Yes.

Please start by introducing your professional journey in academia

Hello, good evening. So many. Is doctor Shivani Gupta. And, and, uh, currently, actually I'm working as assistant professor, uh, in mechanical engineering department.

Mechanical engineering — alright.

At MIT World Peace University, Pune. I I did my. Yes, we can. Mechanical engine. Yes, thank you.

Dr.

So I did my PhD from IIT Roorkee. In production engineering. In 2024. Show currently actually I'm teaching engineering graphics.

Alright, so you're teaching engineering graphics at MIT World Peace University after your PhD in production engineering from IIT Roorkee. What’s one way you make engineering graphics more engaging or accessible for students who might be struggling with the basics?

So in engineering graphics. I I am, uh, very. Yes. Actually I try to introduce engineer graphics with the help of some. Practicals means like what is the plane and how to understand the different planes and. We draw the projections. In the different different direction. So. So like practically I show. With the help of some aid. Apps or something?

Okay,

So that. As you can understand and I also use some like. It's in which direction we can focus on. Yes.

Dr. Gupta, your PhD thesis focused on developing biodegradable composites using microwave sintering for orthopedic applications. How did you adapt the advanced concepts from that research when explaining the topic of biomaterials to undergraduate students who may not have a strong background in materials science?

Basically, I also taught. Material Science.

Alright, so you also taught material science. When you were explaining the concept of biodegradable composites from your research, did you have a way to help students connect that idea to something familiar, like common plastics or metals they already know?

Uh, so, uh, because I did my PhD in. Yes. Yes.

So you’ve taught material science, and have a research background in biodegradable composites.

Yes.

Alright, since you've worked with both engineering graphics and material science, tell me about a student project you've supervised that combined concepts from both areas.

So like first we have to understand if we talk about the biotech materials, so degradable means like how to create any metal and polymer. In different environmental conditions or something, we can say we can create some synthetic. Condition also. And and uh, if. You are you, You ask that how? We can collaborate in gene graphics and. Material side so because. In engineering, graphics means. Uh, we can design any. System any product. And after that we have to go for the material.

So like first we have to understand if we talk about the biotech materials, so degradable means like how to create any metal and polymer. In different environmental conditions or something, we can say we can create some synthetic. Condition also. And and uh, if. You are you, You ask that how? We can collaborate in gene graphics and. Material side so because. In engineering, graphics means. Uh, we can design any. System any product. And after that we have to go for the material. Because my background is also manufacturing means mechanical engineering covers manufacturing and. Designing also. So first ways is the. The reason I mean that material. OK, so suppose like they have to design. Uh, any? This I am using laptop right now.

So like first we have to understand if we talk about the biotech materials, so degradable means like how to create any metal and polymer. In different environmental conditions or something, we can say we can create some synthetic. Condition also. And and uh, if. You are you, You ask that how? We can collaborate in gene graphics and. Material side so because. In engineering, graphics means. Uh, we can design any. System any product. And after that we have to go for the material. Because my background is also manufacturing means mechanical engineering covers manufacturing and. Designing also. So first ways is the. The reason I mean that material. OK, so suppose like they have to design. Uh, any? This I am using laptop right now. So this is a laptop so. Suppose they have to design. Any on this laptop cover?

So like first we have to understand if we talk about the biotech materials, so degradable means like how to create any metal and polymer. In different environmental conditions or something, we can say we can create some synthetic. Condition also. And and uh, if. You are you, You ask that how? We can collaborate in gene graphics and. Material side so because. In engineering, graphics means. Uh, we can design any. System any product. And after that we have to go for the material. Because my background is also manufacturing means mechanical engineering covers manufacturing and. Designing also. So first ways is the. The reason I mean that material. OK, so suppose like they have to design. Uh, any? This I am using laptop right now. So this is a laptop so. Suppose they have to design. Any on this laptop cover? Is hardwood like? Like outside cover? So first they have. Understood. Yes Yes.

Okay, so you’re saying the design work from engineering graphics feeds into material selection for the final product. Can you give me a concrete example from a student project where they had to make a decision about which material to use based on their design, and how you guided them through that process?

Alright, so you’re using the laptop as an example—students design the system in graphics, then you help them choose the right material based on the product requirements. How do you encourage students to consider manufacturing constraints, like cost or environmental impact, when they're making those material decisions?

Alright, so if students are designing something like a laptop cover,

Alright, Dr. Gupta, let’s shift to your research productivity and funding strategy. Given your work in biodegradable composites and production engineering, where do you see the most fundable research directions over the next three years? What types of grants or industry partnerships would you pursue to support that?

So actually I am working. I work in that biotech level. So I work for the medical application. Put up for biodegradable we can actually we already discussed that metal as well as polymers. So there are a lot of application of. Oliver also so. And other than in different application I also. Exploring the. Coating means like. Voting application to enhance the surface. Properties of any. Final product. OK.

Alright, let's talk about your approach in the classroom.

So so like I am also trying to collaborate with different industry. So that we can. Work and collaborate. Research Background. Yes. Project. Mm-hmm. Yeah. So first actually I showed up. PPT, PowerPoint presentation just. Give some umm umm. Like videos or something? Details and after that. I uh, discuss about the problems and I also. Use whiteboard. To draw, how to draw the different projections? And along with that. I also. Rome about like in the classroom and discuss and that guide to. Each and every student. So that they can understand if they are facing any issues. So this is the strategy basically I used.

So so like I am also trying to collaborate with different industry. So that we can. Work and collaborate. Research Background. Yes. Project. Mm-hmm. Yeah. So first actually I showed up. PPT, PowerPoint presentation just. Give some umm umm. Like videos or something? Details and after that. I uh, discuss about the problems and I also. Use whiteboard. To draw, how to draw the different projections? And along with that. I also. Rome about like in the classroom and discuss and that guide to. Each and every student.

You mentioned collaborating with industry and supervising practical projects, which ties into our institutional goals. Accreditation cycles can be pretty demanding—say you joined the department and found that our outcome assessment data was inconsistent across courses. How would you approach fixing that?

Okay, so you use PowerPoints and videos to introduce concepts, then switch to the whiteboard and move around the classroom for hands-on guidance. For outcome assessment, though—when data is inconsistent across courses—what steps would you actually take to get faculty on board and ensure reliable reporting semester after semester?

Yes.

So you make a point of guiding students individually, even in large classes. For accreditation, though, consistency is key—what would you do if some faculty resisted changing their reporting habits, or just didn’t see the value in standardized outcome assessment?

So what would?

I too uh. Actually there are lot of training session also. At my university where I am working right now.

Alright, Professor,

So you’ve participated in training sessions at your current university—sounds like you’re open to professional development. Imagine you’re in a situation where a colleague asks you to co-author a paper, but you notice some data in their draft looks questionable. How would you handle that conversation?

So during the assessment, I, uh. It's like I used to keep record. OK, so and I used to like. Do continuous class assessment as well as lab assessment. And every, uh, time. I let student know. What grade I am giving them?

Okay, Professor,

So I don't think so. Like they can say that I am biased. Gives grading or something. So this is the method. Mm-hmm.

Yes, actually I want to add one more thing actually.

Alright, so you don’t currently have industry connections for internships or joint projects.

You wanted to add something—go ahead.

This current react.

You mentioned “current react”—can you clarify what you mean, Professor? Are you referring to a research project, a teaching method, or something else?

They actually currently.

You paused at "they actually currently..."—can you finish your thought? What about "they" currently?

Yeah, actually I wanted to add. That I am also working.

Actually I'm working in internship team.

Alright, sounds like you're working on something new—can you tell me about a research project where you connected with industry,

You're part of the internship team now—so do you actively help students secure placements, or is your focus more on coordinating with companies and arranging interviews?

Mm-hmm.

Akshaya wanted to add. So I'm already working as a in a internship team and placement here. So I had. Like a connection with the industry also for their internship like. For getting internship.

Akshaya wanted to add. So I'm already working as a in a internship team and placement here. So I had. Like a connection with the industry also for their internship like. For getting internship. So. In this way I can help at. Mbit also.

Akshaya wanted to add. So I'm already working as a in a internship team and placement here. So I had. Like a connection with the industry also for their internship like. For getting internship. So. In this way I can help at. Mbit also. Because I have experience.

Akshaya wanted to add. So I'm already working as a in a internship team and placement here. So I had. Like a connection with the industry also for their internship like. For getting internship. So. In this way I can help at. Mbit also. Because I have experience. Yes.

So you’re already working with the internship and placement team, and you’ve built industry connections to help students get internships. Can you give me an example of a company you’ve worked with recently, or describe how you actually facilitate those industry links for students?

You mentioned connections with industry for internships, but I need a bit more detail—can you walk me through a specific project or consultancy you did with a company, maybe describe your role and what the outcome was for the students or the university?

You’ve got experience helping students secure internships and building industry connections. Now, let’s shift gears a bit—when you’re teaching theory and laboratory courses, how do you make sure students really understand the concepts, not just memorize them for exams?

Alright, so you’ve worked closely with industry for internships and placements, and you see that as an asset you’d bring to VIT as well. Shifting focus—when you’re teaching theory or lab courses, how do you make sure your students not only understand the concepts but can actually apply them in practice?

Mm-hmm.

Alright, I hear you. Let's switch topics—evaluating students is a big part of this role. When you're designing exams or practical assessments, how do you make sure they're fair and actually measure what students have learned, not just their memorization skills?

Sorry, can you repeat? Actually, what is your question?

Sure, I'll repeat the question. When you're designing exams or practical assessments, how do you make sure they're fair and actually measure what students have learned, not just their memorization skills?

OK.

Okay, just saying “yes” doesn’t really tell me much—can you give me a concrete example of an exam or assessment you designed, maybe describe how you structured it to test deeper understanding instead of rote memorization?

So if you talk about that engineering graphics, so I. Tech engineering like lab. Well, as theory, so in the lab. Yes. So I used to follow that group projects. And as well as like flip flop means like I gave different questions to the different students means like. Means one to 10. They will solve the different question and they like. 11 to 20 like this 1010 students. So I used to give different questions to different restaurants so that the variety of questions. Circulated with a different group of students and similarly. In the lab also. And we? Uh, what I can say?

Like used to give and ask and sometimes we also ask they.

Okay, so you used group projects and varied questions for different students in engineering graphics labs. You were about to say something about the lab—go on.

So you also ask students questions during the lab, and you use different sets for different groups—sounds like you’re trying to keep things interactive. What would you do if you noticed a group wasn’t engaging, or if their answers seemed more copied than genuinely understood?

Movie.

Alright, sounds like you’re still thinking on that last point. Let’s switch gears—communication is key in this role. When you’re explaining a complex mechatronics topic to students, how do you break it down so everyone can follow, even those struggling with the basics?

So actually I know there are different students level. Because I am teaching those students. So. When they make. On their group. So like we TR I always uh. Make that. Different restaurants should be in a. One group means like, not like. A very good students should be in a single. One group. And the basic like. To our students. So like big strength so that other student can help them. And they can understand the concept. And sometimes. Should present and they also explain how they solve the problems.

Right, so when you form groups, you mix students with different strengths so they can help each other and explain their solutions. Now, let’s talk about your research publications—can you give me an example of a paper you published in a reputed journal, and what the main contribution was?

What is the main contribution?

Sure, by “main contribution,” I mean the key new idea or result your paper offered—did it propose a new method, solve a practical problem, or open up a new research direction? Just walk me through what made your work stand out in that publication.

So currently actually I. Working on. This uh. Biomimic Design. OK, that for example that Bamboo inspired. Design, uh. For different applications basically focused on that. A medical application. So MY1M tech student, he's working on that so I. Started. Like how we can we? The bamboo anatomy. In the different structures and we can fabricate. Uh, by using different means like additive manufacturing? And after that? Testing and. What is that? Properties of those designs.

Alright, so you’re exploring biomimicry, using bamboo anatomy for medical device designs, and working with additive manufacturing to test new properties. That ties well into smart manufacturing and materials. Now, have you been involved in any industry projects or consultancy work—maybe something where you applied your research in a real-world setting?

And so that we can. Proposed for the. Orthopedic application so. One area I'm working. Yes.

And so that we can. Proposed for the. Orthopedic application so. One area I'm working. Yes. This right now I didn't. Approach industry. Industry But in future I plan to approach But in future I plan to approach. So what is it?

Okay, so you’re connecting your bamboo-inspired designs to orthopedic applications, which links your research to medical needs. Now, the role expects you to guide student research and projects—can you share a time you helped a student team move from an initial idea to a finished prototype, and what your approach was to mentoring them through setbacks?

Right, so you’re planning to approach industry for collaboration in the future, but haven’t done so yet. Let’s focus on your teaching—how do you structure theory and lab courses so that students not only grasp concepts but can apply them practically?

Sorry.

Yes.

No problem.

Alright, can you describe how you organize a lab session for mechatronics so students get hands-on experience, not just theory?

So for mechatronics actually. I don't have much idea about the mechatronics first, but. How? Umm. Design lapses and I can explain. Like. In theory classes we have to only give the concept, but in. Now we have to because if I, I have. Basic like concept. I know the basic concept of the metatronic. So we can give some different small projects. Means like. Talk some different, different parts of which we can talk about the robotics or something robot.

Alright, you mentioned giving small projects related to robotics in the lab, even if mechatronics isn’t your main area.

And they can. Few group can. Work on the. It's design. I think it's the. So first we have to explain. I will explain that. What is the exact? Mechanism. Umm. And then what is the applications? And in which way we can design this? What type of mechanism? Followed in to design A robot.

Okay, so you’d start by explaining the mechanism and the applications, then guide students through designing a robot by choosing the right mechanisms.

So different parts as well as how to integrate the different parts and what is the? Power system. So there are a lot of simulation software platform also.

Alright, so you help students integrate different robot parts and consider the power system, and use simulation platforms. When it comes to evaluating students—how do you make sure your assessments are fair and actually measure their understanding, not just memorization?

So before like making the prototype. Firstly, I suggest that. Yes. So we can ask question and we can also. Like assist.

So before they make the prototype, you prefer asking questions and assisting them. Can you give me a concrete example of a question you’d ask to check their actual understanding during a lab or project review?

Uh, in front of like during the lab session and. And uh. We suppose like. 1st is the. For what application they are designing that to vote?

Okay, so you’d ask about the application they’re designing their robot for during the lab session. What’s one other question you use to probe their understanding—maybe something about their choice of components or the integration process?

And 2nd that. What? And that. Uh, yes. Yes. And second question we can ask like for what type of? Means like what? Payload.

Alright, so you’d ask about the payload the robot needs to handle, which gets at their understanding of design constraints. Now,

They want to. Like, uh. Is like. Huh.

Alright, looks like you’re a bit stuck there. Let’s shift—can you tell me about your approach to communicating complex topics in a clear, structured way when you’re teaching?

Like different strategy we can follow.

Alright, so you mentioned using different strategies.

Like, uh. It's like. Hi.

You didn’t really get into a teaching strategy there. Let’s try this—imagine students are struggling to understand wafer fabrication steps in semiconductor manufacturing. How would you break that down so they actually get the logic behind it?

Uh, so like, uh. First I will take. Class 30 session. And after I will try to like. Already uh mentioned uh. Then we try to contact with industry. So nearby. So that we can go for the industry visit and like. Related to. Semiconductor. And they can and actually like. Uh, real life. They can understand, they can see.

That buffer how to? Fabricate and what is the different parts in that same connect?

Okay, so after a class session you arrange industry visits so students can see real-world semiconductor manufacturing. That’s a good way to make the process tangible. Switching gears—can you share an example of a research publication you’ve contributed to, and briefly describe your role in that project?

That buffer how to? Fabricate and what is the different parts in that same connect? Yes.

You mentioned the buffer fabrication and the different parts in semiconductor manufacturing, but your answer was a bit hard to follow. Can you walk me through, step by step, how you'd teach wafer fabrication in a lab course—what specific hands-on activities or experiments would you have students do?

Alright, you touched on buffer fabrication and the different parts, but I'm looking for something more concrete. Can you give me a brief example of a research article you've published—what was the main topic, and what part did you play in the project?

I did not publish any paper on this topic actually mentioned here.

Because. This is not my research work area.

No problem,

Got it,

Uh, yes.

Alright, since your experience isn't in those areas, I want to check—do you hold a PhD in a field related to mechatronics, smart manufacturing, or a similar specialization?

I I have PhD. I have PhD in materials.

Okay, so your doctorate is in materials. For this role, you'll often need to guide students on project work and research—how would you help a student who’s struggling to define a clear research question in a mechatronics or smart manufacturing project?

And like microwave. Material processing. Smart manufacturing, if you're talking about the smart manufacturing means like. Umm. You are talking about the. Nano fabrication. Or additive manufacturing 3D printing, right?

Alright, so you’re connecting smart manufacturing with nano fabrication and 3D printing. If a student came to you with a vague project idea like “using additive manufacturing for better material strength,” how would you guide them to narrow it down and form a researchable question?

So first of all I will ask like additive manufacturing for. Uh, good materials. Properties means first of all they have. To, uh, understand what material they want to buy because according to the material, there are a lot of. Different techniques. Are used in additive manufacturing because same material we cannot use same. So the first they have to understand means they. Divide the different materials. OK. And after that they have to decide? Means according to the material Kiwis technique, they should. Use after that.

What? What type of material? Again, like in that case we suppose like. For Polymer there is. Addition method for metals. Additive like laser centering method. Laser melting visa.

Okay, so you'd have them start by narrowing down the material and then select the right additive manufacturing technique for that material. Switching gears—how do you ensure your communication is structured and clear when teaching complex lab topics, especially for students who struggle to follow technical explanations?

What? What type of material? Again, like in that case we suppose like. For Polymer there is. Addition method for metals. Additive like laser centering method. Laser melting visa. But yes.

Alright, so you’d use examples like polymer addition methods and laser sintering for metals to clarify material-process fit. Can you give me a concrete example of how you’d structure a lecture or lab so students with different learning speeds all keep up—what strategies do you use if some students fall behind while others move ahead quickly?

Okay, so you’d use polymer-specific and metal-specific examples like laser sintering to clarify. Last one for this section—have you ever participated in evaluating students or managing exam duties, like setting questions or grading?

MMM.

You paused there—if you have handled exam duties before, can you tell me specifically what your involvement was, like setting questions or grading? If not, that's fine, just let me know.

I I I I never involved in this.

Alright, you haven't handled exam duties before, that's clear. One last thing—have you ever guided student project work or supervised research, even informally? If so, how did you support students through the research process?

Certain questions I. I did only that supervision duties. Means during the invigilation duties. So. Informally yes, like few students used to come. They are like they are not working under me but. I used to. Some problems so I used to. Help them.

I I like my best. Whatever I can do.

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

Alright.

MMM, no. Thank you.