Over 7. Eight years. Engineering. After completing my PhD. In polymer engineering. Bing. MSC in biomedical instrumentation. And we're seeing physics. From University of Calcutta.

Over 7. Eight years. Engineering. After completing my PhD. In polymer engineering. Bing. MSC in biomedical instrumentation. And we're seeing physics. From University of Calcutta. Followed by. Postdoctoral. Recess experience.

Over 7. Eight years. Engineering. After completing my PhD. In polymer engineering. Bing. MSC in biomedical instrumentation. And we're seeing physics. From University of Calcutta. Followed by. Postdoctoral. Recess experience. In Tel Aviv University, Israel.

So you’ve got experience across polymer engineering, biomedical instrumentation, and physics. Given that mix, what’s one foundational concept in your field that you really enjoy teaching to students?

Alright, so after your PhD in polymer engineering and your postdoc experience, what's one concept from polymer engineering or biomedical instrumentation that you find especially rewarding to teach to undergrads?

Okay, so you completed your PhD in polymer engineering, followed by postdoctoral research at Tel Aviv University. What was it about the teaching environment there—or any previous institution—that shaped your approach to mentoring students?

I have mentorship experience.

You mentioned having mentorship experience—can you give me a concrete example of a time you mentored a student or junior researcher, and what you focused on during that process?

I have mentorship experience. To design project. Up undergraduate, Sir.

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside.

Alright, so you’ve mentored undergrads on project design. When you’re guiding a student through a project, what’s your approach if they get stuck or lose motivation partway through?

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside. The design of. Shape memory Polymer based embolization. Device for interconnector.

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside. The design of. Shape memory Polymer based embolization. Device for interconnector. Also building. An experimental setup. For precise. An accurate high resolution quantification of. Collagen fiber. In biological tissues.

You led research on thermally programmable 3D shape-memory polymer devices for intracranial aneurysm treatment, and also did work on the biomechanics of ultra-stretchable nerves. How did you take those complex research topics and make them accessible when teaching or mentoring undergraduate students?

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside. The design of. Shape memory Polymer based embolization. Device for interconnector. Also building. An experimental setup. For precise. An accurate high resolution quantification of. Collagen fiber. In biological tissues. I have also mentorship experience in supervising.

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside. The design of. Shape memory Polymer based embolization. Device for interconnector. Also building. An experimental setup. For precise. An accurate high resolution quantification of. Collagen fiber. In biological tissues. I have also mentorship experience in supervising. Master thesis. In. Biomechanics of locust deposition.

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside. The design of. Shape memory Polymer based embolization. Device for interconnector. Also building. An experimental setup. For precise. An accurate high resolution quantification of. Collagen fiber. In biological tissues. I have also mentorship experience in supervising. Master thesis. In. Biomechanics of locust deposition. In Telugu University, Israel.

Okay, so you mentored undergraduate researchers at UC Riverside on designing shape-memory polymer-based embolization devices for intracranial use. When you worked with them on that project, what strategies did you use to help them grasp both the material science and the biomedical engineering aspects, especially if they struggled to connect the two?

So, you helped undergraduates at UC Riverside design a shape-memory polymer embolization device and also worked on setting up a system for high-resolution collagen fiber quantification. When those students hit a technical hurdle—maybe their device prototype didn’t work as expected—how did you guide them through troubleshooting without just giving them the answer?

I have mentorship experience. To design project. Up undergraduate, Sir. Undergraduate Researcher. The University of California, Riverside. The design of. Shape memory Polymer based embolization. Device for interconnector. Also building. An experimental setup. For precise. An accurate high resolution quantification of. Collagen fiber. In biological tissues. I have also mentorship experience in supervising. Master thesis. In. Biomechanics of locust deposition. In Telugu University, Israel. During my. Postdoctoral. Fellowship. 10 years. In Tel Aviv University.

Alright, you’ve supervised undergraduates at UC Riverside on designing shape-memory polymer embolization devices and building experimental setups for collagen fiber quantification. When you’re mentoring on projects that cross engineering and biology like that, how do you evaluate whether students have truly understood both domains, not just followed instructions?

Okay, you've supervised undergraduate research at UC Riverside and master's work on biomechanics of locust deposition. Looking at your publication on thermally programmable 3D shape-memory polymer devices for aneurysm treatment—how have you taken insights from that research and incorporated them into your teaching, especially for students who might not have a deep background in biomedical engineering?

Alright, so you've mentored students on projects like shape memory polymer embolization devices and collagen fiber quantification, and you've supervised master's research on biomechanics at Tel Aviv University. Looking at your own doctoral work in polymer engineering, can you tell me about a time you had to present that research to a non-specialist audience—how did you make it accessible?

So you’ve spent about a decade mentoring students on advanced projects, like the shape memory polymer device and biomechanics in Israel. I noticed your publication on thermally programmable 3D shape-memory polymer devices for aneurysm treatment—when you’ve discussed that research with undergraduates, how do you break down the core scientific ideas for students who might not have a strong background in materials science?

The Sheikh memory materials. Nowadays is very well.

Right, you mentioned shape memory materials are well known now. Let’s shift gears—your CV lists a master’s thesis on biomedical instrumentation from the University of Calcutta. When you had to explain the instrumentation techniques involved to students from a non-engineering background, how did you make those concepts accessible?

The Sheikh memory materials. Nowadays is very well. Known in the healthcare industry. This material. Can be.

The Sheikh memory materials. Nowadays is very well. Known in the healthcare industry. This material. Can be. Default.

The Sheikh memory materials. Nowadays is very well. Known in the healthcare industry. This material. Can be. Default. Deformed or can be deformed to a temporary shape.

Right, so you were starting to explain how shape memory materials are recognized in healthcare, but you paused there. Let's shift for a moment. You mentioned your master's work in biomedical instrumentation at the University of Calcutta—when you taught or supervised students on instrumentation topics, how did you adapt your approach for those who struggled with the technical math or physics involved?

The Sheikh memory materials. Nowadays is very well. Known in the healthcare industry. This material. Can be. Default. Deformed or can be deformed to a temporary shape. Regain twists. To its original shape.

You were starting to explain how shape memory materials are recognized in healthcare, but you didn’t finish your thought. Let’s shift for a moment. Your master's work at the University of Calcutta focused on biomedical instrumentation—can you give me a concrete example of how you’ve translated that advanced technical background into accessible teaching for undergraduates, especially when they’re struggling with the core concepts?

Alright, so you highlighted that shape memory materials are now widely recognized in healthcare and can be deformed to a temporary shape. Let's pivot—your master's thesis at the University of Calcutta was in biomedical instrumentation. Can you describe a time when you had to teach a complex concept from that field to students who didn't have an engineering background?

The Sheikh memory materials. Nowadays is very well. Known in the healthcare industry. This material. Can be. Default. Deformed or can be deformed to a temporary shape. Regain twists. To its original shape. By an external stimulus. For my. Research in thermally. Programmable 3D shape memory polymer based device. For the treatment of intracranial aneurysm.

Alright, you emphasized how shape memory materials can be deformed to a temporary shape and return to their original form—that’s a solid way to start with undergrads. I also saw you supervised a master's thesis on biomechanics of locust deposition at Tel Aviv University. When guiding that student, how did you help them bridge the gap between theoretical modeling and experimental validation?

Alright, so you highlighted how shape memory materials

We found.

You mentioned, "We found," but didn’t finish your thought. Go ahead—what did you find in your research?

We found. This shape memory polymer based. Devices. To a temporary shape.

Alright,

Which was patient specific.

So you were able to set the device to a temporary,

And used external stimulus. To expand this device. To feel. To fill aneurysm SAC. By. With white space. Of the aneurysm.

So you designed the device to expand and conform to the shape of the aneurysm

Was operated.

So your device was operated and used an external stimulus

White white space of the analyst was. Field. Wide space of the aneurysm Ross filled.

Alright, Dr., shifting focus—given your background in shape memory polymers and biomedical devices, where do you see the most fundable research directions over the next few years? Which specific grant agencies or funding programs would you target to support this work?

Which which?

You were clarifying that the void space of the aneurysm was filled by your device, making it patient-specific and responsive to external stimuli. For long-term viability, how would you leverage VIT University's facilities or relationships to attract external research funding for this kind of biomedical device work?

Which which? Prevent. Blood flow to the aneurysm.

Right, so by filling the void space in the aneurysm, your device effectively prevents blood flow into the sac—key for treatment. Now, Dr., given your expertise in shape memory polymers and biomedical devices, where do you see the most promising and fundable research directions over the next few years? Which specific grant agencies or programs would you target to support that work?

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often.

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography.

Right, so by filling the void in the aneurysm, your device cuts off blood flow and achieves occlusion. Shifting gears a bit—when you think about building a research group in this area at our institution, what’s your strategy for securing external funding? Which agencies or grant programs do you see as the best fit for supporting your work here?

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific.

Alright, Dr., turning to your teaching—when you design a lab or lecture session for undergraduates, how do you make sure students are actively engaged, not just passively listening? Say you couldn't use slides and had a class of 200; how would you run that session to keep them involved?

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device.

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device. With the shape. Of the aneurysm. Was developed.

Alright, so you tailored the device for each patient using CT angiograms, and that let you achieve occlusion by blocking off blood flow into the aneurysm. Shifting back to your teaching—if you were structuring a lab session for undergraduates on this topic, but couldn't use slides, how would you keep all 200 students engaged and make sure they actually grasp both the fundamental concepts and the real-world application?

So your device used CT angiogram data to be tailored for each patient, and by filling the void space in the aneurysm, it cut off blood flow and achieved occlusion. Focusing on your teaching again—suppose you’re running a lab session on this kind of device for undergraduates, but you can’t use slides or a traditional lecture. How would you structure that session to keep students engaged and make sure they actually grasp both the theory and the practical side?

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device. With the shape. Of the aneurysm. Was developed. Which? Confirmed. The conformity. Of the. Solar. Of the irregular aneurysm set.

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device. With the shape. Of the aneurysm. Was developed. Which? Confirmed. The conformity. Of the. Solar. Of the irregular aneurysm set. Aneurysm SEC.

So you developed a patient-specific device tailored from CT angiogram data, achieving occlusion by filling the aneurysm and blocking blood flow. Shifting to your teaching—Professor, how do you evaluate and assess whether your students have truly understood key concepts in a course, while still ensuring fairness and alignment with VIT University's evaluation standards?

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device. With the shape. Of the aneurysm. Was developed. Which? Confirmed. The conformity. Of the. Solar. Of the irregular aneurysm set. Aneurysm SEC. SSC set.

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device. With the shape. Of the aneurysm. Was developed. Which? Confirmed. The conformity. Of the. Solar. Of the irregular aneurysm set. Aneurysm SEC. SSC set. Aneurysm Sect. SEC.

Which which? Prevent. Blood flow to the aneurysm. By this way. Occlusion. Of the analyzer. Was obtained. Occlusion of the aneurysm. Was often. The device. Was designed. Based on the. Computed Tomography. Angiogram. Of the. So. Patient specific. Device. With the shape. Of the aneurysm. Was developed. Which? Confirmed. The conformity. Of the. Solar. Of the irregular aneurysm set. Aneurysm SEC. SSC set. Aneurysm Sect. SEC. Analy. Aneurysm.

So you built these patient-specific devices based on CT angiograms, ensuring conformity to the aneurysm’s unique shape and achieving effective occlusion. Shifting gears a bit, Professor, let's talk about your approach to teaching. Suppose you had to lead an undergraduate lab or lecture session without using slides, and you wanted students to actually engage with the fundamentals—not just memorize. How would you structure that session to keep students actively participating and wrestling with the core ideas?

Right, so you used patient-specific CT angiogram data to design a device that fills the void in an irregularly shaped aneurysm, achieving occlusion by blocking off blood flow. Thinking about how you’d teach these kinds of concepts—say you’re running an undergraduate lab or lecture on this topic, but you can’t use slides or a traditional lecture format. How would you keep a class of 200 students actively engaged and make sure they’re truly grappling with the material, not just passively listening?

Alright, so the device fills the void in the aneurysm to block blood flow, and you’re using patient-specific CT data for design. Switching gears, Professor, if you were structuring a lab or lecture for undergraduates—say, on the fundamentals of biomaterials—how would you make sure students are actually engaging with the material, not just passively listening?

So you used CT angiogram data to build patient-specific devices that could fill the aneurysm and block blood flow, achieving occlusion. Let's focus on teaching now—Professor, suppose you couldn't use slides and had 200 undergraduates in an intro biomedical engineering class. How would you structure a session to keep them actively engaged with these complex concepts, rather than just passively listening?

Alright, so your patient-specific device design used CT angiograms to ensure a tailored fit and effective occlusion of aneurysms. Shifting gears, Professor, suppose you’re teaching an undergraduate lab on biomaterials and you can’t use slides or traditional lectures. How would you structure a session so students actively engage with core concepts and see their real-world applications?

So you designed a patient-specific device by analyzing CT angiograms, ensuring it could fill the unique void of each aneurysm and block blood flow for effective occlusion. When you teach undergraduates about these kinds of real-world biomedical innovations, how do you structure a lab or lecture session to connect the fundamental materials science with the practical medical application, especially for students who might struggle to see the relevance?

First of all. I'll teach. The shape memory polymer.

First of all. I'll teach. The shape memory polymer. The fundamental. Principal.

Alright, you’d start with the basics of shape memory polymers. When it comes to checking if your students actually understand the core ideas—not just memorizing facts—how do you evaluate their learning and make sure your assessments are fair, especially considering VIT University’s standards?

So you'd start by teaching the core principles of shape memory polymers. How do you actually check that your students are understanding those fundamentals, rather than just memorizing definitions or nodding along in class?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior.

So you'd start with the core principle behind shape memory behavior. When it comes to making sure students actually grasp that—not just recite a definition—how do you evaluate their understanding and performance, especially to ensure fairness and meet the standards at VIT University?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used.

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices.

Alright, you’d make sure they understand the basic principles behind shape memory polymers and their medical applications. Shifting gears—how do you approach assessing students in a way that’s fair and actually measures whether they’re grasping these concepts, not just memorizing them? I’m interested in how you’d align with university standards for evaluation.

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available.

Right, so you'd start with the principles and show how shape memory properties are applied in medical devices. When you need to make sure your assessment methods are fair and actually measure student learning—especially in hands-on or design-heavy topics—how do you align your grading or evaluation to both university standards and your own goals for student growth?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available.

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent.

Okay, so you’d start with the core science and link it to current medical device examples. Suppose you notice that a handful of students are consistently disengaged or not participating—how do you get them meaningfully involved in the session, beyond just calling on them for answers?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available.

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy.

Alright, so you’d start with the basic science and connect it to real-world medical devices. When you’re actually teaching, how do you check that students are genuinely grasping the concept—not just memorizing the definition, but really understanding how shape memory behavior translates into device function?

So you'd start with the key principle behind shape memory polymers and then connect it to current medical devices like cardiac stents. When you've got a big class and some students aren't engaging—maybe they're distracted or not participating in hands-on parts—how do you actually bring them into the learning process and make sure they're connecting with the material?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy. Neurovascular Implant.

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy. Neurovascular Implant. I will. Explain.

Right, so you're grounding students first in the basics of shape memory polymers and then connecting it to real devices like cardiac stents. Since you’ve also supervised master’s theses and undergraduate projects, how do you evaluate and assess students’ understanding and performance in a course, making sure your methods are both fair and aligned with standard university evaluation practices?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy. Neurovascular Implant. I will. Explain. The. Functions of. Different. Shape memory Polymer based. Devices.

Alright, so you connect the basic science of shape memory polymers to their use in real-world medical devices, making the connection explicit for students. Thinking about student evaluation—how would you assess whether your undergraduates truly understand both the scientific principles and the practical applications, while making sure your grading is fair and aligns with university standards?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy. Neurovascular Implant. I will. Explain. The. Functions of. Different. Shape memory Polymer based. Devices. Used.

Right, so you're grounding students first in the basics of shape memory polymers and then connecting it to real devices like cardiac stents. Since you’ve also supervised master’s theses and undergraduate researchers, how do you actually assess whether your students truly understand these concepts and not just memorize them—what kinds of assignments, projects, or evaluation methods do you use?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy. Neurovascular Implant. I will. Explain. The. Functions of. Different. Shape memory Polymer based. Devices. Used. In those applications. Anti corre. Between. And a correlation.

Makes sense, and the way you connect theory to application would help students see the bigger picture. Now, stepping beyond teaching and research—accreditation cycles can be demanding. If you joined our department and noticed outcome assessment data was inconsistent across courses, how would you approach fixing that?

So you’d start by grounding them in the science and then use real device examples to bridge that to clinical practice. When you’re actually teaching a session like this—how do you check that students are genuinely understanding the connection, not just memorizing terms?

So you’d make sure students understand the fundamental principles, then show them how those principles are applied in cardiac and neurovascular devices to make the science feel tangible. At VIT, part of your role would also involve department-level responsibilities—things like curriculum review or managing outcome assessments for accreditation. If you joined and found the outcome assessment data was inconsistent across courses, how would you approach fixing that?

First of all. I'll teach. The shape memory polymer. The fundamental. Principal. Fundamental principle. Of the. Shape memory behavior. And how? This memory. Property. Is used. To design. Biomedical Devices. Nowadays. There are several. Shape memory. Base devices. Are available. Edge. Adds card. Shepamari polymer based devices are available. Edge cardiac stent. Adds cardiac stent. Shivamodi polymer based devices are available. In the field of. Cardiovascular Therapy. Neurovascular Implant. I will. Explain. The. Functions of. Different. Shape memory Polymer based. Devices. Used. In those applications. Anti corre. Between. And a correlation. Between. Fundamental. Materials. And. End application. Will be. Developed.

Right, so you're grounding students first in the basics of shape memory polymers and then connecting it to real devices like cardiac stents. Since you’ve also supervised master’s theses and undergraduate researchers, I’m curious—beyond teaching and research, what role do you see yourself playing in department-level governance, like curriculum committees or program reviews?

You’ve made it clear you emphasize connecting material properties to end-use in your teaching. Now, beyond teaching and 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?

I'll try to understand. The origin. Of the discrepancy.

I'll try to understand. The origin. Of the discrepancy. End. And we'll try to fix this.

I'll try to understand. The origin. Of the discrepancy. End.

So you’d start by digging into where the inconsistency is coming from. Can you give me a concrete example of how you’d get faculty on board with standardizing outcome assessments, especially if some are resistant to change?

So you’d start by figuring out what’s causing the inconsistency in the data. Can you give me a concrete example of how you’d get faculty on board with standardizing outcome assessments, especially if some are resistant to change?

Alright.

By going. Insight.

You mentioned going in-depth to understand

Of the problem.

Alright, so you'd dig into the problem itself. Can you give me a concrete example of how you'd get faculty to actually participate in fixing inconsistent assessment data?

In every experiment. There are several. Sequential steps.

Okay, so you see the steps in any experiment as sequential—how would you use that mindset to actually get your colleagues to agree on a standardized process for collecting and reporting assessment data?

In every experiment. There are several. Sequential steps. Suppose. For the development. Of the ship. Polymer. Device.

In every experiment. There are several. Sequential steps. Suppose. For the development. Of the ship. Polymer. Device. The first step. Is the. Physical characterization.

Okay, so you're thinking of the process almost as a series of well-defined experimental steps. But when it comes to bringing colleagues on board—especially if they're set in their ways—how would you actually persuade or motivate them to adopt a unified standard for assessment, rather than sticking to their own habits?

In every experiment. There are several. Sequential steps. Suppose. For the development. Of the ship. Polymer. Device. The first step. Is the. Physical characterization. Of the. Shape Memory Polymer.

So you see the fixing process as sequential, like experimental steps—starting with characterization and building from there. But sometimes colleagues might not buy into that approach, especially if it feels too procedural for them. How would you handle it if your department head wanted faster results or pushed back on your thorough, step-by-step process?

In every experiment. There are several. Sequential steps. Suppose. For the development. Of the ship. Polymer. Device. The first step. Is the. Physical characterization. Of the. Shape Memory Polymer. In my study. I used. Thermally programmable. Shipmemory. Polymers.

So you see the process of fixing assessment as a set of experimental steps, starting with physical characterization like you would in your device research. But in practice, what would you do if the department head pushed back and said, "This is too much change, let's just keep things the way they are"?

In every experiment. There are several. Sequential steps. Suppose. For the development. Of the ship. Polymer. Device. The first step. Is the. Physical characterization. Of the. Shape Memory Polymer. In my study. I used. Thermally programmable. Shipmemory. Polymers. So my first. Step will be. To find. Is there? Any incos? Consistency.

Okay, so you’ve thought a lot about sequential rigor in research and teaching. Let me give you an ethical scenario: Imagine a student files a formal complaint, saying your grading was biased. At the same time, your department head is pressuring you to improve your pass rates. How would you handle that situation?

In every experiment. There are several. Sequential steps. Suppose. For the development. Of the ship. Polymer. Device. The first step. Is the. Physical characterization. Of the. Shape Memory Polymer. In my study. I used. Thermally programmable. Shipmemory. Polymers. So my first. Step will be. To find. Is there? Any incos? Consistency. Any inconsistency? In the. Polymer Composition. Which? Influences. The thermal property.

Alright, Dr., shifting focus now. Given your experience with shape memory polymers and biomedical devices, do you have any industry contacts or prior collaborations that could help connect our students to internships or real-world projects?

So you're saying you start by checking for inconsistencies

If I find. Any. Inconsistency.

If I find. Any. Inconsistency. I'll fix it.

So if you find any inconsistency in the polymer composition that affects thermal properties, you’d address it as part of your process. Can you give me a specific example of how you’d translate that kind of step-by-step troubleshooting from your research to improving faculty assessment consistency?

Mm-hmm.

If I find. Any. Inconsistency. I'll fix it. The next step? What's the additive? Manufactured. Additive manufacturing process.

If I find. Any. Inconsistency. I'll fix it. The next step? What's the additive? Manufactured. Additive manufacturing process. I'll cross check.

Alright, so you’d address inconsistencies in the additive manufacturing process step by step, just like you would with material properties. Shifting slightly—given your background with biomedical devices, do you have any industry contacts or prior collaborations that could help connect our students to internships or real-world projects?

Okay, so you’d address inconsistencies in the additive manufacturing process step by step, just like you would with material properties. Shifting slightly—given your background with biomedical devices and shape memory polymers, have you had any direct collaborations with industry, or do you have contacts who could help our students find internships or work on real-world projects?

If I find. Any. Inconsistency. I'll fix it. The next step? What's the additive? Manufactured. Additive manufacturing process. I'll cross check. All the parameters. Of the additive manufacturing. Of the template. The shape memory polymers. Will be quoted.

If I find. Any. Inconsistency. I'll fix it. The next step? What's the additive? Manufactured. Additive manufacturing process. I'll cross check. All the parameters. Of the additive manufacturing. Of the template. The shape memory polymers. Will be quoted. Will be quoted. Coating. On this templates.

If I find. Any. Inconsistency. I'll fix it. The next step? What's the additive? Manufactured. Additive manufacturing process. I'll cross check. All the parameters. Of the additive manufacturing. Of the template. The shape memory polymers. Will be quoted. Will be quoted. Coating. On this templates. So. The coating process. We'll be revisited.

Alright, so you’d check composition first, then dive into the additive manufacturing parameters if something looked off. Shifting to industry connections — do you have any existing or prior collaborations with biomedical companies or hospitals that could open up internship or project opportunities for our students?

You described cross-checking each manufacturing parameter and fixing inconsistencies in the process, similar to how you’d address assessment data issues. Thinking about your experience with biomedical devices and industry collaboration — have you worked directly with any companies, or do you have connections that could help your students secure internships or bring real-world problems into your courses?

Okay,

Finally.

Finally. The curing of the. Volume. Recruiting process will be. Revised.

Alright, so you’d approach inconsistencies in assessment data the same way you’d troubleshoot technical issues—stepwise, drilling down to the source. Thinking about your background in biomedical devices, do you have any direct experience with industry collaborations, say with medical device companies or hospitals, that could open internship or project opportunities for students?

Finally. The curing of the. Volume. Recruiting process will be. Revised. Keep any inconsistency.

Finally. The curing of the. Volume. Recruiting process will be. Revised. Keep any inconsistency. Will be found.

Alright, so you’d revise the curing process if you spotted problems there, just like you’d keep digging through lab steps for root causes. Thinking about your own industry ties—have you worked directly with any medical device companies or research hospitals, or do you have connections that could open up internship or project opportunities for students?

Got it.

You described how you’d systematically fix inconsistencies

Also. In a different study. I encountered. A calibration issue.

Alright, so you ran into a calibration issue in one of your studies. Did you have to collaborate with any industry partners or external labs to solve that, or was it handled entirely in-house?

Also. In a different study. I encountered. A calibration issue. In the experiment of. Structural. Polarization. Imaging of. Collagenous tissue.

Also. In a different study. I encountered. A calibration issue. In the experiment of. Structural. Polarization. Imaging of. Collagenous tissue. I. Try to understand.

So you ran into a calibration issue with the polarization imaging experiment. Did you resolve that entirely within your lab, or did you bring in any external industry partners or equipment vendors to help troubleshoot?

Also. In a different study. I encountered. A calibration issue. In the experiment of. Structural. Polarization. Imaging of. Collagenous tissue. I. Try to understand. The. Origin of the. In cost inconsistency.

So you ran into a calibration issue during your collagenous tissue imaging experiments and you tried to understand the source. Did you resolve that calibration problem entirely within your lab, or did you end up collaborating with any industry partners or equipment vendors to get it fixed?

Alright,

And. Theory of polarization. And. Structural.

And. Theory of polarization. And. Structural. Up collagen fiber orientation.

So you were digging into the calibration issue by looking at the theory behind polarization and the tissue structure. Did you end up collaborating with anyone from industry or an external lab for specialized equipment, or was this all handled with resources in your own department?

And. Theory of polarization. And. Structural. Up collagen fiber orientation. Structural colored.

So you were focused on the theory behind polarization and collagen fiber orientation while troubleshooting that calibration issue. Did you end up working with anyone outside your lab, like equipment vendors or industry collaborators, to solve the problem?

So you were exploring the theory of polarization

Structured. Colored.

Alright, you were working through some pretty technical troubleshooting there. Shifting gears—do you have any industry contacts or existing collaborations that could help your students access internships or real-world projects in biomedical engineering or related fields?

Structured. Colored. Thurized.

You were working through the theoretical side of polarization and collagen fiber orientation, and it sounds like you were troubleshooting both calibration and structural analysis issues. Shifting gears, do you have any industry contacts or collaborations—maybe with device manufacturers or research hospitals—that could help your students get internships or exposure to real-world biomedical applications?

Structured. Colored. Thurized. Structural colour signifies. The Orient. Of the collagen fibers.

Alright, so you dug into the theory of structural color to interpret collagen fiber orientation, especially when calibration was off. Thinking about your field, do you have any industry contacts or collaborations that could help your students access internships or real-world project experience?

Structured. Colored. Thurized. Structural colour signifies. The Orient. Of the collagen fibers. In soft. Biological Tissue. I found. A limitation. In my experimental setup.

Alright, so you uncovered a limitation in your experimental setup while analyzing structural color as it relates to collagen fiber orientation. Shifting focus a bit—how would you bring current real-world industry problems into your classroom, especially given your experience with biomedical devices and polymer research?

Structured. Colored. Thurized. Structural colour signifies. The Orient. Of the collagen fibers. In soft. Biological Tissue. I found. A limitation. In my experimental setup. And. Edit. A period of. Quartz Play. Ant added. APR Rock.

Structured. Colored. Thurized. Structural colour signifies. The Orient. Of the collagen fibers. In soft. Biological Tissue. I found. A limitation. In my experimental setup. And. Edit. A period of. Quartz Play. Ant added. APR Rock. A pair of. Word split. Wavelengths.

Structured. Colored. Thurized. Structural colour signifies. The Orient. Of the collagen fibers. In soft. Biological Tissue. I found. A limitation. In my experimental setup. And. Edit. A period of. Quartz Play. Ant added. APR Rock. A pair of. Word split. Wavelengths. I added a pair of. Wavelets.

You pinpointed a limitation with the quartz plate and adjusted your experimental approach—shows a careful, methodical style. Shifting focus, have you had any opportunities to collaborate with industry or consult on projects that let you bring real-world problems or case studies into your teaching?

Alright, you uncovered a limitation in your experimental setup while analyzing structural color as it relates to collagen fiber orientation. Shifting focus a bit—how would you bring current real-world industry problems or case studies into your lectures or labs for students at VIT University?

You adjusted your setup by adding a pair of wavelets to

These wavelets.

Right, so you made an adjustment by introducing those wavelets into your optical setup. Have you had the chance to work with any industry partners or companies on projects related to polarization imaging or shape memory polymers?

These wavelets. And demodulated.

These wavelets. And demodulated. This vibrates modulated and demodulated.

You said the wavelets were demodulated to address the calibration issue in your structural polarization imaging experiment. Have you had any opportunities to collaborate with industry partners or companies on projects related to this imaging work, or do you have contacts who might offer real-world problems for your students to engage with?

So those wavelets let you modulate and demodulate the signal in your polarization imaging, which helped resolve that calibration issue. Shifting to the practical side for a moment—have you had the chance to collaborate with any industry partners or companies on projects related to your research in polarization imaging or shape memory polymers?

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated.

So, it sounds like you used those wavelets for modulation and demodulation to overcome the calibration issue in your polarization imaging experiment. Shifting gears a bit, Professor, have you had any opportunities to collaborate with industry partners or companies—maybe in the context of your work with shape memory polymers or polarization imaging?

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets.

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets. Modulated and demodulated.

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets. Modulated and demodulated. The polarization states.

So those wavelets let you modulate and demodulate the depolarization states, which gave you more precise control over your measurements. Shifting gears, Professor, how do you bring real-world industry problems or current technologies into the classroom when teaching undergraduates?

You were saying those wavelets modulated and demodulated the depolarization states — sounds like you made some intricate adjustments to get reliable measurements. Let me shift gears for a moment. Professor, how do you bring real-world industry problems into your classroom, especially in areas like polarization imaging or material science?

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets. Modulated and demodulated. The polarization states. Which?

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets. Modulated and demodulated. The polarization states. Which? Enhances.

Okay, so through modulation and demodulation with those wavelets, you managed to control polarization states for better measurement accuracy in your experiment. Professor, thinking about bridging academic research and industry, how do you bring real-world industry problems or scenarios into your classroom—have you had any direct consulting experience or collaborations with companies that inform your teaching?

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets. Modulated and demodulated. The polarization states. Which? Enhances. The retirees. The biofringes.

Alright, so those wavelets gave you tighter control over polarization states in your measurements. Switching topics for a moment, Professor, given your background with advanced imaging and materials, have you had the chance to collaborate with industry partners, or do you see ways your research could help students connect with real-world companies or projects?

These wavelets. And demodulated. This vibrates modulated and demodulated. These plates. And uh. This wavelets. Modulated and demodulated. Depolarization state. Depolarization. States. These wavelets. Modulated and demodulated. The polarization states. Which? Enhances. The retirees. The biofringes. Buy ripping.

Alright, so with those experiments you’ve clearly worked through real technical challenges in the lab. Let me ask, Professor—have you had any industry collaborations or consulting experience that helped bring current industry practices into your research or teaching?

So, by modulating and demodulating the polarization states with those wavelets, you improved your imaging of collagen fiber orientation. Shifting gears, Professor, given your expertise in advanced materials and imaging, do you have any existing industry connections or collaborations that could help students at VIT University access internships or real-world projects?

So those wavelets modulated and demodulated the polarization

Which announces. Which?

Right, so by modulating and demodulating the polarization states, you enhanced the birefringence measurement in your imaging setup. Shifting gears, Professor, have you had any experience collaborating with industry partners, or bringing real-world problems into your classroom or research?

I'm planning.

So you're planning to start building those industry partnerships. Do you already have specific companies or sectors in mind that you'd want to approach for collaboration or student projects?

I'm planning. To collaborate. Quit industry partners. To discuss.

Alright, so you’re still in the planning phase for industry collaboration. Are there particular companies or sectors—like biomedical devices, imaging tech, or materials science—that you think would be most relevant for your research or for student projects?

I'm planning. To collaborate. Quit industry partners. To discuss. The transnational potential. Of the. Devices. And also. To get. Their corporation.

I'm planning. To collaborate. Quit industry partners. To discuss. The transnational potential. Of the. Devices. And also. To get. Their corporation. To pass the regulatory. Standard.

Okay, so you’re thinking about approaching industry to discuss the translational potential of your devices and explore collaboration. Are there specific companies—say, in medical imaging, biomaterials, or manufacturing—that you see as particularly promising for these partnerships, or is it more exploratory at this stage?

So, your focus is on working with industry partners to make sure your devices can actually be used in the real world and meet regulatory standards. Are there any particular companies, regulatory agencies, or sectors—like medical devices or biomaterials—that you already have in mind for these collaborations, or are you still exploring options?

Just remember. As far I remember.

Just remember. As far I remember. There is a company named. TUV Sud.

Okay, Professor, now I’d like to talk about some specific skills needed for this role. Let’s start with your expertise — can you walk me through a project or research problem where you applied advanced concepts in artificial intelligence, health informatics, or computer science? I’m interested in how you navigated real challenges, not just the theory.

Okay,

They're helping.

So TUV SÜD is actively supporting your regulatory process. Switching gears, can you give me a specific example of how you evaluate students—maybe during exams or practicals—and what criteria you focus on?

I would like to emphasize. Call. Project based learning.

Alright, so you emphasize project-based learning when evaluating

And research education. And research integration. In my. Teaching. I'll focus on. Critical thinking.

So you’re really focusing on integrating research into your teaching and pushing students to develop critical thinking skills. When you’re teaching a complex topic—say, advanced machine learning or health informatics—how do you structure your lectures or labs to make sure students actually understand the material, not just memorize it?

Periodic Evolution. Who is? Group discussion.

So you use periodic evaluation and group discussion

And also. Presentation.

Right, so you're using group discussions and presentations alongside periodic evaluation. When you run project-based assessments, what do you look for in a student's final presentation or report that tells you they've really understood the topic, rather than just repeating what's in the literature?

And also. Presentation. Will help. To memorize. Do you have anything to ask?

Right, you mentioned group discussions and presentations as ways to help students retain information. For your own research, Professor, can you share one example of a publication in a reputed journal and what made it significant in your field?

I published. Research article.

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

I published. Research article. In scientific report. This article. Emphasized. In the design. Pinless. Micro Sheen's Needle, Sy.

You mentioned your article in Scientific Reports focused on the design of a pinless micro-shank needle system—sounds like that contributed something novel to the field. Alright, Professor, we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we finish?

I published. Research article. In scientific report. This article. Emphasized. In the design. Pinless. Micro Sheen's Needle, Sy. In the design of. Painless. Myco Shielding's little system. Pinless micro. Shootings needle system. By studying. Insertion mechanism. And. Denom Pumping. Venom pumping.

I published. Research article. In scientific report. This article. Emphasized. In the design. Pinless. Micro Sheen's Needle, Sy. In the design of. Painless. Myco Shielding's little system. Pinless micro. Shootings needle system. By studying. Insertion mechanism. And. Denom Pumping. Venom pumping. Mechanism. Whoops and honeybee stringers No, I don't have any question.

You mentioned your publication in Scientific Reports focusing on the design of a pinless micro-needle system and the study of its insertion and venom pumping mechanisms—that's a significant engineering contribution. Alright, Professor, we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we finish?