Hello.

Please start by introducing your professional journey in academia

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus.

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus. I and I've completed. In mechanic, mechanical department. From mechanical department and my topic of my. This is the thermal management in electronics. So basically I worked with. Cooling off electronic chips. So in that I have worked with single phase flow and multi phase flow. And we have. Completely analyzed. And the thermal management and electronics. Where how the channel shape and. Affect the cooling performance of the micro channel heats up. And in that I have also worked with single Facebook. And also in multiphase flow. With this face shine in black liquid cooling. And apart from that? After completing my PhD. I have worked in a national professor. In Selma is considering college for two years.

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus. I and I've completed. In mechanic, mechanical department.

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus. I and I've completed. In mechanic, mechanical department. From mechanical department and my topic of my. This is the thermal management in electronics. So basically I worked with. Cooling off electronic chips. So in that I have worked with single phase flow and multi phase flow. And we have. Completely analyzed. And the thermal management and electronics. Where how the channel shape and. Affect the cooling performance of the micro channel heats up. And in that I have also worked with single Facebook. And also in multiphase flow. With this face shine in black liquid cooling.

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus. I and I've completed. In mechanic, mechanical department. From mechanical department and my topic of my. This is the thermal management in electronics. So basically I worked with. Cooling off electronic chips. So in that I have worked with single phase flow and multi phase flow. And we have. Completely analyzed. And the thermal management and electronics. Where how the channel shape and. Affect the cooling performance of the micro channel heats up.

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus. I and I've completed. In mechanic, mechanical department. From mechanical department and my topic of my. This is the thermal management in electronics. So basically I worked with. Cooling off electronic chips.

OK. Very good afternoon. My name is. Doctor Uday Kumar. And I have completed my pH D from which Pilani Hyderabad campus. I and I've completed. In mechanic, mechanical department. From mechanical department and my topic of my. This is the thermal management in electronics. So basically I worked with. Cooling off electronic chips. So in that I have worked with single phase flow and multi phase flow. And we have. Completely analyzed. And the thermal management and electronics. Where how the channel shape and. Affect the cooling performance of the micro channel heats up. And in that I have also worked with single Facebook. And also in multiphase flow. With this face shine in black liquid cooling. And apart from that? After completing my PhD. I have worked in a national professor. In Selma is considering college for two years. And also I'm working as a guest. Which learning division?

You said you completed your PhD at BITS Pilani, Hyderabad campus — go ahead and share more about your academic path and current focus areas.

So with your background in mechanical engineering, can you tell me about a foundational concept in that field you enjoy teaching to students?

Alright, so your doctoral work focused on thermal management for electronic chips — that's a pretty specialized area. When you teach students about cooling methods for electronics, what's one concept or classroom demonstration you use to help them really grasp the physical principles involved?

Alright, so you worked on both single-phase and multi-phase flows, analyzing how the microchannel shape affects cooling performance in electronic thermal management. When you introduce students to microchannel heat sinks, how do you help them visualize or experiment with the impact of different channel geometries on heat transfer?

Professor, I noticed your 2023 paper in the Journal of Micromechanics and Microengineering on flow boiling in straight and diverging PDMS microchannels. How do you use insights from that work to help students understand the practical challenges of designing cooling solutions for electronics?

So after your PhD, you mentioned working as a professor at Selma Engineering College for two years. Can you give me a specific example of how you connected your research on thermal management to a classroom or lab activity for your students during that time?

Okay, so you're currently working as a guest faculty in the learning division as well. With your experience across both research and teaching, how do you adjust your approach when guiding student research projects versus leading theory-based classroom sessions?

OK.

OK. So while working as a guest faculty. At work Integrated learning program at BITS Learning. With division.

OK. So while working as a guest faculty. At work Integrated learning program at BITS Learning. With division. I get to teach the students through the working. They are working professionals. And I'm taking online classes. So this difference between. Delete this class and practical based experience. So in the classroom, when we. Teach probate insurance. We concentrate more on teeth. Based applications. Rather than practical. Applications. So when you are ditching with respect to the. Profit working professionals.

Okay, let's shift gears a bit. Given your background in thermal management and microchannel cooling, where do you see the most fundable research directions over the next few years? What kinds of grants or funding sources would you target to build a sustainable research group in this area?

OK. So while working as a guest faculty. At work Integrated learning program at BITS Learning. With division. I get to teach the students through the working. They are working professionals. And I'm taking online classes. So this difference between. Delete this class and practical based experience. So in the classroom, when we. Teach probate insurance. We concentrate more on teeth. Based applications. Rather than practical. Applications. So when you are ditching with respect to the. Profit working professionals. In process. There we are mostly concerned. With respect to the practical application, like if you're learning a particular theory. Yeah, good too. Uh, industrial. Industrial. Scenario. Like like in the case of example like. In the same case of when we are. I'm taking a course of introduction to mums in that. Reflection to MEMS we are taking. And. We are discussing different subjects. Different concepts. And in that we also have a lab. Where uh. SIP Virtual lab in which we simulate. Those particular examples using console. So that. They can use those examples. In the industry as well.

OK. So while working as a guest faculty. At work Integrated learning program at BITS Learning. With division. I get to teach the students through the working. They are working professionals. And I'm taking online classes. So this difference between. Delete this class and practical based experience. So in the classroom, when we. Teach probate insurance. We concentrate more on teeth. Based applications. Rather than practical. Applications. So when you are ditching with respect to the. Profit working professionals. In process. There we are mostly concerned. With respect to the practical application, like if you're learning a particular theory. Yeah, good too. Uh, industrial. Industrial. Scenario.

So you were saying you worked as guest faculty with the Work Integrated Learning Program at BITS. How did you leverage that role to build connections with industry or external partners, especially when it comes to securing funding or creating research opportunities for your students?

So you were teaching working professionals online, and you emphasized practical applications more in that context compared to theory-heavy sessions with full-time students. Given your research on advanced cooling techniques for electronics, which industry partners or funding bodies do you think would be most interested in sponsoring or collaborating on your future projects?

Alright, so you focused on bringing more practical, industry-relevant scenarios into your online teaching for working professionals, rather than sticking strictly to theory. In the context of your research on thermal management and electronics cooling, which external agencies or corporate partners do you see as the most viable sources for sustained research funding?

Alright, so you brought in simulation tools like COMSOL to bridge theory and practical application for working professionals. Shifting focus to your research — given your background in thermal management for electronics, where do you see the most promising and fundable research directions emerging over the next three years? Which specific grants or agencies would you target to support this work?

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude.

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude. So recently with electrification and all the. Research that's going into. Electrical vehicles. And also with respect to different. Uh, current scenario where? Much of the focus is with respect to the. L-000. So I'm trying to shift. Uh, my research. To the physical based vehicles. So in that. Uh, when we. The same concepts that I've worked with in electronic chip cooling. The same functions can be applied for. Better management also. So. In that right now I'm working with respect to the. How the? How to better control the temperature? In the battery with respect to Indian conditions where we have different varying temperatures are different. Seasons.

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude. So recently with electrification and all the. Research that's going into. Electrical vehicles. And also with respect to different. Uh, current scenario where? Much of the focus is with respect to the. L-000.

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude. So recently with electrification and all the. Research that's going into. Electrical vehicles. And also with respect to different. Uh, current scenario where? Much of the focus is with respect to the. L-000. So I'm trying to shift. Uh, my research. To the physical based vehicles. So in that. Uh, when we. The same concepts that I've worked with in electronic chip cooling. The same functions can be applied for. Better management also. So. In that right now I'm working with respect to the. How the? How to better control the temperature?

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude. So recently with electrification and all the. Research that's going into. Electrical vehicles. And also with respect to different. Uh, current scenario where? Much of the focus is with respect to the. L-000. So I'm trying to shift. Uh, my research. To the physical based vehicles. So in that. Uh, when we. The same concepts that I've worked with in electronic chip cooling. The same functions can be applied for. Better management also. So. In that right now I'm working with respect to the. How the? How to better control the temperature? In the battery with respect to Indian conditions where we have different varying temperatures are different. Seasons. So this is the currently the most trending scenario. In my field. Better thermal management. Uh, so. For different battery configurations right now, recently China has launched. BYD.

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude. So recently with electrification and all the. Research that's going into. Electrical vehicles. And also with respect to different. Uh, current scenario where? Much of the focus is with respect to the. L-000. So I'm trying to shift. Uh, my research. To the physical based vehicles. So in that. Uh, when we. The same concepts that I've worked with in electronic chip cooling. The same functions can be applied for. Better management also. So. In that right now I'm working with respect to the. How the? How to better control the temperature? In the battery with respect to Indian conditions where we have different varying temperatures are different. Seasons. So this is the currently the most trending scenario. In my field. Better thermal management. Uh, so. For different battery configurations right now, recently China has launched. BYD. They have launched a new battery techn. That is to. In which they are. They have much more advanced. Thermal management systems.

OK, so since I've already worked. With thermal management electronics right now I'm focusing on. Battery thermal magnitude. So recently with electrification and all the. Research that's going into. Electrical vehicles. And also with respect to different. Uh, current scenario where? Much of the focus is with respect to the. L-000. So I'm trying to shift. Uh, my research. To the physical based vehicles. So in that. Uh, when we. The same concepts that I've worked with in electronic chip cooling. The same functions can be applied for. Better management also. So. In that right now I'm working with respect to the. How the? How to better control the temperature? In the battery with respect to Indian conditions where we have different varying temperatures are different. Seasons. So this is the currently the most trending scenario. In my field. Better thermal management. Uh, so. For different battery configurations right now, recently China has launched. BYD. They have launched a new battery techn. That is to. In which they are. They have much more advanced. Thermal management systems. So hopefully we can use the same concepts with respect to Indian manufacturers also. And the grand? We can have an industry partnership with respect to this one because lots of the industries are also working with respect to. Thermal battery management like Tata Mahindra and. At other companies. And also funding increases like. The setup and DST are also. Actively funding. The. Research with respect to battery thermal.

So Dr., you mentioned teaching both theory and practical components in your courses, and using simulation tools like COMSOL with working professionals. Suppose you were assigned a large undergraduate class—say, 150 students—on Smart Manufacturing at VIT, but you couldn't use traditional slides or lectures. How would you design a session that keeps everyone engaged and ensures they're actually grappling with the material, not just passively listening?

So you're looking at battery thermal management, especially in the context of electric vehicles and the current focus on lithium-ion technologies. Let's switch over to your teaching—suppose you're assigned to teach a large undergraduate Smart Vehicle Technologies class and aren't allowed to use slides or traditional lectures. How would you design a session that keeps over a hundred students actively engaged and actually working with the material?

You were describing your shift toward battery thermal management, especially as it applies to electric vehicles and leveraging your prior work on chip cooling. Let’s say you’re teaching a foundational course on Smart Vehicle Technologies to a large group of undergraduates and you can’t use slides or a standard lecture. How would you design a session that gets students actively wrestling with core thermal management concepts, not just passively listening?

Okay, you're working on adapting your thermal management research to battery systems for electric vehicles, especially considering India's climate. Let's pivot to your teaching—suppose you're assigned a core undergraduate course in thermal systems, but you're not allowed to use traditional lectures or slides. How would you design a session to keep a large class engaged and make sure the students actually understand and apply the material?

Alright, so you're adapting your chip cooling expertise to battery thermal management for electric vehicles, especially considering real-world Indian climate conditions. Let’s switch to teaching—suppose you’re assigned a large undergraduate class in Smart Manufacturing, but you’re not allowed to use slides or traditional lectures. How would you design a session that actually gets students engaged and thinking critically about the material?

Alright, you're focusing on battery thermal management for electric vehicles, especially adapting for climate variability in India and tracking advances like BYD's new tech. Shifting to teaching—let's say you have to run an undergraduate session on Smart Vehicle Technologies, but you can't use traditional slides or just lecture. How would you structure that class to get students actively engaging with the material instead of just listening?

Alright, you mentioned using simulation tools like COMSOL and connecting theory to industry scenarios, especially for working professionals. Say you were assigned a large undergraduate course on Smart Vehicle Technologies, but traditional lectures and slides weren't allowed. How would you structure a session to keep 200 students actively engaged with the material?

OK, so right now. Let me share my current experience with you. Right now when we are taking the online courses. They are actually engaging around 203 hundred students per session. So in that. I'm multifamily with how to engage so many students. In our case right now we are using slides and discussions but. When we are if you have slides and. PPTS are not alone. Then what we can do is. We can take an examples. Like we can take a specific scenario and we can discuss how to approach that particular scenario. Let's see in the smart manufacturing. That's the case. Let's. Say smart technologies. We can take one topic. Click any IoT based device or system and you can have a discussion with respect to students and take the ideas from the students itself. Like how? We can proceed how to solve this problem? How? How well weaken? Develop the system. And we can go step best procedure like identifying the problem.

OK, so right now. Let me share my current experience with you. Right now when we are taking the online courses. They are actually engaging around 203 hundred students per session. So in that. I'm multifamily with how to engage so many students. In our case right now we are using slides and discussions but. When we are if you have slides and. PPTS are not alone. Then what we can do is. We can take an examples. Like we can take a specific scenario and we can discuss how to approach that particular scenario. Let's see in the smart manufacturing. That's the case. Let's. Say smart technologies. We can take one topic. Click any IoT based device or system and you can have a discussion with respect to students and take the ideas from the students itself. Like how? We can proceed how to solve this problem? How? How well weaken? Develop the system. And we can go step best procedure like identifying the problem. Description. What are the possible scenarios? What are the? Possible solutions how to implement this? Solutions. Like we can use. In simulating software. Or we can use any uh. The systems. Or it was spread to management or any other case? How we can approach and identify the solution?

OK, so right now. Let me share my current experience with you. Right now when we are taking the online courses. They are actually engaging around 203 hundred students per session. So in that. I'm multifamily with how to engage so many students. In our case right now we are using slides and discussions but. When we are if you have slides and. PPTS are not alone. Then what we can do is. We can take an examples. Like we can take a specific scenario and we can discuss how to approach that particular scenario. Let's see in the smart manufacturing. That's the case. Let's. Say smart technologies. We can take one topic. Click any IoT based device or system and you can have a discussion with respect to students and take the ideas from the students itself. Like how? We can proceed how to solve this problem? How? How well weaken? Develop the system.

OK, so right now. Let me share my current experience with you. Right now when we are taking the online courses. They are actually engaging around 203 hundred students per session. So in that. I'm multifamily with how to engage so many students. In our case right now we are using slides and discussions but. When we are if you have slides and. PPTS are not alone. Then what we can do is. We can take an examples. Like we can take a specific scenario and we can discuss how to approach that particular scenario. Let's see in the smart manufacturing. That's the case. Let's. Say smart technologies. We can take one topic. Click any IoT based device or system and you can have a discussion with respect to students and take the ideas from the students itself. Like how? We can proceed how to solve this problem? How? How well weaken? Develop the system. And we can go step best procedure like identifying the problem. Description. What are the possible scenarios? What are the? Possible solutions how to implement this? Solutions. Like we can use. In simulating software. Or we can use any uh. The systems. Or it was spread to management or any other case? How we can approach and identify the solution? So like that we can use.

OK, so right now. Let me share my current experience with you. Right now when we are taking the online courses. They are actually engaging around 203 hundred students per session. So in that. I'm multifamily with how to engage so many students.

So you've managed online sessions with two to three hundred students. In a face-to-face setting, if you noticed a group in the back disengaged—maybe on their phones or tuned out—how would you adjust your session in real-time to bring them back in?

So you’d run a scenario-based class, inviting students to propose solutions and debate approaches for a real IoT system. How would you gauge whether this method is actually working for all 200 students, not just the ones speaking up front?

Alright, so you'd steer the class with scenario-based discussions and student-generated solutions instead of just lecturing. If you noticed a group in the back was disengaged—maybe on their phones or tuned out—how would you adjust your session in real time to bring them back in?

So you've run large online sessions and suggested scenario-based discussions, having students propose solutions step by step. How would you check if your approach is actually helping all 200 students learn the material deeply, not just the most vocal ones?

So you’ve handled sessions with several hundred students and suggested using scenario-based discussions where students actively help shape solutions. Let’s shift: Can you give one concrete example from your past teaching where you directly supported an accreditation process or quality assurance review, and how you’d apply that experience at VIT University?

OK. Let me confirm. When you're talking about accreditation process, is it with respect to accreditation board like NAC?

Yes, that’s right — for example, NAC or NBA accreditation, or any formal quality assurance process. Have you ever contributed to preparing documentation, designing curriculum mapping, or supporting a department’s accreditation efforts? If so, walk me through one concrete situation and how you’d apply that experience here.

OK. When I was working with respect to San Marcos Junior College, we have gone for Monaco accreditation process. So previously we got an A+ in the NAC tradition. So this time also when I was working there, we have applied for lack tradition. So. In that there are different. Categories.

OK. When I was working with respect to San Marcos Junior College, we have gone for Monaco accreditation process. So previously we got an A+ in the NAC tradition. So this time also when I was working there, we have applied for lack tradition. So. In that there are different. Categories. On base for which the score is allotted and I was. Directly associated with respect to them. Research and reset.

OK. When I was working with respect to San Marcos Junior College, we have gone for Monaco accreditation process. So previously we got an A+ in the NAC tradition. So this time also when I was working there, we have applied for lack tradition. So. In that there are different. Categories. On base for which the score is allotted and I was. Directly associated with respect to them. Research and reset. Think so it was. If I'm not. Long 2. Uh, second, uh, category. So in that we have collected all the documentation, all the research publication for. All the department faculty. What the where it was published and we have created database for that and also we have prepared the documentation for. The same and also I was in charge for. Uh, patents. So. There is one more section in that where we can submit the patents and what are the patents submitted by the colleagues and what is the documentation provided for same so I actively. On the patenting of the. Collecting the patients and also submitting the patents. From our college and preparing the documentation for the same. So. That is one example that I have actively worked on. When I was in San Martin College.

Alright, so you helped your college prepare for NAAC accreditation, including working through the different categories. Can you give a specific example of a document or process you directly contributed to during that cycle, and how you would apply that same approach to quality assurance at VIT University?

Alright, you were directly involved with the research and results category during your college’s NAAC accreditation cycle. 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?

Alright, so you were responsible for collecting and documenting faculty research publications and patents for the NAAC process. What did you find to be the most challenging part of ensuring consistency and completeness in that documentation, and how would you approach that at VIT University where the research volume is likely much higher?

So first. The issue that I found it with phone was lack of. Information and centralized database. So whenever I need some data from any other department distance record, this involves all the departments. In the college so I had to approach 8IN individual department with. And individually and collect the data. So when we are working with respect to. Uh, like when I was working with respect to. When I was studying in bits. So. We used to create a centralized database where all the information will be appropriate. Uh, quick, can you see, let's say, uh. Published a patent. I have published a data. Publishing your journal. So what I'll do is immediately the. And details will be popular will be updated in the database. So once the database is created. Uh, real time update with respect to the publications and status of patents and everything. By collecting the. By having the database it's. For us to. Prepare the final documentation and. Collecting the data so we don't have to run. Which around each and every department like. Is that eternity or how is it?

So first. The issue that I found it with phone was lack of. Information and centralized database. So whenever I need some data from any other department distance record, this involves all the departments. In the college so I had to approach 8IN individual department with. And individually and collect the data. So when we are working with respect to. Uh, like when I was working with respect to. When I was studying in bits. So. We used to create a centralized database where all the information will be appropriate. Uh, quick, can you see, let's say, uh. Published a patent. I have published a data. Publishing your journal. So what I'll do is immediately the. And details will be popular will be updated in the database. So once the database is created. Uh, real time update with respect to the publications and status of patents and everything. By collecting the. By having the database it's. For us to. Prepare the final documentation and. Collecting the data so we don't have to run. Which around each and every department like. Is that eternity or how is it? So this is one of the examples that. I have the difficulties I faced. While preparing the data. And this is the one of the suggestions that I've. Implemented there. Where I'm. Ask each department to. Create a database immediately as the moment the paper is published or. Patent is submitted or. Is accepted. So by creating the database. It was easier for us to. Get the information. So in case of vit it's it's one of the. Uh, biggest institutions? And also that's much more research focused. So by having this centralized database from all the departments from all the campuses, it will be easier for. Going for Nike tradition and other NBA accreditation also.

Okay, shifting gears a bit. Imagine this scenario: a student formally complains that your grading was biased, but at the same time, your department head is urging you to improve pass rates in your course. How would you handle that situation, balancing academic integrity with institutional pressure?

Alright, so you dealt with decentralized data and pushed for a real-time, centralized database to streamline the NAAC process. Now imagine this: a student files a formal complaint alleging your grading was biased — but at the same time, your department head is pressuring you to improve pass rates. How would you navigate that situation?

So basically this is one of the issues that we. Behave it, uh, because. While evaluating the students. First of all. Uh. Because right now. In the department. I can give this example. Employee department we have for online grading in the class Sir. Mostly online. So. When we are creating the students. Follow. Standardized grading so. Evaluation scheme. And marks for each component is predefined and immediately after the exam it will be given to the Schwartz. So that there is no. Ocean with respect to the. Deviative feather grading. So whenever. Institutions compare the grading will be the marks allotted will be the same. So first of all, we try to maintain as much as possible. Because in some cases. After all, we are human beings, so there might be slight difference, but we try to. Give the. Step by step, once for each problem. And the grading will be done accordingly. So 99% we try to avoid that student tissue. Because even if the two students come to us directly with respect to the answer booklet or. Evolution. We can directly say that this is the grading we have followed. And these are the marks. And since. Since we are, we are trying to follow. Of evaluation. The different deviation won't be there. Even if the division is good, then we will protect it immediately. And we will try to analyze by that has happened. In 60s when hedgehog department is trying to uh. Evaluate our. So basically. It will be. Crediting will be based on all the performance of the students. So we try to. Uh. Evaluate in such a way that. The evaluate and. Give the marks in such a way that. Fair to the students. So we can't give more marks assurance who hasn't prepared and if. It will be unfair to the student. Was really steady for the exam so they'll. They won't be different. In the great. So we try to match. And he asked where it's possible. Those assurance, those have worked. And also. The identify the students.

So basically this is one of the issues that we. Behave it, uh, because. While evaluating the students. First of all. Uh. Because right now. In the department. I can give this example. Employee department we have for online grading in the class Sir. Mostly online. So. When we are creating the students. Follow. Standardized grading so. Evaluation scheme. And marks for each component is predefined and immediately after the exam it will be given to the Schwartz. So that there is no. Ocean with respect to the. Deviative feather grading. So whenever. Institutions compare the grading will be the marks allotted will be the same. So first of all, we try to maintain as much as possible. Because in some cases. After all, we are human beings, so there might be slight difference, but we try to. Give the. Step by step, once for each problem. And the grading will be done accordingly.

So basically this is one of the issues that we. Behave it, uh, because. While evaluating the students. First of all. Uh. Because right now. In the department. I can give this example. Employee department we have for online grading in the class Sir. Mostly online. So. When we are creating the students. Follow. Standardized grading so. Evaluation scheme. And marks for each component is predefined and immediately after the exam it will be given to the Schwartz. So that there is no. Ocean with respect to the. Deviative feather grading. So whenever. Institutions compare the grading will be the marks allotted will be the same. So first of all, we try to maintain as much as possible. Because in some cases. After all, we are human beings, so there might be slight difference, but we try to. Give the. Step by step, once for each problem. And the grading will be done accordingly. So 99% we try to avoid that student tissue. Because even if the two students come to us directly with respect to the answer booklet or. Evolution. We can directly say that this is the grading we have followed. And these are the marks. And since. Since we are, we are trying to follow. Of evaluation. The different deviation won't be there. Even if the division is good, then we will protect it immediately. And we will try to analyze by that has happened. In 60s when hedgehog department is trying to uh. Evaluate our. So basically. It will be. Crediting will be based on all the performance of the students. So we try to. Uh. Evaluate in such a way that. The evaluate and. Give the marks in such a way that. Fair to the students. So we can't give more marks assurance who hasn't prepared and if. It will be unfair to the student. Was really steady for the exam so they'll. They won't be different. In the great. So we try to match. And he asked where it's possible. Those assurance, those have worked. And also. The identify the students. Not able to perform beforehand before the exam and try to take remedial classes or any other. Special classes for the students. So that the situation may not arise. Hello. Hello.

Okay, so you rely on standardized evaluation schemes and predefined marks, with grading transparency for students. But suppose your department head insists you adjust marks to boost pass rates, even if it means bending your own grading standards. What would you do if you were pressured like that?

Right, so you rely on standardized evaluation schemes and predefined grading rubrics to maintain fairness, and you emphasize transparency by sharing marks breakdowns with students. But suppose your department head insists you adjust marks to boost pass rates, even if it means compromising your grading standards—how would you respond if you fundamentally disagree with that request?

Alright, you emphasized process transparency and sticking to standardized grading, even under pressure. Suppose the department head explicitly disagrees and insists you raise marks for borderline students to boost pass rates, arguing it’s for institutional reputation. What would you do then?

OK.

OK. If it's the case with the respective borderline students. Like in this case, it depends on scenario by scenario. Let's say your student is like finally a student and he just needs. A bottle, 1 mark or two marks to pass. And we can shift from this line to that line. For this drink. Then it makes sense.

You mentioned battery thermal management and links with Indian manufacturers like Tata and Mahindra. Given your background, do you have any established industry connections that could translate into internships or placement opportunities for students at VIT, or perhaps lead to collaborative industry projects?

OK. If it's the case with the respective borderline students. Like in this case, it depends on scenario by scenario. Let's say your student is like finally a student and he just needs. A bottle, 1 mark or two marks to pass. And we can shift from this line to that line. For this drink. Then it makes sense. There is no need for the student to go through the semester once again. For just borderline borderline pass. 1-2 marks, so in that case we will. Help the students. But if it's like performances. The short is very bad and. Then. We cannot allow the student. I know this is a moral dilemma. But uh. It will be on case by case basis and. If the student is like. Would work very hard and it's like final semester something. Then we can. Give a look.

You explained that if it's just a mark or two for a borderline student, you might consider it depending on the scenario. But what if this becomes a pattern — where every semester, multiple students are pushed over the line for institutional reasons? At what point does that compromise academic standards in your view?

Alright, so you’d consider adjusting marks for a borderline final-year student, but only in rare cases where it’s truly justified, not as a regular practice. Turning to industry alignment now — you mentioned battery thermal management and links with Indian manufacturers like Tata and Mahindra. Given your background, do you have any established industry connections that could translate into internship or placement opportunities for students at VIT?

Uh, currently I don't have any personalized industry established connections with respect to Tata and Mahindra. I have a working. I have a condition with respect to a friend working on Renault. In Bangalore. And also have. Friends working with respect to. CSAR lab in Duvvrup.

Okay, so you’ve got some connections through friends at Renault and CSIR labs, but not direct partnerships with industry yet. If you were to start building formal collaborations for student internships or research at VIT, what concrete first steps would you take to make that a reality?

OK, so I can. Give a personal example. As I have. I've done my studies from Bizkalani. At the web canvas. So in Bitsplani we have. Uh, so a semester where students, internship students will. Go directly work with the company as an internship. So it's called practice school. So we have. That so basically. We follow a standardized uh. System where? On how to. Collaborate with respect to a company. So basically what we do is we. Initially contact the company. Once the contact is established with respect to the. Uh, spoke or single point of contact with respiratory that company. Then we will have an MOU with respect to the company regarding the internships and also the. So who will ask for the internships? Uh, that can be duration of one month. Our practice school 1. In. That is for one month or two months and then again we practice school too, which is for complete semester of four months. 4 to 5 minutes. So. First, we'll approach the company with respect to the proposal. Like regarding the internships and also we will. Create an Moe with respect to the company. Once the MO is done, we will. Finalize the details in the MO itself, like how many students? They can send in the particular semester for the. Internship and placements. So based on that. Every semester we will allow the students. With respect to them. So this. This is the procedure that we generally follow and the same can be followed. He in this case also. First wheel approach the company with respect to the proposal. The company and. Our VAT is. Then we will establish a formal communication. Then we will sign an MOOC with respect to the company. Regarding the details and specifics. Like the internship? The amount and everything. Once the MO is finalized then we can have an error. MMM. Final. MO is finalist. We can. Start the collaboration returnship.

OK, so I can. Give a personal example. As I have. I've done my studies from Bizkalani. At the web canvas. So in Bitsplani we have. Uh, so a semester where students, internship students will. Go directly work with the company as an internship. So it's called practice school. So we have. That so basically. We follow a standardized uh. System where? On how to. Collaborate with respect to a company. So basically what we do is we. Initially contact the company. Once the contact is established with respect to the. Uh, spoke or single point of contact with respiratory that company. Then we will have an MOU with respect to the company regarding the internships and also the. So who will ask for the internships? Uh, that can be duration of one month. Our practice school 1. In. That is for one month or two months and then again we practice school too, which is for complete semester of four months. 4 to 5 minutes. So. First, we'll approach the company with respect to the proposal. Like regarding the internships and also we will. Create an Moe with respect to the company. Once the MO is done, we will. Finalize the details in the MO itself, like how many students?

OK, so I can. Give a personal example. As I have. I've done my studies from Bizkalani. At the web canvas. So in Bitsplani we have. Uh, so a semester where students, internship students will. Go directly work with the company as an internship. So it's called practice school.

OK, so I can. Give a personal example. As I have. I've done my studies from Bizkalani. At the web canvas. So in Bitsplani we have. Uh, so a semester where students, internship students will. Go directly work with the company as an internship. So it's called practice school. So we have. That so basically. We follow a standardized uh. System where? On how to. Collaborate with respect to a company. So basically what we do is we. Initially contact the company. Once the contact is established with respect to the. Uh, spoke or single point of contact with respiratory that company. Then we will have an MOU with respect to the company regarding the internships and also the. So who will ask for the internships? Uh, that can be duration of one month. Our practice school 1. In. That is for one month or two months and then again we practice school too, which is for complete semester of four months.

OK, so I can. Give a personal example. As I have. I've done my studies from Bizkalani. At the web canvas. So in Bitsplani we have. Uh, so a semester where students, internship students will. Go directly work with the company as an internship. So it's called practice school. So we have. That so basically. We follow a standardized uh. System where? On how to. Collaborate with respect to a company. So basically what we do is we. Initially contact the company. Once the contact is established with respect to the. Uh, spoke or single point of contact with respiratory that company. Then we will have an MOU with respect to the company regarding the internships and also the. So who will ask for the internships?

OK, so I can. Give a personal example. As I have. I've done my studies from Bizkalani. At the web canvas. So in Bitsplani we have. Uh, so a semester where students, internship students will. Go directly work with the company as an internship. So it's called practice school. So we have. That so basically. We follow a standardized uh. System where? On how to. Collaborate with respect to a company. So basically what we do is we. Initially contact the company.

So you’d model it after BITS Pilani’s practice school, where students spend a semester directly embedded in companies. If you were setting this up at VIT from scratch, what’s the very first step you’d take to approach industry partners and get buy-in for such a program?

So, you’d leverage the BITS practice school approach by proactively contacting industry and pitching the value of student internships. Let’s switch gears now — I want to ask a few focused questions to verify your experience in key areas for this role. Can you describe a time when you taught both theory and lab components of a mechatronics or smart manufacturing course, and how you ensured students connected the two in practice?

Alright, so you'd set up the collaboration starting with a formal point of contact and an MOU, following the model you saw at BITS Pilani. Switching focus a bit — can you walk me through a time when you guided a student research project from topic selection all the way through to publication or conference presentation? What was your role at each stage?

So you’d use the practice school model, starting with a formal company contact and an MOU to establish structured internship programs. Shifting gears, tell me about a time when you guided a student project or mentored student research — what was your approach to balancing hands-on guidance with letting the student take ownership?

Right, so you’d follow the BITS Pilani practice school model—start by identifying a single point of contact at a company, then formalize the arrangement with an MOU to set up internships. Shifting gears, Dr., when you’ve guided student research projects in the past, how did you help a struggling student who was falling behind on their milestones?

Alright, so you'd model it after the BITS practice school—approach companies, formalize with an MOU, and set up structured programs. Shifting topics, when guiding student projects or research, how do you help a student who's stuck and struggling to make progress without just giving them the answer?

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid. I was trying to solute it. But I. Was not able to get the results. So what I did was again I. Keep the work aside. I with a fresh mind again I started literature review. Like what? Is what is the process. What is the work that has been done and where I'm getting? Struck. I've gone through the literature, I'm going through the different texture. And I went through the textbooks and everything. Then I studied the equations. Like OK, this is the equation. This is a parameter where. I have made a mistake. This is the constant or this is a. Value. Getting stuck at. So based on that again I started with my simulation again. When I was able to where I was successful. So by this. Would be to. Just again go back to the literature. Content problem like at the point where you are struck. Where you are, uh, probably, uh. Unable to solve. So basically when you consider following. You know. Which point? You're not sure? Oh. So this constant of the particular. Go to the literature and see. See the textbooks. See. The equations and learn stuck from the basics. You'll be able to get. Solve the problem 99% of the time.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid. I was trying to solute it. But I. Was not able to get the results. So what I did was again I. Keep the work aside. I with a fresh mind again I started literature review. Like what? Is what is the process. What is the work that has been done and where I'm getting? Struck. I've gone through the literature, I'm going through the different texture. And I went through the textbooks and everything. Then I studied the equations. Like OK, this is the equation. This is a parameter where. I have made a mistake. This is the constant or this is a. Value. Getting stuck at. So based on that again I started with my simulation again. When I was able to where I was successful. So by this. Would be to. Just again go back to the literature. Content problem like at the point where you are struck. Where you are, uh, probably, uh. Unable to solve. So basically when you consider following. You know. Which point? You're not sure? Oh. So this constant of the particular. Go to the literature and see. See the textbooks. See. The equations and learn stuck from the basics. You'll be able to get. Solve the problem 99% of the time. So that would be a suggestion. Instead of directly giving the answer to the front. We can point the students in the right direction.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid. I was trying to solute it. But I. Was not able to get the results. So what I did was again I. Keep the work aside. I with a fresh mind again I started literature review. Like what? Is what is the process. What is the work that has been done and where I'm getting? Struck. I've gone through the literature, I'm going through the different texture. And I went through the textbooks and everything. Then I studied the equations. Like OK, this is the equation. This is a parameter where. I have made a mistake. This is the constant or this is a. Value. Getting stuck at. So based on that again I started with my simulation again. When I was able to where I was successful. So by this. Would be to. Just again go back to the literature. Content problem like at the point where you are struck.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid. I was trying to solute it. But I. Was not able to get the results. So what I did was again I. Keep the work aside. I with a fresh mind again I started literature review. Like what? Is what is the process. What is the work that has been done and where I'm getting? Struck. I've gone through the literature, I'm going through the different texture. And I went through the textbooks and everything. Then I studied the equations. Like OK, this is the equation. This is a parameter where. I have made a mistake. This is the constant or this is a. Value. Getting stuck at. So based on that again I started with my simulation again. When I was able to where I was successful. So by this. Would be to. Just again go back to the literature. Content problem like at the point where you are struck. Where you are, uh, probably, uh. Unable to solve. So basically when you consider following. You know. Which point? You're not sure? Oh. So this constant of the particular. Go to the literature and see. See the textbooks. See. The equations and learn stuck from the basics. You'll be able to get. Solve the problem 99% of the time. So that would be a suggestion. Instead of directly giving the answer to the front. We can point the students in the right direction. Like this might be the area you might be. Able to. Are unable to. The examples with respect to. My websites. So. They didn't have the basics of idea.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid. I was trying to solute it. But I. Was not able to get the results. So what I did was again I. Keep the work aside. I with a fresh mind again I started literature review. Like what? Is what is the process. What is the work that has been done and where I'm getting? Struck. I've gone through the literature, I'm going through the different texture. And I went through the textbooks and everything. Then I studied the equations. Like OK, this is the equation. This is a parameter where. I have made a mistake. This is the constant or this is a. Value. Getting stuck at. So based on that again I started with my simulation again. When I was able to where I was successful. So by this. Would be to. Just again go back to the literature. Content problem like at the point where you are struck. Where you are, uh, probably, uh. Unable to solve. So basically when you consider following. You know. Which point? You're not sure? Oh. So this constant of the particular. Go to the literature and see. See the textbooks. See. The equations and learn stuck from the basics. You'll be able to get. Solve the problem 99% of the time. So that would be a suggestion. Instead of directly giving the answer to the front. We can point the students in the right direction. Like this might be the area you might be. Able to. Are unable to. The examples with respect to. My websites. So. They didn't have the basics of idea. To solve this problem. So I told them like this.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid. I was trying to solute it. But I. Was not able to get the results. So what I did was again I. Keep the work aside. I with a fresh mind again I started literature review. Like what? Is what is the process. What is the work that has been done and where I'm getting? Struck. I've gone through the literature, I'm going through the different texture. And I went through the textbooks and everything. Then I studied the equations. Like OK, this is the equation. This is a parameter where. I have made a mistake. This is the constant or this is a. Value. Getting stuck at. So based on that again I started with my simulation again. When I was able to where I was successful. So by this. Would be to. Just again go back to the literature. Content problem like at the point where you are struck. Where you are, uh, probably, uh. Unable to solve. So basically when you consider following. You know. Which point? You're not sure? Oh. So this constant of the particular. Go to the literature and see. See the textbooks. See. The equations and learn stuck from the basics. You'll be able to get. Solve the problem 99% of the time. So that would be a suggestion. Instead of directly giving the answer to the front. We can point the students in the right direction. Like this might be the area you might be. Able to. Are unable to. The examples with respect to. My websites. So. They didn't have the basics of idea. To solve this problem. So I told them like this. Question on this particular. Equations where? So. In this particular equation. Check the boundary conditions whether you are able to. Replicate the exact follow or not. So if. You'll be able to solve the problem.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem?

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics. Why you structural problem? What is the basis for the problem? Uh, let's take an example of. In this case only for my case example. Uh, I was stuck with respect to the flow boiling simulations using fluid.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue.

OK, so when guiding the students with respect to the project, since we have all I have. I'm very much familiar with respect to. This issue. During our PhD days, we used to struggle a lot. Uh, waiting for. Weeks and months to get the results. And we are usually stuck somewhere. So basically what I suggested is what I have done. Uh, my suggestion would be uh. 1st. Kothrud literature review. Again. So whenever you are stuck in a problem. You need to go back to the basics.

Okay, you've seen issues firsthand with students getting stuck and you're familiar with supporting them. Let's switch gears. You mentioned publishing research — can you walk me through one of your recent publications, specifically your contribution, and why you chose that journal?

Okay, so you nudge students back to the literature and encourage them to revisit fundamentals instead of just handing over a solution. Can you give a specific example where a student was really stuck on a research or project step, and describe exactly how you guided them through it?

You brought up how important it is to revisit fundamentals and literature to help students get unstuck. Switching gears now, can you give a concrete example of a research paper you published in a reputed journal, and walk me through the main contribution and impact of that work?

Okay, so you’ve personally dealt with getting stuck on simulation problems and draw on that when guiding your students. Let’s switch focus—when you’re structuring a theory-heavy lecture or lab, how do you make sure your explanations are clear to students who might not have a strong background in the topic?

Right, so you shared how you encourage students to revisit fundamentals and literature when they're stuck, drawing from your own experience overcoming simulation challenges. Now, when it comes to communicating complex research to a broad classroom—how do you structure your explanations so that students with different academic backgrounds can all follow and stay engaged?

Okay, so you draw on your own PhD experience, encouraging students to revisit the literature and basic theory to help them break through when they're stuck, rather than just handing them the answer. Let's talk about research publications for a moment — can you walk me through one of your recent papers published in a reputed journal, focusing on the problem you addressed and why it mattered?

Yeah, that's a solid example from your PhD days and I appreciate how you want students to develop resilience by returning to the literature. Now thinking about your own research, can you walk me through one of your recent publications in a reputed journal and explain what made it significant in the context of smart vehicle technologies or battery thermal management?

So you model your approach after your own PhD experience, nudging students to revisit the literature and fundamentals instead of just handing over solutions. Switching gears, since you hold a PhD, can you tell me a bit about your area of specialization and how it aligns with the research priorities VIT is pursuing?

So you try to nudge students toward a deeper literature review and help them break the problem down, without just handing over the answer. Shifting gears, you mentioned your time at BITS Pilani and involvement with simulation tools — can you walk me through a research paper you published in a reputed journal, and what made it significant in your field?

Alright, so you laid out a clear process for formalizing new industry collaborations, based on your BITS experience with MOUs and structured internships. Now, shifting to your teaching style—how do you ensure your lectures or labs are structured in a way that students with different learning paces or backgrounds can all keep up and succeed?

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow. And we take 1/2 examples that are really. Tricky to. Engage the. Students who are very smart. And and we need to cater for the. The students were a little weak. So for them, what we do is. Vt additional classes for like tutorials. So in BITS we used to take additional tutorials. For those students so that. They can clearly explain an article to them. What is the problem? How do you solve this problem? And where you're getting stuck. So basically. Most of the parents. Uh are weak because. They don't have the basics. So if we start from the basics in the tutorial classes for the special for this. Storage so in that. Protocols. We can start with the basics and. Help the students. Familiarize and get familiarized with respect to topic. And in the mint lapse. With, along with all the shrinks, we can continue. The at a regular pace so that. They will be able to understand.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow. And we take 1/2 examples that are really. Tricky to. Engage the. Students who are very smart. And and we need to cater for the. The students were a little weak. So for them, what we do is. Vt additional classes for like tutorials. So in BITS we used to take additional tutorials. For those students so that. They can clearly explain an article to them. What is the problem? How do you solve this problem?

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow. And we take 1/2 examples that are really. Tricky to. Engage the. Students who are very smart. And and we need to cater for the. The students were a little weak. So for them, what we do is. Vt additional classes for like tutorials. So in BITS we used to take additional tutorials. For those students so that. They can clearly explain an article to them. What is the problem? How do you solve this problem? And where you're getting stuck. So basically. Most of the parents. Uh are weak because. They don't have the basics.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow. And we take 1/2 examples that are really. Tricky to. Engage the. Students who are very smart.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow. And we take 1/2 examples that are really.

With respect to whenever we're in a classroom, as a faculty, you need to be aware there are different caliber students. And let's say out of 50 students or 100 students. 10 will be exceptional assurance. You don't need true keys then. They are already. Prepared and this is need guide. And and. There are at least. 1520 shares. Who are prominent? Uh. Difficult academic background. They may not give. Be able to classes. As immediately or as quickly as possible. So. Then you're trying to. Classroom you need to focus. Uh, you know to. Declared in such a way that. Who will cater for? All the students. So basically. Vitthe Air capacitive 100. Is your capability where 100%? That's why the options you're teaching. At a level of 80%. So there. Most of the students will be able to follow. And we take 1/2 examples that are really. Tricky to. Engage the. Students who are very smart. And and we need to cater for the. The students were a little weak. So for them, what we do is. Vt additional classes for like tutorials. So in BITS we used to take additional tutorials. For those students so that. They can clearly explain an article to them. What is the problem? How do you solve this problem? And where you're getting stuck. So basically. Most of the parents. Uh are weak because. They don't have the basics. So if we start from the basics in the tutorial classes for the special for this. Storage so in that. Protocols. We can start with the basics and. Help the students. Familiarize and get familiarized with respect to topic. And in the mint lapse. With, along with all the shrinks, we can continue. The at a regular pace so that. They will be able to understand. And also take few examples that are. Regular examples and few exceptional examples. Doing is that shrimps?

Right, you started to touch on recognizing different calibers of students in a classroom of fifty or a hundred. Can you give me a concrete example of how you adapt your teaching or labs for students who learn at very different speeds — say, some are bored while others are lost?

Right, you’re focusing on lesson design that addresses the range of student abilities—some need extra support, some move ahead quickly. Can you share a specific time when you adapted a lab or theory session in real time because the majority of students were struggling, and what you changed to help them catch up?

So you try to pitch your teaching right at that 80 percent mark, making sure the majority can follow while challenging the strongest students. Can you give a real example where you adjusted a lab or lecture on the fly because you realized a group of students was struggling more than expected?

So you consciously teach at a level where most students can keep up, knowing some will need extra care and some will race ahead. For exams and student evaluation, what’s your approach to designing assessments that accurately reflect both foundational understanding and higher-level synthesis, especially in a large class?

So you deliberately set your teaching at a level where most students can keep up, using challenging examples for advanced students and extra support for those who need it. Let's talk about research publications—can you share the process you follow to select a journal for submitting your work, and how you evaluate whether it's reputable enough for your research output?

So you break your class into groups, pitch your main teaching at a level where most students can follow, and offer extra tutorials for those who need more help. Thinking about the skills and experience you've described, can you briefly outline your PhD research topic and how it connects to the themes of smart manufacturing or smart vehicle technologies?

Right, you break down your teaching so most students can keep up, then offer extra tutorials for those struggling with basics. Switching gears—let’s talk about your research publications. Can you walk me through the process you followed for getting a paper accepted in a reputed journal, and what made that submission successful?

Right, you pointed out that a lot of students struggle simply because their basics aren't strong, so you use tutorials to focus on those fundamentals for them. Let's talk about your research publications now—can you walk me through one of your most significant papers, explaining what new idea or result you contributed and why it matters in your field?

So you break your class into groups, pitch your main teaching at a level where most students can follow, and offer extra tutorials for those who need more help. Thinking about the skills and experience listed for this role, I'm going to change gears and ask directly: can you share details about your research publications in reputed journals, including any recent work and the impact it's had?

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics.

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics. So 1 conference also I have added with respect that is international conference. Convicted by. Basically it's summer heat transfer conference. Connected by ASME.

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics. So 1 conference also I have added with respect that is international conference. Convicted by. Basically it's summer heat transfer conference. Connected by ASME. That happened. In USA. So we attended that conference also and my paper is published. Coming to the journals. I have one journal in International Journal of Heat and Mass Transfer. That is basically numerical. Publication. Where have wo? Management and Lukon. So basically in heat sink where? Work with face change. Simulations.

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics. So 1 conference also I have added with respect that is international conference. Convicted by. Basically it's summer heat transfer conference. Connected by ASME. That happened. In USA. So we attended that conference also and my paper is published. Coming to the journals. I have one journal in International Journal of Heat and Mass Transfer. That is basically numerical. Publication. Where have wo? Management and Lukon. So basically in heat sink where? Work with face change. Simulations. So, inboxing simulations. We have a Berkley student.

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics. So 1 conference also I have added with respect that is international conference. Convicted by. Basically it's summer heat transfer conference. Connected by ASME. That happened. In USA. So we attended that conference also and my paper is published. Coming to the journals. I have one journal in International Journal of Heat and Mass Transfer. That is basically numerical. Publication. Where have wo? Management and Lukon. So basically in heat sink where? Work with face change. Simulations. So, inboxing simulations. We have a Berkley student. And also please. So published that. In that they have worked with experimental analysis. Also, along with the numerical.

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics. So 1 conference also I have added with respect that is international conference. Convicted by. Basically it's summer heat transfer conference. Connected by ASME. That happened. In USA. So we attended that conference also and my paper is published. Coming to the journals. I have one journal in International Journal of Heat and Mass Transfer. That is basically numerical. Publication. Where have wo? Management and Lukon. So basically in heat sink where? Work with face change. Simulations. So, inboxing simulations. We have a Berkley student. And also please. So published that. In that they have worked with experimental analysis. Also, along with the numerical. So. We have worked with flow facing similar experimental analysis using high speed camera. Add an Intel. That is with respect to PDMS behavior. So. While working with respect to these publications. I've learned and. So what the publications are score SAA indexed? And all the conference copies.

Alright, you mentioned three journal publications related to thermal management in electronics and a recent submission. Can you share a bit more about one of those papers—what was the main research question, and did it influence any practical applications or industry adoption?

Okay, so you’ve got three journal publications and a recent conference paper on thermal management in electronics. Let me switch gears—have you ever consulted or worked on industry projects outside academia, or is your experience mostly within university research?

Uh, coming to the research. Publications. So I have three general publications and recently we have submitted one more contract. Uh, so. I have UH-3 journals. One, uh. Is basically uh. Both are work related with respect. Thermal management electronics. So 1 conference also I have added with respect that is international conference. Convicted by. Basically it's summer heat transfer conference. Connected by ASME. That happened. In USA. So we attended that conference also and my paper is published. Coming to the journals. I have one journal in International Journal of Heat and Mass Transfer. That is basically numerical. Publication. Where have wo? Management and Lukon. So basically in heat sink where? Work with face change. Simulations. So, inboxing simulations. We have a Berkley student. And also please. So published that. In that they have worked with experimental analysis. Also, along with the numerical. So. We have worked with flow facing similar experimental analysis using high speed camera. Add an Intel. That is with respect to PDMS behavior. So. While working with respect to these publications. I've learned and. So what the publications are score SAA indexed? And all the conference copies. So they have very standard publications. And. Hello.

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

Alright, you mentioned your publication in the International Journal of Heat and Mass Transfer focused on phase change simulations for heat sinks, and you attended the ASME conference in the US. Before we wrap up, is there anything you’d like to ask about the role or the team at VIT?

Alright, you highlighted your publications in thermal management and explained the blend of numerical and experimental work you’ve done. Dr., we’re wrapping up. Is there anything you’d like to ask about the role or the team before we finish?

Alright, you mentioned your publication in the International Journal of Heat and Mass Transfer focused on phase change simulations for heat sinks, and you attended the ASME conference in the US. Before we wrap up, Dr., is there anything you’d like to ask about the role or the team?

Alright, you highlighted your publications in thermal management and explained the blend of numerical and experimental work you’ve done. Dr., we’re wrapping up. Is there anything you’d like to ask about the role or the team before we finish?

I have a query.

I have a query. This appointment is with respect to research. Will be the exact specifications or basically responsibilities of the faculty?

I have a query. This appointment is with respect to research. Will be the exact specifications or basically responsibilities of the faculty? And how is it different from the? Regular assistant professor.

Of course, Dr. Go ahead with your question.

Thanks for asking, Dr. The Assistant Professor (Research) role here involves teaching both in the classroom and in labs, mentoring and evaluating students, guiding their projects and research, supporting department research activities, contributing to publications, and getting involved in some academic and administrative tasks. The focus is on both strong research and high-quality, adaptable teaching. Anything else you'd like to know?

That's a thoughtful question. The Assistant Professor (Research) role here focuses heavily on research and mentoring students in addition to teaching—so you'll guide student projects, support their research, contribute to publications, and take part in departmental academic activities. The main difference from a regular Assistant Professor is the emphasis on research output and student research guidance, not just classroom teaching. Anything else you'd like to ask about the role or the team?

So where is this position? Actually available. Visiting vit or in different. Location. And also. What is Team?