Yes, we can begin.

Please start by introducing your professional journey in academia

Myself Doctor Rajeev Sharma. I have done my.

You were saying you’ve done your— Go on.

Graduation from. Biotechnology. From Jihad University. And Masters. From Arwari College. Specialization is biotechnology. Then I've done my PS3 from the IT measure.

From the. Department of Bioengineering. On the topic of analysis of. Bacteria. In the cholesterol formations. Then I joined. As a guest lecturer. In Boston College, in Ranchi itself.

From the. Department of Bioengineering. On the topic of analysis of. Bacteria. In the cholesterol formations. Then I joined. As a guest lecturer. In Boston College, in Ranchi itself. For two years and then finally I joined. Amit University, Jharkhand.

That's an interesting point. Could you elaborate a bit more on that?

As an assistant professor in the year 2000.

You mentioned starting as a guest lecturer at Boston College in Ranchi. What was one foundational concept you especially enjoyed teaching to your students there?

As an assistant professor in the year 2000. I basically focus on the bioinformatics.

Alright,

So you became an assistant professor in 2000 at Amit University. When you first took on that role, what was one laboratory experiment or hands-on lesson in biotechnology you found most engaging to teach?

Alright.

And microbiology. My passion is to create. A new uh. New compounds. Which can treat colic stones. Thank you. I think you will continue with the next question.

Professor, I noticed your 2022 paper on the dealkenylation of neoandrographolide and its potential to enhance gallstone dissolution. How did your findings from that research influence the way you explain complex biochemical mechanisms to your students in the classroom?

Actually, galestone is a very common disease or gastrointestinal disease. And this is a major cause of gallbladder cancer.

I what I have done in this? I have identified. Of phytochemical.

Right, you emphasized the link between gallstones and gallbladder cancer. When you have to explain the underlying biochemical mechanism of gallstone formation to undergraduates,

Uh, which can. Treat gallstones in the gallbladder itself.

You started to say you identified a phytochemical—go ahead and finish that thought.

Uh, which can. Treat gallstones in the gallbladder itself. And this is the first ever. As per my knowledge is concerned. The compound which can treat. External bodystone by the oral.

Okay, so you identified a phytochemical that can treat gallstones right in the gallbladder. When you present this kind of research to students with less background in biochemistry, how do you adapt your explanations so they really grasp both the science and its clinical relevance?

Filtration. So what I did, I have also patented that compound because that that was a very normal compound.

And then? I can teach the students. We can again see all of the phytochemical because nowadays the the. Pharmaceutical compounds. HR they are. They have lots of side effects So hydrochemicals can be a good alternative for Also in the. In the pharmaceutical field. That we should screen. More hyper chemicals or? Designs and compounds. List side effect. Have a proper ADME property, so in this way I can introduce the techniques and the process. Side drug in the classroom?

Filtration. So what I did, I have also patented that compound because that that was a very normal compound. And how are you? You set in the classroom.

Okay, so you believe this is the first known compound that can treat gallstones orally, not just externally. When you present this kind of breakthrough to students who might not have strong lab backgrounds, what's your go-to strategy for making both the discovery process and the underlying science feel approachable?

In that I have used a bind from a disk part. So I can teach with the children we have. How we can we can discover drugs by the use of. In silico techniques or. By AI techniques.

So you went through the patent process because the compound was so common, which is pretty unusual in this field. When you needed to explain the significance of patenting a widely available compound to your students—who might not have much background in IP or translational research—how did you break that down for them?

So you patented the compound because it was common, but its application was unique. When you need to explain to students why patenting a widely available molecule matters for innovation in bioinformatics or drug development, how do you approach that conversation?

Alright, so you walk students through discovering drugs using in silico and AI techniques, drawing from your own experience with that compound from bind and disk analysis. How do you measure whether your students are actually understanding and applying these computational methods in their own lab or project work?

Right, so you’re teaching students how to evaluate phytochemicals for drug design, emphasizing properties like ADME and minimizing side effects. When you introduce these screening techniques in class, how do you assess if students can actually apply them critically—do you use case studies, lab practicals, or something else?

This is completely in silico based study like identical property analysis so. I it can be done in the computer lab itself.

Thank you, Professor. Let's talk about research productivity. Given your focus on discovering phytochemicals for gallstone treatment, where do you see the most fundable research directions over the next three years? What specific grants or funding sources would you target to support that work?

And for the in vivo analysis, I will take them to. And I'm sure. And how to culture the media? The culture, the sales in the. You know how to identify the AT&B property? But this techniques in the college room and for the UC level it might be difficult. I guess if you demonstrate them. That how to to. Come up with the. Properties. Can we move with the person?

Right, for in vivo work you’d take students through cell culture and show them how to assess ADME properties, but you’re realistic about what’s possible at the undergraduate level. Thinking about your research pipeline—if you were building a group focused on phytochemical drug discovery at this institution, what strategies would you use to attract external funding and build a sustainable lab over the long term?

OK.

Actually, this is difficult in vivo culture is difficult for the undergraduate level, but I know that the. Institute who is calling before the interview. It has the wealthy slap. That can be turned further research level.

Alright, let's shift focus to teaching. You mentioned hands-on and in silico methods—suppose you’re designing a lab course for undergraduates at VIT, where practical application is key. How would you structure a session to make sure students don’t just follow a recipe, but actually think critically and engage with the scientific process?

Alright, Professor, let's shift 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?

But such. What the undergraduate student in might be difficult, we can demonstrate then. How the techniques how to handle the the media? How to culture the self? Self culturing. It can be demonstrated them. And if. From suitable that just. Is, uh, properly able to? With that, it can be given them by hand. And like ATM. We basically start with the in silico study, so if we will be delivering the lecture about. The analysis of Ada property. Through Insilipo. This tool it will be interesting for the students also to. Find themselves, they will come to us. By By.

Screening different phytochemicals and it would be a it will fill a research cap and it will also help the professors. To screen down the pyrochemicals and regarding the. Project project for this. We can design the project also and we can ask for the. CSI, CSI funding and deputy funding. For the establishment. Cell culture Labs.

Thanks for explaining your approach to introducing lab and computational skills, even with the challenges at the undergraduate level. Now, let's consider an ethical scenario you might face at VIT: Imagine a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to improve pass rates. How would you navigate this situation and protect both academic integrity and your professional relationships?

Okay, you’ve clearly got a strategy for building research infrastructure and funding. Given your background with phytochemical screening and bioinformatics, do you have existing industry contacts—maybe pharmaceutical companies or biotech firms—that could translate into internships or placements for students?

Yes.

Yes. The screening process is simple.

So let's shift gears, Professor. When you're teaching both theory and lab courses, how do you keep students engaged, especially during technical lab sessions where it's easy for them to just follow instructions without really understanding the underlying principles?

Okay, noted.

That that is a computational. But isolation of the hydrochemicals? Is a little bit challenged, but not that much typical. We can simply identify the plant. From where we can isolate the phytochemicals? And we can approach. To the pharmaceutical department. Event of a mystical person. For their identifications, where we can simply use. The instruments like UPLC and Mr. For the complete identification of the. Of that phytochemicals and after that we can go for the cell line cultures, for their toxicity studies and for their. Studies like what functions they can be. Like receptors and protein based ligand. Docking and all.

Alright, so you're comfortable with computational screening, and you described isolating phytochemicals using tools like UPLC and mass spectrometry, plus moving on to cell line cultures for toxicity and receptor studies. When you guide students through research or projects involving these techniques, how do you ensure they're not just running protocols, but actually interpreting results and drawing meaningful conclusions?

When a student will understand a simple protocol for the the extractions of phytochemicals, their identifications, their property studies. Because the techniques which I have said the UPLC and mass spectrophotometer. That are that also need. Some analysis. So in the classroom, when the students are clear with the analysis of the graphs.

Which are there in the. UPLC inspector photometer. They can simply identify that and from. And from their. They can analyze whether the graphs or the isolates which we are analyzing. Is in their fingerprint reason or not? They will tensile approach to us and will say yes.

Which are there in the. UPLC inspector photometer. They can simply identify that and from. And from their. They can analyze whether the graphs or the isolates which we are analyzing. Is in their fingerprint reason or not? They will tensile approach to us and will say yes. OK, so we have it.

Okay, so you're saying that once students understand protocols for phytochemical extraction and instrument analysis, they're better equipped to interpret the graphs and data in class. When it comes to evaluating their learning, do you rely more on lab reports, oral presentations, or some other method to see if they've truly grasped the analytical part?

And this is working or not they will, they can. There's nothing to conclude with this. This is all about the. Handling of the instruments and the analysis. Which can be done. The plasma studies.

So you’re saying once students can interpret those UPLC and mass spec graphs, they’ll be able to recognize the fingerprint regions themselves and come to you with their findings. When it comes to student evaluation and exam duties, can you give me a concrete example of how you’ve handled grading or assessment to make sure it’s fair and consistent across different batches or academic years?

So if students can analyze the fingerprint region on a UPLC or mass spec, that gives you proof they’ve understood both the technique and the analysis. When you’re evaluating their lab performance, do you have them interpret unknown samples, or do you mostly rely on predetermined datasets?

You mentioned plasma studies and handling those instruments—sounds like you’ve worked with both practical and analytical teaching. Shifting topics, Professor, when you're guiding student research or projects, what's your approach if a student’s project results are consistently negative or inconclusive?

Research itself means to. Search the. So fat again and again. And and come up with a new. So whenever they have. Findings or that? That can be reached there can be guided properly. To reconduct their experiment, they can be motivated. To redesign the experiment. So that they can. Come up with a positive conclusions and they may result in. Because this mind of the students. Are like open box. They can think even out-of-the-box, which sometimes a professor cannot.

Right, so you encourage students to redesign or repeat experiments, and value their out-of-the-box thinking even when results aren't positive. Switching focus, in your classroom teaching—whether it's theory or lab—what strategies do you use to make complex topics accessible to students who might not have a strong background in the subject?

Pink if you're really motivated for the positivity. They may definitely come or. With the results, which may also lead to the technology transfer and that is also. In favor of the university or. I'm ready for the other questions.

You said positivity and motivation can help students reach results, and even lead to technology transfer. When you’re explaining something complicated—let’s say gene expression analysis or docking studies—to students who don’t have a strong background, what’s your go-to strategy to make sure everyone actually gets it?

We can start by giving very small projects.

Like for the starting. The first teaching them. That how to screen. Research papers, how to study, how to find out. Proper research papers. How to design the protocol? All by themselves. Institute of directly going through the lab.

So you like to start with small projects to build confidence and foundational understanding. Can you share a specific example of a mini-project you’ve assigned, and how you made sure it was both accessible and rigorous for students with different levels of preparation?

First I will let the student. To work with the review paper writing and to. Analyze the papers and how they have worked. And LED them to come there. I will motivate them to come by themselves with some protocols and simply because in the graduation level undergraduate. Students if I am dealing with undergraduate students. So, uh. Many of them are from just from the +2 they where they have run very basics of the of biotechnology and. Metrics.

So you focus first on teaching students how to find and understand research papers, and how to design their own protocols before even touching the lab. When you’re evaluating how well they’ve learned these foundational skills, do you assess them through written assignments, live discussions, or some other method?

Very basic knowledge they have, so I cannot expect that they can do something in the experimental level. First, they have to understand the basic. Mechanisms. Which can be done in the classroom and. Demonstrating some parts. In the lab. Will definitely improve them.

Alright, so you start with review paper writing and protocol design, especially since many undergraduates come in with just basics from high school. When you’re planning your lectures or lab sessions, how do you make sure your communication style and structure actually work for students who might be shy or hesitant to ask questions in class?

Is Jehovah going? Directly to the complicated topics, I must first go through the basics.

Okay, so you use classroom explanations and lab demonstrations to help bridge that basic knowledge gap. For student projects and research,

And then I will let them. To go further research paper and. Then I will motivate. Protocol. Or I will first give give them or some sustained rise protocol and I'll ask them to repeat that.

So you’re clear that covering the basics first is essential before moving on to more advanced topics. Switching gears,

And then I will let them. To go further research paper and. Then I will motivate. Protocol. Or I will first give give them or some sustained rise protocol and I'll ask them to repeat that. They can be good in handling. After that I. I will. Will motivate them. To pick some new. Uh, protocol and work on that Will you please repeat the question? I haven't read it.

So you’d start them on a standardized protocol, then have them repeat it before moving forward with new research. Earlier you mentioned review papers and protocol design as foundational steps—have you ever brought in examples from industry or consultancy work to help students see how these skills translate outside of academia?

Sure, I’ll repeat it. Earlier you described starting students with standardized protocols and gradually encouraging them to design their own. Have you ever brought in examples from industry or consultancy work to help your students connect what they’re learning in class to real-world applications?

Yes.

I have designed a very few. Very small protocol. Calls and ask them. Repeat it like. One of my patent is on the. Wine production.

Alright, you said yes—can you give me one example of an industry project or consultancy experience you brought into your teaching, and how it influenced the way you taught or guided students?

That the students themselves were interested about the wine productions Where? We have using a. With the help of undergraduates. Students, we have. Produced the wine with a very low alcohol. Content. Naturally low alcohol content.

You mentioned one of your patents is on wine production and you’ve had students repeat protocols related to that. Can you walk me through how you adapted your wine production project for students, especially in terms of what steps or concepts you emphasized and how you ensured the learning was relevant to both academic theory and practical application?

On that time, actually, the students were very curious. That how actually the wine is spread being produced and sometimes it is. Medically that are. What the hell? So can we design?

So you and your students worked on producing wine with naturally low alcohol content, which sounds like a great hands-on project. When the students were troubleshooting or running into unexpected results during this protocol, how did you guide them through problem-solving without just giving away the answers?

Is that kind of which would? Would in test but without. Causing any harmful effect.

So your students were curious about both the process and the medical aspects of wine production, and you let them explore those ideas. When they started asking if they could design something new—like a different type of wine or a protocol modification—what steps did you take to encourage their independent thinking while still ensuring scientific rigor?

In our hand, so. This is one of the examples which we have created in the lab and that. So got patented and in that. The students was also involved.

Right, so you focused on designing something that would interest students but also be safe and not cause harm. Thinking about your broader teaching approach, how do you evaluate whether your students have truly understood both the theoretical and practical aspects of a research protocol?

Alright, so your patent project actually involved students directly in the lab, which is a strong example of hands-on learning. Shifting focus a bit, when you’re evaluating student performance—especially in practical courses or labs—what’s your approach to ensuring your assessment is both fair and truly reflective of their understanding, rather than just their ability to follow instructions?

Yes, I also asked them to think. About the protocol, what new can be done? Because as I said. That we know that What are the limitations of? Of various protocols.

Yes, I also asked them to think. About the protocol, what new can be done? Because as I said. That we know that What are the limitations of? Of various protocols. But being a very young mind, the students can think even beyond. The limit?

Which we are not. Thinking so in this way, we. That is helpful to the professors also sometimes to get new ideas.

Okay, so you use protocol limitations as a teaching tool and encourage students to think critically about improvements. For student evaluation and exam duties, can you describe a time when you had to assess a borderline student—how did you decide whether they'd demonstrated enough understanding to pass?

Okay,

Right, so sometimes your students come up with ideas even the faculty might not have considered. When a student proposes a new protocol or method that challenges existing practices, how do you balance encouraging their creativity with ensuring scientific accuracy and safety?

Of course.

The students may come with some ideas which are which are not. Feasible or sometimes? It is not with the protocol, so in that case we also teach them. About the idea Intellectual property, right? And safety levels of the lab. That what can be done in the labs, which is which are not prohibited. Why we cannot do that? In this way. This is also actually IPR and via. Lab safety rules are also in the sports curriculum. So directly, indirectly, they. Used to study. These things also along with their practical app.

You said “of course,” so I’m hearing you do try to balance creativity with safety and accuracy. Can you give a concrete example of a time when a student’s idea pushed boundaries and you had to step in to ensure scientific rigor—what exactly did you do in that situation?

So you actually use those moments to teach students about intellectual property and lab safety, and you weave those lessons into the practical work. Thinking about your communication style, how do you make sure your explanations—especially for complex or technical topics—are clear and accessible to a diverse group of students?

Focus on the lectures are sometimes nowadays. Views of AI is there.

And then there's lots of animated videos or tales because something. Many are things are many photos. Once that year, many mechanisms in the cells are there. Which a student cannot visual. So I basically use sometimes with 3D animations. To visualize them. Mechanism pulling on. So in this week. A student can. To learn even the complicated.

Okay, so you’re seeing more students bringing AI into your lectures lately. When students use AI tools or resources to help them understand a complex topic, how do you make sure they’re actually learning and not just relying on the technology for answers?

Fix, uh, possible. Or 10. Student says that you know. Still it is not clear.

Alright, so you bring in 3D animations and visual tools to help students really see what's happening at the cellular or molecular level,

I. Explain them again and again. And then, uh. That motivate them.

So if a student still doesn't understand the concept even after 3D animations or visuals, what's your next step for helping them grasp it?

To analyze that that how the cells there is something. Like when a receptive is binding with. The whiter protein. And then the sub mechanism of bias signalings are going there. So from there I just. Ask them just to principalize the thing. I show them some YouTube videos, some. Lectures in which are. They are available in the online. When the AI platform. So that it will be easier for them to understand.

To analyze that that how the cells there is something. Like when a receptive is binding with. The whiter protein. And then the sub mechanism of bias signalings are going there. So from there I just. Ask them just to principalize the thing. I show them some YouTube videos, some. Lectures in which are. They are available in the online. When the AI platform.

Got it.

Alright, so to help students understand things like receptor-ligand binding and biased signaling, you use online lectures and AI platforms along with your own explanations. When students use these outside resources, how do you check that they can actually apply those principles in a hands-on experiment or project, not just recall them from a video?

Right, so for mechanisms like receptor-protein binding and biased signaling, you use YouTube lectures and AI platforms to supplement your teaching and help students visualize and understand those processes. Thinking about your ability to guide student projects and research—can you give an example of a student project you supervised where you had to step in and help shape the direction or troubleshoot a major challenge?

Basic challenge which student faces. Yeah, with the subject, I think. The things which needs a lots of casket mechanisms are there.

Like, uh. Perhaps very simply, if I speak about. The cycles.

Alright, so you're saying students often struggle when a project involves lots of complex,

Krebs cycles are there. Metabolic pathways are there. That actually. The students feel difficulty to remember for the longer time. Support that what I do I create some stories or create some shortcuts. Shortcuts or the alphabetical order representation so they can they can remember. Topics for the longer time.

Okay, you started to mention cycles as a simple example. Can you give me a concrete case where a student got stuck on a biological cycle or pathway, and you had to intervene to help them work through it?

And actually in in biology. Each steps. A specific reason is why this problem? This is going on. So what? Must be clear to the students so that they don't no need to just mug up the things, even the things that. Seems that it need to be marked up. But they when they understand the mechanism. It lasts long for that.

So you use stories and alphabetical shortcuts to help students remember complex cycles like Krebs and other metabolic pathways for the long term. In those situations, how do you check if a student just memorized the sequence or if they actually understand the underlying biochemical logic behind each step?

Right, so you focus on helping students understand the underlying reasons for each step, not just memorizing the cycle. When a student is still struggling to connect those reasons in something like the Krebs cycle, do you have a way to assess whether they've really grasped the concept—like using oral questioning, problem sets, or maybe having them explain it back to you?

Yes, I. There are, as I said, are not only. The blackboard teaching or whiteboard teaching I used to do in the classrooms. I use various AI tools like. One tools are there in the. Which is a quiz type portions.

And in that at the last, uh. There there is some. Rising or the achievement logos are there for the students. So many students feel very interesting and they always come up with. They revise the things and they come next day. With the small quiz test like that. So this is my approach. Ask to motivate them to revise. There are daily lectures. At at their home.

Alright, so you've been using AI quiz tools in addition to traditional board teaching to check student understanding. Can you name one of these quiz tools you've found especially effective, and what makes it work better for assessing whether students can apply concepts rather than just memorize facts?

Alright, so those achievement logos and daily quizzes seem to really motivate your students to keep revising. Switching gears a bit, can you tell me about your experience supervising student research projects—maybe a time you guided a student from a rough idea to a publishable result?

Real times we have to. To relate the topics like why we are studying that mechanism, suppose if I say. That we are. We have to run. The DNA bands on the jig.

So what? Why we will we are running that on the gel. What they will continue when they are going to use?

Alright, so you make sure to connect student research to real lab methods, like running DNA bands on a gel. When a student's project hits a snag at the experiment stage—say,

That I simplify will ask them like. Many of many of the students being biology. Backgrounds.

Okay, so you prompt your students to think about the rationale behind running DNA on a gel and what they'll do with those results. When a student gives you an answer that misses the practical application, how do you steer them toward framing their work in terms of experimental outcomes rather than just methods?

Real difficulty to solve numericals, so when I relate that. Why we have? To date that numericals why you have to solve the numericals? And when they are going to use it?

Okay, so since many of your students come from a biology background, you try to simplify by asking direct questions and guiding them step by step. Thinking specifically about student evaluation and exam duties—when you're designing an exam for a theory course, how do you make sure your questions actually assess deep understanding and not just rote memorization?

So getting the classroom studies with the practical studies. Actually relate them that when they are going to. Not simply saying that. This is topic is important important. But when they will be used in their life for the practical application? That thing must be clear OK, so that whenever they. Forming any experiment when they are. I've done expect I'm working with. New experiments they can. Do that by themselves.

So getting the classroom studies with the practical studies. Actually relate them that when they are going to. Not simply saying that. This is topic is important important. But when they will be used in their life for the practical application?

Okay, so you connect numericals to their real-life relevance to help students see why they're solving them. When you're designing a practical exam or lab assessment, how do you make sure students are evaluated fairly on both their conceptual understanding and their ability to perform the technique?

Alright, so you really emphasize connecting classroom material to practical application, not just telling students something is important but showing them how they'll actually use it. Shifting focus a bit, can you share an example of a time you collaborated with industry—either through a project or consultancy—and how that experience influenced your teaching or research approach?

So you're saying your work with industry or hands-on experiments helps students become more independent in the lab. I want to get more concrete here—can you walk me through a specific industry project or consultancy where you were directly involved, and tell me what your exact contribution was?

Right now I don't have any consultancy or project. Where? With industries?

Right now I don't have any consultancy or project. Where? With industries? But I am working with some labs.

Where they have the CI facilities.

Alright, Dr., thanks for clarifying. Since you haven't had direct consultancy or industry project experience yet, tell me—if you were asked to design a research project in partnership with a biotech company, what area would you focus on, and how would you ensure the project benefited both your students and the industry partner?

Alright, Dr., so you're currently working with some labs rather than directly with industry. Let's talk about your research publications—can you share one of your recent papers and walk me through your main finding, plus how you communicated its significance to a broader scientific audience?

Got it.

But but with the new compounds I have not at work. But I am in the process with that. Please repeat. Can you repeat video question?

So that that we have communicated. So the Ideas conference. This with the help of published people. And we? I have previous uh. Applications on that. Through which we can communicate our findings with the other. With the other scientific. Of people and they're. Also approaching with us Yes, it will be feasible for me. To set the idea along with the student and can guide them with the with this topic. Although I am currently guiding us to print. On the topic of Yes, it will be feasible for me. To set the idea along with the student and can guide them with the with this topic. Although I am currently guiding us to print. On the topic of. One topic is already going on with my PhD.

Right, you mentioned you haven't worked with new compounds yet but you're in the process. No problem—I'll repeat my last question. Can you share one of your recent research papers and walk me through the main finding, plus how you communicated its significance to a broader scientific audience?

Yes.

So you said "yes"—but I need you to walk me through a specific recent paper of yours. What was the main finding, and how did you communicate why it mattered to people outside your immediate research area?

Yes, my recent finding is that. The about the gallbladder. Cancel So basically. What we have find that. The 90% of the gallbladder cancer is because. The presence of gallstones.

So that that we have communicated. So the Ideas conference. This with the help of published people. And we? I have previous uh. Applications on that. Through which we can communicate our findings with the other. With the other scientific.

Okay, so your recent finding is that about 90 percent of gallbladder cancer cases are linked to the presence of gallstones.

Alright, so you communicated your gallbladder cancer findings at a conference and used previous applications to help get the message out to other scientists. Shifting gears, Dr., let's talk about your ability to guide student projects and research. Suppose a master's student comes to you struggling to narrow down a thesis topic within cancer bioinformatics—how would you help them focus their ideas and set up a feasible research plan?

Okay, so you’re already guiding students on thesis work, including your current PhD student. When a student’s project hits a dead end—maybe the data isn’t giving clear results or a method isn’t working—how do you help them push through and still make meaningful progress?

Uh, whenever we stuck with. Such a sweet, such things like where we cannot find something new. That actually is a desirable thing on. This case.

What we do we. Tries or we modify the protocols that. Actually needs to. The discovery or invention of something new.

What we do we. Tries or we modify the protocols that. Actually needs to. The discovery or invention of something new. So it's. It's a good sign that sometimes we are getting some negative or we are not getting rid of for the longer time.

Okay, so you see hitting a dead end in research as something valuable in itself. But what do you actually say or do with a student when they're frustrated in that situation—how do you help them find the next step or reframe their approach?

Alright, so when students hit a block, you work with them to adjust protocols and steer the project toward new discovery, which shows you’re very hands-on in your guidance. Switching topics, tell me how you evaluate students’ performance in theory or lab courses—what methods or criteria do you use to make sure your grading is fair and consistent?

Alright, so when you and your students hit a wall, you see it as a chance to try new protocols and sometimes discover unexpected findings. Shifting to teaching—when you lead a laboratory course, how do you make sure every student, even the ones struggling with the basics, actually learns the hands-on skills they need?

So multiple times repetitions or modifying the protocols. Our maximum times rates. To the some. Positive result with that. Handsome training is required for the students. In the course curriculum also they have. The they they already. It is there that they have to perform the the left. The lab based workout there. And there are. When the last semester. They have to do some projects, so for that they are already been prepared. In their previous. Semester for the handphone training basics instrumentation handling they might be knowing formed by. By doing. Regular practical classes. And this is, I think this will be helpful for the students Accuracy. What accuracy? Definitely repetitions of the experiment is there. Replicating the experiment is required.

So multiple times repetitions or modifying the protocols. Our maximum times rates. To the some. Positive result with that. Handsome training is required for the students. In the course curriculum also they have. The they they already. It is there that they have to perform the the left. The lab based workout there. And there are. When the last semester. They have to do some projects, so for that they are already been prepared. In their previous. Semester for the handphone training basics instrumentation handling they might be knowing formed by. By doing. Regular practical classes.

So you emphasize hands-on training and regular lab work to prepare students for their final projects, and you mentioned modifying protocols and repeating exercises if needed. When it comes to evaluating students in lab courses, what specific criteria do you use—like accuracy, technique, or something else—to make sure your grading is objective?

Right, you focus on accuracy and repetition of experiments for grading. Now,

And and along with the replicating the the experiments. They, they, they. It not only it should the work should not only left with the students we. A professor should also be involved. In the project along with the students go there. When it is in-house training.

Profit services will definitely be clear, but when the students is been set for some other institute or some other laboratories. For their project, we as professor must also be in contact with their external guides.

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