Yes, we can. Go ahead.

Please start by introducing your professional journey in academia

Yeah, I would like to inform that actually. So. I start my. Academic Journey. So. I was completed. Bachelors and Masters in. Saint Joseph College, Treche.

Alright,

So during, uh, since uh, 2013. Yeah. Yeah, exactly. The I, I. Chemistry. So general chemistry I have. Been studied. During bachelors and masters.

So Dr., when you're teaching introductory chemistry, what's one foundational concept you really enjoy helping students understand in the lab or classroom?

Yeah, actually I would like to teach uh. Some fundamental chemistry. So basically I am working on electrochemistry.

Okay, so you gravitate toward teaching electrochemistry fundamentals. When you introduce electrochemistry in the lab, what's one experiment or demonstration you use to really help students connect theory with what they see in practice?

So I would like to teach. Basic electrochemistry. Yup. Yeah, and. Yeah, actually we'd like to. We have some, uh. Testing the. Cells like anode and cathode. So how to uh connect the cells like a positive and negative side?

Uh, check the open circuit potential. Once we have to connect.

Okay, so you show students how to set up a cell, connect the anode and cathode, and identify the positive and negative sides. When students struggle to grasp why electrons flow from one side to the other,

Uh, check the open circuit potential. Once we have to connect. Yeah, yeah.

Uh, check the open circuit potential. Once we have to connect. Yeah, yeah. Yes.

Professor, your recent publication on performance-optimized diatom-SiOx anodes for lithium-ion batteries really caught my eye. How do you translate the complexity of that research into clear, understandable lessons for undergraduate students—especially when teaching about battery materials?

Mm-hmm.

Mm-hmm.

Yeah.

So you kept it pretty brief there, Dr. — when you're teaching undergraduates about battery materials, do you use models, analogies, or hands-on experiments to help them understand things like anode behavior and performance?

Yes, of course. Actually. I am basically working on. Currently the SA works on node material for lithium and battery applications. So in recently actually we have a. Mainly on we need more energy storage devices so. The lithium ion battery is most one of the. Best.

Alright, so you're working on anode materials for lithium-ion batteries and you see energy storage as a big need right now. For your undergraduate classes, do you have students actually build or test battery cells in the lab, or is it more theory and simulation?

So we. Focused on the Siyox online. So basically. I would. Yeah. Yeah.

Alright, so you're focused on SiOx anode materials. When students are working with these in the lab, what's the biggest misconception they have about how the anode actually affects battery performance?

Yeah, actually they want to know exactly what happens during the charging and discharging of SI works or not.

So how it is reacting with lithium? And uh, how? What are the difficulties?

Right,

Uh, going the lithium ion into the. Yeah.

Okay, so you're highlighting the challenges of how SiOx reacts with lithium during charge and discharge.

Alright, so you're focusing on lithium ions entering the anode material. When students ask about the difficulties—like volume expansion or capacity fading—how do you help them visualize those challenges in the classroom or lab?

Yeah.

Okay, so you see students grappling with lithium ions entering the anode material and the challenges that come with it. When you're guiding student research projects—especially those focused on battery chemistry—how do you encourage them to connect theoretical models to what they observe in real-world lab results?

Yeah, actually I have a some models, so I will show like, uh, some presentation. How the? Mechanism happening. During the. Battery. Charging and discharging process and the how volume expansion happens. And how the capacity fading? The capacity bedding is mainly focusing on the. Electron conductivity.

Dr., given your experience with SiOx anodes and lithium-ion battery research, where do you see the most fundable research directions over the next few years?

So we need to improve the electronic conductivity or nanotechnology like nanomaterial coatings. And some other. Yeah. Yeah, in India actually we have a. CR, an RF and DST. So they are MNRA. So this. These are the fundamental agencies. They are ready to fund the.

So we need to improve the electronic conductivity or nanotechnology like nanomaterial coatings. And some other. Yeah. Yeah, in India actually we have a. CR, an RF and DST. So they are MNRA. So this. These are the fundamental agencies. They are ready to fund the. Our research. They are very encouraging to. Grow up the battery research In India.

Makes sense. So let's pivot a bit — you mentioned using presentations and models to show students how volume expansion and capacity fading work in batteries.

Given your experience with research and teaching, let's talk about department responsibilities. 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?

Actually, yeah, it's a 200 people and during A1 lecture it's difficult to manage.

Uh, but I'll, uh. I will share the slides. As much as possible, the students and K.

Managing a large lecture like that is definitely a challenge, especially when you need consistent outcome data for accreditation.

Uh, but I'll, uh. I will share the slides. As much as possible, the students and K. Yeah.

Alright, Professor, let me give you a scenario. Imagine a student files a formal complaint, claiming their grade in your course was unfairly biased. At the same time, your department head is urging you to improve pass rates to meet institutional targets. How would you balance academic integrity with departmental pressure in that situation?

You mentioned research in battery materials and funding agencies like DST and MNRE. Given your background, do you have any connections or collaborations with industry that could help students get internships or placement opportunities in battery technology or related fields?

Yeah, exactly actually. I have been working in many industry. Not many industries, many in institutions in in India as well as abroad. So for example Iits. And, as in Norway, NTU. So I need any. I've been working with some industries as well.

So I have. Have more connections and collaborations with them. So I will ready to. Send some of the best students to. Something that you? Yeah Yeah, actually. Uh, I initially I am uh, more user friendly like I will. Take a students into the lab. And I'll show them like how? The practical difficulties and I will explain each and every steps.

So I have. Have more connections and collaborations with them. So I will ready to. Send some of the best students to. Something that you?

So you've worked with institutions like IITs and NTU in Norway, plus some industry partners. Can you name one or two companies you've collaborated with,

Since you mentioned guiding students on battery research and connecting them with industry, let me shift gears. When you're teaching theory and lab courses, what's your approach for making sure students actually understand the scientific principles behind battery materials, not just memorizing facts?

You take students into the lab and walk them through the steps, which helps them see the real challenges. When you evaluate student performance in both theory and lab, do you rely more on written exams, practical demonstrations, or something else to judge their understanding?

To understand them. And then for example you asked me like. Yeah, yeah.

Yeah.

Alright,

Okay, so you try to understand each student's needs and get them into the lab for hands-on explanation. When you're guiding student research projects, what's your process for helping them choose a topic and making sure their project is actually feasible?

Alright, you make sure to tailor your approach and get students into the lab for hands-on learning. When it comes to communicating complex research findings—say, results from a battery materials project—to a non-technical audience, how do you structure your explanation so it’s clear and engaging, not overwhelming?

Earlier tech. My students, those who are interested to me, work with me. Then I will explain.

What I am working? What are the typicalities in the battery research?

You mentioned your students who are interested to work with you—that’s definitely important for mentoring. When you communicate with them,

Yeah.

Okay,

You’re asking about the typical challenges in battery research. Can you walk me through one technical difficulty you’ve faced recently, and how you explained it to your students so they could grasp the chemistry behind it?

Yeah, actually I have been now uh some difficulties struggling on uh, SI works on out with the. Uh, blended with graphite. Material. Then I don't. Know the exact? Mechanism how the intercalation happening? Through graphite or as silicon?

Alright, so you're struggling to pin down the exact intercalation mechanism between silicon and graphite. When your students encounter similar uncertainties in the lab, how do you encourage them to tackle the ambiguity—do you push them toward literature review, experimental design, or something else?

Check the challenges. What are the capacities spreading from the silic?

You’re looking at the challenges related to silicon’s capacity fading. When you try to explain these issues—like capacity loss over cycles—to your students, what’s your go-to method for helping them understand what’s happening at the atomic or materials level?

Yeah, exactly like I will teach them. I will. I will. To say to them actually. To read the. Fundamental papers and take some points. And I have. Been some experience on some synchrotron XRD X-ray diffraction. To check the. Uh, mechanism of how the silicon graphite blended material? Reacting with the lithium. And give the capacity fading and what are the difficulties and struggling during the charging and the charging and we can. Check the mechanism.

Yeah, exactly like I will teach them. I will. I will. To say to them actually. To read the. Fundamental papers and take some points. And I have. Been some experience on some synchrotron XRD X-ray diffraction. To check the. Uh, mechanism of how the silicon graphite blended material? Reacting with the lithium. And give the capacity fading and what are the difficulties and struggling during the charging and the charging and we can. Check the mechanism. What? Not exactly happening?

During the battery. Charging and discharging. In silicon and graphic material.

Right, you’ve had students dig into fundamental papers and used synchrotron XRD to show them how blended silicon-graphite materials behave during charge and discharge. That’s a pretty advanced approach. Switching gears for a moment—can you tell me about your experience with student exam duties? For example, how do you handle grading practical lab exams versus written theory papers?

Right, you’re having your students read fundamental papers and you’re using synchrotron XRD to check the mechanism of silicon-graphite blend reactions with lithium. That’s pretty hands-on and research-driven. Now, thinking about your experience evaluating students—how do you balance practical lab assessments versus theoretical exams when deciding final grades?

Mm-hmm.

Yeah.

Okay, so you’re still thinking about battery materials during charge and discharge cycles. Switching gears a bit—can you tell me about your research publications? What’s one paper you’re especially proud of, and what impact did it have on the field?

Yeah, had during my PhD, actually, we have been. Was synthesized some activated cover from the waste materials.

Alright, you synthesized activated carbon from waste during your PhD.

So that will be more, more, more. In fact, after research. Yeah, experimental design. Then I will teach them, uh. The study of fundamental. Material. Uh, like XRD ROM and. To confirm the material. Priorities and. Other properties.

You’re guiding students through experimental design and teaching them to analyze material properties with tools like XRD and Raman.

So I will teach them the experimental as well as the fundamental, uh. Uh yeah. Uh, so the bachelor students. So I understand. Don't have much, uh, experience on laboratory. So I will take them. Tune into the laboratory, so I will.

I will be doing first. Experimental design with them. They will see the experimental What time do you?

Sounds like you make a real effort to get bachelor students comfortable in the lab, even if they're new to the equipment. When you’re guiding student research projects,

Alright, you start with experimental design alongside the students so they can see the process firsthand. How do you make sure they actually understand the reasoning behind each step, rather than just following instructions in the lab?

Yeah, actually. They have they they will see my uh, experimental handling of uh instrument as well as the. Chemicals. During the laboratory, one or two times. And then I. Teach them. I went to be in the lab. When they are doing. Then I will teach them and side by side. They have to understand what they are doing. In fundamental level like. Chemistry, what they are doing, the process, experimental designs.

Okay, so you’re right there with students as they work through the lab, helping them connect the fundamental chemistry with the hands-on process. Shifting to your communication style—how do you make sure your explanations are structured and clear, especially when you’re teaching complex concepts in theory courses?

And finally they wants. Where the material was designed, then they have to. Check the properties. For example, I will be in the lab. With the students, I will be more friendly and I will be teach. Uh by uh, more uh.

You’re aiming to be hands-on and approachable in the lab as students check material properties after synthesis. Switching topics—do you have any experience working on industry projects or consultancy work related to chemistry, maybe with battery companies or materials manufacturers?

Uh, more friendly. Like a very very slow manner, but when teaching. In the closest.

Okay, you’re focused on being friendly and slowing things down for students who might be struggling in the classroom. Dr., last key question for this section—do you hold a PhD in a relevant specialization, and if so, what was your research focus?

Yeah. And now I am focused on the. Lithium ion batteries and now I am been. Boeing to focus on the lithium ion battery recycling process. Follow some energy storage devices. Like. 4 DMIR batteries and uh Uh, yeah. Actually, during my PhD I have been uh. Went to the master's class and I will be in the evaluating some nanotechnology courses.

Yeah. And now I am focused on the. Lithium ion batteries and now I am been. Boeing to focus on the lithium ion battery recycling process.

Alright, so your PhD focused on lithium-ion batteries, and now you’re working on recycling processes. That covers specialization and research pretty well. One last thing—have you had any formal responsibilities evaluating students, like exam setting or grading, in previous roles?

Uh, and some criteria for students. How they are, uh. Yeah.

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

Yeah, actually.

Right,

Yeah, actually. Yeah, what's? Yeah.

Mm-hm. If you had another question about the student evaluation criteria or anything else regarding the role, feel free to ask.

Mm-hmm.

Yeah, actually my, my I applied for assistant professor research. I am most focused on the my research and. Pitching and guiding students. And to the basic and fundamental research and applications. Uh, in my way. In my. Such area. So that's my role. I think so. Yeah Now I know about the VIT university environment and research environment as well.

Yeah, actually my, my I applied for assistant professor research. I am most focused on the my research and. Pitching and guiding students. And to the basic and fundamental research and applications. Uh, in my way.

You’re most interested in guiding students on fundamental research and applications, with a strong focus on your own research direction. Thanks for sharing that, Dr. If you have any last questions about the assistant professor role or the chemistry team, let me know—otherwise, I’ll wrap up our conversation.