This will begin.

Please start by introducing your professional journey in academia

Good evening. Vedashi and. I have completed. I have old MSC Biotechnology. In Bit University. And which laid a strong foundation. Vit University.

Okay, so you did your MSc in Biotechnology at VIT University, and it sounds like that was a pretty foundational experience for you. Go on.

Which laid a strong. Foundation in. Above. MMM, yes. Yes. And then I pursued my pH D. From Vit University in the multi functional hydroxyapatite based composites coatings on. Titanic alloy for orthopedic applications.

Which laid a strong. Foundation in. Above. MMM, yes. Yes. And then I pursued my pH D. From Vit University in the multi functional hydroxyapatite based composites coatings on. Titanic alloy for orthopedic applications. And then which this research mainly focused on?

You mentioned your research on hydroxyapatite coatings for orthopedic applications during your PhD. Thinking about your teaching, what's one foundational concept in biotechnology that you really enjoy explaining to students, and why?

Alright, so your PhD research focused on hydroxyapatite-based composite coatings for titanium alloys, especially for orthopedic uses. What aspect of that topic do you find most rewarding to teach students,

Uh, biocompatibility.

Biocompatibility — that's a foundational concept, especially in biomaterials. How do you usually help students grasp why biocompatibility is so critical when developing medical implants?

Uh, biocompatibility. Yes. Yes.

Okay, so just "biocompatibility" — can you give me a real example from your teaching where you helped students connect the theory of biocompatibility to something practical in the biomedical field?

OK.

By a compatibility like. Bioceramic material.

You mentioned biocompatibility,

Alright, you mentioned bioceramics as an example. When you teach about bioceramic materials, how do you help students connect the material properties to their actual performance inside the body?

Which can.

Mm-hmm.

Yes.

Dr., I noticed your recent publication, “In situ fabrication of cerium-incorporated hydroxyapatite/magnetite nanocomposite coatings with bone regeneration and osteosarcoma potential” in Nanoscale Advances. How has the research from that paper influenced the way you teach about biomaterials or tissue engineering to your students?

The material which interacts with the biological system.

Given your research in hydroxyapatite-based composites for orthopedic applications, where do you see the most fundable research directions over the next few years? What kinds of grants or external funding sources would you target to support this work?

Snooze.

Okay, switching gears to your teaching approach. Suppose you have to teach a large introductory class in biotechnology, but you can't use slides — what would you do to make sure students stay engaged and actually wrestle with the material instead of just listening passively?

Biotechnology is a wide range of. Technology. Include nanotechnology, biomedical, biomedical applications.

Biotechnology is a wide range of. Technology. Include nanotechnology, biomedical, biomedical applications. Et cetera and these are. Important for life. Day-to-day activities.

Alright, Dr., let's touch on your institutional role. 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?

Okay, so you see biotechnology as having broad applications across fields like nanotechnology and biomedical engineering. But in a large intro class without slides, how would you get students to interact with those concepts—would you use demonstrations, group work, or something else to keep them involved?

Examples like. Plant Biotechnology. Biotechnology.

You mentioned examples like plant biotechnology, but what would you actually do if you found inconsistent outcome assessment data across courses—how would you go about making sure the department met accreditation requirements?

Lekai would. Like industry visit? And uh. International. Lecture on this biotechnology. Plant Biotechnology.

Lekai would. Like industry visit? And uh. International. Lecture on this biotechnology. Plant Biotechnology. Also the pathak. War 3 core subject on biotechnology. With the biomedical applications.

Alright, let's shift gears a bit. Imagine this scenario: a student files a formal complaint alleging your grading in a core course is biased, but at the same time, your department head is pressuring you to improve pass rates for accreditation reasons. How would you handle that situation, balancing academic integrity with institutional expectations?

So you mentioned industry visits and international lectures as ways to connect students with real-world biotechnology. Let’s say a student files a formal complaint that your grading in a core course was unfair, but at the same time your department head is pressuring you to improve pass rates for accreditation. How would you handle that situation?

One healthcare systems. And also getting positive feedbacks from the. I would organize uh. Seminars.

You mentioned organizing seminars and getting positive feedback from the healthcare system, but in the case of a student complaint about grading bias,

Also like a guest lectures. I would explain. Both applications. Structures, characterization and uh.

Alright, shifting to industry connections now. Given your background in biomaterials and nanocomposites,

Applications.

You keep pointing out applications — so, do you have any existing relationships with industry or healthcare organizations that could help students land internships or work on real projects?

Is the CMC.

Is the CMC. CBL Health. Systems. CNC. Hospitals.

You mentioned CMC — are you referring to Christian Medical College? If so, what kind of collaboration or connection do you have with them that might benefit students here at VIT, especially in terms of hands-on exposure or placements?

Got it.

Yes.

Okay, we're going to shift focus for a few minutes. Professor, I'm going to ask about your background with research publications. Can you tell me about one of your most significant papers—what was the main research question, and how did you ensure the work met the standards for a reputed journal?

Work was on development of injectable shape memory polymer.

Okay, so your work was on developing an injectable shape memory polymer. What was the biggest technical hurdle you ran into during that research, and how did you address it to make the work publishable?

Share my life of spinal bone regeneration applications. Here.

Yes, I have incorporated calcium phosphate and shape memory polymer. We have faced difficulties in brittleness.

Okay, so you were focusing on spinal bone regeneration applications for your injectable shape memory polymer. For that kind of translational research,

So you tackled brittleness by incorporating calcium phosphate into the shape memory polymer. What specific adjustment or experiment finally made the composite workable for spinal bone regeneration?

We have used cross linkers and modified the freeze drying techniques.

Alright, so you used cross linkers and modified freeze drying to address the brittleness—solid. Switching topics, can you walk me through how you structure a theory course versus a laboratory course in your teaching, and what your main goals are for each?

Bijan SEM stabilizes the technique and then performed. MMM shape memory.

Alright, so you used SEM to stabilize the technique after modifying the freeze drying, then performed MMM for shape memory. For your lab courses, what's one way you get students actively involved in troubleshooting or hands-on problem solving, rather than just following a procedure?

Will show the spring which shows uh. Which pen? It's compressed and at release it shows. Like a corrupt shape to temporary shape.

Based on this, we can share that. Achievement performance. The temporary chips.

Right, so you're using a physical spring demonstration to help students grasp shape memory behavior—makes sense for engagement.

So you're connecting the demonstration to show how a temporary shape can be achieved and then recovered, tying it back to performance. When it comes to evaluating students in both theory and lab, what's your approach to making those assessments fair and meaningful?

Uh, when? When it comes to shape memory Polymer? Uh, we'll use polymers. Which with different shapes and sizes.

To understand. And better understanding for students from theory as well as labs on experience.

Alright, so you bring in different shapes and sizes of polymers when teaching about shape memory. But in terms of grading, how do you make sure your process is fair when students have different approaches or creativity in lab work?

So you focus on making sure students really understand the theory and get lab experience. When you're guiding student research projects, how do you help them narrow down a broad topic into a research question that's both original and actually doable?

Like I will show my publications, my works. The students for grasping and group work project work.

So you use your own publications and project examples to help students focus and work in groups. When a student struggles to communicate their research idea clearly in a group setting, how do you step in to help them clarify and present their thoughts more effectively?

Like a. That's 60% assessment, 30% project. And the remaining 30%?

So you break down grades with 60% assessment and 30% project—sounds like you value both exams and applied work. For the remaining 10%, what activities or contributions do you usually include, and how do you communicate those expectations to your students?

Studies Group. Books. Seminars.

Studies Group. Books. Seminars. 10 Conference. Kingpasal Conference. Which will make them to work on. Paper Publications.

Studies Group. Books. Seminars. 10 Conference.

Studies Group. Books. Seminars. 10 Conference. Kingpasal Conference.

So you include study groups, books, and seminars as part of that final grade component. When you assign seminar topics or group study tasks, how do you ensure all students participate actively and not just a few leading the entire activity?

Got it.

Got it.

Okay, so you include things like study groups, seminars, and conference participation to encourage broader engagement. Now, thinking about your industry experience, can you describe a consultancy or industry project where you had to bridge academic research with real-world application, and what the biggest challenge was in that process?

My project would be on pH. In stimulative. Multi ionic doped hydroxyapatite.

On minimum. And for dental application which it's? Focus on. Pre peri implant.

Alright, so your project focused on pH-responsive, multi-ionic doped hydroxyapatite. When you communicate complex topics like this in the classroom,

Okay, so you're applying this research to dental applications, focusing on pre- and peri-implant scenarios with minimal intervention. When guiding students through similar advanced topics, how do you help them present their findings clearly to both technical and non-technical audiences?

Like in dental application when it comes to dental implants.

Like in dental application when it comes to dental implants. Ensure. Uh, implants to them, showing that. Cells are decayed by the bacteria. When we use this. Ionic substitution quota time plants. This next stage will be. Without dental imp. Uh, infect.

Like in dental application when it comes to dental implants. Ensure. Uh, implants to them, showing that. Cells are decayed by the bacteria.

Alright, so you're tying your research directly to dental implants. Shifting a bit, when it comes to structuring your classroom and delivering complex material, what's your approach for making sure your teaching stays clear and organized—especially for students new to the subject?

Alright, so you're showing students how bacterial decay affects dental implants to make the science real. When you're preparing students for research publication, how do you guide them to choose the right journal and handle peer review feedback constructively?

Alright, so you’re using ionic substitution in implants to prevent infection and demonstrate that process in your teaching. Shifting gears, when you’re designing a structured teaching plan—how do you break down a complex subject, like health informatics, so students can build up from fundamentals to advanced applications without getting lost?

Should focus on hands on experimental.

So you emphasized hands-on experimental work for building understanding in health informatics. When you design a lab session, how do you make sure the objectives are clear and that students actually connect the hands-on activity to the theory they've learned?

On characterisation synthesis. And their applications.

So you structure labs around characterization, synthesis, and applications. Can you give a specific example of how you connect the results from a hands-on experiment back to a theoretical model during your instruction?

It comes to synthesis, we'll do Sol gel synthesis.

It comes to synthesis, we'll do Sol gel synthesis. Of hydroxyapatite. Followed by. Characterization like a SEM.

It comes to synthesis, we'll do Sol gel synthesis. Of hydroxyapatite.

Alright, so you use sol-gel synthesis as your experimental method. When you've guided students through publishing research based on this kind of work, what's your process for helping them structure their paper so it meets the standards of reputed journals?

Got it.

It comes to synthesis, we'll do Sol gel synthesis. Of hydroxyapatite. Followed by. Characterization like a SEM. Attempt and then. Their application. Biological studies like in vitro 6. 3 cell lines. And antibacterial activities.

While performing this experiment, UH students can grab. And uh Yeah, plus, students should prepare. Review article.

Alright, so you guide students through sol-gel synthesis and then use SEM for characterization. When you interpret SEM results with your class, how do you help them draw connections between the microstructural features they observe and the functional properties those features might influence in the final material?

Alright, so you’re guiding students through sol-gel synthesis of hydroxyapatite, using SEM for characterization, and then moving into biological studies like in vitro cell lines and antibacterial activity. How do you help students interpret SEM images to draw meaningful conclusions about the material’s properties, rather than just describing what they see?

So you want students to prepare a review article along with the experimental work. When they've finished their draft, how do you help them critically evaluate the literature they've included to make sure their review is both comprehensive and unbiased?

Byeee given their suggestions.

Byeee given their suggestions. And uh, while performing. Will be together to perform their experiment.

Sounds like your feedback to students comes in the form of suggestions on their drafts. Switching gears a bit, can you tell me about a time you contributed to an industry project or consultancy, and what your specific role was on that project?

So you give students suggestions on their review articles and guide them through the experiments together. Shifting gears, can you tell me about a time you contributed to an industry project or consultancy, and what your specific role was in that collaboration?

Spinal like shape, memory, polymer core, spinal bone regulatory.

Spinal like shape, memory, polymer core, spinal bone regulatory. Uh, industry consultancy. Projects or Serb. BST projects.

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

Okay, so you worked with spinal-like shape memory polymer cores and bone regulatory projects, as well as industry consultancy and SERB or BST research projects. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

No.