Hello, Sir.

Please start by introducing your professional journey in academia

So I am Doctor M Kaviras, currently working the Associate Professor in Welltech Rangarajan, Dr. Savandala R&D Institute of Science and Technology. In Chennai, uh. Hi all, received from my PhD degree Vellore Institute of Technology in Vellore. Hayao, 60. Three papers in publisher and Web of Sciences indexed journal. That's itself.

Dr. Kaviras, you mentioned your experience as an Associate Professor and your research publications. Thinking about your teaching,

Uh. Still, my research on the teaching experiences around these are 12 years, Sir. So I handle the paper in the Fussy Graph Theory and Operation Research.

Okay, so you've taught Fuzzy Graph Theory and Operations Research for quite a while. Out of those, which foundational idea do you find students struggle with the most when you first introduce it?

Only in facility in fasigram theory is the base, around is the membership. Function. That function member set degree lies between is a closer interval. 1.

Alright, so you're saying students struggle with the idea that the membership function in fuzzy graph theory has values in a closed interval from zero to one. How do you usually help students grasp that concept when they're finding it confusing?

Yes. I can I can use the take that real time application from the current data. By using the data how we can give that membership value for the puzzle sets? After that I can apply it. My concept or my mathematical modeling? Into students.

So looking at your CV, your doctoral thesis was on “Study on Fuzzy INK-Algebra.” Can you tell me about a time you had to break down the core ideas from that research for students or colleagues who weren’t specialists in the area?

Yes, in I did my PhD thesis titling study and Parsi ink algebra. It should. Now I am also working that area. In in 2000 In 1965 Jade introduced the ***** cancer. That first is concerned, now he is the developer of the many researcher. And also algebraic structure also. In familiar person for that fussy. Ink algebraic structure. Professor Doctor K Indra.

Okay, so you referenced Professor Indra and the historical development of fuzzy algebraic structures. When you explained these ideas to students who had never seen fuzzy sets before, what analogy or example did you find most effective in making the concept click?

Yes. I give you some real time idea, real time application I real world problem. What are the puzzles said? How we can give that immersive value for that puzzle set? So clearly I explained to the students, educated students after that student involved go to involve that practical problem. If you either apply that practical problem easily, the student can understood that concept.

Alright, so you get students to engage by applying fuzzy sets to real-world problems and let them assign membership values themselves. When you see a student persistently struggling with that translation from abstract math to a practical scenario, what specifically do you do to support them beyond just giving another example?

Father Fazi Seta, how I convey that stolen for that good example. So I asked that question from that student, what about how many numbers I showed that one color, for example is the red color. So I asked the question how many numbers believe you? Is there completely? Is the Rep player the question asking for the student? Students a different type of students. They give the opening is not a regular, perfectly regular. Somebody says is not a mild lead. Right, some different type of answer. We're going to get it. So based on that results the. How many students believe? The red meats I give the numbership value is a 0 Piantra. 9 Suppose the students have comple. Say our claim is a red means I give you the membership value is 1. So based on that students approaches. That answer I give that I said that membership value. Zero point like 0.90.8. Azuro Pine, Sir. If it is somebody's not, is not a red colour. I give the membership value is a 0.

Father Fazi Seta, how I convey that stolen for that good example. So I asked that question from that student, what about how many numbers I showed that one color, for example is the red color. So I asked the question how many numbers believe you? Is there completely? Is the Rep player the question asking for the student? Students a different type of students. They give the opening is not a regular, perfectly regular. Somebody says is not a mild lead.

Right, so you’re using real-world color perception as an example to get students thinking about subjectivity in membership — like how “red” can mean different things to different people, and that’s reflected in the fuzzy set membership degree. That approach really depends on students opening up in discussion. Have you ever had a class where most students just wouldn’t engage with that kind of analogy, and if so, how did you adapt?

You’ve mentioned fuzzy algebra and your work in mathematical modeling. Given your expertise, where do you see the most promising and fundable research directions emerging in your field over the next three years? And which specific grants or funding sources would you target to support that kind of work?

In passe ink algebra still the researcher do only the industry persist sector the neutroscopy persistent algebraic structure only silly is not applied that exponential concept under memorialized concept. In my future ideas I going to apply that X. National fussy set in ink algebraic structure and also I plan to apply continuous. Play that forthcoming years, uh. Then uh, target to term, uh, pants are uh, funding ponsers. Like. And the MBH.

Alright, so you’re interested in expanding exponential fuzzy set concepts within INK-algebra and you mentioned industry collaboration is still limited. You brought up NBHM as a potential funding source — can you walk me through how you’d actually structure a grant proposal to NBHM or a similar body to maximize your chances of success?

Yes.

You’ve spent over a decade teaching advanced topics like fuzzy graph theory and operations research. Suppose you’re assigned a large first-year mathematics class with 200 students and you aren’t allowed to use slides. How would you design a session to keep students actively engaged with the material?

Yes. Actually I am doing that collaborating that many researchers in Farinian who is a different country have university from. That university purposes also get their global ranking. University working in. Global ranking. So what I do means? That exponential concept I want to share with the global. Ranking university purpose and the subject expert Sir, they give some ideas. From my uh worker. So I ratified that to work. Then collaborate to the foreigners and global ranking university purpose. After adult. I can submit. That the funding project agency. Once I receive that agency commands, So what the commands they given based on the commands I can extend, I can improve my. Research Studies. After that, Irene, we go to submit that. Uh, funding gadgets.

Alright, so you use international collaboration and feedback from global subject experts to refine your research proposals before submitting them for funding. Now, considering VIT University's emphasis on emerging technologies, how would you integrate concepts like DeepTech and Artificial Intelligence into your mathematics curriculum to make it genuinely relevant for students?

Yes, I can. I can collaborate at that interdisciplinary I do. Because that my algebraic structure is the base run is a passive set means uh, the persistent easier, uh, persistent algebraic structure is here. Is a very good.

Yes, I can. I can collaborate at that interdisciplinary I do. Because that my algebraic structure is the base run is a passive set means uh, the persistent easier, uh, persistent algebraic structure is here. Is a very good. Find the decisions. Support the staff. So. I can do. Interdisciplinary for other department faculties, other department purposes. For my work.

So you're saying the algebraic structures you work with are well suited for interdisciplinary collaboration, especially with DeepTech applications. Can you give me a concrete example of a classroom activity or assignment where you'd have students use AI or machine learning concepts alongside mathematics, not just in theory but actually hands-on?

Alright, so you see interdisciplinary collaboration as a way to connect your research area—especially fuzzy set theory—with DeepTech and AI. But thinking about your classroom, let’s shift gears a bit: at VIT, faculty are also expected to ensure fair and rigorous assessment of students. How would you design your exams or evaluations in mathematics to make sure they’re transparent, fair, and actually measure student understanding instead of just rote memorization?

Yes. So actually I'm making that develop my first algebraic structure into the graph model. So those. Who are working that? VAT university in the field of the network analyzes or graph theory ***** graph theory. I can discuss the. But said what type? Data. So what? What type of information is needed? Everything we can uh. Assignment assignment for that. A student, so from the data collection. UH students easily can undershoot. For that, uh, Jerry?

Alright, Dr., let's talk about your role beyond teaching and research for a moment. Accreditation cycles can be demanding — say you joined our department and found that outcome assessment data was inconsistent across mathematics courses. How would you approach fixing that?

Millionaire that. So based on the data.

You’re saying you’d base your approach on the data. Can you be a bit more specific—what steps would you take to ensure that the outcome assessment data is actually consistent and meets accreditation requirements across all mathematics courses?

So after I credited the data, so I can write that papers, research papers, that research paper, we can submit that good journal like it's AQ one journal. Elizabeth Springer Journal. So based on the journal Bubbly. The journal. My concept. It is a publicity remains. So is the aggregation operational? Aggregated is a very helpful. For. Hello, Sir. Hello, Sir.

So you mentioned publishing about the aggregation process, but I'm asking about fixing inconsistent outcome assessment data for accreditation. Can you give me a step-by-step of how you'd get all faculty on the same page about what and how they're measuring, so the department actually meets the standards?

So actually all the faculty numbers, we cannot get in that. So he's working with our areas store. We discussed the defector. Then we share and they get the. The data from that track Getting Hulu stuff for regular meeting, not a regular meeting. We are going to some the research discuss. Uh, in the good. Group discussion or workshop Attend the. Conduct the International Conference.

Getting Hulu stuff for regular meeting, not a regular meeting. We are going to some the research discuss. Uh, in the good. Group discussion or workshop Attend the. Conduct the International Conference. That we can. Invite some experts from that subject.

Getting Hulu stuff for regular meeting, not a regular meeting. We are going to some the research discuss. Uh, in the good. Group discussion or workshop Attend the. Conduct the International Conference. That we can. Invite some experts from that subject. So we can educate who are interested for that subject. That means he's a fussy. Gram theory subject are fuzzy algebraic structure. Uh, so from that experts say they give inverted tag. From that experts, we can earn that law now. So after that. It is very useful to develop.

You’ve talked about collaborating with international colleagues and guiding departmental standards. Picture this, Professor: a student files a formal complaint saying your grading was unfair, but at the same time your department head is pressuring you to improve pass rates. How would you handle that situation?

So you're leaning on group discussions, workshops, or even international conferences to get faculty aligned, rather than regular meetings. But let's say the department head pressures you to release grades faster and skip some of those collaborative steps—how would you handle that tension between institutional pressure and your commitment to fair assessment?

Alright, Dr., with your background in fuzzy algebra and international research ties, do you have any concrete industry connections or past collaborations that could help students—like arranging internships, guest lectures, or bringing in real-world problems to the classroom?

In transparency in taking that alternative criteria to clear that uncertainty decision making problem. For that flood prediction in my country in India. In Tamil Nadu. The month of November and December is the flood duration. Manta so I collect the data from the past. The past four years are otherwise. With ear is a very. 30 The flood uh. Etcetera, So. For example, here I identify that four or five plays. Is affected from that flood means so I. Choose it that location. So what are the location is there? Suppose I. I consider is the flood effect area is a 5 or 6 area is separated means? So that each areas I can. Note that the vertices means these vertices is. So what the relation of? One that is to other vertices. Maybe the relation is the based on the affected for that flood. So based on that one we can. After I. We can make that model. That this is under. Vettius up. But predictions are that each vertices are. So we can applied my model after.

In transparency in taking that alternative criteria to clear that uncertainty decision making problem. For that flood prediction in my country in India. In Tamil Nadu. The month of November and December is the flood duration. Manta so I collect the data from the past. The past four years are otherwise. With ear is a very. 30 The flood uh. Etcetera, So. For example, here I identify that four or five plays. Is affected from that flood means so I. Choose it that location. So what are the location is there? Suppose I. I consider is the flood effect area is a 5 or 6 area is separated means? So that each areas I can. Note that the vertices means these vertices is. So what the relation of? One that is to other vertices. Maybe the relation is the based on the affected for that flood. So based on that one we can. After I. We can make that model. That this is under. Vettius up. But predictions are that each vertices are. So we can applied my model after. Rafa by using connectivity. Index, otherwise any. So based on some score value I can give the decision making. So in upcoming year that type of. One is going to get it. So we can save. You want to save the people's means? Uh. My model is a good answer.

In transparency in taking that alternative criteria to clear that uncertainty decision making problem. For that flood prediction in my country in India. In Tamil Nadu. The month of November and December is the flood duration. Manta so I collect the data from the past. The past four years are otherwise. With ear is a very. 30 The flood uh. Etcetera, So. For example, here I identify that four or five plays. Is affected from that flood means so I. Choose it that location. So what are the location is there? Suppose I. I consider is the flood effect area is a 5 or 6 area is separated means? So that each areas I can. Note that the vertices means these vertices is. So what the relation of? One that is to other vertices. Maybe the relation is the based on the affected for that flood. So based on that one we can. After I. We can make that model. That this is under. Vettius up. But predictions are that each vertices are. So we can applied my model after. Rafa by using connectivity. Index, otherwise any.

So you’ve actually worked on flood prediction using fuzzy models and collected data from affected areas in Tamil Nadu, which sounds like a real-world application with industry relevance. Did you partner directly with any government agencies, NGOs, or private companies during that work, or was it more of an independent academic project?

Okay, so you've actually collected flood prediction data and modeled affected areas using graph theory and fuzzy methods, which sounds like a direct application of mathematics to real-world problems in India. Did you partner with any government agencies or private sector groups on this work, or was it mostly academic?

So, you’ve highlighted real-world impact in your research. Switching gears now—when you’re teaching a theory-heavy course, how do you make sure students really grasp the underlying concepts and not just memorize procedures?

Yes, actually, that real world. Rail well problem already. So what is the real world problem? For example, already I told that flood prediction wanna. So every year the India and Chennai peoples affected from that issue. So everyone knows that issue then that issue. We can solve that. How we can manage that duration of that? The flood time. Time off so. People, so you want to save? So that. Time that model is a very useful. So already students, we want to offer. That every month, every year. December, November, December month about third. Secular area. So in which one is? One is the data. Everything you want to educate that students. So after you know that students students, it is an interesting means. They command entry what type of data we needed Sir. So after we get that data so we can apply that data in my model.

So you’re saying students get engaged when the problems are rooted in real-world issues like flood prediction, and they help collect and apply the data themselves. But when you’re explaining abstract math concepts—say, something like group theory or ring theory—how do you break it down so students who struggle with pure abstraction can still follow along and build intuition?

So actually now I am presently working in. The grapher theory. Anyway, I completed my Pikachu from the algebraic first algebraic structure. In that first year algebraic structure. Based on that persist set we can. Applied that we can take the decision making. But purely in the group theory, uh. And ring theory also is applicable in real life problem. Student under my knowledge. Still. We asked. To play the real. The. So I can breathe in my. And I can model problem. Clear solution. To my student The term I can suggest that the topic UH algebraic structure, uh graph algebra.

So actually now I am presently working in. The grapher theory. Anyway, I completed my Pikachu from the algebraic first algebraic structure. In that first year algebraic structure. Based on that persist set we can. Applied that we can take the decision making. But purely in the group theory, uh. And ring theory also is applicable in real life problem. Student under my knowledge. Still. We asked. To play the real. The.

Okay, so you’ve worked with graph theory and algebraic structures, and you’re trying to help students see how those abstract ideas connect with real-world decisions. Let’s switch to your approach with student research. When you’re guiding a student project—especially if the student hits a dead end or loses motivation—how do you get them back on track without just giving them the answers?

The term I can suggest that the topic UH algebraic structure, uh graph algebra. Additional algebraic structure of graph theory.

The term I can suggest that the topic UH algebraic structure, uh graph algebra. Additional algebraic structure of graph theory. So based on that exponential concept, the student want to apply that exponential comes to into the. Graph algebraic structure.

The term I can suggest that the topic UH algebraic structure, uh graph algebra. Additional algebraic structure of graph theory. So based on that exponential concept, the student want to apply that exponential comes to into the. Graph algebraic structure. To work on with. Under the my guidance.

The term I can suggest that the topic UH algebraic structure, uh graph algebra. Additional algebraic structure of graph theory. So based on that exponential concept, the student want to apply that exponential comes to into the. Graph algebraic structure. To work on with. Under the my guidance. So the get. Student to complete that project.

Alright, so you’d suggest a project in algebraic structures or graph algebra, but can you walk me through a time when you actually helped a student take their initial idea and turn it into a publishable research result—what was your role at each step?

So you’d suggest topics like algebraic structures in graph theory or additional algebraic structures, but I’d like to hear about a real project—did you have a student who actually completed such a project under your supervision, and if so, how did you guide them through the challenges they faced?

Alright, you suggested exponential concepts in algebraic graph structures as a student project, and guided them in modeling the problem. Let’s talk about your approach to student evaluation—when you’re grading a complex mathematics assignment or exam, what’s your process to make sure you’re fair, transparent, and students know exactly why they got the grade they did?

Alright, so you guide students in applying exponential concepts to algebraic structures in graph theory under your supervision. Now, when it comes to communicating complex mathematical ideas, say you’re teaching a new topic that most students find abstract or intimidating—how do you structure your lectures or labs so that even the weaker students can follow and stay engaged?

Okay, so you’d suggest exponential concepts in algebraic graph structures and guide students as they work through them. Shifting gears, when you're evaluating students—say, during exams or assignments—how do you make sure your grading is both fair and actually measures what students understand, not just what they can memorize?

So make sure that based on that research work. Based on that research work. We can write the paper. If you have any correction, that paper means we can evolve with that paper. And submit that paper into this journal. If successfully, the papers are that the student results published in the journal means Sir. So we can. Uh, getting that good. Then the reevaluation process we can write conduct. The exam and a exam under. Instead of the exam that the article I can teach the practical. 1st strike under the exam. Suppose the students guided that very less mark in the examination. After then they'll be going to apply that some, uh, do that some practical application.

So make sure that based on that research work. Based on that research work. We can write the paper. If you have any correction, that paper means we can evolve with that paper. And submit that paper into this journal. If successfully, the papers are that the student results published in the journal means Sir. So we can. Uh, getting that good. Then the reevaluation process we can write conduct.

So, you’re saying the reevaluation process sometimes comes from corrections in student research papers that get published, and you use that feedback to improve. Let’s move to your communication style. Say you’re teaching a tough concept—like Markov chains or Bayesian inference—to a group of undergraduates who are struggling. How would you structure your explanation so even weaker students can follow and actually apply it?

So you’re saying you use the research process and even practical applications as part of your evaluation, and if a student doesn’t do well on an exam, you encourage them to demonstrate understanding through hands-on work. When you’re giving feedback—whether on a research paper, assignment, or project—how do you make sure your comments are clear and actionable for students with different learning styles?

Should I can given the comments is the baseline? That's feedback. So what type of student feedback? Right. And Sami Chok. So based on the. Students feedback, huh? I give some suggestion. So far that one, Otherwise I invite. That student. Those are struggle in that. Understanding level. So personally I give some advice and give the teacher. First evolve. Evaluate that. Mr. So what type of mistake the students are making?

Should I can given the comments is the baseline? That's feedback. So what type of student feedback? Right. And Sami Chok. So based on the. Students feedback, huh? I give some suggestion. So far that one, Otherwise I invite. That student. Those are struggle in that. Understanding level. So personally I give some advice and give the teacher. First evolve. Evaluate that. Mr. So what type of mistake the students are making? Mistake want to reduce. After that correction, that mistake again, you're going to evaluate that one more, conduct that one more exam. Father is lover. Again, the students struggle. To mean that pass. You thought?

Should I can given the comments is the baseline? That's feedback. So what type of student feedback? Right. And Sami Chok. So based on the. Students feedback, huh? I give some suggestion. So far that one, Otherwise I invite. That student. Those are struggle in that. Understanding level. So personally I give some advice and give the teacher. First evolve. Evaluate that. Mr. So what type of mistake the students are making? Mistake want to reduce. After that correction, that mistake again, you're going to evaluate that one more, conduct that one more exam. Father is lover. Again, the students struggle. To mean that pass. You thought? We can give that extra hour. Are extra practical.

Right, so you're offering baseline feedback and then meeting with students struggling to understand, giving them personal guidance based on the mistakes you see. Now, Dr., let's touch on your publication record. Can you walk me through one of your research papers published in a top journal—what was the main contribution, and why was it significant in your field?

Alright, you’re saying you use baseline feedback and one-on-one sessions to help students who are struggling, and you re-evaluate after they correct mistakes. Now, Dr., let’s touch on your publications—can you describe one of your research papers in detail? I’m looking for the mathematical problem, the methodology you used, and the results you found.

Alright, so you're giving baseline feedback and then following up with struggling students to help them address their mistakes, even offering extra sessions or practical work where needed. Now, Dr., let's touch on your publication record—can you share one journal article you've published that you're especially proud of, and walk me through why you chose that topic and what impact the work has had in your field?

So actually I published the 63 papers in the. Repeated journalings focus on the Web Science Journal. So recently I published one paper in. And some engineering Jo. That paper is based on the flood detection by you. Enthusiastic forcing. Graph. Either Q1 purpose is the SCA index sector. Is the impact factor, is the 5.9 infant factor?

Alright, so you've published 63 papers and recently had a flood detection paper accepted in a high-impact journal, using graph-based models and an SCA index. Shifting to teaching, Dr.—when you're delivering a lab-based course, how do you structure the sessions so students actually develop hands-on skills and not just follow instructions step by step?

OK, first I want to. Uh identify my the problem? So what the problem is there? Once you identify the problem, means, uh, I can make it. Uh, in graph model for that based around the. Is a Step 2 after 9. Marvel so we need some datas that means I want to give some membership value. One. So how we can give the? We want to collect the data. From the data I can. For that membership function. So after I put that membership function value, so my model is. Is ready so that model now we go into. Apply that model. Into that real world problem. So what the problem already be? We identified. So we come on right from that graph. What the suitable graph? I want to draw the graph. From that model our graphs I want to find that score value. Iran. That's more value we command gives. Rejection our decision support system. How we can solve which one is the better? Which one is the good? Which one is the fat? That type of results I can. This is the ranking method Yes, in my teaching under research experience, Sir. He still we have one day applied the assumption data.

OK, first I want to. Uh identify my the problem? So what the problem is there? Once you identify the problem, means, uh, I can make it. Uh, in graph model for that based around the. Is a Step 2 after 9. Marvel so we need some datas that means I want to give some membership value. One. So how we can give the? We want to collect the data. From the data I can. For that membership function. So after I put that membership function value, so my model is. Is ready so that model now we go into. Apply that model. Into that real world problem. So what the problem already be? We identified. So we come on right from that graph. What the suitable graph? I want to draw the graph. From that model our graphs I want to find that score value.

Alright, you described taking a real problem, modeling it step by step, collecting data, and applying graph-based techniques so students get practical experience. Now, Dr., have you ever been involved in any industry projects or consultancy work—maybe partnering with government, private companies, or NGOs? If so, what was your role and how did that experience shape your teaching or research?

Yes, in my teaching under research experience, Sir. He still we have one day applied the assumption data. Uh, umm, but I suppose. Students want to choose after the day school studies they're going to join the any. College are you want? To join the students who want to join any college.

Yes, in my teaching under research experience, Sir. He still we have one day applied the assumption data. Uh, umm, but I suppose. Students want to choose after the day school studies they're going to join the any. College are you want? To join the students who want to join any college. So based on that one, how we can choose that colleges? In Airby right?

Yes, in my teaching under research experience, Sir. He still we have one day applied the assumption data. Uh, umm, but I suppose. Students want to choose after the day school studies they're going to join the any. College are you want? To join the students who want to join any college. So based on that one, how we can choose that colleges? In Airby right? Show here I have applied the research proposal for many project. Uh. Like an RF and the NBHM.

So you’ve had some experience applying research assumptions and data in both teaching and research. Thinking about communication—when you’re explaining a complex mathematical technique to students, how do you make sure your explanation is structured and clear enough for those who might not have a strong math background?

Okay, so you’ve tied your teaching and research to real decision-making points for students, like choosing a college. When you’re explaining a complex mathematical technique, how do you make sure your explanation is clear and structured so students at different levels can follow along?

Okay, Dr., we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we finish? You can ask up to two questions if there's anything on your mind.

Okay, so you’ve worked on research proposals for RF and NBHM, connecting your academic work to broader student choices and opportunities. Dr., we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we finish? You can ask up to two questions if there's anything on your mind.

If I got the jam from that VAT university. Can can you give that students PhD student to? Why? Because. I am very interested to guided student PhD students, a big student. To be the possible.

So you’re asking if you’d have the opportunity to supervise PhD students if you join the university. That’s definitely something that aligns with the expectations for an Assistant Professor here—mentoring doctoral students is encouraged and usually a significant part of the role, especially for faculty with an active research agenda like yours. Anything else on your mind about the position or team before we wrap up? You can ask one more if you’d like.

That's it, Sir.