Yeah, begin.

Yeah, begin. Let's begin our show.

Please start by introducing your professional journey in academia

Alright.

We can begin. I'm waiting for your questions. Hello. I'm not hearing any response from your side. Hello.

Let's dive in. Professor, when you're teaching introductory physics, is there a particular concept or experiment you find especially effective at sparking curiosity in students?

Yeah, uh, whenever. I'm teaching introductory physics.

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics.

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics. So so the first experiment. Uh, that I will uh explain to the student is. Photoelectric effect.

You mentioned teaching introductory physics, but I didn't catch which concept or demo you find really lights up the room for students. Is there a specific topic or experiment that you think works best to capture their attention?

Okay, so you brought up teaching quantum mechanics in the context of introductory physics. When you introduce quantum concepts to students who are new to the subject, what's your go-to analogy or demonstration to make those abstract ideas more concrete for them?

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics. So so the first experiment. Uh, that I will uh explain to the student is. Photoelectric effect. That is a very. Uh, very remarkable. Ex. Experiment in the field of quantum mechanics and it has started. Uh, a new research. Uh, quantum mechanics. OK, so in. Photoelectric effect. We see the particle nature of the light. That we now call it as photons. Earlier, the light was only considered as. Uh, having a wave nature. But. After the photoelectric effect. We can say we we have seen the evidence that the light also behave as. Particle so. So in the photoelectric effect, the experimental observation was. Uh, very groundbreaking. And and. We could not explain those. By simply the classical mechanics or the wave nature of the light. So for that we need a. Set of rules. And. That's how the Einstein came into the picture, and he explained the photoelectric effect.

Okay, so you like to start with the photoelectric effect when teaching quantum mechanics. When you walk students through that experiment, what’s your favorite way to connect it to something they already know from classical physics?

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics. So so the first experiment. Uh, that I will uh explain to the student is. Photoelectric effect. That is a very. Uh, very remarkable. Ex. Experiment in the field of quantum mechanics and it has started. Uh, a new research. Uh, quantum mechanics. OK, so in. Photoelectric effect. We see the particle nature of the light. That we now call it as photons. Earlier, the light was only considered as. Uh, having a wave nature. But. After the photoelectric effect. We can say we we have seen the evidence that the light also behave as. Particle so. So in the photoelectric effect, the experimental observation was. Uh, very groundbreaking. And and. We could not explain those. By simply the classical mechanics or the wave nature of the light. So for that we need a. Set of rules. And. That's how the Einstein came into the picture, and he explained the photoelectric effect. And and how? This experiment could be. Explained.

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics. So so the first experiment. Uh, that I will uh explain to the student is. Photoelectric effect. That is a very. Uh, very remarkable. Ex. Experiment in the field of quantum mechanics and it has started. Uh, a new research. Uh, quantum mechanics. OK, so in. Photoelectric effect. We see the particle nature of the light. That we now call it as photons. Earlier, the light was only considered as. Uh, having a wave nature. But. After the photoelectric effect. We can say we we have seen the evidence that the light also behave as. Particle so. So in the photoelectric effect, the experimental observation was. Uh, very groundbreaking. And and. We could not explain those. By simply the classical mechanics or the wave nature of the light. So for that we need a. Set of rules. And. That's how the Einstein came into the picture, and he explained the photoelectric effect. And and how? This experiment could be. Explained. So that is. The one experiment that I explained to the student and one more is. Particle in A1 dimensional box.

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics. So so the first experiment. Uh, that I will uh explain to the student is. Photoelectric effect. That is a very. Uh, very remarkable. Ex. Experiment in the field of quantum mechanics and it has started. Uh, a new research. Uh, quantum mechanics. OK, so in. Photoelectric effect. We see the particle nature of the light. That we now call it as photons. Earlier, the light was only considered as. Uh, having a wave nature. But. After the photoelectric effect. We can say we we have seen the evidence that the light also behave as. Particle so. So in the photoelectric effect, the experimental observation was. Uh, very groundbreaking. And and. We could not explain those. By simply the classical mechanics or the wave nature of the light. So for that we need a. Set of rules. And. That's how the Einstein came into the picture, and he explained the photoelectric effect. And and how? This experiment could be. Explained. So that is. The one experiment that I explained to the student and one more is. Particle in A1 dimensional box. That will give the real flavor of the quantum mechanics whenever student. Are understanding particle in A1 dimensional box, so they have. Lot more things to learn that how. Showinger WAVY questions. Are giving the idea about a system how a wave function? As giving the nature of the particle or the nature of the system.

Yeah, uh, whenever. I'm teaching introductory physics. Let us say I'm teaching quantum mechanics. So so the first experiment. Uh, that I will uh explain to the student is. Photoelectric effect. That is a very. Uh, very remarkable. Ex. Experiment in the field of quantum mechanics and it has started. Uh, a new research. Uh, quantum mechanics. OK, so in. Photoelectric effect. We see the particle nature of the light. That we now call it as photons. Earlier, the light was only considered as. Uh, having a wave nature. But. After the photoelectric effect. We can say we we have seen the evidence that the light also behave as. Particle so. So in the photoelectric effect, the experimental observation was. Uh, very groundbreaking. And and. We could not explain those. By simply the classical mechanics or the wave nature of the light. So for that we need a. Set of rules. And. That's how the Einstein came into the picture, and he explained the photoelectric effect. And and how? This experiment could be. Explained. So that is. The one experiment that I explained to the student and one more is. Particle in A1 dimensional box. That will give the real flavor of the quantum mechanics whenever student. Are understanding particle in A1 dimensional box, so they have. Lot more things to learn that how. Showinger WAVY questions. Are giving the idea about a system how a wave function? As giving the nature of the particle or the nature of the system. And how there are discrete energy levels that we find out. Uh, from that particle in a box problem. And more importantly. It will tell us. How the probabilistic nature of. Quantum mechanics or these microscopic particle came into picture. So oya. These two experiments. That I explained to the student for introductory physics.

Okay, so you like to open with the photoelectric effect to show students how classical physics breaks down. When you introduce that experiment, how do you help students who are struggling to accept the idea that light has both wave and particle properties?

Alright, so you like to use the photoelectric effect to show the shift from classical to quantum physics. When you introduce it, how do you address students who are skeptical about abandoning the wave-only model of light?

Okay, so you like to start with the photoelectric effect to hook students on quantum mechanics. When you introduce it, how do you help students who struggle to accept light behaving as both a wave and a particle?

Right, so you use the photoelectric effect and the particle-in-a-box as your go-to starting points for quantum mechanics. When you introduce those, how do you adjust your explanation if you're teaching students from a non-physics background, like engineers or chemists?

Alright, so you use the photoelectric effect and particle-in-a-box to help students see where classical ideas break down and quantum rules step in. When you explain the photoelectric effect in class, what’s one strategy you use to help students who are skeptical about light behaving as both a wave and a particle?

OK.

Dr., your recent publication on “Investigation of O+-ion irradiation effects on the critical current density and vortex pinning properties of FeTe0.62Se0.38 single crystals” in Physica B caught my attention. How do you incorporate insights from that advanced research when teaching solid state physics or superconductivity topics to undergraduates who may not have the same background?

Yeah, that's how.

So you keep it pretty high level—do you ever use demonstrations, analogies, or simple simulations from your research to help undergraduates visualize how ion irradiation changes superconducting properties, or do you save those details for more advanced classes?

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field.

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field. 2 conductors. Nine star expelled. Superconductor they are. Getting.

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field. 2 conductors. Nine star expelled. Superconductor they are. Getting. Air magnet that. This.

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field. 2 conductors. Nine star expelled. Superconductor they are. Getting. Air magnet that. This. All the minutes. Fields that are applied on it. So this is. How the? Conductor. There is a property of these type 2 superconductors that. They some amount of. Magnetically pass through it. And if. People you see bulk. The material is superconductor, but they. What's the feelings are?

You were starting to explain the difference between type 1 and type 2 superconductors, and how magnetic fields interact with them. Could you give a concrete example of how you might use your research findings—say, changes in critical current density after ion irradiation—to help students visualize or understand why material properties matter for real-world superconducting applications?

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field. 2 conductors. Nine star expelled. Superconductor they are. Getting. Air magnet that. This. All the minutes. Fields that are applied on it. So this is. How the? Conductor. There is a property of these type 2 superconductors that. They some amount of. Magnetically pass through it. And if. People you see bulk. The material is superconductor, but they. What's the feelings are? Thing and this is. So from. I will. These are the. Superconductors. And. Are important we have. Uh, high critical current, uh. Well then D. Whenever. So we type.

You were explaining how you introduce type 1 and type 2 superconductors and start with how they react to magnetic fields. I didn't quite catch your full example—could you walk me through how you use your research on ion irradiation to make the idea of vortex pinning concrete for students who might only know the basics?

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field. 2 conductors. Nine star expelled. Superconductor they are. Getting. Air magnet that. This. All the minutes. Fields that are applied on it. So this is. How the? Conductor. There is a property of these type 2 superconductors that. They some amount of. Magnetically pass through it. And if. People you see bulk. The material is superconductor, but they. What's the feelings are? Thing and this is. So from. I will. These are the. Superconductors. And. Are important we have. Uh, high critical current, uh. Well then D. Whenever. So we type. Conductors. Search what I have done I have. Increase oxygen ions. Into the. Sing pills.

Okay, so you start with the basics of superconductivity and how type 1 and type 2 respond to magnetic fields. Switching topics, your CV mentions work with machine learning and quantum computation—can you give an example of how you’ve used machine learning techniques in your research, and how you’d bring that perspective into the classroom for students who are new to both fields?

Yeah, that's how. Wonderful. The. Students that. Who don't know exactly. Activity so. Start X. Conductor. And different from a normal conductor or a normal. And then I will. In this a type 1 type. Conductor is. That. When uh. Apply a magnetic field. 2 conductors. Nine star expelled. Superconductor they are. Getting. Air magnet that. This. All the minutes. Fields that are applied on it. So this is. How the? Conductor. There is a property of these type 2 superconductors that. They some amount of. Magnetically pass through it. And if. People you see bulk. The material is superconductor, but they. What's the feelings are? Thing and this is. So from. I will. These are the. Superconductors. And. Are important we have. Uh, high critical current, uh. Well then D. Whenever. So we type. Conductors. Search what I have done I have. Increase oxygen ions. Into the. Sing pills. So done. Can you? Can you? Density. And that. It can nest. Of superconductor. Type superconductor. Factors so. So then in manner I will. Clean to the. So that all of. And all of them could enjoy. The physical conduct. So, MMM.

So you break down the basics of superconductivity for students, even if they're new to the topic. Switching gears, your resume lists experience with machine learning and quantum computation—how do you integrate those advanced topics into your teaching, especially for students with more traditional physics backgrounds?

Okay, so you start by building the foundation—what superconductivity is, how type 1 and type 2 behave under magnetic fields, and then connect it to your research on critical current and vortex pinning. When you're teaching about vortex pinning, do you use any analogies or visual aids to help undergraduates grasp that idea, or do you rely mainly on equations and data?

Alright, so you're explaining type 1 and type 2 superconductors and using your own research on ion irradiation to show how properties like critical current can be changed. When you introduce the idea of vortex pinning from your work, how do you help undergraduates grasp why it's important for real-world applications, not just the theory?

Okay, so you start with the basics and then bring in your research on how oxygen ion irradiation changes the properties of superconductors. When you explain vortex pinning and critical current to undergrads, do you use any demonstrations or analogies to make those abstract concepts stick?

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge.

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge. And. Enter like. To enter some. Into that sponge.

So you start by getting students to imagine something familiar, like a sponge, to help them visualize critical current density. Let me switch gears for a moment. Your CV also mentions projects applying machine learning to semiconductor device physics. Can you give me a specific example of how you bridge that interdisciplinary work when teaching—say, how you’d explain the use of machine learning in device modeling to students who mainly have a physics background?

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge. And. Enter like. To enter some. Into that sponge. That sponge and. But. Section it will. Normal but. That that means. From top to bottom. How similar way the?

Now, focusing on your research productivity and funding plans—given your experience with ion irradiation in superconductors and your interests in quantum computation, where do you see the most fundable research directions over the next three years? What specific grants or funding agencies would you target to support your work?

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge. And. Enter like. To enter some. Into that sponge. That sponge and. But. Section it will. Normal but. That that means. From top to bottom. How similar way the? Tider. So. I can uh. Show. That how? Few things are entry.

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge. And. Enter like. To enter some. Into that sponge. That sponge and. But. Section it will. Normal but. That that means. From top to bottom. How similar way the? Tider. So. I can uh. Show. That how? Few things are entry. And and they are. Superconductors and. Density.

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge. And. Enter like. To enter some. Into that sponge. That sponge and. But. Section it will. Normal but. That that means. From top to bottom. How similar way the? Tider. So. I can uh. Show. That how? Few things are entry. And and they are. Superconductors and. Density. I will explain to. Student that imagine. If uh. To surpass a certain amount. To a water and. In conduct. But if you. The amount of current. Beyond the content. Then it will. Non superconductor it. Become a normal. Conductor.

Alright, using the sponge analogy to get across the idea of current flowing and critical current density is clever. Thinking institutionally—given your recent work in superconductors and your interests in quantum computation, where do you see the most promising opportunities for securing external research funding over the next three years? If you were to lead a group at VIT, which grants or industry partnerships would you target first?

Yeah, definitely. So. Explain and create. Cell current density. We can. I will. Start. Explain. Into friend that imagine. You have a sponge. And. Enter like. To enter some. Into that sponge. That sponge and. But. Section it will. Normal but. That that means. From top to bottom. How similar way the? Tider. So. I can uh. Show. That how? Few things are entry. And and they are. Superconductors and. Density. I will explain to. Student that imagine. If uh. To surpass a certain amount. To a water and. In conduct. But if you. The amount of current. Beyond the content. Then it will. Non superconductor it. Become a normal. Conductor. And there are. One of the reason is. When you pass large amount. Current. That are there that. Superconductivity.

Alright, so you use that sponge analogy to help students visualize how current and magnetic fields interact in superconductors. Now, thinking institutionally—given your recent work in superconductors and your interest in quantum computation, where do you see the most fundable research directions over the next few years, and what kinds of grants would you target to support that work?

Alright, you use the sponge analogy to help students grasp critical current density in superconductors. Now, thinking institutionally—given your recent work in superconductors and your interest in quantum computation, where do you see the most fundable research directions over the next few years? Which grants or funding sources would you prioritize for building a sustainable research group?

Alright, so you use familiar objects like a sponge and water flow to help students grasp how superconductors behave when current exceeds the critical threshold. Let's shift to the research side for a moment—how do you approach the publishing process for your research, and do you have a strategy for targeting high-impact journals to boost the university’s reputation?

So you use analogies like the sponge and water to help students connect with the physics of superconductors and critical current. Shifting focus to your research productivity—given your experience with ion irradiation in superconductors and your interest in quantum computation, where do you see the most fundable research directions for the next few years? Are there specific grants or funding agencies you’d target based on your current work?

Yeah.

Alright, let's pivot to teaching innovation. Suppose you're mentoring a group of undergraduates in a physics lab where they're exploring semiconductor devices. How would you structure that experience to push them beyond just following instructions, so they actually develop new ideas or approaches?

Yeah. On my current search and my current. Trust. Oh, I think. And. Which we can make. Through uh. Sing 10. By using 10. Superconductors. And uh. Also use. To the, uh, materials. Where I. Use my single group. And then export. Them and putting on a. Then I'm thinking to pursue. Research and other in the. And yes. And the research fund. Uh, early search. CB and. The ARF uh. Funding.

Yeah. On my current search and my current. Trust. Oh, I think. And. Which we can make. Through uh. Sing 10. By using 10. Superconductors. And uh. Also use. To the, uh, materials. Where I. Use my single group. And then export. Them and putting on a. Then I'm thinking to pursue. Research and other in the. And yes. And the research fund. Uh, early search. CB and. The ARF uh. Funding. For funding my research work.

Okay, so you’re thinking about using your single crystal work and exploring new materials, and you mentioned targeting SERB and ARF for funding. If you had a group of undergraduates in the lab working on innovative outcomes in semiconductor device research, how would you structure their project experience to maximize creativity and practical learning?

Alright, so you’re looking at using your single crystal work and new materials, and you mentioned SERB and ARF for funding. Now, say you’re mentoring a group of undergrads in a physics lab on semiconductor devices. How would you structure that experience to make sure students actually drive the innovation themselves instead of just following step-by-step instructions?

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student.

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper.

You mentioned that it's a challenge, especially with undergraduates and postgraduates, to get them to innovate rather than just follow instructions. Can you share a specific example of how you've encouraged students in a lab to propose their own experimental modifications or hypotheses, rather than just completing the assigned protocol?

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what?

So you're saying you challenge your students, both undergrad and postgrad, to solve problems for themselves and not just follow a script. Can you give me a concrete example of a lab activity or project in semiconductor device physics where you saw students come up with something genuinely innovative?

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

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during.

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during. Search. Things to learn when they are. So I. Inspiring them.

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during. Search. Things to learn when they are. So I. Inspiring them. Uh, making all the. Read the research methodologies.

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during. Search. Things to learn when they are. So I. Inspiring them. Uh, making all the. Read the research methodologies. Ignite side them that. They can do their own research independently. Help. Times for them. And. Uh, their research method. Upon the. College that they. As well and. They by themselves and they. It with the. They all with. And so these, uh. In the department.

You mentioned giving students space to explore and encouraging self-driven work, but can you give me a concrete example of a time when a student or group actually made an unexpected innovation in your lab, and how you handled that as a mentor?

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during. Search. Things to learn when they are. So I. Inspiring them. Uh, making all the. Read the research methodologies. Ignite side them that. They can do their own research independently. Help. Times for them. And. Uh, their research method. Upon the. College that they. As well and. They by themselves and they. It with the. They all with. And so these, uh. In the department. And other institutes.

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during. Search. Things to learn when they are. So I. Inspiring them. Uh, making all the. Read the research methodologies. Ignite side them that. They can do their own research independently. Help. Times for them. And. Uh, their research method. Upon the. College that they. As well and. They by themselves and they. It with the. They all with. And so these, uh. In the department. And other institutes. So that they are having. Welcome to work on. And they need my guidance. I will be program.

Yeah, definitely. So that's a way. Challenge. Do uh. It under postcard student. Self. And. And the. Accurate, not. They give them a proper. The field. To read what? Uh, what? On if they are uh. There's. If they. I will. Them and. Pat on the back that. Yes you can do. This and and uh. That which they can. Of India, they can. And research, uh. Very them and. Uh uh, which they can. Follow during. Search. Things to learn when they are. So I. Inspiring them. Uh, making all the. Read the research methodologies. Ignite side them that. They can do their own research independently. Help. Times for them. And. Uh, their research method. Upon the. College that they. As well and. They by themselves and they. It with the. They all with. And so these, uh. In the department. And other institutes. So that they are having. Welcome to work on. And they need my guidance. I will be program. Helping them. So this is the. I want to go with. With student. To have a. Potential. Great. Search for our lab group.

Okay, so you focus on encouragement and giving students direction without micromanaging—sounds like you want them to build both confidence and technical skills. When it comes to accreditation, though, there’s often a lot of paperwork and outcome tracking. If you noticed your colleagues weren’t consistently documenting lab outcomes for student projects, how would you help bring everyone into compliance without just adding more bureaucracy?

You mentioned encouraging students to read research methodologies and giving them space to try things—can you give one concrete example where that approach led to a student making an unexpected discovery or innovation in your lab?

Right, so you focus on inspiring students, letting them explore research methodologies, and encouraging independent work in the department. Now, Professor, 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?

Alright, so you focus on inspiring students, making sure they get exposure to research methods, and encouraging them to take ownership—even collaborating with other institutes. Shifting gears, Professor, accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across physics courses, how would you approach fixing that?

You emphasized inspiring students, letting them explore research methods independently, and connecting them with other institutes—sounds like you try to create a research community, not just a classroom. Now, Professor, accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across physics courses, how would you approach fixing that?

Right, so you emphasized inspiring students, making sure they get exposure to research methods, and encouraging them to take ownership—even collaborating with other institutes. Shifting gears, Professor, 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?

These are indeed. And they are. Engineering due to manage.

Managing accreditation data is definitely a challenge. You mentioned it's due to engineering, but can you give me one specific approach you’d take to actually standardize the outcome assessment data across courses? For example, would you create new templates, run workshops, or something else?

These are indeed. And they are. Engineering due to manage. LP. With the. Kind of affairs. For once, and in my, uh, experience. In my experience here. I have had uh. Friend uh, departments and the. So all the. Signs given by. Agencies.

These are indeed. And they are. Engineering due to manage. LP. With the. Kind of affairs. For once, and in my, uh, experience. In my experience here. I have had uh. Friend uh, departments and the. So all the. Signs given by. Agencies. And then for them. And. Delegating our. Work No.

Alright, let's shift gears. Professor, imagine a situation where a student files a formal complaint, alleging your grading was biased. At the same time, your department head is quietly pressuring you to raise pass rates for the course. How would you handle this tension between academic integrity and the institutional pressure to improve outcomes?

Alright, so you've had experience dealing with different departments and science agencies, and you mentioned delegating work. Let's try a scenario—imagine a student files a formal complaint, alleging your grading was biased, while your department head is quietly pressuring you to improve pass rates. How would you navigate that situation?

OK, you're saying that? If imagine a student is for. Filing a complaint and department head. Uh, is getting pressurized.

OK, you're saying that? If imagine a student is for. Filing a complaint and department head. Uh, is getting pressurized. So in the. See you see the? Because of that issue. We we have. Uh, follow hierarchy. And then take. And write from the ground.

Yeah, that's the scenario. Let's say the student insists their grade was unfair, and your department head wants you to increase pass rates, maybe by being more lenient. How would you handle that tension and still maintain your integrity as an instructor?

OK, you're saying that? If imagine a student is for. Filing a complaint and department head. Uh, is getting pressurized. So in the. See you see the? Because of that issue. We we have. Uh, follow hierarchy. And then take. And write from the ground. And then what? This and the situation as as it is. And. Then the right decision. Accordingly. According. I think that. Push that I will follow.

OK, you're saying that? If imagine a student is for. Filing a complaint and department head. Uh, is getting pressurized. So in the. See you see the? Because of that issue. We we have. Uh, follow hierarchy. And then take. And write from the ground. And then what? This and the situation as as it is. And. Then the right decision. Accordingly. According. I think that. Push that I will follow. According to the university, Norman following. Proper. Uh. By the by the institute norms.

Right, so you'd follow the institutional hierarchy and address the issue formally from the ground up. If the department head disagrees with your approach and insists you change your grading to boost pass rates, how would you respond?

So you’d follow the formal hierarchy and let the process play out as it’s designed. If the department head kept pressing you to change grades or adjust your grading policy to boost pass rates—even after you explained your approach—how would you respond?

You'd follow institutional norms and escalate the issue through the proper hierarchy if needed. If your department head kept pressing you informally—off the record—to change your grading or relax standards, even after you'd gone through the official process, what would you do then?

I will not. I will not do do I will. The right.

I will not. I will not do do I will. The right. I will not get pre. Pleased by by. Patience and I will. Go ethics.

I will not. I will not do do I will. The right. I will not get pre. Pleased by by. Patience and I will. Go ethics. Say is if the student deserve. Under Will. Good morning. Wondered if. But I will give him. But uh. Noness. Uh, I will, uh, not. Business in this case.

Given your background in semiconductor device physics, do you have any ongoing or past collaborations with industry partners that could help students access real-world internships or project opportunities?

I will not. I will not do do I will. The right. I will not get pre. Pleased by by. Patience and I will. Go ethics. Say is if the student deserve. Under Will. Good morning. Wondered if. But I will give him. But uh. Noness. Uh, I will, uh, not. Business in this case. And I will.

I will not. I will not do do I will. The right. I will not get pre. Pleased by by. Patience and I will. Go ethics. Say is if the student deserve. Under Will. Good morning. Wondered if. But I will give him. But uh. Noness. Uh, I will, uh, not. Business in this case. And I will. Priced by. Situations.

You said you wouldn't let pressure compromise your ethics, even if the department head kept insisting. That's important for academic integrity. Now, given VIT's emphasis on preparing students for real-world careers, can you share how you've connected students to industry opportunities in the past—maybe through internships, collaborative projects, or bringing in current industry challenges to your classroom?

You made it clear you wouldn’t let pressure or informal requests sway your grading—ethics come first, and students get the grade they’ve earned. Now, with VIT’s emphasis on preparing students for real-world careers, how do you actively connect physics coursework or labs with industry trends or employer needs?

Alright, you made it clear you’d stick to your ethical standards and not let informal pressure from above change your grading—students get the grade they’ve earned. Now, with VIT’s emphasis on preparing students for real industry roles, have you been involved in any collaborations or consulting with semiconductor or quantum technology companies that could open up internship or project opportunities for your students?

You made it clear you wouldn’t let pressure or informal requests sway your grading—ethics come first, and students get the grade they’ve earned. Now, with VIT’s emphasis on preparing students for real-world careers, have you collaborated with industry partners or facilitated any internships or projects that directly helped your students gain professional experience in semiconductor device physics or a related area?

Yeah. Students at L2 I had. To more than.

Yeah. Students at L2 I had. To more than. So those who are. Sitting in. Placement rounds and. Tips, and they are. Some projects. Uh, at 2 and at some other.

Alright, Professor, let's touch on a few technical areas. Suppose you're designing a course module on theoretical physics—how would you introduce symmetry principles to students who've only seen basic classical mechanics?

Alright,

Is the student name. Them and go. I'm, uh, action. So. Make.

You mentioned making sure students are in action and taking initiative. Can you give me a specific example of how you helped a student or a team move from just following instructions to actually designing or troubleshooting part of a semiconductor device experiment themselves?

Is the student name. Them and go. I'm, uh, action. So. Make. They they take for the. Upcoming. Challenges. Uh, in the tops, uh, and. With views of. Where they have the credit. To know these things that and they. Hand hands on experience.

Okay, so you make sure students get hands-on experience and credit for what they accomplish. Let's talk about machine learning—have you ever integrated any machine learning tools or concepts, either in your research or in student projects? If so, what was the real-world problem you tackled, and how did you go about it?

OK, uh. Talking the machine.

OK, uh. Talking the machine. Uh, I have. And. Metrophysicist.

You started to talk about machine learning—can you give me an example where you actually applied a machine learning technique to your research or to a student-led project, and what the practical impact was?

You mentioned being a metrophysicist, but I need a bit more detail—have you actually used a machine learning technique on a specific research problem, or supervised a student project where ML was applied to a real dataset? Walk me through one concrete example.

OK, uh. Talking the machine. Uh, I have. And. Metrophysicist. But right now in. And one month. I was. Gone. I don't know so machine learning project and. I was too, uh, in. Complete machine learning into my region. As well for the. That I was I'm just. And starting understand. Of machine learning and how. I can integrate. As soon as I am well. Just, uh. Make. Students understand, uh, the. And. In. Everybody wouldn't allow. Weather but right. I am in the. Oh, I'm, uh, I'm also. Learning and. The models which. Use and. I will definitely. And then? Student in this field.

You’re in the early stages of integrating machine learning, so let’s move to quantum computation. Imagine you’re supervising a student project where they’re trying to simulate a simple quantum algorithm like Grover’s search on classical hardware. What practical difficulties do you expect them to run into, and how would you advise them to address those?

In predict. Patient. I haven't. Worked in competition.

In predict. Patient. I haven't. Worked in competition. Superconductivity. Films Single crystal.

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

In predict. Patient. I haven't. Worked in competition. Superconductivity. Films Single crystal. Basically the expect. Until uh. Furnace Metrophysics. I'm not aware exactly.

In predict. Patient. I haven't. Worked in competition. Superconductivity. Films Single crystal. Basically the expect. Until uh. Furnace Metrophysics. I'm not aware exactly. Quantum computation. But uh, I'm not the expert. Competition. So that. Guide the student first. To, uh, study. Them by their self and then. With a mental. Or with expert of the feed. And connect them with. Heard of then? They can understand the things. Very well Yeah def. Hey I want to ask about. Then what? What? My rule, uh. And what? The expectation of the Institute from my side.

Alright.

In predict. Patient. I haven't. Worked in competition. Superconductivity. Films Single crystal. Basically the expect. Until uh. Furnace Metrophysics. I'm not aware exactly. Quantum computation. But uh, I'm not the expert.

In predict. Patient. I haven't. Worked in competition. Superconductivity. Films Single crystal. Basically the expect. Until uh. Furnace Metrophysics. I'm not aware exactly. Quantum computation. But uh, I'm not the expert. Competition. So that. Guide the student first. To, uh, study. Them by their self and then. With a mental. Or with expert of the feed.

You mentioned working with superconducting films and single crystals but not directly with quantum computation—that’s clear. Alright, Professor, we’re wrapping up. Is there anything you’d like to ask about the role or the team?

You mentioned you're still learning about quantum computation and haven't worked directly in that area, but you've got strong experience with superconducting films and single crystals. Alright, Professor, we're wrapping up. Is there anything you'd like to ask about the role or the team?

You mentioned working with superconducting films and single crystals but not directly with quantum computation—that’s clear. Alright, Professor, we’re wrapping up. Is there anything you’d like to ask about the role or the team?

Yeah def. Hey I want to ask about. Then what? What? My rule, uh. And what? The expectation of the Institute from my side. As with. Team I was working. With which department I will? With and. These are the. Who? Uh, I? And I can. With some. Please as well.

Right, so you're asking about your role and what the institute expects from you. The position is focused on both advancing research—especially in areas like semiconductor device physics and theoretical physics—and delivering high-quality teaching, including mentorship and curriculum development. You'll be expected to contribute to grant applications, publish in reputable journals, and actively engage students in both lab and classroom settings. Is there anything else you'd like to know about the team or the department?