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Please start by introducing your professional journey in academia

OK, as you know. I am Doctor Amish Khan. I am Doctor Yunus Khan. I have completed my PhD from Delhi Technological University in 2021 in Thermal Engineering.

OK, as you know. I am Doctor Amish Khan. I am Doctor Yunus Khan. I have completed my PhD from Delhi Technological University in 2021 in Thermal Engineering. And after that I have a experience in. Teaching in the North. Norcat University. I have studied number of students. The subject was there. Uh, uh, the subjects were there like hit transfer, fluid mechanics. And thermodynamics. Energy, Renewable energy system.

OK, as you know. I am Doctor Amish Khan. I am Doctor Yunus Khan. I have completed my PhD from Delhi Technological University in 2021 in Thermal Engineering. And after that I have a experience in. Teaching in the North. Norcat University. I have studied number of students. The subject was there. Uh, uh, the subjects were there like hit transfer, fluid mechanics. And thermodynamics. Energy, Renewable energy system. All these systems after that I have joined. My postdoc research in the. Indian Institute of Technology IS and Dhanbad published a number of papers.

OK, as you know. I am Doctor Amish Khan. I am Doctor Yunus Khan. I have completed my PhD from Delhi Technological University in 2021 in Thermal Engineering. And after that I have a experience in. Teaching in the North. Norcat University. I have studied number of students. The subject was there. Uh, uh, the subjects were there like hit transfer, fluid mechanics. And thermodynamics. Energy, Renewable energy system. All these systems after that I have joined. My postdoc research in the. Indian Institute of Technology IS and Dhanbad published a number of papers. Around 33 SI general index paper in energy area. And now I have developed a. EVOL Cooling energy generation system. Individually that PV collage system use. This is the missed cooling system and also PCM is there. Uh, so I think my uh. Research area is good. So I'm applying there. UDI News.

OK, as you know. I am Doctor Amish Khan. I am Doctor Yunus Khan. I have completed my PhD from Delhi Technological University in 2021 in Thermal Engineering. And after that I have a experience in. Teaching in the North. Norcat University. I have studied number of students. The subject was there. Uh, uh, the subjects were there like hit transfer, fluid mechanics. And thermodynamics. Energy, Renewable energy system. All these systems after that I have joined. My postdoc research in the. Indian Institute of Technology IS and Dhanbad published a number of papers. Around 33 SI general index paper in energy area. And now I have developed a. EVOL Cooling energy generation system. Individually that PV collage system use. This is the missed cooling system and also PCM is there. Uh, so I think my uh. Research area is good. So I'm applying there. UDI News. Next.

Alright, so you completed your PhD in Thermal Engineering at Delhi Technological University in 2021. Could you share a bit about your academic positions or research roles since then?

Alright, so you taught courses like heat transfer, fluid mechanics, thermodynamics, and renewable energy systems at Norcat University. Sounds like you had a pretty broad teaching load. Anything else from your academic or research experience you'd want me to know before we get started?

Okay, since you've taught subjects like heat transfer and renewable energy systems, what's one foundational concept in thermal engineering that you find students struggle with most—and how do you usually explain it to help them grasp the idea?

Alright, so you’ve published around thirty-three papers in the energy area and developed an EVOL cooling energy generation system with PV modules, missed cooling, and PCM integration. When you teach heat transfer or renewable energy topics, what’s one concept you find students consistently struggle with—and how do you break it down for them in class?

Alright, you mentioned developing a cooling energy generation system that uses PV modules, mist cooling, and phase change materials, and that you've applied your research experience at UDI News. Given your teaching background—when you introduce a lab-based subject like heat transfer to students, what’s your approach to helping them connect theory with hands-on experiments?

OK, I. I have used a heat transfer in lab. Show MI research. I will use the biddai students. I will use different types of software. Like engineering equation solver, matlab software. So in the class I will. Use that software to solve the real world. Problem with that application it transfer equations. With the heat transfer equations. So I will use the parametric analysis with. That software I have used in my research engineering equation solver, so I will see there that. And IBC they are. How much 1 parameter I am changing? Another parameter is changing. Yeah. So this approach, uh, I will be used with the students in the class.

Alright, so you’ve used tools like Engineering Equation Solver and MATLAB to demonstrate parametric analysis in heat transfer labs, showing students how changing one parameter affects another. When you’re working with students who are struggling to grasp the practical side, how do you encourage them to bridge the gap between what they see in the software and what actually happens in the physical experiment?

OK.

You said you'd use software tools and parametric analysis with students, but I'd like to hear how you make that connection real for them. For example, if a student sees a simulation result that's different from what they observed in the lab, how do you help them understand why there's a gap?

OK. OK, there are. There are various experiments in there. Some parameters are there. Suppose that we are using a Rankine cycle experience experiment. Here the. Input parameters will be the appraiser temperature. And drainage fraction all all and. Pressure, temperature dinosaur. Fraction all these things. Show I will use these parameter experimental parameters. In the class in the engineering question solver and Matlab software. And how this parameter will affect the performance of the system like Xergency energy? And work output. So actually. World parameter from the experimental setup. I will use these parameters computational technique like engineering question solver, matlab software. And we will check with the student how actually these. System works in the in the. Kick Questions.

Professor, I see your doctoral thesis was on thermodynamic analysis of solar integrated thermal power plants using organic Rankine cycles for waste heat recovery. When you had to explain this work to undergraduate students, how did you simplify the core concepts so they could grasp both the practical impact and the underlying theory?

OK, my PhD work was on the thermodynamic analysis on solar integrated. Thermal system in the in the class in UG class. Talk to the students. I will explain whatever I I have system developed. My system was actually energy generation system with the solar. Uh, so, uh, basically I will use this, this system in the practical application in India, uh, there. There are lack of lack of power plants there, so is barking on the. Solar system so. So Bill increased to the student that we study. Like this system in practically and apply in practical application. In solar energy. Show uh. We will use a. All these, uh. Developed system by. So right Rankine cycle and vapor absorption cycle. These are the low temperature cycles if you. In the solar solar thermal system so we can. IPC of that. That system. Because in India a lot of power, solar, developed power plants are there. But it has not so much efficiency also level like cost of electricity is not so good but in my. Area in PhD, but I have used. Combined cycle system that will increase the level like cost of electricity. So I will get. As a student to know. About the practical and. Whatever in India is. Solar applications are there.

Given your expertise in thermal engineering and your publication record in energy systems, where do you see the most promising and fundable research directions over the next three years? Which grants or funding agencies would you target to sustain and grow a research group in this area?

OK.

You mentioned energy systems and solar thermal applications, but I didn't hear specifics on which grants or agencies you’d target or how you'd scale your research group. Can you name two funding sources you’d approach, and explain how you'd position your work to fit their priorities?

OK. I have expertise in thermal engineering and solar energy generation system. Basically renewable energy generation system in next three years in the institutes bit. I will focus on the design and development of the solar receiver system. For high temperature air period. Air preheating development. That will focus the funding from the DRO. TST and RF. And sub project. I will apply their.

OK. I have expertise in thermal engineering and solar energy generation system. Basically renewable energy generation system in next three years in the institutes bit. I will focus on the design and development of the solar receiver system. For high temperature air period. Air preheating development. That will focus the funding from the DRO. TST and RF. And sub project. I will apply their. So that will be my the target. To achieve the funding from these sources.

Right, you mentioned focusing on solar receiver systems for high-temperature air preheating and targeting funding from DRDO, DST, and NFR. If you were to build a research group at VIT University around this topic, how would you structure the team and ensure steady grant funding over time?

You mentioned using practical lab experiments and computational tools to teach heat transfer. Suppose you have to run a session with 200 students and can't use slides or traditional lecturing—how would you keep them actively engaged with the material?

OK, it is the very nice. Question if 200 students are there? I I don't have the slide so I will engage the student with the. Both Whitewood or Green boat? Uh. With the marker I have used the some. A graph presentation is there or also I will whatever I will study is there. So this will be I connect to the practical. Applications.

OK, it is the very nice. Question if 200 students are there? I I don't have the slide so I will engage the student with the. Both Whitewood or Green boat? Uh. With the marker I have used the some. A graph presentation is there or also I will whatever I will study is there. So this will be I connect to the practical. Applications. Suppose that I am studying the simple Rankine cycle. So I basically. I will start from the. Whatever the. Karnataka What were the? Difficulties on that Carnot cycle, so then I will approach to the Rankine cycle. The ideal Rankine cycle. I will study. And also with the some graph I will study uh. I will teach uh. Students involved in the TS diagram like energy equations diagram. So basically I will involve in the diagram and practical applications. So that in student focus on board only. Uh, without slide.

Okay, so you'd use whiteboard or green board and graphs to connect the material to practical applications, even with a large group and no slides. If some students lose focus or aren't participating, what's your method for getting them re-engaged and making sure they're actually learning?

Okay, so you'd use the board and diagrams to keep students focused, connecting theory to real-world applications. If some students lose focus or aren't participating, what specific steps would you take in the moment to re-engage them?

OK, uh, suppose the student support the student focus there on the board. So I will. Uh is that student in my UH? Esper lectures, so I will give. Yeah, engage him some, uh. Whatever, uh. There are there were a number of students, so who? Know the concept and understand. The concept of will. On the board, so I will engage that system. I I can engage. That intelligent.

OK, uh, suppose the student support the student focus there on the board. So I will. Uh is that student in my UH? Esper lectures, so I will give. Yeah, engage him some, uh. Whatever, uh. There are there were a number of students, so who? Know the concept and understand. The concept of will. On the board, so I will engage that system. I I can engage. That intelligent. Student with that student so. Who can uh. Engage that one also. I will bring that student in my office so one. One by one I I can explain him.

Alright, you said you'd engage students on the board, especially by involving those who understand the concepts. If you notice that only the high performers are participating and others are staying quiet, how do you adjust your teaching strategy to make sure everyone is actually learning—not just the top students?

Professor, accreditation cycles can be quite demanding. If you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

OK, your question is very nice, so. And and this time. I uh, I think, uh. Sorry I don't know the answer of this question.

No worries. Since you haven’t dealt with accreditation data consistency before, let’s try a different angle. Beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

Apart from the research and teaching. I will. I will focus on the department, the other activity like. NET accreditation. Like these type of. Is there any question?

You brought up NET accreditation and department activities, but I’m looking for specifics—say you’re on a curriculum committee at VIT University and need to update a course for Smart Manufacturing. What would your process look like for making sure the new curriculum aligns with both industry trends and accreditation standards?

My approach will be the smart manufacturing is. This course will be very useful for the students. So first we will. Approach this course with the project based learning some small small project we will develop and then. We apply on that project, so I think this course will be very useful for the students.

Suppose a student files a formal complaint alleging your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How would you handle that situation?

OK, I. I built uh. I will call. Compromise of both students and the. And head of departments. Show and combined. I will increase some. Uh, some marks. So that a student will pass.

Right, Dr., let's shift focus. Given your background in thermal engineering and renewable energy, do you have any direct industry connections that could translate into internship or placement opportunities for students at VIT University?

OK, I. I built uh. I will call. Compromise of both students and the. And head of departments. Show and combined. I will increase some. Uh, some marks. So that a student will pass. Also that is. Well, is there any question?

Alright, you mentioned project-based learning for Smart Manufacturing, but didn't really touch on how you'd ensure alignment with industry trends or accreditation. Can you give me a concrete example—maybe name a company or describe a specific industry collaboration—that you'd use to shape the curriculum and make sure students are ready for the job market?

For smart manufacturing, there are various companies that can accept. This manufacturing. Call assistance. Like Adani Group Manufacturing. Processes there they can adopt because running group industries is. Growing company that will use the smart manufacturing so that. We can use a. This type of curriculum.

For smart manufacturing, there are various companies that can accept. This manufacturing. Call assistance. Like Adani Group Manufacturing. Processes there they can adopt because running group industries is. Growing company that will use the smart manufacturing so that. We can use a. This type of curriculum. So in the student will get the job in the. Best.

You mentioned Adani Group as an industry partner for smart manufacturing. Have you had any direct collaboration with them or similar companies—like a joint project, student internship, or guest lecture—that you could build on for future curriculum development?

Alright, you mentioned Adani Group as an industry partner for smart manufacturing. Have you had any direct collaboration with them or similar companies—like a joint project, student internship, or guest lectures?

OK. And that company student? Do the intensive. Like this? So I don't have direct collaboration of that company.

Alright, Dr., let’s switch gears and verify some core skills for this role. First up—can you walk me through a scenario where you applied your expertise in mechatronics or smart manufacturing in a real-world project?

Application mechatronics in start manufacturing can be used. Preparing some smart. Yes, and uh. Some aligning in the in in mining industries.

Application mechatronics in start manufacturing can be used. Preparing some smart. Yes, and uh. Some aligning in the in in mining industries. Vehicles and. Also. Various type of. Phones. Mobile phone. And in this industry, we can use. Also in robotics industry, we can invest smart.

Application mechatronics in start manufacturing can be used. Preparing some smart. Yes, and uh. Some aligning in the in in mining industries. Vehicles and. Also. Various type of. Phones. Mobile phone. And in this industry, we can use. Also in robotics industry, we can invest smart. And Is there any question?

Okay, you mentioned aligning in mining industries, but that's pretty broad. Can you give me a concrete example of a system or process you worked on, maybe describing your role and how mechatronics principles were involved?

You mentioned mining vehicles and robotics, but that's pretty broad. Can you give me a concrete example of a system or process you worked on, maybe describing your role and how mechatronics principles shaped the outcome?

Okay, noted.

OK, we can apply the mechatronics in the. Uh, like system like vicinity surgical system? Allow the surgeon to platform complex operation and greater.

OK, we can apply the mechatronics in the. Uh, like system like vicinity surgical system? Allow the surgeon to platform complex operation and greater. Uh uh, dexterity and small inclusions. Also in the smart. The prosthetic. Iconic limbs use sensors and microprocessors. To detect the muscle signals.

OK, we can apply the mechatronics in the. Uh, like system like vicinity surgical system? Allow the surgeon to platform complex operation and greater. Uh uh, dexterity and small inclusions. Also in the smart. The prosthetic. Iconic limbs use sensors and microprocessors. To detect the muscle signals. And let me make a smarter. Moment high resolution.

OK, we can apply the mechatronics in the. Uh, like system like vicinity surgical system? Allow the surgeon to platform complex operation and greater. Uh uh, dexterity and small inclusions. Also in the smart. The prosthetic. Iconic limbs use sensors and microprocessors. To detect the muscle signals. And let me make a smarter. Moment high resolution. Live on the mechatronics. Application to process integrity including.

OK, we can apply the mechatronics in the. Uh, like system like vicinity surgical system? Allow the surgeon to platform complex operation and greater. Uh uh, dexterity and small inclusions. Also in the smart. The prosthetic. Iconic limbs use sensors and microprocessors. To detect the muscle signals. And let me make a smarter. Moment high resolution. Live on the mechatronics. Application to process integrity including. So this. Type of application will be there.

Okay, so you mentioned the da Vinci surgical system as an example of mechatronics application. What exactly was your role there—were you involved in developing, testing, or deploying any part of that system?

Okay, so you brought up the da Vinci surgical system and prosthetic limbs with sensors. Were you actually involved in developing or testing those systems, or are you referencing them as examples from industry?

Alright, you described how sensors and microprocessors in prosthetic limbs can enable smarter movement based on muscle signals, but I need to know about your own hands-on involvement. Did you actually work on developing or testing such a system, or are you referencing it as an example from the literature?

You described how prosthetic limbs use sensors and microprocessors for smarter movement, but I still need to know about your own hands-on involvement. Let’s shift—can you give me an example of a theory or laboratory course you’ve taught, and explain how you structured the practical lab sessions to reinforce the theoretical concepts?

Okay, you described prosthetic limbs using sensors and microprocessors, but it sounds like you're referencing general industry examples rather than your own hands-on work. Let's pivot—have you ever taught a theory course or laboratory session related to mechatronics or smart manufacturing? If so, what was your approach for balancing theory and practical demonstrations?

OK, we can apply the mechatronics in the. Uh, like system like vicinity surgical system? Allow the surgeon to platform complex operation and greater. Uh uh, dexterity and small inclusions. Also in the smart. The prosthetic. Iconic limbs use sensors and microprocessors. To detect the muscle signals. And let me make a smarter. Moment high resolution. Live on the mechatronics. Application to process integrity including. So this. Type of application will be there. Related to. Hello, is there any further question?

Alright, you mentioned the da Vinci surgical system and prosthetic limbs with sensors, but it sounds like those are industry examples rather than your own hands-on projects. Let's shift—have you ever taught theory and lab courses related to mechatronics or smart manufacturing? If so, what’s one lab experiment you designed that really helped students grasp a difficult concept?

I never. Horses like micatones and smart manufacturing. Thermal Engineering.

I never. Horses like micatones and smart manufacturing. Thermal Engineering. He took the lap and he transferred thermodynamics to it.

Alright, so you haven't taught mechatronics or smart manufacturing courses—only thermal engineering. When it comes to evaluating students, what’s your process for designing exam questions and grading to make sure you’re testing both practical skills and theoretical understanding?

So you taught thermal engineering and handled thermodynamics labs. When designing lab experiments, how did you make sure students actually understood the underlying theory, not just followed procedures?

During the live. Experiment. I will explain all. These things related to theory and also for the practicals I will. Show students to. How to? Calculate the shakur that we are using. Venoche experiment in thermodynamics. That experiment? The theory they stated about the different types of the venues like SHTD.

During the live. Experiment. I will explain all. These things related to theory and also for the practicals I will. Show students to. How to? Calculate the shakur that we are using. Venoche experiment in thermodynamics. That experiment?

During the live. Experiment. I will explain all. These things related to theory and also for the practicals I will. Show students to. How to? Calculate the shakur that we are using. Venoche experiment in thermodynamics. That experiment? The theory they stated about the different types of the venues like SHTD. Make me no idea. So, uh, in. Experiment after the process. Procedure and. I will also explain. How exactly 1 variable chances? The performance of diamond derivative. So I will. Sure that student will. Learn about the. Through the experience.

Okay, so you explained the process of connecting theory to practice by walking students through the calculation in a live thermodynamics experiment. How did you handle situations where students were struggling to grasp the concept, even after your explanation?

Alright, so during live experiments you’d explain the theory and walk students through practical calculations like those in the thermodynamics lab. Now, when it comes to evaluating students and exam duties, what’s your process for designing exam questions and grading fairly?

Okay, so you connected the theory to practical calculations during lab experiments like the thermodynamics one. Now, when it comes to evaluating students and exam duties—how do you ensure fairness and consistency in grading, especially when you have a large class?

OK, after. For the lab experiment, I will conduct the PIVA. What a student actually caught. From that experiments according to that. So I will create the student one by.

OK, after. For the lab experiment, I will conduct the PIVA. What a student actually caught. From that experiments according to that. So I will create the student one by. By Upgrades Lab.

Okay, so you grade students one by one based on what they actually understood from the lab. Let’s talk about guiding student projects—can you give me an example of a research project you supervised, and explain how you helped the student overcome a key challenge?

Alright, so you use viva exams after labs and grade each student one by one based on their understanding. Now, can you give me an example of a student research project you supervised, and how you guided them through obstacles or challenges?

OK, I supervise the student for. Let on performance analysis of heat exchanger hidden without fin. In the. Heat transfer lab.

Okay, so you supervised a project on heat exchanger performance with and without fins. How did you help the student troubleshoot unexpected results or data that didn't match their hypothesis?

If the data is not matching. From the hypothesis. Means I will. Explained students that there are some. Sterling may be there and. Also some practical. Uh, boundary conditions may be different from the theory and to the practical.

If the data is not matching. From the hypothesis. Means I will. Explained students that there are some. Sterling may be there and. Also some practical. Uh, boundary conditions may be different from the theory and to the practical. And in the theory, we actually considers that it is not. Transferring 100%. He is not transferring from the. Outside area.

If the data is not matching. From the hypothesis. Means I will. Explained students that there are some. Sterling may be there and. Also some practical. Uh, boundary conditions may be different from the theory and to the practical. And in the theory, we actually considers that it is not. Transferring 100%. He is not transferring from the. Outside area. So what in? Practically, it will. Reject the heat from the outer surface of the heat exchanger. That's why the error may be there. From the theory and the practical.

Alright, so you explained to your student that practical boundary conditions can differ from theory, and helped them interpret the results. Switching gears—when you’re teaching, how do you make complex technical concepts clear to students who might be struggling, especially in a big classroom setting?

Alright, so you’d explain to students that practical results might differ from theory because of things like heat loss or imperfect boundary conditions. Moving forward—how do you make your lectures or labs engaging, especially for students who struggle with technical subjects?

Alright, so you explained to your student that practical boundary conditions can differ from theory, and helped them interpret the results. Switching gears—when you’re teaching, how do you make complex concepts accessible to students who might not have a strong technical background?

Complex question to the student. I will explain very simple type. So that every student can understand.

Complex question to the student. I will explain very simple type. So that every student can understand. From the basic. To a basic level, to higher level.

Complex question to the student. I will explain very simple type. So that every student can understand. From the basic. To a basic level, to higher level. So that every student can understand the problem. Suppose that I'm uh. Explaining cycles. So we will start from the simply the. Thermodynamic cycles like Karnataka then? Forward to the intensity.

Complex question to the student. I will explain very simple type. So that every student can understand. From the basic. To a basic level, to higher level. So that every student can understand the problem. Suppose that I'm uh. Explaining cycles. So we will start from the simply the. Thermodynamic cycles like Karnataka then? Forward to the intensity. So I think that the students can understand. RFI.

Right, so you simplify complex concepts for students who might struggle with the technical side. Shifting gears—do you hold a PhD in a relevant specialization, and if so, what was your dissertation about?

You said you break down complex concepts to basics for students. That’s key for teaching. Now, do you hold a PhD in a relevant specialization, and if so, what was your dissertation about?

Alright, so you take a step-by-step approach, starting with basics like the Carnot cycle and building up. Shifting topics—do you hold a PhD in a relevant specialization, and if so, what was your dissertation about?

Right, so you take students from basic concepts up to more advanced cycles, making sure everyone can follow. Moving on—have you published research in any reputed journals, and if so, what was the focus of your most impactful paper?

OK, I I published a paper in Man Man. Impactful papers Many. Original select Energy. Intervention General of. The refrigeration. One of the ESMA. General thermal science engineering progress channels. I have published number of papers from. There my approach. Must to publish the paper in high. Doctor Jannas.

You mentioned publishing in journals like Energy Intervention and ESMA—sounds like you've got a strong research record. Switching to industry projects or consultancy, have you ever collaborated with a company or worked on a real-world engineering problem outside academia? If so, what was your main contribution?

No, I I don't have the industrial. Explains out. Sorry, the Actually highway question basically. The interview is about the assistant professional research. So what will be the role?

No, I I don't have the industrial.

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

You’re asking about the Assistant Professor (Research) role. The position focuses on both conducting high-level research and teaching courses, often including theory and laboratory work. You’d be expected to publish in reputable journals, supervise student projects, and guide research activities. There’s also a strong emphasis on mentoring students and contributing to the academic community. Anything else you’d like to know about the role or the team? You can ask one more question.

Actually highway question basically. The interview is about the assistant professional research. So what will be the role? And. Roles in response vehicles. Responsibilities.

Thanks for asking about the role. As an Assistant Professor focused on research, you'd be teaching both in the classroom and in labs, evaluating students, guiding their projects, and supporting research activities. You'd also be expected to contribute to publications and help out with some departmental academic and administrative duties. Is there anything else you'd like to know?

Blue, I'm satisfied with your answer. I don't have. Further questions?

Glad to hear that, Dr. Thanks for your time today—really appreciated the conversation. Have a great day! Interview finishing. Thank you!