Please start by

I cannot. Yeah. Can you ask the question once again?

Of course, no problem. Please start by introducing your professional journey in academia.

Well, I'm Rituparna and I did my. Yuji that is undergraduate in chemistry. Bachelor of Science and Chemistry from Kerala. Then I extended that study towards masters like I did my Master of Science and Applied Chemistry and from there I did my PhD from National Institute of Technology, Durgapur. So my PhD was on chemical engineering and the. Topic which I considered was sustainability, green chemistry and usage of waste valorization. I did my masters from it. Which is an awesome.

Well, I'm Rituparna and I did my. Yuji that is undergraduate in chemistry. Bachelor of Science and Chemistry from Kerala. Then I extended that study towards masters like I did my Master of Science and Applied Chemistry and from there I did my PhD from National Institute of Technology, Durgapur. So my PhD was on chemical engineering and the. Topic which I considered was sustainability, green chemistry and usage of waste valorization. I did my masters from it. Which is an awesome. My PhD from NIT Durgapur. And this is about my professional. I mean related to my PhD work.

So your PhD focused on sustainability, green chemistry, and waste valorization—what led you to choose that intersection of topics for your doctoral research?

Okay, so your PhD work connects chemical engineering with sustainability and waste valorization. If you had to summarize the practical impact of your research—how do you see it influencing real-world industry or society?

Well, part of the work was in biodiesel production. So where I have developed different kind of catalyst het. Catalyst from waste materials such as the waste biomass. Normally discard. And other waste materials such as waste plastics which are very problematic to environment. So in that way I'm actually. Using the concept of sustainability where I can use something waste? Do something useful. So here I was able to produce this catalyst and I was able to increase the rate of the reaction. So he at the same time when I'm using. Waste plastic wrappers I can convert it into. Something useful, that is circular economy is maintained, so this is highly useful to the environment.

Alright, so you were able to turn waste plastics and biomass into catalysts for biodiesel production, helping close the loop with a circular economy. When you ran these experiments, what was the biggest technical hurdle you faced in scaling up from lab to something closer to industry?

Well, my part of the work was based on laboratory, not industry based. Well. Asked what was the difficulty which I faced, I did these catalytic work using conventional methods, that is the normal, traditional methods which we use to produce biodiesel. So that was actually time-consuming. So this was one of the drawbacks. But even though. The catalyst which I developed it was able to reduce the time compared to the other. Already reported works. So already reported works on biodiesel had a reaction time of nearly. Coming from to 10 hours to get high biodiesel, whereas in my case. I was able to drastically reduce the reaction time under conventional method. To towards 1.5 to 3 hours. So this was the contribution which I had given and other than that I also. Worked on a pilot scale reactor, customized reactor where catalyst was not used. So this was actually a compar. Study and in the non catalytic time the non catalytic work the react. Time was drastically reduced to. 12 minutes.

You mentioned working on pilot scale reactors and developing catalysts from waste. When you teach undergraduates about sustainability or green chemistry, how do you make these complex concepts accessible to students who are just starting out?

Well, first of all, these are not a complex concept. This is actually quite simple and entertaining. Or. You know. It is not that much complex. You can if you understand it. It's quite. Easy and it's very useful, so I guess undergraduate students will easily. Catch up what exactly they are doing, it will be easy. For them to understand it and they'll learn it with. It is engaging and this is actually valorization, this is actually cleaning of the entire waste material which we are not using so. Undergraduate students are going to learn it from the very basics collection, from the collection point of view, they're going to learn. They're practically going to do the experiments and. Are going to be very. Interesting. So I don't think undergrad. Will face difficulty in understanding.

Alright, so you see hands-on waste valorization as an engaging way for undergrads to learn. In your experience, what’s one specific lab activity or assignment you’ve used that really got students thinking differently about chemistry’s role in sustainability?

Well, one of the experiments which I did was production of lignin from. Biomass material that is. I have considered the rice straws, the waste rice straws. So the extraction of lignin had a lot of reactions and. A lot of doping with other assets, so this was quite interesting. You can see. A lot of chemistry as. Involved in it and. And where the sustainability topical. Where this? Was doped with the asset and this asset functionalization how it affects the catalyst surface and how exactly what exactly it will do in biodiesel production. So all these are of. Chemistry point of view so it. This is what I want to say, since even though you're doing it, even though you're working on, uh, umm, by sustainability, there is a lot of chemistry in that. From starting from the collection, starting from the extraction of ligand into any other material, whatever you're going to make, there is a lot of chemistry.

Professor, I noticed your recent publication, “Intensified Biodiesel Production via Non-Catalytic Microwave Irradiation: A Novel Continuous Reactor Design for Scale-Up” in Energy Conversion and Management. Can you walk me through how you’d translate the reactor design aspects from that paper into a classroom setting for advanced undergraduates, especially those who may never have seen a pilot-scale reactor before?

Well, I'll. Start with what exactly a reactor means. So you need to know what is a reactor and what are the different kinds of reactors. For what? Purpose is reactor is being used. So if I'm going to explain my work. I'll be explaining this and then I'll tell about. The customized. Microwave oven based reactor which I used. So I'll just explain what exactly that reactor is. It is nothing but a microwave oven which is customized which is modified into a different way so that it can be used. Other than cooking. So other than for the cooking purpose, we can use it As for production of biodiesel. So I'll show them this schematic where exactly this how this? Oven is modified and how exactly? What are the? Inside that and I'll explain the schematic. First I'll show them images of the schematic and I'll explain. Schematic first, then after explaining the schematic I'll show. What exactly is happening in the reactor from the start to the end? What exactly? From how how the feedstock is added and from the from that particular? Starting point, how it is travelling towards the microwave oven and what is happening inside the microwave oven. Then I'll be explaining them about the microwave irradiation that is what exactly is happening inside the microwave oven, Why how we are getting this product. So I'll explain about the microwave penetration and the dielectric properties. All these affect this microwave effect on the particular reactants and how we are getting the product. So this will be a explanation. This was this will be an. Using a schematic of the diagram, I'll draw. On the board if required so that people can students can understand very easily.

Right, so you’d start by breaking down the reactor basics, show them the schematic, and walk them through the process visually and step-by-step. If you noticed students struggling with the concept of microwave penetration or dielectric properties, how would you adjust your teaching approach to help them get over that hurdle?

Well. If there is. And availability of my brief. Oven in any. Laboratories. Obviously there will be any of the laboratory where we can see a microwave oven. If I can show them this microwave oven. If there are students who. Having seen this microwave oven, I'll show them what exactly is happening inside a microwave oven. Well, we can't see this microwave irradiation, but at least we can see what exactly is happening inside microwave oven, the lights and how the. Content inside the oven is being cooked. So. This very basic idea, people having people visualizing what is inside this oven. This is the first thing which I'll do. Can I explain the concept of microwave irradiation? That is, it is an electromagnetic wave. I'll explain what exactly it is and how how much it is penetrating and it is a vibration. Maybe I'll show them some demo that this is particular this particular wave hits. Target compound and what exactly is happening with that compound? It might undergo A vibration. So this is how I'm going to I'm practicing I'm going to show them practically I'm. Show them how it is going.

Well. If there is. And availability of my brief. Oven in any. Laboratories. Obviously there will be any of the laboratory where we can see a microwave oven. If I can show them this microwave oven. If there are students who. Having seen this microwave oven, I'll show them what exactly is happening inside a microwave oven. Well, we can't see this microwave irradiation, but at least we can see what exactly is happening inside microwave oven, the lights and how the. Content inside the oven is being cooked. So. This very basic idea, people having people visualizing what is inside this oven. This is the first thing which I'll do.

Given your expertise in waste valorization and catalyst development, where do you see the most promising fundable research directions in Chemistry over the next three years? Which grants or funding sources would you pursue to support this work?

Okay, so you'd use a real microwave oven as a hands-on demo and connect it back to electromagnetic waves and molecular vibration. Thinking about your research, Professor, where do you see the most promising opportunities for external funding in Chemistry over the next few years, and which grant agencies or programs would you prioritize for your proposals?

Well. I would approach Department of Science. India.

Well. I would approach Department of Science. India. Board that is D. ERB and as well as DST. Erb and maybe I'll approach Anusaran research. Foundation ANRF. For my project. Based on. From the proposals, whatever I'm writing based on the funding, whatever these agencies are providing, I'll be approaching these funding agencies. And if there are any other funding agencies, especially for women candidates, I might, I promise. That Funding Agency?

Well. I would approach Department of Science. India. Board that is D. ERB and as well as DST. Erb and maybe I'll approach Anusaran research. Foundation ANRF. For my project.

Alright, so you're thinking of approaching the Department of Science for funding in India. Given your experience, what would your strategy be for building an interdisciplinary or funded research project at VIT University, especially considering the resource framework and collaboration opportunities there?

Alright, so you’d go to ERB, DST, and ANRF for funding your projects. Thinking about building an interdisciplinary research group at VIT with those grants, what would your approach be for getting collaborators from other departments and keeping the project on track within the university’s resource constraints?

Alright, you’d tailor your grant proposals to ERB, DST, ANRF, and look into special funding opportunities for women researchers. Given VIT’s focus on interdisciplinary projects, what’s your approach for initiating and managing a funded research group across departments, especially with limited resources or lab access?

Well, in the. Preliminary projects, uh. Well, if if I find some difficulties, I might contact another professor. Who is having the? Who is willing to share or if I get some funding, I. If I purchase some machineries for myself, I might. I mean, I'll definitely help out the other scholars who are working under different prophecies, so. Will be actually a mutual understanding between the professors, where I have a good relation with the professors and I'll I'll. The help in learning new. Then whatever they have, I'll have to ask them. From my side. So this is what I'm planning.

Well, in the. Preliminary projects, uh. Well, if if I find some difficulties, I might contact another professor.

Let’s shift gears to your teaching approach. You mentioned hands-on experiments with waste valorization and reactor design. Suppose you’re teaching a large class—say, 200 students—and you can’t use slides or traditional lectures. How would you keep students actively engaged and ensure they’re really wrestling with the material?

Right, so if there are equipment or resource gaps, you’d reach out to colleagues and facilitate sharing—basically building collaboration through relationships and mutual support. Now, thinking about curriculum development, how do you make sure the courses you design in fields like renewable energy or molecular modeling actually align with the university’s broader goals, not just your own interests?

I I'll definitely go through the syllabus of different undergraduate studies starting from first year to the last year. I'll definitely go through the syllabus and what my expertise can bring towards the courses. Definitely take that process and I'll be showing interest. Courses which I am capable of explaining in 100 percentage way because. That is what I'm coming with because I'm having the expertise with whatever I have. But other than that, if authority is willing to provide me, I mean if the authority want to. Give me other opportunity or other courses to teach. Definitely I'll spend my time. Learning such kind of courses and I'll definitely give. Good lecture to the student. Without failing the. Institute.

So you’d review the whole syllabus and tailor your courses to match both your expertise and what the institute needs, and you’re open to learning new material if required. Before we wrap this section, how do you plan to guide student projects and research at VIT University while integrating current industry trends and technological advancements in Chemistry?

Uh, if you. Make this. Simple so that I'll. Answer it very easily.

Sure, I can simplify. Say you have a group of students working on a project about battery materials or hydrogen storage. How would you help them connect their research to what’s actually happening in industry, so the project isn’t just academic but has real-world relevance?

Well. Some would. I'll contact someone from industry who is having more idea about this battery storage and hydrogen related work and if he or she can come and. Give a lecture I'll I'll that will be more easy because and other than that. Uh, what I'll be doing is uh. In the point of chemistry, what I'll be doing is that, yeah, suppose for example, you mentioned battery, if. Exactly my my expertise can bring towards this like extraction of rare metals or extraction of. Those from particular battery and using it as some particular. Metal doping for making some other useful items. I might do these kind of things where chemistry can be considered.

Professor, accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across Chemistry courses, how would you approach fixing that?

Well. What exactly is outcome assessment data that I haven't understood? If you have, if you can explain that. Could you please? Explain it once again.

Of course, Professor. Outcome assessment data refers to the evidence we collect to show whether students in our courses are actually meeting the learning goals we set—like passing rates, lab skills, project quality, or exam results. If those results aren’t consistent across different Chemistry courses, how would you go about making sure everyone is measuring and reporting outcomes in a clear, reliable way?

Students are not able to show. Great outcome about the courses. What I'll do is that I'll. Individually and I'll ask the. 'Cause why you're not able to do and what exactly is the problem if? If they need. Individual attention. If they need individual classes, I can provide that as well. And other than that, if there are a couple of students who need, who needs this? Attention, I can take an extra class or I can go for giving more.

Students are not able to show. Great outcome about the courses. What I'll do is that I'll. Individually and I'll ask the. 'Cause why you're not able to do and what exactly is the problem if? If they need. Individual attention. If they need individual classes, I can provide that as well. And other than that, if there are a couple of students who need, who needs this? Attention, I can take an extra class or I can go for giving more. Quotes or I'll be. You know, uh, giving importance to. The students who need more attention.

Alright, so you'd offer extra classes or individual attention to students who aren't showing strong outcomes. From an accreditation perspective though, it's also about making sure faculty across the department are collecting and reporting assessment data in a consistent way. How would you work with your colleagues to establish clear standards for measuring student achievement, so VIT University meets external accreditation requirements?

Professor, imagine this scenario: a student files a formal complaint, claiming your grading in a key Chemistry course is biased against them. At the same time, your department head is urging you to improve pass rates for that course. How would you handle this situation, balancing fairness, transparency, and the pressure from above?

Well. First of all, I won't be giving grading based on student based on. Top horror based on. A student who. I. Definitely giving sport. Purely based on their. Answer sheets, whatever they have written in their answer sheets or the way they are the the knowledge which with which they process that. That is like. Which I'll be providing them grades. Well, if the head of the department is pressured. Thing for higher. Marks what I'll be. Doing is that. I will be focusing on. Teaching. I'll be focusing on making this. Understand more instead of pressure. Students from my side, so if head is giving me the pressure, I'll definitely not give this pressure. I I'll be the one who will. Be dealing with the pressure and what I'll do is I'll. Simple concept. I explain the difficult concepts. A simple way I'll make the students understand so that they can give. Skills to work me. So this is what I'll do I'll not. Uh, I'm happy. To the. Students. Umm.

Well. First of all, I won't be giving grading based on student based on. Top horror based on. A student who. I. Definitely giving sport. Purely based on their. Answer sheets, whatever they have written in their answer sheets or the way they are the the knowledge which with which they process that. That is like. Which I'll be providing them grades.

Well. First of all, I won't be giving grading based on student based on. Top horror based on. A student who. I. Definitely giving sport. Purely based on their. Answer sheets, whatever they have written in their answer sheets or the way they are the the knowledge which with which they process that. That is like. Which I'll be providing them grades. Well, if the head of the department is pressured. Thing for higher. Marks what I'll be. Doing is that. I will be focusing on. Teaching. I'll be focusing on making this. Understand more instead of pressure. Students from my side, so if head is giving me the pressure, I'll definitely not give this pressure.

Let's switch gears for a moment. Given your experience in Chemistry, do you have industry connections that could help students land internships or placements, or have you ever brought real-world industry problems into your classroom through consulting or collaboration?

Professor, now I’d like to touch on some specific skills required for the role. Starting with your expertise in theoretical chemistry, battery or energy storage, or hydrogen research—can you walk me through a practical scenario where your research directly impacted a real-world application or solved an industry problem?

Okay, so you'd stick to grading based strictly on student performance and their answers, and handle department pressure by focusing on clearer teaching rather than inflating grades. Now, about your teaching style—how do you structure your lectures and lab sessions so students actually understand complex chemistry concepts, instead of just memorizing them for exams?

Well, I believe in traditional methods of teaching where I'll be using. Blackboard instead of. Slides which? Are the trend these days, but if if there is a blackboard, definitely I'll be using blackboard to. Explain each and every step so that's. Students can easily memorize it. Instead of visualizing it on a screen. And uh, other than that, if I can, uh, show. A day-to-day of any particular chemistry concept, they'll definitely memorize what exactly it is and. The the interaction, the class interaction, and the quizzes I'll be conducting and. The. As the frequent exams, whatever I'll be conducting will be useful for students to memorize what they have learned in the laboratory, I mean and as well as in the class theoretical class. So this is what I'll be following.

Well, I believe in traditional methods of teaching where I'll be using. Blackboard instead of. Slides which? Are the trend these days, but if if there is a blackboard, definitely I'll be using blackboard to. Explain each and every step so that's. Students can easily memorize it. Instead of visualizing it on a screen.

Alright, so you prefer blackboard teaching for clarity and step-by-step explanation. Thinking about student evaluation, what’s your process for setting fair and consistent exam questions and grading criteria for both theory and lab courses?

Alright, you prefer blackboard teaching and frequent quizzes to help students internalize concepts instead of just relying on slides. Thinking about student evaluation, what’s your process for setting fair and consistent exam questions and grading criteria in Chemistry courses?

Well, my. Way of framing the quest. Will be. I'll I'll not keep completely difficult questions. Can demotivate the student. Can make the student. The hope and which can reduce their confidence. Definitely I'll refer the previous year. Papers. What are the strategies they used and? How the question? Framed. I'll keep it as a reference only, but other than that, I'll. Definitely not copy the previous year. And I'll, I'll only make new questions and it. Is like in a moderate way, not too difficult question and not too easy questions. It will be in the middle where. If you want. Starting from an average student who. Who is able to write many things to starting from an average student to a top scorer can handle these kind of questions. So my question will be a mix of all these.

Alright, so you create moderate, original exam questions to balance confidence and challenge, referencing past papers for structure but not copying them. Now, Professor, can you walk me through how you guide student research projects—say, supervising a thesis or lab work—so students actually learn to design experiments and interpret results, not just follow instructions?

Well, the first thing which I'll. To do is that I'll be. Sitting with this. I'll be providing. Research Topic. And asking their input in that particular research topic if they have any idea whether they can modify from this. From their side, so. This is basically. This will be an interaction between the. And the supervisor. So I'll be framing the research topic. After getting their idea to all these students. For example, if I have three students, I'll definitely give three different. The three students, then what I'll be doing is that I'll ask. Of them to write a review paper. So that they'll read a lot of. Research articles based on. Particular topic. So if once they are framing a review paper, why I'm asking them to write a review? Is that once they're framing this review paper? Definitely they'll have to read. Plenty of papers related to that particular work so if they're taking three to four months or five to six months to frame a review paper, this will actually help them to understand their concept so so once they're clearly. Once they clearly understand their concept, it will be easy for them to do the reactions and do the. So I. This review paper, they'll have an idea, basic idea, about what they'll be doing. Then uh. UH students. You framed. Works and you find the novelty of the work and you based on the. We understood after writing this review paper based on that research gap, you framed this. You find a novelty and you inform the situation so. Hey, I'll. Modify it as per the knowledge which we. I have.

Well, the first thing which I'll. To do is that I'll be. Sitting with this. I'll be providing. Research Topic. And asking their input in that particular research topic if they have any idea whether they can modify from this. From their side, so. This is basically. This will be an interaction between the. And the supervisor. So I'll be framing the research topic. After getting their idea to all these students. For example, if I have three students, I'll definitely give three different.

Right, you sit with students, discuss project topics, and encourage them to contribute ideas or modify the direction themselves. Switching gears now—can you tell me about your experience publishing research in reputed journals, specifically in theoretical chemistry or energy storage? What was the main challenge in getting your work accepted?

Right, you have students write review papers to build deep understanding before starting experiments, and you let them shape their own topics. Now, shifting to your research background—can you talk about your experience publishing in reputed journals, and maybe walk me through a specific paper you authored in theoretical chemistry, battery storage, or hydrogen research?

Well. Publications in. International. And out of this 22 publications, I have, uh, nine publications where I'm the first author and the rest of. Publications where I'm the collaborative author. So in the nine publications where I'm. Father, I have published different articles in different. High impact factor. Just chemical engineering journals. Chemical Engineering Journal where there are two papers in that particular journal and other. Is energy conversion and management. Those recycling and. Journal of Cleaner Production.

Well. Publications in. International. And out of this 22 publications, I have, uh, nine publications where I'm the first author and the rest of. Publications where I'm the collaborative author. So in the nine publications where I'm. Father, I have published different articles in different. High impact factor. Just chemical engineering journals. Chemical Engineering Journal where there are two papers in that particular journal and other. Is energy conversion and management. Those recycling and. Journal of Cleaner Production. And then other other journal. As biomass. Bioenergy. Uh, Energy Advances, Nature, Scientific Reports, all these are some of the journals in which I've already published. Then in the collaborative works, whatever I have held out, I, I, I'm there in as a second author, as a third author, and even as a fourth author, I'm there where my part of the work was to shape the entire manuscript in. Publishing level where I did validation, I redrew all the figures and I had to bring. Out I have to shape it into. Publishing way. OK, so this this was my collaborative part of the work where I'm the other author. And I could give an example about the theoretical chemistry based work which I did that is on. Biodiesel production where I used carbon based catalyst. So this catalyst. From biomass. It was, uh, active. And it was. Hydrothermally activated, followed by. All washing and. Filtration.

Well. Publications in. International. And out of this 22 publications, I have, uh, nine publications where I'm the first author and the rest of. Publications where I'm the collaborative author. So in the nine publications where I'm. Father, I have published different articles in different. High impact factor. Just chemical engineering journals. Chemical Engineering Journal where there are two papers in that particular journal and other. Is energy conversion and management. Those recycling and. Journal of Cleaner Production. And then other other journal. As biomass. Bioenergy.

Well. Publications in. International. And out of this 22 publications, I have, uh, nine publications where I'm the first author and the rest of. Publications where I'm the collaborative author. So in the nine publications where I'm. Father, I have published different articles in different. High impact factor. Just chemical engineering journals. Chemical Engineering Journal where there are two papers in that particular journal and other. Is energy conversion and management. Those recycling and. Journal of Cleaner Production. And then other other journal. As biomass. Bioenergy. Uh, Energy Advances, Nature, Scientific Reports, all these are some of the journals in which I've already published. Then in the collaborative works, whatever I have held out, I, I, I'm there in as a second author, as a third author, and even as a fourth author, I'm there where my part of the work was to shape the entire manuscript in. Publishing level where I did validation, I redrew all the figures and I had to bring. Out I have to shape it into. Publishing way. OK, so this this was my collaborative part of the work where I'm the other author. And I could give an example about the theoretical chemistry based work which I did that is on. Biodiesel production where I used carbon based catalyst. So this catalyst. From biomass. It was, uh, active. And it was. Hydrothermally activated, followed by. All washing and. Filtration. And doping with acetic acid to get sulfur doped carbon based activated. A catalyst and this was used in bias production, so this is. Based work which I did where along with that I also did. Minimization using surface methanol response. Technology based center. Design and. The studies it is re. To study kinetic.

Well. Publications in. International. And out of this 22 publications, I have, uh, nine publications where I'm the first author and the rest of. Publications where I'm the collaborative author. So in the nine publications where I'm. Father, I have published different articles in different. High impact factor. Just chemical engineering journals. Chemical Engineering Journal where there are two papers in that particular journal and other. Is energy conversion and management. Those recycling and. Journal of Cleaner Production. And then other other journal. As biomass. Bioenergy. Uh, Energy Advances, Nature, Scientific Reports, all these are some of the journals in which I've already published. Then in the collaborative works, whatever I have held out, I, I, I'm there in as a second author, as a third author, and even as a fourth author, I'm there where my part of the work was to shape the entire manuscript in. Publishing level where I did validation, I redrew all the figures and I had to bring. Out I have to shape it into. Publishing way. OK, so this this was my collaborative part of the work where I'm the other author. And I could give an example about the theoretical chemistry based work which I did that is on. Biodiesel production where I used carbon based catalyst. So this catalyst. From biomass. It was, uh, active. And it was. Hydrothermally activated, followed by. All washing and. Filtration. And doping with acetic acid to get sulfur doped carbon based activated. A catalyst and this was used in bias production, so this is. Based work which I did where along with that I also did. Minimization using surface methanol response. Technology based center. Design and. The studies it is re. To study kinetic. Study then. Study and. Yes, this is it.

Okay, you’ve got first-author papers in journals like Chemical Engineering Journal and Energy Conversion and Management. Can you give me one example from your battery storage or hydrogen research publications—what was the main finding, and how did you validate your results?

Alright, you’ve got nine first-author papers out of twenty-two, including work in journals like Chemical Engineering Journal and Energy Conversion and Management. Switching gears for a moment—have you had any experience working on industry projects or consultancy in chemistry, maybe involving real-world applications beyond academic research?

Okay, you described shaping manuscripts and authoring in journals with high impact factors, plus work on biodiesel catalysts. Shifting gears for a moment—have you had any experience consulting for industry projects, or collaborating with companies in chemistry-related fields? If so, can you share a specific example and what your role was?

Okay, so you've published as both first and collaborative author, including journals like Chemical Engineering Journal, Energy Conversion and Management, and Journal of Cleaner Production. You also described work on biodiesel catalysts with surface response methodology for kinetic studies. Have you ever taken on industry projects or consultancy work related to chemistry, batteries, or energy storage?

Okay, you gave some detail about your collaborative and first-author publications, including work on biodiesel catalysts and manuscript shaping. Shifting gears now—have you had any experience consulting for industry projects or working directly with companies on applied chemistry problems?

Well. Skill work which I did on microwave radiation that was actually. That this. CRB project which? Funded by Government of India so that. The only experience which I have. In which I worked and other than that currently uh. Getting opportunities from different. Wait a different industries? Like. I where where industrial works can be possible, which I have not. Considered yet because since I don't have. For experience with that SO. So that is it.

Alright, you mentioned your microwave radiation project funded by the government, but no direct industry consultancy yet. Let’s shift a bit—can you tell me about your communication style in the classroom? How do you make sure complex chemistry topics are understandable for students from diverse backgrounds?

Well. The more of communication. What I'll be using is English and. The students are not understanding in English. Based on the language which they know, I'll try to explain maybe. There might be some students who. No Hindi as well so maybe I can. Uh, explain it in Hindi and. English and Hindi. And my original language.

Well. The more of communication. What I'll be using is English and. The students are not understanding in English. Based on the language which they know, I'll try to explain maybe. There might be some students who. No Hindi as well so maybe I can. Uh, explain it in Hindi and. English and Hindi. And my original language. I'll be explaining it. And I can learn. I can understand that. As well, but not. Fluent in speaking, but if I'm into that. Place I might learn that as well. So the language is not a problem if I if I can. If I can, I can. Definitely help them out I. Other than that explaining, uh. Complex chemistry related works. What I'll do is that as I mentioned earlier, I'll spend a lot of time in blackboard. Where? They can easily understand. I will draw the images if. It is needed I'll. Explain it using it using. He goes and I'll practically bring out the structure of the molecules using some plastics, plastic. Models where water is available, if it is a molecular concept, the plastic models, whatever is available in the market, I can bring that and I can show it. What exactly is happening to that. Are more. More traditional methods can be considered like uh. If giving if helping them out with projects or. Whatever is needed, uh, then. I'll do that. Yeah, that's it. Are you saying?

Okay, so you try to adapt your communication to students’ languages if needed. Last skill—can you confirm, Professor, that you hold a PhD in a relevant Chemistry specialization, and briefly describe the focus of your doctoral research?

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

Well, uh. To know this position assistant from. Gosh, this is what is. Between assistant. Search and the normal. Assisted from What exactly will I be doing? In into the. Normal. Professor position.