Yes, sure, we can go for sale.

Please start by introducing your professional journey in academia

Yeah, myself, Doctor R Manivan. I'm working as an assistant professor. The Department of Mathematics. Soundtrack deemed in the city. Uh, I. Pursued my. Base degree in mathematics. From secular scholars. Tirpathu.

Okay,

And MSN Mathematics from Islamia College. Unfollowed by MPhil mathematics. In appeared Mathematics. From Pardi. Department, Coimbatore. And followed by I did PST. In mathematics. From Thiruvalluvar University. When Hello.

And MSN Mathematics from Islamia College. Unfollowed by MPhil mathematics. In appeared Mathematics. From Pardi. Department, Coimbatore. And followed by I did PST. In mathematics. From Thiruvalluvar University. When Hello. After that. I joined as an assistant professor. In the department of. Mathematics. School of Natural Sciences. NIT, Calicut. Unfollowed by. My teaching experience for genetic allocate.

So, Dr. Manivan, thinking about your current teaching role—what's one foundational mathematics concept you especially enjoy teaching to undergraduates, and why?

I got. Postdoctoral research program.

Alright, you covered a lot of ground—BSc,

I got. Postdoctoral research program. Are South Korea. After completer. After completion of. My postdoctoral research program at South Korea.

I got. Postdoctoral research program. Are South Korea. After completer. After completion of. My postdoctoral research program at South Korea. I I joined at Sastra Dinh University. In December.

You mentioned you completed a postdoctoral research program after your teaching experience at NIT Calicut.

So you completed your postdoctoral research in South Korea after your time at NIT Calicut. What’s one topic from your research or teaching that you find especially rewarding to introduce to undergraduate students?

So after your postdoc in South Korea, you joined Sastra Deemed University. But I’m still curious—when you’re teaching undergraduates,

2019. Until now. I'm working as an assistant professor.

Alright, you've been teaching as an assistant professor since 2019 at Sastra Deemed University. Can you share one specific mathematics topic you find most effective in sparking interest among your undergraduate students?

In university. So during. A teaching period at Shastra.

In university. So during. A teaching period at Shastra. I got what? An artificial look. But this scheme mark for core research NVIDIA. Emerging technologies. That is experimental.

In university. So during. A teaching period at Shastra. I got what? An artificial look.

You’re describing your teaching period at Sastra, but you haven’t really mentioned which mathematics topic you see sparking the most interest among your students. Could you give me an example of a concept or theorem that consistently gets strong engagement in your classroom?

You were starting to mention something about an artificial look during your teaching period at Sastra, but you trailed off. Can you clarify what you meant by that?

Design and development of novel mathematical modeling. Applicant Barclays. State estimation techniques.

Alright.

Design and development of novel mathematical modeling. Applicant Barclays. State estimation techniques. Give something AI and ML.

So you’re working on mathematical modeling and state estimation techniques, and you mentioned applications with Barclays and some exposure to NVIDIA’s experimental technologies. How do you bring these advanced topics into your undergraduate classroom, given that students might not have much industry context yet?

Design and development of novel mathematical modeling. Applicant Barclays. State estimation techniques. Give something AI and ML. Approaches uh. Fully focused on. Mathematical modeling of. State space model. Along with novel observable design. And also. Look at a techniques including. Machine learning based on the Deep learning based. For the state of charge estimation of demand bat.

Design and development of novel mathematical modeling. Applicant Barclays. State estimation techniques. Give something AI and ML. Approaches uh. Fully focused on. Mathematical modeling of. State space model. Along with novel observable design. And also. Look at a techniques including. Machine learning based on the Deep learning based.

Design and development of novel mathematical modeling. Applicant Barclays. State estimation techniques. Give something AI and ML. Approaches uh. Fully focused on. Mathematical modeling of. State space model.

So looking at your publication “Generalized State Estimation Criteria for Additive Delayed Memristor Neural Networks Including Leakage Delay Effect—Flux-Charge Domain Applications in Energy Storage Systems” in the Journal of the Franklin Institute, how do you adapt the advanced mathematical concepts from that work for your undergraduate courses, especially for students who may not have a strong background in neural networks or delay systems?

So you’re working on mathematical modeling and state estimation techniques, and you mentioned applications with Barclays and some exposure to NVIDIA’s experimental technologies. How do you bring these advanced AI and ML concepts into your undergraduate teaching—do you have a specific example where you simplified this research for your students?

Mm-hmm.

For the implementation of. These algorithms in electric vehicle applications.

Okay, so you’re developing novel mathematical modeling and state estimation techniques, with a focus on AI and deep learning approaches. When you teach undergraduates, how do you simplify or bridge these advanced research topics so students without much background can still understand or engage with them?

Okay, you’re working on mathematical modeling for state estimation, with deep learning approaches targeting battery charge estimation, and you mentioned applications with Barclays. When you teach these concepts to undergraduates, what’s your strategy for making state space models and observability accessible to students who haven’t seen advanced AI or ML before?

Mm-hmm.

So this is. Start introduction about my. Yeah, I got your questions. Yeah, so I I got your instance.

Alright, Dr., given your focus on mathematical modeling and state estimation for electric vehicles, let's shift a bit. Considering this research direction, where do you see the most fundable opportunities emerging over the next three years? What kinds of grants or external funding sources would you target to support and scale your research?

Yeah. Thank you. For your interesting questions.

You acknowledged the question,

I can teach. My research topic.

You mentioned you can teach your research topic. Beyond teaching, how would you align your research agenda with VIT University's focus on high-impact scholarly output and publication in reputed journals?

Yeah, there are a lot of. High quality publication journals like IEEE Transactions.

You mentioned your ability to teach your research topics and targeting reputable journals like IEEE Transactions. Let’s talk about your approach in the classroom. Suppose you’re teaching a core mathematics course to 200 students and you can’t use slides. How would you structure that session to keep students actively engaged and make sure they understand complex concepts?

Are generous, so there we can publish, uh. My research problems. With good and high impact factor. So that. Yeah, that can be done. So using simple mathematical ideas and. Mathematical tools. And the programming languages in math.

Are generous, so there we can publish, uh. My research problems. With good and high impact factor. So that. Yeah, that can be done. So using simple mathematical ideas and. Mathematical tools. And the programming languages in math. Matlab. And Mathem. Uh, we can.

Alright, let's move to a slightly different angle. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

Okay, so you’re planning to use simple mathematical tools and programming languages like MATLAB to publish high-impact work. Let’s shift to department-level responsibilities—if you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

Teach the mathematic. Topic in. Can you repeat again?

Sure, I'll repeat. If you joined our department and found that outcome assessment data was inconsistent across mathematics courses, how would you approach fixing that?

Yeah, so. Actually, my research area is the interdisciplinary research area more specifically.

Ideally interdisciplinary as well as emerging research.

Okay, you mentioned your research area is interdisciplinary—so stepping back,

So you see your research as both interdisciplinary and focused on emerging areas. Given that, what role would you want to play in department-level governance—things like curriculum committees or program reviews?

Remaining so that. Yeah. So companies means they can go with electrical vehicles related companies. And the battery management systems. Designers. So we can look at. Uh, industrial oriented companies, uh. In electric vehicles. Aspect. Umm.

Dr., let's switch to a scenario involving professional integrity. Imagine a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to improve pass rates. How would you navigate that situation?

So. So that will not happen because. So answer key is clear and we can go with the proper evaluation. With the answer key so that we can avoid this type of situations.

So you rely on a clear answer key and consistent evaluation to avoid bias concerns. What would you do if your department head pushed back, insisting that you adjust your grading to boost pass rates, even if you felt your standards were fair?

Yeah. So we cannot do anything. So I can stay. As strong with my evaluations Yeah, this is also similar to that. The previous situation but here. Is the publication. So without any contribution.

Yeah. So we cannot do anything. So I can stay.

So you’d stick with your standards even if pressured. That’s clear. Last quick one—let’s say a colleague asks you to co-author a paper, but you notice some of their data looks questionable. What would you actually do in that situation?

In that paper, we cannot give authorship.

Alright,

Let’s pivot to industry alignment. Given your interdisciplinary background, do you have any existing connections with companies or organizations that could help your students secure internships or placement opportunities—especially in areas like electric vehicles or battery management systems?

Yeah, so. I I know certain companies recently. Uh. For example, uh. Nappy AI. So that is a based company Uh, so that is uh. Algorithms and Uh, so that is uh. Algorithms and. Yeah, I know other companies. I also visited some industries in Chennai.

Yeah, so. I I know certain companies recently. Uh. For example, uh. Nappy AI.

Alright, you mentioned Nappy A I as an example—can you tell me more about how you’d use that connection to help students land internships or work on real-world projects? Are there any other companies you’ve worked with directly?

Alright, so you’ve visited some industries in Chennai and you’re aware of companies working on algorithms and AI. Can you give me a concrete example—maybe a time when you helped a student connect with one of these companies for an internship or a project?

And I. I have discussed with my students. Recently smoking. Yeah. So we can send the students for internship, then later they can. Get after for. Regular job. And other aspects.

Okay, so you’ve discussed internship options with your students and see them moving from internships into regular jobs. That tracks. Given VIT University’s emphasis on emerging technologies, how would you actually integrate concepts like DeepTech and Artificial Intelligence into your mathematics curriculum to make sure students are industry-ready?

Yeah, so. Thank you for your good question. So this is more relevant to my. Research Area. Actually I am working on. Uh, lithium-man electric vehicle batteries, that is. Green energy technology. We know very well this is emerging technology in recent days. And as well as. Future also. Therefore, my research area also focusing on this area, this domain.

Yeah, so. Thank you for your good question. So this is more relevant to my. Research Area. Actually I am working on. Uh, lithium-man electric vehicle batteries, that is. Green energy technology. We know very well this is emerging technology in recent days. And as well as. Future also. Therefore, my research area also focusing on this area, this domain. Also I have completed my. Research project on this domain.

So that that. I can guide the. VTech and Mtech and data science students Yeah, I can. I can do. Both because my. That is, my present project is actually looking at. Both theoretical as well as experimental studies.

Alright, so your research on lithium-ion batteries and green energy tech ties directly to emerging industry trends. How would you specifically update your mathematics curriculum to include practical AI and DeepTech applications—like what would students actually see or do differently in your courses?

You’ve talked about updating your curriculum with emerging tech—now I want to switch gears and dig into some key skills. When you’re teaching both theory and lab courses, how do you make sure your lab sessions aren’t just a repeat of the theory, but actually give students hands-on, practical experience they can’t get from lectures?

Okay, so your current project involves both theory and experimental work. Now, when you’re evaluating students—say, for an exam or project—how do you make sure your assessment is fair and consistent across different batches or sections?

So that I can. Involve the students both. Yeah, we can do it. Uh, theory as well as lab that is like, uh. Cemetery and the semi lab. Systems then. We can. We can. We can group the students in different batches, then we can. Go accordingly, both theory as well as practical sessions. Any other questions please?

You mentioned grouping students into batches for theory and practical, which helps organize things. But what about grading—how do you make sure your evaluation methods are consistent and unbiased when you’re dealing with multiple groups at once?

Yeah, So this is also practical even though if we go. Group based.

Alright, sounds like you see group-based evaluation as fair, even with multiple batches. Switching topics—when you guide students on research projects, how do you help them choose a research question that's both ambitious and realistic, especially for undergrads who might not know what's feasible?

Mm-hmm.

Grouping. In evaluation aspects. Definitely we will give. I'm talking.

You started to explain how grouping helps with evaluation, but you trailed off. Can you walk me through exactly how you’d ensure fairness—maybe with a specific example of how you handled grading or assessment in a recent course?

OK, so group means we can. We can set big questions like. Set up questions.

So you’re saying you’d set up big questions for the groups—can you give me a real example of what a “big question” looked like in one of your recent courses, and how you made sure every group was graded fairly?

Uh, they can then. Uh, we can. Give those.

Alright, sounds like you're still framing how you'd assign those questions. Go ahead and finish your thought—what would a real group assignment look like, and how would you actually grade it to avoid bias?

Not like. Uh, sorry. Please repeat it again.

You asked me to repeat, so here’s the same question again: You’re saying you’d set up big questions for the groups—can you give me a real example of what a “big question” looked like in one of your recent courses, and how you made sure every group was graded fairly?

I didn't mean that big W in. Actually. Group I mean some list of. Questions, uh, then. That individual questions. We can. Uh, distributed to the. Students in the group.

Okay, so you break down the group questions into smaller, individual assignments within the group. Shifting gears—when you're supervising student research or project work,

Uh, they then can. Conduct the laboratory sessions and. I can't understand, please uh. Explain in detail.

You said students can conduct lab sessions, but I was asking about guiding research—when someone’s struggling, how do you help them get unstuck without just handing them the solution? Can you give me an example of a time you did that?

So suppose if I give electric vehicle. Related research problem. Definitely they will get stuck initially. So that I can. Uh, give some preliminary. Research ideas so. Means some prerequisites, uh. For that particular research problem. Then I will train the students how we can enter into this particular domain. Then we can. Take the students for. Advance the. Learning process. So that. That will be much better.

Right, so with your electric vehicle example, you give them prerequisite concepts and guide their entry into the topic—without just handing them the answer. Switching gears, how do you structure your classroom lectures or lab sessions so that even students who struggle with math concepts can follow along and stay engaged?

Yeah, so. For example. Computer science students means. I can teach the algorithms and. Uh, like. By line with a simple example. And the simple coding systems.

They can get. And detained.

Alright, so for computer science students,

You mentioned students can get detained—did you mean that struggling with the material could impact their progression, or were you referring to a specific policy you use in your classes?

Umm, ideas?

You asked for ideas. Were you referring to ways to help students who are struggling, or did you mean something else about classroom policies? Just want to make sure I understand before moving ahead.

Yeah, so. We can teach. Those type of students.

From a very simple level of. Uh, conf.

Okay, so you focus on teaching students who are struggling.

Alright, you're starting from a very basic level of concept. Can you walk me through a specific time you did that—what was the topic, and how did you build up their understanding step by step?

Yeah, basic level means if I if I'm going to teach certain topic. Uh, we can give some. Like examples in order to understand the students. What is the next level? And so that the students can pick up the ideas and. Thinking capability.

Yeah, basic level means if I if I'm going to teach certain topic. Uh, we can give some. Like examples in order to understand the students. What is the next level? And so that the students can pick up the ideas and. Thinking capability. In order to enter into the topic.

Alright, so you start with basic examples to build up their understanding and gradually introduce the next level once they're comfortable. Switching topics—have you ever been involved in industry projects or consultancy work outside the university, and if so, what was your role?

Okay, so you use examples to bridge from basic concepts and help students build their thinking as they move up to more advanced topics. Now, shifting to your experience with student evaluation—how do you make sure your exam questions and grading are fair for students with different backgrounds, especially in applied math courses?

Yeah, so we can. Set the question paper. In different. Interdisciplinary.

Problems we. Because for example, engineering mathematics means that course will be studied by. Various engineers.

Alright, so you mentioned setting interdisciplinary question papers.

So you're saying engineering mathematics courses are taken by students from different branches, which makes setting fair exam questions tricky. When you design those interdisciplinary exams, how do you check that the questions are neither too specialized nor too generic for the range of students?

Yeah, both.

Alright, so you try to balance between specialized and generic when designing those exams. Now,

So questions maybe sometimes. I mean more. Yeah, this can be. Easily we can guide the students. Based on the relevant topic. And 1st we need to. Uh, listening the problems, uh.

Okay, so you start by listening to the students’ problems before guiding them on the project. Can you give a concrete example of a mathematical research or application project you helped a student team with, and what specific steps you took to mentor them through a tough spot?

According to the. Real time. Problems then step based. We can enter.

Alright, so you guide students step by step based on real-world problems. Now, when it comes to communicating complex mathematical theories in the classroom, how do you structure your lectures so students with different learning styles can follow along and stay engaged?

So this take us in this situation, we can handle this subject with the more. I mean practical point of view, practical means. We can introduce the. Such a problems with more real world. Applications rare that type of problem exist in industries. And the real time implementation so. So that the student can involve in that. Particular ideas. And topic. Then we can. We can bring. Bring the students into the. Next level.

So you're saying you make your lectures more practical by bringing in real-world industry problems, which helps students see the value and get more involved. Thinking about your experience in industry projects or consultancy—have you worked directly with companies on applied math or analytics projects, and if so, what did you contribute?

So not yet. I didn't work. Directly with consultancy. But my research. Problem is actually. Related to direct industry as well as consultancy projects.

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

So, but I got opportunity. To work with industries as well as. Umm.

So you mentioned you've had opportunities to work with industries, though not directly yet. If you want to know more about how those collaborations work here, or anything about the assistant professor role, feel free to ask.

Yeah. Can you give me any industrial opportunities?

Right, you're interested in industrial opportunities as part of the role. The assistant professor position often involves collaborating with industry partners on research projects, consulting on applied mathematics challenges, and sometimes supervising student internships or joint ventures with companies. If you join, you'll have access to ongoing projects,

In order to connect my. Research problems.

You want to connect your research problems to industry opportunities. That's definitely possible here—professors often engage in collaborative projects where academic research is applied to real-world challenges alongside industry partners. Is there anything else you'd like to ask about the role before we wrap up?

Can you please ask next question?