Yes.

Please start by introducing your professional journey in academia

Yes, you can begin. I completed my APH. Postgraduate degree. Let's say Ramakrishna Mission Vidyalaya X. In the year 2000.

Alright, so you completed your postgraduate degree at Ramakrishna Mission Vidyalaya in 2000 — can you walk me through what happened next in your academic career?

I completed my undergraduate degree. In the year of 1998 at the same college. Yeah, that's correct. After my post graduation, I got a job as a lecturer in government arts college Ooty.

I completed my undergraduate degree. In the year of 1998 at the same college. Yeah, that's correct. After my post graduation, I got a job as a lecturer in government arts college Ooty. I I I thought they're basic and advanced mathematics for undergraduate students.

I completed my undergraduate degree. In the year of 1998 at the same college. Yeah, that's correct. After my post graduation, I got a job as a lecturer in government arts college Ooty. I I I thought they're basic and advanced mathematics for undergraduate students. For a period of seven years.

Dr., when you first began teaching at Government Arts College Ooty, what was one foundational concept in mathematics you found especially rewarding to explain to students, and why?

Okay, so you taught both basic and advanced mathematics to undergraduates at Ooty. Was there a particular topic or theorem you noticed students struggled with most, and how did you adapt your teaching to help them grasp it?

Okay, so you spent seven years teaching both basic and advanced mathematics to undergraduates at Government Arts College Ooty. Was there a particular topic or theorem you noticed students struggled with most, and how did you adapt your teaching approach to help them grasp it?

I found they were very different. They felt very difficult at numerical methods, concepts of numerical methods. Because there was no really. Visualization of numerical concepts of numerical methods. And I had to dig out. To find out.

I found they were very different. They felt very difficult at numerical methods, concepts of numerical methods. Because there was no really. Visualization of numerical concepts of numerical methods. And I had to dig out. To find out. Where this numerical methods is used? And that was rewarding experience Even though I could not teach them. Visualizer.

I found they were very different. They felt very difficult at numerical methods, concepts of numerical methods. Because there was no really. Visualization of numerical concepts of numerical methods. And I had to dig out. To find out. Where this numerical methods is used?

Dr., I noticed your doctoral thesis was on “Numerical study on slosh reduction using air-trapping mechanism and sloshing behaviour in a tank.” Can you describe a time you had to explain the core ideas from that research to students who didn’t have a background in fluid dynamics?

Right,

So even without a visualizer, you still had to make numerical methods real for your students. Can you share a specific strategy or classroom activity you used to help them connect with those abstract concepts?

During that time in the year of 2000, I myself did not know how to visualize the concepts of numerical methods, so I just taught them the basics of deriving the Eulers or. Laganjan method or. Newton Raphson method.

I just. Taught them the abstract. Play and I just made them sure that they understand the steps involved in making this. And I myself. Because I'm.

Alright, let's turn to your research productivity and external funding. Given your expertise in computational fluid dynamics and sloshing dynamics, where do you see the most fundable research directions emerging over the next few years? Which grant agencies or industry partners would you target to support this work?

Alright, so you focused on teaching the derivations and steps behind numerical methods since you yourself didn't have access to visualization tools at the time. Shifting back to your research: given VIT University's focus on high-impact scholarly output, how would you structure your research agenda to align with reputed journal publications and institutional goals?

After my teaching for the undergraduate students for a period of 10 years, I had an opportunity to study. Do PhD in South Korea in Spooky National University. Where I was introduced to the field of computational science.

So after a decade teaching undergraduates, you pivoted into computational science during your PhD in South Korea. Given that background, what initiatives would you propose to foster interdisciplinary collaboration at VIT, especially leveraging your expertise in supply chain management and advanced statistical methods?

Once I was introduced to the field of computational science, I dugout deep and understood that the field of computational science and. Actually, I understood after my graduation in South Korea, I understood that computational science is the core of all multi, multi multidisciplinary subjects because. The field of experiments or analytical methods is very tough to understand and very tough to execute. Therefore I've. Confidently believe that. Computational methods is the only way that can connect all the interdisciplinary areas of. Any fielder.

By introducing the numerical concepts, I introducing the discretizing the steps.

Okay, so you view computational science as a kind of universal connector for multidisciplinary research,

Alright, Dr., let's talk about how you get students actively involved in mathematics. Suppose you're teaching a large undergraduate class—say, 150 students—and slides aren't an option. How would you design an in-class session that actually gets them wrestling with a core mathematical idea, not just listening passively?

That's a very tough question, but I can still handle the class of 150.

By telling them the core ideas of how. The basic science from potential from Lagrangian to Eulerian and tenses from Eulerian to control volume.

By telling them the core ideas of how. The basic science from potential from Lagrangian to Eulerian and tenses from Eulerian to control volume. Yes.

So you're saying it's tough, but you could handle teaching a group that size. Let's get more concrete—if a third of the students seem checked out halfway through,

Alright, Dr., shifting focus a bit—beyond teaching and research, what role do you see yourself playing in department-level governance, like curriculum committees or accreditation reviews, especially given the administrative demands those bring?

Dr., imagine this scenario: a colleague invites you to co-author a paper, but while reviewing their data, you notice inconsistencies that make you question the integrity of the results. At the same time, your department is aiming to boost its publication count for accreditation. How would you handle this situation?

In that case, I would like to parameter. I like to rechange the parameters of the. Of the modeling and I would like to run computational computational science for a period of one or two months and change the and vary the parameters and finally.

Adjust the. Results and rewrite the paper, especially the result. Section by myself.

So you’d want to rerun the computational modeling yourself, varying the parameters,

Adjust the. Results and rewrite the paper, especially the result. Section by myself. Show the paperwork.

Alright, Dr., turning to industry connections—given your background in computational science and supply chain management, do you have relationships with companies or industry partners that could open internship or placement opportunities for students at VIT?

So you’d adjust the results and rewrite the paper yourself if needed, even under pressure. In terms of your students—have you mentored anyone specifically on projects or research that applied advanced statistical methods or supply chain optimization, especially in an interdisciplinary context?

Yes, I have. I have already guided my undergraduate students in my lab in South Korea.

Yes, I have. I have already guided my undergraduate students in my lab in South Korea. By by changing various parameters by changing different. Discretization methods.

And finally. Coming to conclusions from. Very, very cells. And then writing the paper. I don't. Not have any idea about. Yes, that is Actually, one of my students from Bangladesh did the work on. Pin fin experiment.

You emphasized guiding students through hands-on lab projects in South Korea. Shifting to your teaching style—when you teach theory-heavy topics, how do you make sure students actually grasp the underlying concepts rather than just memorizing procedures?

Okay, so you've guided undergrads in your lab using different discretization methods and parameter variations. Can you walk me through a specific project where your student made a meaningful discovery or solved a real-world problem using these advanced computational techniques?

Alright, so your student from Bangladesh worked on a pin fin experiment—can you describe what computational techniques or statistical analyses they used to interpret the results, and what was the main takeaway from their project?

And it was. It's very tough for him to make a visualization during experiments, so he tried to. So he came to me for the. Actually, we. We tried different methods of discretization in the pin fin project. And we arrived at results. The various various parameters. And then? We make sure that the parameters are visually possible and then we are we sent that. Result analysis for company to. Check whether it is feasible for them to.

And it was. It's very tough for him to make a visualization during experiments, so he tried to. So he came to me for the. Actually, we. We tried different methods of discretization in the pin fin project. And we arrived at results. The various various parameters. And then? We make sure that the parameters are visually possible and then we are we sent that. Result analysis for company to. Check whether it is feasible for them to. Make it as a male product. It says, of course, that is the whole process, the essence of. Computational Science. We try, we make new results and we give it to the company and the company wants this one and company wants that one. They are not sometimes not unhappy with our results. They want more from our other side.

So you and your student tried various discretization methods on the pin fin project, then shared the results with a company to check feasibility. Was there a point when the company's feedback challenged your analysis or made you rethink your approach?

So the company sometimes pushed for different outcomes or more from your team than just the initial results—that's a real-world challenge for academic-industry projects. Shifting gears, Dr., can you share one way you've measured or evaluated your students' learning that goes beyond traditional exams or grades?

And I actually don't remember exactly. What kind of? Changes they made. But we still, I, we still did submit our proposal to the company and sometimes they rejected us and they want us to be become. Yes, that is correct. The one set, one beauty of. Computational science is the ability to change your parameters and visualize the different. Angles of an experiment. Angles of a part of an experiment that makes them more exciting.

You highlighted how computational science lets you visualize experiments from different angles and adapt based on feedback, even if companies sometimes reject your proposals. Shifting to your PhD—what was the specific research question you addressed, and how did your work contribute something new to your field?

But there is a problem without the governing equations and the physics of. The problem? It is very hard for them to. There are different. My PhD was mainly on sloshing dynamics. In a tank and there were different types of tank and one of my proposals was to initially. They initially work on. Magic type types of tanks and we. And I, I and my professor and my colleagues tried to. Measure the pressure points. At particular angles on the rooftop, on the basement, on the side with the help of air trapping mechanism and the baffles. One aspect that we found was. The prismatic tank was much more. Adaptable, safer and. Pleasing to look than the normal regular standard. And we were able to control the pressure points up to I think, I don't remember exactly up to I think 60. The sun in some cases, 80% in some cases In some cases, not so good. So we keep on trying, We keep on changing the geometrical mesh, geometrical structure of the tank.

But there is a problem without the governing equations and the physics of. The problem? It is very hard for them to. There are different. My PhD was mainly on sloshing dynamics. In a tank and there were different types of tank and one of my proposals was to initially. They initially work on. Magic type types of tanks and we. And I, I and my professor and my colleagues tried to. Measure the pressure points. At particular angles on the rooftop, on the basement, on the side with the help of air trapping mechanism and the baffles. One aspect that we found was. The prismatic tank was much more. Adaptable, safer and. Pleasing to look than the normal regular standard.

Okay, you focused on sloshing dynamics in tanks and found prismatic tanks offered advantages over standard ones,

Right, you kept adjusting the geometry and mesh to optimize the tank design based on the results. How did you decide when a particular design was “good enough” to publish or present, especially if some results were mixed?

Actually. Not design this kind of tanks. There are certain industry standard specification.

Notification. The companies that give some recommendations to try these tanks with different kinds of fill levels. 30% fill level of the height of 18.

Okay, so you were working within industry standards for tank design rather than making custom decisions each time.

So companies gave you recommendations to try different fill levels—like 30 percent at a height of eighteen. When you adjusted those parameters, how did you structure your laboratory or classroom sessions to help students connect the theory to the practical implications of those experiments?

What we can actually do is after we make some changes or find some new. New results we can. Percent those results to the students and encourage them to try it for themselves. Arabic. Can we even sometimes build a small scale experiments to go for the students and see for themselves in our labs? This is the best way, best practice that we did.

What we can actually do is after we make some changes or find some new. New results we can. Percent those results to the students and encourage them to try it for themselves. Arabic. Can we even sometimes build a small scale experiments to go for the students and see for themselves in our labs?

What we can actually do is after we make some changes or find some new. New results we can. Percent those results to the students and encourage them to try it for themselves.

So after getting new results, you present them to students and have them try things hands-on. Can you describe a time when a student’s approach in the lab surprised you or led to a better solution than the one you expected?

Alright, so you sometimes let students try out new results themselves or even set up small-scale experiments to see the effects firsthand. Can you give an example of a time when a student's hands-on work in the lab led to an unexpected insight or a solution you hadn't anticipated?

Alright, so you sometimes have students run small-scale experiments in the lab to reinforce new results—they get to see the effects firsthand. How do you evaluate or grade their work in these lab sessions, especially when their results might differ from expectations?

Actually, we did not allow the students to run small scale experiments in their lab.

Actually, we are. We ran the small scale experiments and sometimes the undergraduates would be invite the undergraduate students to come and check these experiments.

Okay, so you clarified that students don’t run small-scale experiments themselves in the lab after all.

Alright, so you and your team ran the experiments, and undergraduates were sometimes invited to observe. Thinking about your communication style, how do you break down a complex mathematical concept—say, something from advanced statistics or AI—to make it accessible for students with different backgrounds?

OK.

Right, so you and your team were the ones actually running the small-scale experiments, and undergrads would sometimes be invited as observers to see the process and results. Let's talk about research publications—can you walk me through one of your published papers in a top journal, and explain what made it significant or innovative in the mathematics field?

OK, I had one paper from the year of, I don't remember the title exactly, but one paper from the year of 2017.

Where have we tried the effect of air on water? By making. We've been installing baffles at the side of the prismatic tank.

So you had a publication from 2017, but the title escapes you right now. What was the main result or discovery in that paper,

Okay, so you explored how adding baffles affected the interaction between air and water in prismatic tanks. What did you find was the most surprising effect of those baffles on the overall system behavior?

Give me a second, Give me a few minutes, few seconds to explain it fully.

Of course, take your time. Just let me know when you're ready to explain what you found was most surprising about the effect of adding baffles to the prismatic tank.

Actually, we. They they we designed or we adopted a tank with. 50% of. We adopted A prismatic style tank and we made sure that it was half filled with water and half filled with air.

And once we we also installed baffles at both sides of opposite sides of the tank. So once. Let me finish, please. So once. We installed the baffles and it was filled with half. Fair and half water and we started to oscillate the tank. Numerically. And at different kinds of different steps of oscillations when they sleep with the slow shingle, the liquid. Becomes. So it starts to slosh And then we see that the air and the water will And then we see that the air and the water will. And then one we also well once we oscillate the tank from a table top. A small prismatic tank from a tabletop numerically.

Alright, so you set up a prismatic tank half filled with water and half with air.

And once we we also installed baffles at both sides of opposite sides of the tank. So once. Let me finish, please. So once. We installed the baffles and it was filled with half. Fair and half water and we started to oscillate the tank. Numerically. And at different kinds of different steps of oscillations when they sleep with the slow shingle, the liquid.

You were describing how you oscillated the prismatic tank, half-filled with air and water, with baffles installed on opposite sides. Mm-hm, go on.

We saw that the. Oscillations, the tank and the water and the air. Save the time.

Alright, so you ran the oscillation both physically and numerically on the small prismatic tank, with baffles and a half-and-half air-water mix. When you did these oscillations,

Okay, so you noticed that the air, water, and tank all oscillated together over time. Shifting topics now—how do you approach teaching advanced statistical methods to students who may have limited background in probability or calculus?

1st we try to reach the abstract concepts and then we try to make teach them using some kind of. Visualization technology, especially in calculus or. Statistical Methods.

There are different aspects of statistical methods that are used in research in day-to-day research. And different type aspects of calculus that is used to input the data.

So you start with abstract concepts, then use visualization technology to help students grasp topics like calculus or statistical methods.

Okay, so you’re saying that in your teaching, you highlight the practical, day-to-day use of statistical methods and how calculus helps handle and input data. For students who struggle with abstraction, how do you get them to connect these concepts to real-world problems they might actually care about?

The basic and the easiest and the standard way is to give them examples to run by input numeric input data into the. Data into the software. And make them run at different kinds of changing different kinds of different parameters of that governing equation. Even though the government governing equation is already established and it is there for everyone to use.

The basic and the easiest and the standard way is to give them examples to run by input numeric input data into the. Data into the software. And make them run at different kinds of changing different kinds of different parameters of that governing equation. Even though the government governing equation is already established and it is there for everyone to use. Read it. Comment to the students to change the parameters.

Ratio baffled ratio. So many changes we can make. And they can try and see the difference changes.

Alright, so you guide students to use software with real numeric data and let them see how changing parameters affects the outcome of established equations. Switching gears—can you describe a DeepTech or AI/ML project where you applied advanced mathematics, and explain the specific mathematical techniques that were critical to your solution?

Alright, so you have students experiment by changing parameters in established equations using software, letting them see how outcomes shift in real time. Shifting gears a bit—can you describe a DeepTech or AI or ML project you've led or contributed to that involved significant mathematical modeling? What was your role and what mathematical challenges did you face?

Right, so by letting students vary the baffle ratio and other parameters, they see how results change in real time. Shifting focus, can you walk me through one of your research publications where you contributed a novel method or finding—what was your specific role in that work?

Initially we did baffle experiments on both sides of the tank and then we found that results were very promising and we achieved at least. 83.6. 323% of. Reduction in sloshing and then we we changed the. Position of the baffles to the rooftop of the Prismatic tank. But even more reduced the. Sloshing effect on pressure point damage to the tank. So that was 1 satisfying method where we first initially. We installed the baffles on both the left and right right hand side of the tank and then we moved on to install the baffles on the. Rooftop of the tank so that the corner of the prismatic tank edges were less damaged due to the air trapping inside the back fencer.

Initially we did baffle experiments on both sides of the tank and then we found that results were very promising and we achieved at least. 83.6. 323% of. Reduction in sloshing and then we we changed the. Position of the baffles to the rooftop of the Prismatic tank. But even more reduced the. Sloshing effect on pressure point damage to the tank. So that was 1 satisfying method where we first initially. We installed the baffles on both the left and right right hand side of the tank and then we moved on to install the baffles on the. Rooftop of the tank so that the corner of the prismatic tank edges were less damaged due to the air trapping inside the back fencer. That was one of the. Most ideas I think.

Initially we did baffle experiments on both sides of the tank and then we found that results were very promising and we achieved at least. 83.6. 323% of. Reduction in sloshing and then we we changed the. Position of the baffles to the rooftop of the Prismatic tank. But even more reduced the. Sloshing effect on pressure point damage to the tank. So that was 1 satisfying method where we first initially. We installed the baffles on both the left and right right hand side of the tank and then we moved on to install the baffles on the. Rooftop of the tank so that the corner of the prismatic tank edges were less damaged due to the air trapping inside the back fencer. That was one of the. Most ideas I think. In my research. Arjun knew that Surely we did publish these results in. Journal of Mechanical Science and Technology in the Year I think 2020 and 2021.

Initially we did baffle experiments on both sides of the tank and then we found that results were very promising and we achieved at least. 83.6. 323% of. Reduction in sloshing and then we we changed the. Position of the baffles to the rooftop of the Prismatic tank. But even more reduced the. Sloshing effect on pressure point damage to the tank. So that was 1 satisfying method where we first initially. We installed the baffles on both the left and right right hand side of the tank and then we moved on to install the baffles on the. Rooftop of the tank so that the corner of the prismatic tank edges were less damaged due to the air trapping inside the back fencer. That was one of the. Most ideas I think. In my research.

You mentioned some strong experimental results with baffle placement, but I didn't hear you reference publishing these findings. Have you published your research on tank sloshing or related topics in any reputed journals, and if so, what was your specific contribution to the publication?

Okay, so you experimented with baffle placement and saw a big reduction in sloshing—especially with rooftop baffles protecting the prismatic tank edges from air trapping and damage. Stepping back, have you published these findings in a peer-reviewed journal, and if so, what was your experience with the peer review and revision process?

Okay, so you ran experiments first with baffles on the left and right sides, saw a strong reduction in sloshing—over eighty percent—and then found that rooftop baffles reduced edge damage and air trapping even further. Did you publish these findings in a peer-reviewed journal, and if so, what was the main contribution highlighted in your publication?

Alright, so your work ended up published in the Journal of Mechanical Science and Technology around 2020 or 2021. Shifting to teaching, how do you evaluate student understanding in your advanced mathematics courses—do you rely mainly on exams, project work, or something else?

And I made sure that these papers were also. Yes, these works were also extended and. No, I do not rely them on project work or exams directly at the first hand. Actually, I teach them the outline of the concept and outline of the steps involved so they don't need to go into the technicality of technicality of the. Equations are the process and get very get them very scared or bored first. I try to always try to introduce the outline of the subject. And then I slowly try to inject 1 by 1 little by little the. My complexities of this equations. And then? I take them to run some equations or projects and then we take it from. The easiest and most safest way for a student not to run away from any of his. This hard equation.

And I made sure that these papers were also. Yes, these works were also extended and. No, I do not rely them on project work or exams directly at the first hand. Actually, I teach them the outline of the concept and outline of the steps involved so they don't need to go into the technicality of technicality of the. Equations are the process and get very get them very scared or bored first. I try to always try to introduce the outline of the subject. And then I slowly try to inject 1 by 1 little by little the. My complexities of this equations. And then? I take them to run some equations or projects and then we take it from. The easiest and most safest way for a student not to run away from any of his. This hard equation. Hard. Actually, most of the students. Almost 909590 to 95% of the students struggle with the equation because. Actually, I myself. Sometimes you don't know where this equation comes from, how it comes from. So the best way to make sure that they even they they do not understand where it comes from, they at least know how to use these equations and when and where to use this equation. By introducing them.

So you don’t start with projects or exams, but instead, you introduce the subject gently—just the outline and basic steps—so students aren’t intimidated by the technical details right away. Once you do introduce complexity, how do you handle students who still struggle with the more challenging equations or concepts after your gradual approach?

By breaking the outline even more into simpler forms. And then structuring slowly. From there, that is one of the even most safe.

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

Right, so you break the outline into even simpler steps and build up from there, making sure students aren’t overwhelmed. Since we’re at the end, is there anything you’d like to ask about the Assistant Professor role or the mathematics department before we wrap up?

Should I have almost 25 years of academic experience in Academy? And research and research combined.

That’s a substantial amount of experience—twenty-five years in academia and research is impressive and certainly relevant for this position. If there’s anything else you’d like to know about the role or the mathematics team, I’m happy to answer one more question before we finish.

I I know the best the. The way the academic works. So I'm always ready to. And. What will be the? Actual role of research for an assistant professor will be is it completely dig myself. Dug ** **** myself into research. Or I must also do research and teach? At the same time.