Yes.

Please start by introducing your professional journey in academia

OK. So thank you for your. Anytime. So I am Doctor Rathadeep Nath. Uh, I am from. So regarding my academic background, I have completed my. Graduation.

You mentioned you completed your graduation—go on.

The mechanical engineering. And in 2013, from Tripurans to. Yeah, so. 2013 I completed. Having the goal made list in the university.

Okay, so you graduated in Mechanical Engineering in 2013 from Tripura and made the merit list. What was your next academic step after graduation?

Then I joined. NIT. Uh, for my masters?

Dr. Nath, thinking back to your teaching experience,

Yeah, after that. Yeah. So basically. I'm interested to. Work on heat transfer-related, thermal related.

Problems, uh. So that to interact with the students, to explain the fundamentals.

Okay, so you gravitate toward thermal and heat transfer topics.

You like tackling thermal problems so you can interact with students and break down the fundamentals for them. Can you share a specific example of a classroom or lab activity you've used to help students grasp a tricky concept in heat transfer?

Mm-hmm.

You actually have a publication on developing a heat transfer model for radiant floor heating and cooling using Artificial Neural Networks, published in Heat Transfer in 2023. How did you translate the technical aspects of that research into something accessible for your students—especially those who might not have a strong background in computational methods or machine learning?

Let's turn to long-term impact and sustainability. Given your work in heat transfer and computational modeling, where do you see the most fundable research directions over the next three years, and what kinds of grants would you target to support those efforts?

So basically. Uh, there are three quest. I understand from. Our this conversation. First of all. Uh, in students, this fundamental of heat transfer. But I mean I can give you an example. There are three modes of heat transfer.

Okay, you're starting with the modes of heat transfer to lay the groundwork,

But one is conduction. One is convection. So. MMM. Mm-hmm. Fine. Mm-hmm. Mm-hmm. Mm-hmm. Mm-hmm. Mm-hmm. Yeah. So basically I would start my research background if I get a chance in this institute. That is. Electric vehicles. Uh, thermal management. Of battery cooling or thermal management of battery modules. So that is. Topic that I want to work because, uh, next. Uh, all the conventional fluid, uh. That conventional vehicle we are going to replace. Uh, in terms of electric vehicle? And the problem. Electric vehicle is the charging.

Social charging. Again, it depends upon the. Temperature. Of that box of that battery module. And for that? Need one thermal management system?

Okay, so you see thermal management for electric vehicle batteries as a top research direction,

Social charging. Again, it depends upon the. Temperature. Of that box of that battery module. And for that? Need one thermal management system? Right.

So you're focused on the thermal management system for battery modules in electric vehicles, since charging rates depend heavily on temperature. What specific funding sources or grant agencies would you approach to support this line of research?

Alright, Dr. Nath, let's shift to teaching methods. Suppose you had to teach a large class on thermal management systems for electric vehicles, but you couldn't use traditional lectures or slides. How would you actively engage students so they truly grasp the core concepts?

So I mean there are. Two ways. I will start my. Engaging the students for this particular topic what I am discussing. First of all. Uh, they should know what are the modes of heat transfer, how heat transfer takes place fundamentally in. That one thermal management or in electric vehicle. So first let. That's what. Started my interaction with you, the fundamentals. Convection radiation. 3 modes of heat transfer. That will going to take.

First then. They should understand. How heat generated from? Electric.

Right, let's move to a different aspect of academic life. 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?

Mm-hmm.

Yeah, so. Of course. With evolving with the time, we have to shift our. Academic, uh, lectures or academic syllabus according to whatever it is demand right now.

As I am coming from the industry also, we have to apply. In our academic. According to that, what industry demand?

You're saying that as things evolve, academic syllabi and lectures have to adapt to current needs.

You mentioned bringing your industry experience into academia to keep things relevant for students. Can you give me a concrete example of when you helped update a curriculum or align course content with current industry practices?

Yes.

Alright, Professor, let's turn to a scenario around academic integrity. Imagine a student files a formal complaint alleging your grading was biased,

You said "yes," but I need to know how you'd actually handle it—if a student accused you of grading bias, and at the same time your department head was pushing for higher pass rates, what specific steps would you take?

Just saying "yes" isn't quite enough here, Professor. Walk me through exactly what you'd do—what's your step-by-step process if a student files a grading bias complaint and your department head is pressuring you to raise pass rates?

OK, fine. So in that way I will categorize the students based on. The past whatever the academic records or the class test or the I mean results, whatever. I have so far. In three categories. Good students, average students, and the poor category. Categories.

That entry is perfect. But their performance or their understanding to the. It was maybe 2. I mean it's.

Switching gears, Professor, given your background in both industry and academia,

So you had students who entered with solid records but their understanding turned out to be lower than expected. Did you ever work directly with industry partners or bring in real-world projects to help close that gap for those students?

So we have to go to an. Correct. Yes. Past two years I'm working. Industry itself. And I'm working on thermal projects itself. And basically. Uh, for real life exam? Was a real thermal. I mean, I mean turbine systems. I'm working.

Now,

So I have that opportunity or I have that experience that I can. Get some. For the student. If I get chance. Mm-hmm. Yes, so.

Okay, so you've been working in industry, specifically on thermal and turbine systems, and you see how real-world examples can support student learning.

Basically I. 3 categories. 1st. Yes, so. Really. When we. Salute some laboratory Exp. We student when during the practical exam. For the student to perform. Practicals.

So when you categorize students during lab exams, do you use rubrics or objective criteria to make sure your grading isn't influenced by those categories?

Uh, in front of. I mean faculty member for in in front of that. Yeah, so we have. The human judge how? How? That practical particular age.

Mental setup. How he's performed that. In the experimental setup. And performing this.

Alright, so you're saying faculty members act as human judges during lab exams, observing how students actually perform the practicals. But when it comes to guiding student projects or research,

So you're focused on how the student approaches the experimental setup and their mindset while performing. When you guide student research projects, how do you help them move from an initial idea to a structured, researchable question?

Yes, so basic. There are two. First, what what is the objective of that particular student project?

I have to make. Finding more interest that how this project may help you.

Right, so you start by clarifying the objective of the student project.

So you're looking for ways to help students see the real-world impact of their projects and get them more engaged. When you're teaching, how do you make sure your explanations connect with students who have very different learning styles, like visual versus hands-on learners?

Yeah, so. If that student have that. Interest that? Wow. Project. Impacts the real life scenario or the society. Definitely he will try to. Tell me how I can perform this experiment. How I can perform this fundamental thing?

Yeah, so. If that student have that. Interest that? Wow. Project. Impacts the real life scenario or the society. Definitely he will try to. Tell me how I can perform this experiment. How I can perform this fundamental thing? So. If black, I will help him. I will guide him.

So when a student realizes their project could impact real life, they're more motivated to ask deeper questions and engage with the experiment. Shifting a bit—your communication style matters a lot in the classroom. Can you give a concrete example of how you structure a complex topic so that it’s clear and accessible to everyone in the room?

Alright, so when a student's genuinely interested in the real-world impact, you find they're more likely to seek guidance and clarification from you. On your communication approach—can you give me a concrete example of a time you adapted your explanation style for a student who was struggling with a core concept?

Already. He knows.

Okay, so if a student already knows the concept, you don’t need to adjust your explanation. But what about when they don’t get it right away—can you give an example of how you’d reframe or break down a difficult topic for someone who’s really struggling?

Yes, so please. Some time to explain it? I request please give me some time to explain it. First suppose. Is a complex. So complex If you if anyone don't understand that topic that. It's an complex.

Yes, so please. Some time to explain it? I request please give me some time to explain it.

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

Mm-hmm.

I understand this role, so I am. Well known about the star. Academic role and the research role, whatever I'm going.