Hello.

Please start by introducing your professional journey in academia

Hi, good morning. I am I am Doctor Krishna Das, currently working as a Ramanujan faculty fellow. ISAR Trivandrum in Kerala?

Hi, good morning. I am I am Doctor Krishna Das, currently working as a Ramanujan faculty fellow. ISAR Trivandrum in Kerala? I finished my masters degree from coaching University of Science and Technology coaching in Kerala. Then in 2000. 11 I started my PhD in Chemistry in Indian Institute. Technology Madras in Chennai.

Alright, Professor Das, thanks for sharing where you're at now. Could you tell me a bit about how you got started in academia and what drew you into theoretical chemistry or energy research?

Hi, good morning. I am I am Doctor Krishna Das, currently working as a Ramanujan faculty fellow. ISAR Trivandrum in Kerala? I finished my masters degree from coaching University of Science and Technology coaching in Kerala. Then in 2000. 11 I started my PhD in Chemistry in Indian Institute. Technology Madras in Chennai. And at 2017 onwards I started my first pop. Postdoctoral training in University of Geneva. This continued till. 20/20/21. October. And in 2021 November I. I have continued my second postopal training in San Sebastian in Spain. Under the supervision. That Luis Lismarzan and browser Eitziber. El corte harina.

Hi, good morning. I am I am Doctor Krishna Das, currently working as a Ramanujan faculty fellow. ISAR Trivandrum in Kerala? I finished my masters degree from coaching University of Science and Technology coaching in Kerala. Then in 2000. 11 I started my PhD in Chemistry in Indian Institute. Technology Madras in Chennai. And at 2017 onwards I started my first pop. Postdoctoral training in University of Geneva. This continued till. 20/20/21. October. And in 2021 November I. I have continued my second postopal training in San Sebastian in Spain. Under the supervision. That Luis Lismarzan and browser Eitziber. El corte harina. So. So there I stayed till 2023 June. And then 2023 July onwards I'm. I have started my independent research career as a ramen family. So this is about my check.

Okay, so you started your PhD at IIT Madras after your master's from Cochin. Did your research focus shift at any point during your doctoral work, or did you stay with the same area throughout?

Alright, so you moved from Chennai to Geneva and then to Spain for your postdoctoral work, working with Professors Luis Lismarzan and Eitziber El Corte Harina. What area of chemistry did your postdoc research focus on in those labs?

You mentioned starting your independent research recently. In your teaching, do you prefer lecturing theory or guiding students through laboratory experiments?

Yes, I do. So for example after joining Isar Thiruvananthapuram. I have offered one elective course which I have. Designed by myself and approved by our Senate. And then this was offered once as an active course in Isarthur. This was a two credit course. Then this is called chiropractical spectroscopy. This this dealt with it is a basically a spectroscopy course. Mostly oriented. Towards chirality more. Course and materials and I was so in the last year, last year I was also teaching a part of for example, a 16 to 17 lectures of 38 or 40 total lectures, a course in biophysical chemistry.

Yes, I do. So for example after joining Isar Thiruvananthapuram. I have offered one elective course which I have. Designed by myself and approved by our Senate. And then this was offered once as an active course in Isarthur. This was a two credit course. Then this is called chiropractical spectroscopy. This this dealt with it is a basically a spectroscopy course. Mostly oriented. Towards chirality more. Course and materials and I was so in the last year, last year I was also teaching a part of for example, a 16 to 17 lectures of 38 or 40 total lectures, a course in biophysical chemistry. So these are the 2 theory courses that I have taught. And other than that I used to conduct or instruct. Used to be a coin structure to various laboratory codes. As part of our BSMS too.

Okay, so you designed and taught a chirality-focused spectroscopy elective, and contributed to biophysical chemistry lectures. How did you balance engaging students in complex theory versus hands-on lab work in those courses?

You mentioned co-instructing lab courses alongside your theory classes, and designing a spectroscopy elective focused on chirality. When you’re teaching something like chirality in spectroscopy, how do you explain complex concepts so that students with weaker backgrounds can still grasp the essentials?

Yeah, this is a really good question. I also had this thought in mind when I designed this course. But eventually what I learned is that we can start from the very basics, for example. Before before at the start of this course I can introduce different types of chirality like planar. Different type of point. And then axial chirality, helical chirality, etcetera. This these are the things that they they have already studied in here. From their +2 or BSE or BSMS first year or second year. And then coming to the spectroscope, you part. I used to start with polarization of light. So briefly I would like to. I would like to introduce what are the different. Polarization properties of light, what are the different theories of light and what is the actual picture of light as electromagnetic wave as we currently understand, et cetera. And then there are some very useful animations that I can I could. Share with them and show it in the class itself. To understand what is polarized light, and then I slowly introduce the concept of. How light? Interacts with mark. What do you really mean by light map? And how does it matter when you consider pronoun? Organization. So starting from the very. Basics Step-by-step I I found that it is really possible to introduce very complicated ideas in chirality. Or kind of optical spectrum?

Yeah, this is a really good question. I also had this thought in mind when I designed this course. But eventually what I learned is that we can start from the very basics, for example. Before before at the start of this course I can introduce different types of chirality like planar. Different type of point. And then axial chirality, helical chirality, etcetera. This these are the things that they they have already studied in here. From their +2 or BSE or BSMS first year or second year. And then coming to the spectroscope, you part. I used to start with polarization of light. So briefly I would like to. I would like to introduce what are the different. Polarization properties of light, what are the different theories of light and what is the actual picture of light as electromagnetic wave as we currently understand, et cetera. And then there are some very useful animations that I can I could. Share with them and show it in the class itself. To understand what is polarized light, and then I slowly introduce the concept of. How light? Interacts with mark. What do you really mean by light map? And how does it matter when you consider pronoun? Organization. So starting from the very. Basics Step-by-step I I found that it is really possible to introduce very complicated ideas in chirality. Or kind of optical spectrum? Thank you for. Hello.

Alright, so you start with foundational types of chirality and polarization before moving into advanced optical spectra, using animations to bridge gaps. When students still struggle after that, what’s your next strategy—do you adjust your teaching, offer extra sessions, or rely on peer support?

Right, so you break down complex topics like chirality and polarized light by connecting to concepts students have already seen, then use visuals and step-by-step explanations. When a student still doesn’t get it after your intro and demos, what’s your next move—do you try a new teaching method, or maybe switch up the examples?

Yes, I I use different example and. The first thing. I will do in such a situation. I repeat. In case if I have missed some some links, some connection, if I have missed I try to. Bridge them so I repeat. And then I I also use a few more examples. This is how I I usually proceed.

Professor, I noticed your publication in Nanoscale—“Circular Dichroism and Circularly Polarized Luminescence of Ligand-protected Molecular Metal Clusters.” How has your research into chiroptical properties influenced the way you approach teaching spectroscopy to undergraduates?

Yeah, this. It's really helped me a lot personally also. Because. My area of Russell. This is a chirality. Moitres and materials and Carole spectroscopy is the tool for that. So. Uh, this was a bit new to me because I started during this post doc only. Designing this course and preparation for this course. Has really helped me a lot. To learn more about this subject, which I really need to. Which I really need for my research. So this. This has helped me. Very much. In that aspect. And coming to your teaching? Teaching also like this has helped me to clarify several missing connections that I could not really imagine. Before. Drafting this course or before teaching this course? So this and some of these concepts like. Whichever I am teaching that that has also been actually. Mentioned in this current review that you. Mentioned Inowski, so this can this will be a good tutorial review article for anyone. Uh, who can actually? Actually actually want to work in parality or Pierre ethical. Spectroscopy. In fact, after publishing this article, there was one query from. I forgot from which university there was a student, I think Center for Nano Science and technology in Bangalore. There there was a PC student and that I didn't know her before and after reading this article that the student contacted me. Asking a few doubts about this. Concepts of chirality in metal clusters etcetera. So I think. Actually is becoming helpful to students in various levels. And also.

Yeah, this. It's really helped me a lot personally also. Because. My area of Russell. This is a chirality.

Alright, so your expertise in chirality gives you a firsthand perspective that shapes your teaching. Can you give me a concrete example of how you brought findings from your nanoscale research into a classroom lesson—maybe a demo or case study?

Yeah, for example. I used to give an example of. A molecule called camphor. And camp for chemo. These are two different molecules.

Yeah, for example. I used to give an example of. A molecule called camphor. And camp for chemo. These are two different molecules. Campfire is normally what we call as Karpuram. In our mostly daily life. And cancer, Quinone and cancer, they both have ketone. Ketone Group Camphor has one ketone group. And has. And we can record. Even we have recorded in our lab also. We can record the circular echoism and circularly polarized luminescence. Spectra of these two. Molecule. So what we can see is that. For camphor which is having only one. Uh, ketone group. You can, uh. You can actually observe. Two circularly polarized luminescent band. Whereas for. Comfort Quinone. Which has two ketone group which is structurally little little more rigid. It has only one Cpl. So how? Is this explained? Interpreted. Is? He's like this. So when uh. For in the case of. Camphor. It has only one ketone group. It is structurally little. More flexible than Kampfakinone? So in the. The ketone group can have two different orientations. That that means. So actually there are. Two emissive excited state which are slightly. Very slightly different in energy. And not only there are different slightly different in energy, but they are drastically different in the. Of their paid restore. So for one. Excited state geometry of camphor. That'll take to start this positive and for the other Rotary struck this negative. So that gives rise to. Two Cpl. bands with two different. Science, but. In the case of Camphor Qunone. We really don't. See this, we can see only one Cpl. battery. Because it has two ketone groups. And it is structurally little more region. And there is no. Other emissive excited state. So this example I used to present which can which they can really connect with the structure property relationship between ground state and excited state. And the whole idea of. Using CD and Cpl. spectroscopy. As a combination approach to understand the origin of chirality. And ordered photolumine. So this is 1 good example that I really liked.

Yeah, for example. I used to give an example of. A molecule called camphor. And camp for chemo. These are two different molecules. Campfire is normally what we call as Karpuram. In our mostly daily life. And cancer, Quinone and cancer, they both have ketone. Ketone Group Camphor has one ketone group. And has. And we can record. Even we have recorded in our lab also. We can record the circular echoism and circularly polarized luminescence. Spectra of these two. Molecule. So what we can see is that. For camphor which is having only one. Uh, ketone group. You can, uh. You can actually observe. Two circularly polarized luminescent band. Whereas for. Comfort Quinone. Which has two ketone group which is structurally little little more rigid. It has only one Cpl. So how? Is this explained? Interpreted. Is? He's like this. So when uh. For in the case of. Camphor. It has only one ketone group. It is structurally little. More flexible than Kampfakinone? So in the. The ketone group can have two different orientations. That that means. So actually there are. Two emissive excited state which are slightly. Very slightly different in energy. And not only there are different slightly different in energy, but they are drastically different in the. Of their paid restore. So for one. Excited state geometry of camphor. That'll take to start this positive and for the other Rotary struck this negative. So that gives rise to. Two Cpl. bands with two different. Science, but. In the case of Camphor Qunone. We really don't. See this, we can see only one Cpl. battery. Because it has two ketone groups. And it is structurally little more region. And there is no. Other emissive excited state. So this example I used to present which can which they can really connect with the structure property relationship between ground state and excited state. And the whole idea of. Using CD and Cpl. spectroscopy. As a combination approach to understand the origin of chirality. And ordered photolumine.

Yeah, for example. I used to give an example of. A molecule called camphor. And camp for chemo. These are two different molecules. Campfire is normally what we call as Karpuram. In our mostly daily life. And cancer, Quinone and cancer, they both have ketone. Ketone Group Camphor has one ketone group. And has. And we can record. Even we have recorded in our lab also.

Yeah, for example. I used to give an example of. A molecule called camphor. And camp for chemo. These are two different molecules. Campfire is normally what we call as Karpuram. In our mostly daily life. And cancer, Quinone and cancer, they both have ketone. Ketone Group Camphor has one ketone group. And has. And we can record. Even we have recorded in our lab also. We can record the circular echoism and circularly polarized luminescence. Spectra of these two. Molecule. So what we can see is that. For camphor which is having only one. Uh, ketone group. You can, uh. You can actually observe. Two circularly polarized luminescent band. Whereas for. Comfort Quinone. Which has two ketone group which is structurally little little more rigid. It has only one Cpl.

Yeah, for example. I used to give an example of. A molecule called camphor. And camp for chemo. These are two different molecules. Campfire is normally what we call as Karpuram. In our mostly daily life. And cancer, Quinone and cancer, they both have ketone. Ketone Group Camphor has one ketone group. And has. And we can record. Even we have recorded in our lab also. We can record the circular echoism and circularly polarized luminescence. Spectra of these two. Molecule. So what we can see is that. For camphor which is having only one. Uh, ketone group. You can, uh. You can actually observe. Two circularly polarized luminescent band. Whereas for. Comfort Quinone. Which has two ketone group which is structurally little little more rigid. It has only one Cpl. So how? Is this explained? Interpreted. Is? He's like this.

So you use camphor and its analogs to ground the theory in real examples. Did you ever run into a moment where students’ lab results around chiroptical properties didn’t match the textbook predictions—and if so, how did you guide them through understanding or troubleshooting that gap?

Alright, so you use camphor and camphorquinone as practical examples, and you even recorded spectra in your lab. You were about to say more—go ahead.

So you’ve actually recorded spectra for camphor and camphorquinone in your lab and used that real data as a teaching tool. Did you ever run into a moment where students’ lab results around chiroptical properties didn’t match the textbook predictions? How’d you handle that situation in class?

So you use camphor and its analogs to ground the theory in real examples. Did you ever run into a moment where students’ lab results around chiroptical properties didn’t match the textbook predictions, and if so, how’d you handle that in class?

Okay, so you use camphor and camphorquinone as practical examples, and you even recorded spectra in your lab. Did you ever run into a moment where students’ lab results around chiroptical properties didn’t match the textbook predictions—how’d you handle that?

Professor, given your focus on chiroptical spectroscopy and molecular clusters, where do you see the most fundable directions in your research over the next few years? Which grants or funding sources would you target to support this work?

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case.

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids.

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids. Which is amino acids with some particular. Highlights and if you. Take a DNA. They are all made of bee sugars. That is another handed. Form of. So. Now there is an emerging. Of mirror biomolecule. So for example, can we make DNA or RNA? Sugars which are. L in nature. 1100. Instead of. Form Can we make DNA or RNA with using L4? Team can make this. Such a DNA or RNA and if we can make. Material based on. This type of. DNA and nuclear DNA. RNA molecules. Can we use them? How how is how is the biological response to this materials that is 1 something very interesting. And how biology will. Will they be more toxic to the biological environment or? Be less. Uh, toxic to the biological? So the. This is 1 app. That I wanted to pursue. For example, if you I can make a. Fluorescent cluster. Containing uh. Both DNA and LDNA. And I I would like to see. If I incubate this. DNA based cluster and LDNA based cluster. Into some cells, for example. Any cancer cells or anything? And they meet. I would like to see if there is any difference in distribution of this. Ddna-based clusters and Ldna-based clusters. Fluorescent based imaging. This is 1 explode. That I'm so this. Nobody's doing currently in India. I also have contacted a company. In Belgium to provide me some samples of this mineral DNA molecules and I would like to try a few experience in the coming 23. And for funding? I would like to, I mean, I'm actually pursuing possibilities from ANR of the Santan National.

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids. Which is amino acids with some particular. Highlights and if you. Take a DNA. They are all made of bee sugars. That is another handed. Form of. So. Now there is an emerging. Of mirror biomolecule.

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids. Which is amino acids with some particular. Highlights and if you. Take a DNA. They are all made of bee sugars. That is another handed. Form of. So. Now there is an emerging. Of mirror biomolecule. So for example, can we make DNA or RNA? Sugars which are. L in nature. 1100. Instead of. Form Can we make DNA or RNA with using L4?

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids. Which is amino acids with some particular. Highlights and if you. Take a DNA. They are all made of bee sugars. That is another handed. Form of. So. Now there is an emerging. Of mirror biomolecule. So for example, can we make DNA or RNA? Sugars which are. L in nature. 1100. Instead of. Form Can we make DNA or RNA with using L4? Team can make this. Such a DNA or RNA and if we can make. Material based on. This type of. DNA and nuclear DNA. RNA molecules. Can we use them? How how is how is the biological response to this materials that is 1 something very interesting. And how biology will. Will they be more toxic to the biological environment or? Be less. Uh, toxic to the biological? So the. This is 1 app. That I wanted to pursue. For example, if you I can make a. Fluorescent cluster. Containing uh. Both DNA and LDNA. And I I would like to see. If I incubate this. DNA based cluster and LDNA based cluster. Into some cells, for example. Any cancer cells or anything? And they meet. I would like to see if there is any difference in distribution of this. Ddna-based clusters and Ldna-based clusters. Fluorescent based imaging. This is 1 explode. That I'm so this. Nobody's doing currently in India. I also have contacted a company. In Belgium to provide me some samples of this mineral DNA molecules and I would like to try a few experience in the coming 23. And for funding? I would like to, I mean, I'm actually pursuing possibilities from ANR of the Santan National. And Department of Biotechnology, DPT, et cetera. So I hope this is One Direction like. To take this area of mirror biomolecules like. Mirror DNA. And nanomaterials derived from that. And how? That will be biologically relevant. Biologically. So that is One Direction and another direction is that. We know that biology is actually. Biology functions because of chirality. Chirality of biomolecules. But if you look at. Technologies for diagnostic methods. We see that. This. 4 chiral for analyzing biomolecules such as DN near. Protein like circularism and circularly polarized luminescence. They had not been used for. Determination or. Detection of molecular biomark.

Okay, so you’re arguing that chirality is broader than it looks and has a lot of scientific reach. What’s your plan for actually attracting funding—are you focusing on government grants, industry partnerships, or international sources? And which specific agencies or programs would you target?

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids. Which is amino acids with some particular. Highlights and if you. Take a DNA. They are all made of bee sugars. That is another handed. Form of. So. Now there is an emerging. Of mirror biomolecule. So for example, can we make DNA or RNA? Sugars which are. L in nature. 1100. Instead of. Form Can we make DNA or RNA with using L4? Team can make this. Such a DNA or RNA and if we can make. Material based on. This type of. DNA and nuclear DNA. RNA molecules. Can we use them? How how is how is the biological response to this materials that is 1 something very interesting. And how biology will. Will they be more toxic to the biological environment or? Be less. Uh, toxic to the biological? So the. This is 1 app. That I wanted to pursue. For example, if you I can make a. Fluorescent cluster. Containing uh. Both DNA and LDNA. And I I would like to see. If I incubate this. DNA based cluster and LDNA based cluster. Into some cells, for example. Any cancer cells or anything? And they meet. I would like to see if there is any difference in distribution of this. Ddna-based clusters and Ldna-based clusters. Fluorescent based imaging. This is 1 explode. That I'm so this. Nobody's doing currently in India. I also have contacted a company. In Belgium to provide me some samples of this mineral DNA molecules and I would like to try a few experience in the coming 23. And for funding? I would like to, I mean, I'm actually pursuing possibilities from ANR of the Santan National. And Department of Biotechnology, DPT, et cetera. So I hope this is One Direction like. To take this area of mirror biomolecules like. Mirror DNA. And nanomaterials derived from that. And how? That will be biologically relevant. Biologically. So that is One Direction and another direction is that. We know that biology is actually. Biology functions because of chirality. Chirality of biomolecules. But if you look at. Technologies for diagnostic methods. We see that. This. 4 chiral for analyzing biomolecules such as DN near. Protein like circularism and circularly polarized luminescence. They had not been used for. Determination or. Detection of molecular biomark. Or let us say. Uh, for the. Uh, detection of disease, et cetera, basically. Spectroscopy has not been really used for the medical.

Okay, so you're linking chirality to biology and showing its broader importance. What's your plan for actually attracting funding—are you focusing on government grants, industry partnerships, or maybe international collaboration?

You were saying — there's an emerging area around mirror biomolecules. How would you translate that broad scientific reach into a practical funding proposal? Are you targeting specific government grants, or looking at industry collaborations?

You’re connecting chirality to biological molecules, and exploring mirror biomolecules as a new direction. Let’s switch gears—when you’re evaluating students in exams or coursework, what strategies do you use to ensure transparency and academic integrity throughout the process?

So. Chirality at the first stage may seem very very specialized or narrowing focus, but actually this is not the case. So we know that biology works because of chirality of biomedical. Like proteins, DNA, amino acids, et cetera. We know that if you take proteins. They are all made-up of, let's say, L amino acids. Which is amino acids with some particular. Highlights and if you. Take a DNA. They are all made of bee sugars. That is another handed. Form of. So. Now there is an emerging. Of mirror biomolecule. So for example, can we make DNA or RNA? Sugars which are. L in nature. 1100. Instead of. Form Can we make DNA or RNA with using L4? Team can make this. Such a DNA or RNA and if we can make. Material based on. This type of. DNA and nuclear DNA. RNA molecules. Can we use them? How how is how is the biological response to this materials that is 1 something very interesting. And how biology will. Will they be more toxic to the biological environment or? Be less. Uh, toxic to the biological? So the. This is 1 app. That I wanted to pursue. For example, if you I can make a. Fluorescent cluster. Containing uh. Both DNA and LDNA. And I I would like to see. If I incubate this. DNA based cluster and LDNA based cluster. Into some cells, for example. Any cancer cells or anything? And they meet. I would like to see if there is any difference in distribution of this. Ddna-based clusters and Ldna-based clusters. Fluorescent based imaging. This is 1 explode. That I'm so this. Nobody's doing currently in India. I also have contacted a company. In Belgium to provide me some samples of this mineral DNA molecules and I would like to try a few experience in the coming 23. And for funding? I would like to, I mean, I'm actually pursuing possibilities from ANR of the Santan National. And Department of Biotechnology, DPT, et cetera. So I hope this is One Direction like. To take this area of mirror biomolecules like. Mirror DNA. And nanomaterials derived from that. And how? That will be biologically relevant. Biologically. So that is One Direction and another direction is that. We know that biology is actually. Biology functions because of chirality. Chirality of biomolecules. But if you look at. Technologies for diagnostic methods. We see that. This. 4 chiral for analyzing biomolecules such as DN near. Protein like circularism and circularly polarized luminescence. They had not been used for. Determination or. Detection of molecular biomark. Or let us say. Uh, for the. Uh, detection of disease, et cetera, basically. Spectroscopy has not been really used for the medical. Process so that I found a missing gap. Because. Why biology works? Because of chirality. But chiropractical spectroscopic methods has not been really used for medical diagnostics. So this. This another area that I'm trying to. Look for SO for this also I look forward to. Are getting funds from DBT and. Hello.

You’re connecting chirality to biomolecular imaging and even reaching out to industry for samples—that’s ambitious. When you’re evaluating students’ work in this emerging area, how do you ensure transparency and academic integrity, especially during exams or project submissions?

Okay, so you’re linking chirality research to biomolecular imaging and even reaching out to industry for samples. When you’re evaluating students in exams or coursework, what strategies do you use to ensure transparency and academic integrity in the process?

Alright, you tied the structure-property relationship in camphor and camphorquinone directly to your students’ lab experience—so they’re seeing real spectra and connecting theory to actual molecules. That’s what we want in modern pedagogy. Let me ask: when you’re evaluating students’ work, especially in these hands-on or research-driven settings, what strategies do you use to ensure transparency and academic integrity?

You laid out the connection between chirality and biological function, and your idea to use mirror DNA for imaging is pretty novel. Let’s switch gears for a moment—when you’re evaluating students during exams or coursework, what strategies do you use to make sure the grading is transparent and academic integrity is maintained?

First I would like to know like I would like to I used to. Our I'm trying. Aim the exam questions in such a way. To ensure that whether students are really. Understanding the concept. Not just to. Do any problem solving or numerical problem solving not like that. The questions are. Framed in such a way to ensure that if they answer it correctly, I can be very much sure that they have. Really. A good understanding of the concept that I have been. Top so that is. Main thing that I. I would like to. And I also would like to ask them to do presentations on various topics. This I didn't. My chiropractic spectroscopy course.

First I would like to know like I would like to I used to. Our I'm trying. Aim the exam questions in such a way. To ensure that whether students are really. Understanding the concept. Not just to. Do any problem solving or numerical problem solving not like that. The questions are. Framed in such a way to ensure that if they answer it correctly, I can be very much sure that they have. Really. A good understanding of the concept that I have been. Top so that is. Main thing that I. I would like to. And I also would like to ask them to do presentations on various topics. This I didn't. My chiropractic spectroscopy course. So in. That we also when they present. I can't really see whether they are really understanding these concepts or. And another method. Is that during the class? I'd like to I used to ask. The students. To write down two things that you completely understood. Or mostly understood from today's class. And two things that you have not at all understood. So, uh. This method is which I have taken from one of my teachers from IIT Madras. So that also works well like. To really understand. Whether they grasp grasp the idea or. Hello.

Alright, you focus your exam questions on conceptual understanding and use presentations to check depth. When students work in groups or submit assignments, how do you address concerns about plagiarism or fairness in grading?

Okay, so you use conceptual questions and student presentations, plus that “two things understood, two things not” exercise from your IIT Madras days. When students work in groups or submit assignments, how do you address concerns about plagiarism or unfair collaboration?

First thing is that I used to really read. I used to take time. And go to. As I mentioned carefully. Then I will get an idea whether they are trying to plagiarize. And the next thing is that when I ask them to present. Even if I'm giving a. Topic A single topic to a group of three students. Then I'm telling that you you should present. Some slides individually. So there will be some sub topics in each of this. Main topic. So that they have to do, they have to present themselves. So that is also another way whether. I can really get to know whether. They are plagiarizing or. In fact, this idea of mirror image DNA. For example. I got I I did not know that that there was something called mirror DNA. So I got this idea when one of the assignments that student submitted during this CARE optical spectroscopy course. So in that. In one of this assignments I saw this word L DNA. So then I was not knowing what is LDNA. I heard only about D sugars and D DNA. So then I was going through references and then I could see that ah, the student did not. Do a mistake. This that I did not really. Heard of this? So then I could. Do little more later. That they understood that is. Really. A novel thing, A new thing. That I could really try so. This teaching is also. Helpful to me. Uh, in that aspect.

First thing is that I used to really read. I used to take time. And go to. As I mentioned carefully. Then I will get an idea whether they are trying to plagiarize. And the next thing is that when I ask them to present. Even if I'm giving a. Topic A single topic to a group of three students. Then I'm telling that you you should present. Some slides individually.

Alright, so you handle plagiarism by reviewing individual slides in group presentations and carefully reading each submission. One last thing—when you’re developing curriculum for topics like molecular modeling or renewable energy within the Chemistry program, how do you make sure your course content stays aligned with broader institutional goals?

So in fact here I would like to say that I'm not really working in the area of molecular modeling or energy related area. So I I have. Proposed to have designed curriculum for some other courses based on thermodynamics, for example. Thermodynamics and information theory, for example. And this. For some chirality, that is another example. But I have not. I'm not really working in the area of uh. Molecular modeling of. Or energy meeting. So this I don't know. How to really answer? But wherever the. Wherever the whatever courses that I have designed, they are actually for. For example, there is a course that I have. Propose or design that is. Uh, information theory and their applications to chemistry. So that is really a cutting edge understanding of. Thermodynamics information Theory. And and their intertwining between the. So in that. That aspect is globally. Recognizable and globally. It has a global standard. But but I'm not really working in. The other areas molecular modeling and. And a 08 meeting.

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?

Can you repeat this? Maybe I did not completely understand this question.

Sure, I'll repeat the question. 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?

So maybe I have to ask you like. Do you mean the teach? Or teach or teach. Some students for various schools. Is that?

Right, so you’re asking if I mean teaching students from different schools, or if I’m referring to faculty handling different courses. I’m talking about outcome assessment data—like exam scores, course evaluations, those kinds of metrics—that don’t match up across courses within the department. If you noticed that inconsistency, what steps would you take to fix it?

Yeah, then in in this case, what I would. This will give me an impression that maybe students are lacking a few. Very basic that they should have. In thorough about. Before taking up that particular course, for example. So maybe that is why. Their feedback or their? Marks have been not on par with other courses. So then I would like to think. I, I wish I I will see. What could be the missing link? Uh, where did I? Not really. Touch upon in the class. Or should I have been? Went down little bit more basic level. To bridge those. Gaps. So this is the. First thing that I would like to. I hope. I understood the question correctly and. Answered it properly.

Professor, imagine a student files a formal complaint saying your grading is biased, but at the same time your department head is pressuring you to improve pass rates. How would you navigate that situation?

Sitcom. For a while and think. What could be the? Reason for such a complaint? If there was a. Serious or true? Biasness from my side or not? And if it if it's not. Then I will not worry much about this. Then I can actually explain this to the. Uh, authorities. Maybe the head of the department? For the team for example. What is the assessment criteria? Or market criteria that I have followed? So then I think. They will be. Convinced them about the method.

Sitcom. For a while and think. What could be the? Reason for such a complaint?

Alright, so you’d take some time to reflect on the complaint and try to figure out the cause. Let’s say you investigate and still feel confident your grading is fair, but your department head insists you need to adjust your marks to raise the pass rate. What would you actually do in that situation?

Alright, so you'd explain your assessment criteria and stick to your process if you felt your grading was fair. What if the department head disagreed with your explanation and kept pushing you to change your grading method or pass rates—how would you respond then?

Yeah, if, if the pressurized, if the pressure is too much, maybe I have to. Uh, I have to. Follow little bit at least what? Head of the department.

Yeah, if, if the pressurized, if the pressure is too much, maybe I have to. Uh, I have to. Follow little bit at least what? Head of the department. Maybe that is. OK to a. To an extent that is not really affecting the. Quality of the. Understanding of the student.

Yeah, if, if the pressurized, if the pressure is too much, maybe I have to. Uh, I have to. Follow little bit at least what? Head of the department. Maybe that is. OK to a. To an extent that is not really affecting the. Quality of the. Understanding of the student. They should go out. They should have some amount of understanding. So. So my dilution should not. Really. Uh. Affect that much so. I have to find a middle way.

Yeah, if, if the pressurized, if the pressure is too much, maybe I have to. Uh, I have to. Follow little bit at least what? Head of the department. Maybe that is. OK to a. To an extent that is not really affecting the. Quality of the. Understanding of the student. They should go out. They should have some amount of understanding. So. So my dilution should not. Really. Uh. Affect that much so. I have to find a middle way. In the description.

You mentioned reaching out to a company in Belgium for mirror DNA samples—do you have other industry connections or collaborations that could help your students access internships or real-world projects tied to your research?

Okay, thanks for sharing your perspective on industry connections. Now, I’d like to ask about your ability to teach both theory and lab courses. Imagine you’re running a chiroptical spectroscopy lab—how would you structure a session to make sure students actually understand both the experimental setup and the underlying theory?

Okay, so you'd try to find a middle ground if the pressure got too strong, but still make sure students actually understand the material. Now, you mentioned getting the idea for mirror DNA from a student's assignment—do you actively guide student research projects based on concepts that emerge in class, or do you set predefined topics ahead of time?

Okay, you’d look for gaps in foundational knowledge and adjust your teaching if outcome data was off. Now, you mentioned getting the idea for mirror DNA from a student’s assignment—when you guide student projects or research, how do you encourage them to ask original questions or explore new areas?

So. For example, uh. After knowing. Example of Miller and Mace. I used to really. Tell them. Uh, then, then another class, uh, so this, this happened in the kind optical spectrum. The next course that I taught was Biophysical chemistry course. So it was very much relevant and then I could really. Introduce this topic to them. If of course, it was completely new to new to them. Just like for me also. Uh. And then uh. The similar question like. Now you have this DNA so. What? What are the things you can? Imagine for example. I had taught them circular dichroism of DNA. So can we? Uh, can we have a memory? Spectra if you use a. This new type of DNA, for example LDNA. And what could what? What could be the materials that you can actually derive from this? Etcetera. So wherever possible I would, I would like to induce. Asking new questions. To them.

So. For example, uh. After knowing. Example of Miller and Mace. I used to really. Tell them. Uh, then, then another class, uh, so this, this happened in the kind optical spectrum. The next course that I taught was Biophysical chemistry course. So it was very much relevant and then I could really. Introduce this topic to them. If of course, it was completely new to new to them. Just like for me also. Uh. And then uh. The similar question like. Now you have this DNA so. What? What are the things you can? Imagine for example. I had taught them circular dichroism of DNA. So can we? Uh, can we have a memory? Spectra if you use a. This new type of DNA, for example LDNA. And what could what? What could be the materials that you can actually derive from this? Etcetera. So wherever possible I would, I would like to induce. Asking new questions. To them. This also I try with the my my. Made-up of. I don't remember the specific examples that I did in my class, but. I used to encourage this actually Can you repeat this question?

Alright, so you introduce new concepts in follow-up courses and encourage your students to come up with their own questions, especially when you’re exploring unfamiliar

Sure, I'll repeat the question. When you guide student projects or research, how do you encourage them to ask original questions or explore new areas?

So this this I answered I think before taking the example of mirror mirror DNA and in connection with the CD spectrum. And. Yeah, I don't remember this. Specific examples where I ask for. Ask them to think about original questions. I used to do that. Hello. Hello.

Alright, you brought up how you encourage students to think about new questions, but you don’t recall specific examples. Let's switch gears. When you’re evaluating students—say, during lab practicals or written exams—how do you make sure your grading is consistent and fair, especially when there are multiple sections or examiners involved?

So if there are multiple examiners, that is normally the case here. For a practical course, there are at least. But too instructed. One and four physical. So. 1st we used to discuss with ourself. A house should be the grading scheme and we come. We agree. Make an agreement. Then I also instruct the. Teaching Assistants. To stick to this program to. Stick to this. As. The great assessment criterion.

Okay, so you coordinate with other instructors and teaching assistants to agree on grading criteria and make sure everyone sticks to it. Now, thinking about your published research—can you share how you decide which journals to submit your work to, and what factors matter most to you in that process?

So if there are multiple examiners, that is normally the case here. For a practical course, there are at least. But too instructed. One and four physical. So. 1st we used to discuss with ourself. A house should be the grading scheme and we come. We agree. Make an agreement. Then I also instruct the. Teaching Assistants. To stick to this program to. Stick to this. As. The great assessment criterion. So then I also closely follow. I don't just leave it to the TA. So then. Let them do everything. So I also really. For I have been. Keen to? See how they are evaluating. Whether what their evaluation is correct? When they have finished checking the papers etcetera. So this I use. So it's. Not a straightforward process, but. I used to involve. Hello. Hello, can you, can you hear me?

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

Uh, not really.