Yes, we can begin.

Please start by introducing your professional journey in academia

So. I am Doctor Soil Nas. I'm actually from Calcutta, I've completed my bachelors in. Electronics and instrumentation.

Okay, so you've got your bachelor's in electronics and instrumentation. Go on.

Getting from. W. Then I went for. Complete my masters. In Electronics and Instruction Engineering special. Where I have worked in data commercial. Data then. Uh, I've completed my PhD from. The department was Department of Fire.

Getting from. W. Then I went for. Complete my masters. In Electronics and Instruction Engineering special. Where I have worked in data commercial. Data then. Uh, I've completed my PhD from. The department was Department of Fire. Where I walked in. Semiconductor Animation.

Yes, specifically quantum dots. Like CDACTIU. Carbon quantum dots dot. Where I have used those quantum dots for the preparation of. Optical sensors. And also catalysts to degrade different pollutants.

You've mentioned your background in electronics and instrumentation—when you first started teaching, what kind of learning environment did you try to create for your students?

Alright, so you worked in semiconductor animation during your PhD in the Department of Fire. When you began teaching, was there a particular foundational concept in electronics or instrumentation that you found most rewarding to explain to students?

Water. After I complete my PhD, I have started working. Data science company. Bangalore. Which is called as insufferable where I worked as. It's a sign test for around 4 months.

Alright, you focused on carbon quantum dots for optical sensors and pollutant degradation. When you introduce quantum dots to students for the first time, how do you break down such a complex topic so it clicks for them?

Then I have started working. In academia there is Atlas Field Tech University. Started as in. In the department of. School of Technology.

Alright,

Then I have started working. In academia there is Atlas Field Tech University. Started as in. In the department of. School of Technology. Where I. I have. Different subject level. Assignments like. Python programming.

You started as an academic at Atlas Field Tech University in the School of Technology. When you began teaching there, did you notice any differences in how students responded to hands-on demonstrations versus traditional lectures?

I total have around 8 publications. Which are all CIS And and most of them are. Q1 Journalist. Like 7 publications are in. Q1 channel And and most of them are. Q1 Journalist. Like 7 publications are in. Q1 channel. And one publication And and most of them are. Q1 Journalist. Like 7 publications are in. Q1 channel. And one publication. Apart from my journal publications, I have total. 4 granted patents. Which are all granted by. Government of India.

We are in machine learning foundations, Advanced machine learning statistics.

Right, so at Atlas Field Tech University you handled different subject assignments, including Python programming.

Apart from. My academic journey. I'm very much interested. Different kind of sports.

Apart from. My academic journey. I'm very much interested. Different kind of sports. Uh, uh, like football. Playing chess? Swimming.

You mentioned handling machine learning foundations and advanced statistics courses. When you introduced these topics to students who might not have had a strong math background, how did you make the material approachable for them?

And I've also very much. And if I talk about my. Publications and the patents that I have I total have around 8 publications.

Dr. Das, your recent publication in Environmental Science: Nano on semiconductor quantum dots and carbon-based quantum dots as fluorescence-based optical probes for metal ion detection in water caught my attention. How has that research influenced the way you teach students about the real-world impact of nanotechnology in environmental engineering?

So football, chess,

And and most of them are. Q1 Journalist. Like 7 publications are in. Q1 channel. And one publication. Apart from my journal publications, I have total. 4 granted patents. Which are all granted by. Government of India. And all of them are. Synthesizing Uh, all of them are on synthesizing of quantum dots and their application, you know? Because hinsing and protocol.

Eight publications is a solid accomplishment. Of those,

Given your work with carbon quantum dots and their applications in environmental sensing, where do you see the most promising fundable directions for your research over the next few years?

Uh, all of them are on synthesizing of quantum dots and their application, you know? Because hinsing and protocol. Apart from my. Patent patents. I have three book chapter which is published.

Uh, all of them are on synthesizing of quantum dots and their application, you know? Because hinsing and protocol. Apart from my. Patent patents. I have three book chapter which is published. Multiple conferences.

Alright, you've worked on synthesizing quantum dots and moving those protocols toward application. Let's pivot a bit—thinking about your teaching: suppose you have a large undergraduate class, and you can't use slides. How would you design a session on quantum dots so students stay engaged and actually wrestle with the concepts, not just listen?

Alright, so all four patents are on quantum dot synthesis and their applications, and you've contributed to several book chapters as well. When you guide students through project-based learning on cutting-edge topics like this, what strategies do you use to make sure undergraduates and postgraduates actually succeed with their research—especially in emerging technology areas where the literature is still evolving?

Around 5 conferences I have. Attended and published.

Okay, so those book chapters and conference presentations show you've been quite active getting your research out there. Thinking about your classroom again, when you guide students through project-based learning—especially in emerging areas like quantum dot synthesis—what concrete strategies do you use to make sure undergrads and postgrads both stay on track and actually achieve meaningful outcomes?

Mm-hmm.

What is? The next question.

Alright. Let’s shift gears to something a bit different. 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?

Can you elaborate on the question? What do you mean by outcome assessment?

Right, good question. By outcome assessment, I mean the process of measuring whether students are actually achieving the learning objectives set out for each course — things like exams, projects, or other assessments used to demonstrate mastery of course outcomes. If you noticed that the way this data was collected or reported was inconsistent across different courses in the department, what practical steps would you take to address that?

So obviously if you're talking about. The assessments. Based on the outcomes. How the to students have learned? It is inconsistent. So then I have to go through. How the? Measurements. Are there in? Department. So obviously it is based on some course. So now we have to jot down. We have to make. A set of. Rules are uh. List out. What are the?

And what are the skills that is required? And based on that, what are the objectives of the course and what are the? And this has to be Varied. This has to be validated for. Each department. Once we uh. Once we make it uniform in each department and. Course, then we can go through. What? What are the course objective and what are the? South Current and what are the? Weightage for each.

Nasery step for Egypt. So if someone is. Getting into a program. What is the program?

And if the pro program out is this? What are the different courses should I teach?

Okay, so you’d start by reviewing how each course is actually measuring learning,

Sounds like you’re asking about program-level assessment—so, if someone joins a program,

The different courses. Then how it is relevant to the industry?

And what are the skills that is required? And based on that, what are the objectives of the course and what are the?

Okay, so you’re thinking about which courses align with the overall program outcomes. You were outlining how you’d standardize outcomes and map courses to those—go on.

Mm-hmm.

Professor, let's consider an ethical dilemma you might face as faculty. Imagine a colleague asks you to co-author a research paper, but when you review the data, you notice some results seem questionable—maybe even manipulated. At the same time, your department is under pressure to boost publication counts for upcoming accreditation. How would you handle the situation?

Based on that, we can. Uh, Tally, what is the? Score for each student. And what not. Each student, What is the score for each?

Based on that, we can. Uh, Tally, what is the? Score for each student. And what not. Each student, What is the score for each? And how they have performed based on the core subject report.

Alright, Dr., let's turn to how your work connects to industry. Given your background in quantum dot research and synthesis, do you have professional connections or industry collaborations that could help students with internships or placements?

Alright, Dr., now I want to check a few specific areas of expertise. When it comes to image processing, let's say you're working with a set of low-contrast biomedical images and traditional histogram equalization isn't giving you the clarity you need. What method would you try next, and how would you justify that choice to your students?

So you're saying you'd tally scores and map student performance back to the core subject report to analyze outcomes at a detailed level. Now, thinking about embedded systems and communication—if you had to teach a lab where students routinely struggle to debug an I2C bus communication issue between a microcontroller and a sensor, what hands-on approach would you use to help them diagnose and fix the problem?

So I should be following a set of rules. To make it more uniform. So each department. I teach so that when we are measuring. The value of course outcomes and how the student have performed. It is uniform for each department. Hello. What is the next question?

Right, you’re focused on making outcome measurement consistent for each department, mapping scores back to the course, and evaluating student performance uniformly. Now, when you’re teaching both theory and lab courses, how do you adjust your approach to make sure students actually connect what they learn in lectures with what they do in the lab?

So it it. It's kind of. Scene everywhere. So teaching something in theory. Connect those. Talks in the practice. So what I believe? What changes we can do? Obviously, whatever we are teaching. Kitty, we should be keeping the lab session in that semester as well. Not in my next semester So whatever, we are teaching theory So whatever, we are teaching theory. We should have a lab lecture for that. In that semester.

So it it. It's kind of. Scene everywhere. So teaching something in theory. Connect those. Talks in the practice. So what I believe? What changes we can do? Obviously, whatever we are teaching. Kitty, we should be keeping the lab session in that semester as well.

Okay, so you think pairing theory and lab sessions in the same semester really helps students see the connection.

So which? If they can easily connect. With whatever they're learning. Experience they can. 2nd. The laptop. Should be something. On not only. A teacher demonstrating how to. What's the theory? There should be some problems that they can. Use it on. So Uh, the problem statement should be something like. Where the teacher can. Teach them how to use.

Alright, so you’d always make sure the lab component lines up directly with the theory in that semester. When it comes to keeping your explanations structured—say you’re introducing Fourier transforms for the first time—how do you break down a complex idea like that so students don’t get lost?

So which? If they can easily connect. With whatever they're learning. Experience they can. 2nd. The laptop. Should be something. On not only. A teacher demonstrating how to. What's the theory?

Uh, the problem statement should be something like. Where the teacher can. Teach them how to use. Their practical. Domain and also. What they should do next? That is my second app. And third approach.

So you want lab work to be hands-on, not just the teacher showing theory, but students actually doing and experimenting. Shifting gears a bit, when it comes to evaluating students and handling exam responsibilities, how do you make sure your assessments are fair and actually measure what you want them to learn?

You were saying the problem statement should let teachers show how to use something, but also let students work through it themselves. Switching topics,

Which I feel very practical. Is there should be? Uh, course which gives. Around less credit, let's say.

You mentioned that's your second and third approach. Can you walk me through how you actually structure an exam or evaluation so it reflects both the practical and theoretical aspects you've taught?

OK, for each semester. Which? Accumulates all the subjects they have learned in that semester.

Okay, so you're suggesting there should be a course with less credit to keep things practical. Since this role requires a completed PhD in a relevant specialization,

And they're given a project based on that. So that that subject should be. A subject which is. Obviously based on the subjects they have learned on that semester and some projects has been. Even on. Based on that. So they will learn the theories. And that's emission on also. They will learn. How to use the subject?

So you want each semester to have a way of accumulating and reflecting on all the subjects a student has learned. How do you use those cumulative insights to guide or adjust your teaching in the following term?

Uh, to create a project. And execute a project.

Okay, so the project is directly tied to subjects learned that semester,

Based on whatever they have learned and theory. And lamps that. So I think this. Approach I'll follow.

Alright, so for you it's about helping students create and actually execute a project based on what they've learned. Since image processing is a core skill for this role,

And also. Uh. It would be better. To give them the practical knowledge. If I could. Text not me if I could arrange. Or the faculty, whoever is teaching those practical subjects. With the theories. If they could add in some master classes from the industry. So they have that interest, OK. I'm learning these core concepts from the theory. And these are the core concepts that I learned in my lab.

Alright, so you'll build on whatever theory and lab work they've done so far. For embedded and communication topics, imagine a student group is struggling to get reliable data transmission between two microcontrollers in a noisy environment—how would you guide them to troubleshoot and improve their setup?

So if I could connect some. Industry Persons. With the students so that they can understand. OK. Then this is what is happening. In industry. And and this is what we are learning in theory. So this is what we should. To to increase our skills. In the practical session. So according to that. Can design our curriculum so that. So students can learn theory. They can learn the. Labs and also they have an idea what is happening in the industry.

Now let's see what is happening.

Okay,

Bringing in industry experts for master classes really does bridge that gap between theory and hands-on lab work. Since clear communication and structured delivery are essential for this role, can you describe how you ensure your lectures or lab sessions stay organized and easy for students to follow, especially with complex topics?

Industry, so they will always have an interest. For the subject.

Industry, so they will always have an interest. For the subject. He this is. What is? Thought this is what?

Right, connecting students with industry professionals helps them see the real-world relevance of their coursework and labs. Now,

Explode, so it is. It's not only about teaching. Which should teach them, and also they should we should. Motivate them to explore. New topic. That is how we should motivate.

So you see industry engagement as a way to keep students interested in the subject. When it comes to evaluating students—say you’re preparing end-of-semester exams or project assessments—how do you make sure your evaluation is both fair and actually measures what you’ve taught?

Mm-hmm.

And also. Including some master players from the industry so that they can connect with whatever they're learning. In theory and practical and how to? Builds the skills. So. They know what is happening in this industry and what they should. So that is. I I think we can. Bridge it again.

Giving them different projects based on the subjects they have learned.

So you see your role as not just teaching, but motivating students to go beyond and explore new topics.

So assigning projects that relate directly to the subjects they've learned gives students a chance to apply their knowledge in a real way. For this role,

Alright, so you’d bring in industry experts again to tie together theory and practical work for skill-building. Let’s shift to your own background for a moment—can you share the focus of your PhD and how it connects to the research areas you’d bring to this department?

OK, so. During my masters, as I've mentioned, I have walked in. Signal processing where? I have. Uh, walked in EC data compression. Wavelet transform. So I have some knowledge. Over different programming language and how to use? Single poisoning image position And during my PhD I worked in quantum dot service and My future plans? Is to use those quantum dots.

OK, so. During my masters, as I've mentioned, I have walked in. Signal processing where? I have. Uh, walked in EC data compression. Wavelet transform. So I have some knowledge. Over different programming language and how to use?

Okay,

Mm-hmm.

Uh, for the. Repression of. Optical sensing agent which can be. For sensing of different. Analyze or different biological. Molecules and also. Where this materials can be used as a. Photocatalyst design.

So now The thing is. This quantum dots not. Is a semiconductor nanometer. So up. Apart from these two domains that I'm telling that optical sensing. And protocol is designed. I can also use. This quantum dots. Energy Applications. Add an electron width. So my. Aim is to bring. It's three different. Application domain. For the department. Using quantum dots or different animal.

Alright, so you're aiming to use quantum dots both for sensing biological molecules and as a photocatalyst. Shifting gears a bit, when you teach lab courses,

So you see these quantum dots as a bridge across three application domains—optical sensing, photocatalysis, and energy. Let's talk about teaching for a minute. When you're delivering a theory-heavy lecture, how do you make sure your explanations are clear and structured enough that students with weaker backgrounds can still follow along?

So my teaching will. Include. Uh, board explanations. PPT and also. Uh, I would definitely try to. Record some videos or if I can show, share some YouTube videos. Where the student?

Whenever they. You want so if they're not understanding any concept. They can go back to those videos and they can. Go through to understand the. So this will help me.

Alright, so you’d use a mix of board work, slides, and curated videos to help students with different learning styles. When it comes to communicating complex ideas—especially in research or while teaching—how do you make sure your delivery is clear and structured so students don’t get lost in technical details?

We can a section of the students. Who cannot? Grab some. Ideas in a single lecture? So there are some videos which. I I should? Record and keep it with me. Or I can? Keep some YouTube links. So whenever they want to. Maybe because. Maybe. In class they cannot understand.

So you make those videos available for students to review concepts at their own pace—that's helpful. When it comes to evaluating students, can you give an example of how you design an exam or assessment that tests both theoretical understanding and practical application in your subject?

But whenever they're free, they want to understand the concept, they can go through it. And they can learn it easily. And also I'll use a very. Chalkboard based. Of teaching methods. So I will go deep down into each element what it means. What is it? So that. They can understand. Each smaller detail. And also I'll be using PPT. I'll be giving notes. I'll be giving books. And also Student. Learn easily when something is very visual.

But whenever they're free, they want to understand the concept, they can go through it. And they can learn it easily. And also I'll use a very. Chalkboard based. Of teaching methods. So I will go deep down into each element what it means. What is it? So that. They can understand.

Right, so you’re making sure students who can’t grasp concepts in one sitting have resources to revisit material.

Student. Learn easily when something is very visual. And very animated style.

Alright,

Right, so you prioritize visual learning and make sure students can see concepts in action. Can you give a concrete example of a lab or project where you guided students through both the technical steps and the reasoning behind them?

Alright.

So for that I'll. To use some. YouTube and AI tools so make. Visually attractive so that the student can easily. Understandable. Any more questions?

So for that I'll. To use some. YouTube and AI tools so make. Visually attractive so that the student can easily. Understandable. Any more questions? Hello. Any new questions? OK, so. During my PhD I have. Learn biomedical instruments in biomedical signal processing.

Okay, so you’d use YouTube and AI tools to make visuals and animations for your labs or projects—that’s clear. Shifting to your background, Dr., what was the specific focus of your PhD, and how does it connect to the courses or research you’d want to guide here?

OK, so. During my PhD I have. Learn biomedical instruments in biomedical signal processing. During my PC I worked in semiconductor nanomaterials.

And and preparation of quantum dots. CIO 2 CDAC carbon quantum dots from different resources and I have used it.

Mm-hmm.

Okay, so you focused on biomedical instrumentation and semiconductor nanomaterials during your PhD. Since you mentioned both signal processing and nanomaterials,

For the optical sensor of different. Pollutants like mercury. Phenols and I have you. Those quantum dots as a photo catalyst for degradation. Eyes and phenols toluene.

So you worked with carbon quantum dots from different sources and used them in your research. When you were processing or analyzing images related to these nanomaterials, what kind of image processing techniques did you rely on most, and how did you validate the accuracy of your results?

So. PC topic that I have. Done.

Alright, so you used those quantum dots as photocatalysts for degrading pollutants like mercury, phenols, and toluene.

Mm-hm. Go on.

OK, I need to think.

You were saying you’ve done that as your PhD topic—just to clarify, are you referring to integrating hands-on lab experiments with theory, or was that about your research work on quantum dots?

Research work on quantum.

Alright, so your PhD research focused on quantum dots and their application in pollutant degradation. Let’s talk about teaching: when you’re running a theory-heavy course, how do you keep students actively engaged during lectures—especially those who struggle with abstract concepts?

So I think. Whoever is struggling to understand the concept, we should give them free. So. Before coming to the class, they can go through the basic concepts. Or apart from that. If they want to understand more.

So and if there. Kind of feeling. They are behind or whatever is happening in the class. I can give the mixture lectures. So. Go to clear out the basic concepts so that. They they are again. Back in the class, whatever is happening, they will.

So, you're saying you’d give struggling students free resources ahead of class so they can review basics before you dive into more advanced concepts. When it comes to evaluating students in both theory and lab courses, what’s your typical approach to designing exams or assessments so they fairly measure practical understanding, not just rote memorization?

Right, you’re saying you’d use mixed lectures to help students catch up if they’re falling behind—so they don’t lose track of the class. Earlier, I asked about your approach to designing exams or assessments that fairly measure practical understanding, not just memory—can you walk me through a specific example of how you’ve done that?

To make sure that. The students understand. Not only. Remember. We can divide the whole exam. Into something. Based on building something. And also something based on. Memorizing.

So I'll be like, I'll I'll like to take. Exam based on. Obviously. Return where they have to. They have to showcase their. Power to memorize things and understand and logical understanding of something. In a written exam, they understand the concept. They know the concept. And also. The exam should have some part based on. Projects. Where they understand the logic and they can build something.

Okay, so you’d structure exams to include both building something and questions that require memorization. Say you’re teaching a lab course on embedded systems—how do you evaluate a student’s practical lab work differently from their written theory exams?

That is how I will. Judge a student and. Design their. Exam Exam.

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

Okay, noted.

OK.