Hello.

Please start by introducing your professional journey in academia

So hello. Good evening. I am Doctor Mehran Sahu. And uh. I have completed my PhD from IIT BHU. In mechanical engineering. Thermal and fluid engineering specialization. From ITBHU. After that I have completed. Currently I am working as a project. Scientists at IIT Kanpur. In sustainable energy engineering. And we are working on the battery thermal management and thermal energy storage system. And my expertise includes. Heat transfer and fluid. Fluid Engineering. And CFD. And the battery thermal. System energy storage system. As well as uh. Machine learning optimize. So so far I have published. More than 10 research publication. And the conferences? And I have all. I have an also experience. In teaching. With undergraduate and postgraduate students. And currently I am looking for a. Role in academia. For contributing teaching and research. This is my brief introduction. Hello. Are you able to? Am I audible?

So hello. Good evening. I am Doctor Mehran Sahu. And uh. I have completed my PhD from IIT BHU. In mechanical engineering. Thermal and fluid engineering specialization. From ITBHU. After that I have completed. Currently I am working as a project. Scientists at IIT Kanpur. In sustainable energy engineering. And we are working on the battery thermal management and thermal energy storage system. And my expertise includes. Heat transfer and fluid. Fluid Engineering. And CFD. And the battery thermal. System energy storage system. As well as uh. Machine learning optimize. So so far I have published. More than 10 research publication. And the conferences? And I have all. I have an also experience. In teaching. With undergraduate and postgraduate students. And currently I am looking for a. Role in academia. For contributing teaching and research. This is my brief introduction. Hello. Are you able to? Am I audible? Hello. Am I audible one?

You've taught both undergraduate and postgraduate students. Can you describe a foundational concept in thermal or fluid engineering that you especially enjoy teaching, and what makes it rewarding for you?

Okay, so you’ve worked on battery thermal management and taught undergrads and grads. When you introduce heat transfer to new students, what’s your go-to way of making the concept click for them?

Hello your.

Hello your. Wife, can you repeat again? Advice is not. Audible to me. So please. Can you repeat once again?

Alright Dr. Sahu, I hear you. Just to clarify, I’d like to know — when you introduce a basic concept like conduction or convection to new students, what teaching method or analogy do you find works best to help it really stick?

Sure, I'll repeat the question for you. When you introduce heat transfer to new students, what’s your go-to way of making the concept click for them?

So heat transfer is. Basically the transfer of. Heat, uh. Will be a competitive. And basically in. Our this phenomena takes place. Like if. We are ah. Shipping fee. That is a hot. And which which will interact with the? Surrounding and. Then eventually it will cool down South. There will be. Transfer of heat from. Higher temperature to. Lower temperature. That is the basic example of. Heat transfer. Hello.

Alright, so you used the example of a hot object cooling down to explain heat transfer. When you teach this, do you usually bring in any hands-on demonstrations or experiments to help students grasp the concept more concretely?

Yes. We can use T as I is. I already told T as. Example there. Lot of heat transfer application. In our day-to-day lives. Like. In let's say. When we are. Feeling so hot and. When we go into the iffy room. And they are. Temperature is lower.

Yes. We can use T as I is. I already told T as. Example there. Lot of heat transfer application. In our day-to-day lives. Like. In let's say. When we are. Feeling so hot and. When we go into the iffy room. And they are. Temperature is lower. So there will be a. Interaction between. Body temperature. So the heat transfer. That there are. Examples through which I can explain. How the heat transfer takes place?

Right, so I see your PhD thesis focused on “Numerical and Experimental Studies on Single-phase Natural Circulation Loop using Water and Oil-based Hybrid Nanofluids.” Can you walk me through a time when you had to explain the core ideas of that research to students who weren't specialists in the field?

Okay, so you like to connect heat transfer to everyday life, like moving from a hot environment to a cool one. When you’re explaining the technical side to students—say, conduction versus convection—how do you decide which analogies or demonstrations will work best for undergraduates versus postgraduates?

So OK, so best. Basically. Conduction takes place. In a. A solid object. Where it's. Heat transfer is. Due to the lattice vibration and. Transfer of free electrons. Where convection is a bulk. A fluid of motion. This takes the heat. From the hot surface. Or the. The body. Which is maintained at some temperature. So. In for explaining this. I will for conduction I. Heat Heat a rod from one end.

So OK, so best. Basically. Conduction takes place. In a. A solid object. Where it's. Heat transfer is. Due to the lattice vibration and. Transfer of free electrons. Where convection is a bulk. A fluid of motion. This takes the heat. From the hot surface. Or the. The body. Which is maintained at some temperature. So. In for explaining this. I will for conduction I. Heat Heat a rod from one end. And and. Touch, Touch that rod. At the other end. With hand then I feel. The temperature at the other end. That will be hotter. So. That phenomenon is taking due to the. A conduction mode. A while in convection. As I already. Told that. To the room. My body. Will be cooled. Due to the convection. Force basically the. The cold air which will which is blown. By the AC. And that comes in contact. With my. Body and. And that will take away the heat from my body.

Alright, so for conduction you heat a rod and show the temperature spreading — pretty classic. In your research on battery thermal management, have you ever brought in examples from those projects to help students connect classroom theory to real-world engineering challenges?

So OK, so best. Basically. Conduction takes place. In a. A solid object. Where it's. Heat transfer is. Due to the lattice vibration and. Transfer of free electrons. Where convection is a bulk. A fluid of motion. This takes the heat. From the hot surface. Or the. The body. Which is maintained at some temperature. So. In for explaining this. I will for conduction I. Heat Heat a rod from one end. And and. Touch, Touch that rod. At the other end. With hand then I feel. The temperature at the other end. That will be hotter. So. That phenomenon is taking due to the. A conduction mode. A while in convection. As I already. Told that. To the room. My body. Will be cooled. Due to the convection. Force basically the. The cold air which will which is blown. By the AC. And that comes in contact. With my. Body and. And that will take away the heat from my body. So that phenomena I will explain. For the conviction. Can we move to the next question?

Alright, so you use hands-on demos like heating a rod for conduction and real-life examples for convection. In your research on battery thermal management, have you ever brought in examples from those projects to illustrate complex concepts for your students?

Alright, so you actually use physical objects and real-world situations to help students visualize conduction and convection. In your work on battery thermal management, have you brought examples from those research projects into your classroom to illustrate advanced heat transfer concepts?

Uh, no. Until now I haven't demonstrated but. Management to the student. And I will definitely. So actually currently I am working. As a project scientist.

Uh, no. Until now I haven't demonstrated but. Management to the student. And I will definitely. So actually currently I am working. As a project scientist. So I have left. The students.

Uh, no. Until now I haven't demonstrated but. Management to the student. And I will definitely. So actually currently I am working. As a project scientist. So I have left. The students. So actually. There is a power cut.

Uh, no. Until now I haven't demonstrated but. Management to the student. And I will definitely. So actually currently I am working. As a project scientist. So I have left. The students. So actually. There is a power cut. So sorry for this.

Okay, so you haven’t yet brought your battery thermal management research directly into your teaching, but you’re interested in doing that once you have a more formal academic role. Let’s shift gears—your PhD thesis focused on “Numerical and Experimental Studies on Single-phase Natural Circulation Loop using Water and Oil-based Hybrid Nanofluids.” Walk me through a time when you had to explain the core ideas from that thesis to someone without a technical background. How did you approach it?

Right, so you haven’t had the chance to bring your current research into teaching since your role doesn’t involve direct student contact right now. Earlier, you mentioned more than ten research publications—can you pick one that you’re especially proud of and tell me how its findings could influence the way you’d design a lab or classroom exercise for undergraduates?

Right, so you haven’t had a chance to bring your current research into teaching since your role doesn’t involve direct student contact right now. Earlier, you mentioned more than ten research publications. Can you pick one specific paper or project and walk me through how you’d simplify its core ideas for an undergraduate class?

Right, so you haven't had the chance to demonstrate battery thermal management for students yet, but you're thinking about it for the future. Earlier, you mentioned publishing more than ten research papers and conference presentations. Can you pick one specific publication and walk me through how the research from that work could inform or enhance your classroom teaching, especially for undergraduates?

There is power so I can.

There is power so I can. Uh, can you repeat once again? That question.

Alright, sounds like the power situation is affecting things for you. Given your background in both research and teaching, how do you approach guiding students on their own research projects, especially when they’re new to experimental work?

You mentioned there's a power issue, no worries. Just to repeat the question—can you pick one of your specific research publications and walk me through how you could use that work to inform or enhance your classroom teaching, especially for undergraduate students?

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop.

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop. So basically natural circulation loop is a. Heat transfer device. Which is uh. Work without. Using any pump. Basically in in heat exchanger. In order to float the fluid. Inside a be used basically a. Pump so. With this using this. Natural circulation loop. We doesn't require any pump.

So your PhD work was on natural circulation loops. Thinking about how you'd guide a student project in that area—what steps would you take to help an undergraduate move from understanding the basics to designing their own experiment?

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop. So basically natural circulation loop is a. Heat transfer device. Which is uh. Work without. Using any pump. Basically in in heat exchanger. In order to float the fluid. Inside a be used basically a. Pump so. With this using this. Natural circulation loop. We doesn't require any pump. So in this regard. That that I have studied. Basically. There, there were a lot of. Flight geometry. And this is an operating condition. As well as the various. A heat transfer enhancement Fluids. Like hybrid nanofluids and ternary hybrid nanofluids.

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop. So basically natural circulation loop is a. Heat transfer device. Which is uh. Work without. Using any pump. Basically in in heat exchanger. In order to float the fluid. Inside a be used basically a. Pump so. With this using this. Natural circulation loop. We doesn't require any pump. So in this regard. That that I have studied. Basically. There, there were a lot of. Flight geometry. And this is an operating condition. As well as the various. A heat transfer enhancement Fluids. Like hybrid nanofluids and ternary hybrid nanofluids. So, uh, basically. So in. For the strength I will. Demonstrate. And explain. How the natural circulation loop work?

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop. So basically natural circulation loop is a. Heat transfer device. Which is uh. Work without. Using any pump. Basically in in heat exchanger. In order to float the fluid. Inside a be used basically a. Pump so. With this using this. Natural circulation loop. We doesn't require any pump. So in this regard. That that I have studied. Basically. There, there were a lot of. Flight geometry. And this is an operating condition. As well as the various. A heat transfer enhancement Fluids. Like hybrid nanofluids and ternary hybrid nanofluids. So, uh, basically. So in. For the strength I will. Demonstrate. And explain. How the natural circulation loop work? Basically. The natural circulation loop is work on the. Density driven. Flow so. So there is a rectangular loop. In which? There will be a heater. And the one side arm. And there will be a cooler. And the other side. So when the heater is activated. The heat will be transferred. To the. Ah, theater and. Then the heater will heat the fluid.

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop. So basically natural circulation loop is a. Heat transfer device. Which is uh. Work without. Using any pump. Basically in in heat exchanger. In order to float the fluid. Inside a be used basically a. Pump so. With this using this. Natural circulation loop. We doesn't require any pump. So in this regard. That that I have studied. Basically. There, there were a lot of. Flight geometry. And this is an operating condition. As well as the various. A heat transfer enhancement Fluids. Like hybrid nanofluids and ternary hybrid nanofluids. So, uh, basically. So in. For the strength I will. Demonstrate. And explain. How the natural circulation loop work? Basically. The natural circulation loop is work on the. Density driven. Flow so. So there is a rectangular loop. In which? There will be a heater. And the one side arm. And there will be a cooler. And the other side. So when the heater is activated. The heat will be transferred. To the. Ah, theater and. Then the heater will heat the fluid. In the vicinity of the. Flute vicinity. And that. Flow move upward due to the. World density and. The Symphony. Then the cooler will be activated.

So in your PhD, you worked on natural circulation loops as a heat transfer device that doesn't need a pump. If you were to teach this concept to undergraduates who might only know basic heat exchangers, how would you break down the underlying physics in a way that helps them grasp why the natural circulation happens without a pump?

OK, so. So, uh, basically. In my PhD. I have worked on the. Natural circulation loop. So basically natural circulation loop is a. Heat transfer device. Which is uh. Work without. Using any pump. Basically in in heat exchanger. In order to float the fluid. Inside a be used basically a. Pump so. With this using this. Natural circulation loop. We doesn't require any pump. So in this regard. That that I have studied. Basically. There, there were a lot of. Flight geometry. And this is an operating condition. As well as the various. A heat transfer enhancement Fluids. Like hybrid nanofluids and ternary hybrid nanofluids. So, uh, basically. So in. For the strength I will. Demonstrate. And explain. How the natural circulation loop work? Basically. The natural circulation loop is work on the. Density driven. Flow so. So there is a rectangular loop. In which? There will be a heater. And the one side arm. And there will be a cooler. And the other side. So when the heater is activated. The heat will be transferred. To the. Ah, theater and. Then the heater will heat the fluid. In the vicinity of the. Flute vicinity. And that. Flow move upward due to the. World density and. The Symphony. Then the cooler will be activated. The water will be cooled and due to the high. Density that. Goes down and in this way there will be a. Circulation of fluid. In loop. So this. Circulation loop. Has various applications like it is used in. Solar water heating system. Nuclear reactors. The nuclear Nuclear reactors and. Electronic coolings applications.

So you explored natural circulation loops in your PhD, especially looking at different geometries and enhanced fluids like hybrid nanofluids. If you were guiding an undergraduate student through a project based on this, how would you help them connect the experimental results they get in the lab to the underlying theory they've learned in class?

Given your background in thermal and fluid engineering, where do you see the most promising or fundable research directions over the next few years? What kinds of grants or external funding would you pursue to support that work?

Okay, so you're describing the natural circulation loop and how it works without a pump, driven by density differences. If you were aiming to attract research funding for this area—maybe for scaling up or applying it in industry—what kinds of grants or collaborations would you pursue, and how would you position this research to make it competitive?

Okay, so you're describing how the natural circulation loop works, especially the density-driven flow and the use of enhanced fluids like hybrid nanofluids. If you were to use this as a case study in class, how would you adapt the complexity of the research for undergraduates who might not have much background in advanced thermofluids?

Alright, so you’d use your work on natural circulation loops to show undergraduates how heat transfer devices can operate without pumps, and you’d connect it to real-world systems like solar water heaters and nuclear reactors. Thinking practically, if you wanted to turn that research into a funded lab project here, which agencies or industry partners would you target for grants, and what makes your approach competitive for funding?

So these natural circulation loop. Is basically. A device which? Which does not use any pump. In this way. There were a lot of up. Facilities, uh. Uh, where we can. Run the. Systems without using. Pump, uh. Which will basically. Have several. Like without using pump it will. Reduce the maintenance cost. And its operating cost as well as? Initial cost. So like in solar water heating system? There there is a. Thermo Siphons. Effect uh. Which can which which is used in? The water heating systems. And that can be used. And basically. Nuclear turf. I post 2. Uh, BS. And for that? Basically in this. In this. That the cooling. Reactor cooling of reactor core core is very important.

So these natural circulation loop. Is basically. A device which? Which does not use any pump. In this way. There were a lot of up. Facilities, uh. Uh, where we can. Run the. Systems without using. Pump, uh. Which will basically. Have several. Like without using pump it will. Reduce the maintenance cost. And its operating cost as well as? Initial cost. So like in solar water heating system? There there is a. Thermo Siphons. Effect uh. Which can which which is used in? The water heating systems. And that can be used. And basically. Nuclear turf. I post 2. Uh, BS. And for that? Basically in this. In this. That the cooling. Reactor cooling of reactor core core is very important. So we. That takes place. Role in the nuclear. Power plants. So, uh, that nuclear. India power plant, if we will. Not have a relax. Cooling system that. There will be a. Hazardous situation, then. Will be a pioneer. So that. That is a very. A good. Application. In a nuclear industries. And also I can be. It can be used in. If his application. Where I can? I can approach to various. EV industry.

Okay, you highlighted how natural circulation loops can cut costs and improve safety in places like nuclear reactors. Shifting to practical impact—how have you used your research expertise to actually secure funding or collaborations so far, or how do you plan to make that happen to help drive growth at an institution like VIT University?

You highlighted how natural circulation loops can cut costs and improve safety in places like nuclear reactors. Shifting to practical impact—how have you used your research expertise to actually secure funding or start collaborations, and how do you see that supporting VIT University's research growth and reputation?

So these natural circulation loop. Is basically. A device which? Which does not use any pump. In this way. There were a lot of up. Facilities, uh. Uh, where we can. Run the. Systems without using. Pump, uh. Which will basically. Have several. Like without using pump it will. Reduce the maintenance cost. And its operating cost as well as? Initial cost. So like in solar water heating system? There there is a. Thermo Siphons. Effect uh. Which can which which is used in? The water heating systems. And that can be used. And basically. Nuclear turf. I post 2. Uh, BS. And for that? Basically in this. In this. That the cooling. Reactor cooling of reactor core core is very important. So we. That takes place. Role in the nuclear. Power plants. So, uh, that nuclear. India power plant, if we will. Not have a relax. Cooling system that. There will be a. Hazardous situation, then. Will be a pioneer. So that. That is a very. A good. Application. In a nuclear industries. And also I can be. It can be used in. If his application. Where I can? I can approach to various. EV industry. Like cool off. Fully passive cooling of. EV batteries. Where B doesn't mean any. Pump 2 circulates, which will. Reduce the pumping power. So we move to. Next question. Or if you want to ask. Something from this question of. You cannot. Show there are basically various. Funds Light. DST an RF. And drdo ISRO. Through which we can. A rotate proposal. For the funding.

You mentioned DST, NRF, DRDO, and ISRO as funding sources, and also pointed out the value of passive cooling for EV batteries and nuclear safety. Since you have experience teaching both undergraduates and postgraduates, how would you design a new course curriculum in an emerging field like Smart Manufacturing, specifically to align with VIT University's focus on industry relevance and innovation?

So as I have an experience in multi thermal management system. So I will design a course. For the. Battery thermal. Management system. In which? Basically I have all. Have an experience? In developing this course. With my post doc supervisor. On the battery thermal management system. And this course will be very helpful. To the. Graduate as well as postgraduate student. Uh, those who will. Pass out and go to. Industry. Uh. That is the. That is the. Very urgent need. Of the. Of this time. So basically. All the EV. Will require uh. The knowledge of this. So by design. This BT score. The students will. Understand how the EV works. And how to? How to manage this? The manage the. Performance of EVs. Like, uh. If we will. About the. But we will. Understand at what temperature. The batteries would be operated. To get performance. I have uh, to enhance the life of the batteries. And also to enhance. Longevity of the. Batteries.

Alright, so you'd design a battery thermal management course rooted in your research and recent experience, with a focus on practical skills for the EV industry. Given VIT University's emphasis on both academic rigor and industry collaboration, how would you bring in real-world projects or partnerships to make sure students get hands-on exposure to the latest smart manufacturing trends?

So. Uh, if see that. Uh, in incoming. 10 to 12 years. All the. Jones will be converted into the. Uh, evis as our government is focusing. Towards the uh. Green energy.

So. Uh, if see that. Uh, in incoming. 10 to 12 years. All the. Jones will be converted into the. Uh, evis as our government is focusing. Towards the uh. Green energy. Green and clean energy concept. So after. 2050 Our. Our AH. Our government is decided.

So. Uh, if see that. Uh, in incoming. 10 to 12 years. All the. Jones will be converted into the. Uh, evis as our government is focusing. Towards the uh. Green energy. Green and clean energy concept. So after. 2050 Our. Our AH. Our government is decided. To convert into the. Full-fledged. Green energy.

You mentioned earlier how you use real-life examples like heat transfer in daily life to help students engage with tough concepts. Suppose you’re teaching a class of 200 students and you can’t use slides—how would you keep everyone actively involved and not just passively listening?

So. Uh, if see that. Uh, in incoming. 10 to 12 years. All the. Jones will be converted into the. Uh, evis as our government is focusing. Towards the uh. Green energy. Green and clean energy concept. So after. 2050 Our. Our AH. Our government is decided. To convert into the. Full-fledged. Green energy. So all the industries are. Uh. Even if. Engine into the. Electric vehicles. So due to. That there will. A lot of opportunities.

You brought up government initiatives and the future demand for EV knowledge, which ties directly to institutional priorities. 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?

You brought up the government’s push for green energy and how that’ll drive demand for EV expertise, which lines up with what universities like VIT need to teach. 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?

So. Uh, if see that. Uh, in incoming. 10 to 12 years. All the. Jones will be converted into the. Uh, evis as our government is focusing. Towards the uh. Green energy. Green and clean energy concept. So after. 2050 Our. Our AH. Our government is decided. To convert into the. Full-fledged. Green energy. So all the industries are. Uh. Even if. Engine into the. Electric vehicles. So due to. That there will. A lot of opportunities. That will be. For our. It couldn't that who will work. And contribute towards. In EVs. There be a lot of. Uh, battery. And cooling system. That that has to be manufactured. So in order to design. The battery. And the battery. Battery holders and all the components related to batteries. Or even. In the. Uh, conducting. This additive manufacturing is coming. Into. Role so. There will be a lot of opportunities. That will be helpful for the. Our student. In the coming future.

You tied your curriculum ideas to the coming wave of EV adoption and government green energy targets, which fits VIT’s push for industry relevance. Now, beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees, program reviews, or accreditation work?

You tied your curriculum ideas to the future wave of EV adoption and government green energy targets, which really fits VIT’s focus on industry readiness. Now, beyond teaching and research, what role do you see yourself playing when it comes to department governance—like curriculum committees, program reviews, or accreditation work?

So basically. I will see. See I will also. Working to see me as a. In administrative phase. And they're also helping. The writing. Pojo's policies. Which will be. Which will be. Full uh. Uh, contribute the sustainable future of our. Country. So in this regard I. Try to uh. Health in in these domain also Can you repeat the question again?

Of course, here’s the question again. Suppose a student makes a formal complaint that your grading is biased, and at the same time your department head is pressuring you to improve pass rates. How would you handle that situation, balancing academic standards with the expectations from your department?

Show first of all. First of all. If the student is complaining.

Show first of all. First of all. If the student is complaining. If if that has to be checked.

Show first of all. First of all. If the student is complaining. If if that has to be checked. That means. If I. Clearly biased or not.

You started by saying if a student complains, but didn't finish your thought. Go on—how would you respond in practice if you were in that situation?

You started to say you'd check if the student's complaint is valid. Walk me through what steps you'd actually take to investigate, and how you'd respond if the department head disagreed with your process. You started by saying if a student complains, but didn't finish your thought. Go on—how would you respond in practice if you were in that situation?

Okay, so you’d start by checking whether there’s actually any bias in your grading. Let’s say you review your process and are confident it’s fair, but the department head still insists you raise the pass rate. What would you do next?

Show first of all. First of all. If the student is complaining. If if that has to be checked. That means. If I. Clearly biased or not. If I am. I asked that. I will try. Two, I will talk with the student. That why he is telling. And uh. I don't think. Uh. I I don't think that. Go to. Satisfy the. Student. Student question. I will. Do him pass? Without doubt. Any. If if if he's actually pause or not. Like like. I will not. A lot of if. He's really not. Getting pass.

So, you'd talk to the student first to understand the complaint, but you wouldn't just pass a student to satisfy them or the department if they haven't met the requirements. If your department head still insisted you raise pass rates despite your standards, how would you defend your grading approach while handling that pressure?

So in this regard I. First see why this is happening, why the students are getting failed. What is the root cause of that? So I will focus on that. And I will. Try to find the root cause and I will work on that. And definitely. Only improve. The result of. Class Yes, so. As here are. I'm working. IIT Kanpur. On this battery thermal management system. And I have passed out from. Iat BHU. There are facilities regarding battery thermal management system. Which can be carried out by collaboration.

Yes, so. As here are. I'm working. IIT Kanpur. On this battery thermal management system. And I have passed out from. Iat BHU. There are facilities regarding battery thermal management system. Which can be carried out by collaboration. I can help out. And industry collaboration. There's various of my friends. Who are working on the industries? I can talk with. I'm on the. Ah, which is related to. EVs and. What new? We can do. New. Research we can come up with. And we? Click on that and we can. Send our student to there for in. And for? The training purpose.

Alright, Dr., thanks for sharing your experience with collaborations and facility access. Now, I need to quickly touch on a few core skills before we wrap up. Could you describe a time when you guided students through a research or capstone project—what was your approach to supervision, and how did you support their progress?

Alright, so you have connections at IIT Kanpur and among industry colleagues, and you've actually helped students get training and hands-on work through those relationships. Thinking about student evaluation, can you give me a specific example of how you've handled grading or exam duties in a way that ensured fairness and transparency?

Uh, can you repeat question against actually? 2nd.

Uh, can you repeat question against actually? 2nd. I haven't understood. Understood.

Sure, here’s the question again. Can you give me a specific example of how you’ve handled grading or exam duties in a way that made sure everything was fair and transparent for your students?

Okay, noted.

Sir, repeat the question again.

Sure thing, here’s the question again. Can you give me a specific example of how you've handled grading or exam duties in a way that ensured fairness and transparency?

Yeah, so in my uh. Uh, in my. During my PhD as well as. I have all types of system. So ah. My marking system is. As per our. Ah ah, university. My college. Based on that. I have provided. I am providing and the marks what? The exactly the student has got. And that only. I have provided.

Alright, Dr., we're almost at the end. Is there anything you'd like to ask about the role or the team at this point? You can ask up to two questions if there's anything on your mind.

So I want to ask. The very specific. Role AH for this post. In Vit. That it is a research. Post or it is a teaching plus research post. Have you got my question?