We shall begin.

Please start by introducing your professional journey in academia

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory.

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University.

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models.

Okay, so your specialization is in fuzzy graph theory. Was there a particular moment or experience that led you to focus your research in that area?

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai.

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai. Which hey, I'm do. Probability and statistics which handle the subjects or probability and statistics. And the discrete mathematics. Engineering Mathematics. Partial differential equation and statistics. Statistics for management. And business statistics. Like. And I have uh. Uh published uh, we have published 34 research papers, 35 research papers. In reputed journalists. Like a Springer.

Completing your PhD in fuzzy graph theory is quite specialized. When you teach introductory mathematics courses, what's one foundational concept you especially enjoy helping students understand?

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai. Which hey, I'm do. Probability and statistics which handle the subjects or probability and statistics. And the discrete mathematics. Engineering Mathematics. Partial differential equation and statistics. Statistics for management. And business statistics. Like. And I have uh. Uh published uh, we have published 34 research papers, 35 research papers. In reputed journalists. Like a Springer. Else fear. And Wily. And my citations. It's a nearly so 500. With h-index. And I-10 indexes is 18.

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai. Which hey, I'm do. Probability and statistics which handle the subjects or probability and statistics. And the discrete mathematics. Engineering Mathematics. Partial differential equation and statistics. Statistics for management. And business statistics. Like. And I have uh. Uh published uh, we have published 34 research papers, 35 research papers. In reputed journalists. Like a Springer. Else fear. And Wily. And my citations. It's a nearly so 500. With h-index. And I-10 indexes is 18. And I am currently guiding on PhD Research scholar under an university.

Alright, so you completed your PhD at Trivaliwar University and focused on advanced fuzzy graphs and decision-making models. When you're teaching, do you find students struggle more with the abstract theory of fuzzy sets, or with seeing how they apply those concepts in real-world problems?

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai. Which hey, I'm do. Probability and statistics which handle the subjects or probability and statistics. And the discrete mathematics. Engineering Mathematics. Partial differential equation and statistics. Statistics for management. And business statistics. Like. And I have uh. Uh published uh, we have published 34 research papers, 35 research papers. In reputed journalists. Like a Springer. Else fear. And Wily. And my citations. It's a nearly so 500. With h-index. And I-10 indexes is 18. And I am currently guiding on PhD Research scholar under an university. Umm. Uh and uh, I have been. Uh, I have been. Uh, academic. Actively. Serve an academic activities like organizing international conferences. And faculty development programs. And I'm currently serving a reviewer as a repeated journalist like Springer. Mdpi elsewhere. And Wiley?

Alright, so you've got around four years teaching at Saint Joseph College of Engineering and your research is on advanced fuzzy graphs and decision-making models. Can you share a specific example of how you introduce fuzzy graph concepts to students who may only be familiar with basic graph theory?

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai. Which hey, I'm do. Probability and statistics which handle the subjects or probability and statistics. And the discrete mathematics. Engineering Mathematics. Partial differential equation and statistics. Statistics for management. And business statistics. Like. And I have uh. Uh published uh, we have published 34 research papers, 35 research papers. In reputed journalists. Like a Springer. Else fear. And Wily. And my citations. It's a nearly so 500. With h-index. And I-10 indexes is 18. And I am currently guiding on PhD Research scholar under an university. Umm. Uh and uh, I have been. Uh, I have been. Uh, academic. Actively. Serve an academic activities like organizing international conferences. And faculty development programs. And I'm currently serving a reviewer as a repeated journalist like Springer. Mdpi elsewhere. And Wiley? And I also. I applied funded research projects. And a Serb and TNSE St. And my goal is to contribute. To the institution. To academic. Uh, research. An impactful research. And innovative teach.

Yes. I'm Doctor Chalamani. I mean specialist station. Is mathematics. And my. Area is focused on fuzzy graph theory. And and its applications. My PhD. I have completed my PhD under. Trivaliwar University. My research area. Focused on. Advanced fuzzy graft. And decision making models. And I I have. Around 4 years teaching experience. As an assistant professor at Saint Joseph College of Engineering. Chennai. Which hey, I'm do. Probability and statistics which handle the subjects or probability and statistics. And the discrete mathematics. Engineering Mathematics. Partial differential equation and statistics. Statistics for management. And business statistics. Like. And I have uh. Uh published uh, we have published 34 research papers, 35 research papers. In reputed journalists. Like a Springer. Else fear. And Wily. And my citations. It's a nearly so 500. With h-index. And I-10 indexes is 18. And I am currently guiding on PhD Research scholar under an university. Umm. Uh and uh, I have been. Uh, I have been. Uh, academic. Actively. Serve an academic activities like organizing international conferences. And faculty development programs. And I'm currently serving a reviewer as a repeated journalist like Springer. Mdpi elsewhere. And Wiley? And I also. I applied funded research projects. And a Serb and TNSE St. And my goal is to contribute. To the institution. To academic. Uh, research. An impactful research. And innovative teach. And, umm. Uh, under. Uh, I'm a. I'm a. Collaborating on many research. Uh, authors in various countries.

Okay, you mentioned handling a wide range of mathematics courses like probability and statistics, discrete mathematics, engineering mathematics, and business statistics, along with publishing over thirty research papers in reputed journals like Springer. When you're teaching subjects like probability and statistics, how do you help students connect abstract mathematical ideas to practical applications they'll see outside the classroom?

So your research output is impressive—over thirty-five papers in major journals, and a strong citation record with h-index and i10-index stats. When you introduce a topic like business statistics to students who might find it intimidating, what's your approach to making the material accessible and engaging?

So you're currently supervising a PhD scholar, have a substantial set of publications in Springer, Elsevier, and Wiley, and significant teaching experience across a range of mathematical subjects. When you introduce a new concept in, say, engineering mathematics to a class with mixed backgrounds, how do you adapt your teaching so both advanced and less-prepared students stay engaged?

Alright, Dr. Chellamani, I noticed your paper on “A Fuzzy Fractional Order Approach to SIDARTHE Epidemic Model for COVID-19” published in Complexity. How did you use that research to help students see the connection between advanced mathematical modeling and real-world problems, especially during the pandemic?

Okay, so along with your research and teaching record, you've stayed active in the academic community—organizing conferences, running faculty development programs, acting as a reviewer for journals like Springer, MDPI, Elsevier, and Wiley, and even applying for SERB and TNSTC funding. Given your background in advanced fuzzy graph theory and decision-making models, can you describe a time you had to simplify your research for undergraduate students or a non-specialist audience? What approach did you use to make it accessible?

Okay, so you've been collaborating internationally, organizing conferences, applying for competitive grants, and you're still focused on making an impact through both research and innovative teaching. Earlier you mentioned your research in advanced fuzzy graph theory and decision-making models—can you give me a concrete example of how you broke down a complex topic like fuzzy graphs for your undergraduate students, especially for those with limited research background? What did you do to help them grasp the core idea?

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics. It means it's a specific we think. We say it is a crystal set. It's a basically either it's a 0. Are one but. In the fuzzy. It's a basically fuzzy It's a vagueness or uncertainty is a concept. So. We can study is a fuzzy tool. Zero to 1. It means the lies in between zero to 1. We assign the membership values. For example. Uh, if a per. He said tall. We can say it's a. Either it's a. You can see it is simply set tall. Is or no? Because we can assume we assign the membership values like. If it is tall, it's a 0.7. If it is, solve a 0.5. If it is done, is 0.2 likewise. OK. It is a fuzzy. It's a graph theory means you already don't know the branch of mathematics.

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics. It means it's a specific we think. We say it is a crystal set. It's a basically either it's a 0. Are one but. In the fuzzy. It's a basically fuzzy It's a vagueness or uncertainty is a concept. So. We can study is a fuzzy tool. Zero to 1. It means the lies in between zero to 1. We assign the membership values. For example. Uh, if a per. He said tall. We can say it's a. Either it's a. You can see it is simply set tall. Is or no? Because we can assume we assign the membership values like. If it is tall, it's a 0.7. If it is, solve a 0.5. If it is done, is 0.2 likewise. OK. It is a fuzzy. It's a graph theory means you already don't know the branch of mathematics. Uh, graph theory is a branch of mathematics. It's connections and network notes it. Simply say it is a vertices and edges. Uh, we we. It simply graph theory is. We are. In the graph. I have a note vertices. And connections edges. Then we can say it is a graph Is basically. This basically denote it. Is equal to V comma east.

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics. It means it's a specific we think. We say it is a crystal set. It's a basically either it's a 0. Are one but. In the fuzzy. It's a basically fuzzy It's a vagueness or uncertainty is a concept. So. We can study is a fuzzy tool. Zero to 1. It means the lies in between zero to 1. We assign the membership values. For example. Uh, if a per. He said tall. We can say it's a. Either it's a. You can see it is simply set tall. Is or no?

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics. It means it's a specific we think. We say it is a crystal set. It's a basically either it's a 0. Are one but. In the fuzzy. It's a basically fuzzy It's a vagueness or uncertainty is a concept.

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics. It means it's a specific we think. We say it is a crystal set. It's a basically either it's a 0. Are one but. In the fuzzy. It's a basically fuzzy It's a vagueness or uncertainty is a concept. So. We can study is a fuzzy tool. Zero to 1. It means the lies in between zero to 1. We assign the membership values. For example. Uh, if a per. He said tall. We can say it's a. Either it's a. You can see it is simply set tall. Is or no? Because we can assume we assign the membership values like. If it is tall, it's a 0.7. If it is, solve a 0.5. If it is done, is 0.2 likewise. OK. It is a fuzzy. It's a graph theory means you already don't know the branch of mathematics. Uh, graph theory is a branch of mathematics. It's connections and network notes it. Simply say it is a vertices and edges. Uh, we we. It simply graph theory is. We are. In the graph. I have a note vertices. And connections edges. Then we can say it is a graph Is basically. This basically denote it. Is equal to V comma east. Umm, so fuzzy graft theory means? We can say. It is uh. Uh, fuzzy means is uncertain. Graph theories is networks models. It's combined its membership relationship. So ma'am, relationship between. Uh, it is the fuzzy graph.

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics.

Yes. Uh, yes, I uh, it means. Uh, what is the? Basically is a fuzzy means? We have a classical mathematics. It means it's a specific we think. We say it is a crystal set. It's a basically either it's a 0. Are one but. In the fuzzy. It's a basically fuzzy It's a vagueness or uncertainty is a concept. So. We can study is a fuzzy tool. Zero to 1. It means the lies in between zero to 1. We assign the membership values. For example. Uh, if a per. He said tall. We can say it's a. Either it's a. You can see it is simply set tall. Is or no? Because we can assume we assign the membership values like. If it is tall, it's a 0.7. If it is, solve a 0.5. If it is done, is 0.2 likewise. OK. It is a fuzzy. It's a graph theory means you already don't know the branch of mathematics. Uh, graph theory is a branch of mathematics. It's connections and network notes it. Simply say it is a vertices and edges. Uh, we we. It simply graph theory is. We are. In the graph. I have a note vertices. And connections edges. Then we can say it is a graph Is basically. This basically denote it. Is equal to V comma east. Umm, so fuzzy graft theory means? We can say. It is uh. Uh, fuzzy means is uncertain. Graph theories is networks models. It's combined its membership relationship. So ma'am, relationship between. Uh, it is the fuzzy graph. We can say for example. If if you take a friendship. OK. We can we say it is a sort no. OK, The Apprentice is. It's a value. It's a membership value is 0.9. It is high. If it's a friendship is a moderate, then it is a 0.5. If it is a friendship is a week. Then we cannot say it. Assign it to 0 point. Two OK. So likewise. OK, what is the decision? This is a. Attacker a decision? It's the best decision, for example for a selecting. Option for selecting the option. Uh, with the more. Alternatives with several. Several criteria. So you. Using several criteria and more alternative which can choose the best? Option. Then it is basically it is simply. The decision making model.

Right, so you were starting to explain how you introduce fuzzy concepts by comparing them to classical mathematics—could you walk me through exactly how you’d explain fuzzy graph theory to a group of undergraduates who’ve never seen it before? Maybe use a concrete example you’ve tried in class.

Okay, so you introduce fuzzy concepts by contrasting them with crisp set theory and emphasizing vagueness and uncertainty. When you were teaching decision-making models from your research, can you give me a concrete example of how you made those abstract ideas relevant for students in a classroom assignment or project?

Okay, so you use examples like height to illustrate classical versus fuzzy sets, with membership values showing degrees of belonging. Let's switch gears. You mentioned publishing over thirty papers in journals like Springer and Elsevier—can you walk me through a specific instance where your research directly influenced your approach to designing or updating an undergraduate mathematics course?

Alright, so you use the example of "tall" to show how membership values work in fuzzy sets, moving from crisp logic to degrees of belonging between zero and one. When you start connecting these fuzzy set ideas to graph theory, how do you help students visualize or work with fuzzy graphs in class—do you use software, hands-on projects, or mostly theoretical exercises?

So you broke down classical versus fuzzy sets and linked it to graph theory basics, touching on vertices and edges. When you actually taught fuzzy graph theory in class, did you have your students use any software to visualize these graphs, or did you stick to manual drawing and theoretical problems?

Alright, you used the example of "tall" to make fuzzy sets more concrete, and connected it to graph theory with vertices and edges. Switching gears, you mentioned publishing over thirty papers in reputed journals like Springer and Elsevier. Can you pick one specific paper—maybe your work on advanced fuzzy graphs—and tell me how that research influenced your classroom teaching, especially in helping students grasp complex mathematical modeling?

Okay, so you use examples like height and friendship strength to move from crisp logic to fuzzy sets, and then build up to fuzzy graph concepts. You also mentioned publishing over thirty-five research papers in journals like Springer and Elsevier. How has your experience with research publication shaped the way you design classroom assignments or student projects, especially when it comes to encouraging original thinking?

Uh, yes, My strength is publishing a paper.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work. OK, sorry I will assign the. Assignments and research papers to my students.

Alright, you've said your strength is in publishing papers, and you have a solid record there. Let's shift a bit. You mentioned teaching probability, statistics, and discrete mathematics at Saint Joseph College. Can you share a concrete example of a classroom activity or assignment you designed that got students actively engaging with mathematical concepts, not just memorizing them?

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work. OK, sorry I will assign the. Assignments and research papers to my students. Uh, I will give them one concept. Otherwise, I will give the OR 10 or 20 research papers to study this concept. In this study. In that concept, we. We can make a. Extended work will. Open. OK, so in the new work.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work. OK, sorry I will assign the. Assignments and research papers to my students. Uh, I will give them one concept. Otherwise, I will give the OR 10 or 20 research papers to study this concept. In this study. In that concept, we. We can make a. Extended work will. Open. OK, so in the new work. You can study that work. And build a concept. And uh. And creating a paper. The manuscript. And publish this paper to the. The best qual? Q1 journals or Q2 journals?

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work. OK, sorry I will assign the. Assignments and research papers to my students. Uh, I will give them one concept. Otherwise, I will give the OR 10 or 20 research papers to study this concept. In this study. In that concept, we. We can make a. Extended work will. Open. OK, so in the new work. You can study that work. And build a concept. And uh. And creating a paper. The manuscript. And publish this paper to the. The best qual? Q1 journals or Q2 journals? Like Springer, Elsevier. Uh, likewise. Like question, Jonas.

Alright, you said that you start by developing a concept and then a definition for your research papers. When you assign student projects in your classes—say, in probability or discrete math—do you have them go through a similar process? How do you encourage students to move beyond simply repeating textbook material and actually develop something original?

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work. OK, sorry I will assign the. Assignments and research papers to my students. Uh, I will give them one concept. Otherwise, I will give the OR 10 or 20 research papers to study this concept. In this study. In that concept, we. We can make a. Extended work will. Open. OK, so in the new work. You can study that work. And build a concept. And uh. And creating a paper. The manuscript. And publish this paper to the. The best qual? Q1 journals or Q2 journals? Like Springer, Elsevier. Uh, likewise. Like question, Jonas. Uh, yes.

Uh, yes, My strength is publishing a paper. Uh, my research experience is. Umm, first we develop a. Concept and we developed a definition. In the. Definition. Basically we applied to the definitions to the. Operations, uh. The basic operatives like union. Intersection is complement complement. SL, Lexico product. Uh, likewise. OK. So in that concept we developed the results and discussions. After that. We use this concept to real life applications. I really apply the real life applications. And we and we build a new. Novelty work. OK, sorry I will assign the. Assignments and research papers to my students. Uh, I will give them one concept. Otherwise, I will give the OR 10 or 20 research papers to study this concept. In this study. In that concept, we. We can make a. Extended work will. Open. OK, so in the new work. You can study that work. And build a concept. And uh. And creating a paper. The manuscript. And publish this paper to the. The best qual? Q1 journals or Q2 journals? Like Springer, Elsevier. Uh, likewise. Like question, Jonas. Uh, yes. Any other?

Alright, so you focus on developing new concepts and definitions, then apply them to set operations and graph products. When you have your students do projects or assignments, do you expect them to come up with their own definitions or models, or do you guide them to build on established ones?

Alright, so you described how you move from developing new mathematical concepts to applying them in real-world contexts, and you’ve applied for grants like SERB and TNSEST. Given your expertise in fuzzy graph theory, where do you see the most promising or fundable research directions over the next few years? Which types of grants or funding sources would you target to support that work?

Okay, so your process starts with building new definitions, validating them through mathematical operations, and then finding real-world applications for novelty. You mentioned applying for grants like SERB and TNSEST—given your work in fuzzy graph theory, where do you see the most fundable research directions over the next three years, and what types of grants or external funding would you specifically target?

Alright, so you guide your students to develop definitions, apply basic set and graph operations, and then connect those to real-world applications for novelty. Earlier, you mentioned applying for grants like SERB and TNSEST. Given your expertise in fuzzy graph theory, where do you see the most promising or fundable research directions over the next few years, and which granting agencies or programs would you target for support?

You mentioned applying for SERB and TNSEST grants and working on real-world applications of fuzzy graph theory. Given your research area, where do you see the most fundable directions in the next few years, and which specific grants or funding bodies would you target for those projects?

Alright, so you guide students from understanding existing research to identifying extensions and aiming for publication, often in strong journals. Earlier, you mentioned applying for SERB and TNSEST grants and working on real-world applications of fuzzy graph theory. Given your research area, where do you see the most fundable directions in the next few years—and what specific grants or funding mechanisms would you prioritize?

You mentioned submitting grant proposals to SERB and TNSEST and collaborating internationally. For your core research in fuzzy graph theory and its applications, where do you see the most fundable directions over the next three years? Which specific national or international grants would you target, and why?

Alright, you guide your students by having them start from reviewing key papers, then push them to extend results and target high-impact journals. Earlier, you mentioned applying for SERB and TNSEST grants—can you share one concrete example of a successful grant application or an attempt that taught you something important about the funding landscape for mathematics research in India?

You talked about giving students real research papers to study and then guiding them to develop their own extensions for publication, often targeting Q1 or Q2 journals. At Saint Joseph’s, did you ever guide students or colleagues through the actual process of applying for research funding or grants—especially for projects in areas like AI or machine learning within mathematics? What was your approach?

Yes. UH Holiday published a paper to the Q1 Cupid children.

Yes. UH Holiday published a paper to the Q1 Cupid children. Also, currently I'm uh. Guiding one research scholar. Uh, under anonymousity.

Yes. UH Holiday published a paper to the Q1 Cupid children. Also, currently I'm uh. Guiding one research scholar. Uh, under anonymousity. OK, my research college now studying is a. A soft computing. And machine learning. Introduction to machine learning.

Yes. UH Holiday published a paper to the Q1 Cupid children. Also, currently I'm uh. Guiding one research scholar. Uh, under anonymousity. OK, my research college now studying is a. A soft computing. And machine learning. Introduction to machine learning. Currently studying with those two. Concepts.

Okay, but what I'm really asking is, have you personally helped students or colleagues actually apply for research grants—like writing the proposal, budgeting, or choosing which agency to target for a project in A I or mathematical modeling? What role did you play in that process?

Yes. UH Holiday published a paper to the Q1 Cupid children. Also, currently I'm uh. Guiding one research scholar. Uh, under anonymousity. OK, my research college now studying is a. A soft computing. And machine learning. Introduction to machine learning. Currently studying with those two. Concepts. So. We are planning to put a paper. Uh, using a fuzzy. And machine learning. It's a blended concept. It's a using the. Was it to apply to the machine? Done and we can make a paper to publish a. Uh, Springer and Elsevier. And also. I have already applied. To, uh, research. Uh, funding projects. The one is applied. It's a Serb under Serb. And other one is TNSCST. That, uh. Applied Server projects is basically. OK. It's a basically satellite. Images Image.

Alright, so you're currently guiding a research scholar and have experience aiming for strong journal publications. When you applied for SERB or TNSEST grants, what challenges did you encounter—especially around justifying the real-world impact or fundability of your fuzzy graph theory work—and how did you address them?

Yes. UH Holiday published a paper to the Q1 Cupid children. Also, currently I'm uh. Guiding one research scholar. Uh, under anonymousity. OK, my research college now studying is a. A soft computing. And machine learning. Introduction to machine learning. Currently studying with those two. Concepts. So. We are planning to put a paper. Uh, using a fuzzy. And machine learning. It's a blended concept. It's a using the. Was it to apply to the machine? Done and we can make a paper to publish a. Uh, Springer and Elsevier. And also. I have already applied. To, uh, research. Uh, funding projects. The one is applied. It's a Serb under Serb. And other one is TNSCST. That, uh. Applied Server projects is basically. OK. It's a basically satellite. Images Image. Image process. Processing. Using uh machine. Learning and deep learning. Using the machine learning, deep learning. And applied fuzzy concepts to the satellite image.

Yes. UH Holiday published a paper to the Q1 Cupid children. Also, currently I'm uh. Guiding one research scholar. Uh, under anonymousity. OK, my research college now studying is a. A soft computing. And machine learning. Introduction to machine learning. Currently studying with those two. Concepts. So. We are planning to put a paper. Uh, using a fuzzy. And machine learning. It's a blended concept. It's a using the. Was it to apply to the machine? Done and we can make a paper to publish a. Uh, Springer and Elsevier. And also. I have already applied. To, uh, research. Uh, funding projects. The one is applied. It's a Serb under Serb. And other one is TNSCST. That, uh. Applied Server projects is basically. OK. It's a basically satellite. Images Image. Image process. Processing. Using uh machine. Learning and deep learning. Using the machine learning, deep learning. And applied fuzzy concepts to the satellite image. The project is evaluation only. At this stage, the process is. The project process is. Evaluation stage Yes.

Okay, so you're guiding a scholar in soft computing and machine learning, and you've had success publishing in top journals. When you helped with research grant applications—like SERB or TNSEST—what was the toughest part of the process? Was it finding a fundable topic, building the budget, or something else?

Alright, so you're currently guiding a scholar in soft computing and machine learning, and you’ve managed to get student work into Q1 journals. When you applied for SERB or TNSEST grants, what was the toughest part of the application process for you—was it identifying the right funding scheme, budgeting, writing the proposal, or something else?

Alright, so you’ve worked on blending fuzzy logic with machine learning and even targeted satellite image analysis for research funding. Earlier you mentioned collaborating with international authors—can you give me a concrete example of how one of those collaborations directly led to a new research direction or funding opportunity for your group?

Alright, so you've applied fuzzy and machine learning techniques to satellite image processing for research funding, and you're guiding a scholar on a blended fuzzy-ML project. Thinking practically, what do you see as the most realistic path to sustained external funding in your area over the next three years—are there themes or applications in fuzzy graph theory that you think grant agencies are especially interested in right now?

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models.

You mentioned building a blended research group by combining fuzzy theory and machine learning, and guiding students to publish in strong journals. I’m curious—since VIT encourages collaboration with industry, how would you use your consultancy or project experience to make the academic environment and student learning in mathematics more industry-relevant?

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models. Now. Now manly. Apply my concept to the. EML and. Soft computing. And lip learning. And machine learning likewise. OK, OK. Uh, if, if I got the opportunity. To serve an assistant professor in the research. I took the 80 university. Surely I will take the. UH scholars. PhD research scholars. Because, umm. Already two or three research scholars are. Waiting for my guidance. Uh, uh, so. If I joined. I'll be 18. I'll surely I will take this call.

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models. Now. Now manly. Apply my concept to the. EML and. Soft computing. And lip learning. And machine learning likewise. OK, OK. Uh, if, if I got the opportunity. To serve an assistant professor in the research. I took the 80 university. Surely I will take the. UH scholars. PhD research scholars. Because, umm. Already two or three research scholars are. Waiting for my guidance. Uh, uh, so. If I joined. I'll be 18. I'll surely I will take this call. And will. Will make a research group.

Okay, so you've started with decision-making models as your research group's foundation. Shifting gears a bit, say you’re teaching a large first-year mathematics course at VIT—maybe 200 students, and you’re not allowed to use any slides or standard lecturing. How would you design a session that actually keeps students engaged and helps them actively understand the material?

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models. Now. Now manly. Apply my concept to the. EML and. Soft computing. And lip learning. And machine learning likewise. OK, OK. Uh, if, if I got the opportunity. To serve an assistant professor in the research. I took the 80 university. Surely I will take the. UH scholars. PhD research scholars. Because, umm. Already two or three research scholars are. Waiting for my guidance. Uh, uh, so. If I joined. I'll be 18. I'll surely I will take this call. And will. Will make a research group. And the. In that research group. We, uh, study the concept. We make a. Manuscript Papers. And we will publish the paper. In. Due to jonals.

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models. Now. Now manly. Apply my concept to the. EML and. Soft computing. And lip learning. And machine learning likewise. OK, OK. Uh, if, if I got the opportunity. To serve an assistant professor in the research. I took the 80 university. Surely I will take the. UH scholars. PhD research scholars. Because, umm. Already two or three research scholars are. Waiting for my guidance. Uh, uh, so. If I joined. I'll be 18. I'll surely I will take this call. And will. Will make a research group. And the. In that research group. We, uh, study the concept. We make a. Manuscript Papers. And we will publish the paper. In. Due to jonals. Like repeated journals? We will publish the paper. Surely we will publish the paper.

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models. Now. Now manly. Apply my concept to the. EML and. Soft computing. And lip learning. And machine learning likewise. OK, OK. Uh, if, if I got the opportunity. To serve an assistant professor in the research. I took the 80 university. Surely I will take the. UH scholars. PhD research scholars. Because, umm. Already two or three research scholars are. Waiting for my guidance. Uh, uh, so. If I joined. I'll be 18. I'll surely I will take this call. And will. Will make a research group. And the. In that research group. We, uh, study the concept. We make a. Manuscript Papers. And we will publish the paper. In. Due to jonals. Like repeated journals? We will publish the paper. Surely we will publish the paper. Uh, it is our strategy. To, uh, make a research group. Uh, and. Collaborative The. Research paper to the. Other abroad countries. Because I have collaborated many papers to the other.

Yes. Umm, now initial stage. I have put a paper to the. Uh, application to the decision making models. Now. Now manly. Apply my concept to the. EML and. Soft computing. And lip learning. And machine learning likewise. OK, OK. Uh, if, if I got the opportunity. To serve an assistant professor in the research. I took the 80 university. Surely I will take the. UH scholars. PhD research scholars. Because, umm. Already two or three research scholars are. Waiting for my guidance. Uh, uh, so. If I joined. I'll be 18. I'll surely I will take this call. And will. Will make a research group. And the. In that research group. We, uh, study the concept. We make a. Manuscript Papers. And we will publish the paper. In. Due to jonals. Like repeated journals? We will publish the paper. Surely we will publish the paper. Uh, it is our strategy. To, uh, make a research group. Uh, and. Collaborative The. Research paper to the. Other abroad countries. Because I have collaborated many papers to the other. Countries like. Saudi Arabia. And University of Mexico. And the King College University. And Prince University. And Vietnam, one of the professors is a Vietnam, basically. And one of them, Madam, is basically some Malaysian university. And uh. Thailand and there is a Thailand major university. There, my friends are there in. Working uh. Uh, so I have a. Research Network. So I have any search networks. So we build research. Group and be collaborative to the abroad countries. Abroad Research authors. Will publish. Q1 Journals. I'll publish the papers to the. You want to join us?

Okay, so you’d start by bringing in PhD scholars who are already interested in your research area and continue guiding them if you join VIT. But say you’re teaching a large first-year mathematics course—two hundred students, and you’re not allowed to use slides. What would you actually do in a session to keep everyone engaged and make sure the concepts stick?

So you’d bring in research scholars you already have relationships with, and build a group around your expertise in fuzzy logic, soft computing, and machine learning. Let’s switch gears a bit. Imagine you’re teaching a large first-year mathematics course at VIT with 200 students, but you can’t use PowerPoint or slides. How would you keep them actively engaged throughout a session?

Okay, you’d focus on taking on new PhD scholars and building a research group that publishes together. Switching gears, let’s talk about classroom teaching at VIT. Suppose you’re assigned a large Mathematics course—over 200 students—and you’re not allowed to use slides or traditional lectures. How would you structure a session to keep everyone engaged and actually participating with the material?

Okay, so you've got two or three scholars already lined up, and you'd focus on building a group that collaborates on manuscripts and aims for quality journal publications. Now, let's switch to teaching. You mentioned handling large classes and several mathematics subjects. Suppose you're teaching a first-year Probability and Statistics course with 150 students, but you can't use slides or a chalkboard—what's your approach to keeping the students engaged and making the material stick?

So you’ve got international collaborations lined up and already have students waiting to join your group. But say you have a large undergraduate class—maybe 200 students—and you’re not allowed to use slides. How would you keep them actively engaged with advanced concepts like fuzzy graph theory or machine learning?

So you’d bring in those scholars, leverage your international research network, and focus on publishing collaboratively in top journals to build momentum and attract more talent and funding. Shifting gears a bit, Professor, can you elaborate on your teaching philosophy and give an example of how you adapt your approach to accommodate students with very different learning styles in mathematics courses?

Yes.

Alright, you said "yes" but I need a bit more. Specifically, can you walk me through how you adapt your teaching for students with very different learning needs—let's say one group prefers visual explanations and another prefers hands-on problem solving? What's something concrete you'd do in a mathematics class at VIT to make sure both groups are engaged and actually learning?

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea.

Okay, you said your goal is to teach creatively and effectively. Give me a specific example—say you have students who struggle with abstract reasoning, while others learn best visually. How would you adapt your classroom approach to help both groups understand a difficult topic in mathematics?

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists?

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals.

Alright, you mentioned wanting to spark student interest and creativity — but let’s say a third of your class is just not engaging, maybe they’re struggling with the abstract nature of mathematics. How do you spot when students are falling behind, and what concrete steps do you take to get them re-engaged?

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal. Its cost is nearly set to wonderful.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal. Its cost is nearly set to wonderful. This is taken by the. University of King College.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal. Its cost is nearly set to wonderful. This is taken by the. University of King College. Uh, from Saudi Arabia.

So you aim to spark curiosity and share ideas creatively, but let's say you have a class where some students are really struggling with abstract mathematical concepts while others pick them up quickly. Can you walk me through a concrete lesson or activity you've used to bridge that gap and make sure both groups stay engaged?

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal. Its cost is nearly set to wonderful. This is taken by the. University of King College. Uh, from Saudi Arabia. OK, so. We will get the. And also. Uh, I will. Develop the concept and give to. Uh, univers. City of King College. University, Saudi Arabia. We will get the funding from various universities also.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal. Its cost is nearly set to wonderful. This is taken by the. University of King College. Uh, from Saudi Arabia. OK, so. We will get the. And also. Uh, I will. Develop the concept and give to. Uh, univers. City of King College. University, Saudi Arabia.

Yes. Umm. Basically. Uh, my teaching experience. Is um. Give knowledge to the students is. Uh, creatively. And effectively. So we will, uh, give the. Uh, who will give? A spark to the. Uh, on. Interesting student. Will give the spark. In that spot we will give the ideas. And students are graphing that idea. Develop the new novel concepts. On that, uh. New concept on that. And will make a. That concept. Uh, continuously. We'll discuss the concept. And the victim? Partying artists. Uh, not only we are using. Uh, product collaboration it means. We'll discuss the concepts to the. Various, uh, foreign collaborative authors. And we will. The papers is we will done by the work. Uh, partially. Other works are done by the. Other artists? So we'll make a paper. And also I have. Published a paper in the. Open Access journals. So. Open Access journal. We want to publish the paper. Alright, it's a financial. It's a taker of of. The other university. Like for example. I have published a paper. In uh. MDPA Journal. Its cost is nearly set to wonderful. This is taken by the. University of King College. Uh, from Saudi Arabia. OK, so. We will get the. And also. Uh, I will. Develop the concept and give to. Uh, univers. City of King College. University, Saudi Arabia. We will get the funding from various universities also. So using. Funding we will. Uh, publisher. Uh. Innovative. To the journeys.

Alright, so you focus on sparking interest and developing ideas through discussion. But say you've got a class where a third of the students are really not engaging—maybe they’re struggling with the abstract side of mathematics. How do you identify those students early, and what concrete steps do you take to bring them into the conversation?

You emphasized creativity, sparking ideas, and connecting students with international collaborations. Let's get concrete—say you have to run a session for two hundred students, but you can't use slides or a blackboard. How would you keep everyone engaged and make sure the core mathematical concepts actually stick?

Alright, you described a philosophy where sparking ideas and collaboration drive learning, and you mentioned working with international co-authors. Let’s talk about institutional responsibilities: say you join our department and notice that outcome assessment data for accreditation is inconsistent across courses. How would you approach fixing that, day-to-day?

Alright, so your approach is to spark curiosity and encourage idea development through discussion, and you collaborate both locally and internationally on projects and publications. Let’s talk institutional stewardship for a moment. If you joined our department and found that outcome assessment data was inconsistent across mathematics courses—which is a common accreditation concern—how would you approach fixing that?

Alright, you’ve mentioned collaborating internationally on papers and helping students build their own research trajectories, but at VIT you’d also be expected to contribute to department-level administration—like outcome assessment or curriculum review. If you arrived and found that outcome assessment data was inconsistent across the mathematics courses, how would you approach fixing that?

Alright, so you’ve found ways to support students and publish open-access, even working around financial constraints. At VIT, beyond teaching and research, you’d also be expected to contribute to department-level governance—things like curriculum committees or program reviews. What role do you see yourself playing in those kinds of administrative responsibilities?

Okay, so you’ve found ways to support students and publish open-access, even working around financial constraints. At VIT, beyond teaching and research, you’d also be expected to contribute to department-level administration—things like curriculum reviews, accreditation cycles, and ensuring assessment data is consistent. Suppose you join and discover that outcome assessment records are spotty across different mathematics courses. How would you approach fixing that?

Right, so you’ve found ways to support students and publish open-access, even working around financial constraints. At VIT, beyond teaching and research, you’d also be expected to contribute to department-level administration—things like curriculum committees or program reviews. What role do you see yourself taking on in those kinds of governance or accreditation processes?

Alright, you’ve built a strong research network with collaborators in places like Mexico, Saudi Arabia, and Vietnam, and you plan to involve your research group in those efforts. Now at VIT, beyond teaching and research, you’d also be expected to contribute to department-level administration—things like curriculum committees or outcome assessments. Say you join and discover that the outcome assessment data for mathematics courses is inconsistent across faculty. How would you approach fixing that?

Alright, you’ve worked around funding by collaborating internationally and getting support from partner universities for open-access publications. At VIT, beyond research and teaching, faculty are expected to help with things like accreditation and departmental governance. If you joined and found that assessment data was inconsistent across mathematics courses, how would you go about fixing that?

You mentioned collaborating with authors from abroad and using external funding to support open-access publishing, which certainly shows resourcefulness. At VIT, beyond research and teaching, faculty are expected to support department-level governance—things like curriculum committees or program reviews. Where do you see yourself contributing in those kinds of administrative roles?

Yes.

You answered yes, but can you give me a concrete example of how you contributed to department governance or accreditation tasks—like participating in curriculum committees, program reviews, or outcome assessment—at Saint Joseph's or during your previous roles? What did you actually do?

Yes. You're getting a research. Uh, research to. Publishing help from the other university.

Alright, so you've relied a lot on international partnerships for research support. But when it comes to the internal side—like curriculum committees or ensuring we meet accreditation standards—can you give me a concrete example where you actually contributed to outcome assessment, data collection, or program review, not just research or publishing?

Yes. You're getting a research. Uh, research to. Publishing help from the other university. And also. We will applied funded research projects to the government. You know our. Government. Central Central government. Uh, uh, central common projects. We are planning to. Already we make a research project. We are planning to apply that research projects to the. CSIR. And DST. Sir TNSTST and various. Uh, central government. Project centres.

Yes. You're getting a research. Uh, research to. Publishing help from the other university. And also. We will applied funded research projects to the government. You know our. Government. Central Central government. Uh, uh, central common projects. We are planning to. Already we make a research project. We are planning to apply that research projects to the. CSIR. And DST. Sir TNSTST and various. Uh, central government. Project centres. And uh. We will get the projects and we will publish the research papers.

Yes. You're getting a research. Uh, research to. Publishing help from the other university. And also. We will applied funded research projects to the government. You know our. Government. Central Central government. Uh, uh, central common projects. We are planning to. Already we make a research project. We are planning to apply that research projects to the. CSIR. And DST. Sir TNSTST and various. Uh, central government. Project centres. And uh. We will get the projects and we will publish the research papers. We will get the central government projects. And we will publish the paper.

Yes. You're getting a research. Uh, research to. Publishing help from the other university. And also. We will applied funded research projects to the government. You know our. Government. Central Central government. Uh, uh, central common projects. We are planning to. Already we make a research project. We are planning to apply that research projects to the. CSIR. And DST. Sir TNSTST and various. Uh, central government. Project centres. And uh. We will get the projects and we will publish the research papers. We will get the central government projects. And we will publish the paper. Through that project.

Alright, so you've been actively applying for central government projects and collaborating internationally for research support. Let's say you join our department and notice that the outcome assessment data for accreditation is inconsistent across courses. How would you approach fixing that, considering the day-to-day realities of accreditation requirements?

Okay, so you've been actively pursuing central government research projects like DST and CSIR, and you see those as ways to support both research and departmental goals. But let's say you joined VIT and discovered that outcome assessment data for accreditation was inconsistent across courses—how would you approach fixing that, practically?

You’ve been focused on securing central government projects like CSIR and DST, and you see those as key for funding research and publishing. Earlier you mentioned organizing international conferences and serving on review boards—can you give me a concrete example of how you handled an accreditation or outcome assessment task, like aligning course outcomes to program objectives or collecting student learning data for a committee?

Alright, you’ve put a lot of emphasis on funding and research collaboration, especially with government agencies and international partners. Let’s say you join VIT and discover that outcome assessment data for your department’s courses is inconsistent or incomplete—how would you approach fixing that, given accreditation standards are at stake?

Yes, once. He joined the. Uh, it's a. One of the best. CST Universities. Around the bar. Run Bewilder applied projects. To the university.

Yes, once. He joined the. Uh, it's a. One of the best. CST Universities. Around the bar. Run Bewilder applied projects. To the university. And the government agency University. And central government projects also we will. Uh, approach.

Yes, once. He joined the. Uh, it's a. One of the best. CST Universities. Around the bar. Run Bewilder applied projects. To the university. And the government agency University. And central government projects also we will. Uh, approach. Once people get the funding. Uh, once you will get. Financial help from the. Our university. And other university. And government agencies. And we will. Uh, fix the uh. And we will sort out the. API to publish the paper. And we will put them more. Innovative research papers. To the repeated journals.

You brought up applying for projects at VIT, but I was asking about what you'd do if you noticed that the department's outcome assessment data was missing or inconsistent—a key part of accreditation. Since that's a bit different from grant applications, how would you actually get that data up to standard and ensure compliance? Just one concrete step you'd take.

Professor, imagine this scenario: 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 handle this situation, balancing academic integrity with institutional expectations?

Okay, so you’d focus on leveraging funding sources and publishing more innovative papers, but I was asking about addressing inconsistent or incomplete outcome assessment data in your department—specifically because accreditation is at stake. How would you actually go about fixing that issue, step by step?

Electronic number. Umm, one more, uh, one more time. Can you ask Lou one more time the the same question?

Sure, here’s that question again: Imagine you join VIT and discover that your department’s outcome assessment data—things like course learning outcomes and student performance metrics—are inconsistent or incomplete, which could threaten accreditation. Walk me through, step by step, how you’d address and fix that situation.

OK, first, uh. 1st I'm going to. Uh, first. Uh, I will, uh. Taking. And will give the assessment.

OK, first, uh. 1st I'm going to. Uh, first. Uh, I will, uh. Taking. And will give the assessment. To the students.

So you’d start by gathering the assessments yourself, but what would you do if your department head disagreed with your approach or wanted to handle it another way?

So you’d start by giving assessments yourself, but I’m looking for a step-by-step on how you’d ensure the data gets consistent and complete across the whole department—not just your own courses. Can you walk me through exactly how you’d coordinate with other faculty and administration to fix the process for everyone?

OK, first, uh. 1st I'm going to. Uh, first. Uh, I will, uh. Taking. And will give the assessment. To the students. We can find out the. You can find out the. On data and assessment. And we will. Start out.

Alright, so you’d start by gathering assessments and analyzing data yourself to address the gaps. But if your department head disagreed with your approach or wanted to handle it differently, how would you navigate that situation—especially if you believed your method was best for accreditation?

Uh, I will fix the gaps. In outcomes of assessment data. Uh, uh. Using. Uh, innovative. Uh, teaching.

You mentioned using innovative teaching to fix outcome assessment gaps, but didn't get into the practical side. Let’s switch gears. Imagine a colleague asks you to co-author a paper, but when reviewing the draft, you notice some of the data looks questionable or possibly manipulated. What would you do in that situation?

Uh, I will fix the gaps. In outcomes of assessment data. Uh, uh. Using. Uh, innovative. Uh, teaching. And impactful research. Uh. While continuously. Uh, while continuously enhancing. Uh, my res, my knowledge. Uh, I understood. And students guiding and guide. Effectively.

Uh, I will fix the gaps. In outcomes of assessment data. Uh, uh. Using. Uh, innovative. Uh, teaching. And impactful research. Uh. While continuously. Uh, while continuously enhancing. Uh, my res, my knowledge. Uh, I understood. And students guiding and guide. Effectively. Umm.

You talked about using innovative teaching and impactful research to address the gaps, but I’m looking for something more concrete—like, who would you involve, what steps would you take, and how would you make sure the data stays consistent going forward?

You mentioned using innovative teaching and guiding students as ways to address gaps, but I was asking about the practical process—who you'd involve, and what steps you'd actually take to ensure accreditation standards are met. Let's switch gears. Imagine a colleague asks you to co-author a paper, but you notice some of the data in their draft looks questionable. What would you do in that situation?

OK, uh. Uh, we will. Uh, we will.

You started to say what you’d do, but didn’t finish—can you walk me through your actual steps if you suspect a colleague’s data is questionable in a draft you’re being asked to co-author?

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper.

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research.

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level.

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper.

You’ve mentioned international collaborations and publishing in top journals, which is great. Given VIT’s focus on industry-academia partnerships, how would you use your consultancy or industry project experience to bring real-world problems into the classroom and improve student outcomes in mathematics?

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem.

You emphasized raising the standard of research and publishing innovative work, but I was specifically asking how you'd handle questionable data in a co-authored paper. Who would you talk to, and what steps would you take if you suspected the data wasn't reliable?

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem. And, uh, in beginning, uh. Beginning self IE. Told we will. Make a facility. Group in VIT. We will make a research team.

Okay, so you’d aim to raise the standard through impactful research and publishing, but I was specifically asking about your response to noticing questionable data in a co-authored paper. Who would you talk to, and what steps would you take to address the integrity issue?

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem. And, uh, in beginning, uh. Beginning self IE. Told we will. Make a facility. Group in VIT. We will make a research team. We will collaborative to the authors. And uh. We will actually, we will collaborate to the foreign artists. Abroad this. And we'll put a novelty paper. Uh, that paper is full of. Application oriented It means it's a real life application oriented the. And we will publish the repeated Q1Q2 journals.

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem. And, uh, in beginning, uh. Beginning self IE. Told we will. Make a facility. Group in VIT. We will make a research team. We will collaborative to the authors. And uh. We will actually, we will collaborate to the foreign artists. Abroad this. And we'll put a novelty paper. Uh, that paper is full of. Application oriented It means it's a real life application oriented the. And we will publish the repeated Q1Q2 journals. I like Springer. Science Direct Journals. And Taylor and Francis.

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem. And, uh, in beginning, uh. Beginning self IE. Told we will. Make a facility. Group in VIT. We will make a research team. We will collaborative to the authors. And uh. We will actually, we will collaborate to the foreign artists. Abroad this. And we'll put a novelty paper. Uh, that paper is full of. Application oriented It means it's a real life application oriented the. And we will publish the repeated Q1Q2 journals. I like Springer. Science Direct Journals. And Taylor and Francis. Our scientific.

Okay, so you’d focus on impactful research and raising standards, but if you actually saw questionable data in a co-authored paper, what’s your next step—do you bring it up with your colleague directly, escalate, or something else?

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem. And, uh, in beginning, uh. Beginning self IE. Told we will. Make a facility. Group in VIT. We will make a research team. We will collaborative to the authors. And uh. We will actually, we will collaborate to the foreign artists. Abroad this. And we'll put a novelty paper. Uh, that paper is full of. Application oriented It means it's a real life application oriented the. And we will publish the repeated Q1Q2 journals. I like Springer. Science Direct Journals. And Taylor and Francis. Our scientific. While link mdpi. Tech Science Press Likewise. We will publish the platform.

You mentioned collaborating with industry and obtaining funding from agencies—so thinking about your background, can you describe a time when you directly applied advanced mathematical or AI methods to solve a real problem in an industry or consultancy project? What was the impact?

OK, uh. Uh, we will. Uh, we will. We will increase the. Agreed agitation. Standard level. Umm, so. Uh. We make a paper. Is innovative. Using the novel concept. And we will publish the paper. We will publish the paper. It means yeah, you sing a. Impactful research. OK. Research. Impactful research. Will. Develop the aggregation level. And, uh, if. Any the mistakes are. Questionable in the paper. We will make. Uh, uh. Make sought out. Uh, sort out that. Problem. And, uh, in beginning, uh. Beginning self IE. Told we will. Make a facility. Group in VIT. We will make a research team. We will collaborative to the authors. And uh. We will actually, we will collaborate to the foreign artists. Abroad this. And we'll put a novelty paper. Uh, that paper is full of. Application oriented It means it's a real life application oriented the. And we will publish the repeated Q1Q2 journals. I like Springer. Science Direct Journals. And Taylor and Francis. Our scientific. While link mdpi. Tech Science Press Likewise. We will publish the platform. Umm, and. Show in those papers are. Uh, improving. And increasing a standard level of our university. Uh. This is my goal. Uh, to continue. To the institution.

You’d try to sort out the problem and lean on your research team at VIT to help. Let’s talk about evaluation. When you’re teaching mathematics courses, how do you design exams or assessments so they actually measure student understanding, instead of just rote memorization?

Alright, so you'd try to sort out any questionable data by working with your research team and collaborators, and focus on making sure the paper is innovative and application-oriented. Shifting to classroom experience—can you give me a concrete example of how you've structured an advanced mathematics lab course to make sure students actually connect the theory to practical applications?

Okay, so if you find questionable data you’d try to sort it out early, and you’d form a research team for collaboration and novelty in publication. Let’s talk about student evaluation—can you give me a specific example of how you’ve designed or improved an exam or assessment method in your mathematics courses to better measure student understanding?

So you’d address questionable data by sorting out the problem and working collaboratively, especially with a research team and international partners, then ensure the paper is innovative and application-oriented. Shifting to student evaluation—can you describe a specific method you use to assess whether students have actually understood a complex mathematical concept, rather than just memorizing it?

You brought up collaborating with foreign co-authors, aiming for Q1 and Q2 journals, and sorting out questionable data by working with your research team. But if you spotted something in the data that could signal research misconduct, would you confront your colleague directly, or escalate it to department leadership first?

Alright, so you’d address questionable data by collaborating with a research group and aim to raise the university’s research standards through impactful publications. Now, turning to your experience with student evaluation—can you walk me through a specific instance when you had to handle a dispute or complaint about an exam grade, and how you resolved it?

No, uh, uh. I have nearly. I have published 35. Let's message papers.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely. Since it is Open Access journal. Uh, uh, the. Uh, paper is very impactful. And innovative paper.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely. Since it is Open Access journal. Uh, uh, the. Uh, paper is very impactful. And innovative paper. Uh, that paper is published freely by. The Spring Journal.

You mentioned publishing 35 papers, which is impressive, but I was hoping for a specific example about handling a student complaint or dispute around grading. Since we’re short on time, let’s pivot. When you’re teaching both theory and lab courses in mathematics, how do you keep students engaged—especially those who struggle to see the practical application of advanced concepts?

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely. Since it is Open Access journal. Uh, uh, the. Uh, paper is very impactful. And innovative paper. Uh, that paper is published freely by. The Spring Journal. OK, as in that paper is based on. Uh, a picture fuzzy graph. Uh, using uh. And applications to the. COVID-19.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely. Since it is Open Access journal. Uh, uh, the. Uh, paper is very impactful. And innovative paper. Uh, that paper is published freely by. The Spring Journal. OK, as in that paper is based on. Uh, a picture fuzzy graph. Uh, using uh. And applications to the. COVID-19. That highly appreciatable paper. From the Journal. That journal's impact factor is 8.34.

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely. Since it is Open Access journal. Uh, uh, the. Uh, paper is very impactful. And innovative paper. Uh, that paper is published freely by. The Spring Journal. OK, as in that paper is based on. Uh, a picture fuzzy graph. Uh, using uh. And applications to the. COVID-19. That highly appreciatable paper. From the Journal. That journal's impact factor is 8.34. Likewise SO. I'm not received any question. Are uh, any? Uh, any error? It from. Any other journal? So. I'm surely uh. I will increase the. VIP University in lava.

You stressed that your research is novel and you’ve never had a complaint, which is great, but I was hoping for an example about handling student grading disputes, not research authorship. That’s alright. For a quick check—when you’re teaching a theory-heavy course, how do you make sure students are actually understanding the core concepts, not just memorizing the material?

You pointed out that you've published around forty research papers and haven't encountered grading complaints from students. Since direct disputes haven't come up for you, let’s shift to something else. You’re expected to teach both theory and lab courses—can you describe a specific strategy you use to make abstract mathematical concepts more accessible during lab sessions?

You highlighted your strong publication record and real-life application of your research, especially with the COVID paper, which is impressive. Switching gears a bit, can you give me a concrete example of how you’d use advanced statistical methods or AI in a real-world supply chain management scenario?

You pointed out that you've published around forty research papers and haven't encountered grading complaints from students. Since direct disputes haven't come up for you, let’s shift to something else. Can you give me a concrete example of how you've integrated advanced statistical methods into your teaching or research—what was the context, and how did you ensure students or collaborators understood the approach?

You said you haven’t handled grading disputes because you haven’t received any complaints, which is clear. Let’s jump to communication and teaching structure—can you describe a specific lecture or class session where you had to break down a complex mathematical concept for students who were struggling to grasp it? What strategies did you use in that situation?

No, uh, uh. I have nearly. I have published 35. Let's message papers. Currently, two more papers are accepted. So totally, I have 40 research papers. In that 40 research papers. I'm not in received any complaint or any question from. Any other authors? Wow, I like any other genres. Uh, not yet. I received. My research are fully it's a novelty. Find my researchers. Most of the work research papers are. It's using real life applications. We will publish the paper. For example. Uh, in the COVID time. I will make the one paper. And I published that paper to the. Uh, Springer. In that paper, it's really. 1 1/2 or two months. Is accepted and published that papers it's freely. Since it is Open Access journal. Uh, uh, the. Uh, paper is very impactful. And innovative paper. Uh, that paper is published freely by. The Spring Journal. OK, as in that paper is based on. Uh, a picture fuzzy graph. Uh, using uh. And applications to the. COVID-19. That highly appreciatable paper. From the Journal. That journal's impact factor is 8.34. Likewise SO. I'm not received any question. Are uh, any? Uh, any error? It from. Any other journal? So. I'm surely uh. I will increase the. VIP University in lava. Uh, named. And credits. Surely I will make that. Is there any other question?

Okay, so you focused on the novelty and application of your research, and mentioned collaborative teams, but you didn't really describe a situation with student evaluation or grading disputes. That's fine—let's move to teaching structure. Can you describe a specific math lecture or class session you've led where you used a structured approach to ensure students at different levels could all follow and participate?

Alright, so you’ve published quite a bit and focused on real-life applications, especially during COVID, but let’s talk about your communication and teaching structure. Can you describe a specific lecture or class session where you had to break down a complex mathematical idea for students who were struggling—what did you actually do in that session to help them understand?

Alright, so your focus has been on impactful research and collaboration, but let’s talk about teaching labs. Say you’re running a mathematics lab course with students who have very different skill levels—how do you structure the sessions to make sure everyone stays engaged and learns effectively?

Right, you’ve highlighted your publication record and the novelty in your work, but let’s switch to teaching. When you’re running a mathematics lab with a wide range of student abilities, what’s your specific strategy for making sure advanced students stay challenged without leaving struggling students behind?

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

Yes, I have a question. What is the role? Uh, and. What can I do? In the 80. If I like. Uh, if I. Get the chance. To serve an assistant professor in research.