Good day, Avijit Bardhan. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Yes, I'm ready.

Please start by introducing your professional journey in academia.

Uh, good evening. Uh, first of all, myself, uh, Doctor Abhishek Bardhan.

And.

I have Brazilian family working as assistant professor.

And don't go engineering college at Donka, it is situated in Jharkhand. It is semi government college you can say.

Uh, it is uh, establishing as it is established by government of Jharkhand and uh, take.

Thank you for sharing that.

I, I have worked, uh, I have completed my intake and PhD in water resources. Presently I'm guiding teaching also, I'm teaching what subjects on Melee and guiding students on water resources related and mainly major water resources problems and related.

Same topic areas.

Professor, let's begin by discussing your expertise in Water Resources and Hydrology. Could you explain a

In that.

Understood, Professor. Could you highlight a significant water resources problem you've guided or worked on recently? What was the approach or methodology applied to address it?

Uh, yes, Sir. Uh, I have guided, uh, presently one, uh, climate change related issues on, uh, soil water, uh, availability in, uh, present and, uh, we have projected for future scenarios also, which will help this agricultural aspect as well as water availability aspect as we know this. We evaluated with the respect of.

Blue water as we know, blue water and green water availability.

Thank you, Professor. Could you elaborate on how you incorporated blue water and green water evaluation into future projections? Specifically, what kind of models or tools were employed in this analysis?

Uh, yes, Sir, actually brew water, uh, green water component are the, uh, availability of water, uh, basically, uh, for uh, one is for milli blue water flow and one is green water storage. So we have computer first two we have calculated with the best software like. ARC GIS and ARC SWAT we have used then we have evaluated the.

Water balance components present as well as history. With respect, then we have projected for future scenarios with climate change projection.

Scenarios CMIP 5 we have used and based on that we have the compared the historical scenarios means this is we can say this ensemble scenarios and we up to we have projected up to near future means 2040.

And we have compared the water availability which is at present scenarios and history scenarios as well as which is going to be happen means in project in future scenarios.

Thank you, Professor. Let's shift focus to your teaching capabilities. How do you approach teaching both theoretical and laboratory courses to ensure students grasp complex hydrological concepts effectively?

These are actually in first I used to assess how the student are grabbing it properly or not what I'm telling. Then I used to access all these things. Then I used to go for.

It's evolution. It means from student also and from higher authorities also by getting feedback from them.

And, uh, when I access this, uh, uh, to my teaching and I used to improve, uh, for the next semester or next year even, uh, I used to teach, uh, when I'm taking labs, uh, related to water resources like, uh, some infiltrations and as whatever is in their jot syllabus of BTEC only.

So.

I and soil water availability taste. I used to.

For infiltrations also for soil moisture availability test also.

So the how they perform this this based on that I can get that feedback.

I see, Professor. You've described a hands-on teaching approach with iterative feedback. How do you ensure these methods help students connect theoretical knowledge with real-world hydrological applications and challenges effectively?

Uh, actually, Sir, uh, those are, uh, mainly real life issues only, uh, how soil, what they used to access the soil water, how they will measure and, uh, infiltration, whatever what they are reading in textbooks, uh, so they can get it. And presently in my college don't have. Pan evaporimeter. So I used to take them to universities.

Our university is Jharkhand Universities, University of Technology. So they to get I mean.

And they used to measure that.

And.

And so based on this feedbacks based from a student as well as the.

Internal assessments of governing bodies, So that is the point.

Understood, Professor. Let's explore your experience with student evaluation and exam duties. Could you outline your process for designing effective evaluations or exams that test both theoretical understanding and practical application in hydrology?

Can you repeat, Sir?

Of course, Professor. Could you explain your process for designing exams or evaluations that test both theoretical knowledge and practical application in the field of hydrology?

Yes, Sir, Actually first I used to whatever I am teaching, I used to uh provide some first, uh, some small, uh, exercise problems like numerical, small numerical like how they will calculate uh, from, uh, totally as a, as example from return period, how they will evaluate.

Probability. Then if they calculate the probability of occurrence.

Of that then I used to ask them to calculate probability of non occurrence means. That means like that how P with the when they calculate P then they they can calculate.

Means problems are non means 1 -, P like that how they then means I have to give a little.

Hard issues means as per bloom taxonomy. So means after analysis means two times.

In in successive years means 15 successive years and or not at all occurring in upcoming 20 years means upcoming in 20 successive years. Then these are the like the example I am telling for theory classes and sometimes just now I what I have said for lab classes. Sometimes I I used to 1st I used to perform. One lab experiment in front of them and I used to tell them.

Do how to perform that?

Along with my technical assistant. So then I have to change means same. I'm not giving same problem. So I'm changing the soil. Sometimes I'm changing the conditions so that they can first then then then they they have to understand the process then only they can perform.

As in the class as well as in the lab class. So I'm completing this. I mean as well as the first bloom taxonomy level means first they are understand, remembering, understanding, then they are able to analyze that.

Thank you, Professor. Now, let's discuss guiding student projects and research. Could you describe your approach when supervising students on hydrology-related research projects? How do you ensure they develop critical thinking and independent research skills?

Uh, presently, Sir, I'm guiding one PhD students and she is he has completed one year recently and just he completed in course work and presently we are working on SWAT model.

Along with ARC GIS, so we are trying to evaluate some.

Means hydrological components related to 1 refurbishing, Indian refurbishing only and along with that we are working on.

And and you have more transpiration component as well as soil moisture components.

With my students and I have guided near about 5 BTEC projects undergraduate project. So where I have evaluated 1 thesis is mainly related to ecosystem service value evolution presently that is. I'm also shifting my research in that area because that is a burning topic.

And some two of two PM undergraduate thesis I have cavited for animal borrowed soils. Presently I'm working on that animal borrowed soils means like snake borrowed soil that is classified into mainly. As per literature we have classified in three categories mainly 1 is. Insane what means where snake used to tease like we as we know snake don't make any.

Borrowed so sneakers to capture another another animals houses so first that is rat soil they used to stay there and white and soil also they used to occupy and and combined means rat swell and snake. Borrowed soil in our eastern India like in the zone of Jharkhand and part of West Bengal, Bihar. Who is to see combined means? White Ant and rats well combined where after the borrows of rat.

So what aunt used to?

Use those borrowed soil, what they have, what those rats have borrowed and they used to make their termite home and so wolves what we used to say. So that is the main I have guided 2B tech project on that and I have guided hydrologically obviously climate change issues.

Related to flood plains of, uh, so on Rekha river basins and, uh, presently I'm guiding, uh, on, uh, R1 ecosystem service values related to our municipal. I'm staying at Donka, so in uh, Dunka region, I'm working on that.

Thank you for the detailed explanation, Professor. Let's now discuss your communication and teaching approach. How do you structure your lectures or presentations to maintain clarity and engagement, especially when dealing with complex hydrological concepts?

Uh, yes, Sir. Uh, first, uh, I used to for basic introduction, I used to use obviously, uh, what, uh, board marker.

And after detailing after breaking some details, let's say.

If any haddog graph topic is there or any principalization topic is there. So I used to explain first basic things, whatever the basic things on that means background summary, what is there and then some I used to open some. Some of my prep is what I used to prepare for every lecture.

And I used to modify them as per syllabus. What whenever revised like after 2022 the my university has revived so I have to modify that. Then after briefing two or three slides again I used to use.

My board, white board and marker and in size to collaborate means PPT not along with PPT means PPT and.

Uh means board and marker. Then I used to go to students. Means you know, as all students are not.

Able to grab everything and this is a means Tarkan state. This is in Jharkhand state so most of the more than 70% people are from.

They have very, uh, what I have feel that, uh, they have, see a few peoples are very less understanding. So I have to go to them and interact with them and whatever drawbacks they are feeling, uh, if they are not getting that point, so I have to go to them, then I have to ask them what are the issues. And again, I have to try to explain them. Then I have to continue. But even though this process is slow down the total process, but I have to take the whole class.

Poor background and. They are from category background so.

That's the word.

Thank you, Professor. Your approach demonstrates adaptability and care for student understanding. Shifting now to your academic credentials, could you confirm if your PhD specialization directly pertains to water resources or hydrology? Additionally, could you briefly touch on the core focus of your doctoral research?

Yes, Sir, My first of all my title, my PhD thesis is hydrological modeling of river basins using physically based models. We have mainly focused on hydrological modeling using physically based models. What are the not means so many artificial intelligence models are there, but we are mainly focusing on. Physical models.

We have used, uh, this, uh, uh, for routing of low component, we have used, uh, this masking on method and, uh, for, uh, this, uh, runoff consideration, we have used this car number technique means As for LULC.

Of that area, first two we have the access this means basic means historic run, historical period, then we have evaluated for present.

Observe data. Then we have evaluated best evaluated the model runoff. Obviously, we best fitted the calibrated the slot model. Then we have evaluated stream flow and other water balance components also. Then in next, we have calculated the impact of climate change on stream flows as well as.

Water balance component and along with we have estimated low flow so we have.

Calculated the impact of emulated the impact of climate change and low flow also. Then in next chapter of my thesis we have evaluated.

This uncertainty and non disciplinary analysis we using means on stream flow, mainstream flow and only for mainstream flow and low flow we used probability density function and cumulative distribution function.

So this two probability concept we have used and.

Those two components used to help us in uncertainty and non stationary analysis. We have projected for as we just now have told that we have calverted for future also future projection. Also we have functioned so we should not only based on only PM means history land use. We have used IDW method to project the future land use land cover scenarios changes, changes.

For the future scenarios and along with that I have used this.

Confidence limit interval because we have calculated just now what I have said that blue water and green water component analysis for means for present, present scenarios, means observed period and history period as well as we have projected for means.

Future scenarios means we have used U-95 and. Scenarios means upper bound limit and lower bound limit.

B95-U-95 scenarios it's 2095% confidence limit is there and with the P value of 0.05.

And, uh, that, uh, those after this all consideration, we, uh, given some adaptation strategies, uh, to the, obviously we have worked on upper western and we have provided some adaptation strategies related to climate change scenarios on, on, on.

For a few up to 20 near future Near future period 2040.

Thank you, Professor, for the detailed insight into your PhD research—it's evident that your work aligns strongly with water resources and hydrology. Let's now move to your research publications. Could you share whether you've published work in reputed journals, and briefly mention any key publications relevant to water resources or hydrology?

Yes, Sir. Uh, about the total tail publications are there 3 is ACI 11 hydrological component analysis means means assessment of climate change scenario, impact of climate change scenarios on water balance and stream flows. And one just now what I have said one on uncertainty and non stationary on stream flows.

Uh, with the impact of climate change, one published the water footprint analysis in Blue Water, Green Water and.

On book chapter is there what I have worked that is that is means descriptor, hydrological descriptor. We have published and along with this I have published 5 conference paper related to all these things and.

Uh, and uh, one book chapter Sir.

Thank you, Professor. I'd like to move on to your experience with industry projects or consultancy in the field. Could you describe any significant project collaborations or consultancy work you've been involved in related to hydrology or water resources? What role did you play, and what outcomes were achieved?

Uh, uh, truly speaking, Sir, I haven't work on, uh, hydrology related project. Uh, presently I'm, uh, and, uh, in a project, uh, related to, uh, as I'm working on, uh, this ecosystem service values on Jharkhand, principal cheap forest in one project. Is there principal cheap executive forest from forest department? So I'm related to that.

Not any water resource project, Sir.

Understood, Professor. Thank you for clarifying. I believe we have covered all necessary aspects for verification. Thank you for your responses.

Professor, as we begin, could you share which specific course within the field of Water Resources/Hydrology you find most fulfilling to teach and why?

Sir, can you repeat, Sir?

Certainly, Professor. Which specific course within the field of Water Resources or Hydrology do you find most fulfilling to teach, and why?

Yes, Sir. Uh means uh engineering hydrology I can teach, uh, and uh, engineering, umm, in the water resource engineering and water resource management I can teach and irrigation engineering I can teach as per I'm telling some those are some related courses of BTEC and Mtech of PIT as per as I feel that.

And some other router related subject also like some strength of material the ones I taught and structure analysis also I have taught once so after revision I can teach those two words.

Went through the syllabus.

Thank you, Professor. Got it.

Professor Bardhan, I see that you have published research related to hydrology and civil engineering, with contributions available through links such as [this](https://doi.org/10.54386/jam.v26i2.2358) or [this](https://doi.org/10.1007/s40899-022-00769-z). Could you share more about one of these key publications? Specifically, how does it connect to the modern challenges in water resource management today?

1st that will be our water footprint analysis paper. I want to mention that is mainly related to.

Water resource challenges.

A river basins that is we have selected upper Bajrani river basins so that how means in what is the present scenarios and what is the what was the historic scenarios of of what are availability means?

As a means storage means a green water storage or blue water.

Flow and green water obviously along with green water flow. So the how water was available to the as per soil moisture to the soil surface. So how water was available in the trick scenario and how it is going to shift means.

For future scenarios means near future scenarios.

Then what we have seen that water used to be available as per we have taken our benchmark. Then we have seen that history can present scenarios means in observed period we have seen that water was used to available soil moisture. Obviously within the above the means above the wilting point obviously that is used to stay in more than six to seven month over if I.

Uh, whole basins. So then what we have seen, uh, the news it is to decrease means near about, uh, two to three months in upcoming near future scenarios means in near about 2040. That is a means big challenges for, we can say for stakeholders for. Obviously for government bodies on that areas.

Obviously it is in planner also.

Thank you, Professor Bardhan. It’s clear that your analysis of the Upper Bajrani river basin provided critical insights on the shift in green water availability and its implications. Can you elaborate on how you would integrate findings like these into undergraduate or graduate education? Specifically, how would you ensure students not only understand the technical methodologies involved but also grasp the broader societal and environmental implications?

Yes Sir, because for undergraduate student what first we we have to make them aware of irrigation engineering then after starting 2-3 base chapters then we need to go for means water availability check means do we need to teach them then we can. Go go for teaching them what is means blue water, what is green water and.

How we used to calculate them and this first we can't give them direct task. To evaluate that we first we will need to put some example data set. Obviously put them then like how is to give.

Means classroom exercise to them. Then after that we can if after the more than year or 6070% student can grab it so we can go for.

Uh, real life examples, uh, in the classroom itself. So first we need to put again, we need to put some, uh, means real life data for a short term period, then we can.

Means we can go for long period means more than 15 years or 30 years and after this the after that analysis in in small component 2 likes excel and handle they can able to exercise then we have to go for.

Lab then we can teach Arc GIS and Arc Sword Dundal and then we can we have to perform for one year or two year analysis with the software how the how to relate that then we can.

Evaluate we can make them to evaluate for 30 years near about 15 to 30 years, then they can fully understand what is the process where this.

I hope they can understand.

Like how long allow you, how, how you, I have, uh, taught them, uh, my present student, how I have taught them this, uh, ecosystem service value. I make them understand like that only for this, This was an example to me.

Sir.