What's not working as an assistant professor in the?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology.

I think you were asking about what doesn't work or what the challenges are as an assistant professor. Could you clarify your question a bit? Are you asking about common difficulties in the role, or something more specific?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere.

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics.

Okay, so you're focusing on nanobiotechnology, toxicology, environmental pollution, and microbiology. Could you walk me through how your academic journey led you into those specific research areas?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes.

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes. Just to work on to to. Book list effect. Our molecular toxic.

Alright, you mentioned working with nanobiotechnology, toxicology, environmental pollution, and microbiology, and collecting normal samples like from the atmosphere. Can you tell me a bit about how your academic path led you to focus on these areas?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes. Just to work on to to. Book list effect. Our molecular toxic. Effect on. Human. Human. Lines, uh, for. Uh, we. Institute of UH. Uh Medical College and. Hospital Research Center.

Dr., let's talk about teaching. When you introduce a foundational concept in microbiology or nanobiotechnology to undergraduates, what’s one strategy you use to make sure students really grasp it?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes. Just to work on to to. Book list effect. Our molecular toxic. Effect on. Human. Human. Lines, uh, for. Uh, we. Institute of UH. Uh Medical College and. Hospital Research Center. So, umm. Turn off SO. The two patterns have. File.

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes. Just to work on to to. Book list effect. Our molecular toxic. Effect on. Human. Human. Lines, uh, for. Uh, we. Institute of UH. Uh Medical College and. Hospital Research Center. So, umm. Turn off SO. The two patterns have. File. I'm actually. Cycle.

Okay, so you're currently researching the effects of microplastics—especially their toxicity—on human health, using atmospheric, water, and soil samples. When you're teaching this topic to students, how do you help them connect these environmental issues to the real-world impact on human health?

Alright, so you're working on the molecular toxicity of microplastics and their effects on humans, using environmental samples from water, soil, and air. When you teach students about molecular toxicology, especially something as current as microplastics, how do you adapt your teaching approach to account for students who might not have strong chemistry or biology backgrounds?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes. Just to work on to to. Book list effect. Our molecular toxic. Effect on. Human. Human. Lines, uh, for. Uh, we. Institute of UH. Uh Medical College and. Hospital Research Center. So, umm. Turn off SO. The two patterns have. File. I'm actually. Cycle. So, umm. So this is too much. Of Malik, it will Rep. Is that human which it will take? Go to. So with with. If we capture 7 litres of. To to sampler. So that is assembled with the different. Which which could.

Okay, so you’re doing this work on microplastics and toxicity at a medical college and research center, using samples from different environments. When you bring real research like this into the classroom, how do you help students see the connection between what they’re learning and ongoing scientific work in the field?

What's not working as an assistant professor in the? Uh, my Zulu. Nanobi Technology. Toxicology and environmental pollution research as well as microbiology. So on. Remind me instruction from mobile. It's a normal samples include. Atmosphere. Uh, water and soil. So, rapporteur Puja Akuma. Microplastics. On. Models so especially uh. Currently I'm working on uh. Extra tax? Leak efficacy effect. Soft microplastics on human. Everybody else likes. Just to work on to to. Book list effect. Our molecular toxic. Effect on. Human. Human. Lines, uh, for. Uh, we. Institute of UH. Uh Medical College and. Hospital Research Center. So, umm. Turn off SO. The two patterns have. File. I'm actually. Cycle. So, umm. So this is too much. Of Malik, it will Rep. Is that human which it will take? Go to. So with with. If we capture 7 litres of. To to sampler. So that is assembled with the different. Which which could. Our restricted attractive. We can track the microplastics and nanoplasty. In the atmosphere. And from. Easily colored and quantified the. Oh, that's all about my current research. Progress. Uh. A person that I've, uh. 5 five years. Experience, uh. In toxicology.

Alright, you mentioned working with environmental samples and molecular toxicity at a medical research center, and you brought up some patterns in your findings. Let’s switch gears a bit—what’s your approach when it comes to evaluating students fairly, especially in subjects that can be quite technical and challenging?

Dr., I noticed your 2024 paper in Chemosphere on the impact of micro- and nanoplastics on human health, especially around epigenetic mechanisms. When you’ve presented this research to students or colleagues, what’s been your most effective approach to making these advanced concepts accessible to those without a toxicology background?

Okay, Professor, let's talk about your research trajectory. Given your work in nanobiotechnology and molecular toxicology, where do you see the most fundable research directions over the next three years? What kinds of grants or external funding sources would you target to support that work?

Alright, you mentioned tracking and quantifying microplastics and nanoplastics in the atmosphere, and you've got about five years of experience in toxicology. Thinking about your current research on microplastics, what would be your strategy for building a research group around this topic, and how would you approach attracting external funding or industry collaboration?

Alright, so you’re tracking and quantifying micro- and nanoplastics in the atmosphere, and you’ve got about five years of experience working in toxicology. Thinking about your current research on microplastics, what’s your plan for building a research group around this work, and how would you go about securing sustainable funding for it?

Yeah, that's a great question. Uh, so, uh. Michael. Display cartoon. Create a team.

Yeah, that's a great question. Uh, so, uh. Michael. Display cartoon. Create a team. This. Okay.

Alright, you mentioned creating a team to support your microplastics research. Thinking about VIT University's interdisciplinary focus, how would you collaborate with other departments to boost both your own research output and the university's research profile?

Alright, so you mentioned creating a team to support your microplastics research. With your experience in toxicology and nanobiotechnology, how would you adapt your laboratory course design to match VIT University's emphasis on hands-on learning and real-world application?

Yeah, that's a great question. Uh, so, uh. Michael. Display cartoon. Create a team. This. Okay. Toxicity. With me and. Is for a. Uh. Was puzzling required the contribution screen.

Okay, you mentioned the importance of building a team to address the toxicity of microplastics. Since you have experience in toxicology, how would you ensure your research program aligns with current industry trends and accreditation standards if you were to design a new course module at VIT?

Yeah, that's a great question. Uh, so, uh. Michael. Display cartoon. Create a team. This. Okay. Toxicity. With me and. Is for a. Uh. Was puzzling required the contribution screen. Uh, Mum. But atmosphere? Pick up how many forms. Interaction with the with. As well as the. Pollution. Pollution. This. Directions. Causes this microplastics and hiding from the. Immune system when exposed to the human. So it creates. It creates a. The effect that the. Visual partic. When the dog has all the. Poly toxic pollutants. Difficult for the. For minimum system in animal Animal system. So. The Gray. Exactly happening in the environment. Is exposed and how? To expose and uh. What effect it can cause? So this. Hello every question mark. Arguably, similar people are true. To understand to to answer these questions.

Yeah, that's a great question. Uh, so, uh. Michael. Display cartoon. Create a team. This. Okay. Toxicity. With me and. Is for a. Uh. Was puzzling required the contribution screen. Uh, Mum. But atmosphere? Pick up how many forms. Interaction with the with. As well as the. Pollution. Pollution. This. Directions. Causes this microplastics and hiding from the. Immune system when exposed to the human. So it creates. It creates a. The effect that the. Visual partic. When the dog has all the. Poly toxic pollutants. Difficult for the. For minimum system in animal Animal system. So. The Gray. Exactly happening in the environment. Is exposed and how? To expose and uh. What effect it can cause? So this. Hello every question mark. Arguably, similar people are true. To understand to to answer these questions. A lot of opening for the fund. Current one of my. The proposal is has already selected. Final round maybe? Presentation. Uh, for approving uh. Money from PBT? Also I've I've. From from Notre Dame. Hospitals in. KMC as well as. An hospital so. They collect real, uh. Sample and. One primary. With that we can do. Do you understand better? Both all these. My domestics.

Alright, so your focus is on team-based research into the toxicity of microplastics and their effects on immune systems, especially using atmospheric sampling. You mentioned collaborating with others to answer some complex questions. Thinking about VIT University's strong interdisciplinary approach, how would you work with other departments to advance your research while also increasing your publication output?

You mentioned your proposal reaching the final round for PBT funding and collaborating with local hospitals for real sample collection. Thinking about curriculum design in your specialization, how would you ensure a new course module at VIT aligns with both industry trends and accreditation standards?

Uh, yes, uh, here. Uh, standard for. Development. So most of our. 3. Three years I could learn. Of this current student.

So you're thinking about aligning standards with student development over three years — can you give me a concrete example of how you'd actually design a module that balances industry relevance and accreditation requirements?

Uh, yes, uh, here. Uh, standard for. Development. So most of our. 3. Three years I could learn. Of this current student. Other struggles we are facing. So the. The. The limit and. It is not completely. The big industrial expectation and. Make the. Teaching what? What we activate. So so uh. So so so the my. From here is like I have to. The. We have conducted. A training program. Working or training for SO? All the participants where I could. Like these experiments? They're already optimization. So. Trees. But it was it was never too. Taught to the students.

Uh, yes, uh, here. Uh, standard for. Development. So most of our. 3. Three years I could learn. Of this current student. Other struggles we are facing. So the. The. The limit and. It is not completely. The big industrial expectation and. Make the. Teaching what? What we activate. So so uh. So so so the my. From here is like I have to. The. We have conducted. A training program. Working or training for SO? All the participants where I could. Like these experiments? They're already optimization. So. Trees. But it was it was never too. Taught to the students. Phone call, we don't care about all those softwares and. Play F daring song. Industrial. Production so. Bringing, bringing in such. Advanced technologies, Advanced tools. Professional tools. Can speed up the. Of the process of an. Three as well as. The. The library walk as well as.

Uh, yes, uh, here. Uh, standard for. Development. So most of our. 3. Three years I could learn. Of this current student. Other struggles we are facing. So the. The. The limit and. It is not completely. The big industrial expectation and. Make the. Teaching what? What we activate. So so uh. So so so the my. From here is like I have to. The. We have conducted. A training program. Working or training for SO? All the participants where I could. Like these experiments? They're already optimization. So. Trees. But it was it was never too. Taught to the students. Phone call, we don't care about all those softwares and. Play F daring song. Industrial. Production so. Bringing, bringing in such. Advanced technologies, Advanced tools. Professional tools. Can speed up the. Of the process of an. Three as well as. The. The library walk as well as. So. Good product.

Uh, yes, uh, here. Uh, standard for. Development. So most of our. 3. Three years I could learn. Of this current student. Other struggles we are facing. So the. The. The limit and. It is not completely. The big industrial expectation and. Make the. Teaching what? What we activate. So so uh. So so so the my. From here is like I have to. The. We have conducted. A training program. Working or training for SO? All the participants where I could. Like these experiments? They're already optimization. So. Trees. But it was it was never too. Taught to the students. Phone call, we don't care about all those softwares and. Play F daring song. Industrial. Production so. Bringing, bringing in such. Advanced technologies, Advanced tools. Professional tools. Can speed up the. Of the process of an. Three as well as. The. The library walk as well as. So. Good product. It's low cost cost. Positive learner. Incorporating such softwares in the world. Building a whole. With the students.

Alright, you brought up running training programs and optimizing experiments, but said some of that was never really taught to students. Can you walk me through how you’d actually build that kind of hands-on experience into a course module—what would students physically do, and how would you connect it to both the latest industry expectations and the accreditation requirements?

Uh, yes, uh, here. Uh, standard for. Development. So most of our. 3. Three years I could learn. Of this current student. Other struggles we are facing. So the. The. The limit and. It is not completely. The big industrial expectation and. Make the. Teaching what? What we activate. So so uh. So so so the my. From here is like I have to. The. We have conducted. A training program. Working or training for SO? All the participants where I could. Like these experiments? They're already optimization. So. Trees. But it was it was never too. Taught to the students. Phone call, we don't care about all those softwares and. Play F daring song. Industrial. Production so. Bringing, bringing in such. Advanced technologies, Advanced tools. Professional tools. Can speed up the. Of the process of an. Three as well as. The. The library walk as well as. So. Good product. It's low cost cost. Positive learner. Incorporating such softwares in the world. Building a whole. With the students. For their future, in their future and. I am not satisfied. If I answer. What my friends was not satisfied with?

Right, so you’ve seen that students might not be exposed to certain industry-level tools and techniques, even if faculty are running training programs behind the scenes. Given your experience, what would you do to make sure hands-on learning and practical lab work are truly embedded in your courses at VIT, not just optional extras?

Okay, so you’re saying a lot of the advanced tools and optimization work happens in faculty training and doesn’t always get taught directly to students. Can you give me a specific example of a hands-on lab module or experiment you’d design for students at VIT, one that connects directly to your research and prepares them for the kinds of industry work you’ve seen?

Okay, Dr., let's talk about teaching for a minute. Suppose you're assigned a large undergraduate laboratory course in your field at VIT, and you can't rely on traditional lectures or slides. How would you design and deliver that course to keep students actively engaged and make sure they're really learning by doing?

Okay, so you’re seeing a gap—students aren’t always exposed to the industrial tools and optimization strategies that faculty use behind the scenes. Let’s say you’re running a large undergraduate lab course at VIT, but you can’t use traditional lectures or slides. How would you actually engage students in hands-on learning and make sure they’re actively applying these advanced techniques, not just watching?

So my. So. Always tractor. Was very. Uh. Want to always they? Our capacity to drive everything you want to. You don't, uh, main? Focusing for longer duration, they want something new and every movement, so that's. They want they they. Then then when they keep their mind. Focus. So practical. What what I used to do? The task operations small small tasks like if they are, if they. Uh, I. Identifying, uh. Uh. Or any bacteria. So I. For. The water sample. To. What are? We can water sample and dry sketch. So basically. I'll give them. Price of federal spies Also, who's ever getting. More uh are link.

So you break down practical work into small, competitive tasks—like identifying bacteria from water samples—and use prizes to keep students engaged. How do you check if they're actually learning the core concepts and not just competing for the reward?

So my. So. Always tractor. Was very. Uh. Want to always they? Our capacity to drive everything you want to. You don't, uh, main? Focusing for longer duration, they want something new and every movement, so that's. They want they they. Then then when they keep their mind. Focus. So practical. What what I used to do? The task operations small small tasks like if they are, if they. Uh, I. Identifying, uh. Uh. Or any bacteria. So I. For. The water sample. To. What are? We can water sample and dry sketch. So basically. I'll give them. Price of federal spies Also, who's ever getting. More uh are link. So they'll be given uh. A price for that? So I such such challenges. And options around the. 22 closely 20 students were. Actively participated in that competition. They were. They were those they would. Doubled up. You did my Facebook version. Portly, They were so surprised. Their motility and. The algal sector. So kind. So you can trust in this. Show me this simple task. After that student. They're they're training themselves well in. Ma in in handling. Techniques on Microsoft. To to my uh. Uh, my my umm. What about? So so I have to create the interest in them. I have to. By showing something something interesting to them, I can. Build uh, affection to this course so that. Which wants to create interest. Is frequently involved. So start the main calendar, Tom. That phase all the other. So you initially in the 1st at the beginning. First plus 2-3 seconds I. A little slow.

So my. So. Always tractor. Was very. Uh. Want to always they? Our capacity to drive everything you want to. You don't, uh, main? Focusing for longer duration, they want something new and every movement, so that's. They want they they. Then then when they keep their mind. Focus. So practical. What what I used to do? The task operations small small tasks like if they are, if they. Uh, I. Identifying, uh. Uh. Or any bacteria. So I. For. The water sample. To. What are? We can water sample and dry sketch. So basically. I'll give them. Price of federal spies Also, who's ever getting. More uh are link. So they'll be given uh. A price for that? So I such such challenges. And options around the. 22 closely 20 students were. Actively participated in that competition. They were. They were those they would. Doubled up. You did my Facebook version. Portly, They were so surprised. Their motility and. The algal sector. So kind. So you can trust in this. Show me this simple task. After that student. They're they're training themselves well in. Ma in in handling. Techniques on Microsoft. To to my uh. Uh, my my umm. What about? So so I have to create the interest in them. I have to. By showing something something interesting to them, I can. Build uh, affection to this course so that. Which wants to create interest. Is frequently involved. So start the main calendar, Tom. That phase all the other. So you initially in the 1st at the beginning. First plus 2-3 seconds I. A little slow. So that will create some interest in. With that I can. Basically, the volatility.

Alright, so you use small, competitive tasks—like identifying bacteria from water samples—to keep students active, and even offer prizes for top performers. When it comes to making sure they're really learning the core lab techniques, not just competing for rewards, how do you actually assess whether they've mastered the practical skills you want them to?

So you actually set up those practical competitions—like challenging students to identify bacteria in water samples, then rewarding the best results. When you run these kinds of exercises, how do you check if students are genuinely understanding the core theory and not just following the steps for the prize?

Volume. Oh, eternity. It will come from the interest volume. So what? Interested. When when they're interested in doing something. Uh, handling these practicals or doing. And the microscope. Experiment. 2. Interested. 1st and none of the students will be genuine and they will not. Only two protocol. Happy. 2-3 students will be for genuine and. They will be focusing on their website.

Volume. Oh, eternity. It will come from the interest volume. So what? Interested. When when they're interested in doing something. Uh, handling these practicals or doing. And the microscope. Experiment. 2. Interested. 1st and none of the students will be genuine and they will not. Only two protocol. Happy. 2-3 students will be for genuine and. They will be focusing on their website. Other students will be completely distracted, they will chit chat and they will go all the. And so to. The first few days are a lot, except about the. Unity first, I will expect. Expected to. Uh, I expect, uh. The rest of the world. Interest in this field so that. Students will. Once the. Interest Industry Micro.

Volume. Oh, eternity. It will come from the interest volume. So what? Interested. When when they're interested in doing something. Uh, handling these practicals or doing. And the microscope. Experiment. 2. Interested. 1st and none of the students will be genuine and they will not. Only two protocol. Happy. 2-3 students will be for genuine and. They will be focusing on their website. Other students will be completely distracted, they will chit chat and they will go all the. And so to. The first few days are a lot, except about the. Unity first, I will expect. Expected to. Uh, I expect, uh. The rest of the world. Interest in this field so that. Students will. Once the. Interest Industry Micro. The practical, basic practical. When When the last? Generate 10 unity. So everybody will perform. Uh, initially they will give their if. If they want, will. So it's kind of competitive mindset. But student will will come up with. Uh, the chromoscopy if they want to, uh, visibly a student came. So came, came and told me, Sir, this. This picture I took another microscope. Uh, it's imperative. And none of the students were. Setting like this and I showed them. Food always students, we try to take this picture like that, so all the students are trying to do that. So they were. They were. Not given much comment. Concentration, confidence on this. And links one such. Training is given they were they were good enough to. To handle this workers who get better quality pictures and also. They. Moving what? What kind of work? What reason this could be? And how this is uh. How? How? How fast space moving? How to focus where? How to adjust this microscope? So all the questions are coming from the students. So there's their their. The genuine learning.

Volume. Oh, eternity. It will come from the interest volume. So what? Interested. When when they're interested in doing something. Uh, handling these practicals or doing. And the microscope. Experiment. 2. Interested. 1st and none of the students will be genuine and they will not. Only two protocol. Happy. 2-3 students will be for genuine and. They will be focusing on their website. Other students will be completely distracted, they will chit chat and they will go all the. And so to. The first few days are a lot, except about the. Unity first, I will expect. Expected to. Uh, I expect, uh. The rest of the world. Interest in this field so that. Students will. Once the. Interest Industry Micro. The practical, basic practical. When When the last? Generate 10 unity. So everybody will perform. Uh, initially they will give their if. If they want, will. So it's kind of competitive mindset. But student will will come up with. Uh, the chromoscopy if they want to, uh, visibly a student came. So came, came and told me, Sir, this. This picture I took another microscope. Uh, it's imperative. And none of the students were. Setting like this and I showed them. Food always students, we try to take this picture like that, so all the students are trying to do that. So they were. They were. Not given much comment. Concentration, confidence on this. And links one such. Training is given they were they were good enough to. To handle this workers who get better quality pictures and also. They. Moving what? What kind of work? What reason this could be? And how this is uh. How? How? How fast space moving? How to focus where? How to adjust this microscope? So all the questions are coming from the students. So there's their their. The genuine learning. So in the first beginning of. Phase dealer they were. They were. Bisht. They are also they always, always. Playing myself. So gradually, they're coming. When we started asking the questions for small doubts. In microscope handling and uh. And whatever samples they are observing in America school. The small doubt indicates they are. We are keen to learn KRC. The genuinity is. So by this way, initially it will be difficult to expect, uh, it is. Would be from all the students plus we have to. Create win first. The interest in the Fe.

Alright, so you’ve noticed that genuine interest drives deeper engagement, and a few students really focus on mastering the techniques at a higher level. Let’s wrap up this section—thank you for sharing your teaching approach and thoughts on fostering that kind of motivation.

So you’ve noticed that only a handful of students really focus during practicals, while others get distracted unless there’s something that keeps their attention. It sounds like you rely on engagement and interest to drive understanding, but how do you assess whether your hands-on teaching approach actually improves learning outcomes for the whole class, not just the most motivated students?

Alright Professor, shifting gears a bit. Accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So you’ve found that real engagement only comes once you spark students’ curiosity, and over time they start asking deeper questions about microscopy and experiment details. Last thing on this topic—beyond research and teaching, what role do you see yourself playing when it comes to department governance, like curriculum committees or accreditation reviews?

I prefer to go. Syllabus Framing syllabus.

I prefer to go. Syllabus Framing syllabus. Track raising for me also.

I prefer to go. Syllabus Framing syllabus. Track raising for me also. Techniques are advanced. Thing I'll try to. To be useful for the students.

So you’d want to be involved in framing the syllabus—got it. Can you give me a concrete example of a time when you contributed to designing or updating a course syllabus, and how you made sure it met accreditation or industry standards?

I prefer to go. Syllabus Framing syllabus. Track raising for me also. Techniques are advanced. Thing I'll try to. To be useful for the students. Uh, they are. They're supposed to be, uh. Get placed in a good industry.

Alright.

I prefer to go. Syllabus Framing syllabus. Track raising for me also. Techniques are advanced. Thing I'll try to. To be useful for the students. Uh, they are. They're supposed to be, uh. Get placed in a good industry. For. So I'll be. Restricting myself.

Alright Professor, let’s talk about something a bit different. Imagine you’re teaching a core lab course, and a student files a formal complaint alleging your grading was biased. At the same time, your department head is urging you to raise pass rates to meet certain benchmarks. How would you handle this situation, balancing academic integrity with institutional pressure?

I prefer to go. Syllabus Framing syllabus. Track raising for me also. Techniques are advanced. Thing I'll try to. To be useful for the students. Uh, they are. They're supposed to be, uh. Get placed in a good industry. For. So I'll be. Restricting myself. But I studied exam. Members are. Chest.

Alright, so you’d want to be involved in syllabus framing, especially to integrate more advanced techniques that prepare students for industry roles. Let’s talk about something a bit trickier. Imagine you’re teaching a core lab course, and a student files a formal complaint alleging your grading was biased. At the same time, your department head is pressuring you to improve the pass rate. How do you handle that situation?

Alright, so you’d focus on syllabus design to make sure students are learning advanced, industry-relevant techniques. Let’s look at a situation that comes up sometimes. Imagine you’re teaching a core lab course, and a student files a formal complaint saying your grading was biased. Meanwhile, your department head is pressuring you to improve the pass rate for the course. How do you handle that tension between academic integrity and institutional expectations?

Alright, so you’d focus mainly on syllabus development and exam duties to make sure students are ready for industry placements, but you’d be less involved in broader department governance. Let’s shift. Imagine a colleague asks you to co-author a research paper, but as you review the data you spot inconsistencies that might indicate data manipulation. How would you handle that situation?

Two items or. These are the. Tiger Ball. I found that. Please please ask your student or you. Repeat the comment and bring the bring with the. Produce that because. That result? Something new? So most. Situation is taking place by reference. Previous journal, previous papers and those author bought. Uh, effect like this so. I supposed to get there but say. So the student might set a structure they are thinking. So that paper is correct. Is already published and whatever results we are getting is it. So so or they try to manipulate it. My I always uh. Interest my my collaborators and my students also.

Two items or. These are the. Tiger Ball. I found that. Please please ask your student or you. Repeat the comment and bring the bring with the. Produce that because. That result? Something new? So most. Situation is taking place by reference. Previous journal, previous papers and those author bought. Uh, effect like this so. I supposed to get there but say. So the student might set a structure they are thinking. So that paper is correct. Is already published and whatever results we are getting is it. So so or they try to manipulate it. My I always uh. Interest my my collaborators and my students also. What results you are getting that is that is. That result, Uh. You are getting from. The result? Your result is speaking to you something. We try to understand the. This way only you can get a novel design. Novelism so. When you refer when you refer many papers and follow the same. And expecting.

Two items or. These are the. Tiger Ball. I found that. Please please ask your student or you. Repeat the comment and bring the bring with the. Produce that because. That result? Something new?

Two items or. These are the. Tiger Ball. I found that. Please please ask your student or you. Repeat the comment and bring the bring with the. Produce that because. That result? Something new? So most. Situation is taking place by reference. Previous journal, previous papers and those author bought. Uh, effect like this so. I supposed to get there but say. So the student might set a structure they are thinking. So that paper is correct. Is already published and whatever results we are getting is it. So so or they try to manipulate it. My I always uh. Interest my my collaborators and my students also. What results you are getting that is that is. That result, Uh. You are getting from. The result? Your result is speaking to you something. We try to understand the. This way only you can get a novel design. Novelism so. When you refer when you refer many papers and follow the same. And expecting. Will lead to manipulation. So I'll always try to convince my collaborator to. To to to to try not to manipulate the data, whatever data is. So each and every alteration. Thick variation, so just. See what what in the cytotoxicity study? They will leave uh. The independent toxicity studies they'll they'll expect. Gradual. Uh, it is in the. In the percentage of debt. I sent her back so. But that is the expectation. But sometimes, sometimes this. Will show different. Expression Pack. So that indicates because of the stress. Because of, because of their defense mechanism, because of their. Concentration. There are so many factors in modern. That we have done that, we said. I'll ask them to repeat the. Once or twice. Again to get the similar results. So whatever. The girls are they getting and try to analyze that because I. What the result is? Going late in this direction. So because. This. Uh. Malpractice will give to the same end results only as. When you go, when you, when you come up with. Yeah, our own observation to bring. A new concept or new lead to the. Future research. To the spot, I will try to convince you my. He collaborated to. To check their experiment are. Despite their experimental approach.

Two items or. These are the. Tiger Ball. I found that. Please please ask your student or you. Repeat the comment and bring the bring with the. Produce that because. That result? Something new? So most. Situation is taking place by reference. Previous journal, previous papers and those author bought. Uh, effect like this so. I supposed to get there but say. So the student might set a structure they are thinking. So that paper is correct. Is already published and whatever results we are getting is it. So so or they try to manipulate it. My I always uh. Interest my my collaborators and my students also. What results you are getting that is that is. That result, Uh. You are getting from. The result? Your result is speaking to you something. We try to understand the. This way only you can get a novel design. Novelism so. When you refer when you refer many papers and follow the same. And expecting. Will lead to manipulation. So I'll always try to convince my collaborator to. To to to to try not to manipulate the data, whatever data is. So each and every alteration. Thick variation, so just. See what what in the cytotoxicity study? They will leave uh. The independent toxicity studies they'll they'll expect. Gradual. Uh, it is in the. In the percentage of debt. I sent her back so. But that is the expectation. But sometimes, sometimes this. Will show different. Expression Pack.

Okay, so you’d directly ask the colleague or student to clarify and produce the original data to explain the result. What if the colleague insists there’s no problem and wants you to move forward with the publication anyway—how would you proceed?

So you’d encourage your collaborators or students to revisit the data and compare with prior published results, rather than just accepting what’s been done. But suppose your colleague insists the data is fine and pushes for publication anyway. How would you handle that disagreement, especially if there’s institutional pressure to publish?

So you’d encourage your collaborator or their students to revisit and justify the questionable results, and you stress the importance of letting the data speak for itself rather than just trying to match published work. What if your department head disagreed and pushed you to go along with the publication anyway—how would you respond then?

Okay, so you’d push your collaborator or student to revisit the original data and make sure the results actually reflect what was observed, rather than just matching expectations from published papers. Suppose your department head pushes back and insists you co-author the paper anyway for the sake of departmental metrics. What would you do in that situation?

So you’d push for repeating the experiment and stress the importance of letting the data speak for itself, not just chasing the published results or expected trends. But what if your collaborator insists the manipulated data is fine and still wants to publish—do you go along, escalate, or refuse to participate?

I refuse to participate. I'll I'll engage, uh, myself in such a personal activity.

I refuse to participate. I'll I'll engage, uh, myself in such a personal activity. Because obviously if if. What's the malpractice is found and and? And then? From the under. Institution that are working.

I refuse to participate. I'll I'll engage, uh, myself in such a personal activity. Because obviously if if. What's the malpractice is found and and? And then? From the under. Institution that are working. Seeing a once in a while. Will get. The institution that will affect my product.

Dr., you mentioned earlier that your research involves microplastics and environmental toxicology. Given your background, do you have any ongoing or past collaborations with industry, or connections that could help students get internships or exposure to real-world environmental work?

I refuse to participate. I'll I'll engage, uh, myself in such a personal activity. Because obviously if if. What's the malpractice is found and and? And then? From the under. Institution that are working. Seeing a once in a while. Will get. The institution that will affect my product. That would be, uh, research on everybody. So I will first try to stay away from. Uh, collaborator, and I'll try to escalate that to the. Uh, next level to look into the. Hello, Valentination.

You’d refuse to participate in any malpractice, even if it means stepping back from the collaboration—that’s clear. Now, Dr., since VIT emphasizes interdisciplinary work, how would you contribute to collaborative research across different departments while still advancing your own scholarly output?

You're clear that you'd step away from any work involving research malpractice to protect your own reputation and your institution's. Now, thinking about your field—have you built any connections with industry partners or participated in collaborations that could help students with internships or job placements?

You’ve talked about your research in nanobiotechnology and environmental toxicology. Suppose a student wants to develop a new method for detecting microplastics in soil samples—how would you guide them through designing and validating that project in your lab?

Uh, so the student, uh, always. Come up with a. Clear idea are more uh. India, they are out of curiosity they'll come up with. Idea.

Uh, so the student, uh, always. Come up with a. Clear idea are more uh. India, they are out of curiosity they'll come up with. Idea. So far. Yeah, I'll do. Uh, I'll. I'll make a. Uh, discuss? I'll discuss with him. I'll try to. Exactly, they're having. And I'll guide. What are the flaws? Like why? Second this step. Show experimental steps will not leave. What you're thinking? So I'll try to change so you just go in. Way because your concept is your. So how to reach, save, reach, reach the target?

Uh, so the student, uh, always. Come up with a. Clear idea are more uh. India, they are out of curiosity they'll come up with. Idea. So far. Yeah, I'll do. Uh, I'll. I'll make a. Uh, discuss? I'll discuss with him. I'll try to. Exactly, they're having. And I'll guide. What are the flaws? Like why?

Uh, so the student, uh, always. Come up with a. Clear idea are more uh. India, they are out of curiosity they'll come up with. Idea. So far. Yeah, I'll do. Uh, I'll. I'll make a. Uh, discuss? I'll discuss with him. I'll try to. Exactly, they're having. And I'll guide. What are the flaws? Like why? Second this step. Show experimental steps will not leave. What you're thinking?

Uh, so the student, uh, always. Come up with a. Clear idea are more uh. India, they are out of curiosity they'll come up with. Idea. So far. Yeah, I'll do. Uh, I'll. I'll make a. Uh, discuss? I'll discuss with him. I'll try to. Exactly, they're having. And I'll guide. What are the flaws? Like why? Second this step. Show experimental steps will not leave. What you're thinking? So I'll try to change so you just go in. Way because your concept is your. So how to reach, save, reach, reach the target? So in a, in a, In a. In the easiest way. So without complicating much the in the experimental protocol. Uh. I went to Bisping a very good. Experiment. Experimental. Set up Sudhir. The. So, umm.

So when a student comes in with an idea, you’re looking for clarity and curiosity—makes sense. Let’s say their initial plan is missing a key control or doesn’t address contamination risk. How do you step in as a guide without just giving them the answer outright?

Uh, so the student, uh, always. Come up with a. Clear idea are more uh. India, they are out of curiosity they'll come up with. Idea. So far. Yeah, I'll do. Uh, I'll. I'll make a. Uh, discuss? I'll discuss with him. I'll try to. Exactly, they're having. And I'll guide. What are the flaws? Like why? Second this step. Show experimental steps will not leave. What you're thinking? So I'll try to change so you just go in. Way because your concept is your. So how to reach, save, reach, reach the target? So in a, in a, In a. In the easiest way. So without complicating much the in the experimental protocol. Uh. I went to Bisping a very good. Experiment. Experimental. Set up Sudhir. The. So, umm. Them to to get there to achieve their.

So when a student comes to you with a research idea, you like to discuss it, clarify their thinking, and then guide them on possible flaws. Can you give me a concrete example of a time you helped a student troubleshoot or improve their experimental design, and what steps you took in that situation?

So you like to have a back-and-forth with students about their ideas and then point out potential flaws if their experimental design isn’t sound. Switching gears, can you walk me through a time when you had to handle student evaluation or exam duties—like setting, invigilating, or grading an exam? What was your approach?

So you’d start by talking through the student’s idea, pointing out any flaws or missing steps, but ultimately encourage them to find their own way to the research goal. When you’re guiding a student project like that, how do you balance letting them make mistakes versus stepping in to prevent wasted time or resources?

Alright, so you focus on helping students clarify their ideas and keep experiments practical without overcomplicating things. Now, thinking about student evaluation—when you're handling lab exams or grading research projects, how do you make sure your assessments are fair and consistent across different students?

Okay, so you like to have a discussion with students to clarify their initial idea, then guide them to refine the experimental design and avoid unnecessary complications. When you’re evaluating a student’s performance in the lab—whether for exams or ongoing project work—what’s your process for making sure your assessment is fair and consistent across the group?

So so. This, uh, three years of teaching. Can't not go with the faceband. Because. Student visa. Uh, so. With few students and. We'll get, obviously we'll get full market because of that. So so so.

So so. This, uh, three years of teaching. Can't not go with the faceband. Because. Student visa. Uh, so. With few students and. We'll get, obviously we'll get full market because of that. So so so. Processing I will. Try to understand. What is your basic understanding?

So so. This, uh, three years of teaching. Can't not go with the faceband. Because. Student visa. Uh, so. With few students and. We'll get, obviously we'll get full market because of that. So so so. Processing I will. Try to understand. What is your basic understanding? Of the. Pushing or. You what for me? I'll try to understand. Understanding on. So I'll try to. Is it understanding? And I took that to the. You better commit so.

So you’ve noticed that just going by face value or initial impressions isn’t fair, and you’ve encountered students who might get full marks more based on personality than skill. How do you make sure your assessments truly reflect the actual lab work or understanding, not just the student’s attitude or how outspoken they are?

So so. This, uh, three years of teaching. Can't not go with the faceband. Because. Student visa. Uh, so. With few students and. We'll get, obviously we'll get full market because of that. So so so. Processing I will. Try to understand. What is your basic understanding? Of the. Pushing or. You what for me? I'll try to understand. Understanding on. So I'll try to. Is it understanding? And I took that to the. You better commit so. Sending well, so so most of the students will. India's guitar is the manual. Show certain students. Uh, who will Bob? What is? Annual and they will create it with their own ideas. For their their own own flow. Most likely have greater potency. To the great research. I will ask. Such students, and I will. I will. Them to go further. In this research, research. So basically. My. My uh. Assessment will be. The basic thing. I'm not really on. About reproduction.

Alright, you mentioned that just going by a student's personality isn't fair and you focus on understanding their basic knowledge. Outside of teaching and research, have you had any experience working with industry partners or on consultancy projects related to your field? If so, what kind of impact did those collaborations have?

So you really focus on gauging whether students actually understand the core concepts, not just grading on surface impressions or personality. Outside of research and teaching, have you ever contributed to any industry projects or consultancy work, especially in areas like environmental pollution or biotechnology?

So so. This, uh, three years of teaching. Can't not go with the faceband. Because. Student visa. Uh, so. With few students and. We'll get, obviously we'll get full market because of that. So so so. Processing I will. Try to understand. What is your basic understanding? Of the. Pushing or. You what for me? I'll try to understand. Understanding on. So I'll try to. Is it understanding? And I took that to the. You better commit so. Sending well, so so most of the students will. India's guitar is the manual. Show certain students. Uh, who will Bob? What is? Annual and they will create it with their own ideas. For their their own own flow. Most likely have greater potency. To the great research. I will ask. Such students, and I will. I will. Them to go further. In this research, research. So basically. My. My uh. Assessment will be. The basic thing. I'm not really on. About reproduction. Especially in the practical. You can you can observe the performance. And how active videos? Experiment. Add in the water and how how they're interpreting. The microscope when? Yeah, showing, showing the. Results to me.

So so. This, uh, three years of teaching. Can't not go with the faceband. Because. Student visa. Uh, so. With few students and. We'll get, obviously we'll get full market because of that. So so so. Processing I will. Try to understand. What is your basic understanding? Of the. Pushing or. You what for me? I'll try to understand. Understanding on. So I'll try to. Is it understanding? And I took that to the. You better commit so. Sending well, so so most of the students will. India's guitar is the manual. Show certain students. Uh, who will Bob? What is? Annual and they will create it with their own ideas. For their their own own flow. Most likely have greater potency. To the great research. I will ask. Such students, and I will. I will. Them to go further. In this research, research. So basically. My. My uh. Assessment will be. The basic thing. I'm not really on. About reproduction. Especially in the practical. You can you can observe the performance. And how active videos? Experiment. Add in the water and how how they're interpreting. The microscope when? Yeah, showing, showing the. Results to me. I think and I'll ask them. So they have to explain. At 3:00 position, so if they say that. So that is. They know they know basic things about the. Microscope and how to. In person results such. Medications so they have better understanding in this course. That is better than this. Something on on the microscope, but rather understanding on the. So so I'll assist. They're best understanding. By this, uh, Kita. How they are expressing their? Second. Great.

Alright, so you focus more on understanding the student's grasp of basic concepts, rather than just how they present themselves or repeat procedures. Let’s talk about your own background for a moment—can you briefly outline your PhD research topic and what you see as its most significant contribution to your field?

Okay, so you don’t grade based on personality—you’re watching how students actually perform and interpret their results, especially during experiments. Shifting gears a bit, can you tell me about your own research publication record—specifically, how you choose which journals to submit to, and what your strategy is for increasing the visibility of your work?

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

Hajjah they're pretty brief about my role because I'm currently having, uh. Uh, it should be a discolor, so and. If you would like to. Shift along with me. So if is it possible to transport my scholars to? Kuvi tickets positive. Switch select So quickly could you please explain my position because I. Uh, I have 10 years of research experience. Would it be the one? Associate Professorship or I am supposed to continue? Assault Officer Services.

Hajjah they're pretty brief about my role because I'm currently having, uh. Uh, it should be a discolor, so and. If you would like to. Shift along with me. So if is it possible to transport my scholars to? Kuvi tickets positive.

You're wondering about bringing your current research scholars with you if you were to join here. That's a common question for academics making a move. The ability to transfer scholars depends on university policy and, sometimes, regulatory approval. Typically, you'd need to coordinate with the registrar's office at both institutions, and scholars may need to meet certain requirements, like coursework equivalency or supervisor consent. It's possible, but not always guaranteed, and is handled on a case-by-case basis. Anything else you want to ask about the role or the team?