Hello.

Please start by introducing your professional journey in academia

Thank you for the question. I just start. It may. Background play color. I've done my uh. Undergraduate. Undergraduate course. And then, well, it's and then. My uh. Master degree in mathematics.

Thank you for the question. I just start. It may. Background play color. I've done my uh. Undergraduate. Undergraduate course. And then, well, it's and then. My uh. Master degree in mathematics. And then I walked. Couple of years. In IIT Madras. As a project associate.

Thank you for the question. I just start. It may. Background play color. I've done my uh. Undergraduate. Undergraduate course. And then, well, it's and then. My uh. Master degree in mathematics. And then I walked. Couple of years. In IIT Madras. As a project associate. After that I. Uh, and then, uh, I joined by some. PhD scholar there in Idaho, Madras.

Thank you for the question. I just start. It may. Background play color. I've done my uh. Undergraduate. Undergraduate course. And then, well, it's and then. My uh. Master degree in mathematics. And then I walked. Couple of years. In IIT Madras. As a project associate. After that I. Uh, and then, uh, I joined by some. PhD scholar there in Idaho, Madras. After my. I went to. Trinity College, Dublin. Add Todo Maiya song. Postdoctoral Research. Then and then. Ditto parental care. I took academic pray.

Thank you for the question. I just start. It may. Background play color. I've done my uh. Undergraduate. Undergraduate course. And then, well, it's and then. My uh. Master degree in mathematics. And then I walked. Couple of years. In IIT Madras. As a project associate. After that I. Uh, and then, uh, I joined by some. PhD scholar there in Idaho, Madras. After my. I went to. Trinity College, Dublin. Add Todo Maiya song. Postdoctoral Research. Then and then. Ditto parental care. I took academic pray. To last six month. Now I willing to join. The 80 there, OK. Thank you.

You mentioned your undergraduate and master's degrees in mathematics. Could you share a bit more about what drew you into academia and research after your master's?

Alright, so after your master's, you spent some time as a project associate at IIT Madras. Did your experience there influence your decision to pursue a PhD, or was that always the plan?

Alright, so you transitioned from a project associate role at IIT Madras into a PhD program there. Was your doctoral research focused on a particular area within mathematics, or did you work across several topics?

Dr., you mentioned working as a project associate and then moving into research at Trinity College Dublin for your postdoc. When you think about teaching undergraduate mathematics, is there a particular foundational concept or topic that you especially enjoy explaining to students?

Okay, so after your postdoc at Trinity College Dublin and some time away from academia, you're now looking to join as an assistant professor. Before we move forward—when teaching foundational mathematics, is there a particular concept or topic you find most rewarding to help students understand?

So he found. Differential equations. Maybe, uh. Very relevant subject. For engineering students. For modeling Aura. For applications. In in engineering. Hello.

Right, so you find differential equations especially valuable for engineering students because of their applications in modeling. Can you share a specific example of how you’ve helped students grasp a challenging aspect of differential equations in your classroom?

You want me to give an example, so I'll just uh. Give an example like. If. Underwater belt you know that is erupting from the. I'm watching SO and. The temporal. Gets a vertically. And then, uh, the flows horizontally in. At a stratified. Region so. Due to the stratification. The flow. The flow takes place in horizontal director or you can say. That. It flows gradually. And disperses.

You want me to give an example, so I'll just uh. Give an example like. If. Underwater belt you know that is erupting from the. I'm watching SO and. The temporal. Gets a vertically. And then, uh, the flows horizontally in. At a stratified. Region so. Due to the stratification. The flow. The flow takes place in horizontal director or you can say. That. It flows gradually. And disperses. And and uh, we can model it in terms of, uh. What dimensional advection equation? So. There you can take as a. Uh, radial direction is a. One dimension. So radial, uh. Uh variable say R. Estate. And send that uh. Gives us a. Advertising equation. To model this problem. So we have a. Contact itself. Partial equation. That this Jeff Roth. Flow in the ocean.

Alright, so you used the example of underwater flow in a stratified region to illustrate how differential equations model real-world phenomena. That’s a pretty advanced application—how do you adapt your explanation if you notice students struggling with the abstract math or the physical intuition behind the equations?

Dr., your thesis at IIT Madras was on “Nonlinear Liquid Sloshing Dynamics and Applications to Structural Response Control,” and you’ve got a 2023 paper in Physics of Fluids on “Damping of liquid sloshing by floating balls.” How have insights from that research influenced the way you teach or explain complex fluid dynamics to undergraduates?

So for undergraduate course. So we need to take from the basics. So. So fluid mechanics. For graduate course. So we we may start with the. Ideal fluid cases where? Potential flow theories. Valid SO. In that case, the fluid is. Inviscid and incompressible. And the flow is irrotational. So in that case. That we assume the water. In fact, as a. Ideal fluid. My research on the. Discussion goes with the assumption of potential flow theory. So and then. I made results about. The liquid slashing dynamics I have used uh. Potential flow theory. As a pace for the modeling.

So for undergraduate course. So we need to take from the basics. So. So fluid mechanics. For graduate course. So we we may start with the. Ideal fluid cases where? Potential flow theories. Valid SO. In that case, the fluid is. Inviscid and incompressible. And the flow is irrotational. So in that case. That we assume the water. In fact, as a. Ideal fluid. My research on the. Discussion goes with the assumption of potential flow theory. So and then. I made results about. The liquid slashing dynamics I have used uh. Potential flow theory. As a pace for the modeling. So. Have assumed a linear waterway theory. So whatever the. Big question that we study in the fluid mechanics. So I I was still. Linearize all the equation to. Single way the problem to solve uh. Mathematically. Or analytical way of solving the problem. So for students, I'll explain the. The equations that we study in brain mechanics. So basic fluid mechanics is very essential. Start with fluid mechanics equations and then. Explain them the variables. Times of pressure.

So for undergraduate course. So we need to take from the basics. So. So fluid mechanics. For graduate course. So we we may start with the. Ideal fluid cases where? Potential flow theories. Valid SO. In that case, the fluid is. Inviscid and incompressible. And the flow is irrotational. So in that case. That we assume the water. In fact, as a. Ideal fluid. My research on the. Discussion goes with the assumption of potential flow theory. So and then. I made results about. The liquid slashing dynamics I have used uh. Potential flow theory. As a pace for the modeling. So. Have assumed a linear waterway theory. So whatever the. Big question that we study in the fluid mechanics. So I I was still. Linearize all the equation to. Single way the problem to solve uh. Mathematically. Or analytical way of solving the problem. So for students, I'll explain the. The equations that we study in brain mechanics. So basic fluid mechanics is very essential. Start with fluid mechanics equations and then. Explain them the variables. Times of pressure. Other variables are related to the equation and then. Uh, can you give the? Give the examples. To linearize the problem. The linear risk, The equation. Uh, this? In the linear. Nonlinear terms so that the equation. Becomes linear. And then, uh. I can explain them how to formulate the boundary problems. Governing equation and set up. Boundary conditions. And then? To the problem how to solve the aircraft? Continue problem either using a. Method of separation of variable or Laplace transformation equations. For savvy again. On your on really problem. One can use uh. Method of separation of people. So I need to keep the. I'm back for a. When the weather of separation of variable. Suppose if somebody who wants to use Laplace transformation techniques, so I need to give. Backroom for uh. Platform technique. So with that. Background of brute fluid mechanics and linearization. And then? As far as solving, he continued problem are. Uh, after solving the problem, I can give you the. Uh, solutions and then interpretation of the. Generations so I can relate with the solution to the. Real Voltaire.

So for undergraduate course. So we need to take from the basics. So. So fluid mechanics. For graduate course. So we we may start with the. Ideal fluid cases where? Potential flow theories. Valid SO. In that case, the fluid is. Inviscid and incompressible. And the flow is irrotational. So in that case. That we assume the water. In fact, as a. Ideal fluid. My research on the. Discussion goes with the assumption of potential flow theory. So and then. I made results about. The liquid slashing dynamics I have used uh. Potential flow theory. As a pace for the modeling. So. Have assumed a linear waterway theory. So whatever the. Big question that we study in the fluid mechanics. So I I was still. Linearize all the equation to. Single way the problem to solve uh. Mathematically. Or analytical way of solving the problem. So for students, I'll explain the. The equations that we study in brain mechanics. So basic fluid mechanics is very essential. Start with fluid mechanics equations and then. Explain them the variables. Times of pressure. Other variables are related to the equation and then. Uh, can you give the? Give the examples. To linearize the problem. The linear risk, The equation. Uh, this? In the linear. Nonlinear terms so that the equation. Becomes linear. And then, uh. I can explain them how to formulate the boundary problems. Governing equation and set up. Boundary conditions. And then? To the problem how to solve the aircraft? Continue problem either using a. Method of separation of variable or Laplace transformation equations. For savvy again. On your on really problem. One can use uh. Method of separation of people. So I need to keep the. I'm back for a. When the weather of separation of variable. Suppose if somebody who wants to use Laplace transformation techniques, so I need to give. Backroom for uh. Platform technique. So with that. Background of brute fluid mechanics and linearization. And then? As far as solving, he continued problem are. Uh, after solving the problem, I can give you the. Uh, solutions and then interpretation of the. Generations so I can relate with the solution to the. Real Voltaire. Our physical related. So that the students understand. The problem from the. Uh, formulation to. The application, yeah.

Okay, so you connect your research in potential flow theory to the way you introduce fluid mechanics at the undergraduate level, starting with idealized cases before moving to real-world applications. When you have to explain the limitations of potential flow to students—where it breaks down or where viscosity becomes important—how do you make that transition clear for them?

Alright, so you ground your teaching in the basics—ideal fluid assumptions, potential flow, and linearization—so students can see how the mathematical theory links to analytical solutions, and then you connect that to your own research on sloshing dynamics. When you have students who struggle to see the relevance of these abstract mathematical models to engineering practice, how do you help them make that connection?

Alright, so you use your own research experience with potential flow and linearization to help students see the path from basic fluid mechanics through to solving real boundary value problems, even drawing in methods like separation of variables and Laplace transforms when appropriate. Before we wrap up this section, can you recall a time when you had to explain a particularly advanced research result—maybe from your sloshing dynamics work—to a student audience with little background in the field? What approach did you use to make it accessible?

Given your background in nonlinear fluid dynamics and your recent research on liquid sloshing, where do you see the most fundable research directions over the next three years? What specific grants or funding agencies would you target to support your work?

So my background. He nearly keeps losing dynamics. So it is. I think basic result. Washington or naval architecture? So there. The. There sits with the. Cargo cars. Uh, uh, the. The storage tanks. In the devotion.

So my background. He nearly keeps losing dynamics. So it is. I think basic result. Washington or naval architecture? So there. The. There sits with the. Cargo cars. Uh, uh, the. The storage tanks. In the devotion. So so I will be planning. Gigi Osim Dynamics. With digital tool. So that done. With the with the realistic data. And then? Classic dynamics background. I I like to. Take the project online. Crossing dynamics and. Associated Digital doing so that. We can assimilate, assimilate a realistic. Situation.

You mentioned applications in naval architecture and storage tanks, which definitely have real-world impact. At VIT University, there's a strong emphasis on industry-academia collaboration—how would you leverage any consultancy or industry project experience you have to enrich both research and student learning in mathematics?

So my background. He nearly keeps losing dynamics. So it is. I think basic result. Washington or naval architecture? So there. The. There sits with the. Cargo cars. Uh, uh, the. The storage tanks. In the devotion. So so I will be planning. Gigi Osim Dynamics. With digital tool. So that done. With the with the realistic data. And then? Classic dynamics background. I I like to. Take the project online. Crossing dynamics and. Associated Digital doing so that. We can assimilate, assimilate a realistic. Situation. The data. And you can also play with the. Modeling and. And it's associated with results. To understand the. It's it's a coupled behaviour with the ship dander SIP dynamics. So that is on project I'm thinking of. Another project on the.

So you’re looking to combine your expertise in classic sloshing dynamics with digital tools and real-world data, especially for naval architecture and storage tanks. Given that vision, what would be your strategy for building a research group around this at VIT, and how would you identify or pitch to potential funding agencies to secure support?

So my background. He nearly keeps losing dynamics. So it is. I think basic result. Washington or naval architecture? So there. The. There sits with the. Cargo cars. Uh, uh, the. The storage tanks. In the devotion. So so I will be planning. Gigi Osim Dynamics. With digital tool. So that done. With the with the realistic data. And then? Classic dynamics background. I I like to. Take the project online. Crossing dynamics and. Associated Digital doing so that. We can assimilate, assimilate a realistic. Situation. The data. And you can also play with the. Modeling and. And it's associated with results. To understand the. It's it's a coupled behaviour with the ship dander SIP dynamics. So that is on project I'm thinking of. Another project on the. We have a different. Propulsion. So where? The the array of floating bodies. Which are. The flow which floats in the. The preset base power in the ocean. And I'd like to investigate the. The dynamics. Are the. In stability of the. The array of. Floating bodies. It it could be. Applied in the. Wave energy converters are. Renewable energy systems in the ocean. It's the two projects that I'm thinking and then I'll be. Focusing on the Funding Agency like. Naval Research Board in India. And other thing is. CSAR so that. I can get funded. On these two projects. Yeah.

Alright, so you’re looking at sloshing dynamics with a digital twin approach, using real data from cargo tanks and ships to model coupled behaviors. Thinking practically, which industry partners or government agencies would you approach for collaboration or funding on a project like this?

So you’re looking at sloshing dynamics with a digital twin approach, using real data from cargo tanks and ships to model coupled behaviors. Thinking practically, which industry partners or government organizations would you approach to provide real-world data or collaboration for these projects?

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials.

Alright, since VIT encourages industry-academia collaboration, how would you use your experience in consultancy or industry projects to make mathematics more engaging and relevant for students in the classroom?

So you’d look to partner with the National Institute of Ocean Technology for data and collaboration on your sloshing dynamics project. Shifting gears a bit—imagine you’re teaching a mathematics class with 200 students, and you can’t use slides or traditional lectures. How would you design a session to keep everyone actively engaged with the material?

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data?

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data? Turn top level of. Model. So these two options. I have built in my mind.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data? Turn top level of. Model.

Alright, so you'd look to partner with NIOT and leverage their cruise vessels for real-world data collection. Let’s talk about your teaching: say you’re running a large undergraduate mathematics class—no slides, just you and a whiteboard. What’s one active learning exercise you’d use to get students wrestling with a tough concept, rather than just watching you work through it?

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data? Turn top level of. Model. So these two options. I have built in my mind. Other than that term. If you have. Lab the the. Hybrid shake table. So there I can. Develop the model. Uh, so that. I can get flashing.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data? Turn top level of. Model. So these two options. I have built in my mind. Other than that term. If you have. Lab the the. Hybrid shake table. So there I can. Develop the model. Uh, so that. I can get flashing. You will toss up or. Sloshing mail. Video guide. Sloshing frequency.

Alright, so you'd collaborate with the National Institute of Ocean Technology to get cruise vessel data for your project. Let's shift gears—when you're teaching a large undergraduate class, say 200 students, and you can't use slides, how would you run a session that keeps everyone actively engaged and actually working with the material?

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data? Turn top level of. Model. So these two options. I have built in my mind. Other than that term. If you have. Lab the the. Hybrid shake table. So there I can. Develop the model. Uh, so that. I can get flashing. You will toss up or. Sloshing mail. Video guide. Sloshing frequency. And then wave systems. So that is from. Laboratory Data. So. So these three. Options I would consider. Sloshing data.

I need. For this project in fact. So we have an institute and. The National Institute of Ocean Technology they have. Crew specials. Uh, so is that, uh, cruise vessel? He can utilize. Plank having. Dance and then we. Uh, we can get the data from that, uh. Having uh. Cruise vessel in. NASA topic. Ocean Technology. Or at at any woody Chennai. That is one way of doing. So I need to. Get an operation with them. So other than that. Go up. The National Institute of Oceanography. They also have them. Uh. Jordan. I'll go to McDonald's. Let's go with the notion and then get the data so. There is also. I can use same concept on. Another having recovered. Tax. All right, philosophy tax. The initials. And collect the real what the real data? Turn top level of. Model. So these two options. I have built in my mind. Other than that term. If you have. Lab the the. Hybrid shake table. So there I can. Develop the model. Uh, so that. I can get flashing. You will toss up or. Sloshing mail. Video guide. Sloshing frequency. And then wave systems. So that is from. Laboratory Data. So. So these three. Options I would consider. Sloshing data. To develop my model. Thank you.

Alright, so you’d look to collaborate with NIOT and NIO for real-world data collection. Let’s pivot to teaching—imagine you’re leading a class of 200 undergraduates on advanced statistical methods, but you can’t use slides or traditional lectures. How would you structure a session to get students actively working with the material, not just listening?

Okay, so you’d reach out to NIOT and the National Institute of Oceanography for access to cruise vessel data and facilities. Let’s shift to student engagement—suppose you’re teaching an advanced mathematics class with 200 students, but you can’t use PowerPoint or slides. What’s one concrete way you’d make sure students are actively involved and not just passively listening?

Alright, so you’d collaborate with NIOT and NIO to get authentic data for your research and potentially extend the same partnerships to student projects. Shifting gears a bit—imagine you’re teaching an advanced mathematics class with 200 students, but you can’t use slides or traditional lectures. How would you make sure students are actually engaged and working with the material instead of just sitting passively?

Alright, you mentioned using real-world data from cruise vessels and collaborating with institutes like NIOT and NIO—so let's pivot to student engagement. Suppose you're leading a large undergraduate course in advanced statistical methods, but traditional lectures aren't allowed. How would you structure a session to make sure students actually grapple with the material and stay engaged?

Alright, so you’ve got a clear plan for partnering with NIOT and the National Institute of Oceanography to gather real-world data for both research and student projects. Shifting focus a bit—let’s talk about your teaching. Imagine you’re leading a class of 200 undergraduates on advanced statistical methods, but you can’t use slides or a chalkboard. How would you keep students engaged and make sure the session is actually interactive rather than just a lecture?

Alright, you’ve got concrete partnerships in mind for gathering real-world data and even mentioned using hybrid shake tables for modeling. Let’s shift focus—imagine you’re teaching an advanced undergraduate class in statistical methods, but you’re not allowed to use slides or traditional lectures. How would you structure a session to keep 200 students actively engaged with the material?

You mentioned collecting sloshing data using cruise vessels and even hybrid shake tables. Suppose you’re teaching a large undergraduate class on advanced statistical methods—how would you get students actively working with real data, not just listening to you explain?

Alright, you’d use real-world data from NIOT cruise vessels, NIO, and even hybrid shake tables to connect research and teaching. Let’s shift gears—when you’re leading a large undergraduate class on advanced statistical methods, but you can’t rely on slides or traditional lectures, how would you run a session so students are truly engaged and actively learning?

Alright, so you’d use NIOT’s cruise vessels, NIO’s resources, and even lab-based shake tables to get real-world sloshing data for your models. Shifting focus—let’s talk about how you keep students engaged. Suppose you’re teaching advanced statistical methods to a large class, but you can’t use slides or a chalkboard—just discussion. How would you run that session to make sure students are actively thinking and participating?

Thank you, Pratap.

You mentioned collecting lab and field data from places like NIOT and the National Institute of Oceanography to advance your research. 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?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students.

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So you’d start by getting students involved right away, even without slides or the board. Go on.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values.

So you'd anchor the discussion with real-world data, like temperature and precipitation records, to get students thinking from the outset. If some students seem disengaged or lost during this kind of open discussion, how do you bring them back in and make sure everyone is following along?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data.

You’d use real environmental data—like rainfall and humidity—to spark discussion and keep students engaged, even without technology. Let’s say you notice that outcome assessment data for your course is inconsistent from one semester to the next. How would you address that as part of your department’s accreditation process?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers. So. And in case. Avatar. Data. Suppose if you do. For Tamil build save. The temperature forecast in RAF. Forecast in the future. Or we could play so. Which method? Uh, but they're. It can be applicable. So such questions again I can ask them.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers. So. And in case. Avatar. Data. Suppose if you do. For Tamil build save. The temperature forecast in RAF. Forecast in the future. Or we could play so. Which method? Uh, but they're. It can be applicable.

So you’d anchor the discussion with real-world data, like temperature and precipitation records, to get students thinking from the outset. If some students seem disengaged or lost during this kind of interactive session, how do you bring them back in and make sure everyone’s learning?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers. So. And in case. Avatar. Data. Suppose if you do. For Tamil build save. The temperature forecast in RAF. Forecast in the future. Or we could play so. Which method? Uh, but they're. It can be applicable. So such questions again I can ask them. Thank you the reasonable time. To appreciate the question.

You mentioned using data from NIOT cruise vessels and shake tables, so you’re clearly thinking about practical resources. At VIT, outcome assessment data can sometimes be inconsistent across courses—if you noticed this in your department, how would you help bring those assessments up to accreditation standards?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers. So. And in case. Avatar. Data. Suppose if you do. For Tamil build save. The temperature forecast in RAF. Forecast in the future. Or we could play so. Which method? Uh, but they're. It can be applicable. So such questions again I can ask them. Thank you the reasonable time. To appreciate the question. Think over. Or we can give. Uh, hint.

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers. So. And in case. Avatar. Data. Suppose if you do. For Tamil build save. The temperature forecast in RAF. Forecast in the future. Or we could play so. Which method? Uh, but they're. It can be applicable. So such questions again I can ask them. Thank you the reasonable time. To appreciate the question. Think over. Or we can give. Uh, hint. So that they can develop regression models.

So you’d anchor the discussion with real-world data, like temperature and precipitation records, to get students thinking from the outset. If some students seem disengaged or lost during this kind of discussion-based session, what would you do on the spot to bring them back in and make sure everyone’s participating?

Okay, so you’d pull from institute resources, national labs, and even shake tables to get authentic data for your models. Beyond teaching and research, what role do you see yourself playing in department-level responsibilities—like curriculum committees or program reviews—especially when it comes to maintaining accreditation standards?

Thank you, Pratap. So so. To engage students in the class. So I suppose. We are talking about our. Subtract so. We start with the. Go to the students. So suppose we have a. Uh, let's say file yourself, say five years or 10 years. Gaming data. So, uh. And then, uh, say in terms of. Don't have to be talking from Tom. Temperature. Get temperature and then. Participation. And. Open wind data subject. But so this we may start with the. So say. I don't know, uh, which month. We may get a. The humidity. And then? Lowest rainfall. Questions female are. So that students get. Interest on the. Uh, questions about the They can see the data. OK, it's a large set of state jobs. And then we may allow spirit. Install. By giving reasonable time. So that they can. Think themselves. How to play with their background? Each other. Tyrone Bar. In mathematical stratospheres. So we need to give to us. Please open time to think. And then? We come up with the. OK, uh the data and then see the. Maximum value and minimum value and then. And then? Average values. And and then, uh. Oh, you can ask them again. With that number I would be, uh, interrupt. Uh, or to answer our position. And they have to. We think again in terms of using the data. Either either by season seasonal wise. Split the data or. Split the data. So. Again so. Lawrence Volvo. How do we shrink into work? Focus. So that is other thing. So it it comes through the. Guess the class. To engage students. We need to keep ask questions so that they can. Interact Free. Really. Or without hesitation? So. When they did, they come up. Answers. So we can again ask further questions. To get right answers. So. And in case. Avatar. Data. Suppose if you do. For Tamil build save. The temperature forecast in RAF. Forecast in the future. Or we could play so. Which method? Uh, but they're. It can be applicable. So such questions again I can ask them. Thank you the reasonable time. To appreciate the question. Think over. Or we can give. Uh, hint. So that they can develop regression models. In strategic strateg. So in regression models, what are the? Methods are available to. Clear regression or multi linear regression and so on and so forth. So then, uh. How to apply these models? What are the? Uh uh, hypothesis that we need. With the data so. The data also be. Uniformly spaced or. Can it be possible to? Uniformly spaced data, so. Some data may have. Missing values. So some may have outliers. So. So we need to. Looking for students to analyze. The important less about the data. So they can they come up with the. They can come up with. Ideas. So this this is how I can engage the students in the classroom.

So you’d kick things off with a big weather dataset, then prompt students to make sense of it—finding max, min, mean values—so they’re engaging with the numbers directly. Let’s say some students are struggling to make that leap from data to statistical method, but you spot that outcome assessment data for your course is inconsistent with other sections. How would you address that from an accreditation and departmental perspective?

Alright, so you’d anchor the session with a real dataset and prompt students to make sense of it through discussion, even without visuals. Now, at VIT, outcome assessment data for accreditation can get inconsistent across courses. If you were tasked with bringing that data up to standard, how would you approach the problem?

So you’d pull real data from places like NIOT and NIO, plus lab experiments, to ground your research and teaching. At VIT, outcome assessment data for accreditation can sometimes be inconsistent across courses—if you joined and found this issue, how would you approach fixing it?

Alright, so you’d give students time to think through real data and prompt them with questions to spark discussion, even in a low-tech setting. Beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or accreditation program reviews?

Let’s shift gears, Professor. Imagine you’ve just finished grading a major exam, and a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to increase pass rates. How do you handle this situation?

So you’d anchor the session with a real dataset and prompt students to make sense of it through discussion, even without visuals. Now, at VIT, outcome assessment data for accreditation can get inconsistent across courses. Say a colleague asks you to sign off on data you suspect isn’t accurate, but there’s pressure from above to “just finalize it.” What would you actually do in that situation?

So you’d keep things interactive by anchoring the conversation in real data, giving students time to think, and nudging them with targeted questions to drive participation. Now, Professor, let’s turn to a scenario that comes up in every academic’s career. Imagine a student files a formal complaint alleging your grading was biased, but at the same time, your department head is pressuring you to improve overall pass rates. How would you navigate that situation?

Alright, so you’d keep the class interactive by grounding everything in real data, letting students reason it through, and keeping them engaged with pointed questions. Now, let’s consider a situation: imagine a student alleges that your grading was biased, and at the same time, your department head is pressuring you to increase pass rates. How would you handle that conflict—what steps would you actually take?

Alright, so you’ve got a clear plan for collecting real-world and lab data for your research. Let’s shift to something that happens in every academic’s life: suppose a student files a formal complaint alleging your grading was biased, and at the same time, your department head is pressuring you to improve the pass rate for that course. How would you handle this situation to maintain both your integrity and your relationships within the department?

Alright, so you’d keep things interactive by anchoring the conversation in real data and encouraging the students to analyze, question, and interpret it themselves. Now, Professor, let’s turn to something more delicate. Imagine: a colleague asks you to co-author a paper, but while reviewing their draft you notice some of the data and results seem questionable—possibly inconsistent or manipulated. What steps would you actually take in this situation?

You’d keep students thinking by anchoring the lesson in real data and prompting them to reason through patterns and interpretations out loud. Let’s consider a tougher classroom situation: imagine a student accuses you of grading unfairly, while at the same time your department head is pressuring you to improve pass rates. How would you handle this ethical tension?

Okay, so you’d keep things interactive by anchoring the conversation in real data and encouraging the students to analyze, question, and interpret it themselves. Now, Professor, let’s turn to something that happens in every academic’s life: imagine a student files a formal complaint alleging your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How would you handle that situation?

Okay, Professor, let's consider something that happens in real academic life. Suppose a student files a formal complaint, alleging that your grading on a major exam was biased. At the same time, your department head is pressuring you to improve the course's pass rate this semester. How would you navigate that situation?

Alright, you’d keep students thinking by anchoring the lesson in real data and getting them to reason through patterns and outliers themselves. Now, Professor, let’s turn to something that happens in real academic life. Suppose a student files a formal complaint, alleging that your grading on a major exam was biased. At the same time, your department head is pressuring you to improve pass rates. How do you handle that situation?

So first of all I I like to answer. Coaching committee biased. So. Arising the. Questions on. Biased like I am. Giving bias. Bots so. So I'll. I didn't invite. Or invite then. To meet me in person. And then I'll show the. Questions and how and then the answer. How do I give the mods? For the for each question. In terms of a step by step marks. Eat. Question. I'll split the marks in terms of steps. And then? Put the marks for finally. So and then I can show uh. They they get doubts. I can take the particular answer sheet and then. I'll show. The exact evaluation that I've made. Internet. Step by step evaluation.

So first of all I I like to answer. Coaching committee biased. So. Arising the. Questions on. Biased like I am. Giving bias. Bots so. So I'll. I didn't invite. Or invite then. To meet me in person. And then I'll show the. Questions and how and then the answer. How do I give the mods? For the for each question. In terms of a step by step marks. Eat. Question. I'll split the marks in terms of steps. And then? Put the marks for finally. So and then I can show uh. They they get doubts. I can take the particular answer sheet and then. I'll show. The exact evaluation that I've made. Internet. Step by step evaluation. That is one thing. Uh, well, I can give them. Or. Moss in terms of attendance. Our assignments I I to keep. The soul, so that I can. Give them. Whenever they raise these questions. I'll show that so many record. Or the department record that I keep. In terms of attendance. Assignment marks ascend on the. Reports so when these. Pattern I can. Convince them or. Understand them to. Appreciate my value. Evaluation. Of the. Uh, examination without, uh, biased. The next question about uh. The the Hod. Pressurizing me to increase the pass rate. So it. It is.

So first of all I I like to answer. Coaching committee biased. So. Arising the. Questions on. Biased like I am. Giving bias. Bots so. So I'll. I didn't invite. Or invite then. To meet me in person. And then I'll show the. Questions and how and then the answer. How do I give the mods? For the for each question. In terms of a step by step marks. Eat. Question. I'll split the marks in terms of steps. And then? Put the marks for finally. So and then I can show uh. They they get doubts. I can take the particular answer sheet and then. I'll show. The exact evaluation that I've made. Internet. Step by step evaluation. That is one thing. Uh, well, I can give them. Or. Moss in terms of attendance. Our assignments I I to keep. The soul, so that I can. Give them. Whenever they raise these questions. I'll show that so many record. Or the department record that I keep. In terms of attendance. Assignment marks ascend on the. Reports so when these. Pattern I can. Convince them or. Understand them to. Appreciate my value. Evaluation. Of the. Uh, examination without, uh, biased. The next question about uh. The the Hod. Pressurizing me to increase the pass rate. So it. It is. Very obvious need. For the institute to. To keep the reputation so. I will learn. I'll answer the H only that. I'll, uh, improve my. Continuing out of. I can get the feedback from the. Other faculties. How they uh. Keep the pass rate high. So that I can get the senior feedback from the senior faculties. So that I can. Improve my way of teaching. And from student students also I get and get the feedback.

Alright, so you’d invite the student to meet in person, walk them through your step-by-step grading, and show exactly how marks were assigned. But what if, after all that, your department head still insists you need to raise pass rates, even if it means being more lenient in your marking—how would you handle that pressure?

So first of all I I like to answer. Coaching committee biased. So. Arising the. Questions on. Biased like I am. Giving bias. Bots so. So I'll. I didn't invite. Or invite then. To meet me in person. And then I'll show the. Questions and how and then the answer. How do I give the mods? For the for each question. In terms of a step by step marks. Eat. Question. I'll split the marks in terms of steps. And then? Put the marks for finally. So and then I can show uh. They they get doubts. I can take the particular answer sheet and then. I'll show. The exact evaluation that I've made. Internet. Step by step evaluation. That is one thing. Uh, well, I can give them. Or. Moss in terms of attendance. Our assignments I I to keep. The soul, so that I can. Give them. Whenever they raise these questions. I'll show that so many record. Or the department record that I keep. In terms of attendance. Assignment marks ascend on the. Reports so when these. Pattern I can. Convince them or. Understand them to. Appreciate my value. Evaluation. Of the. Uh, examination without, uh, biased. The next question about uh. The the Hod. Pressurizing me to increase the pass rate. So it. It is. Very obvious need. For the institute to. To keep the reputation so. I will learn. I'll answer the H only that. I'll, uh, improve my. Continuing out of. I can get the feedback from the. Other faculties. How they uh. Keep the pass rate high. So that I can get the senior feedback from the senior faculties. So that I can. Improve my way of teaching. And from student students also I get and get the feedback. So in class or daily basis or are in. Meeting with. And Midsummer places so that. Former feedback. So that they can understand the subject well and then they write example. So that they. The boss rate is, uh, higher. So this way I can. Improve my way of teaching and then. And then assessment. So that the students get uh. Understanding a good understanding. They write examples so. Their path notice I know. Thank you.

So you’d bring the student in, show them your step-by-step grading and supporting records, and try to be transparent with your evaluation process. I heard you starting to answer about the department head—if they’re still unhappy and insist you change grades to boost pass rates, what would you actually do?

Alright, so you'd invite the student in, walk them through your detailed grading, and use assignment and attendance records to show your process if they question bias. And if the department head keeps pushing you to improve results even after you've explained your approach, what would you do next?

You mentioned earlier that your research intersects with real-world applications like ship dynamics and renewable energy systems. Given that VIT encourages industry-academia collaboration, how would you incorporate your experience with consultancy or industry projects to enrich both the academic environment and student learning outcomes in mathematics?