Hello, Sir.

Please start by introducing

Am I audible?

Yes, you're coming through clearly. Just a quick intro — your name and what you've been working on lately?

My name is is Javed Syed Ibrahim. And lately I've been working working as a project research scientist. On defect analysis of. TMT bars. And alongside. Uh, this is the team team. Project is basically. Consultancy project. And alongside I work on mechanical. And material characterization of. Sebioplastically. 3rd generation alum.

My name is is Javed Syed Ibrahim. And lately I've been working working as a project research scientist. On defect analysis of. TMT bars. And alongside. Uh, this is the team team. Project is basically. Consultancy project. And alongside I work on mechanical. And material characterization of. Sebioplastically. 3rd generation alum. Tribioplastically deformed. 3rd generation Aluminium, Lithium, copper.

Alright, since you've worked both in research and consultancy, I'm curious — what's one foundational mechanical or materials concept you really enjoy teaching, and how do you make it accessible for students who might be struggling with it?

Okay, so you're focusing on defect analysis in TMT bars and mechanical characterization of third generation aluminum alloys. When you teach students about these materials, what's one technique you use to help them visualize complex microstructural changes during deformation?

So. Complex microstructural changes during deformation. Can. Uh, measured using uh. Tools like. The ES. Which stands for Electron Backscattered. Diffraction. SCM, which stands for Scanning Electron Microscopy.

So. Complex microstructural changes during deformation. Can. Uh, measured using uh. Tools like. The ES. Which stands for Electron Backscattered. Diffraction. SCM, which stands for Scanning Electron Microscopy. And also. PEM which is. Which stands for Transmission Electron.

So. Complex microstructural changes during deformation. Can. Uh, measured using uh. Tools like. The ES. Which stands for Electron Backscattered. Diffraction. SCM, which stands for Scanning Electron Microscopy. And also. PEM which is. Which stands for Transmission Electron. Microscopy. Tools are widely employed to characterize the. You know, mind changes. And transformations at the microstructural level.

Alright, so you're using EBSD and SEM to help students visualize microstructural changes. When you introduce these tools in a classroom or lab, how do you make sure students who are new to microscopy actually understand what they're seeing and don't just memorize terminology?

Alright, so you introduce EBSD, SEM, and TEM to help students grasp microstructure changes. When you bring a new group into the lab, how do you make sure even those who've never seen a microscope before can actually interpret what they're looking at, not just see images?

Alright, so you give students hands-on exposure to EBSD, SEM, and TEM for microstructural analysis. When you're teaching these lab techniques, how do you handle students who struggle to connect what they see under the microscope with the underlying theory?

I'm sorry, Sir. I think you've got me wrong. I don't give hands on training to any of the students.

I'm sorry, Sir. I think you've got me wrong. I don't give hands on training to any of the students. But. Instead. I work on the samples. Using these. Should I get from companies? And. My research Aluminium, lithium, copper alloy which my. Professor has given me. And I myself. Uh, you know, get this. So samples characterized with the help of an operator. The operator basically operates the machinery. And I submit the sample. Samples to him. And uh. He gives me the result. Results. I analyze the result. And report to my professor and in case of aluminum, lithium, copper alloys.

I'm sorry, Sir. I think you've got me wrong. I don't give hands on training to any of the students. But. Instead. I work on the samples. Using these. Should I get from companies? And. My research Aluminium, lithium, copper alloy which my. Professor has given me. And I myself. Uh, you know, get this. So samples characterized with the help of an operator. The operator basically operates the machinery. And I submit the sample. Samples to him. And uh. He gives me the result. Results. I analyze the result. And report to my professor and in case of aluminum, lithium, copper alloys. I also have to report the results and. Write a journal article.

Alright, you clarified you don't do hands-on training with students. In that case, when you're teaching theory, what's one method you use to make concepts like microstructural changes engaging for students who don't have lab access?

Alright, so you mainly handle the analysis yourself and don't directly train students on the instrumentation. When you do teach theoretical material, what's one way you make concepts like microstructural changes engaging for students who might find the topic abstract?

Okay, so you handle the analysis personally and report your findings but aren't directly involved in student training. When you do present your research or explain findings, how do you make sure your audience—maybe students or even colleagues—really understands the significance of your results?

Yeah. So let me answer the question.

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations.

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner.

Alright, so you submit your samples and analyze the microscopy data yourself, then write up the results for your professor and journals. When you're presenting those findings—say, at a seminar or to a mixed audience—what's your go-to approach to help everyone grasp why your results matter, especially if they're not experts in the field?

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner. Data I've acquired in a sequential manner.

Alright, Dr., so you use PowerPoint to present your findings. How do you decide which data or visuals to include, so your audience really grasps the impact of your research?

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner. Data I've acquired in a sequential manner. And. No make making preparing. PowerPoint presentation. And being prepared. Before. Presenting to the audience. For group.

Alright, so you build your presentations by compiling the research data sequentially. When you're deciding what to include, how do you choose which results or visuals will best help your audience understand the impact of your work?

Alright, so you organize your PowerPoint slides to show your data step by step. How do you decide which experimental results or images to highlight, so your audience really gets the main takeaway from your research?

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner. Data I've acquired in a sequential manner. And. No make making preparing. PowerPoint presentation. And being prepared. Before. Presenting to the audience. For group. It's the first thing I need to I I do always. Secondly, I always. Get an idea of? Who the audience is. And and depending on that I decide the way of my. Presentation. And and. You know my. PowerPoint presentation. Suppose if my. Audience Group. Uh are already uh, in. Industry, industrial R&D people.

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner. Data I've acquired in a sequential manner. And. No make making preparing. PowerPoint presentation. And being prepared. Before. Presenting to the audience. For group. It's the first thing I need to I I do always. Secondly, I always. Get an idea of? Who the audience is. And and depending on that I decide the way of my. Presentation. And and. You know my. PowerPoint presentation. Suppose if my. Audience Group. Uh are already uh, in. Industry, industrial R&D people. And and professors. I won't explain every small thing in detail. I just communicate the important findings. What did I do? In my work.

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner. Data I've acquired in a sequential manner. And. No make making preparing. PowerPoint presentation. And being prepared. Before. Presenting to the audience. For group. It's the first thing I need to I I do always. Secondly, I always. Get an idea of? Who the audience is. And and depending on that I decide the way of my. Presentation. And and. You know my. PowerPoint presentation. Suppose if my. Audience Group. Uh are already uh, in. Industry, industrial R&D people. And and professors. I won't explain every small thing in detail. I just communicate the important findings. What did I do? In my work. Whereas, uh, if my audience happened to be. PhD scholars, doctoral scholars, or Mtech? Students.

Yeah. So let me answer the question. So basically I make. The PowerPoint presentations. Compiling all the data which I work. Required in a sequential manner. Data I've acquired in a sequential manner. And. No make making preparing. PowerPoint presentation. And being prepared. Before. Presenting to the audience. For group. It's the first thing I need to I I do always. Secondly, I always. Get an idea of? Who the audience is. And and depending on that I decide the way of my. Presentation. And and. You know my. PowerPoint presentation. Suppose if my. Audience Group. Uh are already uh, in. Industry, industrial R&D people. And and professors. I won't explain every small thing in detail. I just communicate the important findings. What did I do? In my work. Whereas, uh, if my audience happened to be. PhD scholars, doctoral scholars, or Mtech? Students. I you know, explain. In more detail so that they can understand.

Dr., your doctoral thesis focused on the interactive effects of thickness-to-grain size ratio, processing conditions, and stacking fault energy on the tensile response and formability of metallic foils. Can you give me an example of how you simplified this research for an undergraduate or non-specialist audience, maybe during a seminar or presentation?

Alright, so you tailor your presentations based on whether your audience is industrial R&D professionals or a different group. When you're explaining the key findings from your aluminum, lithium, copper alloy research, what's one example of a technical concept you had to simplify for a non-specialist audience, and how did you do it?

Right, so you tailor your presentations depending on your audience—sometimes covering the basics, sometimes just focusing on your key findings. When you’re explaining the results from your aluminum, lithium, copper alloy research, what’s one specific visual or chart you always include to help people grasp the impact of your work?

Alright, so you tailor your presentations based on who’s in the audience and how much background they have. When you’re explaining the results from your aluminum, lithium, copper alloy research, what’s one example of a complex finding you had to break down so even non-specialists could understand its relevance?

You mentioned preparing PowerPoint presentations and adjusting your explanations based on whether your audience is industry professionals or students. When you write up your journal articles about the aluminum, lithium, copper alloys, how do you decide which experimental results or data sets are most important to highlight for publication?

So. I'd like to clap. I'd like to clarify one thing.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy.

Alright, you wanted to clarify something—go ahead.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please.

Alright, so you're working on CULIAL alloys and wanted to clarify that. When you’re deciding which results to highlight in your journal articles or presentations, what’s your method for choosing the most significant data points?

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take.

Alright, so you clarified the alloy composition—aluminum, copper, lithium, with small amounts of zirconium and silver. When you're writing up results for this CULIAL alloy, how do you decide which microstructural features or property changes are worth emphasizing over others in your publication?

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability. So put in. For example, if it is a tensile test.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability. So put in. For example, if it is a tensile test. I I. Have I take 3 or 4 samples with me? So so that I can know that. My result is repeatable.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability. So put in. For example, if it is a tensile test. I I. Have I take 3 or 4 samples with me?

Right, so you clarified that CULIAL is a single alloy with aluminum, copper, lithium, plus trace zirconium and silver. When you're deciding which microstructural features or test results to highlight in your journal article, what's your process for selecting the most relevant findings for publication?

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability. So put in. For example, if it is a tensile test. I I. Have I take 3 or 4 samples with me? So so that I can know that. My result is repeatable. And uh. Uh, trustworthy.

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability. So put in. For example, if it is a tensile test. I I. Have I take 3 or 4 samples with me? So so that I can know that. My result is repeatable. And uh. Uh, trustworthy. Reliable and is reliable. And if it is an optical. Sorry if. What does EBST experiment? Where I characterize. Microstructure.

Dr., given your experience with defect analysis and alloy characterization, where do you see the most fundable research directions emerging in your field over the next three years? Which grants or funding sources would you specifically target?

So. I'd like to clap. I'd like to clarify one thing. I am working on. CSU Alloy. CULIALCULI alloy. Would just, uh, be. Basically a single alloy comprising of aluminum, copper, lithium. And trace amounts of. Zirconium and. Uh, uh, silver. So this is basically a single alloy, not. 3 alloys as the question was put up to me. And. When I write the. Can you just? Come ask the question one once again please. Can you just ask? The question once again, please. OK, fine, I thought it was about. How do you? Which results? Data you take. So basically I before doing experiments. Prepare samples carefully. According to the. Specifications and. Proper methodology for. For tensile test analysis or. Microsecond and. And the very important thing to ensure the quality of the data is the repeatability. So put in. For example, if it is a tensile test. I I. Have I take 3 or 4 samples with me? So so that I can know that. My result is repeatable. And uh. Uh, trustworthy. Reliable and is reliable. And if it is an optical. Sorry if. What does EBST experiment? Where I characterize. Microstructure. I characterize. I like. Enough amount of. Scan. I have to, you know, cover up. Enough among lot of features. So that. No underrepresentation of. Data happens. Ensure proper representation of data happens.

Right, you clarified it's a single alloy—CULIAL—with aluminum, copper, lithium, plus trace elements. I'll repeat my question: when you're writing up results for this alloy, how do you decide which experimental findings or data sets are most important to highlight for publication?

Alright, thanks for clarifying the alloy composition — CULIAL with those trace elements. Given your experience with defect analysis and alloy characterization, where do you see the most fundable research directions emerging in your field over the next three years? Which grants or funding sources would you target?

Alright, thanks for clarifying about the single alloy composition and the importance of repeatability in your experiments. Given your focus on defect analysis and alloy characterization, where do you see the most fundable research directions over the next few years? What kinds of grants or collaborations would you target to support this work?

Thanks for clarifying about the single alloy—Aluminum, Copper, Lithium with trace Zirconium and Silver. You mentioned focusing on repeatability in your tensile tests, but how do you decide which results are significant enough to include in your publication and which to leave out?

Alright, you clarified it's a single alloy—aluminum, copper, lithium with trace zirconium and silver. You mentioned repeatability, taking multiple samples for tensile testing to ensure quality data. When it comes to publishing, how do you decide which findings are most likely to attract external funding or industry collaboration, and what steps do you take to make your research more appealing to sponsors?

Alright, so you make sure the tensile test results are repeatable and your sample prep is careful, plus you clarified it's a single alloy with aluminum, copper, lithium, zirconium, and silver. Thinking about the funding side, Professor, which aspects of your CSU alloy research do you see as most attractive for grant proposals or industry partnerships over the next few years?

Alright, so you focus on repeatability with multiple samples and careful methodology to ensure trustworthy results, especially for tensile tests on the CuLiAl alloy. Given your experience with consultancy projects and characterization, where do you see the most fundable research directions in your field over the next few years, and what kinds of grants or collaborations would you pursue if you joined VIT University?

Right, thanks for clarifying about the CULIAL alloy composition and your focus on sample preparation and repeatability. Looking at your research on defect analysis and advanced alloys, where do you see the most fundable directions over the next few years? Which grants or funding sources would you target to sustain this line of work?

Right, so you focus on repeatability and proper sample prep to ensure your data is reliable, and you make sure your microstructural scans are representative. Thinking about your expertise in defect analysis and material characterization, where do you see the most promising, fundable research directions in the next three years, especially if you were joining VIT University? What kinds of grants or collaborations would you target?

So. OK, as I explained, my expertise is on material characterization.

Alright, you emphasized your expertise in material characterization. Given VIT University's push for innovation in Smart Manufacturing and advanced alloys, how would you tailor your research focus to align with their vision and attract high-impact funding or partnerships?

So. OK, as I explained, my expertise is on material characterization. But I. Have a strong desire. To venture into the field of. Additive manufacture. So right now in additive manufacturing, I can contribute. To the material and mechanical. Trisation of additively manufactured. Alloys so. So this is what I'm planning to start.

So. OK, as I explained, my expertise is on material characterization. But I. Have a strong desire. To venture into the field of. Additive manufacture. So right now in additive manufacturing, I can contribute. To the material and mechanical. Trisation of additively manufactured. Alloys so. So this is what I'm planning to start. Uh, once we join. Bat I'm planning to work on. Advanced material characterization. Material Characterization. Using the tools which I mentioned earlier. On additively manufactured metal and. Alloy, Sam.

So. OK, as I explained, my expertise is on material characterization. But I. Have a strong desire. To venture into the field of. Additive manufacture. So right now in additive manufacturing, I can contribute. To the material and mechanical. Trisation of additively manufactured. Alloys so. So this is what I'm planning to start. Uh, once we join. Bat I'm planning to work on. Advanced material characterization. Material Characterization. Using the tools which I mentioned earlier. On additively manufactured metal and. Alloy, Sam. Alloy samples and. The the proposals I'm going to make for. Future Future funds, grants and proposed. Funds and grants. Will be mostly based on. Mechanical and material characterization of. But additively manufactured.

So. OK, as I explained, my expertise is on material characterization. But I. Have a strong desire. To venture into the field of. Additive manufacture. So right now in additive manufacturing, I can contribute. To the material and mechanical. Trisation of additively manufactured. Alloys so. So this is what I'm planning to start. Uh, once we join. Bat I'm planning to work on. Advanced material characterization. Material Characterization. Using the tools which I mentioned earlier. On additively manufactured metal and. Alloy, Sam. Alloy samples and. The the proposals I'm going to make for. Future Future funds, grants and proposed. Funds and grants. Will be mostly based on. Mechanical and material characterization of. But additively manufactured. Alloys and. And. I can elaborate. If you this is the. I'm I'm explaining in a brief way. About my. Intention of the reason. Search if you want me to elaborate, I can elaborate.

Alright, you said you're looking to branch into additive manufacturing and focus on material characterization of additively manufactured alloys. Given that, what strategies would you use to secure external funding or collaborations—say, with industry or government agencies—if you were at VIT University?

Alright, you said you're planning to work on advanced material characterization for additively manufactured alloys once you join VIT, and you'd use tools like EBSD and SEM. Thinking about the funding landscape, what strategies would you use to secure external grants or industry collaborations for this line of research?

Alright, you said you'll focus on mechanical and material characterization for additively manufactured alloys and target grants in that space. Given VIT University's vision for innovation in Smart Manufacturing, how would you tailor your research proposals or collaborations to align with their institutional goals?

Alright, you said you want to branch into additive manufacturing and focus on advanced material characterization for alloys at VIT. Thinking about the broader vision—how would you design a new course curriculum for Smart Manufacturing that fits with VIT University's push for innovation and prepares students for industry needs?

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area.

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned.

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys.

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys. So. That itself is a sub domain of additive manufacturing.

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys. So. That itself is a sub domain of additive manufacturing. So I mean. Suggest PIT to start a course specifically focusing on. Various methods of. Metal additive manufacturing like wire or additive manufacturing? Manufacturing laser based processes like. Laser Direct Energy deposition.

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys. So. That itself is a sub domain of additive manufacturing. So I mean. Suggest PIT to start a course specifically focusing on. Various methods of. Metal additive manufacturing like wire or additive manufacturing? Manufacturing laser based processes like. Laser Direct Energy deposition. Laser wire additive manufacturing and more importantly, laser powder bed fusion.

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys. So. That itself is a sub domain of additive manufacturing. So I mean. Suggest PIT to start a course specifically focusing on. Various methods of. Metal additive manufacturing like wire or additive manufacturing? Manufacturing laser based processes like. Laser Direct Energy deposition. Laser wire additive manufacturing and more importantly, laser powder bed fusion. So so all. These things have. Lot of technicality.

You mentioned additive manufacturing is covered in several MTech programs at VIT, but it's a huge area. Given your materials characterization background, if you had limited lab resources and budget, how would you prioritize what students should learn or practice first in a Smart Manufacturing curriculum?

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys. So. That itself is a sub domain of additive manufacturing. So I mean. Suggest PIT to start a course specifically focusing on. Various methods of. Metal additive manufacturing like wire or additive manufacturing? Manufacturing laser based processes like. Laser Direct Energy deposition. Laser wire additive manufacturing and more importantly, laser powder bed fusion. So so all. These things have. Lot of technicality. Within them, which can't be covered in a. Single additive manufacturing. Which can just broadly touch upon the. Various types of additive manufacturing.

Alright, you pointed out that additive manufacturing is covered in several MTech courses at VIT but it's a massive field with lots of sub-domains. If you had limited lab resources and budget, how would you prioritize which topics or experimental techniques to include in your Smart Manufacturing curriculum?

Okay, shifting gears a bit — you mentioned your research on defect analysis and material characterization, but let's talk teaching. Suppose you had to run a session for two hundred students on smart manufacturing, and you couldn't use slides or traditional lectures. How would you keep them actively engaged with the material?

Alright, you clarified it's a single Cu-Li-Al alloy and highlighted how each sub-domain of additive manufacturing has its own depth. Given that, if you were tasked with engaging a large group of undergraduates on Smart Manufacturing without relying on slides or lectures, what creative teaching strategy would you use to get them actively involved with the material?

You emphasized metal additive manufacturing, focusing on methods like wire and laser-based processes. If you had only basic lab equipment and limited time, how would you still keep your Smart Manufacturing course hands-on and engaging for students?

OK. So. Additive manufacturing is a vast. Course and and. Many, uh. Mtech courses in VIT like. The manufacturing engineering. Me, CAD, Cam, etcetera have. Subjects on additive manufacturing. But uh. You know I. As I earlier said. Additive manufacturing is a very. Lost, uh area. And in every. A small portion. Device every sub. Sub domain of additive manufacturing. There are lots of. Things to be learned. So in that way. My preferred area of metal. So my research focus which I already. Uh, which Tavolier said was on. Additive manufacturing of metallic. Components and alloys. So. That itself is a sub domain of additive manufacturing. So I mean. Suggest PIT to start a course specifically focusing on. Various methods of. Metal additive manufacturing like wire or additive manufacturing? Manufacturing laser based processes like. Laser Direct Energy deposition. Laser wire additive manufacturing and more importantly, laser powder bed fusion. So so all. These things have. Lot of technicality. Within them, which can't be covered in a. Single additive manufacturing. Which can just broadly touch upon the. Various types of additive manufacturing. So I. I can vit can add a separate course on metal additive manufacturing. And the. Characterization of. Additively manufactured metallic. Components, uh. Yes, please go ahead.

Alright, you emphasized metal additive manufacturing and pointed out how each process, like laser powder bed fusion, could be its own topic. If you had only basic lab equipment and limited time, how would you still keep your Smart Manufacturing course hands-on and engaging for students, not just theoretical?

Alright, you emphasized how each metal additive manufacturing process could be its own topic, and that technical depth matters. That makes sense. Given the push for student-centric teaching at VIT, how would you design an active learning exercise for Smart Manufacturing that gets students wrestling with the material, instead of just listening?

Alright, you emphasized how metal additive manufacturing deserves its own focused curriculum, with technical depth on each process. Given VIT's push for student-centric teaching, what's one active learning exercise you'd use in that course to get students hands-on and actually thinking, not just listening?

Alright, you suggested VIT could add a dedicated course on metal additive manufacturing, focusing on specific processes like laser powder bed fusion and wire-based methods. If you were running a session for a large group of students and couldn't use slides or lectures, what's one active learning exercise you'd use to get them actually engaging with the material?

Yeah, if I. You know, session for a large group of. Students.

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned.

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned. Mostly, uh. Research findings need to be taught. Because it's uh. Much of a recent field because 10-15 years back there was no course on active manufacturing. From mechanical students.

Alright, you were about to describe how you'd run an active learning session for a large group of students. Go ahead and walk me through what you would actually do in that situation. Mm-hm. You were saying?

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned. Mostly, uh. Research findings need to be taught. Because it's uh. Much of a recent field because 10-15 years back there was no course on active manufacturing. From mechanical students. So. It's not that easy. Without any you know. Slides demonstrating without slides. But but the only option, only other option would be like. Taking them to the laboratory.

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned. Mostly, uh. Research findings need to be taught. Because it's uh. Much of a recent field because 10-15 years back there was no course on active manufacturing. From mechanical students. So. It's not that easy. Without any you know. Slides demonstrating without slides. But but the only option, only other option would be like. Taking them to the laboratory. For example if it is a laser powder bit fusion.

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned. Mostly, uh. Research findings need to be taught. Because it's uh. Much of a recent field because 10-15 years back there was no course on active manufacturing. From mechanical students. So. It's not that easy. Without any you know. Slides demonstrating without slides.

Alright, you were starting to describe how you'd run an active learning session for a large group, focusing on theoretical aspects of metal additive manufacturing. If you couldn’t rely on traditional lectures or slides, what would you actually do to get students involved and wrestling with the material in real time?

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned. Mostly, uh. Research findings need to be taught. Because it's uh. Much of a recent field because 10-15 years back there was no course on active manufacturing. From mechanical students. So. It's not that easy. Without any you know. Slides demonstrating without slides. But but the only option, only other option would be like. Taking them to the laboratory. For example if it is a laser powder bit fusion. In which we. Take the UMBRE. Aim Great quality powders. And them then direct uh. Beam of laser to them. I can uh. Directly explain in a in a laboratory and this. And uh. It's Lisa powder bit fusion I mentioned because it is available at BID just. Can explain the? And once the samples are prepared, I can teach them. I can tell them how to. Prepare samples for each type of characterization. And take to the the corresponding lab for the particular characterization. And then teach them. But anyhow. Like, uh. This will just complement uh. In addition to this. Slides and lectures are definitely required. Just simply by laboratory teaching.

Yeah, if I. You know, session for a large group of. Students. Probably. Theoretical aspects and the research findings. Most as far as metal additive manufacturing is concerned. Mostly, uh. Research findings need to be taught. Because it's uh. Much of a recent field because 10-15 years back there was no course on active manufacturing. From mechanical students. So. It's not that easy. Without any you know. Slides demonstrating without slides. But but the only option, only other option would be like. Taking them to the laboratory. For example if it is a laser powder bit fusion. In which we. Take the UMBRE. Aim Great quality powders. And them then direct uh. Beam of laser to them. I can uh. Directly explain in a in a laboratory and this. And uh. It's Lisa powder bit fusion I mentioned because it is available at BID just. Can explain the? And once the samples are prepared, I can teach them. I can tell them how to. Prepare samples for each type of characterization. And take to the the corresponding lab for the particular characterization. And then teach them. But anyhow. Like, uh. This will just complement uh. In addition to this. Slides and lectures are definitely required. Just simply by laboratory teaching. It's not fully possible to. You know, uh. Get explained Disseminate Disseminate the concepts of. Additive manufactured alloys. Material characteristics.

Okay, let me shift gears a bit. 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?

Okay, so you pointed out how teaching metal additive manufacturing without slides is tough, especially since it's a newer field with lots of technical detail. Let me shift gears. 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?

Okay, so your approach would be to take students into the lab when slides aren't an option — makes sense, especially given how hands-on metal additive manufacturing is. Shifting gears, accreditation cycles can get pretty demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Okay, so you’d take students to the lab to see the process firsthand if slides weren’t an option — definitely brings the material to life. Let me shift gears, 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?

Okay, so you'd bring students into the lab to walk them through real processes and sample prep, but you see that as just one component alongside lectures and slides. Let me shift gears, Professor. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that to meet accreditation standards?

Alright, you highlighted the challenges of teaching a hands-on subject like metal additive manufacturing without slides, and how lab sessions can help bridge that gap. Now, let me shift a bit. 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?

Yeah.

Yeah. Yeah, yeah. So. In this particular. Case uh. I'm if I'm given the authority to. You know, tackle such a problem.

Professor, let's talk through a real-world ethical scenario. Imagine a student files a formal complaint, claiming your grading is biased, while at the same time your department head is urging you to improve the pass rates for your course. How would you navigate that situation?

Yeah. Yeah, yeah. So. In this particular. Case uh. I'm if I'm given the authority to. You know, tackle such a problem. I will first ensure. All the courses. Like all. The courses, The subjects. I've started from basic. Suppose there are 5 units in a particular. Subject. 1st 2 units should strongly be. Be, uh, be based on characterization.

Alright, you said if you had the authority, you'd tackle inconsistencies in outcome assessment data. What would your actual process look like — would you start by standardizing rubrics, holding faculty workshops, or something else?

Yeah. Yeah, yeah. So. In this particular. Case uh. I'm if I'm given the authority to. You know, tackle such a problem. I will first ensure. All the courses. Like all. The courses, The subjects. I've started from basic. Suppose there are 5 units in a particular. Subject. 1st 2 units should strongly be. Be, uh, be based on characterization. And. The mid semester exams and the. Exams apart from the. And the tests. And. Apart from the. Final you know. Examination. Should be. Set in a standard way. So that. The students don't. You skip learn. Learning deep learning.

Yeah. Yeah, yeah. So. In this particular. Case uh. I'm if I'm given the authority to. You know, tackle such a problem. I will first ensure. All the courses. Like all. The courses, The subjects. I've started from basic. Suppose there are 5 units in a particular. Subject. 1st 2 units should strongly be. Be, uh, be based on characterization. And. The mid semester exams and the. Exams apart from the. And the tests. And. Apart from the. Final you know. Examination. Should be. Set in a standard way. So that. The students don't. You skip learn. Learning deep learning. Yeah, so if the. Exams and. Tests and quizzes. Before the main exam was set in a. Proper way? In a way that the fundamentals will be tested strongly.

Yeah. Yeah, yeah. So. In this particular. Case uh. I'm if I'm given the authority to. You know, tackle such a problem. I will first ensure. All the courses. Like all. The courses, The subjects. I've started from basic. Suppose there are 5 units in a particular. Subject. 1st 2 units should strongly be. Be, uh, be based on characterization. And. The mid semester exams and the. Exams apart from the. And the tests. And. Apart from the. Final you know. Examination. Should be. Set in a standard way. So that. The students don't. You skip learn. Learning deep learning. Yeah, so if the. Exams and. Tests and quizzes. Before the main exam was set in a. Proper way? In a way that the fundamentals will be tested strongly. Students will. You know. Prepare indepth.

Alright, so you’d start by focusing on the basics and making sure characterization is emphasized early in each subject. But let’s say the department head pushes back and doesn’t agree with your approach to fixing the assessment process—how would you handle that disagreement?

Yeah. Yeah, yeah. So. In this particular. Case uh. I'm if I'm given the authority to. You know, tackle such a problem. I will first ensure. All the courses. Like all. The courses, The subjects. I've started from basic. Suppose there are 5 units in a particular. Subject. 1st 2 units should strongly be. Be, uh, be based on characterization. And. The mid semester exams and the. Exams apart from the. And the tests. And. Apart from the. Final you know. Examination. Should be. Set in a standard way. So that. The students don't. You skip learn. Learning deep learning. Yeah, so if the. Exams and. Tests and quizzes. Before the main exam was set in a. Proper way? In a way that the fundamentals will be tested strongly. Students will. You know. Prepare indepth. And. So this will. You know, certainly ensure that. The the outcome. Of each. Teaching each course. Teaching. Will be improved by.

You said you’d want to set exams and tests in a standard way so students don’t skip deep learning, and you’d structure the course units with a focus on characterization. If the department head disagrees with your approach and insists on prioritizing high pass rates, how would you respond?

Alright, so you’d start by focusing on the basics and making sure characterization is emphasized early in each subject. But let’s say the department head pushes back and doesn’t agree with your approach to standardizing exams or deep learning. What would you do then?

You said you'd start by making sure the fundamentals are tested in mid-semester exams and quizzes, so students really have to prepare in depth. If your department head disagreed and insisted on prioritizing pass rates or easier assessments, how would you respond to that pressure while maintaining academic standards?

Okay, you said you'd set up the courses so the fundamentals are really tested early on, and you'd structure the exams and quizzes to drive deeper learning. If your department head disagreed and insisted on prioritizing high pass rates over deep assessment, how would you respond?

If my department head disagreed. About this, conducting this tests in a standard way and. Uh, you know. Emphasized more on. Good. But I'd like to mention one thing when I said that. The tests and quizzes. Should be set in a very standard way that the students. Fundamentals are. Thoroughly tested and the students. Make thorough preparations instead of surfing. I I never meant that. Uh, setting it. Extremely. Tough question papers.

If my department head disagreed. About this, conducting this tests in a standard way and. Uh, you know. Emphasized more on. Good. But I'd like to mention one thing when I said that. The tests and quizzes. Should be set in a very standard way that the students. Fundamentals are. Thoroughly tested and the students. Make thorough preparations instead of surfing. I I never meant that. Uh, setting it. Extremely. Tough question papers. Which students will find difficult to. Excel. That was not the point. So. The the classes. The lectures. The slides and the teaching. Also should give them. The input all the basic content. Of what? Uh. And should be taught and delivered in a. The depth in. In an in depth way. So that also should be done along with conducting tests.

If my department head disagreed. About this, conducting this tests in a standard way and. Uh, you know. Emphasized more on. Good. But I'd like to mention one thing when I said that. The tests and quizzes. Should be set in a very standard way that the students. Fundamentals are. Thoroughly tested and the students. Make thorough preparations instead of surfing. I I never meant that. Uh, setting it. Extremely. Tough question papers. Which students will find difficult to. Excel. That was not the point. So. The the classes. The lectures. The slides and the teaching. Also should give them. The input all the basic content. Of what? Uh. And should be taught and delivered in a. The depth in. In an in depth way. So that also should be done along with conducting tests. To ensure fair assessment of fundamental concepts. That is one point. And even after that, if Hod disagrees, and if only he. Pass rates are more important. I'll certainly object to him.

Alright, moving to something a bit different—given your background in material characterization and metal additive manufacturing, do you have industry connections that could help translate into internship or placement opportunities for students at VIT?

Okay, so you're saying the teaching should give students all the basic content in depth, not just focus on tough exams. You mentioned earlier that you work with operators and submit samples for industry labs—do you have any connections from those collaborations that could lead to internships or placement opportunities for students at VIT?

Alright, you clarified you’re not trying to make exams overly tough, but you want fair and deep assessment that tests fundamentals, and you’d push back if your department head insisted on just maximizing pass rates. Earlier, you mentioned you collaborate with operators and submit samples for analysis, but not direct student training. Do you have any industry connections or experience that could help students at VIT land internships or placements in Smart Manufacturing or related fields?

Hello can I answer?

Yeah, you can jump in. If you've got any connections or practical industry experience that could help students with placements or internships in Smart Manufacturing at VIT, just walk me through what those are.

Hello can I answer? Yeah, so. I have a. Uh, industry connections. But uh. And most of them are not in the area of smart manufacturing.

Hello can I answer? Yeah, so. I have a. Uh, industry connections. But uh. And most of them are not in the area of smart manufacturing. I have one. Person who's a scientist in ISRO and he works on additive manufacturing.

Hello can I answer? Yeah, so. I have a. Uh, industry connections. But uh. And most of them are not in the area of smart manufacturing. I have one. Person who's a scientist in ISRO and he works on additive manufacturing. And. I can certainly. Set up, you know. Webinars. And other such things with this.

Hello can I answer? Yeah, so. I have a. Uh, industry connections. But uh. And most of them are not in the area of smart manufacturing. I have one. Person who's a scientist in ISRO and he works on additive manufacturing. And. I can certainly. Set up, you know. Webinars. And other such things with this. Help to. Make students know about the. Day-to-day research developments of additive manufacturing.

Hello can I answer? Yeah, so. I have a. Uh, industry connections. But uh. And most of them are not in the area of smart manufacturing. I have one. Person who's a scientist in ISRO and he works on additive manufacturing. And. I can certainly. Set up, you know. Webinars. And other such things with this. Help to. Make students know about the. Day-to-day research developments of additive manufacturing. And get for getting internships I have. Couple of contacts in. Steel industries like. JSW and Tata Steel.

Right, you said most of your industry connections aren't in Smart Manufacturing. Thinking about your research expertise — have you ever leveraged those connections for funding or collaboration, maybe for joint projects or access to specialized equipment? If so, walk me through a specific example.

Hello can I answer? Yeah, so. I have a. Uh, industry connections. But uh. And most of them are not in the area of smart manufacturing. I have one. Person who's a scientist in ISRO and he works on additive manufacturing. And. I can certainly. Set up, you know. Webinars. And other such things with this. Help to. Make students know about the. Day-to-day research developments of additive manufacturing. And get for getting internships I have. Couple of contacts in. Steel industries like. JSW and Tata Steel. And but those are not additive manufacturing. Good jobs, so in. Those companies I can. Help students. If they are up to it. Uh, secure internships.

You mentioned you know a scientist at ISRO working with additive manufacturing, but most of your industry contacts aren't in Smart Manufacturing. Thinking about your experience designing course curricula—how would you tailor a new course in metal additive manufacturing for VIT to make sure it aligns with industry innovation and actually helps students become employable?

Okay, you mentioned you have a contact at ISRO working in additive manufacturing and could arrange webinars, but your industry connections aren't really in Smart Manufacturing. You've spent a lot of time on research and lab work—have you ever used those industry contacts to secure funding or collaboration, maybe for a joint project or research grant?

Okay, so you've got that ISRO scientist as a contact for additive manufacturing, and you could arrange webinars for students, even if most of your industry links aren't in Smart Manufacturing. Thinking about how you've designed course materials—how would you tailor a curriculum for Smart Manufacturing at VIT to actually match the university's focus on technology and innovation, not just cover theory?

Alright, you said you’ve got a contact at ISRO for additive manufacturing and some links in steel industries like JSW and Tata Steel, which could help students with internships or webinars. That’s useful. Thinking about your research expertise, have you ever leveraged those contacts for funding or collaboration, maybe to set up joint projects or access advanced equipment?

Alright, you mentioned you could arrange webinars with your contact at ISRO and help students with internships at steel companies, even if the roles aren't in Smart Manufacturing. Given your experience designing curriculum and working with industry, how would you tailor a course on Smart Manufacturing for VIT to make sure students are ready for real-world challenges and innovation?

Can I answer?

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same.

Alright, you mentioned contacts at ISRO and Tata Steel, but I need to hear about your own direct involvement. Can you describe a specific industry project or consultancy you've personally worked on—what was your role, and what impact did your work have?

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing.

Okay, you clarified you haven't designed a course curriculum yourself since you were a PhD scholar until August 2024. Let's talk about your teaching experience—can you walk me through how you've handled theory and lab courses in the past, especially balancing hands-on work with foundational concepts?

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing. But variance means metal additive manufacturing. And uh. Characterization of. Additively manufactured metal parts. In this is these.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing. But variance means metal additive manufacturing. And uh. Characterization of. Additively manufactured metal parts. In this is these. This has. Lots of things associated with this like. Post processing heat. Treatment, uh. The study of process parameters to optimize the. You know. Additively manufactured product.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing. But variance means metal additive manufacturing. And uh. Characterization of. Additively manufactured metal parts. In this is these. This has. Lots of things associated with this like. Post processing heat. Treatment, uh. The study of process parameters to optimize the. You know. Additively manufactured product. And. Slight idea of uh. Designing the. Designed for additive manufacture. Well, I'm not aware of design. I'm not well versed with design of healthier manufacturing. But that also might be given. So part of this. Curriculum. So that's all I'd like to say.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing. But variance means metal additive manufacturing. And uh. Characterization of. Additively manufactured metal parts. In this is these. This has. Lots of things associated with this like. Post processing heat. Treatment, uh. The study of process parameters to optimize the. You know. Additively manufactured product. And. Slight idea of uh. Designing the. Designed for additive manufacture. Well, I'm not aware of design. I'm not well versed with design of healthier manufacturing.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing. But variance means metal additive manufacturing. And uh. Characterization of. Additively manufactured metal parts. In this is these. This has. Lots of things associated with this like. Post processing heat. Treatment, uh. The study of process parameters to optimize the. You know. Additively manufactured product. And. Slight idea of uh. Designing the. Designed for additive manufacture. Well, I'm not aware of design. I'm not well versed with design of healthier manufacturing. But that also might be given. So part of this.

Can I answer? Yeah, firstly. Let me clarify. I don't have any. Insane design Design. A course curriculum. Because. This uh, I have been a. PhD Scholars. Scholar till August. 2024. And after that, I worked as a postdoctoral research associate on Alcu Li alloys. And right now? I'm I'm also continuing the same. Work and and side by side. I do this defect analysis of. TMT bus which are given. Even by consultancy, those are not basically. In-depth research, but we just. Characterise and. To the you know. Company people. So. I I think I'm not. Up up to the level of. Designing A curriculum and earlier. In this, uh, conversation. I explained that how I'll. Design a curriculum in. Manufacturing. The same thing I said, which I repeat again. I'll I suggest to add a course on metal additive manufacturing. But variance means metal additive manufacturing. And uh. Characterization of. Additively manufactured metal parts. In this is these. This has. Lots of things associated with this like. Post processing heat. Treatment, uh. The study of process parameters to optimize the. You know. Additively manufactured product. And. Slight idea of uh. Designing the. Designed for additive manufacture.

Alright, you clarified you haven't designed a course yourself because you were a PhD scholar until recently and now a postdoc. Thinking about your teaching, can you walk me through how you'd handle a lab session where students are struggling to get consistent results in a tensile test?

Okay, so your consultancy work involves defect analysis and submitting reports to companies, but it's more about characterization than deep research. When you're evaluating student projects or exam papers, what's your process for making sure your grading is fair and consistent?

Okay, you said you haven't formally designed a course curriculum yet, since you were a PhD scholar and then a postdoc, but you'd suggest adding a course on metal additive manufacturing. Switching gears a bit — how would you handle evaluating students' lab performance and reports, especially when the experiments are complex and not every result matches theoretical predictions?

Alright, you clarified your curriculum design experience is limited since you were a PhD scholar until recently and mostly focused on defect analysis and characterization through consultancy. Let’s shift gears a bit. When you’re guiding student projects or research, how do you make sure students actually understand the theory behind their experiments and aren’t just following procedures?

Alright, you said you haven't actually designed a course curriculum yourself since you were a PhD scholar until recently, but you suggested adding a course on metal additive manufacturing and characterization. If VIT asked you to supervise student research projects in Smart Manufacturing, how would you help students pick a relevant topic and keep their work structured throughout the semester?

Okay, so you don't have direct experience designing a curriculum, but you've worked on defect analysis and characterization projects for industry, and you suggested adding a course on metal additive manufacturing with topics like heat treatment and process optimization. Last thing for this section — when you're guiding student research or projects, what's your approach to helping them choose a topic that's both ambitious and doable?

Alright, you’re saying you haven’t directly designed a course before, but you’d recommend adding a focused metal additive manufacturing class, and you could cover characterization, post-processing, and process optimization even though you’re not as deep on design. Now, let’s shift gears a bit. When you’re guiding a student project or research, what’s your process for helping them choose a topic and keeping their work on track?

Alright, you explained your background as a PhD scholar and postdoc, and that you haven't formally designed a course curriculum, but you could suggest adding topics like post-processing and process optimization for metal additive manufacturing. Let's shift gears a bit — when you guide student projects or research, what's your approach for helping them when they get stuck or hit a dead end?

Alright, you clarified you haven't actually designed a curriculum yet, since you're just finishing your postdoc and mainly focus on defect analysis and characterization for consultancy. Given your background, how would you handle guiding a student through a research project, especially if they were stuck on experimental design or interpreting results?

Yeah. So basically. I would, uh. Recommend the student to. You know, you know. Study the theoretical. Concepts behind the particular experimental design. In an in depth way so that she can. Thoroughly know what that. Uh, you know. Experimental design means. And once the. The strong. The it's the base. So as we know, theory is the base of. Practical, uh. And once the theory behind the experimental design. Clearly understood. The student would certainly find out. Ways to figure out. How to? Optimize, uh. The set of. And. When when I I think the second part. Of the question was. How will you? Guide for students struggles in getting data. If I'm not wrong. Can can you just clarify please?

Right, so you’d tell the student to revisit the theory behind their experimental design to ground their approach, and you feel that’s the base for moving forward. Let’s shift gears a bit — can you walk me through a time you were involved in evaluating students or handling exam duties, like setting questions, invigilating, or grading? What was your exact role?

No, I was. Feel when during my PhD tenure.

No, I was. Feel when during my PhD tenure. I I worked as a. TA all the time and when I. Book this PTA. A teaching which is teaching assistant. Uh, apart from research work, we are assigned other teaching assistant duties.

Alright, you were saying during your PhD tenure. Can you give me a bit more detail — did you ever help set questions, invigilate exams, or do any grading as part of your responsibilities?

No, I was. Feel when during my PhD tenure. I I worked as a. TA all the time and when I. Book this PTA. A teaching which is teaching assistant. Uh, apart from research work, we are assigned other teaching assistant duties. And uh. You know I. Uh, never had a. Teaching assistantship duties. Sometimes labs operating labs like I have operated XRD setup. Uh, manually operating. And. Apart from that. There was a course called uh. Uh, com communications course, I was one of the and the. There are many tiers along with this.

No, I was. Feel when during my PhD tenure. I I worked as a. TA all the time and when I. Book this PTA. A teaching which is teaching assistant. Uh, apart from research work, we are assigned other teaching assistant duties. And uh. You know I. Uh, never had a. Teaching assistantship duties. Sometimes labs operating labs like I have operated XRD setup. Uh, manually operating. And. Apart from that. There was a course called uh. Uh, com communications course, I was one of the and the. There are many tiers along with this. And. The Sorry, it was a seminar.

Okay, so you worked as a teaching assistant during your PhD and handled responsibilities alongside your research. Did you ever have to grade student assignments or exams yourself, or was it more about supporting the main instructor?

No, I was. Feel when during my PhD tenure. I I worked as a. TA all the time and when I. Book this PTA. A teaching which is teaching assistant. Uh, apart from research work, we are assigned other teaching assistant duties. And uh. You know I. Uh, never had a. Teaching assistantship duties. Sometimes labs operating labs like I have operated XRD setup. Uh, manually operating. And. Apart from that. There was a course called uh. Uh, com communications course, I was one of the and the. There are many tiers along with this. And. The Sorry, it was a seminar. Course and. So it used to happen in. Like auditorium, kind of a hall. And. Uh, you know, uh. The Profs. Actually assign presentation. Since the the students have to give uh. Every set batch of 2-3 students have to present. Give presentations for say. 20 minutes, 15 minutes in. Every lecture. And there were three, uh. Two professors who are actually overlooking the. Course and. And VTS. The beach had to. Be there manage the students so that. The quorum in the. And if needed. We were given the right. To ask questions whenever the. But this was quite long ago. This happened in 2019. And when? Whenever we found something wrong in the presentation the students are delivering.

No, I was. Feel when during my PhD tenure. I I worked as a. TA all the time and when I. Book this PTA. A teaching which is teaching assistant. Uh, apart from research work, we are assigned other teaching assistant duties. And uh. You know I. Uh, never had a. Teaching assistantship duties. Sometimes labs operating labs like I have operated XRD setup. Uh, manually operating. And. Apart from that. There was a course called uh. Uh, com communications course, I was one of the and the. There are many tiers along with this. And. The Sorry, it was a seminar. Course and. So it used to happen in. Like auditorium, kind of a hall. And. Uh, you know, uh. The Profs. Actually assign presentation. Since the the students have to give uh. Every set batch of 2-3 students have to present. Give presentations for say. 20 minutes, 15 minutes in. Every lecture. And there were three, uh. Two professors who are actually overlooking the. Course and. And VTS. The beach had to. Be there manage the students so that. The quorum in the. And if needed. We were given the right. To ask questions whenever the. But this was quite long ago. This happened in 2019. And when? Whenever we found something wrong in the presentation the students are delivering. We were, you know. We were given the right. And also depending upon the presentation. We were given the chance to. Sometimes. Partially give grading to them. The professors can make the final grade final. Scores tell me how, but. A small portion of the final score can be given by the teaching assistant. Hope this is true. Answers the question.

Alright, you operated the XRD setup and helped out with communication courses during your PhD, but it sounds like you didn’t directly grade assignments or set exam papers. What about student research projects — have you ever guided or supervised a student’s project, either formally or informally?

Alright, so you mainly supported labs and operated equipment during your TA time, and haven't done direct grading or exam setting. Let's switch gears. When you're guiding student research projects, how do you make sure your feedback is clear and structured so students actually understand what to improve?

Okay, so you mainly worked as a teaching assistant and managed labs, plus you were involved with seminar courses and presentations, but not direct exam grading or setting papers. Let's shift — when you're guiding student projects or research, how do you make sure your communication is clear and your teaching is structured so students really understand what you're explaining?

Okay, you mentioned partial grading for seminar presentations and lab support, but not direct exam duties. Let's talk about guiding student projects. How would you help a student struggling to communicate their research findings clearly to an audience that's not technical?

Actually. You know, for a student. Finding difficulties in communicating her research. To set up for audience, uh. Who don't have that much? You know, technical. It's really a very challenging thing.

Actually. You know, for a student. Finding difficulties in communicating her research. To set up for audience, uh. Who don't have that much? You know, technical. It's really a very challenging thing. And this requires lot of training. Patients and. First and foremost. The the student or researcher you say?

Actually. You know, for a student. Finding difficulties in communicating her research. To set up for audience, uh. Who don't have that much? You know, technical. It's really a very challenging thing. And this requires lot of training. Patients and. First and foremost. The the student or researcher you say? He must be strong with the. Concepts. The theory, the practice. Practice everything. About it. So that's the first and foremost thing one should have. And the later part. Explaining. Them to the. You know. People, uh. Who are not? Who don't have that much? Idea of. The research content which is being explained to them.

Actually. You know, for a student. Finding difficulties in communicating her research. To set up for audience, uh. Who don't have that much? You know, technical. It's really a very challenging thing. And this requires lot of training. Patients and. First and foremost. The the student or researcher you say? He must be strong with the. Concepts. The theory, the practice. Practice everything. About it. So that's the first and foremost thing one should have. And the later part. Explaining. Them to the. You know. People, uh. Who are not? Who don't have that much? Idea of. The research content which is being explained to them. Has two that comes only by. You know, a lot of experience. And even with experience. Some sometimes. It may not work out that the student may not be. Able to get across their ideas through the audience. Who? Don't have background in that. And usually most of the seminars talks. Et cetera are always conducted. To an audience group. Who are fairly interested in that. That so. Uh, it is done. Everywhere.

Okay, you pointed out how challenging it is for students to communicate technical research to a less technical audience. Before we wrap, I want to quickly verify a couple things. You’ve mentioned your PhD and postdoc work—can you confirm your specialization? And have you published your research in any reputed journals?

Okay, Professor, we're nearly done. Is there anything you'd like to ask about the role or the team before we finish up?

Okay, you emphasized how important it is for a student to master their concepts before they can communicate research to a non-technical audience, and that takes patience and training. Dr., we're nearly done. Is there anything you'd like to ask about the role or the team before we finish up?

Okay, you emphasized that students need strong foundational knowledge to communicate their research, and that experience helps but isn’t always enough for non-technical audiences. Dr., before we wrap up, is there anything you’d like to ask about the role or the team?