Please start by introducing your professional journey in academia

Yeah, so my name is Himanshu and. Himanshu Singh Mori. I'm originally from Prayagraj, Uttar Pradesh. And I started my academic journey like from. If I start with a bachelor education, so I did my. Bachelors in mechanical engineering. At Annamalai University. In India. And after that I moved to. To Italy to perspective. Achieve my masters in materials engineering and nanotechnology.

You mentioned moving to Italy for your master's in materials engineering and nanotechnology—I'd like to hear more about what drew you to that specialization, and how it shaped your academic path.

And after that? I moved to Estonia to continue my pH D. So actually after my bachelor's, I was working at IIT Roorkee as a research. Assistant SO. So there I'll learn more about the materials engineering and related to the like the. Manufacturing and how it. The matches are fabricated. And how we can do the analysis of? Depth analysis of the. Materials like for the characterization mechanical properties. So during those periods, so it was the 7th period, 7 month internship. So that internship actually drive me more towards the materials engineering. And then I thought it's better to continue. You know, to drive my. Future towards this materials engineering. Coming from. From the background of. So that was the overall. You know that 4th? That drove me to. Pursue this material engineering in Italy.

Dr., let's talk about your teaching experience for a moment. What's one foundational concept in materials engineering or nanotechnology that you particularly enjoy teaching to students, and why?

And also I was more interested to. Do this international together. So I have a. As you can see from my CV, I have a more experience with the fabrication of the. So that's the part which I like enjoy to teach students. Like during my pH D also I took various laboratory classes where I teach the students.

Okay, you mentioned enjoying teaching fabrication techniques in your lab classes during your PhD. Can you walk me through how you help students connect hands-on fabrication exercises with the underlying theory—maybe with a specific example from one of your lab sessions?

How to perform like? How to do this manufacturing? Of like water metallurgy of. Yeah, I can I think start or tell about more about like previously I was taking one lab courses. Was more related to how we use spark plasma syndrome.

So my approach is generally to explain in theory, like what is the spark plasma sintering, how it works? What is the principle?

You started describing your lab course on spark plasma sintering—can you explain how you guided students through both the practical steps and the theory behind why those steps matter?

So I think. First I initiate initiated with the. Theoretical like what is the spy plasma syndrome? What do you have? Yup. Regarding like. What is plasma sintering? So it's actually a. Generally a process where we. Provide a force with. Simultaneously with the current. So this Joule heating up lead to this powder densification, so it will lead to. Powder Sin. And that has to get the more. Pulp material.

That's an interesting point. Could you elaborate a bit more on that?

Okay, so you walk students through the physics of spark plasma sintering—force, current, Joule heating, densification. How do you help them connect that theoretical explanation to the actual results they see in the lab—like the microstructure or properties of the sintered material?

So generally I start with the theoretical. Example like how? The working principle of. The plasma Plas. So generally, after sintering I. Ask students to Let's do this SEM analysis or microstructural analysis. And also go for the mechanical testing like hardness. Or SEM analysis so that we can see how this micro how the grain boundaries are formed. Or how the particles the powder particles are. Accumulated or centered or consolidated?

Alright, so after students complete the sintering and then analyze the microstructure and hardness, they're directly linking process parameters to actual material properties—that's a solid approach. Now, given your research focus in advanced manufacturing and materials,

So that in that way through that SEM microstructure. They can. Have a more practical knowledge about. I think the. So it's more towards the like the sustainable energy. And also the sustainable manufacturing tactics, so. That's the idea which I want to focus in coming futures. In the next three years, like how we can adopt more and more sustainable practices? Or the manufacturing? And also how we can adopt. Or how we can drive towards. The sustainable materials.

Okay, so your focus is shifting toward sustainable energy and manufacturing practices. Given the competitive funding environment, how would you position your research to attract industry partners or external grants—what's your concrete plan to make these sustainability themes compelling for funders?

So focusing more on the sustain both. Towards the sustainable materials and also to. Sustainable. So the aim will be definitely to. Target the industry who are still working towards this conventional manufacturing methods and then. Trying to suggest like what we can do or how we can propose a new novel methods or novel materials for their manufacturing that can be helpful. To get. Get a better output like better output in results for the products.

Right,

So that. That will be the aim to focus. Those industries which are working through conventional manufacturing or towards this conventional. The system. So I believe. For the teaching, in a way. I will definitely start if I don't have this presentation ready. Or if there is some problem occur then I will definitely go with the theoretical explanation so that they have more basic knowledge.

Alright, so if you couldn't use slides or a presentation, you'd rely on theoretical explanation to build that foundation.

Or they will understand and then it will help the student to get more engaged. Like OK. Definitely I will give some examples. Through that, I think that will be the best way to help them to understand and also link theoretical knowledge to the. You know to somehow. With the example so the practical examples I can I would suggest like how it works. How? Like supposedly I will take a? Uh, some vectors like mechatronics or something and then I will. Try to relate like how this is work. And that will help to understand more in a more better way. Like how actually these machines are. The mechatronics system or the robotics is working. So that will be the approach and that way I think they will be getting more interested to learn like exactly what is happening and. How they can relate theoretical knowledge to the practical 1.

Alright, let's shift to 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?

If I see this outcome assessment data is not inconsistent, definitely I will try to work on that. I will try to raise this issue to the Hods and the other department you know to upper.

So that. We can try to find the solution and then I will propose the idea like what we can do in this. If some problem is already there. And how we can fix it?

Alright, Professor, let's turn 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 is urging you to raise the pass rate in your course. How would you handle that situation?

Given your background in advanced manufacturing, do you have any existing industry relationships that could translate into internships or placement opportunities for our students?

I have some experience, uh, not, definitely not in India because there are most of my studies like the higher level education I did in Europe.

So I have some connection and that I can, I think use. Or I can recommend some of the students who are interested to do some internship in. Manufacturing related areas on related. Areas for other universe. I I believe that it should be depend on the subject for sure, but I believe it should be through presentation or through the assign. And that will be the best approach. So that it will help a student to develop their personality and also the communication skill. So that will be my. Approach to go towards the. You know, giving 2 assignments or through some practical.

Alright, Dr., now I need to touch on a few specific skills for this role. How have you handled student evaluation and exam duties in your teaching experience?

You know, the lecture or the practical questions. So that they can work on it.

Okay,

So you're saying you let students work through lecture or practical questions to reinforce the material. Can you walk me through a specific example of a project or assignment you've designed that really challenged students to connect theory with hands-on work?

Yes, I can give one example. So earlier I was taking one course. And for that I have to assess the. That subject. So for that I. Ask them to do this like I will perform the SEM analysis because they don't have the access.

Okay, so you handled a course where you assigned SEM analysis and had to assess students even though they couldn't access the equipment themselves.

So they they. Took those images and then they tried to find the. You know the how. Like the aim was to. Manufacture this nano material. So they were. No so, so I have given the images. So I have shown that how this SEM works and through those images the manufacturer they got it. The task was to do this analysis like from the structure. What then? Information they get and how they can report it. And what? Information you know. Plasma sintering or other manufacturing techniques.

Alright, so you provided SEM images and asked students to analyze the structure and extract information relevant to plasma sintering and other manufacturing methods. Did you have them write up a formal report, or was there a presentation component to demonstrate their findings?

And how? This you know this entering occurs. And what type of key boundaries they get it and how it affects the Max. So I asked them to present the report. It was a 30 minute presentation and it was like I've divided into group of the students. Where they can present like how what they get it from overall courses and how they find this report or results actually and how they can. Interlink with the. With their understanding to the. You know, to the practical. Course, which they did during the.

Okay, so you broke students into groups and had them present a thirty-minute report connecting their SEM analysis results to practical manufacturing processes and their coursework.

So that was the aim. So I went through this presentation and. From there I graded. With one to five, one to five scale, yeah. I think the best way is to. See the student how they like aftermarket. Explaining certain part or certain topic are. Asking them. And I think the best approach will be to if they start asking the question, it means they are somehow they are engaged and they are interested in learning.

Okay, so you’re watching for student engagement by seeing if they ask questions after you explain,

So that would be the better approach. And definitely after every each. And then you can ask. Then I start giving some practical examples or, you know, raising a minor question so that, you know, they have to answer those questions so that they will somehow get engaged. And then, then then they will try to find the answer.

Right, so when students are quiet, you’ll jump in with practical mini-questions or examples to draw them out and get them thinking. Shifting focus — you mentioned a PhD from Europe. What was your specific area of specialization for your doctorate?

So that will be the approach I will use. So that they can engage, or then they can. So I was mostly working with additive manufacturing. And more particularly with laser powder bed fusion technology. And I was fabricating ceramic, metal composite. And trying to use different. Scanning strategies. So that we can fabricate a part with lower process induced effects such as cracks and porosity. And also we I was trying to lower the replace the conventional tungsten carbide. Cobalt or nickel based hermits. With more cheaper materials and with less. Cartoon, cartoon.

Okay, so you focused your PhD on additive manufacturing using laser powder bed fusion,

So that was the aim. So overall my pH D was more focused on laser powder. Given technology. So my I think the best publication if I talk about it was in additive manufacturing. It is one of the. Top 10% journals in this field actually in additive manufacturing. And I think it's. One of the prestigious. And in that publication I tried to focus or find these novels.

Scanning strategy method. That can be adopted to lower the thermal gradient in the part. So that we can create a. Summits with lower processes. Induced crack.

Scanning strategy method. That can be adopted to lower the thermal gradient in the part. So that we can create a. Summits with lower processes. Induced crack. Because quite challenge.

Alright,

So you developed a scanning strategy to reduce thermal gradients and minimize cracks during manufacturing, which is a significant improvement in additive processes. What industry projects or consultancy experience do you have that connects your research directly to real-world manufacturing challenges?

So your work on scanning strategies to reduce cracks addresses a key challenge in advanced manufacturing. Now, switching to industry experience—can you describe a project or consultancy role where you applied your research findings or technical expertise to a real-world manufacturing setting?

I think I can say about the different project which in which I'm currently working. So it's a project in which I'm working with Iskconi and Volvo.

Alright, you're working on a project with Iskconi and Volvo.

And there we are trying to improve the surface like do the surface modifications of the. So I'm a project coordinator, so I'm dealing this project like I'm coordinating this project. So I'm trying to. Trying to find the solution or. I can't discuss in detail about what actually I'm doing, but. I'm trying to find the technical problems. Like related to the surfaces that can be. Somehow improve? So that it can overall perform the powertrain component.

So you’re the project coordinator, identifying technical issues with surface modifications to boost powertrain component performance, but you can’t go into further detail. Got it. Earlier,

So that is the major focus and I'm the project coordinator, so I'm trying to. Overall coordinate this project like how how we can find or make. So generally for giving the assignments and other tasks, generally I give them some. Questions related. I try to give a simple solution and then then. Or so that there will be some error in the problem or you know the questions which I am giving or the problem?

So that is the major focus and I'm the project coordinator, so I'm trying to. Overall coordinate this project like how how we can find or make. So generally for giving the assignments and other tasks, generally I give them some. Questions related. I try to give a simple solution and then then. Or so that there will be some error in the problem or you know the questions which I am giving or the problem? And then the. And I will ask them to find a solution. With their own thinking or with the knowledge? From through the studies. Author the books so that they will propose some. Dot com. I can give an example of the same. I think this five plasma filtering. Where I was. Asking them to. That like we have the nano alumina powders and then we want to fabricate or consolidate this powder. To get again the nanomaterials.

So you intentionally include small errors or ambiguities in assignment problems to push students to identify and correct them, which helps them think more critically. Can you give an example where a student caught something in your assignment and you used that as a teaching moment to deepen their understanding?

And then I asked them to I will hold the simpler temperature for a longer duration so that we will have a better. Vacation, uh. So generally I listen them. What they propose And then I tried to like. Practically, I try to adopt that. In front of you know all the students so that they will see. Whatever they propose, whether it's working or not. And then they will. They can, you know, understand more better like. What wrong they did actually? Or during the proposal and how they think actually. In a more fruitful way So that's the kind of approach generally I use So that's the kind of approach generally I use. Definitely I'm. Generally ask them if they find any difficulties they can come to me or they can write an e-mail. So that I can help them. Or I can ask like. The PhD student who can. Get support from other you know. From my colleagues.

Alright, so you gave them a problem about consolidating nano alumina powders,

And then I asked them to I will hold the simpler temperature for a longer duration so that we will have a better. Vacation, uh. So generally I listen them. What they propose And then I tried to like. Practically, I try to adopt that. In front of you know all the students so that they will see. Whatever they propose, whether it's working or not. And then they will. They can, you know, understand more better like.

So you actually run student suggestions in front of the class and treat them as experiments, so everyone gets to see the outcome and learn from the process. Now, stepping back—when you’re guiding a student on a research project,

So that kind of. Cockroach I use. So that I can. Supporting each of the problem like how they can fix it and. Where they find it? This kind of technical problem. So generally I propose like how it should be done and then you know what these are missing and how it can they can relate it to the practical examples of the industry relevant. So. Those kind of approach. Generally I use so that they get more understanding and then they can think also. Like where was the mistake and how they can improve it to have a better? Output however through more battery structure. Report So gently, the grading system. It goes through the department and it's approved by other colleagues also, so I try to be more fair in every sense So gently, the grading system. It goes through the department and it's approved by other colleagues also, so I try to be more fair in every sense. And definitely I divide each. Grading and different different patterns in different different parts like for the presentation.

So when students struggle, you make yourself available by email and encourage them to reach out, or sometimes you connect them with a PhD student or colleague for extra support.

So that kind of. Cockroach I use. So that I can. Supporting each of the problem like how they can fix it and. Where they find it? This kind of technical problem. So generally I propose like how it should be done and then you know what these are missing and how it can they can relate it to the practical examples of the industry relevant. So. Those kind of approach. Generally I use so that they get more understanding and then they can think also. Like where was the mistake and how they can improve it to have a better?

So you focus your feedback on showing students exactly where their arguments or examples don’t connect, and you prompt them to tie things back to real industry cases so the learning sticks. Shifting to something fundamental—when you’re evaluating student exams or assignments, how do you ensure your grading is fair and consistent across the entire group?

For the making the assignment. So that the. It will be fair. Divided in equally part.

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

Got it.

Then. About this assistant professor position.

You’re asking about the Assistant Professor position. The role focuses on teaching, mentoring, and guiding students in emerging technology areas—so you’d deliver classroom lectures,

Sorry, I have to ask about.

Of course, Professor. What would you like to ask about the Assistant Professor position?

Contribute.

You want to know how you could contribute in this position. In this role, you’d contribute by developing research in your specialty, mentoring students, and helping shape both curriculum and lab work—your industry and research experience would be valuable in connecting theory to practice and advancing departmental goals. Anything else, Professor?

Yeah. So how about the length of this contract? So is it a temporary position or it will be a permanent position?

Regarding contract length, this Assistant Professor (Research) position is typically offered as a fixed-term appointment—often for two or three years—with the possibility of renewal based on performance and institutional needs. It's not a permanent position at the outset, but strong performance and alignment with the department's goals can open opportunities for longer-term roles. Anything else on your mind, Professor?

No, I think. Yeah, I'm, I think done.