Yes. Hi.

Please start by introducing your professional journey in academia

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics.

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics.

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics. Mahatma Gandhi University, Kottayam.

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics. Mahatma Gandhi University, Kottayam. And in. 2018 I have joined. My PhD in. Gandhigram Rural Institute. Going to be university did it? Under Professor.

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics. Mahatma Gandhi University, Kottayam. And in. 2018 I have joined. My PhD in. Gandhigram Rural Institute. Going to be university did it? Under Professor. My research topic was. The synthesis. Structural. Physical. Spectroscopic. And radiation shielding properties of rare earth dot heavy metal oxide class.

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics. Mahatma Gandhi University, Kottayam. And in. 2018 I have joined. My PhD in. Gandhigram Rural Institute. Going to be university did it? Under Professor. My research topic was. The synthesis. Structural. Physical. Spectroscopic. And radiation shielding properties of rare earth dot heavy metal oxide class. Followed by the PhD, I have worked as an assistant professor for three years.

Alright, so you started with your BSc in Physics at Lorna College, then moved on to an MSc. You were saying—go on.

You mentioned your MSc focused on pure and applied physics. What drew you toward that specialization, and how did it shape your research interests?

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics. Mahatma Gandhi University, Kottayam. And in. 2018 I have joined. My PhD in. Gandhigram Rural Institute. Going to be university did it? Under Professor. My research topic was. The synthesis. Structural. Physical. Spectroscopic. And radiation shielding properties of rare earth dot heavy metal oxide class. Followed by the PhD, I have worked as an assistant professor for three years. And after that I have. Join for my postoperative research. Research at. University of Florence. Under Professor Fabrizio. It was. Wonderful exper. And I have worked in. Time domain diffuse ramen. Spectroscopy.

Alright, so your MSc was at Mahatma Gandhi University in Kottayam and focused on both pure and applied physics. Were there any specific research areas or projects during your MSc that inspired your later academic work?

You completed your PhD at Gandhigram Rural Institute under Professor—could you share the focus of your doctoral research and what motivated you to pursue that topic?

OK, uh. I'm Doctor Nasir K. I'm from Thrissur. Kerala. I have. Started my academic journey. From uh. Pressure itself by studying BSc physics in. The trick at Lorna College, University of Calicut. Followed by a. MSC Physics. Score of pure and applied physics. Mahatma Gandhi University, Kottayam. And in. 2018 I have joined. My PhD in. Gandhigram Rural Institute. Going to be university did it? Under Professor. My research topic was. The synthesis. Structural. Physical. Spectroscopic. And radiation shielding properties of rare earth dot heavy metal oxide class. Followed by the PhD, I have worked as an assistant professor for three years. And after that I have. Join for my postoperative research. Research at. University of Florence. Under Professor Fabrizio. It was. Wonderful exper. And I have worked in. Time domain diffuse ramen. Spectroscopy. To create a forward and inverse. A solver for. Resolving the. Of course. About my research career. I have called that. Over 75. International peer reviewed. Articles. Which gathered more than 2500 citations. And my. UH stands at 32.

Dr. Nasir, thinking about your experience so far—what's one foundational concept in physics you especially enjoy teaching, and how do you typically introduce it to students who might be encountering it for the first time?

Alright, so after your PhD, you spent three years as an assistant professor. When you're teaching a complex topic—say, radiation shielding properties—how do you break it down for students who might struggle with the math or abstract concepts?

Alright, so you did your postdoctoral research at the University of Florence, working with Professor Fabrizio on time-domain diffuse Raman spectroscopy. What was the most effective teaching strategy you found when introducing spectroscopy concepts to students during your assistant professor years?

Alright, that's quite an impressive publication record—over seventy-five peer-reviewed articles and more than twenty-five hundred citations. When you introduce a new topic in class, how do you make sure students are able to connect the theory to real-world applications, especially in areas like radiation shielding or spectroscopy?

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization.

Okay, so you lean on real-world scenarios to show students why physics matters outside the classroom. Can you give me an example of a lesson or experiment where this approach really helped students grasp the concept?

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output?

Alright, so you start with ionizing radiation and its hazards to anchor the concept in real-world importance. Was there a particular experiment or classroom demonstration you used that made the impact of radiation shielding really tangible for your students?

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients. So Bas. We are using. Lead based radiation shield. Uh, and concrete for the nuclear reactors.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients. So Bas. We are using. Lead based radiation shield. Uh, and concrete for the nuclear reactors. So all have a. Basic criteria. That is a density of. It's all that, uh. Compactness of. That. So. Together can. Act as a. Better.

Professor, looking at your publication titled "Experimental and Numerical Assessment on Pb-free Alkaline mixed Borate glasses for Radiation Resisting Applications" in Radiation Physics and Chemistry, how did you translate the insights from this research into your undergraduate teaching—especially for students who might not have a strong background in material science?

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients. So Bas. We are using. Lead based radiation shield. Uh, and concrete for the nuclear reactors. So all have a. Basic criteria. That is a density of. It's all that, uh. Compactness of. That. So. Together can. Act as a. Better. First of all, we need to convince. The importance of this topic. To to make the awareness of the. The topics and. To uh. Guide them. To learn fundamentals. The requirement. Of the radiation.

So you use examples like X-ray technicians wearing lead aprons to show why radiation shielding matters. Did you ever find students struggling with the concept of "why lead"—and if so, how did you help them understand the physics behind that specific material choice?

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients. So Bas. We are using. Lead based radiation shield. Uh, and concrete for the nuclear reactors. So all have a. Basic criteria. That is a density of. It's all that, uh. Compactness of. That. So. Together can. Act as a. Better. First of all, we need to convince. The importance of this topic. To to make the awareness of the. The topics and. To uh. Guide them. To learn fundamentals. The requirement. Of the radiation. So that's what I've always follow. And just. This when we. Teach about spectroscopy. Need to. How important this kind of energy? To create a later or. Or something like that. Whatever we are. Having in. The optical area.

So you walk students through the fact that X-ray technicians wear lead for protection, then explain how matter interacts with radiation—sounds pretty hands-on. If a student was still confused about why some materials block radiation better than others, how would you break that down for them in simple terms?

Right, so you make sure students see the safety side of radiation shielding by connecting it to direct exposure and practical risks. Let me switch gears for a moment—your research covers both experimental and numerical assessment of materials for radiation resistance. How do you handle teaching students the basics of modeling or simulation when most of them are more comfortable with hands-on experiments?

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients. So Bas. We are using. Lead based radiation shield. Uh, and concrete for the nuclear reactors. So all have a. Basic criteria. That is a density of. It's all that, uh. Compactness of. That. So. Together can. Act as a. Better. First of all, we need to convince. The importance of this topic. To to make the awareness of the. The topics and. To uh. Guide them. To learn fundamentals. The requirement. Of the radiation. So that's what I've always follow. And just. This when we. Teach about spectroscopy. Need to. How important this kind of energy? To create a later or. Or something like that. Whatever we are. Having in. The optical area. The spectroscopy. Uh, spectroscopy always had a. Great impact for developing this kind of. So when? Or if we can. The students about the importance of this topic they will surely follow.

Basically, I believe in. Yeah, real world. Scenario driven. Teaching method. The other. That's what I always love to do. Because Wendell, we. Something in physics or chemistry? Something in science, basically. We need to. Convince the students that those. Things are very much important, important in the real world. So I always. Try by. Uh, involving them. With some. Examples from the. Real world. So when I say about radiation shielding, I always starts about. The. Ionization radiation said. The radiation. Matter. So whenever we are. With radiations like s s. Really. The hazardous. Ionization. We need to be. If uh, even for NX. The technician. Will always. Where some kind of lead? For protecting their self. So. When I. About the radiation shielding. 1st I. Indra matter. Radiation Direct. So that they will understand. The features of. The safety. Time Dist. And those are the. Key features of. The safety. Uh, when there is a. Radiation. We need to have a minimum time to get out of that area. And distance. What length you can go away from this kind of radiation output? This happen. And the most important thing is. Education shielding, how effectively you can shift. Think these patients. So Bas. We are using. Lead based radiation shield. Uh, and concrete for the nuclear reactors. So all have a. Basic criteria. That is a density of. It's all that, uh. Compactness of. That. So. Together can. Act as a. Better. First of all, we need to convince. The importance of this topic. To to make the awareness of the. The topics and. To uh. Guide them. To learn fundamentals. The requirement. Of the radiation. So that's what I've always follow. And just. This when we. Teach about spectroscopy. Need to. How important this kind of energy? To create a later or. Or something like that. Whatever we are. Having in. The optical area. The spectroscopy. Uh, spectroscopy always had a. Great impact for developing this kind of. So when? Or if we can. The students about the importance of this topic they will surely follow. That's what I.

You mentioned using real-world scenarios to anchor your teaching, especially around radiation safety and shielding. Switching gears, your publication record in radiation-resistant materials is strong—given your expertise, where do you see the most fundable research directions in this field over the next few years, and which grants would you target?

Okay, so you emphasize time, distance, and the effectiveness of shielding as the core safety features when teaching about radiation. Since your research focuses on developing new materials for radiation shielding, how would you collaborate with industries or research institutes to bring those real-world advances directly into university classrooms or labs?

Okay, you really focus on grounding concepts in practical safety—using lead shielding and concrete for nuclear reactors, for example. Switching to the research side, given your work in rare-earth heavy metal oxide glasses, where do you see the most fundable research directions over the next three years? What kinds of grants would you target?

Alright, so you highlight density and compactness as the key criteria for effective shielding—tying those concepts right back to real-life materials like lead and concrete. Now, considering your experience, how would you collaborate with industries or research institutes to bring real-world advances in radiation shielding directly into VIT University's classrooms or labs?

You really underline the importance of density and compactness for shielding—tying that straight to materials like lead and concrete. Thinking about sustainability, what would your strategy be for building a research group around radiation-resistant materials, and how would you approach the funding landscape to ensure long-term impact?

Right, so you really emphasize anchoring abstract concepts in everyday scenarios—like using medical imaging or nuclear reactors to help students grasp the stakes and fundamentals behind radiation shielding. Now, given your experience synthesizing rare-earth heavy metal oxide glasses, where do you see the most fundable research directions in this domain over the next three years? Which grants or funding sources would you pursue to sustain your research group?

You connect spectroscopy and radiation shielding to real-world outcomes, focusing on awareness and the fundamentals that drive student engagement. Since your publication record is strong in rare-earth heavy metal oxide glasses, how would you build a research group around that specialty—and what's your approach to securing funding and sustaining the group over time?

You really emphasize the importance of connecting class concepts to practical safety and real-world materials. Let's switch gears a bit—given your research on rare earth heavy metal oxide glasses, where do you see the most fundable directions over the next few years? Which grants or funding bodies would you target to support that work?

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital.

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if.

You started explaining the role of ionizing radiation from industries and hospitals, but I didn't catch the rest—can you share which funding agencies or grant programs you'd specifically target to support your research in radiation shielding materials?

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if. Come up with a great. Radio Shield. Uh, any kind of. These space. Or defense organization. Find this kind of. In for the aspect of radio. Shielding we. Rather the fund from DRDO either the. A Yadi. Uh. Any kind of these kind of organ? Can fund if we can come up with a lightweight, lightweight radiation shield. The maybe? Out of any toxic.

You were starting to explain how these materials are relevant for shielding applications in nuclear industries and hospitals, but I'd like to hear more specifics—are there named funding agencies, either national or international, whose calls for proposals you'd target to support your research on rare earth heavy metal oxide glasses?

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if. Come up with a great. Radio Shield. Uh, any kind of. These space. Or defense organization. Find this kind of. In for the aspect of radio. Shielding we. Rather the fund from DRDO either the. A Yadi. Uh. Any kind of these kind of organ? Can fund if we can come up with a lightweight, lightweight radiation shield. The maybe? Out of any toxic. The case of spectroscopy. That's also a kind of. Requirement. In centers. Optical sensors.

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if. Come up with a great. Radio Shield. Uh, any kind of. These space. Or defense organization. Find this kind of. In for the aspect of radio. Shielding we. Rather the fund from DRDO either the. A Yadi. Uh. Any kind of these kind of organ? Can fund if we can come up with a lightweight, lightweight radiation shield. The maybe? Out of any toxic. The case of spectroscopy. That's also a kind of. Requirement. In centers. Optical sensors. So, uh. Apart from the. Thinking sensors, if we can have a. Very good. The quantum yield sensors are. Then of course this. Organize session. Fund for that guy. Topic but first of all. To win Winston again. Need to come. With the right choice of meeting. You'll send, right? Sort of. Last year, when I thought about writing a proposal, I. I ended up in spectral converters for increasing the. Efficiency of solar cells. So, uh. By having for having a spectral converters. We have to. Find a suitable material. The country in both. Upper and lower. Energy.

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if. Come up with a great. Radio Shield. Uh, any kind of. These space. Or defense organization. Find this kind of. In for the aspect of radio. Shielding we. Rather the fund from DRDO either the. A Yadi. Uh. Any kind of these kind of organ? Can fund if we can come up with a lightweight, lightweight radiation shield. The maybe? Out of any toxic. The case of spectroscopy. That's also a kind of. Requirement. In centers. Optical sensors. So, uh. Apart from the. Thinking sensors, if we can have a. Very good. The quantum yield sensors are. Then of course this. Organize session. Fund for that guy. Topic but first of all. To win Winston again. Need to come. With the right choice of meeting. You'll send, right? Sort of. Last year, when I thought about writing a proposal, I. I ended up in spectral converters for increasing the. Efficiency of solar cells. So, uh. By having for having a spectral converters. We have to. Find a suitable material. The country in both. Upper and lower. Energy. Photons to visible photons.

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if. Come up with a great. Radio Shield. Uh, any kind of. These space. Or defense organization. Find this kind of. In for the aspect of radio. Shielding we. Rather the fund from DRDO either the. A Yadi. Uh. Any kind of these kind of organ? Can fund if we can come up with a lightweight, lightweight radiation shield. The maybe? Out of any toxic. The case of spectroscopy. That's also a kind of. Requirement. In centers. Optical sensors. So, uh. Apart from the. Thinking sensors, if we can have a. Very good. The quantum yield sensors are. Then of course this. Organize session. Fund for that guy. Topic but first of all. To win Winston again. Need to come. With the right choice of meeting. You'll send, right? Sort of. Last year, when I thought about writing a proposal, I. I ended up in spectral converters for increasing the. Efficiency of solar cells. So, uh. By having for having a spectral converters. We have to. Find a suitable material. The country in both. Upper and lower. Energy. Photons to visible photons. So. So those kind of things have real. The importance, even. Nowadays scenario because. According to Europe. Energy Commission, I think they are. Requirement is. Increase the efficiency of. Solar cells. And they are. Ready to? On research. Such kind of research. So here also we have Yamnari. So if we can. Come up with a right choice of spectral converter to. Is the efficiency of the solar cell.

You mentioned DRDO and ISRO as likely funding sources for lightweight radiation shields, especially for space and defense applications. Shifting focus, can you discuss any experience you have in academic quality assurance, and how that would help you contribute to maintaining high standards in both teaching and research here?

First of all, the. Diadio because. Whenever we talk about. These we. Talk about the. From the. Ionizing radiations from the industries like nuclear power plants. Hospital. So we can. Always rely on this. Materials for. The satellites of. The speed shuttings. All these. Things. To be. Got it from the. Ionizing radio. So if. Come up with a great. Radio Shield. Uh, any kind of. These space. Or defense organization. Find this kind of. In for the aspect of radio. Shielding we. Rather the fund from DRDO either the. A Yadi. Uh. Any kind of these kind of organ? Can fund if we can come up with a lightweight, lightweight radiation shield. The maybe? Out of any toxic. The case of spectroscopy. That's also a kind of. Requirement. In centers. Optical sensors. So, uh. Apart from the. Thinking sensors, if we can have a. Very good. The quantum yield sensors are. Then of course this. Organize session. Fund for that guy. Topic but first of all. To win Winston again. Need to come. With the right choice of meeting. You'll send, right? Sort of. Last year, when I thought about writing a proposal, I. I ended up in spectral converters for increasing the. Efficiency of solar cells. So, uh. By having for having a spectral converters. We have to. Find a suitable material. The country in both. Upper and lower. Energy. Photons to visible photons. So. So those kind of things have real. The importance, even. Nowadays scenario because. According to Europe. Energy Commission, I think they are. Requirement is. Increase the efficiency of. Solar cells. And they are. Ready to? On research. Such kind of research. So here also we have Yamnari. So if we can. Come up with a right choice of spectral converter to. Is the efficiency of the solar cell. We'll get the fund from. Hello.

You mentioned organizations like DRDO and ISRO for funding lightweight radiation shields, especially for space and defense applications. Have you had any direct experience with academic quality assurance processes—like internal audits, accreditation reviews, or program evaluations? How would those help you contribute to maintaining high standards in both teaching and research at VIT?

Alright, you mentioned writing a proposal on spectral converters for solar cell efficiency. Have you had any direct involvement with academic quality assurance processes, like accreditation preparation or internal audits, and how would that experience help maintain high standards at an institution like VIT?

Alright, so you highlighted DRDO and ISRO for radiation shielding and also mentioned your proposal on spectral converters for solar cells, which is interesting. Can you discuss any experience you have in academic quality assurance, like accreditation or curriculum review, and how that would help you contribute to maintaining high standards in both teaching and research?

You mentioned writing a proposal for spectral converters to boost solar cell efficiency, and targeting organizations like DRDO and ISRO for lightweight radiation shielding. That's a solid strategic grasp of the funding landscape. Now, Dr., in what ways would you collaborate with industries or research institutes to bring real-world applications of physics concepts into VIT University's classrooms or laboratories?

You mentioned your proposal on spectral converters for solar cell efficiency, and targeting organizations like DRDO

Yes. Hello.

Alright, shifting focus now. You mentioned your preference for scenario-driven teaching—imagine you're running a large introductory physics class at VIT University, but you can't use slides or traditional lecturing. How would you structure a session to keep 200 students truly engaged with the material?

OK, so you're saying like I can't use slides and? I can't. You have the traditional lecturing method. Which means. I. Bored. I hope so. Is is. I wouldn't have a board or chalk. What's up? Something like that. OK. So I I hope that's that's why. You ask? In that case. If I want to. Teach a large classroom with. No slides. No. No bolts or no chocks. I would. Choose a topic On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office?

OK, so you're saying like I can't use slides and? I can't. You have the traditional lecturing method. Which means. I. Bored. I hope so. Is is. I wouldn't have a board or chalk. What's up? Something like that. OK. So I I hope that's that's why. You ask?

Right, you’re clarifying

On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office? The stores will have their opinion. OK, because. Solar always. So enthusiastically. So interesting.

On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office? The stores will have their opinion. OK, because. Solar always. So enthusiastically. So interesting. So M. If you have their own idea. To increase the. Swallowing 10 or 12 years ago. When I attended an interview at Central University.

On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office? The stores will have their opinion. OK, because. Solar always. So enthusiastically. So interesting. So M. If you have their own idea. To increase the. Swallowing 10 or 12 years ago. When I attended an interview at Central University. One of these candidates. He was talking about increasing the solar cell. By uh. Creating some kind of. Chemical reactions on the solar cell. Produce heat energy.

You picked solar cells as a topic, so you'd kick things off by asking how to increase their efficiency—sounds like you're aiming for a discussion-based approach. How would you actually assess if students were engaging or understanding during that kind of session, especially with such a big group?

On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office? The stores will have their opinion. OK, because. Solar always. So enthusiastically. So interesting. So M. If you have their own idea. To increase the. Swallowing 10 or 12 years ago. When I attended an interview at Central University. One of these candidates. He was talking about increasing the solar cell. By uh. Creating some kind of. Chemical reactions on the solar cell. Produce heat energy. She thought that. With that X. Hotness can converted into. The the, the the. So. At that time, he. Seemed like the solar solace. Counting the heat from the sun.

On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office? The stores will have their opinion. OK, because. Solar always. So enthusiastically. So interesting. So M. If you have their own idea. To increase the. Swallowing 10 or 12 years ago. When I attended an interview at Central University. One of these candidates. He was talking about increasing the solar cell. By uh. Creating some kind of. Chemical reactions on the solar cell. Produce heat energy. She thought that. With that X. Hotness can converted into. The the, the the. So. At that time, he. Seemed like the solar solace. Counting the heat from the sun. Electricity. All people have different kinds of ideas. So when I ask. These kind of questions or topics in the class. People's friends will all. Of course, students will have their own idea. They will conclude their self. The classroom.

On which everyone can. Equally if I. Choose a topic that would. Increase to. Contribute there. I did uh. OK, just like we say that. Solar cell. So whenever I ask the. Question How can we increase the efficiency of office? The stores will have their opinion. OK, because. Solar always. So enthusiastically. So interesting. So M. If you have their own idea. To increase the. Swallowing 10 or 12 years ago. When I attended an interview at Central University. One of these candidates. He was talking about increasing the solar cell. By uh. Creating some kind of. Chemical reactions on the solar cell. Produce heat energy. She thought that. With that X. Hotness can converted into. The the, the the. So. At that time, he. Seemed like the solar solace. Counting the heat from the sun. Electricity. All people have different kinds of ideas. So when I ask. These kind of questions or topics in the class. People's friends will all. Of course, students will have their own idea. They will conclude their self. The classroom. So that. We understand what they are thinking about that particular topic and. If they are wrong I can correct them and if. They have. Latest idea of than. The existing one. I can ask. Some or I can guide them too. Uh, conduct the research on that particular topic and produce. So. I hope that. My approach.

So you’d start with a topic like solar cells that everyone has opinions on and prompt students for their own ideas to kick off the discussion. How would you check, in a session like that, if the students are genuinely understanding the underlying physics, not just participating?

You picked solar cells as a topic, so you'd kick things off by asking how to increase their efficiency—sounds like you're aiming for a discussion-based approach. How would you actually assess if students are engaging with the material and really understanding, not just sharing their opinions?

Alright, so you'd pick a topic like solar cells that sparks opinions, and use open-ended discussion to get everyone involved. Let's say you notice a handful of students dominating while others are quiet or disengaged—how would you adjust your approach in real time to get broader participation?

So you’d start with a topic like solar cells that everyone has opinions on and prompt students for their own ideas to kick off the discussion. How would you check, in a session like that, if the students actually understood the core physics, not just shared opinions?

You picked solar cells as a topic, so you'd kick things off by asking how to increase their efficiency—sounds like you're aiming for a discussion-based approach. How would you actually assess if students in that large, interactive session are understanding the scientific principles, not just sharing opinions?

Alright, so you’d start with a topic like solar cells that encourages everyone to share their ideas, and you’d guide the discussion, correcting misconceptions and fostering collaboration. Let’s say you notice that only a handful of students are actively participating while others are quiet—how would you ensure broader engagement in that session?

The the reason behind the people are silent because. Their fear of. Uh, embarrass.

The the reason behind the people are silent because. Their fear of. Uh, embarrass. So we can convince. If we can ask. To ask anything, even if that's. Thing stupid in the sense. The perspective of other. So if we can. Encourage them to ask.

Let's talk about your role in the broader academic environment. Accreditation cycles can be demanding—imagine you join our department and notice that outcome assessment data is inconsistent across courses. How would you approach fixing that?

The the reason behind the people are silent because. Their fear of. Uh, embarrass. So we can convince. If we can ask. To ask anything, even if that's. Thing stupid in the sense. The perspective of other. So if we can. Encourage them to ask. Of course they will. Come forward. I hope so, because. I was engineering college government. Engineering College, Calicut. And in every. There will be. There was almost, uh. UH-100 and. And 10 students.

Right, so you try to lower the barrier by encouraging students to ask questions—even if they seem basic or “stupid”—to help them overcome embarrassment. Let’s pivot to the department side for a moment. Accreditation cycles can be demanding—imagine you join our department and notice that outcome assessment data is inconsistent across courses. How would you approach fixing that?

The the reason behind the people are silent because. Their fear of. Uh, embarrass. So we can convince. If we can ask. To ask anything, even if that's. Thing stupid in the sense. The perspective of other. So if we can. Encourage them to ask. Of course they will. Come forward. I hope so, because. I was engineering college government. Engineering College, Calicut. And in every. There will be. There was almost, uh. UH-100 and. And 10 students. Each time. So out of. 110 or 100? Student or. 10 or 15 students will be. So silent did the initial days. With my kind of. Teaching with my kind of interaction, all these students were equally participant. The big thing, as I said, the basic. Thing was. Their fear of embarrassment. And of course I was. I was sitting in the class singing in the classroom. Because I think I'm a. Goods, yeah. One task in each week I. I would encourage my. Students to express their. Extracurricular. Singing or crying? So just. That I I created a. Bond.

Right, you’ve seen firsthand how embarrassment can keep students quiet, and you actively encourage them to ask anything—even questions that might seem basic. Let's talk about your role in the broader academic environment. Accreditation cycles can be demanding—imagine you join our department and notice that outcome assessment data is inconsistent across courses. How would you approach fixing that?

The the reason behind the people are silent because. Their fear of. Uh, embarrass. So we can convince. If we can ask. To ask anything, even if that's. Thing stupid in the sense. The perspective of other. So if we can. Encourage them to ask. Of course they will. Come forward. I hope so, because. I was engineering college government. Engineering College, Calicut. And in every. There will be. There was almost, uh. UH-100 and. And 10 students. Each time. So out of. 110 or 100? Student or. 10 or 15 students will be. So silent did the initial days. With my kind of. Teaching with my kind of interaction, all these students were equally participant. The big thing, as I said, the basic. Thing was. Their fear of embarrassment. And of course I was. I was sitting in the class singing in the classroom. Because I think I'm a. Goods, yeah. One task in each week I. I would encourage my. Students to express their. Extracurricular. Singing or crying? So just. That I I created a. Bond. Of which kind of connection? I can eliminate their fear. And again. Make them to ask. Their adult or. Or anything and. I'm I I was always approachable. So that they can. Came to me. The adults or. Of course they. Still conducting. I hope that only because of my. Indraprastha. So I hope. With this kind of approach I can. Be just like so interacting. Not like. I concluded.

Right, you built engagement by breaking down barriers and creating a sense of community—even encouraging students to share their talents outside academics. Let's talk about your role in the broader academic environment. Accreditation cycles can be demanding—imagine you join our department and notice that outcome assessment data is inconsistent across courses. How would you approach fixing that?

You’ve clearly invested in building a supportive class culture, not just delivering content. Let’s talk about your role in the broader academic environment. Accreditation cycles can be demanding—imagine you join our department and notice that outcome assessment data is inconsistent across courses. How would you approach fixing that?

I'm not sure about this outcome. Assessment data. Can you elaborate?

That's fair—outcome assessment is just how we measure whether students in different courses are actually reaching the specific learning goals we set, things like mastering quantum computation or being able to apply theoretical physics in practice. At VIT, we have to track those outcomes for accreditation, so the data needs to be consistent and reliable. Beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees, program reviews, or similar efforts?

OK.

Alright, you’d aim to be part of department-level efforts by building connections and encouraging open communication among students. Now, how would you contribute to curriculum development at VIT University, especially making sure course content stays aligned with accreditation standards and advancements like quantum computation?

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics.

You’ve got some experience with outcome-based measurements from engineering colleges—COP, right? At VIT University, curriculum development is tightly linked to both accreditation standards and advancements in fields like theoretical physics and quantum computation. How would you contribute to aligning the curriculum with those standards while ensuring it stays current with new developments?

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect.

Okay, you’ve seen COP-style measurements where curriculum questions are embedded in assessments, and you’re aware of the risks of skipping topics in the analysis. At VIT, curriculum development means making sure our content aligns with both accreditation standards and the latest advances—like in theoretical physics and quantum computation. How would you contribute to curriculum development efforts here, especially to keep our courses both compliant and cutting-edge?

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way. Of course. The data will be. So when I learned. That. With. Wrong data as you. When there is a wrong data.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way. Of course. The data will be. So when I learned. That. With. Wrong data as you. When there is a wrong data. I put my effort to make it correct. Whatever the balance.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way. Of course. The data will be. So when I learned. That. With. Wrong data as you. When there is a wrong data. I put my effort to make it correct. Whatever the balance. Flag because I I. I don't know whether. Uh, the one thing I don't have a. Of making such mistakes passed.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way. Of course. The data will be. So when I learned. That. With. Wrong data as you. When there is a wrong data. I put my effort to make it correct. Whatever the balance. Flag because I I. I don't know whether. Uh, the one thing I don't have a. Of making such mistakes passed. So whenever I have this kind of thing. I always. Try to. 100% right. Because. I know the importance of. Of accreditation.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way. Of course. The data will be. So when I learned. That. With. Wrong data as you. When there is a wrong data. I put my effort to make it correct. Whatever the balance. Flag because I I. I don't know whether. Uh, the one thing I don't have a. Of making such mistakes passed. So whenever I have this kind of thing. I always. Try to. 100% right. Because. I know the importance of. Of accreditation. So I always. Wanted to be exacting. And. To make a. A very good. Mark in accreditation.

OK. So they're asking about contributing the different aspects of the department and. To the hold. In Egypt, so. As I said, I was teaching in engineering college where they have. These kind of measurements like Cop. So for having. It's kind of analysis we have to. Include all the. Uh, called. Curriculum Questions. In the assessment. Papers so. So we. Or if we. Ignore some topics. We don't know whether the students are. Able to answer those questions in the. When they go. Out to the real. So the first. We need to make sure that. When we conduct an assessment, all. Portions. But according to the. This is a topic and. And for the. Real assessment we. To have. A more clear practice. For. Stop. Kind of. Topic umm. So that we. Understand whether the. It's a understanding. The importance of. Theory. Or they can. Apply the theory. In to have practical. World Practical. So that that's. Uh, how we can make sure? The. What we called this. Assessment. And if. The s s. Is incorrect. Maybe when? All these. Ended up in. Ron Long way. Of course. The data will be. So when I learned. That. With. Wrong data as you. When there is a wrong data. I put my effort to make it correct. Whatever the balance. Flag because I I. I don't know whether. Uh, the one thing I don't have a. Of making such mistakes passed. So whenever I have this kind of thing. I always. Try to. 100% right. Because. I know the importance of. Of accreditation. So I always. Wanted to be exacting. And. To make a. A very good. Mark in accreditation. Umm. I'll always. Continue my research. With my teaching. And that. Document. The. Now accreditation data of. You so that. They can have uh. Or the university can have a. Better Accredit.

You're drawing on your experience with engineering colleges and outcome-based assessment, focusing on making sure curriculum coverage is comprehensive and practical application is tested. For a department like ours, collaboration with industry and research institutes is increasingly important—how would you work with external partners to bring real-world physics applications into VIT University's classrooms or labs?

You’re drawing on your experience with engineering colleges and outcome-based assessment, focusing on making sure curriculum coverage is comprehensive and practical application is tested. For a department like ours at VIT, how would you contribute to curriculum development efforts—especially aligning content with both accreditation standards and advancements in theoretical physics or quantum computation?

Alright, you’ve seen outcome-based assessment in engineering colleges and you’re aware of the need to cover all curriculum areas for real-world readiness. Since you’ve worked on curriculum alignment before, how would you contribute to curriculum development efforts at VIT University—especially in aligning content with accreditation standards and advancements in theoretical physics or quantum computation?

You’ve got experience embedding curriculum questions in assessments to help with analysis, and you’re aware of how missing topics can affect student preparation for the real world. That’s relevant for committee work and program reviews. Given your background, what would you do if you were tasked with collaborating with industry or research institutes to bring real-world applications of physics into VIT’s classrooms or labs?

You mentioned working with curriculum alignment and assessment in engineering colleges, and you’d put in effort to fix incorrect data if you saw it. At VIT, curriculum development is tightly linked to both accreditation standards and advances in fields like theoretical physics and quantum computation. How would you contribute to curriculum development efforts here, especially making sure the content stays current and meets those accreditation requirements?

Alright, so you’ve worked with curriculum alignment and assessment in engineering colleges, and you’re willing to take responsibility for fixing any issues you find. At VIT, curriculum development is tightly linked to advancements in theoretical physics and quantum computation. How would you contribute to curriculum development efforts here, especially in making sure our content stays current with both accreditation standards and new developments in the field?

Okay, so you’d work to make sure assessments cover every part of the curriculum and put extra effort into correcting any mistakes to maintain accreditation standards. At VIT, curriculum development is closely tied to advancements in theoretical physics and quantum computation. How would you contribute to curriculum development efforts, especially in aligning content with both accreditation standards and cutting-edge research?

You talked about making sure assessments cover all curriculum topics and putting in the effort to fix any issues you spot. That's important for accreditation, but also for keeping standards high in both teaching and research. Last thing—how would you work with industry partners or research institutes to bring real-world applications of physics into VIT's classrooms or labs?

Right,

Meeting at all I. Was when I was teaching. The first college for the. Graduate and postgraduate, Undergraduate and postgraduate level. I always. Be a part of the departmental Meeting for Change. Launching the syllabus. Because whenever I. Uh, found a particular syllabus. To create. Awareness students in that area. I always wanted to make a little bit. Change which is. The limit of. University.

Meeting at all I. Was when I was teaching. The first college for the. Graduate and postgraduate, Undergraduate and postgraduate level. I always. Be a part of the departmental Meeting for Change. Launching the syllabus. Because whenever I. Uh, found a particular syllabus. To create. Awareness students in that area. I always wanted to make a little bit. Change which is. The limit of. University. So I have X. Departmental meeting, especially the. William Committee.

Meeting at all I. Was when I was teaching. The first college for the. Graduate and postgraduate, Undergraduate and postgraduate level. I always. Be a part of the departmental Meeting for Change. Launching the syllabus. Because whenever I. Uh, found a particular syllabus. To create. Awareness students in that area. I always wanted to make a little bit. Change which is. The limit of. University. So I have X. Departmental meeting, especially the. William Committee. So that's what my experience.

Meeting at all I. Was when I was teaching. The first college for the. Graduate and postgraduate, Undergraduate and postgraduate level. I always. Be a part of the departmental Meeting for Change. Launching the syllabus. Because whenever I. Uh, found a particular syllabus. To create. Awareness students in that area. I always wanted to make a little bit. Change which is. The limit of. University. So I have X. Departmental meeting, especially the. William Committee. So that's what my experience. OK, I can.

Dr., let's shift to something a bit different. Imagine a situation: a student in your class files a formal complaint, saying your grading was biased. At the same time, your department head is urging you to improve pass rates. How would you handle this tension between standing by your academic standards and the pressure from above?

You said you’ve been part of curriculum committees and pushed for syllabus changes when you felt students needed more awareness in a particular area. Let’s shift to something a bit different—imagine a student in your class files a formal complaint, saying your grading was biased. At the same time, your department head is urging you to raise pass rates. How would you navigate that?

You’ve been hands-on with curriculum committees and syllabus changes—that’s solid experience. Let’s shift to something a bit different, Professor. Imagine a colleague in your department approaches you to co-author a research paper, but you notice some of their data appears questionable—maybe even manipulated. What would you do in that situation?

You said you’ve been part of curriculum committees and pushed for syllabus changes when you felt students needed more awareness in a particular area. Let’s shift to something a bit different—imagine a colleague in your department approaches you to co-author a paper, but you notice that some of the data looks questionable. How would you handle that situation?

Researcher, I say.

Alright, let’s turn to industry alignment for a moment. Given your background in radiation shielding and rare earth materials, do you have any connections with industry or research institutes that could create internship or placement opportunities for students here at VIT?

Researcher, I say. Any other threat? First of all. I would try to gather all the rotor. That colleague. If he allows me. Analyze that data. I uh. Re analyse everything.

Researcher, I say. Any other threat? First of all. I would try to gather all the rotor. That colleague. If he allows me. Analyze that data. I uh. Re analyse everything. To make sure that. The data. Right. And if it's not accurate, I'll. Would be firm. To change. Answers to the. Because report. A wrong data. Uh, would have been. For paper retraction and another legal issues and it's not ethically correct.

Researcher, I say. Any other threat? First of all. I would try to gather all the rotor. That colleague. If he allows me. Analyze that data. I uh. Re analyse everything. To make sure that. The data. Right. And if it's not accurate, I'll. Would be firm. To change. Answers to the. Because report. A wrong data. Uh, would have been. For paper retraction and another legal issues and it's not ethically correct. But I always. Try to. I always strip. Prefer to support my colleague.

You described being actively involved in departmental meetings and curriculum updates, especially at both undergraduate and postgraduate levels. For industry alignment—given your background in radiation shielding and rare earth materials, do you have any connections with industry or research institutes that could help students at VIT University access internships or real-world projects?

You’ve played an active role in departmental meetings and curriculum updates, especially around making the syllabus more relevant for students. Can you discuss any specific experience you have in academic quality assurance or program review, and how that would help you contribute to VIT University’s commitment to maintaining high standards in both teaching and research?

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals.

You said you always strive for accuracy in assessment and have experience with curriculum meetings and syllabus changes. At VIT University, we care a lot about keeping our curriculum aligned with both accreditation standards and new advances in areas like quantum computation. How would you contribute to curriculum development efforts here, especially making sure our content stays relevant to both regulators and cutting-edge research?

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals. Are those DJ's fundamental? So I wanted to. To make clear, I want to. No, the student. What? What should be the? To for for two things. This particular. It's because we are all using concrete. Living or tiles?

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals. Are those DJ's fundamental? So I wanted to. To make clear, I want to. No, the student. What? What should be the? To for for two things. This particular. It's because we are all using concrete. Living or tiles? What are you doing? Like that because. Other people are using. Those items so we don't.

You were talking about having students work on unique topics, like the thermal coefficient of materials, and encouraging them to dig deeper into fundamentals. Can you name any specific companies, research labs, or industry partners you’ve actually worked with—or would like to bring into the classroom—to help students see how these concepts play out in real-world settings?

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals. Are those DJ's fundamental? So I wanted to. To make clear, I want to. No, the student. What? What should be the? To for for two things. This particular. It's because we are all using concrete. Living or tiles? What are you doing? Like that because. Other people are using. Those items so we don't. OK, so I. But wanted to. Me to apply their knowledge. Graduate projects. My students. Uh, contacted nearby. Industries. Like dial factories. And and. Sheet up. It shops also.

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals. Are those DJ's fundamental? So I wanted to. To make clear, I want to. No, the student. What? What should be the? To for for two things. This particular. It's because we are all using concrete. Living or tiles? What are you doing? Like that because. Other people are using. Those items so we don't. OK, so I. But wanted to. Me to apply their knowledge. Graduate projects. My students. Uh, contacted nearby. Industries. Like dial factories. And and. Sheet up. It shops also. Jobs they. And also these. Construct.

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals. Are those DJ's fundamental? So I wanted to. To make clear, I want to. No, the student. What? What should be the? To for for two things. This particular. It's because we are all using concrete. Living or tiles? What are you doing? Like that because. Other people are using. Those items so we don't. OK, so I. But wanted to. Me to apply their knowledge. Graduate projects. My students. Uh, contacted nearby. Industries. Like dial factories. And and. Sheet up. It shops also. Jobs they. And also these. Construct. And they asked about this thermal coefficient of the. Materials and collected samples. Those area and. They they. Uh. The Lange. So, friend, that they understood. How these? Into the real world application.

So you had your students work on real material properties, like measuring the thermal coefficient of tiles and concrete, to help them connect fundamental concepts to things they use every day. Can you give a concrete example of how you brought in an outside research institute or industry partner for one of these projects—maybe a specific company, lab, or collaboration?

You were starting to say how you had students investigate the thermal coefficients of everyday building materials like tiles and concrete, so they’d connect physics to things they actually encounter. Did you ever collaborate with a company—like a tile manufacturer or a construction firm—to provide data, site visits, or project sponsorship for those student projects?

OK. When I want. Farooq College. I had a. Several undergraduate. And postgraduate project. When I wanted to select. A different topic. A unique topic for my undergraduate student. I asked students about. The thermal coefficient. Of different. We all know we are using. Is following and we don't. Know what exactly the? Fundamentals. Are those DJ's fundamental? So I wanted to. To make clear, I want to. No, the student. What? What should be the? To for for two things. This particular. It's because we are all using concrete. Living or tiles? What are you doing? Like that because. Other people are using. Those items so we don't. OK, so I. But wanted to. Me to apply their knowledge. Graduate projects. My students. Uh, contacted nearby. Industries. Like dial factories. And and. Sheet up. It shops also. Jobs they. And also these. Construct. And they asked about this thermal coefficient of the. Materials and collected samples. Those area and. They they. Uh. The Lange. So, friend, that they understood. How these? Into the real world application. Just like that. We can contact nearby industries or shops. Tomm. Cooperate with the. University. And students. For making. Understand the physical. The idea is or physics theories. In the real world application. So, uh. Well, I hope. I can. Do that better. When I got when I got a chat.

So you had your students reach out to local tile factories and sheet metal shops for their projects, connecting classroom learning to actual industry practices. That's a concrete example. If you were to expand this at VIT University, which industries or research institutes would you prioritize collaborating with, and how would you go about establishing those relationships?

So you had your students contact local industries like tile factories and sheet metal shops for their projects, really connecting classroom learning to actual industry practices. If you were at VIT and wanted to set up formal collaborations with those kinds of companies—what would your approach be to make sure students actually benefit, say through internships, guest lectures, or hands-on lab work?

You had your students connect with local tile factories and sheet metal shops to gather real samples for their projects, tying classroom physics directly to industry practices. If you were at VIT, can you name any specific companies or research institutes—either in India or internationally—that you’d want to collaborate with to bring cutting-edge applications into your teaching or lab work?

Alright, shifting gears to your technical depth now. Suppose you're guiding a research team working on a new semiconductor sensor, but there's a persistent issue with leakage current at high temperatures. Walk me through the steps you'd take to diagnose and address that problem.

Sorry, I I. I don't have any experience with the semiconductor sensor. So they all. Search the. The methodology. The same. We have to follow. The clear steps. To. Analyze. Observe. Analyze. And. That that that's what the theory I can. Do or that I can I can adopt? I don't have any. Uh, expand. The sensor leakage current. Sorry for that. I conclude that Again, Arjun, I don't have. Particular X. In personal experiences.

Again, Arjun, I don't have. Particular X. In personal experiences. But planning also. I am very much interested in that area and. One of my colleagues in Florence University was. Walking in ML. So I was always. Very interested about. That topic also.

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

Again, Arjun, I don't have. Particular X. In personal experiences. But planning also. I am very much interested in that area and. One of my colleagues in Florence University was. Walking in ML. So I was always. Very interested about. That topic also. But unfortunately I don't have a personal experience. Still learning also, but I make sure that. I'll do. Possible thing? That, uh. Can help. That particular student? To clear that.

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