Select Michael Algebra. Medical Analysis.

Yes. Actually, basically I'm the students of applied mathematics. So. I really enjoy to teach. Differential equations. Since differential equation correct. To the real world. How the will probe how the heat flow? How public self going? All are these are going by BBC. Feel silly if you select. So I know to be differential equations. And the other subjects. Like I love to teach at. That complex analysis. Select Michael Algebra. Medical Analysis. And the series and matrices. Functional and. This so these are other. Subjects.

Okay, so you enjoy teaching differential equations because of their real-world applications—like modeling heat flow or how populations change over time. Can you give me an example of how you make a topic like differential equations accessible or engaging for students who might struggle with the abstract parts?

Okay, so you really enjoy teaching differential equations because of how they connect to real-world problems like heat flow and population dynamics — and you also mentioned complex analysis and algebra. When you introduce differential equations to a new class, how do you help students see their relevance right from the start?

Okay, so you enjoy teaching differential equations because of how they connect directly to real-world problems—like modeling heat flow or population changes. You also mentioned complex analysis, algebra, and other advanced topics. When you introduce differential equations to a new group of students, what's one specific example or classroom approach you use to help them see the practical value right away?

I will give a very simple example of. Population growth. How how this is known by the differential different cell? Like this this this can be written. Then DP by. Equivalent to KP where case. Because. PSL and T relates to the time. So this. Secretary, tell us about how. I would be populism improve. We can solve this uh. Equal cell and we can see. That the solution of this differential equation. People to see. Kippy, Kippy. Like this so. That population growth. Exponential.

I will give a very simple example of. Population growth. How how this is known by the differential different cell? Like this this this can be written. Then DP by. Equivalent to KP where case. Because. PSL and T relates to the time. So this. Secretary, tell us about how. I would be populism improve. We can solve this uh. Equal cell and we can see. That the solution of this differential equation. People to see. Kippy, Kippy. Like this so. That population growth. Exponential. And also I can. Like show a little. About deliver. CSL how to? The differential equation connects with the. Location like daily spell movie. And really spread. It's very good. My ideal access spare equal to C square.

I will give a very simple example of. Population growth. How how this is known by the differential different cell? Like this this this can be written. Then DP by. Equivalent to KP where case. Because. PSL and T relates to the time. So this. Secretary, tell us about how. I would be populism improve. We can solve this uh. Equal cell and we can see. That the solution of this differential equation. People to see. Kippy, Kippy. Like this so. That population growth. Exponential. And also I can. Like show a little. About deliver. CSL how to? The differential equation connects with the. Location like daily spell movie. And really spread. It's very good. My ideal access spare equal to C square. Equal to DL square root. The really spared T spare, which is. He did listen so in this way. I used to taste these two and they feel celebration. From the real. Very problem and also. To solve the. Example related to. Different.

Alright Dr., looking at your CV, I see your PhD thesis was on mathematical models for seismic sources in reduced micropolar media, and you’ve published recent work in journals like Pure and Applied Geophysics. Can you walk me through how your research on seismic modeling has influenced the way you teach applied mathematics to undergraduates?

Alright, so you use population growth models as a way to introduce students to differential equations, showing how the math directly explains real-world exponential growth. You also touched on connecting wave equations to physical phenomena like sound or heat flow. When you present these applications, how do you handle students who struggle with the abstraction—what’s your go-to strategy to help them bridge the gap between the math and the real-world example?

Alright, so you use the classic population growth model and even touch on wave propagation to bridge real-world problems with the math, and you show students how to solve and interpret those equations. Now, looking at your CV, you completed your PhD thesis on mathematical models for seismic sources in reduced micropolar media. Can you tell me about a time you had to explain the main ideas from that research to students or to a non-specialist audience? What approach did you use?

OK. I'm trying. To explain these things. Actually, if you. Get my research. Just you mentioned mathematical models. Farsi, my professional.

So you’re working to explain the core ideas of your research on mathematical models for seismic sources, which is definitely not simple to translate for a general audience. When you needed to make that accessible, did you use an analogy or a visual example—like comparing seismic waves to something familiar—or did you start by focusing on the math first?

OK. I'm trying. To explain these things. Actually, if you. Get my research. Just you mentioned mathematical models. Farsi, my professional. So basically this research was motivated from the. Years. Rotational Seismology. Show me the past. It was assumed that. Earthquake reduced to essence airline. Flexible and they cannot affect the. Fiction so. So, but now the technology is developed. Then like from the technology. Cannot record those locations. When we observe rot. Earthquakes and compared from the. Data from the model. Traditional model of. That these observed rotations. So I'm not matching with the people. Teddy style model. Therefore, we introduce. Some new theory, some. Like 30. Like Microb. Move to lab remotely. Which like homogeneous body. Learned more than a spiritually symmetrical tomorrow. So like our concept was to use the basic equation of reduced micropolar theory and. Call with those special. Health basic question will be finally converted to be. Partial differential equation 2nd order. For the transformation technique. These partial differential equation will be converted to the. Uh, some simple. Ordinary differential. Which can be solved is the. Hence we can obtain the solution of these. Differentiation. And health in this way. Once we get the solution.

OK. I'm trying. To explain these things. Actually, if you. Get my research. Just you mentioned mathematical models. Farsi, my professional. So basically this research was motivated from the. Years. Rotational Seismology. Show me the past. It was assumed that. Earthquake reduced to essence airline. Flexible and they cannot affect the. Fiction so. So, but now the technology is developed. Then like from the technology. Cannot record those locations. When we observe rot. Earthquakes and compared from the. Data from the model. Traditional model of. That these observed rotations. So I'm not matching with the people. Teddy style model. Therefore, we introduce. Some new theory, some. Like 30. Like Microb. Move to lab remotely. Which like homogeneous body. Learned more than a spiritually symmetrical tomorrow. So like our concept was to use the basic equation of reduced micropolar theory and. Call with those special. Health basic question will be finally converted to be. Partial differential equation 2nd order. For the transformation technique. These partial differential equation will be converted to the. Uh, some simple. Ordinary differential. Which can be solved is the. Hence we can obtain the solution of these. Differentiation. And health in this way. Once we get the solution. Of these different education. We get compared to other solution. From the real.

So Dr., given your work in mathematical modeling for seismic phenomena, where do you see the most fundable research directions over the next few years? Which specific grants or collaborations would you pursue to support your research in this area?

Alright, so you developed models based on reduced micropolar theory to explain observed rotational effects in earthquakes, and you mentioned transforming partial differential equations to more tractable forms for comparison with real seismic data. Since VIT University puts a strong emphasis on aligning research with high-impact journal output, how would you structure your future research and collaborations to maximize both scholarly impact and the likelihood of securing external funding?

Yes. Well, like. My research. Is related directly to real-world problem. My research is related to the natural hazards such as earthquakes. So this type of research. Other like usually. Funded by. An Rs empcg. And I'll send the. We raised Jeff sentences. So. And the other funded agency should be some industry. Which which I. Which to look? Which industry? We are funded these type of. Research. Affiliate to UX Hazards.

So you’re looking at funding sources like NRSC and industry partnerships for research on earthquake hazards, since it’s a real-world problem with direct societal impact. Now at VIT, there’s a strong push to tie research groups to real student outcomes and interdisciplinary projects. Given your background in advanced statistical methods and supply chain optimization, how would you guide students in applying those tools to a research project that also aligns with your seismic modeling expertise?

Yes. Well, like. My research. Is related directly to real-world problem. My research is related to the natural hazards such as earthquakes. So this type of research. Other like usually. Funded by. An Rs empcg. And I'll send the. We raised Jeff sentences. So. And the other funded agency should be some industry. Which which I. Which to look? Which industry? We are funded these type of. Research. Affiliate to UX Hazards. And also I. I hope that. Vitas also looking. Service type of research which has directly related to the. Real world problems. So I hope my research. Just it's really like. Uh, are you able to listen?

Yes. Well, like. My research. Is related directly to real-world problem. My research is related to the natural hazards such as earthquakes. So this type of research. Other like usually. Funded by. An Rs empcg. And I'll send the. We raised Jeff sentences. So. And the other funded agency should be some industry. Which which I. Which to look? Which industry? We are funded these type of. Research. Affiliate to UX Hazards. And also I. I hope that. Vitas also looking. Service type of research which has directly related to the. Real world problems. So I hope my research. Just it's really like. Uh, are you able to listen? Are you able to? Listen.

Okay, so you’re targeting agencies like NRSC and relevant industries for funding, since your work on earthquake hazards has direct societal relevance. Now, VIT also expects faculty to contribute to curriculum development and align courses with accreditation standards. Professor, can you give me an example of how you've helped shape curriculum or assessment in the past, and how you’d approach that here to match VIT’s objectives?

Okay, so you’ve shown how your research is rooted in solving real-world problems, and you’re thinking about how to connect that with VIT’s focus on impact and funding. Shifting gears now—let’s talk about your teaching. You mentioned teaching differential equations and other advanced math subjects. Suppose you have a class of 200 students and you can’t use slides—how would you structure a session to keep them actively engaged and actually thinking about the material, rather than just listening passively?

OK, Will. Like before. Class my routine. To build prepared material. What I have? Delivered in the class. So. Deliver the lecture in the class in a way. That can be. Easily understood. By every student. Suppose I'm not only. Like teaching the theory. I will try. To teach or explain things with example. Or, if possible, the real world. Example so that the each screen of the glass. Can you listen? And they can understand you. Well, and. The other thing is that. After the class. I also allowed. To come with me and to discuss. If they both. These parents have some doubt. So I can discuss and I can something.

OK, Will. Like before. Class my routine. To build prepared material. What I have? Delivered in the class. So. Deliver the lecture in the class in a way. That can be. Easily understood. By every student. Suppose I'm not only. Like teaching the theory. I will try. To teach or explain things with example. Or, if possible, the real world. Example so that the each screen of the glass. Can you listen? And they can understand you.

Okay, that makes sense. Now, shifting 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?

So you make a point to prepare materials in advance and focus on examples that connect to real-world situations, and you also make yourself available for student questions after class. But accreditation requires things like consistent assessment and documentation—can you give me a concrete example of how you've contributed to curriculum or assessment processes to help meet those standards in your previous roles?

Yes. Like if you. You are talking about my previous role. So I already work as a. Teaching Assistant. During like yesterday. So like there's been in each semester? Almost. I work as a teaching assistant. Anderson. So. Like the forces of differential equations. Series address. And function of sewer variables. So all these courses I work as a teaching assistant. I take a weekly class. For Btech students.

Yes. Like if you. You are talking about my previous role. So I already work as a. Teaching Assistant. During like yesterday. So like there's been in each semester? Almost. I work as a teaching assistant. Anderson. So. Like the forces of differential equations. Series address. And function of sewer variables. So all these courses I work as a teaching assistant. I take a weekly class. For Btech students. And uh, after that, uh. I also check. The assignments. I corrected their assignment. Yes, I discussed with the students. With their doubts. I solve the student there. Homes and like. All the things related to the. These activ. Under some professor. As a PT assistant.

So you worked as a teaching assistant for several semesters, handling weekly classes for courses like differential equations and series, but accreditation is really about ensuring things like outcome assessments, documentation, and alignment with set standards. Can you give me one concrete example where you helped make sure course content or assessments actually matched accreditation requirements or university guidelines?

Alright, so as a teaching assistant you handled grading, led classes, and worked directly with students on assignments and questions. But with accreditation, it's more than just grading—it's about making sure assessments align with learning outcomes and are documented across the curriculum. Have you ever been involved in mapping course content or assignments to specific program outcomes, or working on the documentation needed for an accreditation review? If so, how did you handle it? If not, what steps would you take to get up to speed quickly?

So right now. I I did not do something. But in the future if need. I will will prepare for it for. Uh, for this? I will discuss with other professors of. How to do? These things. And how to prepare? Such assignments. So that. Uh, I can do these things better.

Okay, so you haven’t directly worked on mapping assessments to outcomes for accreditation but you’d be proactive about learning from colleagues and adapting quickly if needed. Before we wrap this section, can you tell me how you approach mentoring students, especially when guiding them through interdisciplinary projects that involve advanced statistical methods or supply chain optimization?

You're very like. My research is not directly. To supply chain.

You're very like. My research is not directly. To supply chain. R advanced statistically. How the technique? And they used in this type of research. I know the like I know the. The mathematical techniques I know the coding. I know many programming languages. How to like do? The things in this area. So it's the problem. Like related to. Some things I can easily discuss, then I can understand what is the problem. You did and how to guide? In the right. If there is the mathematical problem. Open this problem will be solved.

You're very like. My research is not directly. To supply chain. R advanced statistically. How the technique? And they used in this type of research. I know the like I know the. The mathematical techniques I know the coding. I know many programming languages. How to like do? The things in this area. So it's the problem. Like related to. Some things I can easily discuss, then I can understand what is the problem. You did and how to guide? In the right. If there is the mathematical problem. Open this problem will be solved. And if this is the. Occupational problem. What coding technique we can use? What the journal paper I can suggest. Related to. Problem so this type I can. Had the day yesterday. And if possible. I also make some contribution. It was problem to solve.

Alright, Dr., let's talk about something that comes up in academic life. Imagine a student files a formal complaint, saying your grading is biased, but at the same time your department head is pressuring you to raise pass rates. How would you navigate that situation?

You pointed out that your background isn't directly in supply chain or advanced statistics, but you feel confident guiding students on the mathematical and coding aspects involved in those kinds of interdisciplinary projects. If a student came to you with a project proposal in an area you’re less familiar with, how would you ensure you’re still providing them with solid guidance and helping them meet the project’s academic goals?

Okay, you've made it clear that you can help students navigate technical and research challenges, but also that you'd be ready to talk through difficult ethical calls. Now, given your background in applied mathematics and your experience with real-world modeling, do you have any existing connections with industry or government agencies that could help VIT students find internship or project opportunities? Or, if not, how would you start building those relationships?

Yes, well. Right now I have. Not connection with industry. But I have connected. Some like with my previous instrument. Uh, like I did my post-op? In Taiwan.

Yes, well. Right now I have. Not connection with industry. But I have connected. Some like with my previous instrument. Uh, like I did my post-op? In Taiwan. So in a repeated. Research Institute. Acadia Single. So I have. And it said in. So I can. Can help a student. How to join? The that. And how to? Like talk with their. Professor and I can also arrange the meeting. The those professors. And see and I can see how the things will go on. So like that. I can't help it.

Okay, before we finish up, I need to quickly touch on a few core skills to make sure we've covered everything. Can you describe a situation where you had to evaluate or grade students in a large class? What was your process to ensure fairness and consistency?

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