Yes, yes, you can begin.

Please start by introducing your professional journey in academia

So myself, Doctor Mohammed is me. I am assistant professor in SRM Institute of Science and Technology. UH, which is located in Kathakulathur, Chennai, Tamil Nadu. And I have done my PhD from Aligarh Muslim University, Aligarh. In 2023. Under the supervision of Professor Nathimura. The title of my research was. A study of certain classes of cyclic codes. Which comes under the specialization of. Algebraic coding theory.

Prior to that I have done my masters from the same university that is illegal Muslim university. Aligarh in 2017.

So, Dr. Mohammed, you’ve specialized in algebraic coding theory and now teach at SRM.

So you completed both your master's and PhD at Aligarh Muslim University, with your doctoral work focused on cyclic codes in algebraic coding theory. When you're teaching undergraduates, what's one foundational concept in mathematics you particularly enjoy introducing, and why?

So suppose I am teaching. Probability and queuing theory in uh currently in. Uh, in this semester? So there is an interesting topic that is conditional probability. Uh, uh, so, uh, why this, uh, thing is interesting because, uh, many times student confuse. To understand what is conditional probability. And many times he also does not understand that. Uh, where are the application of this concept?

Right, so you notice students struggle with conditional probability—especially understanding its application.

So I. I used conditional. Tea in forward channel probabilities in coding theory. So I. So basically if we go by formula so conditional probability is nothing but. Probability of A by B is equal to. Uh, probability of. Intersection B / P probability of A. Such that probability of A is not equal to 0 So what is conditional probability that we have to find the probability of the event B provided?

So I. I used conditional. Tea in forward channel probabilities in coding theory. So I. So basically if we go by formula so conditional probability is nothing but. Probability of A by B is equal to. Uh, probability of. Intersection B / P probability of A.

Alright, so you mentioned using conditional probability in the context of coding theory, relating the formula to real applications. Looking at your publication “New Quantum and LCD codes from cyclic codes over a finite non-chain ring” in Reports on Mathematical Physics, how do you adapt concepts from that research when explaining advanced topics, like quantum error correction, to undergraduate students who may not have a strong background in abstract algebra?

So you're emphasizing that conditional probability is about finding the probability of B given A, and you tie that into coding theory contexts. When you explain something advanced from your research, like quantum error correction, to students who haven't seen that math before, what's your strategy for making it accessible without losing the rigor?

So first of all, conditional probability is not basically used in quantum error correction. It is used in simple error correction where it is limited to channel channel encoding and channel decoding. Now come to the next question that how we will teach. The undergraduate student regarding the quantum error correction.

Okay, so you’re drawing a line between classical and quantum error correction, and you want to help undergrads access those quantum ideas.

So for teaching quantum error correction, we will not teach them the. The regress, yes. Yeah, yeah. Can you repeat your question?

Right, you were about to explain how you introduce quantum error correction to students who haven't seen the underlying math. Go on.

OK, so for. Telling the. Benefit or telling the importance or telling the. Origin or the motivation in particular if I say the motivation behind the. Quantum, uh, quantum computing. So first we have. Tell the student that what is the classical computer lacks. So we start from the classical computing that, uh. In classical computing there is a bits. Which transferred through. Through the digital communication channel and due to the. Due to the hindrance. Or noise present in the system. That bits can be uh. Uh, can have some. Errors and the receiver will get a. Uh, corrupted message.

Now to encounter this thing, generally we use encoding and decoding techniques. Uh, uh So in particular, if we talk about. Quantum error correction. The quantum error correction is the currently the leading. Leading research in this in the India also and as well as world also So in particular, if we talk about. Quantum error correction. The quantum error correction is the currently the leading. Leading research in this in the India also and as well as world also. And are Indian government is uh. UH is given the fund of approx 600 crores. In 2023 which is which have to be used up to 2030. Under the National Quantum Mission. So my research is closely related to that.

Now to encounter this thing, generally we use encoding and decoding techniques.

Alright,

So you lay the groundwork by having students experience the limitations of classical channels and then introduce quantum codes as a natural evolution. Shifting to your research productivity, given your background in algebraic coding theory, where do you see the most promising and fundable directions for your work over the next few years? Which grants or funding sources would you pursue to support that agenda?

You mentioned the National Quantum Mission and the significant funding available in India—about 600 crores through 2030. Since your research aligns with this initiative, what concrete steps would you take to build a research group that can actually secure and utilize these funds at an institutional level, say at VIT?

And wherever in wherever we. In India. There is a research. At vit OK, so. I will. First of all, I will. Try to get a research scholar. Of in in under my supervision. And and from there I will create a research lab.

Okay, so building a research group is a start, but let’s look at your teaching side. You’ve taught courses like Probability and Queuing Theory—imagine you had to run a session for 200 students, but slides aren’t allowed. How would you keep the students genuinely engaged and make sure they’re actually working with the material, not just listening passively?

And I will. Uh, what? I say I will collaborate with. Faculties who are. Working in the quantum research field as well as. OK, so slides are not allowed. Is it correct?

Yeah, slides are out—imagine you’re in a big lecture hall with just a chalkboard. What would you actually do to keep 200 students in Probability and Queuing Theory actively working with the material during class?

OK, so. So what I generally do in this type of situations I will. Career I will divide the class into 4 sections 5050. 4 sections and from each section. Uh, offer per particular 50 students. I tell them that to. They must solve this problem.

OK, so. So what I generally do in this type of situations I will. Career I will divide the class into 4 sections 5050. 4 sections and from each section. Uh, offer per particular 50 students. I tell them that to. They must solve this problem. Uh, within a certain limit of time.

OK, so. So what I generally do in this type of situations I will. Career I will divide the class into 4 sections 5050. 4 sections and from each section. Uh, offer per particular 50 students. I tell them that to. They must solve this problem. Uh, within a certain limit of time. After explaining the problem.

Alright, so you break the class into four groups of fifty and have each group work on a problem. How do you make sure all the students are actually participating and not just letting one or two people in each group do the thinking for everyone else?

Okay, switching gears a bit. 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?

Alright, so you explain the problem to each group and set a time limit for them to solve it. How do you make sure all the students are actually participating and not just letting one or two people in each group do all the work?

For this I I give them. A reward point or the marks basis? Like there are in when we are. Giving. Marks to the student. There are different different types of exams. So there are some exams that are under the teacher hand.

For this I I give them. A reward point or the marks basis? Like there are in when we are. Giving. Marks to the student. There are different different types of exams. So there are some exams that are under the teacher hand. Like. Instead of assignment. We will do the class activity.

So you use marks or reward points as an incentive to make sure everyone in each group actually participates during the problem-solving. Stepping back to the broader department, beyond teaching and research, what role do you see yourself playing in things like curriculum committees or program reviews here at VIT?

Given your experience, Professor,

And the these type of Class A. Will make them. Can you repeat the question? Sorry I didn't listen it. Hello.

Hello.

Of course, here's the question again. Imagine a student files a formal complaint alleging your grading is biased,

I can hear you, Professor. If you were responding to my last scenario about the grading complaint and department head pressure, go ahead—I'd like to hear how you'd handle that situation.

So regarding the grading complaint, uh, there is a very uh. Like. What we do generally is to tackle these type of situation that students should not. A complaint against any teacher. At any situation we will create a answer key. Of the particular given exam that a student have given and with the help of answer key we will show their copy to the student after each exam so that. They can also check their copy. And what will happen, uh, with that, what advantage that student will get? They can identify their mistake also. So while identifying. They can also improve themselves also. So I think then after that there is no grading complaint.

Regarding like. Partial team grading. Uh, to the students.

So you use an answer key and give students a chance to review their graded work, which helps with transparency and gives them a learning opportunity.

Partial team grading—are you referring to distributing grading responsibilities among multiple instructors, or something else?

I think first when we are. If the complaint is from head of the department side.

Alright, so if the complaint is coming from the department head, not just the student, you'd look at the grading process and maybe consider partial grading by a team. What would you actually do if, after reviewing everything, you're still convinced your grading is fair but the department head keeps insisting you make it easier?

First of all, who if I am the course coordinator? So first of all, I will ask the head of. So I will I will ask them to make to give me the suggestion in the answer key. Where I can do the modification so that the grading will be easier? For the students. That's it.

First of all, who if I am the course coordinator? So first of all, I will ask the head of. So I will I will ask them to make to give me the suggestion in the answer key.

Switching topics, Professor—given VIT’s emphasis on bridging academia and industry, have you had experience with consultancy or industry projects in Mathematics? How would you use those experiences to give students exposure to real-world applications in your courses?

So if you’re the course coordinator and your department head wants you to make grading easier, you’d ask them to point out where in the answer key they think the standards could be relaxed, rather than just changing your overall approach. Can you give a concrete example from your own experience—was there a time you adjusted grading or expectations based on departmental feedback, and how did that play out with students or outcomes?

Uh, can you repeat the question? Because you mixed 2 questions at a time and I cannot, uh, listen your question.

Of course, I'll repeat the question. Can you give a concrete example from your own experience where you had to adjust your grading or expectations because of feedback from your department, and what impact did that have on your students or the outcomes?

OK, so first of all. Best experience of mine is that that until now I have not get a bad feedback from the students.

Uh, because I. Feel like uh, we have to teach the student. Yup.

Okay, so up to now you haven't received negative feedback from students, which suggests your grading approach has been well-accepted.

Since you've worked with supply chain management and advanced statistics, can you describe a time when you applied advanced statistical methods or AI to solve a real-world problem, either in academia or industry? What was your approach, and what impact did it have?

So as far as the concern. Care that industry industry or. Latency. Things that until now have not in the those things and. Until now I. Not done any industry version probe.

Alright, thanks for being candid about not having industry project experience yet. Let’s shift—can you walk me through how you structure a typical mathematics course, especially balancing theory with lab or practical sessions for students?

So I'm not very much aware of that, but surely if in. Sir, I have been given. Opportunity, I will. Point MMM. The methods are no less and as far as. 3 lectures and 1 tutorial are. So that in one tutorial hour we can understand that how much student have covered. Uh, understand, uh, from that thing and if. Problem in understanding. The concept any.

I will identify the student and. As well as I will. One more tutorial.

So you usually structure your courses with three lectures and one tutorial each week, using the tutorial to check if students have really understood the material and to address any gaps.

So if you identify a student struggling, you’d add another tutorial to support them. How do you decide which students need that extra help—are you using quiz results, participation, or something else?

So first of all in tutorial. I visit all the student and. I will see. How the? Are writing their answers and from looking at their answer sheets. I can understand that whether they are. Trending the topic correctly or not?

Alright, so you’re actually watching students as they work through tutorial problems and checking their answer sheets to spot misunderstandings in real time. When you see a common pattern of mistakes across several students, how do you adapt your teaching in the next lecture to address those gaps?

So what I. If I the students, those who are, uh, struggling. The topics. So I will. I will create a list. So if there are more than one. Friends or like. Are more than 10 to. Who are having? The problems at the same at the same.

So what I. If I the students, those who are, uh, struggling. The topics. So I will. I will create a list. So if there are more than one. Friends or like. Are more than 10 to. Who are having? The problems at the same at the same. The same. In particular, part of the quoi. Yeah, so. Not just. Like are 5 to 5 to 10.

You were saying if you see more than ten students struggling with the same topic, you’d make a list. Go on.

More than five. Friends who are struggling on the particular part of the question, so I will. Uh re explain.

So you’d track which students are having trouble and how many are affected—if it’s more than a handful, you’d focus on that topic across the group. When you go back to reteach or clarify,

So you’d re-explain the topic if you notice more than five students struggling with the same part of a question. When you re-explain, do you use a new example or approach, or do you revisit the same material in a different way?

The question. In in the first question you asked me that if more than one students or more than 5. It's are struggling on a particular part of the question.

Alright, you’ve clarified your process for identifying and supporting students who struggle. Switching gears—can you tell me about your approach to guiding student research projects or dissertations?

So I am explaining answering you that question. That if the. Yeah. So only I think in research is. That we have to give them task. A particular like particular. Portion of a unit. Portion of the uh.

Okay, so you give students specific tasks—like a section of a unit—so they can focus their research. When you’re supervising these projects,

We have to check whether. Stop the Vindals.

You were saying you need to check whether the student is actually doing the work themselves. How do you ensure that students aren't just copying or relying too much on external sources, but are genuinely engaging with the research process?

The discussion we have to give them at. We have to give them a task first. Let me tell you the you the process.

Alright, you want to walk me through your process—go ahead, I’m listening.

That first of all. Check how the students. Fundamentally.

So you start by checking students' fundamental understanding before assigning research tasks. Once you've assessed that baseline, how do you help students move from basic understanding to actually designing and executing a meaningful research question on their own?

Paul, we have to check whether the student is comfortable in their fundamental.

Right, so you’re making sure students are comfortable with the fundamentals before asking them to tackle research. Once you know they’re solid, how do you train them to frame a research problem—do you have them start with a literature review, or do you guide them to develop their own question first?

That they are fundamental. The. Traditional papers. In the field and I give those papers. For the research. The receipt.

Okay, so you give students classic papers in the field to ground their research. When you assign these, how do you encourage students to critique or build upon the ideas in those papers, rather than just summarize them?

Are those uh. Not understand. Can you repeat it?

Sure, I’ll repeat that for you. When you assign classic papers to your research students, how do you encourage them to critique or build on the ideas in those papers, instead of just summarizing what’s already there?

So, uh. The whole logic of. Search. We are giving them. Foundation Paper.

Alright, so you see the foundation paper as a starting point for their research logic. Shifting topics,

So we tell them that. The these are. I think I am not a expert in mathematical modeling, so I cannot tell you that where I I can. I can tell you only the. Graduate level, uh. That, uh. I think supply chain or queuing. Uh, not more than that.

Okay, so you’re more comfortable discussing supply chain and queuing at a graduate level, but not advanced mathematical modeling. No problem. Can you describe a time you evaluated students or set exam questions—how did you make sure your assessments accurately reflected what students actually knew?

So did the student just like one week before and. It is called. Speed 3 And how can I know that? The student, actually. So the question. What? What we? Like in every question there is a. There is a part. Known as a core part of the question like. What can UH understand that that student? Are knowledgeable. And he understand the things. In. Can answer. So that is.

Alright, so you focus your exam questions on the core concept, making sure students can't just memorize but actually demonstrate understanding. When you’re grading those answers, do you use a rubric, or is it more subjective based on your judgment of their explanation?

Play as far as rubricons. Of Rubric VR. OK, so. The particular. Uh, questions or answers?

Play as far as rubricons. Of Rubric VR. OK, so. The particular. Uh, questions or answers? Will not do it again.

That is the advantage of. Time and Uh Uh. In queuing.

So you’re saying rubrics guide how you score particular questions or answers. Switching gears, can you give me an example of how you’ve guided a student through a research project—from their initial idea to a final result?

So you rely on rubrics to guide your scoring, but you’re not just repeating the same approach for every answer. Earlier,

He will get. Them are real world example and with the help of real world example they are easily able to understand that. OK in in particular in queuing theory if the students are not understanding. Like the? And then? We have to give a real. Example to the student and like not one. More 5 to 6 examples so that with the help of example they can easily understand.

You started to say something about queuing. Go ahead.

He will get. Them are real world example and with the help of real world example they are easily able to understand that. OK in in particular in queuing theory if the students are not understanding. Like the? And then? We have to give a real. Example to the student and like not one. More 5 to 6 examples so that with the help of example they can easily understand. And they can create the. A concept of queuing theory.

Alright, so you use multiple real-world examples in queuing theory to help students connect with the concepts—giving five or six if needed until it clicks. Thinking about your research publications, can you point to one where your work addressed a practical problem, and explain briefly how your findings were applied or could be applied outside of academia?

Right, so you’ll use five or six real-world examples in queuing theory to help students really understand the concept, especially if they’re having trouble. Now, thinking about your own research, can you tell me about a publication you’ve authored—what was the mathematical or statistical technique at the heart of that work, and why did you choose it?

So like out of eight? Research paper I can. Like the paper? Which one you? Report Mathematical. I find more content. LCD codes over a certain. And why?

So like out of eight? Research paper I can. Like the paper? Which one you? Report Mathematical. I find more content. LCD codes over a certain. And why? Paper is, uh, like useful in outside Advia is that it involves quanda. Correcting code.

Alright, you mentioned one of your eight research papers involved mathematical content—LCD codes over a certain context.

So your paper on LCD codes ties into error correcting codes. Did your research include any collaboration with industry, or was it mainly theoretical?

So basically whatever the quantum error correcting codes which. In this paper. There is already. Which is. Which is heavy. Data of all the. Quantum error correcting codes. The collection. Courts are aware of. On that website. So once we get a new. Error correcting codes we. Paper and wheel. Suggest that. That are error correct? The code has better.

So basically whatever the quantum error correcting codes which. In this paper. There is already. Which is. Which is heavy. Data of all the. Quantum error correcting codes. The collection. Courts are aware of. On that website. So once we get a new. Error correcting codes we. Paper and wheel. Suggest that. That are error correct? The code has better. And of those? Quotes. These are. Quantum communication Yes.

So you’re saying your work contributes new quantum error correcting codes to the established database, and you suggest when a new code performs better. Now, outside of your research, have you ever worked directly with industry partners or consulted on any projects where your mathematical expertise was applied?

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

And you explain. What is the? I after John. In the VIT university. Pretty well low. Hello. Hello.

You asked about what happens after joining VIT University. Once you join as an Assistant Professor, you'll be part of a department where you'll teach both undergraduate and postgraduate courses, contribute to curriculum development, guide student research, and have opportunities for interdisciplinary work. The culture here emphasizes both strong research and innovative teaching. Is there anything else you’d like to know about the role or the team?

Hello, can you?

Sounds like you want clarification. If you’re asking what happens after joining, it involves teaching, research, and guiding students, as we discussed. Was there something more specific you wanted to know about the role or the team? If you have any other questions, feel free to ask.

Yeah, I am asking.