Sure.

Yeah, so I am Doctor Gaurav Nath. I am a researcher in the field of lattice Boltzmann method. I've done my PhD from Indian Institute of Technology, Delhi. Where the topic of my PhD thesis was bottom up and directed self assembly using the lattice. They developed develop. Special artist Portsmouth models to tackle. Specific problems in the field of self-assembly. And we got some good publications from there. After that. That's I did a two year contractual postdoc from the Helmholtz Institute in Alangan Nuremberg. Direct further extended my Lattice Boltzmann research. And were able to produce 2 good publications. From that work.

Please start by introducing your professional journey in academia

Okay, Dr. Nath, you mentioned developing specialized Lattice Boltzmann models during your research. Shifting gears a bit—when you're teaching foundational concepts to new students, is there a particular topic in your field that you find especially rewarding or enjoyable to explain?

Yes. The most? Most important topic for thermal engineers that I. Life to explain is renowned transport theorem. I feel like it's at the core of all the. Engineering concepts and it's a must know. For every good engineer.

Right, you see the Reynolds Transport Theorem as foundational for thermal engineers. When you're explaining it to students for the first time, how do you make that abstract concept feel concrete or relevant to them?

So this. They don't. Transport theorem is based on this fundamental concept. That the laws that you already know. Systems like low conservation of mass, momentum and energy. You learn to apply them to control volumes. And from and by applying. Control volumes to get these new conservation equations for. The continuity equation, the momentum equation, which eventually becomes the Navier Stokes equation and the energy equation. So this important connection. So what? They already know you hand hold them into this new concept. That is the most important. I'm done with the answer.

Dr. Nath, your publication in the Journal of Chemical Physics on "Reaction-limited evaporation for color-gradient lattice Boltzmann multicomponent model" caught my eye. How have insights from that research influenced the way you design lab experiments or demonstrations when you're teaching undergraduate students?

So that paper was born out of a. So when I went for my postdoctoral at the Helmholtz Institute, they were using the color gradient multi component model. That was quite efficient, but it lacked an evaporation model, so there was a necessity. Foreign evaporation models. So we proposed a novice. To do reaction limited evaporation. The interesting thing was that model could not do. Diffusion emitted evaporation, so we had to come up with the innovative normal way to do reaction emitted evaporation. So this is the kind of mindset you need to teach to undergraduate students like. When there's a need for something, you have to work out a creative solution for that problem. All right, that's my answer.

You emphasized that the need for a new evaporation model drove your creative approach—showing students that innovation often starts with a practical gap is a strong lesson. When you guide undergraduates through their own research or projects, how do you encourage them to recognize those moments where a new solution is required, rather than just applying existing methods?

Yeah. So in the field of research. What we do? An important step that is called the literature review. So be. Before you start looking for new solutions, you look for the existing solutions that are there in the literature or in the industry, for example. If there's something that works good enough, usually it's a good thing to just go with that. But when the need arises that there is no. Current solution that will suffice our problem. Then there is a need. To come up with something, no. And it also needs to be cost effective as well.

Right, so you put a lot of weight on a thorough literature review before deciding if innovation’s needed, and you also factor in cost-effectiveness. When you’re evaluating student proposals, how do you assess whether their suggested solution is genuinely novel or just a minor tweak on existing methods?

So I push. Think it's not? And uh. Bad thing to do a minor tweak on existing methods, because iterative progress is also good progress. But if every once in a while is also new to try out something completely new because you never know, it might work. But it should be within the reach of the current technology and the current resources, because you cannot propose something too. Out of. Pure how do I say comfort zone out of your resources at the moment, but. Still a good exercise to actually think something out the box. Alright. All right, that's my answer.

Dr. Nath, given your experience with the Lattice Boltzmann method and self-assembly, where do you see the most fundable research directions emerging in your field over the next three years? Are there particular grants or agencies you’d prioritize for pursuing external funding?

Yeah. So in the field of sales assembly, I would say the application I've worked on in my PR. As well as in my post doc. Was in Jet printing application. And so. Something that started to gain some traction again. Because it can be used to deposit down up. And can be used in the field of electronics as well. And as far as funding is considered. One of the most important findings that a young researcher. Can apply for. Is the Prime Minister early career research craft? Right. Or some sort of core research grant that's offered by the current administration, which is the ANRF. So that is the 2 main grants that I will try to apply for. And the main goal is basically pushing for some sort of additive manufacturing or inkjet printing type process because that involves this self assembly. That I've worked on. So this would be my. Goal going forward for the next three years.

Yeah. So in the field of sales assembly, I would say the application I've worked on in my PR. As well as in my post doc. Was in Jet printing application. And so. Something that started to gain some traction again. Because it can be used to deposit down up. And can be used in the field of electronics as well. And as far as funding is considered. One of the most important findings that a young researcher. Can apply for. Is the Prime Minister early career research craft?

Yeah. So in the field of sales assembly, I would say the application I've worked on in my PR. As well as in my post doc. Was in Jet printing application. And so. Something that started to gain some traction again. Because it can be used to deposit down up. And can be used in the field of electronics as well.

Yeah. So in the field of sales assembly, I would say the application I've worked on in my PR. As well as in my post doc. Was in Jet printing application.

So, you see jet printing applications as a key area for self-assembly research. For funding, are there particular agencies—say, DST, SERB, or international bodies—you’d prioritize, and what makes those the right fit for your work?

So you see jet printing for electronics as a fundable direction building on your self-assembly research. For specific grants, would you lean towards national agencies like DST or SERB, or is there an international program you’d target first—and what’s your reasoning?

Okay, so you’d look to the Prime Minister’s early career research grant for support in jet printing and self-assembly. If you were building a research group around this direction, what sort of interdisciplinary collaborations or lab infrastructure would you prioritize to maximize your impact and long-term funding prospects?

You’ve clearly got a strong research focus, but I want to shift to your teaching approach. Let’s say you’re designing a new course in Smart Manufacturing for VIT. Instead of relying on traditional lectures, what specific methods or activities would you use to make your sessions interactive and get students actively involved with the material?

So when it comes to manufacturing? Everything is automated nowadays, but that would require you require the students to learn to use computers. So it's very important that. The students get hands-on with the supports that are being used in industry, for example. And if the industrial softwares are too commercial, they can still get some experience with open source. Software S that. So it's more important that students instead of just the lectures. Get hands-on experience with softwares that are used in the industry. Whether it be commercial or whether it be open source. So every. Course that is made must include. A lab there. Students can actually work on. The report pairs that are being used in the industry, this would be an important aspect. When we. Try to design a new course. Alright.

So when it comes to manufacturing? Everything is automated nowadays, but that would require you require the students to learn to use computers. So it's very important that. The students get hands-on with the supports that are being used in industry, for example. And if the industrial softwares are too commercial, they can still get some experience with open source. Software S that. So it's more important that students instead of just the lectures. Get hands-on experience with softwares that are used in the industry. Whether it be commercial or whether it be open source. So every. Course that is made must include. A lab there. Students can actually work on. The report pairs that are being used in the industry, this would be an important aspect. When we. Try to design a new course. Alright. All right, that's my answer.

Right, so spotting student engagement is key. Now, let’s talk about a different kind of responsibility—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?

You stressed the importance of hands-on labs and using the same kinds of software that industry relies on, even if it means turning to open source when commercial options aren’t available. For a new lab-based course in Mechatronics or Smart Vehicle Technologies, how would you structure the balance between theory and practical lab sessions to make sure students really understand the material, not just follow instructions?

Yeah. So I think. The easiest way to connect ports, for example practical hands-on approach and theory is to basically start with a small project. So you. So you assign them a small project in which the objectives are clear to you. We are going to design one specific. Project right? And this product must have the following requirements. So first we'll start with the theory as to how. What kind of theoretical plan we can make to. Satisfy these requirements once we have. Calculated the theoretical requirements, then we'll move on to the hands-on lab session and try to recreate. The product so that is satisfied the theoretical requirements. And this. This will also enable these students to understand the limitations of what the theory can predict and how much you can actually. Realize that in a hands on arrangement. So in this way you get the. Advantages and disadvantages of both the theory as well as the hands on experience. So my. Approach in this case is to basically start with a project. Of some sort with very clear objectives and that requires support the theoretical as well as the hands on part. And then come. Compare their experience and. Advantages and disadvantages?

So you’d start with a project that has clear objectives, lead students through the theory to plan it out, and then move them into the lab to see where the theory holds up and where it doesn’t—so they learn from the gap between prediction and reality. Now, beyond research and teaching, how do you see yourself contributing to department-level responsibilities like curriculum committees or program reviews, especially when it comes to maintaining accreditation standards?

Yeah. So I think it's very important when it comes to designing a set curriculum. For the department that it should be in line with the current industrial as well as research trends, so this is something that a person should contribute to. And push for new courses. Which are in. Trend at the moment. So for example I work in lattice sportsman method and is slowly emerging. As a. The popular safety techniques, so I would push for a new lattice Boltzmann. Course in the curriculum. Because the. The department's curriculum. In this case should. In line with what the new trends are. At the moment. I can also help with other things, for example when it comes to. How conferences are organized? So what would be the themes for it? The theme should also be trending. Because it attracts new. Searches and gives them a new platform. So responsibilities like. Are what I can contribute to. On a departmental level.

You highlighted the need for curricula and conference themes to align with current research and industry trends, and you’d advocate for adding a Lattice Boltzmann course as an emerging area. But say you joined the department and found outcome assessment data was inconsistent across courses—what practical steps would you take to help bring those assessments in line for accreditation?

All right, time to think about this.

No problem, take your time.

All right, so if the outcome data is. Inconsistent. There might be some problems with how the. Was conducted in the 1st place. You might need a bit more. And a bit more hands on approach, so not. Because service can be too cumbersome. And some. Times people can write contradictory, contradictory choices in those, so it's very important to conduct a survey in a very clear. That matter and then you can. Can get consistent. Results. In that case, it could also be that when you when you were. Creating that survey, the themes you put in were confusing. To the students or the readers, that could also lead to an inconsistent SO. What should be done is basically. Whenever you are creating a survey of sorts or an assessment, it should have very. Focus and objectives. So what? You need to do is reevaluate your focus and objectives and do the assessment again. That could be one of the reasons why you can. You are getting inconsistent. Assessments. Inconsistencies from your assessment Yeah, So what? What can happen is. There was one situation when I thought that people would want something and I created an assessment.

Can you repeat the question once more please?

Of course. If you joined the department and noticed that outcome assessment data was inconsistent across different courses, what practical steps would you take to help standardize and improve those assessments for accreditation?

All right, so if the outcome data is. Inconsistent. There might be some problems with how the. Was conducted in the 1st place. You might need a bit more. And a bit more hands on approach, so not. Because service can be too cumbersome. And some. Times people can write contradictory, contradictory choices in those, so it's very important to conduct a survey in a very clear. That matter and then you can. Can get consistent. Results. In that case, it could also be that when you when you were. Creating that survey, the themes you put in were confusing. To the students or the readers, that could also lead to an inconsistent SO. What should be done is basically. Whenever you are creating a survey of sorts or an assessment, it should have very. Focus and objectives. So what? You need to do is reevaluate your focus and objectives and do the assessment again.

Okay, so you're saying the design of the survey or assessment itself might be part of the problem—if objectives aren't clear, you can end up with confusing or contradictory results. Can you give me an example of a time you helped improve an assessment process, either for a course or a program, to make sure the data was actually meaningful?

Yeah, So what? What can happen is. There was one situation when I thought that people would want something and I created an assessment. For that, because in this case this was for like a small workshop that what would. People would want to see and it was connected to Lattice Boltzmann. And after I filled this survey, I. Realized that they were coming from a very different place and they were not necessarily interested in lattice Boltzmann itself. Many of them were just interested in general. As to how just general CFD work, so it's. It's very important to have a good understanding to what your. Target demographic. It's and on based on that. Have clear objectives and focus and then create your. Assessment so. That's I would say. Is one of the scenarios where it's. This can happen.

Alright, you were saying there was a situation where you designed an assessment based on what you thought people wanted—can you walk me through what happened next and what you changed to make the results more reliable?

Alright, Dr., let me give you a scenario that comes up more often than we'd like. Suppose a student files a formal complaint alleging your grading was unfair or biased, while at the same time your department head is pressuring you to improve pass rates for the course. How would you handle this situation?

This I'll take some time to think about it.

OK, so I believe that the grading should be. So whatever grading system is used but it should also give incentive to the good performance and slide this display. This disincentives to the back. Performance because many a times students do try to. The scoot by a course and then expect that they would get a decent, uh, great promise. But this? Is basically bad for the good performers. Because then there's not much difference between the grading. Of the good performance and the back. Performance, so this needs to be consistent. And this. This might appear a bit inconsistent to the students who are not putting in that much effort, so this is an incentive for them to do that. As well As for the on the department side, I would say the same thing. That it's more important to have a fairer grading. Than to have higher rates of passing because that gives more. Credibility. To your teaching structures where your. Grading and assessment structure because it treats. Because for the. Recruiters that come in, it's very clear to. For them that these are the highest performers, they have the highest paid, these are the medium performance and these are the. So meeting should be done in a consistent manner that. Whoever comes from outside can very clearly tell the difference. Between. Them and also incentivize for those who actually go the extra mile. Right. So this would be my grading approach, a consistent approach, offering good incentives to the good. And incentives to the. Weeks so that they can further improve as well.

OK, so I believe that the grading should be. So whatever grading system is used but it should also give incentive to the good performance and slide this display. This disincentives to the back. Performance because many a times students do try to. The scoot by a course and then expect that they would get a decent, uh, great promise. But this? Is basically bad for the good performers. Because then there's not much difference between the grading. Of the good performance and the back. Performance, so this needs to be consistent. And this. This might appear a bit inconsistent to the students who are not putting in that much effort, so this is an incentive for them to do that. As well As for the on the department side, I would say the same thing. That it's more important to have a fairer grading. Than to have higher rates of passing because that gives more. Credibility. To your teaching structures where your. Grading and assessment structure because it treats. Because for the. Recruiters that come in, it's very clear to. For them that these are the highest performers, they have the highest paid, these are the medium performance and these are the. So meeting should be done in a consistent manner that. Whoever comes from outside can very clearly tell the difference. Between. Them and also incentivize for those who actually go the extra mile.

Take your time, Dr. Just let me know when you're ready with your approach for handling that situation.

Right, so you’d stand your ground for academic integrity, even under pressure to change your grading policy. Now, let’s pivot to industry alignment. Given your experience in self-assembly and inkjet printing, do you have any industry connections or collaborations that could help students get real-world internship or placement opportunities in those fields?

Alright, so your view is that a fair and consistent grading system matters more than just hitting pass rate targets, and that incentivizing high performers is key for credibility with recruiters and students alike. Earlier, you mentioned your work in self-assembly and inkjet printing—have you had any direct collaborations with industry partners in those areas that led to internships or job opportunities for your students?

So when I was in my post doc at the Helmholtz Institute, the project I was working on also was on a similar inkjet printing scheme. And for that we developed. Evaporation Screen The reaction limited 1. We talked about that problem. Project had the. Provision for an intern that was hired and I partly supervised that intern for about 6 months. And he worked on a similar. Evaporation model that we made. So in that scenario, the project and the work you did did lead. Lead to a small internship. I think that's my answer. OK.

Right, so during your postdoc at Helmholtz, you supervised an intern who ended up working on a related evaporation modeling project—that’s a concrete example of research leading directly to industry-facing training. If you were to design a new course at VIT in Smart Manufacturing, how would you ensure students get exposure to both the commercial and open-source tools currently used in industry, especially when licensing or cost becomes an issue?

Yeah, so. So obviously commercial softwares can be expensive. But they are smaller industries are now popping up which are moving to new open source software because as they are free, they don't have much licensing fee. So. For example, Blender is often used for. And even Unreal Engine 5 is often used for product visualization. Nowadays, because they are free. So this is one of those examples that students can be trained in these sort pairs. Because they are free. And you can bypass the. Commercial fees and as I said, there are new industries that are coming up also trying to bypass these fees and therefore moving to open source softwares as well. So any course that is designed must also have a provision for these open source softwares because. They are free and there's plenty of resources available that. They can also use to learn them as well as we can teach them.

Yeah, so. So obviously commercial softwares can be expensive. But they are smaller industries are now popping up which are moving to new open source software because as they are free, they don't have much licensing fee. So. For example, Blender is often used for. And even Unreal Engine 5 is often used for product visualization. Nowadays, because they are free. So this is one of those examples that students can be trained in these sort pairs. Because they are free. And you can bypass the. Commercial fees and as I said, there are new industries that are coming up also trying to bypass these fees and therefore moving to open source softwares as well. So any course that is designed must also have a provision for these open source softwares because. They are free and there's plenty of resources available that. They can also use to learn them as well as we can teach them. And there is an increasing market for. Candidates who are good at these. So. That is important.

Yeah, so. So obviously commercial softwares can be expensive. But they are smaller industries are now popping up which are moving to new open source software because as they are free, they don't have much licensing fee. So. For example, Blender is often used for. And even Unreal Engine 5 is often used for product visualization. Nowadays, because they are free. So this is one of those examples that students can be trained in these sort pairs.

So you mentioned tools like Blender and Unreal Engine 5 as open-source options for product visualization that students could learn without the burden of licensing fees. Can you give me a concrete example of how you'd structure a lab session to compare a workflow in an open-source tool versus a commercial one, especially for students who might only have access to one at home?

So you pointed out how tools like Blender or Unreal Engine 5 can help students learn industry-relevant visualization skills without the extra cost—because they're open source and widely used. Can you give me a concrete example of a student project where using one of these open-source tools directly led to a practical outcome, like a prototype or a demo that could be shown to an industry partner?

Yeah, so when? Whenever I give a project to the student, I have several objectives in their mind that they must realize when they are doing it. For example, what is the point of this project? What is the most efficient way to get to the objectives of this process? And what they must realize theoretically and practice. While doing so. So 1. Once I see the feedback and or the output of the project, I can clearly see how much progress they have actually made. Or if they have strayed a bit. Far from the objectives in this case, I can bring them back. I can say. OK for this, the approach in this particular project was a bit in the fish. What I was expecting it should be along these lines, so I give them a few suggestions so that they can improve. In the future. Similarly, along the line of thinking is also important. If if the line of thinking is for example, let's say too cost-affected and. Too cost-effective and not much on quality. Then I would like to correct them and say OK, quality is also as important. As cost effectiveness in this case, and therefore these are the kind of feedback I would like to. People on their projects. So basically I have clear objectives on what I want students to learn from the. Project and if there is some deviations I try to correct them using. Back to the students.

Yeah, so when? Whenever I give a project to the student, I have several objectives in their mind that they must realize when they are doing it. For example, what is the point of this project? What is the most efficient way to get to the objectives of this process? And what they must realize theoretically and practice. While doing so. So 1. Once I see the feedback and or the output of the project, I can clearly see how much progress they have actually made. Or if they have strayed a bit. Far from the objectives in this case, I can bring them back. I can say. OK for this, the approach in this particular project was a bit in the fish. What I was expecting it should be along these lines, so I give them a few suggestions so that they can improve. In the future. Similarly, along the line of thinking is also important. If if the line of thinking is for example, let's say too cost-affected and. Too cost-effective and not much on quality. Then I would like to correct them and say OK, quality is also as important. As cost effectiveness in this case, and therefore these are the kind of feedback I would like to. People on their projects.

Alright, you made a solid point about using open source tools like Blender to help students build industry-relevant skills without the licensing barrier. Switching gears, Professor, can you walk me through how you structure your feedback and grading in student project evaluations to ensure students know exactly where they stand and how to improve?

Yeah, so when? Whenever I give a project to the student, I have several objectives in their mind that they must realize when they are doing it. For example, what is the point of this project? What is the most efficient way to get to the objectives of this process? And what they must realize theoretically and practice. While doing so. So 1. Once I see the feedback and or the output of the project, I can clearly see how much progress they have actually made. Or if they have strayed a bit. Far from the objectives in this case, I can bring them back. I can say. OK for this, the approach in this particular project was a bit in the fish. What I was expecting it should be along these lines, so I give them a few suggestions so that they can improve. In the future. Similarly, along the line of thinking is also important.

Yeah, so when? Whenever I give a project to the student, I have several objectives in their mind that they must realize when they are doing it. For example, what is the point of this project? What is the most efficient way to get to the objectives of this process? And what they must realize theoretically and practice. While doing so. So 1. Once I see the feedback and or the output of the project, I can clearly see how much progress they have actually made. Or if they have strayed a bit. Far from the objectives in this case, I can bring them back.

So you focus your project feedback on helping students recognize if they've met the objectives or strayed off track, and you use that as a way to redirect them. Let's talk about your research background—can you share how your PhD work directly influenced your later publications or teaching methods?

So you set clear objectives for each project and use those to guide both your evaluation and your feedback, making sure students understand where they met the mark and where they need to refocus. Now, thinking about your own research background, which of your publications do you feel had the biggest direct impact on either industry practice or on shaping curriculum content?

So you make sure students have clear objectives for their projects and you tailor your feedback to steer them back if they lose focus, even addressing things like balancing cost-effectiveness with quality. Shifting gears, can you tell me about your experience publishing research in peer-reviewed journals—maybe walk me through one paper you’re most proud of and what impact it’s had?

Alright, you make sure your feedback is tied closely to clear project objectives and help students course-correct if they drift from the main goals. Shifting focus a bit, can you tell me about your experience publishing research in reputed journals—maybe walk through the process of getting one of your papers accepted and what you learned from reviewer feedback?

Yeah, so one of my papers from my PhD was accepted in physics of fluids and especially in the Lattice Boltzmann special edition. And that was a very enlightening experience, so. One of the things you don't realize that. Uh, when you're basically submitting your manuscript to these, uh. Journals. Is that when you get the review of feedback? Uh, they've actually helped you to improve the quality of your productions. Of your publications by quite a bit. So that particular review went to three rounds of review. And one of the reviewer gave us such good feedback on how to improve. Quality of the paper, add additional stuff in that. Looking back, I feel like without that review the people would not have been as spectacular. So this. This is one of the things that. New researchers must think about that when you submit to a repeated journal. The feedback you get from the reviewers serves to improve the quality of the paper, so that is something they should not be afraid of but actually absorb in a positive manner.

Right, so your Physics of Fluids publication went through several tough rounds, and the reviewers’ input ended up making the final work much stronger—that’s a good perspective for new researchers. Now, Dr., have you had any experience consulting with industry or working on projects outside academia, particularly in smart manufacturing or related fields?

So my industrial experience has only. Limited to, for example, when I was at the Helmholtz Institute, the projects they would get from the industry. I would actually work on developing lattice sportsman models for, so I was 1 component of it. But these model. But these projects were much bigger in scale involving a lot. So I had limited experience with the. Because I still worked at a Research Institute and academic research. But they did receive projects from the industry. So I have limited experience in that manner. All right, that's my answer.

Okay, so most of your industry exposure came through collaborative projects at Helmholtz, where you contributed to larger efforts but didn't directly interface with the companies yourself. Before we wrap up this section, Dr., can you briefly outline your structured approach to teaching theory and laboratory courses—how do you make sure students grasp both the conceptual and hands-on aspects?

Yeah. So it's very important to start with. The good books of thermal engineering or mechanical engineering and starting with the most fundamental concept. But so, as I mentioned the starting of this interview, the renounced transport theorem. The reason I introduced that is because from that. One concept you get essentially everything else in thermal engineering. You get the continuity equation, momentum equation, energy equation, and all the applications are essentially applied forms. Equations, so one. This part of theory is set and well understood by the students. Then you can move to the. Three approach where you see basically. Applications of these equations, and now you know where these applications came from. But I would say it is fairly important. To start with the fundamentals of the theory 1st and once an important. Uh, understanding. Is reached by other students, We move them to the. Tree where they they basically. The applications of these fundamental. Theorems. So that would be my approach in this case.

Yeah. So it's very important to start with. The good books of thermal engineering or mechanical engineering and starting with the most fundamental concept. But so, as I mentioned the starting of this interview, the renounced transport theorem. The reason I introduced that is because from that. One concept you get essentially everything else in thermal engineering. You get the continuity equation, momentum equation, energy equation, and all the applications are essentially applied forms. Equations, so one. This part of theory is set and well understood by the students. Then you can move to the. Three approach where you see basically. Applications of these equations, and now you know where these applications came from. But I would say it is fairly important. To start with the fundamentals of the theory 1st and once an important. Uh, understanding. Is reached by other students, We move them to the. Tree where they they basically. The applications of these fundamental. Theorems.

Yeah. So it's very important to start with. The good books of thermal engineering or mechanical engineering and starting with the most fundamental concept. But so, as I mentioned the starting of this interview, the renounced transport theorem.

So you start with the fundamentals from recognized textbooks, and you mentioned the Reynolds transport theorem as a core concept. Can you give me a specific example of a lab exercise you'd pair with a theory lesson, and how you'd make sure students connect the hands-on activity back to the theoretical principles?

So you start with core theory, like the Reynolds transport theorem, and then move to real-world applications once students have the fundamentals down—that’s a classic approach. For the lab component, how do you make sure students aren’t just following a recipe but actually understand what's happening in the experiment?

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

Yeah. So can I ask you what are the? Umm, responsibilities of the. Position that are advertised in this case.

Sure, Dr. The responsibilities include classroom and lab teaching, student evaluation, guiding student projects, contributing to research and publications, and taking part in some academic and administrative work for the department. The role really values both subject expertise and a strong commitment to teaching and mentoring students. Anything else you'd like to know before we wrap up?

Yeah. So apart from the smart manufacturing concept, is there any room for other related areas in this job, for example? Engineering. Power plant engineering. Energy-based devices, heat exchangers, etc.