Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai.

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor.

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor. In K Ramakrishna College of Technology. Samyuvaram Trichy.

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor. In K Ramakrishna College of Technology. Samyuvaram Trichy. After that I have decided to do PhD. So that I came. Instead of science and technology. Katanguru. So I have accommodated my PhD. In the field of commutational fluid dynamics. Currently I have 7 papers which includes. Two, I mean 2 seas and five Escas.

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor. In K Ramakrishna College of Technology. Samyuvaram Trichy. After that I have decided to do PhD. So that I came. Instead of science and technology. Katanguru. So I have accommodated my PhD. In the field of commutational fluid dynamics. Currently I have 7 papers which includes. Two, I mean 2 seas and five Escas. So I'm working in the computational food dynamics so that I have familiar with. Uh, Matlab.

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor. In K Ramakrishna College of Technology. Samyuvaram Trichy. After that I have decided to do PhD. So that I came. Instead of science and technology. Katanguru. So I have accommodated my PhD. In the field of commutational fluid dynamics. Currently I have 7 papers which includes. Two, I mean 2 seas and five Escas. So I'm working in the computational food dynamics so that I have familiar with. Uh, Matlab. Multiple 6 and. Origin Pro.

Okay, so you're currently an assistant professor at Aishwarya Anjali College in Chennai. Can you tell me a bit about how you came to join that institution, and what drew you to your current academic focus?

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor. In K Ramakrishna College of Technology. Samyuvaram Trichy. After that I have decided to do PhD. So that I came. Instead of science and technology. Katanguru. So I have accommodated my PhD. In the field of commutational fluid dynamics. Currently I have 7 papers which includes. Two, I mean 2 seas and five Escas. So I'm working in the computational food dynamics so that I have familiar with. Uh, Matlab. Multiple 6 and. Origin Pro. And mathematics softwares. So I like to. Actually I'm sticking the. Best institution? To enhance my research and academic.

Hi everyone. So I'm Francis. Uh uh, currently working as a assistant professor in. Aishwarya Anjali College. Chennai. I have completed my. Undergraduates and postgraduate. In mathematics. In the philosophy. Misha Beaver College. And then I have completed my M full in Saint Joseph College Trichy. After that I have served. As I asked him Professor. In K Ramakrishna College of Technology. Samyuvaram Trichy. After that I have decided to do PhD. So that I came. Instead of science and technology. Katanguru. So I have accommodated my PhD. In the field of commutational fluid dynamics. Currently I have 7 papers which includes. Two, I mean 2 seas and five Escas. So I'm working in the computational food dynamics so that I have familiar with. Uh, Matlab. Multiple 6 and. Origin Pro. And mathematics softwares. So I like to. Actually I'm sticking the. Best institution? To enhance my research and academic. So currently I'm Astro professor in issue. So also I have the. Coordinator in. S s teams and. Discipline. And as well as online city affiliation coordinator. Thank you.

So you completed your undergraduate and postgraduate studies in mathematics, then your M.Phil at Saint Joseph College in Trichy, and now you're serving as an assistant professor. Was there a particular moment or influence that guided you toward a career in academia, rather than industry or another path?

Alright, so after your M.Phil at Saint Joseph College in Trichy, you also spent time as an assistant professor at K Ramakrishna College of Technology. Anything in particular about your experience there that shaped your approach to teaching or research? Or was there a pivotal project or responsibility that really stayed with you?

You mentioned your focus is in computational fluid dynamics and you've been involved in both teaching and research. Can you tell me about one foundational concept in mathematics that you particularly enjoy teaching, and why you think it's important for students to grasp?

Alright, so you’ve worked with Matlab for your research in computational fluid dynamics, and you’ve published seven papers including both Scopus and SCI journals. When you’re teaching students about numerical methods or simulations, what’s one common misconception they tend to have, and how do you address it in the classroom?

Alright, so you’ve been working with Matlab, Multisim, and OriginPro for your computational fluid dynamics research, and you’ve got experience across several colleges. When you introduce students to simulation software like Matlab for the first time, what’s your approach to making sure they aren’t just following steps but actually understanding the underlying mathematics?

Okay, so you’re hoping to join an institution that supports both your research and teaching. Given your background in computational fluid dynamics and use of tools like Matlab and OriginPro, how do you encourage students to apply mathematical theory to real-world problems rather than just learning formulas?

Alright, so you’ve been the coordinator for SSTEAMS and discipline, plus the online city affiliation coordinator, on top of your teaching and research. You said your PhD is in computational fluid dynamics, with seven papers published. I noticed that in your research, you’ve worked with numerical simulation and mathematical modeling—can you share a specific example where your research directly influenced how you designed or delivered a classroom lesson?

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems.

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids.

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids. In particularly my model I have taken heater, cone and heater. An heated Charles.

Alright, so your work centers on numerical simulation for mathematical fluid dynamics problems. Can you give me a concrete example where you took a complex idea from your research—maybe a simulation or a modeling technique—and redesigned it for an undergraduate lesson so students could grasp it more easily?

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids. In particularly my model I have taken heater, cone and heater. An heated Charles. So we are investigating the. Uh, investigating the he. Add to. The fluid. So in my problem I have taken the fluid. To enhance the E transfer.

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids. In particularly my model I have taken heater, cone and heater. An heated Charles. So we are investigating the. Uh, investigating the he. Add to. The fluid. So in my problem I have taken the fluid. To enhance the E transfer. In particularly. Uh, in many areas. So for especially. Uh. On JPEG cases we we are. It's produced a lot of heat, right? So, uh. So avoiding this. Uh, heat issue? We are using thermal paste right? So father thermal paste is a non Newton fluid. Alright. So in my research I used hiring power fluid. So that flow is an anointing fluid. So entire search based on the. Numerical investigation of. Heater mouse transfer.

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids. In particularly my model I have taken heater, cone and heater. An heated Charles. So we are investigating the. Uh, investigating the he. Add to. The fluid. So in my problem I have taken the fluid. To enhance the E transfer. In particularly. Uh, in many areas. So for especially. Uh. On JPEG cases we we are. It's produced a lot of heat, right? So, uh. So avoiding this. Uh, heat issue? We are using thermal paste right?

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids. In particularly my model I have taken heater, cone and heater. An heated Charles. So we are investigating the. Uh, investigating the he. Add to. The fluid. So in my problem I have taken the fluid. To enhance the E transfer. In particularly. Uh, in many areas. So for especially. Uh. On JPEG cases we we are. It's produced a lot of heat, right? So, uh. So avoiding this. Uh, heat issue? We are using thermal paste right? So father thermal paste is a non Newton fluid. Alright. So in my research I used hiring power fluid. So that flow is an anointing fluid. So entire search based on the. Numerical investigation of. Heater mouse transfer. So in my research I have. Study the numerical investigation with MST. Because. MSD is a mango hydrodynamics. Based on this.

Actually, my entire research. Based on. Numerical simulations. Mathematical fluid dynamics problems. So in the prudent mix problems. So we can. Uh, we are going to study. In relationship between. Heat and mass transfer in the fluids and solids. In particularly my model I have taken heater, cone and heater. An heated Charles. So we are investigating the. Uh, investigating the he. Add to. The fluid. So in my problem I have taken the fluid. To enhance the E transfer. In particularly. Uh, in many areas. So for especially. Uh. On JPEG cases we we are. It's produced a lot of heat, right? So, uh. So avoiding this. Uh, heat issue? We are using thermal paste right? So father thermal paste is a non Newton fluid. Alright. So in my research I used hiring power fluid. So that flow is an anointing fluid. So entire search based on the. Numerical investigation of. Heater mouse transfer. So in my research I have. Study the numerical investigation with MST. Because. MSD is a mango hydrodynamics. Based on this. Effect. We can reduce the. I mean we can enhance the E transfer. So that we can. Reduce the. Heat issue in the laptop as well as. Thank you.

Alright, so you’re focusing on heat and mass transfer in fluids and solids using numerical simulations. I saw you’ve published in both Scopus and SCI journals—can you tell me about a specific paper or project where you had to explain your research to students who didn’t have a strong background in fluid dynamics?

Okay, so you modeled heat and mass transfer with heated cones and channels—sounds pretty technical. Outside your research, you mentioned coordinating SSTEAMS and online city affiliation—how has this administrative experience shaped your approach to mentoring students or managing classroom projects?

So you focused on enhancing heat transfer in fluids using heated cones and channels—sounds like a pretty involved modeling problem. When you introduced these concepts to students, how did you get them to engage with the computational side, especially if they struggled with the abstract math behind the simulations?

Okay, so you used the example of thermal paste in electronics to help students connect real-world heat transfer problems to your research in heated cones and channels. Besides Matlab and OriginPro, you mentioned coordinating for SSTEAMS and online city affiliation—has your experience in these administrative or outreach roles shaped your approach to mentoring student research projects or classroom collaboration?

Okay, so you worked with power-law fluids and heat transfer using numerical simulations, and you used the example of thermal paste in electronics to tie it to real-world problems. Beyond research, you mentioned coordinating SSTEAMS and online city affiliation. Has your experience organizing and leading those initiatives changed the way you approach mentoring or guiding student projects?

So you were using magnetohydrodynamics and non-Newtonian fluids in your numerical investigations, and you drew on real-world examples like thermal paste to make these concepts relatable. When you introduced these advanced topics to students, what strategies did you use to make sure they actually understood the physical principles—did you rely more on visual simulations, practical analogies, or something else?

Alright, you tied your numerical work on heat transfer to real-world issues like thermal management in electronics, which is a good way to connect research to application. Shifting gears a bit—one of your papers focused on magnetohydrodynamics effects on non-Newtonian fluids. When you teach undergraduates about complex topics like magnetohydrodynamics, how do you break it down so that students without a strong physics background can grasp the essentials?

Contains for students. Yeah, not every students have the strong base in physics, right? So. We can do some basic example.

Contains for students. Yeah, not every students have the strong base in physics, right? So. We can do some basic example. Explain the our mango hydrodynamics. So the other students can understand the. Concept so. First of all, we have to. Give some foundation support physics. So students will. Comfortable with the foundations means we can move further. OK. Like Mantohydrodynamics is a. Phil Right. So in every I. In year there's a lot of magnetohydrodynamics like. Uh, N poles of. Will have a lot of MSTS. So we. Can't feel it? So like this we give, we will give some. I mean I will give some example. To feel the I mean to understand the amount of hydrodynamics. So after. That I will explain the entire things. In my research.

Contains for students. Yeah, not every students have the strong base in physics, right? So. We can do some basic example. Explain the our mango hydrodynamics. So the other students can understand the. Concept so. First of all, we have to. Give some foundation support physics.

Contains for students. Yeah, not every students have the strong base in physics, right? So. We can do some basic example. Explain the our mango hydrodynamics. So the other students can understand the. Concept so. First of all, we have to. Give some foundation support physics. So students will. Comfortable with the foundations means we can move further. OK. Like Mantohydrodynamics is a. Phil Right. So in every I. In year there's a lot of magnetohydrodynamics like. Uh, N poles of. Will have a lot of MSTS. So we. Can't feel it? So like this we give, we will give some. I mean I will give some example. To feel the I mean to understand the amount of hydrodynamics. So after. That I will explain the entire things. In my research. Thank you.

Contains for students. Yeah, not every students have the strong base in physics, right? So. We can do some basic example. Explain the our mango hydrodynamics. So the other students can understand the. Concept so. First of all, we have to. Give some foundation support physics. So students will. Comfortable with the foundations means we can move further. OK. Like Mantohydrodynamics is a. Phil Right. So in every I. In year there's a lot of magnetohydrodynamics like. Uh, N poles of. Will have a lot of MSTS. So we. Can't feel it?

Given your work in computational fluid dynamics, where do you see the most fundable research directions over the next few years? Which specific grants or funding bodies would you target to support that work?

So you focus on laying a physics foundation first, then use simple examples to help students understand magnetohydrodynamics. Can you give me one concrete example of an exercise or demonstration you've used that really helped students connect with that abstract concept?

Right, you emphasized the importance of building up the physics basics before diving into magnetohydrodynamics, using simple examples to bridge the gap. Can you give me a concrete example of an exercise or demonstration you've used to help students grasp this concept for the first time?

Okay, so you make it a point to lay down basic physics concepts and use everyday examples to help students feel the principles before digging into your research topics. Now, considering your background in computational mathematics and applied modeling, how have you guided students in applying for grants or securing research funding, especially in emerging areas like AI or machine learning within mathematics?

Okay, so you focus on laying a physics foundation first and then use accessible examples before connecting those ideas to your research. Now, considering your background in computational fluid dynamics, where do you see the most promising or fundable research directions over the next few years, and which specific grants or funding bodies would you target to support that work?

Ah, yes, actually. Uh. In safety, Sir, there is. Application *. So. In lot of research works going on currently. Uh. In a lot of areas like. Refrigerator, then electronics cooling. And then engine. I mean. Bike, bike engines or car engine, Even aerodynamics. In aeroplane lot of engines have. It issues so. So that, uh, we. We can design the. Jaman Titti. I mean. In the use of. Console and multiple 6 arc. Answers uh. So that we can. Found the better way to. Decrease the heat. I mean decrease the heat issue.

Ah, yes, actually. Uh. In safety, Sir, there is. Application *. So. In lot of research works going on currently. Uh. In a lot of areas like. Refrigerator, then electronics cooling. And then engine. I mean. Bike, bike engines or car engine, Even aerodynamics. In aeroplane lot of engines have. It issues so. So that, uh, we. We can design the. Jaman Titti. I mean. In the use of. Console and multiple 6 arc. Answers uh. So that we can. Found the better way to. Decrease the heat. I mean decrease the heat issue. In the I mean electronic device are. Other issues? So. In many countries. There are there are struggling to survey. With the. MST on. Heat issues like North Korea, I mean.

Ah, yes, actually. Uh. In safety, Sir, there is. Application *. So. In lot of research works going on currently. Uh. In a lot of areas like. Refrigerator, then electronics cooling. And then engine. I mean. Bike, bike engines or car engine, Even aerodynamics. In aeroplane lot of engines have. It issues so. So that, uh, we. We can design the. Jaman Titti. I mean. In the use of. Console and multiple 6 arc. Answers uh. So that we can. Found the better way to. Decrease the heat. I mean decrease the heat issue. In the I mean electronic device are. Other issues? So. In many countries. There are there are struggling to survey. With the. MST on. Heat issues like North Korea, I mean. Norway. South, North Pole and South. There are plot of. Issue with. So surviving. Uh, in the country. So there are. Country they are providing lot of. Projects to. Leaving their country. So based on this projects we can work with it. So we can. Get some cramps.

Ah, yes, actually. Uh. In safety, Sir, there is. Application *. So. In lot of research works going on currently. Uh. In a lot of areas like. Refrigerator, then electronics cooling. And then engine. I mean. Bike, bike engines or car engine, Even aerodynamics. In aeroplane lot of engines have. It issues so. So that, uh, we. We can design the. Jaman Titti. I mean. In the use of. Console and multiple 6 arc. Answers uh. So that we can. Found the better way to. Decrease the heat. I mean decrease the heat issue. In the I mean electronic device are. Other issues? So. In many countries. There are there are struggling to survey. With the. MST on. Heat issues like North Korea, I mean. Norway. South, North Pole and South. There are plot of. Issue with. So surviving. Uh, in the country. So there are. Country they are providing lot of. Projects to. Leaving their country.

Ah, yes, actually. Uh. In safety, Sir, there is. Application *. So. In lot of research works going on currently. Uh. In a lot of areas like. Refrigerator, then electronics cooling. And then engine. I mean. Bike, bike engines or car engine, Even aerodynamics. In aeroplane lot of engines have. It issues so. So that, uh, we. We can design the. Jaman Titti. I mean. In the use of. Console and multiple 6 arc. Answers uh. So that we can. Found the better way to. Decrease the heat. I mean decrease the heat issue. In the I mean electronic device are. Other issues? So. In many countries. There are there are struggling to survey. With the. MST on. Heat issues like North Korea, I mean. Norway. South, North Pole and South. There are plot of. Issue with. So surviving.

Ah, yes, actually. Uh. In safety, Sir, there is. Application *. So. In lot of research works going on currently. Uh. In a lot of areas like. Refrigerator, then electronics cooling. And then engine. I mean. Bike, bike engines or car engine, Even aerodynamics. In aeroplane lot of engines have. It issues so. So that, uh, we. We can design the. Jaman Titti. I mean. In the use of. Console and multiple 6 arc. Answers uh. So that we can. Found the better way to. Decrease the heat. I mean decrease the heat issue. In the I mean electronic device are. Other issues? So. In many countries. There are there are struggling to survey. With the. MST on. Heat issues like North Korea, I mean. Norway. South, North Pole and South. There are plot of. Issue with. So surviving. Uh, in the country. So there are. Country they are providing lot of. Projects to. Leaving their country. So based on this projects we can work with it. So we can. Get some cramps. Thank you.

You mentioned using COMSOL and MATLAB for modeling to address heat issues in real-world applications like engines and electronics. When guiding students on research grants—especially for interdisciplinary projects in areas like AI or machine learning within mathematics—how do you help them identify viable funding opportunities and structure their proposals to stand out?

You mentioned that countries are struggling with heat issues in technology, and that your modeling work could help address these challenges. When you guide students who are interested in interdisciplinary research—like combining mathematics with AI or engineering—how do you help them identify funding opportunities or prepare grant applications, especially for areas that aren't purely mathematics?

You mentioned the relevance of your research for things like electronics cooling and engine heat management, and that you use tools like COMSOL and MATLAB for modeling. When you guide students who are interested in interdisciplinary research—say, combining mathematics with AI or machine learning—how do you help them identify and pursue grant opportunities, especially for projects at the intersection of these fields?

You talked about making complex concepts accessible by starting with basic physics examples. Now, let’s look at engagement—suppose you’re teaching a required mathematics course to a large group, but you can’t use slides or traditional lectures. How would you design a session that keeps 200 students actually involved and learning, rather than just passively listening?

You mentioned countries providing project funding related to heat management and the use of modeling tools like COMSOL. When you guide students who are interested in interdisciplinary grants—say, combining mathematics with AI or engineering—how do you help them identify the right funding opportunities, and what steps do you take to prepare them for a successful application?

You mentioned COMSOL and Multiphysics for modeling heat issues in things like electronics and engines, and that you see global funding opportunities around these challenges. Shifting to your actual teaching practice—imagine you’re teaching a large required mathematics course, and you aren’t allowed to use slides or traditional lectures. How would you structure a session to keep 200 students actively engaged with the material?

I. Actually. Uh, without just use of materials, uh. We can explain the mathematical. Uh, but uh. Students have. Some basic concept where students. Know that some basic concept means. It's easy because. Uh, as I have, I will ask some questions. Then I will. Interactive students would actively participate the. Uh in my uh lecture. After that I will give. I will ask every students. With some. Uh goes like, uh goes. And then? I will. Give some real time application. To relate the mathematical concept. To mathematical concept. Real time example.

I. Actually. Uh, without just use of materials, uh. We can explain the mathematical. Uh, but uh. Students have. Some basic concept where students. Know that some basic concept means. It's easy because. Uh, as I have, I will ask some questions. Then I will. Interactive students would actively participate the. Uh in my uh lecture. After that I will give. I will ask every students. With some. Uh goes like, uh goes. And then? I will. Give some real time application. To relate the mathematical concept. To mathematical concept. Real time example. Also. I will ask the questions the best way to. Uh, understand the mathematical concept because math. In Max. To practice otherwise students. Not able to understand entirely. So comparing other subjects. Max sum like. Right.

I. Actually. Uh, without just use of materials, uh. We can explain the mathematical. Uh, but uh. Students have. Some basic concept where students. Know that some basic concept means. It's easy because. Uh, as I have, I will ask some questions. Then I will. Interactive students would actively participate the. Uh in my uh lecture. After that I will give. I will ask every students. With some. Uh goes like, uh goes. And then? I will. Give some real time application. To relate the mathematical concept. To mathematical concept. Real time example. Also. I will ask the questions the best way to. Uh, understand the mathematical concept because math. In Max. To practice otherwise students. Not able to understand entirely. So comparing other subjects. Max sum like. Right. So we thought black. A traditional way. We have some. Support like uh. Q's YouTube channel like because I have uh YouTube channel then I will give some notes then shortcuts method to. Students. So after my class so students. Can easily recall the. The problems which I've already taken in the class.

I. Actually. Uh, without just use of materials, uh. We can explain the mathematical. Uh, but uh. Students have. Some basic concept where students. Know that some basic concept means. It's easy because. Uh, as I have, I will ask some questions. Then I will. Interactive students would actively participate the. Uh in my uh lecture. After that I will give. I will ask every students. With some. Uh goes like, uh goes. And then? I will. Give some real time application. To relate the mathematical concept. To mathematical concept. Real time example. Also. I will ask the questions the best way to. Uh, understand the mathematical concept because math. In Max. To practice otherwise students. Not able to understand entirely. So comparing other subjects. Max sum like. Right. So we thought black. A traditional way.

So you’d start by asking students questions and using real-world examples to connect mathematical concepts, even without materials or slides. How do you actually check if those 200 students are truly engaged and understanding, rather than just a handful participating—what do you look for, or what feedback mechanisms do you use?

Alright, so you’d have students work through real-world examples and practice problems, asking them questions to keep them involved. But in a group that large, some students will just tune out or let others answer. How do you actually check if those 200 students are truly engaging and understanding, not just listening passively?

So you’d start with basic questions, get students to participate by answering, and then use real-world examples to help them connect with the math, emphasizing practice since math requires it. But with 200 students, some will just tune out or let others answer—how do you actually check if everyone is engaged and following, not just the vocal few?

You mentioned using your own YouTube channel and giving students notes and shortcuts after class to help them recall problems, especially since mathematics requires practice. Let's pivot a bit—at VIT, assessment and fairness in exams are vital. How would you ensure fair and transparent evaluation methods while keeping academic rigor in your mathematics courses?

Ah, yes, actually. Play a. Students have. Some basic ideas and students are already studied some basic concept means I will give some. Hints. Then I will give some ideas to crack the. Because, uh. Uh in real time, there are a lot of probabilities of students have studied uh in. In each unit. 5 to 6 cons remains students at. For students at least, they have to cover at least 4 concept. So. In their familiar 4 concept means they can easily get a mox goods. So. Other two concepts. If they're studies, they will struggling about this subject. So that for the stoners, we can. Give some hints. For the students. Get AC mocks. Your examinations.

Alright, so your approach is to give hints and focus on core concepts so most students can succeed, but you also expect them to cover a minimum number of topics for fairness. I want to press a bit—accreditation bodies usually require detailed outcome mapping and documentation for every exam and assignment. How comfortable are you with preparing and maintaining this kind of documentation, and what systems would you put in place to keep it consistent across all sections?

I I mean that. I will teach every lessons, I mean every subjects, every topics.

I I mean that. I will teach every lessons, I mean every subjects, every topics. I'm just telling that, uh. For this loan. Their story focus on only some sub sub concept.

I I mean that. I will teach every lessons, I mean every subjects, every topics. I'm just telling that, uh. For this loan. Their story focus on only some sub sub concept. Also, uh. Every subject. Uh. K1 mappings. I like uh K1K2K3K41 so. We we have some bloops level so based on the bloop. So I will teach the class.

Okay, Dr., let's consider a real-world scenario. Imagine a student formally complains that your grading is biased, and at the same time, your department head is pressuring you to improve pass rates in your mathematics course. How would you handle this situation while protecting both academic integrity and fairness?

I I mean that. I will teach every lessons, I mean every subjects, every topics. I'm just telling that, uh. For this loan. Their story focus on only some sub sub concept. Also, uh. Every subject. Uh. K1 mappings. I like uh K1K2K3K41 so. We we have some bloops level so based on the bloop. So I will teach the class. So so that we can easily correlate the. Qcos.com.

Right, so your point is that even if you cover every topic, some students will only focus on a few key sub-concepts. That’s common, but when it comes to maintaining those detailed outcome maps and consistent documentation for accreditation, what’s your plan if a department head pushes for higher pass rates but you feel it would compromise your standards?

Alright, so you use Bloom’s taxonomy mappings like K1, K2, and so on, to structure your teaching and assessments. Suppose your department head insists you relax your grading standards so more students pass, but you believe it would compromise academic integrity. How would you respond in that situation?

Alright, so you use Bloom’s taxonomy—K1, K2, K3—for mapping outcomes and structure, and you mentioned relating lessons to those levels so you can correlate with course outcomes. Let’s say your department head insists you relax your grading standards so more students pass, but you believe it would undermine the integrity of your mathematics course. How would you respond, and what steps would you take if they pushed back?

No, actually I. I will stand with. Actually, I have some ethics. Students, right? So. Somehow a student's failing exam that they fail. Just the students as quantity, so I will. It's my level and. I will. I mean I will support student at the. Bottom of my heaven, and I will.

No, actually I. I will stand with. Actually, I have some ethics. Students, right? So. Somehow a student's failing exam that they fail. Just the students as quantity, so I will. It's my level and. I will. I mean I will support student at the. Bottom of my heaven, and I will. It's up to my standards and also. I will. Explain. I will give some. Practice with the every every students.

No, actually I. I will stand with. Actually, I have some ethics. Students, right? So. Somehow a student's failing exam that they fail. Just the students as quantity, so I will. It's my level and. I will. I mean I will support student at the. Bottom of my heaven, and I will. It's up to my standards and also. I will. Explain. I will give some. Practice with the every every students. So that students can easily understand and students can easily write the exams. Suppose students get failed in the exams. That's fail.

No, actually I. I will stand with. Actually, I have some ethics. Students, right? So. Somehow a student's failing exam that they fail. Just the students as quantity, so I will. It's my level and. I will. I mean I will support student at the. Bottom of my heaven, and I will. It's up to my standards and also. I will. Explain. I will give some. Practice with the every every students. So that students can easily understand and students can easily write the exams. Suppose students get failed in the exams. That's fail. OK. I never. Go with father. Explanations.

So you’re saying you’d stand your ground and support the students who genuinely need help, but you wouldn’t lower your standards just to meet pass rate targets. And if your department head continued to push you, what concrete steps would you take—would you escalate, document your position, or try to find a compromise?

You mentioned earlier that your research touches areas like electronics cooling and engine design, which are highly relevant to industry. Have you built any relationships with companies or professionals in those sectors that could help your students access internships or real-world projects?

So you’d stick to your principles and provide extra support where you can, but you wouldn’t pass students who haven’t actually met the standard. Earlier, you mentioned using Matlab and OriginPro for your research—have you ever collaborated with industry partners, or have any of your students gone on to internships or jobs in fields related to computational mathematics or fluid dynamics?

So you’d hold your ground even if there’s pressure to relax standards, and you’d focus on giving students extra practice and support—if they meet the requirements, they pass, if not, they don’t. Earlier, you mentioned your research in computational fluid dynamics is relevant to things like electronics cooling and engines. Have you built any relationships with companies or professionals in those industries that could help your students with internships or real-world projects?

Yes, I will try my level best. To interrupt the students with the industry. Based on viruses.

You said you'll try your best

Because, uh. Because mechanical students have. The paper of Peter Moss, Transfer. Uh, in particularly mechanical and civil department then? Automobile engineers. How to study the heat and mass transfer. So that I will. Help the students to interact. Interesting to understand the real time problems.

Right, so you’re leveraging your expertise in heat and mass transfer to help mechanical, civil, and automobile students understand real-world problems. Have you ever invited industry engineers to speak to your classes or arranged site visits so students could see these concepts applied outside of academia?

Ah yes, I have emailed to the student army. I have united the. I have arranged a lex. Guest lecture. Mechanical students.

Ah yes, I have emailed to the student army. I have united the. I have arranged a lex. Guest lecture. Mechanical students. From the industry. Industry person.

Alright, you arranged a guest lecture for mechanical students—that’s a concrete example. Who was the guest, and how did you decide what topics would be most valuable for your students during that session?

Alright, so you arranged a guest lecture from an industry professional for your mechanical students. Who was the guest, and how did you choose what topics the speaker would cover to make sure it was valuable for your students?

Yes, the guest is the CEO of this company. Uh, his name is. Madan Kopal. And also you have. Factory so. He I invited to. Uh, I invited through my. It shows and. You'll give some ideas. To enter the. Uh, core level. Industry for the mechanical students.

Yes, the guest is the CEO of this company. Uh, his name is. Madan Kopal. And also you have. Factory so. He I invited to. Uh, I invited through my. It shows and. You'll give some ideas. To enter the. Uh, core level. Industry for the mechanical students. So that students can understand the actual problem. Into the industry. So that. After the. Engineering students can easily. Add up to the. In because there is gap between. SGN Engineering.

Yes, the guest is the CEO of this company. Uh, his name is. Madan Kopal. And also you have. Factory so. He I invited to. Uh, I invited through my. It shows and. You'll give some ideas. To enter the. Uh, core level. Industry for the mechanical students. So that students can understand the actual problem. Into the industry. So that. After the. Engineering students can easily. Add up to the. In because there is gap between. SGN Engineering. In in studies. So students can easily. Adopt the industry.

Yes, the guest is the CEO of this company. Uh, his name is. Madan Kopal. And also you have. Factory so. He I invited to. Uh, I invited through my. It shows and. You'll give some ideas. To enter the. Uh, core level. Industry for the mechanical students. So that students can understand the actual problem. Into the industry. So that. After the. Engineering students can easily. Add up to the. In because there is gap between. SGN Engineering. In in studies. So students can easily. Adopt the industry. After the after the engineering. Degree. So the inverter should explain the real time. Problem for the students. Also Inter. Also, he interacted with students. With some. Core basic ideas.

Alright, so you brought in Madan Kopal, a CEO with factory experience, to help students see what it takes to get into core industry roles. Shifting gears—when you’re guiding student projects or research, how do you balance giving them independence with making sure their work is actually rigorous and on track?

So you picked a CEO with actual factory experience to help students bridge the gap between academic learning and what industry expects. Now, when you’re guiding student research or major projects, what’s your process for making sure each student is actually doing their own work and not just coasting on someone else’s effort?

Okay, so you brought in someone with hands-on industry experience to help students see the gap between theory and practice. Now, when you’re mentoring student research or final-year projects, what’s your process for helping students choose a topic that’s both challenging and actually doable in the timeframe they have?

Okay, so you made sure the guest actually interacted with students about how to adapt to industry needs. Switching gears, Dr., when you're guiding student research or final-year projects, what steps do you take to make sure each student is actually contributing and not just coasting on group work?

In my field I have. I worked a lot of. Arthur's purpose so that I will. To the students to. Understand the fundamental concept. For the. For every students so that I will give some assessment then. I will. Monitoring every day so that every student can. Easily understand what is research so how? Could after that, uh for every. For every week. So I will give some I will. Tell the students to. Give us some presentation about the research work so that every students. Can work.

You mentioned that you give regular assessments and weekly research presentations so each student is held responsible for progress. Shifting focus, can you walk me through a time when you had to teach a laboratory mathematics session—how did you make sure students actually understood the practical aspects, not just the theory?

Mathematics Laboratory.

Mathematics Laboratory. In mathematics there are some software to solve the, I mean actual. Problems like. 3D solver. And Matlab. Then mathematical.

Mathematics Laboratory. In mathematics there are some software to solve the, I mean actual. Problems like. 3D solver. And Matlab. Then mathematical. Apple. So this software essential also the Python. So I will tell the students. Solve the problem manually as well as the I will give some instruction, then I will give some. Program for. Other problems so that students can understand the problem as well as students can also familiar with their. Programming.

Okay, so you just said “Mathematics Laboratory.” Can you walk me through what a typical session looks like when you run a mathematics lab—what activities are students doing, and how do you know they actually understood the practical side?

Mathematics Laboratory. In mathematics there are some software to solve the, I mean actual. Problems like. 3D solver. And Matlab. Then mathematical. Apple. So this software essential also the Python. So I will tell the students. Solve the problem manually as well as the I will give some instruction, then I will give some. Program for. Other problems so that students can understand the problem as well as students can also familiar with their. Programming. In Matlab. And like, uh. Python also OK. So students can easily. Intra airlight with. Program and as well as. That problem.

Alright, you mentioned using tools like 3D solvers and MATLAB in math labs. How do you help students who struggle to connect what they're doing in the software with the underlying mathematical concepts, so they don’t just follow steps but actually understand why they're doing it?

Okay, so you have students use both manual and software-based problem solving to connect programming with math concepts. Let’s talk about your communication style—how do you handle a situation where a student says your explanation isn’t clear, but you feel you’ve explained it thoroughly already?

So you have students solve problems both manually and using tools like MATLAB and Python so they see how the programming connects to the math, not just the software steps. Say a student is struggling with the programming part but understands the math—how do you support them without letting them rely on others to do the coding for them?

Yeah, of course, because some students from. Biological department for the engineering so students cannot. I mean, may not. Familiar with the coding? So I will give some. Tips then I will. Give some assessment. For the basic coding. Then I will guide you. Quality from simple step. After that I will keep some. Progressfully, I will increase these steps. So from the basics I will kill some. Basic problem like. Matrix addictions. Matrix subtract. So after that I will give some. Basic 1st order Rory. The second order OD. After that only I will give PDF problems. So for example I will saying that. So I will never push. To the top.

Yeah, of course, because some students from. Biological department for the engineering so students cannot. I mean, may not. Familiar with the coding? So I will give some. Tips then I will. Give some assessment. For the basic coding. Then I will guide you.

Yeah, of course, because some students from. Biological department for the engineering so students cannot. I mean, may not. Familiar with the coding? So I will give some. Tips then I will. Give some assessment. For the basic coding. Then I will guide you. Quality from simple step. After that I will keep some. Progressfully, I will increase these steps. So from the basics I will kill some. Basic problem like. Matrix addictions. Matrix subtract. So after that I will give some. Basic 1st order Rory. The second order OD. After that only I will give PDF problems.

Yeah, of course, because some students from. Biological department for the engineering so students cannot. I mean, may not. Familiar with the coding? So I will give some. Tips then I will. Give some assessment. For the basic coding. Then I will guide you. Quality from simple step. After that I will keep some. Progressfully, I will increase these steps. So from the basics I will kill some. Basic problem like. Matrix addictions. Matrix subtract.

You mentioned giving tips and basic coding assessments for students who aren't familiar with programming. Can you give me a concrete example of how you structure those assessments to check that each student is actually learning the coding part themselves?

Yeah, of course, because some students from. Biological department for the engineering so students cannot. I mean, may not. Familiar with the coding? So I will give some. Tips then I will. Give some assessment. For the basic coding. Then I will guide you. Quality from simple step. After that I will keep some. Progressfully, I will increase these steps. So from the basics I will kill some. Basic problem like. Matrix addictions. Matrix subtract. So after that I will give some. Basic 1st order Rory. The second order OD. After that only I will give PDF problems. So for example I will saying that. So I will never push. To the top. So just start with the basics, those students not. Uh, familiar with. Thank you.

Alright, so you start with very basic problems like matrix addition and gradually build up the complexity so everyone gets a foundation before moving on. Let’s shift to your own research, Dr.—can you share one publication you’re most proud of, and what specifically sets it apart from your other work?

So you start them with simple coding problems like matrix addition, then gradually introduce more complex topics so everyone builds confidence step by step. For your own research, Dr., can you share one recent publication you’re proud of and explain how you approached the mathematical modeling in that project?

Okay, so you start with the basics like matrix operations and build up to more complex coding problems so no one gets left behind. Dr., communication is key in teaching—can you describe a time when a student misunderstood your explanation in class, and how you adjusted your approach to help them grasp the concept?

So you start with basics like matrix operations and gradually move to more complex coding tasks, especially for students from non-coding backgrounds. That makes sense. Dr., can you tell me about one of your research publications—what was the most significant result, and how has it impacted either your field or your teaching?

So I have published one paper in. Helium so that interrupt. The fluids contains a microorganism, so how the reactor fluid into the?

So I have published one paper in. Helium so that interrupt. The fluids contains a microorganism, so how the reactor fluid into the? Surface because, uh. Suppose I have heated surface or heater. Plates so. I immerse. Immersion into the song fluids means. Some heat transfer will happen. In the fluids, Hun. The heated plate, right?

So I have published one paper in. Helium so that interrupt. The fluids contains a microorganism, so how the reactor fluid into the? Surface because, uh. Suppose I have heated surface or heater. Plates so. I immerse. Immersion into the song fluids means. Some heat transfer will happen. In the fluids, Hun. The heated plate, right? So that. But. The fluid has a microorganisms in what will happen its affect the heat transfer? So we need to. Ratify the. Issue so that I will introduce. See some effects, magnetohydrodynamics and radiations. Like like so that I. Based on. Issues The fluids contain microorganism. How better they're enhanced the heat transfer? Thank you.

Alright, so in that publication, you worked on fluids containing microorganisms and how they interact. Can you give me an example of how the methods or findings from your research have influenced the way you design assignments or discussions in your mathematics courses?

Okay, so you studied how heat transfer happens when a heated plate is immersed in a fluid containing microorganisms. What was the most surprising or practically useful finding from that study, and did it change how you approach teaching heat transfer or fluid dynamics?

Alright, so you looked at how microorganisms in fluids affect heat transfer, especially with heated plates, and you also experimented with magnetohydrodynamics and radiation effects. What was one challenge you faced while conducting that research, and how did you address it?

And the issue is. The problematic uh. Framing the non dimensional. Model PDS. Into the dimensional because we have fluid dynamics. From the news to equations, we are we are going to frame. Model, I mean governing equations. Just think about it. This term of nonlinear coupled PDE. Not only coupled. So after that. We're using similarity transformations. We are converting the system of nonlinear ODE. So just think about it so.

And the issue is. The problematic uh. Framing the non dimensional. Model PDS. Into the dimensional because we have fluid dynamics. From the news to equations, we are we are going to frame. Model, I mean governing equations. Just think about it. This term of nonlinear coupled PDE. Not only coupled. So after that. We're using similarity transformations. We are converting the system of nonlinear ODE. So just think about it so. In mathematical. There is no exact and specific method for solving the system. Now bodies, right? So in that purpose I have used a matlab. For the collisions. So. That's the thing, I have to. But. But I've saw numerically. So still now. You will pronounce the name is Tokyo Questions. Doesn't have either. Eggs are proof, and there is. Cannot solve the nearest equation. This is a million problem. But we can solve. With some assumptions. Then con. The directions. And we'll give some up. Some solutions. OK, that's the issue. Have a first. Thank you Some interpretations, then I will give some. Visualize.

So you were dealing with nonlinear coupled PDEs from the Navier-Stokes equations and had to use similarity transformations to reduce them to a system of ODEs—that's definitely not trivial. When you teach advanced mathematical modeling or PDEs, how do you help students who get stuck on the transition between the physical problem and setting up the right mathematical model?

Some interpretations, then I will give some. Visualize. Interpretation for the students to understand the regressions and. Some statistical example. Because. In real terms. There are a lot of probabilities and statistics. So I will give some real time example then I will. Give some visual interpretations to the students. So that students can easily understand the. What what they are going to study? In the mathematical as well as in the real time.

So you use visualizations and encourage interpretation, not just calculation. Give me one concrete example—say you're teaching regression—what's a specific way you'd help students see why the method works, not just how to compute it?

So you use real-world interpretations and visualization to help students really grasp concepts like regression and probability. When it comes to evaluating students—say, during exams or project reviews—how do you make sure your grading is fair and that students get useful feedback, not just a grade?

I just thought you. I will ask some questions, students, students. That question should be. Some. Of the concept. So that students can easily and. Tell the answer. Suppose students. Till the answer means. They have to study well. As well as students, I will focus on the projects also so. Project is very good, means I will ask some constraints related to concept so that. Should be related to some real time application so that the project way more valuable, so I will.

I just thought you. I will ask some questions, students, students. That question should be. Some. Of the concept. So that students can easily and. Tell the answer. Suppose students. Till the answer means. They have to study well. As well as students, I will focus on the projects also so. Project is very good, means I will ask some constraints related to concept so that. Should be related to some real time application so that the project way more valuable, so I will. Because I will ask some questions to evaluate that. Thank you.

Okay, so you focus on connecting questions and project evaluation directly to real-world applications, not just rote answers. Shifting gears, when you're guiding students on research or capstone projects in mathematics or engineering, how do you help them choose topics that are both achievable and meaningful, especially if they're struggling to identify a good problem?

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

OK, no questions I would like to ask. A simple question. Give some contact number to. Contact because I don't know where. So enjoying going to happen. I just know the locations, weight, institutions after the. That there are a lot of. Uh, departments was there so. Where I have to go? Go.