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Please start by introducing your professional journey in academia

Height. Uh. I'm Doctor Rohit Varma. From Ghaziabad, Uttarakhand. I have completed my. Graduation from CCS University merit. In 2014. After that I joined. NIT Surat, sorry NIT Allahabad. For the master program. That is MSC Mathematics and Scientific Computing. Uh, which was in the year 2014 to 16 batch.

Height. Uh. I'm Doctor Rohit Varma. From Ghaziabad, Uttarakhand. I have completed my. Graduation from CCS University merit. In 2014. After that I joined. NIT Surat, sorry NIT Allahabad. For the master program. That is MSC Mathematics and Scientific Computing. Uh, which was in the year 2014 to 16 batch. Now after that I have joined. The PhD program from I completed my PhD. NIT Surat in 2023. And then? I joined a. Postdoctoral research fellow. As a in Aiki Guhati. And it was, uh. It was a two year program. Two year. I take, uh, take two year, uh. To complete this. I joined in 202 for March and completed in. February 2026.

You mentioned your master's at NIT Allahabad in Mathematics and Scientific Computing, Dr. Varma — go ahead and tell me what led you to pursue that particular program after your graduation.

Right, so you completed your PhD at NIT Surat in 2023, then moved into a postdoc

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Please confirm my voice is clear or not.

Dr.

Yes, your voice is coming through clearly now. Let's continue — could you describe the classroom environment you aim to create as an Assistant Professor?

Yeah.

Just saying "yeah" doesn't tell me much about your classroom style — can you walk me through what a typical class session looks like for you, from start to finish?

Yeah. As a as I have studied in NIT. Allahabad Nighti Surat. So I saw that. This type of student came into the. Campus, they have very brilliant students so. Uh, so, uh, we interact with the student as a friendly nature. So we try to, uh, firstly, uh. Make comfortable to the students so that they they. Try to make conversation with you. So. Now start with a very basic problems. To interact with the. So they they make some. Will create some interest. On students.

Okay, you try to foster a friendly atmosphere and make students comfortable so they'll engage. When you start with basic problems to spark interest, can you give me a specific example of a mathematical concept or problem you use to get that initial engagement going?

So as I as I'm a mathematical researcher so I will introduce. Because I'm working on a mathematical modeling part, so. I will try to give some. For practical applications, what I did my in my research area. So because this is a very real life example, so they will listen very carefully because they they can. Imagine that. How how our study will help in the real problems? So basically what I have did in my research. So I I have work on work on the. Application of the cancer treatment. So there are many techniques to treat the cancers. Like hyperthermia, cryosurgery, chemotherapy. I have worked on the chronic surgery treatment. So basically what I did. So basically the cryosurgery is a type of surgery in which. We provide a extremely low temperature. Ecuador issues. Extremely freeze it. So. There is an instrument with the help which is known as the prop. With the help of this instrument. We provide a liquid nitrogen inside the skin tissues. UH-2 extremely freeze it. So that. That's the. Goal of my research area, there are many things. We use the mathematical model terms and boundary conditions, some initial conditions and we have a. We did the numerical simulations and found some temperature profiles. To check that. How must take time? How much it will take time to freeze the complete tumor?

So as I as I'm a mathematical researcher so I will introduce. Because I'm working on a mathematical modeling part, so. I will try to give some. For practical applications, what I did my in my research area. So because this is a very real life example, so they will listen very carefully because they they can. Imagine that. How how our study will help in the real problems? So basically what I have did in my research. So I I have work on work on the. Application of the cancer treatment. So there are many techniques to treat the cancers. Like hyperthermia, cryosurgery, chemotherapy. I have worked on the chronic surgery treatment. So basically what I did. So basically the cryosurgery is a type of surgery in which. We provide a extremely low temperature. Ecuador issues. Extremely freeze it. So. There is an instrument with the help which is known as the prop. With the help of this instrument. We provide a liquid nitrogen inside the skin tissues. UH-2 extremely freeze it. So that. That's the. Goal of my research area, there are many things. We use the mathematical model terms and boundary conditions, some initial conditions and we have a. We did the numerical simulations and found some temperature profiles. To check that. How must take time? How much it will take time to freeze the complete tumor? So that's the motivation of the study. So the student will engage and uh. They will think about the real applications of the mathematics. Hello. Hello Audible.

Dr., I noticed your publication in the Journal of Thermal Biology on computational studies of the three phase lag bioheat model during cryosurgery using RBF meshfree methods. How has your experience with this advanced modeling influenced the way you teach undergraduate mathematics, especially when introducing them to applied topics?

Alright, you connect your research on cryosurgery to real-world math modeling for students, and use practical examples to illustrate the concepts. When you’re teaching this topic to undergraduates, how do you handle students who are struggling with the mathematical modeling part—do you use any particular strategies or activities to help them grasp the basics?

Yeah, I will start with the very basic. With the ordinary differential equation, partial differential differential equation because basically the mathematical modeling is. Is a kind of. OD or PD? Because we as we see in the at the time of COVID. So. Basically with the with the real datas. We generate A mathematical models and. Saw that? How? Umm, patient is growing. It is an exponential exponential growth. So with the, with the. Just basic equations. PD or OD? We will explain it. How we? Can make a model.

Alright, so you break down mathematical modeling for students by starting with basic differential equations and connecting them to real-world data, like COVID growth models. When you introduce boundary conditions and numerical simulation in cancer modeling, how do you make those abstract concepts accessible for students with weaker math backgrounds?

As I earlier told us, a. Prob. In our simulations or in our techniques? In crisis techniques. We use the instrument prop like it is like an injection. So. When we say that. We try to make extremely freeze that issue so. Definitely we will provide some. We will inject something inside this. So that's the. Main boundary conditions. We provide the liquid nitrogen having the temperature -196°C. So and other another things we because our risk in having a. Having a multi dimensional nature. So. We have some outer boundary and some inner boundary. In outer boundary that is the body core temperature as. We can see that this Suppose this is the part of the our. Tissue so. When we provide, when we inject a prop. So, uh. There is an cylindrical foam injection. So. There is a 1 hollow here. So this this one is the one boundary and one. One is the outer boundary. 1 outer boundary having the temperature 37°C. It is because it is a body core temperature and we provide some external.

As I earlier told us, a. Prob. In our simulations or in our techniques? In crisis techniques. We use the instrument prop like it is like an injection. So. When we say that. We try to make extremely freeze that issue so. Definitely we will provide some. We will inject something inside this. So that's the. Main boundary conditions. We provide the liquid nitrogen having the temperature -196°C.

As I earlier told us, a. Prob. In our simulations or in our techniques? In crisis techniques. We use the instrument prop like it is like an injection. So. When we say that. We try to make extremely freeze that issue so. Definitely we will provide some. We will inject something inside this. So that's the. Main boundary conditions. We provide the liquid nitrogen having the temperature -196°C. So and other another things we because our risk in having a. Having a multi dimensional nature. So. We have some outer boundary and some inner boundary. In outer boundary that is the body core temperature as. We can see that this Suppose this is the part of the our. Tissue so. When we provide, when we inject a prop. So, uh. There is an cylindrical foam injection. So. There is a 1 hollow here. So this this one is the one boundary and one. One is the outer boundary. 1 outer boundary having the temperature 37°C. It is because it is a body core temperature and we provide some external. Source having the temperature -196°C two 3. Issue so we can explain like this. What is the use of the boundary conditions and initial condition? For for the initial condition because. Uh, it's depend. Mathematical model initially. We have a model. Suppose we have a 2nd order time dependent PD. Uh, so. One different when we discretize. We required one initial condition for time iterations and it is the 2nd order differential equation. We have a. Another another time dependent. Uh, initial conditions. Which is no, no heat flux.

Alright, so you make boundary conditions tangible by tying them to the physical process of injecting liquid nitrogen at minus one ninety-six degrees. Let’s shift for a moment — when you’re working with students on projects related to your research, what’s your approach for guiding them through independent research or thesis work?

Okay, so you make boundary conditions tangible by tying them to the physical process of injecting liquid nitrogen at minus one ninety-six degrees. Let’s shift for a moment — when you’re working with undergraduate students on their research projects, how do you guide them through connecting theory to practical applications?

Given your background in mathematical modeling for cancer treatments, where do you see the most fundable directions for your research over the next few years? What kinds of grants or funding sources would you specifically target to sustain and grow your work?

Yeah, basically. At that time. In current scenario there is a very good attention is. The research work in the nanotechnology.

Yeah, basically. At that time. In current scenario there is a very good attention is. The research work in the nanotechnology. So currently I'm working with the nanotechnology because. With our concept is to. Make a phrase because when we provide the liquid nitrogen. So it may be possible we take higher time. To make a freezing. Because, uh. To make a complete freeze. Of the tumor. We have a very. High freezing scenario. So. We provide a liquid uh. We introduce a nanoparticle inside this. This is a very revolutionary technology at the current times, so we will implement this. In our research, so. I have. Started work on that. We provide the. Gold nano particle. Al al 2O3 nano particle ferrous oxide nanoparticle we have U. This in our study. To check that. How? Uh. How it will take time? To freeze the tumor. I have compared with my. Previous work with this after the introduction of the nanoparticles so. Uh, I checked that. It's take a very less time. As compared with the previous one.

You mentioned nanotechnology’s getting a lot of attention for funding these days. Can you give me a concrete example of a grant or funding agency you’d pursue, and how you’d tailor a proposal around your cryosurgery modeling work to fit their interests?

Yeah, basically. At that time. In current scenario there is a very good attention is. The research work in the nanotechnology. So currently I'm working with the nanotechnology because. With our concept is to. Make a phrase because when we provide the liquid nitrogen. So it may be possible we take higher time. To make a freezing. Because, uh. To make a complete freeze. Of the tumor. We have a very. High freezing scenario. So. We provide a liquid uh. We introduce a nanoparticle inside this. This is a very revolutionary technology at the current times, so we will implement this. In our research, so. I have. Started work on that. We provide the. Gold nano particle. Al al 2O3 nano particle ferrous oxide nanoparticle we have U. This in our study. To check that. How? Uh. How it will take time? To freeze the tumor. I have compared with my. Previous work with this after the introduction of the nanoparticles so. Uh, I checked that. It's take a very less time. As compared with the previous one. So this is a very good. Research Area. To work on that and for the funding purpose. I will try to. I have written a research proposal. Also. Uh. After that I will try to submit it in a. Prime Minister. Early career research grant. So. This uh. After the submission of the research proposal, this is a very good work and related to the real life application, so it is a very high chance to get this. Funding.

So you’re experimenting with gold and ferrous oxide nanoparticles to reduce freezing time in cryosurgery—sounds like you’re actively comparing outcomes against your prior work. Can you mention a specific funding agency or grant you’d pursue for this nanotechnology research, and how you’d tailor your proposal to meet their priorities?

You mentioned submitting a proposal for the Prime Minister’s Early Career Research Grant and working with nanoparticles for faster cryosurgery results. If that grant didn’t come through, what other funding paths or collaborations would you explore to keep your research sustainable?

Actually. What I did, uh. I am working on the numerical simulation part. I never did on the. Uh, experimental work.

Actually. What I did, uh. I am working on the numerical simulation part. I never did on the. Uh, experimental work. So I'm trying. To collaborate the person. With who work on the experimental experimental things.

Actually. What I did, uh. I am working on the numerical simulation part. I never did on the. Uh, experimental work. So I'm trying. To collaborate the person. With who work on the experimental experimental things. I will do the simulations. And they will help me to. Give the results about the experimental data to. Check that. Uh, our study is uh. Efficient, uh. Or not.

Actually. What I did, uh. I am working on the numerical simulation part. I never did on the. Uh, experimental work. So I'm trying. To collaborate the person. With who work on the experimental experimental things. I will do the simulations. And they will help me to. Give the results about the experimental data to. Check that. Uh, our study is uh. Efficient, uh. Or not. So so. It is a it is really a very good collaboration to the. Other researchers.

Okay, shifting to teaching—when you’re running a large undergraduate math class, say 200 students, and you can’t use slides or standard lectures, how would you keep everyone engaged and make sure they’re actually learning, not just passively listening?

So you’re focusing on building collaborations with experimentalists since your expertise is in simulations, not lab work. Let’s shift a bit — at VIT, there’s a strong emphasis on industry-academia collaboration. Given your experience, how would you use consultancy or industry projects to enhance both the curriculum and student learning in mathematics?

You’re focusing on simulations and teaming up with experimentalists to validate your models. Now, VIT puts a lot of emphasis on industry-academia collaboration. How would you use your experience in consultancy or working with industry projects to enhance student learning and bring real-world context into your mathematics courses?

So you’re focusing on simulations and teaming up with experimentalists to validate your models. Now, VIT puts a lot of emphasis on industry-academia collaboration. How would you use your experience in consultancy or industry projects to enrich the academic environment and student learning outcomes in Mathematics?

As we know, mathematics is used in everywhere now. At the current time, AI is. AI, machine learning and. All are using the mathematics mathematics. In this concept so. Basically, we grow the. With a very basic. A terminology What? What we have to use in this? What? What we? Have to require in the industry.

So, when you’ve worked on curriculum development in the past, did you have to coordinate with accreditation bodies or update syllabi to match their requirements? If you found that course outcome data was inconsistent or missing, how would you approach bringing things back into compliance?

As we know, mathematics is used in everywhere now. At the current time, AI is. AI, machine learning and. All are using the mathematics mathematics. In this concept so. Basically, we grow the. With a very basic. A terminology What? What we have to use in this? What? What we? Have to require in the industry. So we will work on that. So that our student. Will try to. Learn something from the industry also. They will, uh, they will uh. Uh, collaborate. And we'll get some knowledge they if if they have. Good concept of the mathematics. They can easily. Think about the. Real light projects. In an industry. So we will train our students like that. Hello.

Right, so you’re aiming to train students in the skills industry actually needs, especially around AI and machine learning, by connecting mathematical concepts to real-world projects. When you’ve worked on curriculum development in the past, did you have to coordinate with accreditation bodies or update syllabi to match their requirements? If you found that course outcome data was inconsistent across faculty, how would you approach fixing that?

OK, uh. So basically. I will when I will go to go through the syllabus part. So I will, uh. Overlook that. What's, uh, the celeb? Is the celibacy connected very well? For our students so that they can go. To the industry and they they will learn from this syllabus. So when I will get some mistakes in the syllabus or? In the connectivity problem, so I will talk to the. The authorized person who has generated the syllabus. So we will discuss about that. I will. Uh, give some suggestions that and then we will discuss about that. So. We can work on. So that our student will will get a good knowledge. Of the particular subject.

Alright, so you’d review the syllabus for gaps and work directly with the person who manages it to suggest improvements, aiming for better industry alignment. That covers curriculum side. For department-level governance—things like program reviews or outcome assessments—how would you ensure consistency in outcome data across courses if you found the reporting was uneven?

So can you repeat your question again?

Of course. For department-level governance—if you discovered that different faculty were reporting course outcome data in inconsistent ways, how would you work to ensure the data was collected and reported consistently across the department?

So basically. What I will do? Initially I will check some. A reputed India's union. So and I will check the industry requirements what they. Basically ones from our. So I. Will align those. In our. Syllabus and I will discuss to the my seniors. And uh. Higher authority person like Hod of the department so. We will discuss on that. So. They will give such some suggestion to. And we will discuss on that. And may be possible. We can. Work on the celebs path. Yeah, hello.

Alright, Professor, let’s talk about ethical challenges. Imagine this: a student files a formal complaint claiming your grading was biased, but at the same time, your department head is urging you to raise pass rates. How would you handle that situation?

They are when a student saying that the grading is. So. Definitely it will show some proof.

They are when a student saying that the grading is. So. Definitely it will show some proof. Also I have. Students copy UH. So. His or her copy? Can go for review.

They are when a student saying that the grading is. So. Definitely it will show some proof. Also I have. Students copy UH. So. His or her copy? Can go for review. If it is. Some. It is not only for the one student. There are lots of students in the. In the class. So. The higher authority can review the copies. And check that. It it is. True or not?

Okay, so you'd expect the student to provide proof if they claim bias. But let's say your department head still insists you need to raise pass rates, even if you believe your grading is fair and justified. How would you respond if they disagreed with your approach?

Okay, so you'd review the student's copy and expect them to provide proof if they claim bias. But let's say your department head still insists you need to raise pass rates, even if you believe your grading is fair and justified. How would you respond to that pressure?

Alright, Professor, given your background in mathematical modeling for cancer treatment and nanotechnology, do you have any industry connections or prior collaborations that could help students land internships or work on real-world projects in Mathematics?

Yes. Recently I have started or studying on the nanotechnology part.

Yes. Recently I have started or studying on the nanotechnology part. I have contacts, uh, contacted some of the. Regarding this, uh. Nanotechnology problems. I have also published one paper on. Proper on the. Technology introduction of the nanotech. Fuzzy, uh. Inside the iskintosh in Cryos rigidity treatment. So. That the IIT Guwahati. I have worked on that problem.

Okay, so you’ve just started your work in nanotechnology. Have you managed to connect with any companies or research labs yet, or is this still early days?

Yes. Recently I have started or studying on the nanotechnology part. I have contacts, uh, contacted some of the. Regarding this, uh. Nanotechnology problems. I have also published one paper on. Proper on the. Technology introduction of the nanotech. Fuzzy, uh. Inside the iskintosh in Cryos rigidity treatment. So. That the IIT Guwahati. I have worked on that problem. So so. Not not have a stock. Started on a. Talk to the professor. To ah. Overlook my research work so we can collaborate on that. Particular work. Because it is a very, very good real life work.

Yes. Recently I have started or studying on the nanotechnology part. I have contacts, uh, contacted some of the. Regarding this, uh. Nanotechnology problems. I have also published one paper on. Proper on the. Technology introduction of the nanotech. Fuzzy, uh. Inside the iskintosh in Cryos rigidity treatment. So. That the IIT Guwahati. I have worked on that problem. So so. Not not have a stock. Started on a. Talk to the professor. To ah. Overlook my research work so we can collaborate on that. Particular work. Because it is a very, very good real life work. So. Definitely it will. Get attention.

Yes. Recently I have started or studying on the nanotechnology part. I have contacts, uh, contacted some of the. Regarding this, uh. Nanotechnology problems. I have also published one paper on. Proper on the. Technology introduction of the nanotech. Fuzzy, uh. Inside the iskintosh in Cryos rigidity treatment. So. That the IIT Guwahati. I have worked on that problem. So so. Not not have a stock. Started on a. Talk to the professor. To ah. Overlook my research work so we can collaborate on that. Particular work. Because it is a very, very good real life work. So. Definitely it will. Get attention. So I'm trying to collaboration. For the. A foreign. Researcher.

Okay, so you’ve worked with IIT Guwahati on nanotechnology in cryosurgery and published a paper on that collaboration. Have you managed to connect any of your students with those labs or industry partners yet, or is that still just your own research network for now?

Okay, so you've published with IIT Guwahati and started collaborating on nanotechnology in cryosurgery, which sounds like a solid step toward industry-aligned research. Thinking about VIT's focus on employability, can you give a concrete example of how you’d connect your students directly with those labs or industry partners for internship or project opportunities?

Alright, Professor, I want to touch on a few specific skill areas now. When you’re teaching students advanced statistical methods, especially for real-world modeling, how do you help them connect abstract theory to practical problems—say, working with actual datasets or interpreting results for decision-making?

Okay, so you’ve got active collaborations with IIT Guwahati and you’re trying to involve foreign researchers in your nanotechnology work. When you guide student research projects, how do you help them bridge the gap between mathematical theory and practical application, especially if they’re struggling to connect the two?

Basically, uh. I will start. Uh, with a very basic papers. Because, uh. In a research work. We we will start. To the literature survey.

Basically, uh. I will start. Uh, with a very basic papers. Because, uh. In a research work. We we will start. To the literature survey. So in the initial. A phase we have. Started. To read the research paper what the earlier researcher did.

Basically, uh. I will start. Uh, with a very basic papers. Because, uh. In a research work. We we will start. To the literature survey. So in the initial. A phase we have. Started. To read the research paper what the earlier researcher did. And what we can. Do on that what? What the gap between these two research? So. If we understand this concept. Then we we can go. Go for the. Novelty of our work.

Basically, uh. I will start. Uh, with a very basic papers. Because, uh. In a research work. We we will start. To the literature survey. So in the initial. A phase we have. Started. To read the research paper what the earlier researcher did. And what we can. Do on that what? What the gap between these two research? So. If we understand this concept. Then we we can go. Go for the. Novelty of our work. So the initial phase is the literature survey.

Right, so you start your students with literature surveys on basic papers to help them bridge the gap between theory and practice. Can you give me a specific example of a student project where you guided them from abstract mathematics toward a practical application, and what steps you took when they got stuck?

You mentioned guiding students to start with literature surveys and basic papers. When you’re teaching theory and lab courses, how do you make sure students actually understand the practical side and aren’t just memorizing formulas?

Right, so you guide students by starting with literature surveys and helping them identify research gaps before moving toward novelty. When you’re teaching theory and lab courses, how do you make sure students actually understand the practical side and aren’t just memorizing equations?

You talked about getting students started

So this is the. Yeah, please. Hello. Am I audible? Hello.

Alright, so you guide your students through the literature review phase to help them identify research gaps. When you’re teaching advanced statistical methods for real-world modeling, how do you help students connect abstract concepts like probability distributions or regression to practical applications—especially if they’re struggling to see the relevance?

Actually I I didn't work on. That. Current times so. I cannot. Give any comment on this.

No problem. Since you haven’t worked much with advanced statistical methods for practical modeling, let’s shift gears. How do you approach teaching theory and laboratory courses to make sure students actually understand and can apply the concepts, not just memorize them?

Yeah, basically, uh. I have worked on the numerical simulation part. So. In a theory part, we will discuss about the mathematical methods. To solve the. PD or OD? So. Give that a. Practical work on the Matlab.

Yeah, basically, uh. I have worked on the numerical simulation part. So. In a theory part, we will discuss about the mathematical methods. To solve the. PD or OD? So. Give that a. Practical work on the Matlab. I'm working on the uh. Did all the simulation in the MATLAB. So. They will practice on the MATLAB and the simulation part. Coding part they will work on the MATLAB so. They can implement what? Uh have learned in the theory part, they can implement in the Matlab.

Okay, so you use Matlab to bridge the gap between theory and practice, especially for solving differential equations. When students struggle with the lab work, how do you make sure they actually understand what the math is doing behind the scenes, instead of just following the steps mechanically?

Okay, so you use Matlab in the lab work and connect it directly to theory, especially for differential equations. When students get stuck in the simulation or coding part, what’s your strategy to help them overcome those practical hurdles—do you focus more on debugging, stepwise breakdown, or something else?

Yeah. So firstly I will. Said that the student having a problem in their concept. Or the syntax problem.

Yeah. So firstly I will. Said that the student having a problem in their concept. Or the syntax problem. So if if he has a problem, he or she has a problem in the concept. So then I will try to revise. The concept of the problem. What we have to use? Basically what the question is asking. For the simulation purpose. So first we will try to build a mathematical concept on particular partner. So. If he's. Good enough in the syntax part. And now? He's a, uh, he. The mathematical concepts. So he will try to. Implement this. Uh, into the simulation part.

Alright, you focus first on whether the issue is with their conceptual understanding or just Matlab syntax. Once you identify the root cause, how do you tailor your guidance? For instance, if it’s a conceptual gap versus a coding bug—do you approach those differently?

Alright, so you focus on clarifying the underlying mathematical concepts if students are stuck, and then help them with the Matlab syntax only after that. Let’s switch to student evaluation—when you’re designing exams or assessments, how do you balance testing for theoretical knowledge versus practical skills?

Yeah, basically. As I take an example of numerical simulation, so. Oh, whatever we have. Teach in the classroom. Related to the numerical methods. Uh, uh. Numerical approximation. So. We will give these types of. Examples, real life examples or real life models? For the. To give the student to solve it by numerical methods.

Yeah, basically. As I take an example of numerical simulation, so. Oh, whatever we have. Teach in the classroom. Related to the numerical methods. Uh, uh. Numerical approximation. So. We will give these types of. Examples, real life examples or real life models? For the. To give the student to solve it by numerical methods. So now in the practical. They will solve. These to apply the mathematical concept. Or numerical method. To discretize the. OD or PD and they will introduce into the stimulation part.

Alright, so you use real-life modeling questions to test both theory and application. When you guide student projects, how do you help them stay motivated and on track, especially if they're struggling with research setbacks or losing focus?

Alright, so you combine theory questions with real-life modeling problems to make sure students get both concepts and practical skills. When you guide student projects and research, what’s your approach for keeping them motivated and on track, especially if they start to lose focus or fall behind?

So basically I will start it with a very. What? What the reason? To study particular this part. What are the real life application of this?

Alright, you try to motivate students by connecting their research topic to real-life applications and the reasons for studying it. Let’s switch gears for a moment—when you’re communicating complex mathematical concepts in class, what’s your approach for making sure students from varied backgrounds understand and stay engaged?

So basically I will start it with a very. What? What the reason? To study particular this part. What are the real life application of this? So. So we we can connect our theory part. To the application, so definitely student will motivate it. With this, because he knew the outcomes of this, he know. When I will study this? Then I can implement. This into the my real life problems. So. It is a uh. Motivational things. If we can if if we can visualize the things that. This concept is used. In our daily life problems. So it. Definitely motivate us. Yes, please go ahead.

Alright, you mentioned connecting theory to real-life applications to motivate students. Can you give me a concrete example of how you structured a lesson or topic—step by step—to help students really grasp a difficult mathematical concept?

Yeah, I will give my research. Differential equation. I will give some. Basic example. What's the meaning of? This terms in my problem there is a. Some conduction term? Convection terms. For a few symptoms. Some metabolic heat generation. So I will explain this. What's the motive of this term? What will be the motive of this term? How it will help in our? In our. Out SO. What's the effect of this? Parameter or this terms in our. Results. So I will explain this.

Yeah, I will give my research. Differential equation. I will give some. Basic example. What's the meaning of? This terms in my problem there is a. Some conduction term? Convection terms. For a few symptoms. Some metabolic heat generation. So I will explain this. What's the motive of this term? What will be the motive of this term? How it will help in our? In our. Out SO. What's the effect of this? Parameter or this terms in our. Results. So I will explain this. To connect our. Subject to. The real problems?

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

Alright, so you break down the physical meaning of each term in a differential equation to help students connect with real-world problems. Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team?

Yeah, uh. As I'm giving my interview in the post of the. Professor Research. So. My uh. What? What was the role? What will be the role in the university?

Right, you’re asking about the responsibilities tied to the Assistant Professor role here. The position involves teaching undergraduate and postgraduate mathematics courses, supervising student research projects, developing your own research program, and contributing to departmental administration. There’s also an expectation to publish in reputable journals and seek out collaborative and industry projects where possible. Is there anything else about the team, research environment, or expectations you’d like to know?