Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University.

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH.

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH. Uh, where I can, uh, you know. I have worked in a. Material Science. Where my thesis Lee. Based on. The deployment of 2D nano material based. You know, composites. Sensor and. And that particular sensor I basically use for. You know, uh. Uh, some food application.

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH. Uh, where I can, uh, you know. I have worked in a. Material Science. Where my thesis Lee. Based on. The deployment of 2D nano material based. You know, composites. Sensor and. And that particular sensor I basically use for. You know, uh. Uh, some food application. Apart from that I have also. Complete my masters in a plastic engineering. From Bhubaneswar.

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH. Uh, where I can, uh, you know. I have worked in a. Material Science. Where my thesis Lee. Based on. The deployment of 2D nano material based. You know, composites. Sensor and. And that particular sensor I basically use for. You know, uh. Uh, some food application. Apart from that I have also. Complete my masters in a plastic engineering. From Bhubaneswar. And in my master actually I worked in a different project. Select minor and major project where I can introduce so many like for different polymers based composites.

Right, so you're currently at Chandigarh University as an assistant professor. Anything else about your academic path you'd like to share—maybe how you got into this field or what areas of research you're focused on?

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH. Uh, where I can, uh, you know. I have worked in a. Material Science. Where my thesis Lee. Based on. The deployment of 2D nano material based. You know, composites. Sensor and. And that particular sensor I basically use for. You know, uh. Uh, some food application. Apart from that I have also. Complete my masters in a plastic engineering. From Bhubaneswar. And in my master actually I worked in a different project. Select minor and major project where I can introduce so many like for different polymers based composites. For lightweight. Uh, you know, automatic. Application. I did my graduation in mechanical engineering. Uh, from uh, MMU Mulan University. And. Also, I have completed my diploma program. Forward in tool and I. Mold and eye plastic mold dye technology. From CPA dementia permission.

Thanks, Dr. Kumar. You mentioned your current role as an assistant professor. When you're teaching a foundational concept in your field—maybe something first-year students often struggle with—how do you usually approach making that topic clear and engaging for them?

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH. Uh, where I can, uh, you know. I have worked in a. Material Science. Where my thesis Lee. Based on. The deployment of 2D nano material based. You know, composites. Sensor and. And that particular sensor I basically use for. You know, uh. Uh, some food application. Apart from that I have also. Complete my masters in a plastic engineering. From Bhubaneswar. And in my master actually I worked in a different project. Select minor and major project where I can introduce so many like for different polymers based composites. For lightweight. Uh, you know, automatic. Application. I did my graduation in mechanical engineering. Uh, from uh, MMU Mulan University. And. Also, I have completed my diploma program. Forward in tool and I. Mold and eye plastic mold dye technology. From CPA dementia permission. And also I have completed my schooling from, you know, Bihar Secondary Care Mission. In my like, you know. Academic Academy. Involved, though, is also. The teaching and. Research.

Yeah, thank you for. This wonderful affinity. So my name is Doctor Deepak Kumar. And currently I'm working as an assistant professor. In Chandigarh University. I have completed my PhD from Acsar CSIH. Uh, where I can, uh, you know. I have worked in a. Material Science. Where my thesis Lee. Based on. The deployment of 2D nano material based. You know, composites. Sensor and. And that particular sensor I basically use for. You know, uh. Uh, some food application. Apart from that I have also. Complete my masters in a plastic engineering. From Bhubaneswar. And in my master actually I worked in a different project. Select minor and major project where I can introduce so many like for different polymers based composites. For lightweight. Uh, you know, automatic. Application. I did my graduation in mechanical engineering. Uh, from uh, MMU Mulan University. And. Also, I have completed my diploma program. Forward in tool and I. Mold and eye plastic mold dye technology. From CPA dementia permission. And also I have completed my schooling from, you know, Bihar Secondary Care Mission. In my like, you know. Academic Academy. Involved, though, is also. The teaching and. Research. So this is all about. My academic.

Okay, so your PhD focused on deploying 2D nanomaterial-based composites for sensors in food applications. When you introduce this kind of advanced material science to undergraduates, what's one analogy or teaching method you use to help them really grasp the concept?

Dr. Kumar, I noticed your recent publication in Ionics—specifically, the electrochemical microfluidic sensor based on hydrogel-modified SPCE for hydrogen peroxide detection. How has your work on that project influenced the way you teach students about sensor technology or electrochemistry in your classes?

So you worked on various polymer-based composites during your master's projects in Bhubaneswar. When you teach lab sessions now, how do you help students connect the theory behind composite materials to what they're actually doing hands-on in the lab?

So you've got experience right from diploma to PhD, and you've worked on both polymer-based composites for lightweight automotive uses and 2D nanomaterial sensors for food applications. Given students often come from very different backgrounds, how do you tailor your teaching so both those with strong practical skills and those who are more theory-focused stay engaged and succeed in your classes?

You've spent a lot of time working with advanced materials like 2D nanomaterials and polymer composites, especially in sensor and food applications. Looking ahead, where do you see the most fundable research directions in your area over the next few years? Which grants or funding bodies would you target to support that work?

Alright, Dr. Kumar, you've covered a lot of ground in your academic journey—advanced composites, sensor tech, automotive applications, and more. Thinking about your research in 2D nanomaterials and polymer composites, which specific research direction do you believe would be most attractive to major funding agencies over the next three years? And which grants or programs would you actually pursue to support that work?

Yeah, actually in my research. Basically, uh. I am working on 2D material based sensor and that sensor basically particularly we are integrated. I know with uh micro-product system. So that we can, uh. You know, analyze. The different. Behave Fluids behavior of different. You know. Uh, like, uh. Food application and as well as. Uh, some, uh, diagnostic sector has been. So major Funding Agency, uh. In based on the like. Material 3D material with sensor. I'm targeting uh. NDP like some. Innov and also. DST Puram so. They are funded some. Project which is uh. You know, fulfill the criteria of how we can achieve. Can you introduce then some new technology so that we can you know?

Yeah, actually in my research. Basically, uh. I am working on 2D material based sensor and that sensor basically particularly we are integrated. I know with uh micro-product system. So that we can, uh. You know, analyze. The different. Behave Fluids behavior of different. You know. Uh, like, uh. Food application and as well as. Uh, some, uh, diagnostic sector has been. So major Funding Agency, uh. In based on the like. Material 3D material with sensor. I'm targeting uh. NDP like some. Innov and also. DST Puram so. They are funded some. Project which is uh. You know, fulfill the criteria of how we can achieve. Can you introduce then some new technology so that we can you know? Minimize the. You know, burden. Uh. Something which is like, you know, very difficult to like attend. Now in terms of polymer composite. Obviously. Currently, you know. The automated sector are basically. Uh, booming booming area. And lightweight composite, especially in. Uh, some automatic sector and some. You know, you know. Uh, milli, uh, like, uh. Involved so that. So I can target to some. Industry collaborative project so that we can work on, uh, different, uh. Polymer test composite and we can make it like the. Much more applicable. In the area of falling. Some like not only for their like automatic sector was also Air Force. Airspace Industry. 3D printing technology. You know currently. Booming sector? So. So I'm tagged like, you know. Targeting to some industry so that we can collaborate with them and we can get some. Caused it and. And we can do some useful things to. Help industry. Grow further.

Yeah, actually in my research. Basically, uh. I am working on 2D material based sensor and that sensor basically particularly we are integrated. I know with uh micro-product system. So that we can, uh. You know, analyze. The different. Behave Fluids behavior of different. You know. Uh, like, uh. Food application and as well as. Uh, some, uh, diagnostic sector has been. So major Funding Agency, uh. In based on the like. Material 3D material with sensor. I'm targeting uh. NDP like some. Innov and also. DST Puram so. They are funded some. Project which is uh. You know, fulfill the criteria of how we can achieve. Can you introduce then some new technology so that we can you know? Minimize the. You know, burden. Uh. Something which is like, you know, very difficult to like attend. Now in terms of polymer composite. Obviously. Currently, you know. The automated sector are basically. Uh, booming booming area. And lightweight composite, especially in. Uh, some automatic sector and some. You know, you know. Uh, milli, uh, like, uh. Involved so that. So I can target to some. Industry collaborative project so that we can work on, uh, different, uh. Polymer test composite and we can make it like the. Much more applicable. In the area of falling. Some like not only for their like automatic sector was also Air Force. Airspace Industry. 3D printing technology. You know currently. Booming sector? So. So I'm tagged like, you know.

Alright, so you're working on integrating 2D material-based sensors with microfluidic systems for both food and diagnostic applications, and you're going after DST and similar funding sources. Scaling up, how would you structure a research group around this work to maximize both publication impact and external funding—would you focus on industry collaboration, student-led projects, or something else?

Alright, so you’re pursuing DST and industry-collab projects for sensor and lightweight composite work, and thinking about applications in automotive and aerospace. Now, based on your publication record—can you walk me through one key paper of yours and how you’d use its findings directly in your teaching here?

Alright, so you’re targeting DST and industry-collab projects for sensor and lightweight composite work, and thinking about applications in automotive and aerospace. Now, based on your publication record, what’s your approach to building a research group around these topics at a place like VIT University?

Yeah. So V8 University is like well structured and have a good infrastructure. Uh, in terms of research. So that it's like good, good platform. To, you know, build. Or something which is uh. More impactful not only for university but also for some student to get some idea. And and make some, you know, startup kinds of things as well. So polymer composite and sensor both are like, you know, emerging technology. Apparently, and it's not only for the like you know, some paperwork only, but it's also giving the opportunity to start. A startup so that students get more. Active in mode, uh, you know. Idea so that we can. More like we can use this. Both. To make. Them you know in future. No, make more bright not only for the like the. Industry but also for like academia sector as well.

Yeah. So V8 University is like well structured and have a good infrastructure. Uh, in terms of research. So that it's like good, good platform. To, you know, build. Or something which is uh. More impactful not only for university but also for some student to get some idea. And and make some, you know, startup kinds of things as well.

Alright, you mentioned the potential for students to get involved in impactful research and even startups at VIT University. Given your background in both theory and hands-on materials work, how do you blend theoretical teaching with practical lab sessions for courses in areas like Mechatronics or Smart Vehicle Technologies?

Okay,

And yeah, so as also like VIP, I also gone through this website and I. Uh, like one particularly I understand that this university has a like. Good infrastructure and having collaborative environment. So that I can also collaborate, collaborate with different, you know, departments. So that. Whatever the facility that university provided like. Very applicant, very practical. And and we can like try to try to make. Something which is. Not only for some paper, but also. Like good for, you know, some startup or some product point of view. So for this university is very like. I'm very interested and happy to. Happy to work. I.

Right, so you’re really emphasizing the potential for research at VIT to turn into student startups and practical products, not just publications. Given that, how would you approach combining theoretical teaching with hands-on lab sessions for a course in Mechatronics or Smart Vehicle Technologies?

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app. So. First of all, we need to tend them. In terms of like theory, In terms of like practical. In terms of some. You know. Research article. So this is our responsibility, how we can like you know. Or tease. Or how we can, uh. Well, explain. All the things to the students so that they can get. Or they can show their interest to. Do something. Which is very interesting. Now in terms of smart manufacturing and megatronic sector. That is also like very important field in the in the. Area of mechanical engineering or megatronics engineering. So in terms of startup or product point of view, first, uh, things, uh, what I personally believe is, uh. More important to understand. Then how the student will basically get. Some, you know, interest. Some particular area. Like someone is interesting to like building a drone system so we can train them accordingly. So then. That they can like. Before they like, you know. Go with some product. First, they can understand the theoretical. Perspective so that. They will not like face any problem. During the inner products and. Products and editing the product design. Uh, kinds of things. So this is the way we can like create some cycle or we can select some. Some kinds of procedure. So that they can. Understand the need of the people, they can understand the need of the society. And based on that they can try to. Try to you know. Involved is something which is. Really needed.

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app. So. First of all, we need to tend them. In terms of like theory, In terms of like practical. In terms of some. You know. Research article. So this is our responsibility, how we can like you know. Or tease. Or how we can, uh. Well, explain. All the things to the students so that they can get. Or they can show their interest to. Do something. Which is very interesting. Now in terms of smart manufacturing and megatronic sector. That is also like very important field in the in the. Area of mechanical engineering or megatronics engineering. So in terms of startup or product point of view, first, uh, things, uh, what I personally believe is, uh. More important to understand. Then how the student will basically get. Some, you know, interest. Some particular area. Like someone is interesting to like building a drone system so we can train them accordingly. So then. That they can like. Before they like, you know. Go with some product. First, they can understand the theoretical. Perspective so that. They will not like face any problem. During the inner products and. Products and editing the product design. Uh, kinds of things. So this is the way we can like create some cycle or we can select some. Some kinds of procedure. So that they can. Understand the need of the people, they can understand the need of the society. And based on that they can try to. Try to you know. Involved is something which is. Really needed. So we need to train. The way the student get more idea and more. You know applicable. So that they can go for this startup and they can do the product help.

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app. So. First of all, we need to tend them. In terms of like theory, In terms of like practical. In terms of some. You know. Research article. So this is our responsibility, how we can like you know. Or tease. Or how we can, uh. Well, explain. All the things to the students so that they can get. Or they can show their interest to. Do something. Which is very interesting. Now in terms of smart manufacturing and megatronic sector. That is also like very important field in the in the. Area of mechanical engineering or megatronics engineering. So in terms of startup or product point of view, first, uh, things, uh, what I personally believe is, uh. More important to understand. Then how the student will basically get. Some, you know, interest. Some particular area. Like someone is interesting to like building a drone system so we can train them accordingly.

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app. So. First of all, we need to tend them. In terms of like theory, In terms of like practical. In terms of some. You know. Research article. So this is our responsibility, how we can like you know. Or tease. Or how we can, uh. Well, explain. All the things to the students so that they can get. Or they can show their interest to. Do something. Which is very interesting.

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app. So. First of all, we need to tend them. In terms of like theory, In terms of like practical. In terms of some. You know. Research article. So this is our responsibility, how we can like you know. Or tease. Or how we can, uh. Well, explain. All the things to the students so that they can get. Or they can show their interest to. Do something. Which is very interesting. Now in terms of smart manufacturing and megatronic sector. That is also like very important field in the in the. Area of mechanical engineering or megatronics engineering. So in terms of startup or product point of view, first, uh, things, uh, what I personally believe is, uh. More important to understand. Then how the student will basically get. Some, you know, interest.

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app.

Yeah. So yeah, definitely see actually theoretical knowledge, like very important. To for the student app. So. First of all, we need to tend them. In terms of like theory, In terms of like practical. In terms of some. You know. Research article.

You were saying — theoretical knowledge is important for students, but I didn't catch the rest of your approach. Can you walk me through how you'd structure a course so students get both strong theory and hands-on lab experience in, say, Mechatronics?

So you started with theory, then move to practicals and include some research articles. Can you give me a concrete example—say, for a Smart Vehicle Technologies course—of an actual lab session or hands-on project you'd design to make sure students deeply understand the theory?

You started with the importance of theory and practicals, and mentioned bringing in research articles to spark student interest. Can you walk me through an actual lab session you might design for Smart Vehicle Technologies—something that connects the theory to real hands-on work?

Alright, Dr. Kumar, you’ve made it clear you value connecting theory to practice and leveraging university infrastructure for student-driven projects. Let’s shift focus a bit. Suppose you’re teaching a Smart Vehicle Technologies course and you’ve got 150 students—slides are off-limits. How would you actually keep the class engaged and make sure they’re really wrestling with the material, not just passively listening?

Alright, you talked about tailoring projects to student interests, like drone systems. Say you notice half the class seems disengaged or lost during these hands-on labs—how would you figure out if your teaching approach is working, and what would you do if it isn't?

Okay, so you're focused on building a cycle that starts with strong theory, then practicals, and ties it to real-world needs—like training students for drone systems by first grounding them in fundamentals before moving to hands-on work. But let's say you run a hands-on lab for Smart Vehicle Technologies and notice half the class just isn't engaging—how do you figure out if it's your teaching approach, the material, or something else that's not clicking?

So you emphasized tailoring projects to individual student interests, like drones, and grounding everything in theory first before moving to hands-on work. If you notice half the class seems disengaged or lost during these labs, how would you figure out if your approach is actually working or not?

Yeah, obviously this is uh, something which is the really, uh. I also observe ordering in my. Actually, I'm also sitting in the lab and. I also personally believe. It's been needed much more like. So they're coming in the lab and not called? Learning things, but also. You know, they came and we just. Something. Taking the picture and. Uh, kinds of things. So. See this this. Uh, this is also important to understand the uh, it's neat to. Get the like UH student and UH. We need to uh. So the interest. In their project. And particularly, suppose someone is interesting to build as a 3D printing, someone interested to work in 3D. Painting and drone kinds of things. Or or any sensor kinds of things and polymer composite as well. So first we need to understand how. How the like the student like whether? The students are. Much more interest. To show their interest to in the particular machine. Or some particular technology. So that. We can first train them. We can show them the like the technology, we can show them the. Machine how they work now and what are the things that they can. Uh, use this particular machine and they can build on that. So first we need to. So they're in test on the student and based on that. Based on their interest or approach or knowledge. We can further. Like motivate them to. To pursue their project or to build something which is. You know, really need for the society and need for the like. Like human human beings.

Yeah, obviously this is uh, something which is the really, uh. I also observe ordering in my. Actually, I'm also sitting in the lab and. I also personally believe. It's been needed much more like. So they're coming in the lab and not called? Learning things, but also. You know, they came and we just. Something. Taking the picture and. Uh, kinds of things. So. See this this. Uh, this is also important to understand the uh, it's neat to. Get the like UH student and UH. We need to uh. So the interest. In their project. And particularly, suppose someone is interesting to build as a 3D printing, someone interested to work in 3D. Painting and drone kinds of things. Or or any sensor kinds of things and polymer composite as well. So first we need to understand how. How the like the student like whether? The students are. Much more interest. To show their interest to in the particular machine. Or some particular technology. So that. We can first train them. We can show them the like the technology, we can show them the. Machine how they work now and what are the things that they can. Uh, use this particular machine and they can build on that. So first we need to. So they're in test on the student and based on that. Based on their interest or approach or knowledge. We can further. Like motivate them to. To pursue their project or to build something which is. You know, really need for the society and need for the like. Like human human beings. So. This all about the interest and this all about the motivation that we need to like. Motivate today's. So. Before like like without motivation the student cannot be do anything in lab or in outside outside the lab.

Yeah, obviously this is uh, something which is the really, uh. I also observe ordering in my. Actually, I'm also sitting in the lab and. I also personally believe. It's been needed much more like. So they're coming in the lab and not called? Learning things, but also. You know, they came and we just. Something. Taking the picture and. Uh, kinds of things. So. See this this. Uh, this is also important to understand the uh, it's neat to. Get the like UH student and UH. We need to uh. So the interest. In their project.

Yeah, obviously this is uh, something which is the really, uh. I also observe ordering in my. Actually, I'm also sitting in the lab and. I also personally believe. It's been needed much more like. So they're coming in the lab and not called? Learning things, but also. You know, they came and we just. Something. Taking the picture and. Uh, kinds of things. So. See this this. Uh, this is also important to understand the uh, it's neat to. Get the like UH student and UH. We need to uh. So the interest. In their project. And particularly, suppose someone is interesting to build as a 3D printing, someone interested to work in 3D. Painting and drone kinds of things. Or or any sensor kinds of things and polymer composite as well. So first we need to understand how. How the like the student like whether? The students are. Much more interest. To show their interest to in the particular machine. Or some particular technology. So that. We can first train them. We can show them the like the technology, we can show them the. Machine how they work now and what are the things that they can. Uh, use this particular machine and they can build on that. So first we need to. So they're in test on the student and based on that. Based on their interest or approach or knowledge. We can further. Like motivate them to. To pursue their project or to build something which is. You know, really need for the society and need for the like. Like human human beings. So. This all about the interest and this all about the motivation that we need to like. Motivate today's. So. Before like like without motivation the student cannot be do anything in lab or in outside outside the lab. The first we need to motivate them. And how motivate them and? Then they can definitely. I think they can walk. In their, uh, respective area. Our respective uh. You know, some, uh. Area or some newly They're spectacular. Idea idea. In terms of product, in terms of any technology that. We are going to, you know.

You mentioned students sometimes just come to the lab, take photos, and don't really engage with the hands-on work. That’s a common challenge. Alright, Dr. Kumar, let’s shift gears. How would you leverage your experience in smart manufacturing or semiconductor manufacturing to design a student project that pushes them to innovate, not just replicate existing solutions?

So, Dr. Kumar, accreditation cycles can be pretty demanding. If you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you go about fixing that?

Right, you’ve actually seen students just taking pictures in the lab instead of engaging, and you’re thinking about how to motivate them based on their interests and exposure to the tools. But with accreditation, there are also strict requirements for tracking learning outcomes and assessment data. If you joined our department and found that outcome assessment records were inconsistent across courses, how would you approach fixing that?

Right, so you've actually seen students come into the lab, just take pictures, and not really engage, and you try to motivate them by connecting to their interests and showing them the technology. But with accreditation, it's not just about student motivation—there are strict requirements for tracking outcomes and evidence. If you joined our department and found that assessment data for student outcomes was inconsistent across courses, how would you approach fixing that?

Yeah, so. See. Actually, uh. Student uh. It's also important to understand in and also it is our responsibility how. I can engage with a student. So so select someone is coming to class and really not. The interested to so. Or was the lecture and attend the lecture there? Can someone coming for only for the attendance? And so things, right? So. Definitely, this is something which is really tough for me also because I'm also not like involving the teaching. UH Engine University. As you know. And here I am only involved in. Research kinds of things. So I'm not too much assistant. You know conduct too much engaged with the student as well, right? So definitely this is a very challenging, I know. And. I'll try to make. Once I get an opportunity, then definitely I will try to. Uh, see how we can actually. Manage these things. And so that. Student get modding is with the course, modding is with the lectures. Uh, it's not for the agendas, but yeah, also for the. Not really. That's good. Yeah.

Yeah, so. See. Actually, uh. Student uh. It's also important to understand in and also it is our responsibility how. I can engage with a student. So so select someone is coming to class and really not. The interested to so. Or was the lecture and attend the lecture there? Can someone coming for only for the attendance? And so things, right? So. Definitely, this is something which is really tough for me also because I'm also not like involving the teaching. UH Engine University. As you know. And here I am only involved in. Research kinds of things. So I'm not too much assistant. You know conduct too much engaged with the student as well, right?

Yeah, so. See. Actually, uh. Student uh. It's also important to understand in and also it is our responsibility how. I can engage with a student. So so select someone is coming to class and really not. The interested to so. Or was the lecture and attend the lecture there? Can someone coming for only for the attendance?

Yeah, so. See. Actually, uh. Student uh. It's also important to understand in and also it is our responsibility how. I can engage with a student.

You’re right that engaging students is a big part of our responsibility, but accreditation also asks for specific documentation and consistency across courses. Since you’ve seen labs and assessments firsthand, what’s one practical change you'd make to help your department meet those outcome tracking requirements?

Dr. Kumar, imagine this situation: a student files a formal complaint alleging your grading was biased, while at the same time your department head is pressuring you to raise pass rates. How would you handle the tension between maintaining academic integrity and responding to institutional pressure?

Okay, you’re being candid that you haven’t been heavily involved in teaching or student assessment so far, mostly research. Let’s try this: imagine you’re teaching, and a student files a formal complaint alleging your grading is biased. At the same time, your department head is pressuring you to raise pass rates. How would you handle that situation?

Alright, you’re being open that you haven’t had much direct responsibility for student grading or assessment yet, mostly focusing on research. But picture this: you’re teaching, and a student files a formal complaint accusing you of grading bias, while at the same time your department head is pressuring you to raise pass rates. How would you actually handle that situation?

Yeah. So actually see everything is like based on time. So we need to manage the time actually. So, uh, whatever the talks, whatever the assignment which is given by the, uh, high authority or my. You know, senior. Colleagues. Or Hod. So I will try to manage it by time. And not only for the attendance, not only for the student files, not only for, but everything. That whatever the sign, I will try to manage it. On time and getting through my best. Based to the department.

Yeah. So actually see everything is like based on time. So we need to manage the time actually.

Okay, it sounds like you'd try to manage your time and responsibilities, but in an ethical dilemma like that, time management alone might not resolve the conflict between fairness in grading and institutional pressure. If your department head insisted you raise the pass rates despite your belief that your grading was fair, how would you respond?

Okay, it sounds like you’d aim to balance the expectations of your department and the needs of your students by managing your time and responsibilities. But in a situation where you’re being asked to change grades or pass more students, how would you ensure you’re upholding academic integrity, even if that put you at odds with your department head?

Hi actually this is really tough. Had to change the grade and pass the student. Definitely it's. Make it difficult to for me also. But yeah, it's not only for like, uh, you know. Passing the student and. Upgrading the grades of the student. I will try to make it more feasible. And more, you know. Transparency to the student so that they cannot do this some discounts or things and whatever the. Teaching and whatever the course that I. I was signed by the university or. Uh, department. I'll try to. Definitely make it more perfect to the student. In terms of. Take the assignment in terms of uh. Uh, some taste or some? You know. Uh, some other tests as well. So that they can get more. You know, my mom said.

Hi actually this is really tough. Had to change the grade and pass the student. Definitely it's. Make it difficult to for me also. But yeah, it's not only for like, uh, you know. Passing the student and. Upgrading the grades of the student. I will try to make it more feasible. And more, you know. Transparency to the student so that they cannot do this some discounts or things and whatever the. Teaching and whatever the course that I. I was signed by the university or. Uh, department. I'll try to. Definitely make it more perfect to the student. In terms of. Take the assignment in terms of uh. Uh, some taste or some? You know. Uh, some other tests as well. So that they can get more. You know, my mom said. Knowledge about my. To teach a course with. Vision so that I believe that this can solve, you know. Stuff is not uh. Coming and. During my like uh. Tenure, but if. I face these kinds of things. Things then definitely, uh. I need to. Talk with my senior, I talk with my. Colleagues so that. And based on that decision I'll try to make something which is mode. Transmitted to the. Department. Like so it's not about the passing mod covered, it's. So not about. The, you know, upgrading the upgrade. But definitely this is some protocol we need to follow and this. Protocol is. 10 for each and every student. The student or more intelligent or whether it is like. Not like. So the protocol are the same for. Each and everyone. Uh, whether they have right or not based on their reading assignment, based on their, you know, theoretical assignment. Uh, they, they're giving the mugs. So then no need to like, you know. Someone like, uh. Eye Marks and someone is. I'm not putting someone. In high market someone to someone to lower mark so. Protocol is like on procedure for the same for each and every.

Hi actually this is really tough. Had to change the grade and pass the student. Definitely it's. Make it difficult to for me also. But yeah, it's not only for like, uh, you know. Passing the student and. Upgrading the grades of the student. I will try to make it more feasible. And more, you know. Transparency to the student so that they cannot do this some discounts or things and whatever the. Teaching and whatever the course that I. I was signed by the university or. Uh, department. I'll try to. Definitely make it more perfect to the student. In terms of. Take the assignment in terms of uh. Uh, some taste or some? You know. Uh, some other tests as well. So that they can get more. You know, my mom said. Knowledge about my. To teach a course with. Vision so that I believe that this can solve, you know. Stuff is not uh. Coming and. During my like uh. Tenure, but if. I face these kinds of things. Things then definitely, uh. I need to. Talk with my senior, I talk with my. Colleagues so that. And based on that decision I'll try to make something which is mode. Transmitted to the. Department. Like so it's not about the passing mod covered, it's. So not about. The, you know, upgrading the upgrade. But definitely this is some protocol we need to follow and this. Protocol is. 10 for each and every student. The student or more intelligent or whether it is like. Not like. So the protocol are the same for. Each and everyone. Uh, whether they have right or not based on their reading assignment, based on their, you know, theoretical assignment. Uh, they, they're giving the mugs. So then no need to like, you know.

Hi actually this is really tough. Had to change the grade and pass the student. Definitely it's. Make it difficult to for me also. But yeah, it's not only for like, uh, you know. Passing the student and. Upgrading the grades of the student. I will try to make it more feasible. And more, you know. Transparency to the student so that they cannot do this some discounts or things and whatever the. Teaching and whatever the course that I. I was signed by the university or. Uh, department. I'll try to. Definitely make it more perfect to the student. In terms of. Take the assignment in terms of uh. Uh, some taste or some? You know. Uh, some other tests as well. So that they can get more. You know, my mom said. Knowledge about my. To teach a course with. Vision so that I believe that this can solve, you know. Stuff is not uh. Coming and. During my like uh. Tenure, but if. I face these kinds of things. Things then definitely, uh. I need to. Talk with my senior, I talk with my. Colleagues so that. And based on that decision I'll try to make something which is mode. Transmitted to the. Department. Like so it's not about the passing mod covered, it's. So not about. The, you know, upgrading the upgrade. But definitely this is some protocol we need to follow and this. Protocol is. 10 for each and every student. The student or more intelligent or whether it is like. Not like. So the protocol are the same for. Each and everyone. Uh, whether they have right or not based on their reading assignment, based on their, you know, theoretical assignment. Uh, they, they're giving the mugs. So then no need to like, you know. Someone like, uh. Eye Marks and someone is. I'm not putting someone. In high market someone to someone to lower mark so. Protocol is like on procedure for the same for each and every. So I'll try to make these kinds of things even more transparent. Transparency and more feasible to. Each and everyone.

You mentioned earlier that you’ve worked with industry partners on polymer composites and 2D nanomaterial sensors. Do you have any concrete industry connections or collaborations that could help students at VIT University access internships or work on real-world projects?

Alright, so you’re clear that sticking to protocol and treating every student the same is important to you, even when there’s pressure to do otherwise. Earlier, you mentioned having some industry collaborations around polymer composites and 2D nanomaterial sensors. Can you share a concrete example—like a company or project—where that relationship directly benefited students with internships, placements, or exposure to real-world industry work?

Alright, Dr. Kumar, you’re clear that you’d follow transparent and consistent protocols, and you’d consult with your senior colleagues if you faced pressure to compromise on grading. You mentioned earlier that you’ve worked with industry partners on polymer composites and 2D nanomaterial sensors—do you have any concrete industry connections or collaborations that could help students at VIT get internships or hands-on project experience?

So, you’re clear that transparency and consistent grading protocols are important, and you’d try to follow the same standards for every student regardless of outside pressure. Earlier you mentioned targeting DST and industry collaborations for your research—can you name any specific companies or industry partners you’ve worked with, or have concrete plans to connect students with for internships or projects?

Yeah, so currently I don't have any project. To for DST, but it definitely I'm trying to write and submit my proposal. You know, like biosensor kinds of things. To, uh, you know. I like to detect the. Reactive oxygen species.

Yeah, so currently I don't have any project. To for DST, but it definitely I'm trying to write and submit my proposal. You know, like biosensor kinds of things. To, uh, you know. I like to detect the. Reactive oxygen species. In terms of. Composite material, composite processing. There are so many industry I have. Some not collaboration, but I have some links. And some of my colleagues are also working with some industry like. You know, in medical industry like Tarsons and in automotive sector like. Maruti Suzuki and. Also some. Uh, tactile company like Swords and Mahindra as well. So some of my colleague is already working there, so I'm trying to make. And also collaborate with them. And so that. Students get. You know.

Yeah, so currently I don't have any project. To for DST, but it definitely I'm trying to write and submit my proposal. You know, like biosensor kinds of things. To, uh, you know. I like to detect the. Reactive oxygen species. In terms of. Composite material, composite processing. There are so many industry I have. Some not collaboration, but I have some links. And some of my colleagues are also working with some industry like. You know, in medical industry like Tarsons and in automotive sector like. Maruti Suzuki and. Also some. Uh, tactile company like Swords and Mahindra as well. So some of my colleague is already working there, so I'm trying to make. And also collaborate with them. And so that. Students get. You know. Your opportunity. In terms of internancy point tenancy for visit as well.

Yeah, so currently I don't have any project. To for DST, but it definitely I'm trying to write and submit my proposal. You know, like biosensor kinds of things. To, uh, you know. I like to detect the. Reactive oxygen species. In terms of. Composite material, composite processing. There are so many industry I have. Some not collaboration, but I have some links. And some of my colleagues are also working with some industry like. You know, in medical industry like Tarsons and in automotive sector like. Maruti Suzuki and. Also some. Uh, tactile company like Swords and Mahindra as well. So some of my colleague is already working there, so I'm trying to make. And also collaborate with them. And so that. Students get. You know. Your opportunity. In terms of internancy point tenancy for visit as well. And and also I'm trying to write some project for automotive sector. And this is the company, company I have already like spoke with. Uh, to, uh, they have funded, uh, the project and uh, definitely I'm trying to. Based on that try to do. Yeah.

Alright, so you’re still in the proposal stage for DST and haven’t yet set up specific industry partnerships. At VIT, we look for faculty who can bridge research to real-world skills. Can you give me a practical idea for how you’d bring an actual industry problem—say, from smart manufacturing or semiconductor manufacturing—directly into your classroom or lab work with students?

So, shifting gears a bit—let's talk about your hands-on involvement in student evaluation and exam duties. Can you describe a time when you had to design or conduct exams, and how you ensured they were both fair and effective for students?

Okay, so you mentioned companies like Tarsons in the medical sector and Maruti Suzuki and Mahindra in automotive, with some of your colleagues having existing links there. Can you walk me through how you'd actually structure a student project or internship with one of these companies, step by step?

Okay, so you’re trying to build those collaborations and you’ve got some industry contacts through your colleagues, like Tarsons and Maruti Suzuki. Now, thinking about guiding student projects—say a student team wants to design a smart vehicle prototype but they keep missing deadlines and their work isn’t coming together. What would you do to get them back on track?

Yeah, see, actually, yeah, so. If these kinds of like, uh, uh, like, uh. Sanity will come then, definitely. First of all, I'd like to engage with the student and try to make more. Uh, uh. Then you, uh. You know, distracted to the design sector, so. So in any kinds of designs, suppose they are designing any vehicle. And also if they're TA tracking with their. Yeah, you know. Time schedule, then definitely I will try to make it more uh. You know. More like, more practical. Then we'll try to design it, and definitely without. Going for the final product, then we also try to. Make some prototype kinds of things, right? Based on the design sector. So. So designing like, uh, you know, is not much, uh. More like easy easy, but student get more idea about the. The design software like solid Book and Cam. So that they can design any, uh, their product and, uh, definitely they move before they move forward the final product and the. And we can also show. Beard or design design as well to the. Committee.

Yeah, see, actually, yeah, so. If these kinds of like, uh, uh, like, uh. Sanity will come then, definitely. First of all, I'd like to engage with the student and try to make more. Uh, uh. Then you, uh. You know, distracted to the design sector, so. So in any kinds of designs, suppose they are designing any vehicle. And also if they're TA tracking with their. Yeah, you know. Time schedule, then definitely I will try to make it more uh. You know. More like, more practical. Then we'll try to design it, and definitely without. Going for the final product, then we also try to. Make some prototype kinds of things, right? Based on the design sector.

Yeah, see, actually, yeah, so. If these kinds of like, uh, uh, like, uh. Sanity will come then, definitely. First of all, I'd like to engage with the student and try to make more. Uh, uh. Then you, uh. You know, distracted to the design sector, so. So in any kinds of designs, suppose they are designing any vehicle. And also if they're TA tracking with their. Yeah, you know. Time schedule, then definitely I will try to make it more uh. You know. More like, more practical. Then we'll try to design it, and definitely without. Going for the final product, then we also try to. Make some prototype kinds of things, right? Based on the design sector. So. So designing like, uh, you know, is not much, uh. More like easy easy, but student get more idea about the. The design software like solid Book and Cam. So that they can design any, uh, their product and, uh, definitely they move before they move forward the final product and the. And we can also show. Beard or design design as well to the. Committee. So and then after that we can also request. To the committee to. Some extension so that student can get. Enough time to design their project and then definitely they will. Give their best performance. To the to the department. At. Yeah. Thank you.

You mentioned making the design process more practical and having students build prototypes before the final product, which can definitely help. Can you give me a concrete example of a time you guided student research or projects—what exactly was your role, and how did you help them move from idea to execution?

You mentioned SolidWorks and breaking things down into prototypes before moving forward, which is good. But have you ever actually guided a student group through the full cycle—setting milestones, monitoring progress, and intervening when they got stuck? Can you walk me through exactly what you did, step by step?

Alright, so you focus on engaging students, breaking things down into prototypes, and using design software so they can iterate before finalizing a project. Now, shifting to student evaluation and exam duties—can you walk me through a time when you designed or conducted an exam, and how you made sure it was fair and aligned with what you taught in class?

Yeah, definitely. So see exam duty is like the most important and I'm also engaged with. My current role. I am also like a participant in exam duty like test and then final exam as well. So definitely, uh, this is some, this is, uh, all about the, uh. Like, you know, managing the time.

Yeah, definitely. So see exam duty is like the most important and I'm also engaged with. My current role.

Yeah, definitely. So see exam duty is like the most important and I'm also engaged with. My current role. I am also like a participant in exam duty like test and then final exam as well. So definitely, uh, this is some, this is, uh, all about the, uh. Like, you know, managing the time. So so our. We need to understand the value of time and then definitely everything is going to be. Smoothly. Processes and I'll try to make this more, you know. Compact to the. Like each and everything so they know nothing to be. Uh, going false then nothing to be like. Going going to be like, you know, more interactive to.

Okay, so you’re handling exam duties in your current role. Can you give me a specific example of how you structured an exam or evaluated student work to make sure the assessment was fair and clearly reflected what was taught?

You mentioned that exam duty is really important and that you’re involved in both tests and final exams, but I didn’t catch a specific example. Can you walk me through a particular exam or assessment you were responsible for, and how you made sure it was fair and clearly matched what you taught?

Alright, you’ve handled exam duties and talked about time management, but I’m curious about your approach to guiding student research. Can you give a concrete example of how you helped a student or group shape their project topic or research question, especially if they were struggling to focus their ideas?

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some? Which is. You know, failed by the different researcher. So this is thing. These things are basically very important to understand. So. Research question and research gaps in both like you know. Uh, most important to understand. Before we finalize or before we need to start any. OK. So suppose like someone is interested to work in a sense and then definitely. They have gone through the summary teacher. They definitely go through. With some different research articles so that they can try to and research DirectX analysis. So sensor is not only for like reusing, you know, some medical sector, but also. There's so many sectors where, uh. Like you know sensor are basically used. Biosensor sensor. So the first. Think that with the student need to understand the direction of the research. Selling what particular direction they are going to start and they're targeting. In terms of like, suppose someone is intensity to. Food, uh, food uh sector food analysis. Our food safety application so. They can also gone through the different details. What are the particular region? What are the you know? Problem that currently people are facing. So food contamination is one of the most important, you know, area. Where the student student ghetto? Howard they can also like they can. Worked on that. So be food, start the pro, be before start the work, before we start the project. This would. They need to understand the gaps and they need to understand the. Uh, you know. Question. Research question. Then why we are going to do do these things and what are and who is the beneficial for this? Right, so this is something which is really needed and really interested. Uh, to start before using but so. Everything is like coming from the retail literature. And, uh, something which is, uh. So that takes student get some idea about the teacher. And based on their literature, they can design their. Protocol they can design their uh. Experimentation and then. Definitely they will finalize the. You know project as. Yeah.

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some? Which is. You know, failed by the different researcher. So this is thing. These things are basically very important to understand. So. Research question and research gaps in both like you know. Uh, most important to understand. Before we finalize or before we need to start any. OK. So suppose like someone is interested to work in a sense and then definitely. They have gone through the summary teacher. They definitely go through. With some different research articles so that they can try to and research DirectX analysis. So sensor is not only for like reusing, you know, some medical sector, but also. There's so many sectors where, uh. Like you know sensor are basically used. Biosensor sensor. So the first. Think that with the student need to understand the direction of the research. Selling what particular direction they are going to start and they're targeting. In terms of like, suppose someone is intensity to. Food, uh, food uh sector food analysis. Our food safety application so. They can also gone through the different details. What are the particular region? What are the you know? Problem that currently people are facing. So food contamination is one of the most important, you know, area. Where the student student ghetto? Howard they can also like they can. Worked on that. So be food, start the pro, be before start the work, before we start the project. This would. They need to understand the gaps and they need to understand the. Uh, you know. Question. Research question. Then why we are going to do do these things and what are and who is the beneficial for this?

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some? Which is. You know, failed by the different researcher. So this is thing. These things are basically very important to understand. So. Research question and research gaps in both like you know. Uh, most important to understand. Before we finalize or before we need to start any. OK. So suppose like someone is interested to work in a sense and then definitely. They have gone through the summary teacher. They definitely go through. With some different research articles so that they can try to and research DirectX analysis. So sensor is not only for like reusing, you know, some medical sector, but also. There's so many sectors where, uh. Like you know sensor are basically used. Biosensor sensor. So the first. Think that with the student need to understand the direction of the research. Selling what particular direction they are going to start and they're targeting. In terms of like, suppose someone is intensity to. Food, uh, food uh sector food analysis. Our food safety application so. They can also gone through the different details. What are the particular region? What are the you know? Problem that currently people are facing.

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some? Which is. You know, failed by the different researcher. So this is thing. These things are basically very important to understand.

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some?

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some? Which is. You know, failed by the different researcher. So this is thing. These things are basically very important to understand. So. Research question and research gaps in both like you know. Uh, most important to understand. Before we finalize or before we need to start any. OK. So suppose like someone is interested to work in a sense and then definitely. They have gone through the summary teacher. They definitely go through. With some different research articles so that they can try to and research DirectX analysis.

Yeah. So definitely see actually whatever the project, whatever the things that we need to, I'm going to start first. Full like understand. The, uh, you know. Some research gap. So suppose someone is interested to work in a like. Or sensor or some polymer composite, then what are the things that is not? Meet like, not address at. And what are the some? Which is. You know, failed by the different researcher. So this is thing. These things are basically very important to understand. So. Research question and research gaps in both like you know. Uh, most important to understand. Before we finalize or before we need to start any. OK.

So if a student wants to work with sensors or polymer composites, you start by helping them identify the research gap—what's not yet addressed in the current literature or technology. Can you give me a real example where a student came in with a vague idea and you helped them refine it into a focused, researchable question?

Okay, so your process starts with identifying the research gap, especially if someone wants to work on something like sensors or polymer composites. Can you give me a specific story about a student who was struggling to narrow down their topic, and how you helped them land on a research question they could actually tackle?

So, you’re clear that focusing on research gaps is how you help shape student research projects. Switching gears a bit, can you describe how you communicate complex technical concepts to students who might not have a strong background, especially during lab sessions or lectures?

Alright, so you help students narrow down their ideas by starting with the research gap and having them look at recent literature, especially for topics like sensors or polymer composites. Let’s talk about your teaching style—can you give me a real example of how you explained a tough technical concept in class, especially to students who were struggling to follow?

So you help students start by identifying research gaps—like looking at literature in biosensors or polymer composites—and guide them to narrow their direction, especially for applications like food safety. Now let’s talk about communication and teaching. Say you’re explaining a complex technical idea, but students look confused. How do you change your approach in the moment to make sure they really understand?

Okay, you mentioned you’ve participated in exam duties like tests and finals, but I need something more concrete—can you describe a specific exam you helped design or conduct, and what your exact responsibilities were during that process?

Okay, so you've played a role in exam duties and emphasized the importance of managing time and making the process smooth, but can you give me a specific example—maybe a type of test or evaluation you helped organize—and how you ensured it was fair for all students?

Oh yeah, 8C actually in my current role. I involved in only research. Right, so I'm not involved with teasing. And second thing. But uh, I have also assigned uh on. On exam duty help. So. Allow and especially in the test kinds like mid midterm test or midterm test. Like uh for the BTK student? So everything is like. You know, definitely. Is based on the time management. And, and uh, in some particular time, I have some like. Suppose I have, uh, assigned a duty in the test exam. Test exam in one hour. 1141 hours and just on that. Restrain is covered by dedicated to the desserts. So definitely student can get this most. Office Media can also work in that here and I will try to make it more. You know, practically. Applicable for their students so that they can understand the research, they can understand the hope. This is something I told that I I need, I need to approach, I need to conduct and also. Uh, we need to train the student as Bill. Regarding any kinds of. List of any kinds of machinery, any kinds of technology that we are going to introduce them. 1st we need to train them. In terms of theory and in terms of. So that they can, you know, make. Their own like choice. And uh. The reflected that they are going to. Welcome. So this is something which you need to, we can like manage the time as well as. A student gathering.

Oh yeah, 8C actually in my current role. I involved in only research. Right, so I'm not involved with teasing. And second thing. But uh, I have also assigned uh on. On exam duty help. So. Allow and especially in the test kinds like mid midterm test or midterm test.

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

Yeah. So I just want to know like as a research assistant. Professor uh, what is the like, uh, a? You know. Area that I have to work there suppose if I am selected. And what are the 10th of currently? In this department. Uh, see these things? I don't know, actually.

Right, you want to know about your focus areas and the department’s direction. As an Assistant Professor (Research), you'd be teaching classes, running labs, evaluating students, and guiding projects in areas like smart manufacturing, mechatronics, or semiconductor manufacturing—depending on your expertise and the department’s needs. You'd also be expected to contribute to research and publications alongside your teaching. Anything else you’d like to ask? If not, I’ll wrap up.

Yeah, yeah. Thank you so much. This is all about. Say thank you so much. Thank.