Hello.

Please start by introducing your professional journey in academia

Thank you. My name is Nazira mate. I am from. Jammu and Kashmir. I did a message from Baruttullah University Bhopal.

Okay, so you’re from Jammu and Kashmir and completed your master’s at Barkatullah University, Bhopal—go on.

And PhD from BS Obdurama Krishnan Institute of Sunnis and Technology. BS Abdul Rahman Creation Initiative Technology I have completed PhD from this university. And after PhD. I worked as a. Post detector of Fallow. In University of Kashmir. I was awarded as national postdoctoral fellowship. From a syrup. Under NPDFC key. And during my post doctor philosophy I worked on double prosciutus.

You mentioned working on double perovskites during your postdoctoral fellowship—when you teach a foundational concept from that topic to undergraduates, what's your favorite analogy or approach to help them grasp it?

That's the DfT work on. 33 lead free double prosciutus for. Yes, we have to 1st. Uh, study the DfT. Approach.

To to study the double prosciutus first we see. What is the double pro sky? Yeah.

Alright, so you focus on DFT as a foundation for teaching double perovskites. When you're introducing density functional theory to students encountering it for the first time,

Alright, so you start with the basics of what a double perovskite is. When you explain that initial structure to students, what’s a common misconception or point of confusion you see?

Yes, first of all, how to see the double prosthetics we. Must know it is structure. Whether the structure is stable, we know it is structure. Uh, whether the. System is double flow status for that we have to calculate it is. Tolerance factor.

Right, so you emphasize the importance of structure and stability by introducing the tolerance factor when teaching double perovskites. When your students calculate the tolerance factor for the first time, do you have a particular example or hands-on problem you like to use to make the concept stick?

We have to see it is the oxidation status. So we can. So that we can.

So, you focus on oxidation states to help students understand structural stability. When you walk them through that, do you have a go-to real-world material or example that makes the concept less abstract for them?

Yes, first of all, we have to see the tolerance factor if we. Calculated A tolerance factor. We have some limit. Like we have to. Or C to 0.8. 0.9 This is the value. Or 0.1. In this range we see the double cross card it is. It is cubic structure or any other structure. So we have to 1st see it is. Structure. Whether it is cubic, it is other. Stable in other structure so we can. Show it is, set it off. For that we can use. And DfT approached. Calculate it is. Dynamical, uh. Stability.

After dynamic. That we can. System is suitable. So we can also find it is formation levels.

Dr.,

After dynamic. That we can. System is suitable. So we can also find it is formation levels. Yeah, Formation M.

Now, Professor, given your research background in double perovskites and DFT methods, where do you see the most promising and fundable research directions over the next three years? Which grant agencies or funding streams would you target to support this work?

Alright, you've explained how you break down complex topics like double perovskites for students, connecting theory to hands-on practice. Now, Professor, suppose you’re teaching a large undergraduate physics class—let’s say over 150 students—and you can’t use slides or traditional lectures. How would you design a session that gets everyone actively engaging with a tough concept, not just listening passively?

Yes.

You said yes, but I'd like to hear how you'd actually do it—can you walk me through a specific technique or activity you'd use in that big class to get students engaging with a complex topic, especially if you can't rely on slides or just lecturing?

I can teach them by. The presenting the topic so we can.

Alright, let's shift toward something a bit different. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Yes. I have first I will present Taufik.

Yes. I have first I will present Taufik. Uh, uh, that. Yes.

Just saying yes doesn't really give me a sense of your approach—can you walk me through the actual steps you'd take to address inconsistent outcome assessment data across courses? Maybe a specific example of how you'd identify the gaps and get faculty on board?

You mentioned you'd start by presenting the topic, but I'm trying to understand how you'd actually address the inconsistent data—can you walk me through the step-by-step process you'd use to identify the root cause and ensure alignment across different courses? Maybe describe a tool or method you've used before.

Mm-hmm.

We can use the. Uh, presentation on the board so we can first. Uh, present. Pick basic concept, then we go for it is higher. Setup by setup we can. Teach them so that they can learn the. Sit up so very well. And they can understand the. So on understanding the steppers, they've done. They can easily understand the complex. Problem so so. The way. By sit up by. By understanding, by teaching them sit up by. So and attract the student stores that. Problem in a classroom. So that we can teach them that problem. Very well. We can understand that problem. Dealing with developers so that they can. They can solve the problem by. Their own this method is. Presentation method are by using the board. Are by using the chalk we can understand their concept or? Maybe they can. I question, they can question. We can. We can answer them those questions. We can swallow those questions. We can teach them. We can understand those concepts very well. This is the way we can.

Awakened and teased them. So that they can understand. The topic very well and they can understand the complex.

Alright, Dr., let’s switch to something a bit more challenging. Imagine a student files a formal complaint saying your grading is biased, but at the same time, your department head privately urges you to raise your pass rates. How would you handle that situation, keeping both academic integrity and institutional expectations in mind?

So you talked about awakening and teasing out understanding so students can grasp complex topics, but let's circle back to the ethical scenario. In that situation—where a student alleges grading bias and your department head wants higher pass rates—what would your actual first steps be? Would you talk to the student first, or the department head, or take some other action?

Yeah, first we can understand the student is level. So that we can understand the student if it's understand if we. This sometimes maybe, uh, we cannot. We cannot. That point why this what the student is want so that time we can. We can talk with the head, we can talk with the experimental person. So that they can motivate us, they can give us some pointers so that we can. Understand we can motivate students very well.

Alright, Dr., shifting gears—given your background in semiconductor device physics and quantum computation, do you have any existing industry connections that could help our students access internships or real-world projects?

Yes, there are IIT Delhi. Where students can do their internship, there is a semiconductor. Approach they already they have. They have conducted some workshop on the semiconductor.

Alright, so you mentioned IIT Delhi and workshops in semiconductors—can you give me an example of a student who actually got an internship or project through those connections,

So that they can we can collaborate with them. That I can give the introduction to the student. So this town I know I have not in my mind, we shouldn't have. But there are a lot of students who have who have taken their. Indoor from IIT Delhi, so it's a very well known institute where students can get. The funding also and. The Indoneship.

So that they can we can collaborate with them. That I can give the introduction to the student. So this town I know I have not in my mind, we shouldn't have. But there are a lot of students who have who have taken their. Indoor from IIT Delhi, so it's a very well known institute where students can get. The funding also and. The Indoneship. Uh as well.

Alright Dr., let's talk machine learning for a moment. Suppose you're advising a master's student who wants to apply neural networks to experimental semiconductor data, but their dataset's pretty small and noisy. How would you guide them to get the most reliable results?

Okay, so you’ve got contacts at IIT Delhi but haven’t directly placed students yourself yet. Let’s switch gears—can you tell me about a research publication you’re proud of, and what specifically was your contribution to that work?

You are my freestyle, bye. Recent publication was on double proscheitis, so I have. Uh, find the. Structure properties I have find electronic properties for spin dronics applications, for optoelectronics application and thermoelectro applications. So. If we find this. Semiconductor Material. It would be a good if it has a direct band get some more direct band get it would be. Useful for the Optoelectronics application. So I am finding. By using the day after that is the theoretical method. But. In future. We are going to collaborate with the. And the Lister saw that we can. We can you. We can. We can find the. Uh, experimental data. Or we can. Collaborate with experimentalists so that our work will be. More insightful.

So you're using DFT to model the semiconductor's properties and thinking about future experimental collaborations to make the work more robust. On your publication record—how do you decide which journal to target for submission, and what's your strategy if a paper gets rejected?

Yeah. First we have targeted the journal, then we can write that. Uh, paper in that type of a journal. For example if you if a journal is Q type. So we can. Write the paper. In that way. So that we can submit the journal in Q1 journal or Q2 journal.

Yeah. First we have targeted the journal, then we can write that. Uh, paper in that type of a journal. For example if you if a journal is Q type. So we can. Write the paper. In that way.

Yeah. First we have targeted the journal, then we can write that. Uh, paper in that type of a journal. For example if you if a journal is Q type. So we can. Write the paper. In that way. So that we can submit the journal in Q1 journal or Q2 journal. Still has.

So you mentioned writing for the journal type, like Q journals, and tailoring your paper accordingly. Let's move to quantum computation—if you had to design a classroom experiment or demo that makes quantum superposition intuitive for undergraduates, how would you approach that?

So you mentioned writing for the journal type, like Q journals, and tailoring your paper accordingly. Let's move to quantum computation—if you had to design a classroom experiment or demo that makes quantum superposition intuitive for undergraduates,

Alright, so you focus on targeting the journal and tailoring your writing for Q1 or Q2 rankings. When you’re choosing which results or data to highlight in your paper, what’s your approach for deciding what goes in the main text versus what you leave for supplementary materials?

Sorry, I'm not getting.

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

CS10 roll is very master. If we have a time which we have a group of resource group then we can publish good papers we can discuss. The research problem very well so that we can. I solve the problem in a very less time. And we can. Publish papers in a very lifestyle. In good journalists as well.