11 years of experience in teaching. Along with the. Research. And my. Specialization is in thermal engineering. And I'm interested in thermofluids research as well as. Teaching so this job. Is about automotive systems. Which includes the specialization of thermal and fluid sciences. So I'm. I'll be fitting into it. I have experience in teaching, research as well as. Guiding the undergraduate and postgraduate projects. Related to thermal. Sites and bank.

Interesting — you've taught both undergraduate and postgraduate students in thermal sciences and thermofluids. When you're introducing a foundational concept like the first law of thermodynamics to a new class, how do you break it down so students really grasp its significance?

I completed my. Btech from.

Right — just to repeat my earlier question: when you're introducing a foundational concept like the first law of thermodynamics to a new class, how do you break it down so students really grasp its significance?

During 2010. After that, I have done four years of teaching. And not. India. Mobile. In a private college.

Okay, so you did your BTech at GRIAT Hyderabad, then your master's at IIT Madras, and after that you spent four years teaching in a private college. When you're introducing a foundational concept like the first law of thermodynamics to a new class, how do you break it down so students really grasp its significance, especially those who might not have a strong background in physics?

Australia. From 2010 to 2014. I have done my teaching. And then from 2014 to 2020. I have done my PhD. At Australia. After that I. Came back to India. And since then, I was working as an associate professor in the Department of Mechanical Engineering at Anurag University. Since 2020. December, thank you.

Okay, that's helpful — you've had a range of academic and teaching experiences in India and Australia. Let's shift a bit: in your time as an associate professor, what's one teaching method or classroom practice you've found especially effective for helping students master difficult mechanical engineering topics?

International certification programs like IJIP. IUCW. And currently I'm also undergoing ETL. Web series, uh.

You say a few. I have implemented. Uh, techniques like, uh. Skip Classroom. Jigsaw puzzle. And a student. Leading the team as a group. And then? Discussion from the. Passed out students, seniors coming them. Coming to the classroom and sharing their experience. Such kind of things actually help them. And also sometimes I give. Surprise quizzes and ask students to. Respond to the questions and then. Come up to the board and. Describe their answer. So this how they learn. The subject much better than conventional way of teaching. Thank you.

Dr., I noticed your research interests include thermofluids and thermal engineering, but I don't see the titles of your specific publications or thesis here. Could you name one research project or publication you're most proud of, and describe how you've used that work to help your students understand complex topics in your classroom?

Right, so you've used methods like the flipped classroom, jigsaw, and peer-led discussions to make your teaching more active — that's solid. Shifting gears, can you name one specific research publication or project from your time in Australia and explain how you made its core ideas understandable to your undergraduate students?

In my PhD. I have done. Heat transfer study as well as. Fluid mechanics. In fluidized beds. So in heat transfer study. The experiment that I have performed. Is on lump method. And lump method is one of the topic in heat transfer subject. So when I dialed that subject. That particular topic. I used to refer to my PhD work. And explain to them. So that they can understand the practical application of the subject. And that helped the students learn better.

Given your research focus in thermal engineering and thermofluids, where do you see the most fundable research directions emerging over the next three years, especially in the context of automotive systems? Which specific grants or funding agencies would you target to support this work?

To name few of the projects. Uh, you can apply for DSD. And we can also apply for an RF projects. And we can also apply some. Industry. Funded projects.

Professor, let's talk about teaching innovation. Suppose you're assigned a large introductory mechanical engineering class at VIT—say, 200 students, with a wide range of backgrounds. If you're not allowed to use traditional slides, how would you design a session to keep everyone actively engaged and ensure real learning happens?

It is an interesting at the same time it is challenging because student comes from different backgrounds. So initially I engage them. By, uh, talking to them. Personally. In the classroom. Like understanding their. Uh, background. Not spending much time but. Getting to know from. Where they are. And getting to an assessment of. Now which part of the? Country they belong. And based on that. I can now. Lecture my. Way of teaching. At the same time. Uh, instead of conventional slides as it is not an option. I can. Discuss to the students uh. Uh, going around taking turns in the classroom. And then explaining about the importance of the mechanical, the streams that it has got. It has four strings. And the different job opportunities that are there outside. Based on each of these strings. And. How important it is to have? Core technical knowledge at the same time practical application. And where they are heading up. In future. So with this understanding, this interest of the students builds up. And then again. Teach the subject. Introduce. The subject in.

So as it is in introductory mechanical class. The students. Almost, nearly 200.

Right, so how exactly would you check if your active learning approach is actually helping students understand the material better in that big classroom?

Professor, 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?

And maybe like, uh. Uh, some of the subjects which has which is very tough. Where the past percentage is less. We can, uh. Assess in the assessment we can keep the cut off little lower. That's how we can do it.

Professor, imagine this scenario: a student files a formal complaint, claiming your grading was biased. At the same time, your department head is urging you to improve pass rates. How would you handle this situation, balancing both academic integrity and the expectations from your department?

This is a very good scenario. Uh, where we need to be fair to the students.

Professor, with your background in thermal engineering and automotive systems, do you have any industry connections or past collaborations that could help mechanical engineering students at VIT secure internships or placement opportunities?

Unfair things with students. Like, uh, favoring some of them and unfavoring some story? So the students comes out with. A complaint that the I am biased. Then I will definitely have confidence. To show them their paper. Where they have gone wrong? And explain them very clearly. And when commits to the department. I can also justify that. Uh, whatever I'm teaching, I'm doing the classroom. And I give step West marking. And I'm very fair. And. They automatically students comes to my classes. And here. Their pass percentage will automatically improve.

Okay, let's shift to some core skills. When it comes to automotive systems, picture a student team designing a small electric vehicle for a competition. What's one real-world challenge you'd expect them to face, and how would you guide them through it?

Ah, it's very nice question. When it comes to the. Electric vehicle designing.

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

Teaching skills. So. In my university. The Department of Electrical Engineering as well as mechanical engineering. Are guiding students to develop electric vehicle. And the project has been successfully done. So the one of the biggest challenge that comes is about battery management system. So. We need to take. Very critical steps understanding about what kind of batteries we use and how the. Management of the battery thermal management system. How it happens? So that is one of the challenging area. Where it needs. Experimentation, as well as prior to experiment some simulations. And then, uh, the. Working cycles. How many cycles the battery will? Look out without getting. Uh, heated up. So these are the things which. Are they challenging and? Uh, that depends upon. The ongoing work.

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

I wanted to know. Given the experience that I have. Of nearly 11 to 11 1/2 years of teaching. And research. Am I food to the associate professor level? Or assistant. And the team. That I'm going to work.