Hello Dr., thank you for taking the time today. I'm Arjun. I've reviewed your background and would like to go deeper—shall we begin?

Yes.

Please start by introducing your professional journey in academia

So. In cadmia, uh. I work as an assistant professor for 2 1/2 years in Indus International University. Where I took the position the Department of Mechanical Engineering.

Okay, so you were at Indus International University as an Assistant Professor in Mechanical Engineering for about two and a half years. What were your main teaching and research responsibilities during that time?

And after that I am doing my PhD and. Here. The other time I was just teaching the courses like Advanced manufacturing processes. At the same time, I was also working in the research of advanced. Material, uh discovery for automotive applications such as. Strongest cheese?

Alright, so you taught Advanced Manufacturing Processes and were involved in research on advanced materials for automotive applications. When you were teaching that course, how did you structure your lab sessions to help students connect theory with hands-on practice?

Dr., since you have experience teaching advanced manufacturing processes, how do you approach explaining a difficult topic—say, the difference between additive and subtractive manufacturing—to students who are struggling with the basics?

Yeah. Indicating if there is an engineering student he must be very well aware about. Of addition and the. Action, which is a very basic terminology in terms of the mathematics and. Bing and genuine. They are very well aware about the mathematics, so similarly the names are designed. In manufacturing, according to. Addition and subtraction. So additive manufacturing case you are just. Uh, adding something? Right, so. Indeed, if going into complexity, additive manufacturing is a layer by layer deposition, so. In each layer you will be adding some material.

On the contrary contrary. The subtraction material. You are subtracting something. Like late machine. Like milling is there. May you be subtracting?

Okay, so you connect the math concept of addition and subtraction to help students grasp additive versus subtractive manufacturing, and then explain layer-by-layer deposition for additive processes. How do you check if students have actually understood the distinction—do you use quick in-class assessments, practical tasks, or something else?

Dr., I noticed your recent publication in the International Journal of Hydrogen Energy on hydrogen embrittlement in nickel oligocrystals. Can you share how findings from that research have influenced the way you approach teaching topics like material failure or fracture mechanics to your students?

Yes, indeed so. Oligarchy still is something like a different one, right?

Uh, Olivia helped me to. Explain the students that. What actually the grain is?

Alright, you mentioned oligocrystals are different—can you give an example of how you’d bring that distinction into a classroom discussion,

Yes, indeed. Because, uh. The oligocrystal itself is a concept where the crystal size is much more larger than.

Right, so you used your research on oligocrystals to help students understand what a grain is. When you explained that, did you use any physical models, microscopy images, or analogies to make the concept stick?

Yes, indeed. Because, uh. The oligocrystal itself is a concept where the crystal size is much more larger than. Yes.

Alright, let's shift to your research productivity and funding strategy. Given your background in advanced materials for automotive applications, where do you see the most fundable research directions over the next few years? Which specific grants or industry partnerships would you target to build a sustainable research program at an institution like VIT University?

I have used. The microscopic images. As well as the structure and models of FCC, BCC, HCP which is like the ball model.

So you emphasized that oligocrystals have much larger grains, which helps students visualize what a grain actually is. If you were to expand this approach at VIT University, how would you incorporate your research findings into lab modules or student projects to make the topic more tangible for them?

So you’ve used microscopy images and those ball models to help students visualize FCC, BCC, and HCP structures—nice. Now, thinking about research funding, which agencies or industry partners do you see as most likely to support your work on advanced materials for automotive applications, and how would you position your proposals to stand out?

The companies like TAT. Steel, the companies, any other companies like Isham Auto is there? Many other companies which are trying to develop. The hydrogen waste fuel cell vehicles, they will appreciate my. Because the work is actually in the field of the hydrogen embed. And for? Identifying the materials which are more hydrogen between the. So every company. Every automobile sector which is trying to develop. The because based on the height of the instead of the icy engine, they will appreciate my. And I can. Right for the further fundings to. The same company.

Okay, Dr., let’s talk about teaching innovation. Say you’re designing a new course at VIT University in Smart Manufacturing, but you’re not allowed to use traditional lectures or slides. How would you structure a session to get students actively working with the material and engaging each other?

Capture for the subtracting to teach the students about the sub. Attractive manufacturing I can use the. Earlier methods of subscription with. In nation time, people are used to. Create some specific kind of. Shapes over the stones like scription. I can give them the example of the subtractor manufacturing.

For that data manufacturing I can tell them that how the. Printing things is working. How the three different things? Printing is actually one.

Alright, Dr.,

So you’d use 3D printing as a hands-on example to help students understand additive manufacturing. When it comes to department responsibilities—beyond teaching and research—how comfortable are you with participating in curriculum committees or program reviews to help maintain accreditation standards?

For that data manufacturing I can tell them that how the. Printing things is working. How the three different things? Printing is actually one. This kind of example like. I'm pretty much comfortable in. Other than. Calculate activities because those activities actually helps to. Grow as an overlap. Individual SO. There's no problem in. What group in domains other than? Curricular activities. I would love. To be a part of those.

Alright, Professor, imagine you’re teaching a course where a student formally complains that your grading is unfair. At the same time, your department head is pressuring you to show higher pass rates for the class. How would you handle that situation, balancing academic integrity with those institutional pressures?

So there is a normal distribution. Generally, good institutes follow them. It should be followed. Right, so. This is how the overall. Class will fall in because there will be aware students will be sitting in the center and some. The right and extreme left. Like in the normal distribution curve or Gaussian curve. So that. The structure will be followed and. Anything which is. Going beyond them. Should not be there. Just to manage. Things, uh. I will. Try to understand the scenarios from the both side but. My. Environments.

I will try to communicate. Get them and we'll try to seek help from them. How old things can be? Sorted out.

So you’d look for a normal distribution in grades as a check, and say anything outside that curve deserves scrutiny. But if your department head keeps insisting you raise pass rates,

Understood. Let’s pivot to industry collaborations now. Given your research in hydrogen embrittlement and advanced materials, do you have existing relationships with companies that could translate into student internships or joint projects at VIT University?

I am. In connection with some companies which are already working in the similar domain, I have connections with the Tata Steel. So I have connections with the anti of India which is working toward the hydrogen. A fuel cell Hydrogen. And yes, I can help. The securing the internship.

These companies. There are many other companies which are looking in the high dozen because it is. Uh, like, right?

Alright, you mentioned Tata Steel and NTPC India as current connections in hydrogen-related work.

You’ve talked a bit about industry connections and engaging students, so now let’s shift to some core skills. When you’re responsible for student exams or evaluation—let’s say you notice a pattern where most students are missing the same concept on a major assessment. How would you address that, both in grading and in follow-up with the class?

Yes, in grading I will. Try to omit. Uh, I will not be. Counting that particular. To react into the grading in the follow up class I will. Just take extra crisis if needed to just. Make the students well aware about that major concern.

Alright, so if you see a widespread gap on a concept, you’d adjust grading to not penalize for that question and then hold extra sessions to address it. Can you give me a real example from your past experience where you had to do something similar, and how you measured if the follow-up was actually effective?

I would not say I have. Any such experience in the past? I never. Faced anything? Uh, because it actually is a mistake if. You are putting something in your personal paper and students are not able to answer so. That's a mistake over the teachers, right? So I never made such mistakes so But if? That is needed so you can take some short class But if? That is needed so you can take some short class. Come again? I'm not able to. How they call you question?

I would not say I have. Any such experience in the past? I never. Faced anything? Uh, because it actually is a mistake if. You are putting something in your personal paper and students are not able to answer so. That's a mistake over the teachers, right?

Okay, you see it as a teacher's responsibility if lots of students miss the same concept, so you haven't had to adjust or do follow-ups like that before. Switching gears—when you're guiding student projects or research, how do you help students move from just following instructions to actually designing and driving their own investigations?

You were asking for clarification, so let me repeat the question. When you're guiding student projects or research, how do you help students move from just following instructions to actually designing and driving their own investigations?

Face of. 1 is. Tell them what? Minimum is required. And make. Give them clues that what can be stored. At their level because. Not every student is at the same. In that case you can give them a clue so you can help them with some similar problem but in. Other problem noted on the same page. So students should be able to evolve. Should be able to coordinate. I believe it should be good My. Based on hydro implement. I used it.

Face of. 1 is. Tell them what? Minimum is required. And make. Give them clues that what can be stored. At their level because. Not every student is at the same. In that case you can give them a clue so you can help them with some similar problem but in. Other problem noted on the same page. So students should be able to evolve. Should be able to coordinate.

You mentioned giving clues and offering similar problems to help students evolve and coordinate on their own. Can you walk me through a time when a student pushed beyond your initial expectations on a project—what did you do to support and challenge them further?

Alright, so you mentioned your work on hydrogen embrittlement. Tell me, when you're guiding student projects or research,

And translated it to the NTF. India. For designing. Bose which is type 4 cylinder Bose because that is made of the metal. Which can. Go under the hidden battlement. We worked on a consultancy project. So I will tell them to ask themselves. The very famous. Things five wise principle. Because if they will be asking. That why this is happening for five times from themselves. They will definitely be able to reaching at. The root cause of the problem? So that's how they can design them with the questions. For the research as well as. Anything else?

Right, using the five whys is a solid technique for getting students to dig deeper and define their own questions. Now, thinking about your experience teaching both theory and lab courses—how do you ensure students not only grasp the theoretical material but can actually apply it hands-on in the lab, especially when time or resources are tight?

Based on the short. Questions. Assign them some projects where they can, uh, really apply their. Subject flow is. Statistically. In terms of calculation as well as. Experimentally in terms of some. Practical. Paste, flap, paste. Some workshop based.

Physical product or some fees?

Okay,

Alright, so you’re talking about students producing a physical product or some kind of prototype as part of their project work. When a group’s project doesn’t quite work as planned—say the prototype fails in testing—what’s your approach to helping them reflect and improve, rather than just focusing on the failure?

Explaining them and. Discussing with them that why this? Field this itself is aligning because. Something is not going as per plan means something. It's not again as per concept. So those things. We can teach them that how if something is failing, why this is failing. This itself is a. Good way of teaching them. Because once you have. Failed insult You will not. Forget it first of your life.

Explaining them and. Discussing with them that why this? Field this itself is aligning because. Something is not going as per plan means something. It's not again as per concept. So those things. We can teach them that how if something is failing, why this is failing. This itself is a. Good way of teaching them.

So you're saying that even a failed prototype is a teaching moment—helping students analyze why something didn't work so they understand the underlying concepts better. Can you give me a concrete example of a time when a lab or project didn't go according to plan,

Right, so you feel that experiencing failure firsthand really cements the lesson for students. Shifting focus a bit—how do you handle student evaluation and exam duties to make sure your grading is transparent and fair, especially when there might be borderline cases?

There is always a grading system. You are pretty much aware about the overall. Scenario.

Selected the students. You can give some Gray marks if there was a medical condition or something.

Okay,

Alright, so you sometimes account for special circumstances like medical conditions when grading. When you’re guiding students on research projects, how do you help them connect their work to current trends or needs in smart manufacturing or vehicle technologies?

Now if the student attendance is not good then. Come again? I'm not able to understand your version.

You mentioned student attendance—if a student has poor attendance, how do you factor that into their overall evaluation or support them to catch up academically?

Conning them, discussing them with their. Problem regarding the poor attendance.

Alright, so you meet with students and talk through their attendance issues to understand what's going on. Switching gears a bit,

And then providing them the necessary. Counseling if needed. Typho slender contains. Polymer liners some. Carbon fiber based external external. So boundaries are strong as well as it contains some metallic. Uh, boss, which is only made of the aluminum now aluminum, it's susceptible to the hydrogen. My whole PhD and research work is detected later to this metallic. Material so I can give them. Consultancy I can give them. Get some projects from them based on that.

Why? What kind of materials should be chosen what? Kind of microstructure in my particular materials we'll be using provide. Hydrogen What is the expected salary? At the same time, are you going to give me the TADA for? Traveling for my interview at bit below because. It's going to be expensive.

Why? What kind of materials should be chosen what? Kind of microstructure in my particular materials we'll be using provide.

Alright,

You're highlighting the importance of material selection and microstructure in your research, especially for components like the aluminum boss in hydrogen cylinders. For students working on similar projects, how do you teach them to approach the trade-offs between material properties, manufacturability, and cost?

What is the expected salary? At the same time, are you going to give me the TADA for? Traveling for my interview at bit below because. It's going to be expensive. For me. And can I take flight?

For the Assistant Professor (Research) role, compensation details are typically discussed during the final stages of the selection process and can vary based on experience and qualifications. As for travel and accommodation expenses for your interview, those policies are handled directly by the institute—usually, if shortlisting happens, the HR or administrative team communicates about reimbursement or TADA for candidates invited to campus. If you have any more questions, let me know. If not, I’ll close things out.

Thanks for raising those questions. For the Assistant Professor (Research) position, salary details are typically discussed during the final offer stage, as it depends on your experience and qualifications. Regarding travel reimbursement and flight eligibility for interviews, that's handled according to the institute’s standard policies—usually, reasonable travel expenses are considered, and air travel may be allowed for eligible candidates, but you'd get the official confirmation from the HR or admin office once you're at that stage. Anything else you'd like to know about the role or the team before we wrap up?

No. Thank you.