Hello, am I audible? I'm facing technical issue.

Hello, am I audible? I'm facing technical issue. I am speaking, but my voice is not reaching to you, I think.

Hello, am I audible? I'm facing technical issue. I am speaking, but my voice is not reaching to you, I think. Am I audible? I'm facing technical issue.

Yes, you’re coming through now. Thanks for letting me know — technical issues happen. Picking up where we left off: can you tell me about a foundational concept in physics you especially enjoy teaching, and how you introduce it to students in your classroom?

Yes, Dr., I can hear you now. Thanks for letting me know about the issue — technology can definitely throw us a curveball sometimes. Picking up where we left off, could you tell me about a foundational concept in physics you especially enjoy teaching, and how you introduce it to students in your classroom?

Yes, Dr., you're coming through clearly now. Thanks for letting me know about the technical issue — these things happen. Picking up from where we left off, could you tell me about a foundational concept in physics you especially enjoy teaching, and how you usually introduce it to students in the classroom?

Hello.

Dr., I can hear you clearly now. Technology can definitely get in the way sometimes, but I appreciate your patience. Let’s shift gears a bit — outside of the foundational concepts, what do you find most rewarding about working with students in the classroom?

Like I, I would like to. Demonstrate some. Physical concepts to students.

Like I, I would like to. Demonstrate some. Physical concepts to students. Uh, from which they can get, uh, real insight in the. Are to the concept. So they can learn. Uh, enjoy learning.

You like demonstrating physical concepts — can you give me an example of a concept you’ve demonstrated recently, and how you made it accessible for students who might struggle with the math?

Okay, so you try to give students real insight by actually demonstrating physical concepts — not just lecturing. Can you walk me through one specific demonstration you've used recently, and how you made sure students who struggle with the math still understood the key ideas?

Yeah, I like physical concepts like protocol types. Like I. I will uh, like uh. Try to demonstrate photovoltaic effects through like. A dummy solar cell. OK. So. When on that solar cell light signs that produces electricity. OK, so. In order to demonstrate that experiment. I will, uh. Bring 1 tummy solar cell on that. I will shine. A light so so that. Bulk clan can glow.

Yeah, I like physical concepts like protocol types. Like I. I will uh, like uh. Try to demonstrate photovoltaic effects through like. A dummy solar cell. OK. So. When on that solar cell light signs that produces electricity. OK, so. In order to demonstrate that experiment. I will, uh. Bring 1 tummy solar cell on that. I will shine. A light so so that. Bulk clan can glow. OK. So they will get. Real experience. So how electricity is uh. Produce through solar cell. And like. When they see experience like such a. Uh, experiment, uh, during teaching. So uh, they will enjoy the learning.

So you actually bring in a dummy solar cell and shine a light on it so students can see a bulb glow — that’s a very concrete, visual way to show the photovoltaic effect in action. When you do this, how do you connect what they see with the underlying physical principles, especially for students who might not have a strong physics background?

So, Dr., your PhD thesis focused on the development of solid state perovskite solar cells, and I see you’ve published several papers on defect passivation and energy transfer in these materials. Can you share how your research on perovskite device physics has influenced the way you teach semiconductor physics or optoelectronics to undergraduate students?

Like, uh, photovoltaics? Is the basically. The energy generation. Mechanism works through energy generation mechanism. So in which like. Which energy is currently need of? Uh, everyone.

Like, uh, photovoltaics? Is the basically. The energy generation. Mechanism works through energy generation mechanism. So in which like. Which energy is currently need of? Uh, everyone. OK, so. Basically means. Energy requires uh. By everyone so. So that is the basic. Requirement. OK, OK. So. Everywhere like in a general life also. So. Without. Energy. Most of the works are like. Not like fulfilled. So that. That need. Motivate my work during P. OK, so I. My PhD work basically. Depict passivation of perovskite solar cell I have. Investigated.

Okay, so you’re saying the photovoltaic effect is about energy generation, which is a pressing need for everyone. When you bring your research on perovskite solar cells into the classroom, how do you handle students who push back—maybe they’re skeptical about new materials or worried about scalability? What do you say to balance the scientific excitement with the practical limits?

Like, uh, photovoltaics? Is the basically. The energy generation. Mechanism works through energy generation mechanism. So in which like. Which energy is currently need of? Uh, everyone. OK, so. Basically means. Energy requires uh. By everyone so. So that is the basic. Requirement. OK, OK. So. Everywhere like in a general life also. So. Without. Energy. Most of the works are like. Not like fulfilled. So that. That need. Motivate my work during P. OK, so I. My PhD work basically. Depict passivation of perovskite solar cell I have. Investigated. In which like. Depicts which are very like. Harmful for. Or, uh, drawback. In uh. Solar cells. Which? Uh, hinders the charge. Energy Trans. They're all charge transfer in solar cells. And ultimately reducing the. Power conversion output of that solar cells.

Like, uh, photovoltaics? Is the basically. The energy generation. Mechanism works through energy generation mechanism. So in which like. Which energy is currently need of? Uh, everyone. OK, so. Basically means. Energy requires uh. By everyone so. So that is the basic. Requirement. OK, OK. So. Everywhere like in a general life also. So. Without. Energy. Most of the works are like. Not like fulfilled. So that. That need. Motivate my work during P. OK, so I. My PhD work basically. Depict passivation of perovskite solar cell I have. Investigated. In which like. Depicts which are very like. Harmful for. Or, uh, drawback. In uh. Solar cells. Which? Uh, hinders the charge. Energy Trans. They're all charge transfer in solar cells. And ultimately reducing the. Power conversion output of that solar cells. So explanation of. It's or like how depict passivation occurs like. In a lead haloid perovskite solar cells.

Like, uh, photovoltaics? Is the basically. The energy generation. Mechanism works through energy generation mechanism. So in which like. Which energy is currently need of? Uh, everyone. OK, so. Basically means. Energy requires uh. By everyone so. So that is the basic. Requirement. OK, OK. So. Everywhere like in a general life also. So. Without. Energy. Most of the works are like. Not like fulfilled. So that. That need. Motivate my work during P. OK, so I. My PhD work basically. Depict passivation of perovskite solar cell I have. Investigated. In which like. Depicts which are very like. Harmful for. Or, uh, drawback. In uh. Solar cells. Which? Uh, hinders the charge. Energy Trans. They're all charge transfer in solar cells. And ultimately reducing the. Power conversion output of that solar cells. So explanation of. It's or like how depict passivation occurs like. In a lead haloid perovskite solar cells. The uncoordinated PP2 plus defects. Our PBI anti site depicts. Which I investigated during during PhD with. Which can be. Passivated through some functional molecule. So that functional molecules passivate, depict States and. Makes the uh. Periscite ideal for charge transport.

Like, uh, photovoltaics? Is the basically. The energy generation. Mechanism works through energy generation mechanism. So in which like. Which energy is currently need of? Uh, everyone. OK, so. Basically means. Energy requires uh. By everyone so. So that is the basic. Requirement. OK, OK. So. Everywhere like in a general life also. So. Without. Energy. Most of the works are like. Not like fulfilled. So that. That need. Motivate my work during P. OK, so I. My PhD work basically. Depict passivation of perovskite solar cell I have. Investigated. In which like. Depicts which are very like. Harmful for. Or, uh, drawback. In uh. Solar cells. Which? Uh, hinders the charge. Energy Trans. They're all charge transfer in solar cells. And ultimately reducing the. Power conversion output of that solar cells. So explanation of. It's or like how depict passivation occurs like. In a lead haloid perovskite solar cells. The uncoordinated PP2 plus defects. Our PBI anti site depicts. Which I investigated during during PhD with. Which can be. Passivated through some functional molecule. So that functional molecules passivate, depict States and. Makes the uh. Periscite ideal for charge transport. And and eventually, uh. Producing higher. EPLC then based solar cell.

So you focused on defect passivation in perovskite solar cells for your PhD, and you see the societal relevance of energy access as a motivator for both your research and teaching. When you discuss your work on defect passivation with undergraduates, how do you make sure students with less background in solid state physics still grasp the significance of what you’re studying?

Makes sense. Let’s switch gears to your research program. Given your background with perovskite devices and defect passivation, where do you see the most fundable directions in your research over the next three years? Which specific grants or funding agencies would you target to support that work?

Alright, so you dug into how defect passivation improves charge transfer in perovskite solar cells and how those defects can really limit performance — that's a solid connection between your research and teaching. Thinking ahead, when you look at the current funding landscape, which specific grants or agencies would you target to support interdisciplinary work in perovskite devices, especially if you wanted to link them with emerging fields like machine learning or sustainability?

Alright, so you really dug into how defect passivation can improve charge transport in perovskite solar cells, and you’ve clearly thought about how that research connects to real-world energy needs. Let’s pivot a bit — when you’re pursuing interdisciplinary projects, what’s your approach to securing external funding or grants, and how do you make sure those projects line up with a university’s emphasis on innovation and research excellence?

Alright, so you dove into how defect passivation with functional molecules can boost the power conversion efficiency in lead halide perovskite solar cells by improving charge transport — that's a strong research connection. Now, thinking about funding, which specific agencies or industry partners do you see as most promising for supporting this kind of work at VIT over the next few years?

Uh Indian government like Indian government funding agencies like. An ANRF CRB. They have some funding calls like. Semiconductor Mission. And. Some uh. About energy research. This government agencies. Uh, have some funding. Up programs. By applying through this. Pro programs. I can generate or I can. Acquire some funding. A basic needs of. This perovskite solar cell research. While thinking of uh. Industries. Now, nowadays A photovoltaic research. Is a tremendously. Expanding all over the world. So in. Or in worldwide there are. Uh, various, Uh. Private, uh. Uh, entities. Which which? Kent or they are they want to do research on such potholes. Technologies. So, uh. I approached some uh. Government or? Private entities for funding. So are. We actually collaborate with this private industries. They will, uh, provide some. Funding for our research. Yeah. Like the? Some are industry like. Private entities like. Abx 3 solar cell. Like startup?

Uh Indian government like Indian government funding agencies like. An ANRF CRB. They have some funding calls like. Semiconductor Mission. And. Some uh. About energy research. This government agencies. Uh, have some funding. Up programs. By applying through this. Pro programs. I can generate or I can. Acquire some funding. A basic needs of. This perovskite solar cell research. While thinking of uh. Industries. Now, nowadays A photovoltaic research. Is a tremendously. Expanding all over the world. So in. Or in worldwide there are. Uh, various, Uh. Private, uh. Uh, entities. Which which? Kent or they are they want to do research on such potholes. Technologies. So, uh. I approached some uh. Government or? Private entities for funding. So are. We actually collaborate with this private industries. They will, uh, provide some. Funding for our research. Yeah. Like the? Some are industry like. Private entities like. Abx 3 solar cell. Like startup? They they are working with like. The Bangalore. There uh, I have entered. Interacted with that abx 3 uh. Startups. So. They are keen to. Work with a person's work. Who are really? Solving the issues of. This peruskite solar cells. Yeah, that's it from my side now for this. Question.

Alright, let me shift our focus to your approach in the classroom. Suppose you're teaching an introductory semiconductor device physics course to a large group, and you're not allowed to use slides or traditional lecturing. How would you design a session so students genuinely engage with and understand the material?

Hello. Am I audible? Hello. Am I audible?

Yes, Dr., you’re coming through now — I can hear you clearly. Before we wrap up this section, one last question: if you joined our department and found that outcome assessment data for accreditation was inconsistent across courses, how would you go about fixing that?

Yeah, basically like. Assess regarding assessment for accreditation like there are various parameters.

Okay, you mentioned there are various parameters for assessment in accreditation. Can you give me an example of one parameter you’d focus on first, and what specific steps you’d take to address inconsistencies?

Yeah, basically like. Assess regarding assessment for accreditation like there are various parameters. Institute can. Ask for assess assessment like. Basically like. We can think of like, uh. Academically. Like academic, uh. Data and research. Data like. If like uh. Uh, if I join like a uh, assistant professor in research. So I, I like uh. I will find. I will try to find like a. How this research data work? Like, uh. Will try to improve the. The drawbacks or which? Uh, gaps are there. Like. Basically, I will focus on publishing. The scientific research.

Yeah, basically like. Assess regarding assessment for accreditation like there are various parameters. Institute can. Ask for assess assessment like. Basically like. We can think of like, uh. Academically. Like academic, uh. Data and research. Data like. If like uh. Uh, if I join like a uh, assistant professor in research. So I, I like uh. I will find. I will try to find like a. How this research data work? Like, uh. Will try to improve the. The drawbacks or which? Uh, gaps are there. Like. Basically, I will focus on publishing. The scientific research. In a reputed journals. OK. And uh, like I will also try to uh. Publish some patents which will help to. Institute to. In or include this data in. Acrylic for accreditation.

Yeah, basically like. Assess regarding assessment for accreditation like there are various parameters. Institute can. Ask for assess assessment like. Basically like. We can think of like, uh. Academically. Like academic, uh. Data and research. Data like. If like uh. Uh, if I join like a uh, assistant professor in research. So I, I like uh. I will find. I will try to find like a. How this research data work? Like, uh. Will try to improve the. The drawbacks or which? Uh, gaps are there. Like. Basically, I will focus on publishing. The scientific research. In a reputed journals. OK. And uh, like I will also try to uh. Publish some patents which will help to. Institute to. In or include this data in. Acrylic for accreditation. And like. Other than. This publications. The facility, uh. Developed by. While this, uh, dip. Parliament will help. Will also help to. Improve the infrastructure in. Vit and that. Overall, this infrastructure publications. Will uh. Will help to. Get more. Points in for accreditation.

Okay, so you’d focus on improving research data and scientific publications, but accreditation outcome assessment is really about student learning and curriculum consistency. In practice, what’s one concrete step you’d take to make sure faculty are collecting and reporting the right student assessment data for accreditation reviews?

Yeah, basically like. Assess regarding assessment for accreditation like there are various parameters. Institute can. Ask for assess assessment like. Basically like. We can think of like, uh. Academically. Like academic, uh. Data and research. Data like. If like uh. Uh, if I join like a uh, assistant professor in research. So I, I like uh. I will find. I will try to find like a. How this research data work? Like, uh. Will try to improve the. The drawbacks or which? Uh, gaps are there. Like. Basically, I will focus on publishing. The scientific research. In a reputed journals. OK. And uh, like I will also try to uh. Publish some patents which will help to. Institute to. In or include this data in. Acrylic for accreditation. And like. Other than. This publications. The facility, uh. Developed by. While this, uh, dip. Parliament will help. Will also help to. Improve the infrastructure in. Vit and that. Overall, this infrastructure publications. Will uh. Will help to. Get more. Points in for accreditation. And additionally, the funding generated by. Uh, faculties, uh. Will also. We can, we can. This funding also generated by. A new adjoining faculty will also help. Improve the. Institutes points for accreditation.

Alright, Dr., let's switch gears. Imagine a colleague invites you to co-author a paper, but when you review their data, you notice some inconsistencies that seem questionable. How would you handle that situation, especially if there's pressure to submit quickly for a key grant deadline?

Okay, let's talk about industry connections for a moment. Given your background in perovskite solar cell research and semiconductor physics, do you have any existing relationships with industry or startups that could help students access internships or real-world project experience?

That makes sense. Now, I'll shift to a few targeted questions on specific technical areas relevant for this role. Say you’re teaching a core theoretical physics course and a student asks how classical mechanics concepts break down at the quantum scale. How would you illustrate that breakdown in a way that’s meaningful for them?

Yeah, I like. The concept. Uh, or like a question raised by students. Uh, which lies in. Classical mechanics.

Yeah, I like. The concept. Uh, or like a question raised by students. Uh, which lies in. Classical mechanics. So some. We can like the. If question is raised by students like the. Speed or motion? OK. Motion of particle.

Right, so you’re saying when students ask about the limits of classical mechanics, you start by acknowledging the importance of their question. But how do you make the difference between, say, Newtonian determinism and quantum uncertainty real for them — do you use an experiment or a thought experiment in class?

Okay, you're starting with the idea of particle motion and speed—go on, how do you show students where classical ideas like Newton's laws stop working and quantum effects take over?

Yeah, I like. The concept. Uh, or like a question raised by students. Uh, which lies in. Classical mechanics. So some. We can like the. If question is raised by students like the. Speed or motion? OK. Motion of particle. So. Be uh in uh, classically it. Can be considered as like a. One particle moving from another or. Another position 1 particle from moving from one position to another position. Uh, classically we can't see this. Uh, this? Event happening. But in quantum mechanically. The motion of particle from one position to another position. We can't see by like neck. I so you know. In order to uh. Explain this uh. Concept. I can like. I'll illustrate through. Diagram. Or like some. I can explain some. Experiments which nowadays this. Microscopy Peoples. UH-2.

Okay, so you’d use diagrams and reference experiments from modern microscopy to help students visualize what’s happening at the quantum scale. Let’s shift. When you’re building a machine learning model to analyze experimental data from these solar cell devices, what’s your strategy for handling noisy or incomplete datasets?

Yeah. When we are dealing with noisy data.

So, you started to say how you deal with noisy data — go on, what's your method for cleaning it up or making sure your model isn't thrown off by bad inputs?

Yeah. When we are dealing with noisy data. Or like. When we are dealing with incomplete data. Like there are some methods uh. Mathematics like experts. Collision or. Like, uh. Uh, this? Averaging so. Extrapolation will also help uh. In some cases. And like, uh. Some. In some cases, modeling will also help to predict the. Output of. Data points.

Yeah. When we are dealing with noisy data. Or like. When we are dealing with incomplete data. Like there are some methods uh. Mathematics like experts. Collision or. Like, uh. Uh, this? Averaging so. Extrapolation will also help uh. In some cases. And like, uh. Some. In some cases, modeling will also help to predict the. Output of. Data points. And I in worst case scenario scenario we we can see like. Are doing a experiment once again and generating data more accurately.

Alright, so you mentioned using extrapolation and averaging to handle gaps or noise in your data, and sometimes relying on modeling for prediction. When the noise level is high, how do you decide when to discard data versus trying to clean it?

Okay, so you mentioned extrapolation, averaging, and sometimes re-running experiments if the data is just too noisy. When you’re building models for quantum computation research, how do you validate that your model’s predictions actually reflect physical reality and aren’t just overfitting the data?

Yeah, in this case like. Validation of output is sometime. Experiments will help. In in such a cases.

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

Yeah, like I have applied for like assistant professor. And research. So. What will be the my room? Vit.

Alright, Dr., as Assistant Professor at VIT, you'd be expected to teach core and advanced physics courses, guide lab sessions, mentor students on their projects, and contribute actively to research—both through your own work and by supporting student research. You'd also help with publications, curriculum development, and some departmental duties. Anything else you want to ask before we finish?

OK, like what infrastructure will? VIT provide for new joining. Well, faculty like. Yeah, but like I am asking about. The infrastructure What infrastructure VIT will provide for new joining? The faculty.