Hello.

Please start by introducing your professional journey in academia

Good evening. I'm Doctor. I have. From Vellore Institute of Technology. In mathematics. The specialization of. Moving dynamics.

Good evening. I'm Doctor. I have. From Vellore Institute of Technology. In mathematics. The specialization of. Moving dynamics. Particularly high to. Magnetic bio nano tweet. Home loans.

Good evening. I'm Doctor. I have. From Vellore Institute of Technology. In mathematics. The specialization of. Moving dynamics. Particularly high to. Magnetic bio nano tweet. Home loans. So after holding my PST. I joined as an assistant professor.

Alright, so your doctorate is from VIT with a focus on moving dynamics in mathematics. Can you share a bit about your academic or research positions since completing your PhD?

Good evening. I'm Doctor. I have. From Vellore Institute of Technology. In mathematics. The specialization of. Moving dynamics. Particularly high to. Magnetic bio nano tweet. Home loans. So after holding my PST. I joined as an assistant professor. Academy of Research and Education. Engineering, mathematics and statistics.

Good evening. I'm Doctor. I have. From Vellore Institute of Technology. In mathematics. The specialization of. Moving dynamics. Particularly high to. Magnetic bio nano tweet. Home loans. So after holding my PST. I joined as an assistant professor. Academy of Research and Education. Engineering, mathematics and statistics. So I have already I have 5 years of teaching experience.

You mentioned working with magnetic bio nano materials within moving dynamics. What do you enjoy most about teaching students concepts from this area?

Alright, so after your PhD at VIT with a focus on moving dynamics and magnetic bio nano materials, you stepped into an assistant professor role. When you first started teaching, was there a particular mathematical concept or topic you found especially rewarding to introduce to students?

Okay, so you joined the Academy of Research and Education after your PhD and have taught in both engineering mathematics and statistics. Can you describe a specific classroom moment or teaching strategy that helped your students grasp a difficult mathematical concept?

Right,

From various courts and science college.

Okay,

For the stating excuse. Was developed to. The teaching skill was developed.

For the stating excuse. Was developed to. The teaching skill was developed. It again from various. Arts and science colleges.

So you feel your teaching skill was developed over time as you taught at various colleges. Was there a particular moment or student interaction early on that made you realize you were becoming a more effective teacher?

For the stating excuse. Was developed to. The teaching skill was developed. It again from various. Arts and science colleges. In terms of my research. I published. Do you want? Internals from reputed journals.

So you mentioned your teaching skills really developed as you moved through different arts and science colleges. Was there a particular moment or class where you realized your approach was working especially well for your students?

For the stating excuse. Was developed to. The teaching skill was developed. It again from various. Arts and science colleges. In terms of my research. I published. Do you want? Internals from reputed journals. Rafi.

So you mentioned publishing in reputed journals—can you share a bit about a teaching method or approach you used in your mathematics classes that really seemed to connect with students?

Alright, so you've published in reputed journals and have focused your teaching across various colleges. Was there a particular teaching strategy or classroom approach that you found consistently helped students grasp complex mathematical ideas?

Actually, actually. Toggle soft pattern only.

Alright,

Today. Explain. Mathematical Mathematics.

So when you're explaining mathematics, especially something abstract, how do you check if your students are actually understanding during the lecture?

So what he thought in the classroom?

So what he thought in the classroom? I asked some basic questions. What are the students?

So what he thought in the classroom? I asked some basic questions. What are the students? So if they are responded, my question is I can understand. Understanding the concept or understanding the substance Yes.

So you’re asking about what gets taught in the classroom—could you clarify if you mean what mathematical topics, or are you asking about how I check students’ understanding during my lectures?

So you check understanding by asking basic questions in class

Dr., since your background is in moving dynamics and magnetic bio-nano materials, I want to zero in on that. Can you describe how your research in this area has influenced the way you teach advanced mathematics or modeling to your students?

From my research. Actually my research topic is I2 magnetic bio nano. Models.

From my research. Actually my research topic is I2 magnetic bio nano. Models. So fast, let me explain. The basic 1. What is? Rohit Dynamics.

From my research. Actually my research topic is I2 magnetic bio nano. Models. So fast, let me explain. The basic 1. What is? Rohit Dynamics. First of all, the fluid. Sense that? Under applied image.

So your research is centered on I2 magnetic bio-nano models. Can you give me a concrete example of how you took a key result or insight from that work and explained it to students who didn't have a background in nanotechnology?

Okay, so you want to start by explaining the basics of your research area. Can you walk me through a time when you had to break down one of your more technical research findings—maybe something from your work on magnetic bio-nano models—for a group of undergraduates who didn't have a background in that area?

From my research. Actually my research topic is I2 magnetic bio nano. Models. So fast, let me explain. The basic 1. What is? Rohit Dynamics. First of all, the fluid. Sense that? Under applied image. Sales place. Example water gases. Magneto Dynamics. The properties. If you get able to study. By using the magnetic. Properties. Biofluid is nothing but. The Biology. COVID motion.

From my research. Actually my research topic is I2 magnetic bio nano. Models. So fast, let me explain. The basic 1. What is? Rohit Dynamics. First of all, the fluid. Sense that? Under applied image. Sales place. Example water gases. Magneto Dynamics. The properties. If you get able to study. By using the magnetic. Properties. Biofluid is nothing but. The Biology. COVID motion. Possibility. To contest in any or area of the biological phony. For example.

So you started to explain the basics of I2 magnetic bio-nano models and the concept of applied magnetic fields on fluid dynamics. Shifting gears a bit, you mentioned publishing in reputed journals—could you name one of your recent papers and describe how you would use a result from that paper to design a classroom activity or project for undergraduate students?

From my research. Actually my research topic is I2 magnetic bio nano. Models. So fast, let me explain. The basic 1. What is? Rohit Dynamics. First of all, the fluid. Sense that? Under applied image. Sales place. Example water gases. Magneto Dynamics. The properties. If you get able to study. By using the magnetic. Properties. Biofluid is nothing but. The Biology. COVID motion. Possibility. To contest in any or area of the biological phony. For example. That fluid arteries. This Sunday. And so on. Nanofluid. Nanofluid is nothing but. It's a special kind of. Or. In a fluid if you are. Nanoparticle size. This one to 100 nanometers.

So you're breaking down your research for students by starting with the basics—fluid dynamics, magnetism, and biofluids—before moving to advanced modeling. Can you give me a specific example of a classroom moment where you realized your research approach helped a student understand a tough concept they were struggling with?

So you were explaining how biofluids in your research can relate to real-world biological processes—sounds like you use those fundamentals to help students connect abstract math to biology. Can you give a concrete example of a time you took a technical result from your research—maybe from your work on magnetic bio-nano models—and explained it to undergraduates who didn't have a strong background in that area?

So you broke down the definitions

It's called.

Alright, so you laid out the basics of nanofluids and their size range for your students. When you're teaching this, do you use any real-life analogies or demonstrations to help students visualize how nanoparticles behave differently than bulk materials?

And highlight. For example. Our day-to-day life.

So you're tying it to daily life—can you give

We are using. Tea or coffee?

Okay, so you use tea or coffee as examples. When you bring up something like that in class, how do you connect it back to the underlying math or modeling concepts for your students?

We are using. Tea or coffee? Before preparing. This we are adding. So inside we're pouring. Sugar, uh. In this scenario we can able to see how. It's working.

Dr., shifting focus to your research for a moment—given your experience with magnetic bio-nano models, where do you see the most fundable research directions emerging in the next few years? What kinds of grants or external funding do you think are most viable for sustaining and growing your work at an institution like VIT?

Four more real life applications.

Four more real life applications. In many industrials. We can use this mechanism. Like. Telechronic system.

Right, so you use everyday examples like dissolving sugar in tea to make the concepts more tangible. Let's say you've got a class of two hundred undergraduates and you can't use slides—how would you run a session on nanofluids or magneto dynamics that actually keeps them engaged and makes the math stick?

Okay, let's shift gears a bit. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Four more real life applications. In many industrials. We can use this mechanism. Like. Telechronic system. In terms of. We can use any mini. Edmund Dress. There are various. Real life applications are. Applicable and fluid dynamics.

You mentioned applications like telechronic systems and industrial uses for fluid dynamics. If you were on a curriculum committee at VIT and needed to update a mathematics course for accreditation, what steps would you take to make sure those real-world applications are clearly integrated and documented for auditors?

Yes, in terms of. Bio Fluid dynamics. The. Documentations.

So you mentioned documentation in the context

Nowadays. That cancel.

Dr., let's consider an ethical scenario. Imagine a student submits a formal complaint that your grading was biased, but at the same time, your department head is urging you to increase pass rates to meet institutional targets. How would you handle this situation while maintaining academic integrity?

OK. The stable analyse myself. That I did mistakes.

So you’d first reflect on your own grading to check for mistakes. What if, after reviewing, you genuinely believe your grading was fair, but your department head still insists you need to raise pass rates?

Spaciously explained the situation with my head.

Alright, Dr., let's talk about bridging theory and practice. Given your expertise in fluid dynamics and magnetic bio-nano materials, do you have any industry connections or collaborations that could translate into internship or placement opportunities for students at VIT?

Patiently coin. My situation with my head.

On the topic of teaching both theory and lab courses—can you walk me through a time you had to adapt your approach for a lab when students struggled with the underlying mathematics? What specifically did you do to help them bridge that gap?

If a student's traveling to understand the concept.

If a student's traveling to understand the concept. First I will explain the basics.

If a student's traveling to understand the concept. First I will explain the basics. Step by step.

Okay, so if a student is struggling, what's your go-to move to help them connect the lab work to the math theory? Can you share a specific example of how you did this in class?

Mm-hmm.

Okay, so your first move is to break things down to basics and build up step by step. Can you give me a concrete example—maybe from a specific lab topic—where you saw a student go from confused to understanding because of your approach? What exactly did you do in that moment?

For example, if I taught differently patients.

So you’ve taught the same lab concept

So before different differential. Before start expanding the. Formulas plus. Applications of differential equations. And I will explain. Initial steps.

So you focus on the foundational steps before

So once if the students understanding this. Late arrival. Gradually increase the steps. As the students convenience.

So you adjust the complexity based on how quickly students are picking things up, gradually adding steps as they're ready. Switching gears, can you describe a time when you had to design or grade an exam, and you realized after the fact that some students misinterpreted a key question? How did you respond or adjust your evaluation process afterward?

Whole sense that is laboratory. So I can try to. Explain student. To understand that concept. Miss Valli.

Whole sense that is laboratory. So I can try to. Explain student. To understand that concept. Miss Valli. While using the tools. Like mad love or any other softwares? Which I know or which one used in? Inside the lab. I'll try to. Make understand to the students by using the I was thought to be. The students from the I was thought to be. The students from the. Step by step by small step by step I will explain.

Whole sense that is laboratory. So I can try to. Explain student. To understand that concept. Miss Valli. While using the tools. Like mad love or any other softwares? Which I know or which one used in? Inside the lab.

Whole sense that is laboratory. So I can try to. Explain student. To understand that concept. Miss Valli. While using the tools. Like mad love or any other softwares?

Okay, so you try to help students in the lab by re-explaining the concept if they’re not getting it. Let’s shift to another aspect—when you’re tasked with evaluating students and setting or grading exams, what’s your process to make sure the assessment is fair and actually measures their understanding, not just their memorization?

So you mentioned using tools like MATLAB in the lab to help students understand concepts when they're struggling. Can you tell me about a time you had to design or grade an exam for one of these lab courses—how did you make sure your evaluation was both fair and actually measured student understanding?

So you’d use tools like MATLAB to help students grasp the concept hands-on in the lab when they’re stuck. Switching gears—when you’re assigned to grade a practical exam or evaluate a student’s project, what’s your process for making sure your assessment is fair and consistent across all students?

Alright, so you keep breaking things down into even smaller steps

And I'll make. I invite the student to recall the school level studies. Then it is easy to understand.

So you invite students to recall what they've learned at the school level to help them connect to new concepts in the lab, and use that as a foundation for understanding. Shifting to another area—when you evaluate students or set exams, how do you make sure your assessments actually test both theoretical understanding and practical application, not just rote memorization?

By collecting cloud before. By conducting.

Okay, so you break things down into smaller and smaller steps and ask students to recall their school-level math to help them build up understanding. Shifting gears—can you tell me about a time you were asked to guide a student project or some research work? How did you help the student choose a topic and what was your role during the project?

By collecting cloud before. By conducting. Before entering to the exams. Have you contact? Our weekly discuss.

So you mentioned conducting weekly discussions before exams to gauge understanding. Can you give me a specific example where a student's performance in those discussions changed how you designed or graded an exam?

Alright, so you run weekly discussions before exams to help gauge where students stand. Can you give me a real example—was there ever a time when a student's participation in those sessions led you to adjust an exam question, or maybe change your grading criteria? What did you actually do?

They never change the. The criteria.

Okay, so you stick to the same criteria regardless of what comes up in those discussions. Let's talk about guiding student projects—imagine a student chooses a research topic that's very ambitious and outside your own main area of expertise. How would you advise them and ensure they're still getting proper guidance and making progress?

The first I will ask the student to go through the literature review.

So you guide students to start with a literature review if their project is outside your main area. Once they've done that, how do you help them design experiments or set research goals when the topic is unfamiliar to you?

I also have to go through the literature and then I have to understand the concept.

I also have to go through the literature and then I have to understand the concept. So before. Assigned to the students, I have to work on it.

Alright, so you’d read through the literature alongside the student to get up to speed if the topic is outside your expertise. Once you both have a basic understanding, how do you make sure the student stays on track and doesn’t get lost in an area that’s still unfamiliar to you?

Okay, so you make sure to read the literature and get a handle on the topic before assigning it to the student. Now, thinking about your own research—can you share one of your publications that you're most proud of, and what made that work significant in your field?

No, I'm not the most. Familiar.

No, I'm not the most. Familiar. Let's produce the paper. Title is. Ramping boundary analysis of. Beyond driven. Connecting value. The hydro dynamics of Malachi vertical.

Alright, so you’re not as familiar with your own publications or don’t have one you’d highlight right now. Shifting gears—have you been involved in any industry projects or consultancy work that connected your academic expertise to real-world applications? If so, can you walk me through one?

No, I'm not the most. Familiar. Let's produce the paper. Title is. Ramping boundary analysis of. Beyond driven. Connecting value. The hydro dynamics of Malachi vertical. So in this study. A fluid considered as. A nano fluid which contains. Sign combinations.

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

Alright, so you worked on ramping boundary

Under the effect of the. I consider the effect.

Under the effect of the. I consider the effect. Thermal. And heat absorption.

You were saying you considered the effect—go ahead, what effect did you study in that research?

Okay, you considered thermal effects and heat absorption in your study on nanofluids. Dr., we're at the end—anything you'd like to ask about the role or the team?

They all think this effect. We can analyse the heat. Heat transferred rage.

Okay, so you focus on analyzing heat transfer rates and their effects in your research. Dr., before we wrap up, is there anything you'd like to ask about the position or the mathematics department here?

They need to know the responsibilities and duties of Assistant Professor Insult.

Alright, you’re asking about the responsibilities and duties of an Assistant Professor in this role. You’d be expected to teach both classroom and lab sessions, mentor and evaluate students, guide their projects and research, contribute to departmental work like curriculum development, and maintain your own research and publications. There’s also a preference for faculty who can connect mathematics to areas like AI, DeepTech, or supply chain management, and who have experience with industry or consultancy projects. Anything else you’d like to know about the team or the department? If not, I’ll wrap up.

That's it.