Please start by introducing your professional journey in academia

OK, it's been. So basically I've done. My event and. 12:30 AM. All single. Then I went to Kolkata. For my. And then? I moved from IIT. Murder 6 deadline.

Sounds like there’s more to your story — you were saying you moved from IIT after a deadline? Go on.

So for my master's degree I mean. Mathematics with. Perfect and. After completed my masters from IIT Madras. Joint IIT Hyderabad. It Hyderabad. For my PhD. And in 2022? Basically, I completed my PhD. And then I. Can I move to Niger Bhubaneswar?

For my past postdoctoral research. For one year and two months.

Alright, so you’ve worked across several top institutions.

Okay, so you spent over a year and two months on your postdoctoral research at NIT Bhubaneswar. Can you tell me about a foundational mathematics concept you really enjoy teaching, and why you find it engaging for students?

No, no, sorry.

No worries, Dr. Let’s come back to that—can you share one mathematical topic you love introducing to new students, and what makes it rewarding for you as a teacher?

Umm. So, uh, actually. I want to codex one thing.

I get my first. Positive from Niger, from next door. Not no.

Alright, you mentioned you want to clarify something — go ahead, what would you like to codex or explain?

Alright, so your first positive move was from NIT Bhubaneswar, but it sounds like there's a bit more to the story. You were saying "not no" — can you clarify what you meant, or finish your thought?

Actually, it is. Niger gunster a nai ACR.

Actually, it is. Niger gunster a nai ACR. Niger Bhuvneshwar.

I hear you, Dr.—sounds like there’s some complexity in your move from NIT Bhubaneswar. Let’s set that aside for a moment. For your teaching, is there a mathematical topic that you feel sparks genuine curiosity among students, maybe something you look forward to introducing in your courses?

Mm-hmm.

So uh, it's basically the research position. That uh, after my PhD I moved to Niger, Bhubaneswar. That's full form is national. Instead of fines, education and Gitas. I need this basically discharge next to.

Okay, so you moved to NIT Bhubaneswar for your postdoctoral research after finishing your PhD at IIT Hyderabad. You mentioned the National Institute of Science Education and Research—sounds like your journey’s taken you through a range of environments. When you’re in front of a new class, is there a particular concept you find most effective for getting students excited about mathematics?

I get my. That, uh. In that case, uh. In that case, we can. Linear algebra Basic linear algebra like. Linear operator.

Okay, so you’d start with basic linear algebra concepts like linear operators.

And that eigenvalue. This type of things. Google. Basically that a. Kind of that. Missing that it. That imposed and give some household. So and linear things means that it has some. That very nice stuff.

Alright, you're focusing on eigenvalues and linear operators—those can definitely feel abstract for students. When someone's really stuck, what’s one analogy or concrete example you use to help them get that first “aha” moment?

So in that way I can. OK. So so initial thought is that. A scaling map. That yeah, that basically that eigenvalue. I can, yeah. I introduce eigenvalue by that uh. Tune into eigenvalue by the ingredients of test that is difficult, I can ex.

Friends like this that. A map taking a break. Two killing of the death.

Alright,

So you're using analogies like a map or scaling transformations to make eigenvalues more tangible. When those analogies still don’t land for a student, what do you try next to bridge the gap?

Friends like this that. A map taking a break. Two killing of the death. So this is. Yes, yes, yes, of course I.

You mentioned maps and taking breaks, and it sounded like you were about to explain how you'd help a student further. Go ahead, Dr.—how do you handle it when they're still not getting the concept?

Show. Basically I try to draw some. Geometry In the two-dimensional case I mean that R.

Dr.,

Then I try to do some gap and map. Then I try to explain. Today. OK, so. So in 12 standards we know that concept of length. Of a vector. So so. When general vector space, I mean for a. Yeah, then we can extend this length and ocean. Show that arbitrary vector. This I mean we can introduce many types of norm.

Right,

So for that norm we can introduce some. You need Bob. Can you repeat it?

Sure, I'll repeat the question. Given your experience guiding student research and projects, what's one way you encourage students to explore connections between abstract functional analysis and practical applications, say in AI or statistics?

So basically. OK. So whatever we do that partial differential equation. And but. That Laplace and other applications came.

Engadget student then. This is all this type of map basically. Linear function.

Dr.,

Alright, so you're highlighting how linear maps and geometric intuition help students bridge theory and application.

So this is from. 1st. So direction act. Actually, I'm not expert and I don't have. Any idea but? I want to exchange. Slow and of course, sign into a strict to learn this thing. And of course, I learn and I will.

So earlier you mentioned drawing geometric figures and connecting norms to length, and using analogies to help students get unstuck. Suppose you’re teaching a large introductory linear algebra class—maybe two hundred students, and you can’t use slides or a traditional lecture. How would you run a session that keeps everyone actively engaged with the material?

Yeah, basically. I live both, so uh. Mainly I make. Yeah, I make. Fly and 1st I will. Pigeon Flight. With some geometric. Yeah, then I will use both and. I try to. Learn in more detail.

And after my class I will. Share this slide to student because later they can. See that things and they?

Accreditation cycles can be pretty demanding—and sometimes departments find that outcome assessment data isn’t consistent across courses. If you joined our mathematics department and discovered that issue, what practical steps would you take to fix it?

Okay, so you share slides after class so students can review later. But let's focus on the accreditation side—when you see inconsistency in outcome assessment data, what's your first step to get the faculty on board and actually change the process?

Can you explain me why?

Alright, let’s shift gears a bit. Imagine this scenario: a student formally complains that you graded them unfairly, but at the same time, your department head is urging you to raise pass rates to improve departmental metrics. How do you handle that situation?

Mm-hmm.

So I didn't. I didn't understand. So can you. OK, so this is difficult situation. So of course the 1st. I. Page the student. That is absolutely and I want to I of course I discuss.

So I didn't. I didn't understand. So can you. OK, so this is difficult situation. So of course the 1st. I. Page the student. That is absolutely and I want to I of course I discuss. So what is the problem and where it's? Exactly. He don't understand. And and then I try to get. No, actually I talked to student and try to understand what is actually problem and. Why he has problems? Why he cannot follow my?

You said you'd talk with the student and discuss—can you walk me through exactly how you'd handle the conversation if the department head insisted you change the grade to help the pass rate?

Right, so you'd dig into the student's issues to understand their perspective. But say the department head keeps insisting you change the grade for metrics—what would you do if your professional judgment and their directive are at odds?

And then I. Then I try to develop myself. I also do. Discussions at 3:30. So right now, actually I can understand, but uh, I think, uh. I can handle that situation. Depends on that condition. And the situation there. And I am very confident about that. I can.

Alright, let's talk about connecting theory to professional outcomes. Given your background in geometric analysis and Banach spaces, do you have any industry collaborations or contacts that could help students land internships or jobs related to mathematics applications?

No, actually this is my weak point that I don't know much application.

No, actually this is my weak point that I don't know much application. So I only did that theoretical develop. Things and theoretical application.

No, actually this is my weak point that I don't know much application. So I only did that theoretical develop. Things and theoretical application. So I don't have the real life application or not industry actually.

Thanks for sharing that, Dr. Now, I need to ask about some core skills for this role. You’ve worked with advanced mathematics topics—can you walk me through a scenario where you’d teach a supply chain optimization problem using mathematical modeling or statistical methods?

You’re upfront about your focus on theory, Dr. That’s honest. So let’s pivot—when you’re teaching a lab course, how do you make abstract concepts accessible for students who struggle with the pure math?

No worries, you're clear that industry application isn't your strong suit. When you teach theory and lab courses, how do you make sure students who are less comfortable with abstract mathematics still feel included and able to participate?

Actually. So what I can do?

Alright, you’re asking what you can do to include students who struggle with abstract math.

So I can. We start this concept. Yeah. OK, so. I try to explain that abstract. Things in some. That, yeah. So every app. That can hire that. No sun is connected with that. 12 standard things so for. I'll try to explain that.

OK, in the I mean in. In the label of 12 standard things.

Okay, so you try to connect abstract ideas to what students already know from earlier studies. Switching gears, Dr., how do you handle exam duties—specifically,

You’re focusing on connecting concepts to the standard curriculum, which helps students relate. When you’re assigned exam duties, how do you design assessments that are both fair and rigorous for a range of abilities?

So, uh. Yeah. So this is a good question. So basically. I try to focus on some basic concepts.

Like that I first. So my question.

You focus on basic concepts for fairness in exams. If you have students with very different backgrounds,

Okay, you start with basics and build from there. When you’re guiding student research projects, what’s your strategy for helping them pick a topic that’s both challenging and realistic given their skills?

Can you tell me the flow that I can understand the question?

Sure, Dr. You want to understand the flow of my question. I’m asking: when you guide students through research projects,

So could you please little bit?

You want me to clarify a bit. So say a student is unsure what topic to pick for their research—how would you help them find something that matches their abilities and keeps them motivated?

OK, so first I try to understand that. Students account and. And also psychoanalyst and horse. That put in uh. Actually, we couldn't. Maybe I'll be inside. In which area he. Are interested in people who. So then I tie 2. With some problem.

Alright, so you try to understand the student's interests and background before suggesting a research problem. Now, Dr.,

So at related to. That concept actually. So OK. So based on his knowledge and background I try to develop.

Alright, so you tailor your explanation to the student's background. When you're presenting a complex proof,

When she comes. Like basically. So basically that. Depends on the problem, so. So if if I can use diagrams or? Some graph. Of course I will.

When she comes. Like basically. So basically that. Depends on the problem, so. So if if I can use diagrams or? Some graph. Of course I will. Use that thing.

Alright, so you use diagrams or graphs when the problem fits. Let’s shift—what’s your experience with industry projects or consultancy, Dr.? Can you share a real example where your mathematical expertise directly impacted a business or operational outcome?

Alright, so you use diagrams and graphs when the situation calls for it. Let’s shift—what’s your experience with industry projects or consultancy, Dr.?

So that is a way to fix. Then. So actually. I have a weakness on this thing that application and real life application. So I mainly. Did that your mathematics fix? Thanks, so I can apply in some. Mathematics. But outside that I don't have uh. IVF but uh. I know something but. Also not clear to me. Basically like. At linear algebra and other things.

Alright, you mentioned your main focus has been on mathematical theory and sometimes you find real-life applications a bit unclear. No problem. Did your PhD research involve any practical industry collaboration or was it purely academic?

The ah ah basically applied in that AH. That, uh. Actually, it is purely academic.

Alright, so your PhD was purely academic and focused on theoretical mathematics. Now, Dr., have you published any research in reputed journals? If so, what was the central contribution of your most significant paper?

So yes, that. I have I think. 5-6 foot publication in recruited journals. But, uh, from that Spencer publisher and that Taylor and. On 5th card. And so most. Contribution is this thing that uh, uh. One of the main tools in data. Is that Hanbani extension theorem?

Alright, you’ve got several publications and you mentioned the Hahn-Banach extension theorem as a central tool. When you teach this kind of advanced topic in a theory course, how do you balance rigor with accessibility so students don’t get lost?

That, but it is. Natural question that when that. So of course that. I try to explain that functional or whatever things I am doing.

Okay, so you try to explain the functional or whatever concept you’re teaching, focusing on clarity. Now, Dr., when it comes to evaluating students—what criteria do you use besides exam scores to judge their understanding and progress?

So I explained that in the two-dimensional things that R2. Show. So could you please? Repeat this 10.

Right, you mentioned using two-dimensional examples like R2 to help explain concepts. Here’s that last question again: when it comes to evaluating students, what criteria do you use besides exam scores to judge their understanding and progress?

So again, that, uh. I'll actually I will judge by how they understand things though I don't judge by that calculation things and other that uh. Technical things. So if they. Do mistake in technical things then still I can. Alt Patti. If they have. Stunning. That concept that. Is this thing happening?

Alright,

Then I try to give more priority of the student. Chilling with him. That, uh. Like. Is the problem and. And interested and. What type of things? He usually are interested in. Tweet that things that uh, so I, I try to go in his interest and. I try to. Teach him some basic. Things and try to give some motivation. Nestled at. I, I I. I study for some application and then I. Give the direction to the student that assaulted. He can be interested in this topic.

So you try to work with the student's interests, help them focus on basics, and motivate them by connecting to what excites them. Earlier you mentioned concepts like linear algebra and functional analysis—have you had a chance to teach both theory and lab-style courses, and how do you approach balancing the two in your classes?

Honestly thought experience. Show I did. In my. Show me resorts. See some Research Institute. Don't have that teaching experience?

Uh, things.

Alright,

Sounds like most of your experience has been on the research side, not so much classroom teaching. When you do need to explain complex material, how do you make sure your explanations are clear and well-structured?

OK.

Alright, you said "things"—I’m looking for specifics here. When you need to communicate a complex mathematical idea, what’s your process to make sure students or colleagues actually follow your reasoning?

I try to make a good note and then. Again, I2. Explain that things. In basic things that. Uh, just a higher dimens.

So you make careful notes and then try to explain things starting from the basics, building up to higher dimensions or complexity. Shifting a bit—have you been involved in any industry projects or consultancy work where you applied your mathematical expertise outside academia?

Can I speak with? Things. In. No.

Alright, you said "no" to industry or consultancy work. Since you're research-focused, have you worked with AI or machine learning techniques in mathematics—like applying statistical methods or DeepTech tools? If so, what's one practical scenario where you used them?

The way that they attended that mission. Many things, but. I have time and if I have. That I want to explore that idea. Of course I try to connect that pure mathematics things with the. Yeah, and things. Of course, the political. Start Bastille. I want to learn and I. Want to explore these things?

You mentioned wanting to connect pure mathematics to AI and statistical methods, and that you’re eager to explore those ideas further. Dr., have you published any research in peer-reviewed journals, and if so, what was the main contribution of your most recent paper?

Show. The main computer of my recent paper and I am the corresponding.

Show. The main computer of my recent paper and I am the corresponding. Hole ah Yes, uh, so. Since the position.

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

Of course, go ahead—what’s your question about the position?

Award duty for this position, Sir. Actually I would like to. Show hot. Basic duty of this position it is mainly.

Award duty for this position, Sir. Actually I would like to. Show hot. Basic duty of this position it is mainly. The audit, sport research and teaching things No, it's OK.

Okay, so you’re asking about the basic duties for this position. Let me check the official requirements for you. The main duties for this position include teaching both theory and lab courses in mathematics, guiding student projects and research, evaluating students, and helping with curriculum development. You'll also be expected to contribute to research publications and possibly get involved in industry projects or consultancy. Anything else you'd like to know about the role or the team?