For the present. Timing myself. Doctor Subrajit Mukherjee.

Please start by introducing your professional journey in academia

Completed my Bachelor's of Technology in Chemical Engineering as well as Master's in the same department.

So you mentioned both degrees in Chemical Engineering. Was there a particular area or foundational concept in chemical engineering that you especially enjoyed teaching or discussing with students?

And I. Continued my high studies because I had huge amount of passion.

At IIT Kharagpur.

Alright, so you completed both your bachelor's and master's in Chemical Engineering at IIT Kharagpur, finishing up around 2017. Was there a particular area or foundational concept in chemical engineering that you especially enjoyed teaching or discussing with students?

For high. I research SO. I tried to continue. With that same passion. Of research in the future or the coming days.

Alright, so you continued with higher studies at IIT Kharagpur out of passion. When you first started teaching or mentoring students, was there a particular foundational topic in chemical engineering that you found especially rewarding to explain?

So so I. Graduated and did my postgraduate from Kharagpur and then I continued by. Studies higher education. Related to chemical engineering.

Alright, so you went straight from your master's at IIT Kharagpur into pursuing deeper research because of your passion for the field. When you began mentoring or teaching, how did you approach explaining a complex topic—like thermodynamics or reaction engineering—to students who found it challenging?

And I completed my. And last year during. 2025.

Alright, so you went straight from your master's at IIT Kharagpur into pursuing deeper research because of your passion for the field. When you began mentoring or teaching, how did you approach explaining a difficult topic—say, thermodynamics—to students who were struggling with the basics?

Uh, around, uh, you can say. I completed my PhD in March 17, so I gave my defense seminar.

Alright, so you completed your bachelor's and master's at IIT Kharagpur and continued with higher studies because of your passion for research. When you first started teaching or mentoring students, was there a particular foundational topic in chemical engineering that you especially enjoyed explaining or saw students struggle with?

2020. 5.

Alright, you completed your PhD defense in March 2017 after your earlier studies at IIT Kharagpur. When you first taught or mentored students, what did you find most rewarding about helping them engage with chemical engineering concepts?

Alright, so you completed your PhD defense in March 2017 after your earlier studies at IIT Kharagpur. When you first taught or mentored students, what did you find most rewarding about helping them engage with chemical engineering concepts?

And biochemical engineering and related to the environment.

So that bagged me. So that gives me that passion.

Alright, so you’ve got a passion for geochemistry, chemistry, and biochemical engineering tied to environmental topics. When you’re teaching students a core chemical engineering concept—like mass transfer or thermodynamics—what’s your favorite way to make it engaging for them?

Alright, you mentioned your passion for geochemistry, chemistry, and biochemical engineering as it relates to the environment. When you teach a foundational concept—say, the basics of mass transfer or environmental chemistry—what's your favorite strategy for making it clear to students who are new to the subject?

At IIT Madras. Uh, so I started my postdoctoral journey during the month of August and. I'm still undergoing the same.

Uh, I'm going through the same. Postdoctoral Studies.

Okay, so you’re currently a postdoc at IIT Madras, building on a research focus in environmental and biochemical engineering. When you’ve taught or mentored students—say in a lab or classroom setting—what’s one teaching method or activity you’ve used to help students grasp a complex concept?

At ITIM and Ross and continuing that.

Alright, so you're currently a postdoc at IIT Madras, building on a research focus in environmental and biochemical engineering. When you’ve taught or mentored students—say in a lab or classroom setting—what’s one strategy you use to help undergraduates grasp a difficult concept for the first time?

Oh no, my domain of research is mainly air pollution control.

Alright, so you're actively continuing your postdoctoral work at IIT Madras, with a strong interest in environmental and biochemical engineering. When you first started teaching or mentoring in this field—maybe as a TA or supervising a lab—what did you find most challenging about helping students grasp complex chemical engineering principles?

Uh, and. The control. Of the air particulate matters as well as hazardous gaseous particulate matters.

Alright, so you're focused on air pollution control in your postdoctoral work at IIT Madras. I want to shift gears a bit — in a typical undergraduate chemical engineering lab course, what's one practical experiment you enjoy teaching, and how do you help students connect the lab results to the core theory?

So you’re working on air pollution control, especially the health effects of particulate matter and hazardous gases. In your teaching experience, Professor, when you’ve had to explain the significance of air quality indices to students, how do you make the topic engaging and relevant for them?

Uh, uh, that. Hinder. Or that generally bar. The regular activities of the. Human act as. Causes huge amounts of damage to the ecological sustainability of. The entire world.

So in the coming days. I feel. It's our utmost responsibility.

Alright, so you're focusing on air pollution control and its impact on ecological sustainability. When you've introduced complex topics—like particulate matter control or hazardous gases—to undergraduate students, what's one analogy or teaching method you've found helps them grasp the basics?

To continue. Our research. In terms of environmental sustainability, so that. We can benefit. The mankind.

Alright, you clearly see air pollution control and its health impact as a key responsibility for the future. When you’ve taught or mentored students—say in a lab or classroom setting—what’s one concept or experiment in chemical engineering or materials science that you’ve found sparks real curiosity or engagement among your students?

As well as our Mother Earth in various ways.

Alright, so your focus on environmental sustainability and the health impacts of air pollution comes through clearly. During your postdoctoral work or earlier teaching, Professor, can you share a specific moment when you realized a student genuinely understood a difficult concept because of your approach? What did you do differently in that moment?

So this is what I can introduce a little about me.

Alright, so your passion for environmental sustainability and its impact on human health comes through clearly. Shifting from research for a moment — in your experience, what do you find most rewarding about teaching chemical engineering concepts to undergraduates?

Alright, so you’ve been at IIT Madras focusing your postdoc on air pollution control and environmental health. Stepping back from your research for a moment, Professor, when you’re teaching undergraduates, what’s one experiment or practical demonstration in a chemical engineering lab that you think really helps students grasp core principles?

From my side. This is a basic introduction you can. Consider it as.

Alright, you’ve given a clear sense of your journey and your commitment to environmental sustainability, especially through air pollution research. Before we move on, Professor, when you first introduce undergraduate students to the basics of air pollution control, what’s one foundational concept or experiment you think is critical for them to grasp early on?

Uh, what I feel is that. We need to have. Basics. Our basics should be clear. About the particular dust matters.

A betting a basic way.

Okay, so you see the fundamentals around particulate dust matter as essential for students. Can you share a simple lab activity or demonstration you use to help students really understand the properties or measurement of particulate matter?

Okay, so you see the fundamentals around particulate dust matter as essential for students. Can you share a simple lab activity or demonstration you use to help students really understand the properties or measurement of particulate matter?

The experimentations, what we can think.

That can be. Example.

Okay, so you see hands-on measurement of particulate matter as foundational for students. When you've led this kind of experiment in the lab, what do students often find most surprising or challenging about the real-world data they collect?

And. Interested in that fact where we can measure the particulate matter. By simply simply weighing the particular dust matters that are present in the atmosphere. So now see. PM 2.5 and PM 10 They are very small particulate matters so.

Professor, looking at your publication “Removal of Cement Dust Particulates via Fully Submerged Self-Primed Venturi Scrubber” in CLEAN-Soil, Air, Water, I’m interested in how you take the core findings from that research and translate them into practical learning for your students. Can you give an example of how you’ve used insights from that paper to design a classroom activity or explain a complex topic?

Right, so you focus on getting students hands-on with measuring particulate matter like PM 2.5 and PM 10 through weighing experiments. When you run that lab, what do students usually find most difficult—collecting an uncontaminated sample, interpreting the results, or something else?

For the baseline. Uh, to continue. That particular research. Uh, without having the higher experimental. Prospects are without having the higher experimental equipments.

So for the basics I find. That PM 25 or PM 100. Uh, particulate matter reaching to around 100 micrometer. It can be measured by. Basically, weighing the particular does matters.

Right, so you don’t just focus on the technical side—you want students to connect the measurements with real impacts on health and sustainability. Professor, given your research in air pollution control, where do you see the most promising opportunities for external funding over the next few years? Which types of grants or funding agencies would you pursue to support your work at VIT?

Alright, so you see the basics of weighing particulate matter—like PM 2.5 or PM 10—as a core experiment that helps students get hands-on with air quality issues, even without advanced equipment. Now, thinking about your own research in air pollution control, where do you see the most promising or fundable research directions in the next few years, especially if you were applying for grants at an institution like VIT?

It's a be a.

Uh, that can. Bring the students in the air pollution domain. Additionally, uh.

You’re emphasizing the basics—actually having students weigh dust particulates like PM 2.5 and PM 10 to grasp measurement firsthand, even with simple equipment. Let’s pivot a bit, Professor. Given your research on air pollution and particulate control, where do you see the most fundable research directions over the next three years, and what kinds of grants would you pursue to support that work?

Field is that we can. Find or we can. Conduct some of the health. For example, you know. Anderson, Cascade impact. So Cap.

Alright, so you see hands-on particulate matter measurement as the gateway for students to engage with air pollution research. Let's shift focus a bit. Given your work in air pollution control, where do you see the most fundable research directions over the next three years, and which grants or funding agencies would you target to support that work?

Anderson Impactor is one of. Very prime. That is.

Alright, so you see hands-on particulate measurement as a gateway for students, even without advanced gear, and you mentioned the Anderson Cascade Impactor as an example of a more involved experiment. Let's pivot to your own research for a moment—given your focus on air pollution control, where do you see the most fundable research directions emerging over the next few years, and what specific grants or external funding sources would you target to support that work?

For calcul. For for denoting the particle it does matters.

Okay, so you see hands-on measurement of particulates and experiments like the Anderson Cascade Impactor as great entry points for students. Shifting gears, Professor, given your air pollution research focus, where do you see the most promising funding opportunities over the next few years, and which grant agencies or industry partners would you target to build a sustainable research program at VIT?

Alright, so you see hands-on measurement of particulates and experiments like the Anderson Cascade Impactor as great entry points for students. Shifting gears, Professor, given your air pollution research, where do you see the most fundable research directions over the next three years, and what kinds of grants or external funding would you target to support that work?

PM 25. PM 100.

Alright, so you highlighted that hands-on measurement of particulate matter—like weighing PM 2.5 or PM 10—gives students a strong entry point, even without advanced equipment, and you brought up the Anderson Cascade Impactor as a more sophisticated tool. Given your research focus on air pollution, where do you see the most promising and fundable research directions over the next few years, and what kinds of grants would you target to support that work?

And finally get settled over the.

So. We can use the. Basic test paper. Or we can use the filter. Person that.

Alright, so the Anderson Cascade Impactor lets students see how different particle sizes settle at various stages, which is a solid way to connect lab results with real-world air quality. Let's pivot to the bigger picture, Professor. Given your research in air pollution, where do you see the most fundable directions for the next few years, and which specific grants would you pursue to support that work at VIT?

Alright, so you're describing how even basic hands-on experiments—like using filter papers to collect and weigh particulate matter—can make air pollution research accessible to students, and you've mentioned the Anderson Cascade Impactor for more detailed particle size separation. Shifting to your research vision, Professor, given your experience in air quality and instrumentation, where do you see the most fundable research directions emerging over the next three years, and which specific grants or funding agencies would you target to support that work?

The particulate.

The paper and wait. Cases of that we know the cascade impactor work.

Alright, so you were explaining how simple filter-based methods can anchor students in air quality research without expensive equipment. Now, Professor, given your research focus on particulate matter and air pollution, where do you see the most promising—or fundable—research directions over the next few years? Which types of grants or funding bodies would you target to build a sustainable research group?

Gravitational force of. Action. So on basis of those two primary things. Particular cascade impact of works. That's one of the basic principles.

Alright, so you highlighted that hands-on measurement of particulate matter—like weighing PM 2.5 or PM 10—gives students a strong entry point, even without advanced equipment, and you brought up the Anderson Cascade Impactor as a way to make air quality research tangible. Suppose you were teaching a class of 200 undergraduates and you couldn't use a traditional lecture or slides. How would you structure a session to keep them actively engaged and ensure they really grasp the core concepts?

Pieces of that the students can have a clear idea. How the human heart. Actually designed. And how the human hearts are hearts and the. Are getting direct. Towards the particulate matter.

Okay, so you’ve clearly got a handle on connecting lab work with student learning. Now, accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

So once it is. It gets settled within the LVLI of the lungs. It cannot come out. So the students need to have a clear vision. That the very small or the fine particle does matters.

Alright, so you tied the cascade impactor's principle to student understanding and even made an analogy to how the human heart interacts with particulates in the environment. That connection between lab instrumentation and health effects is valuable in teaching, but I want to circle back to the institutional side. Beyond teaching and research, what role do you see yourself playing in department-level governance—things like curriculum committees or program reviews?

Present within the land.

Alright, so you drew an analogy between how particulates settle in the lungs and how the cascade impactor separates particle sizes—linking the physics of measurement to actual health outcomes. That's a thoughtful way to help students see the real-world stakes. Shifting gears a bit, beyond research and teaching, what role do you see yourself playing in department-level governance—things like curriculum committees, program reviews, or accreditation processes?

Actually get settled at the bottom.

Alright, so you wrapped up by highlighting how fine particulates, once they settle deep in the lungs, can’t be expelled—that’s a clear link between the lab measurements and real health outcomes. Now, aside from your teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews—if you joined us as a faculty member?

Will sometime it gets settled in the bottom.

Alright, you wrapped that up by emphasizing how fine particulates, once they're deep in the lungs, can't be expelled—linking the lab lesson to real-world health risks. Shifting gears, beyond teaching and research, what role do you see yourself playing in department-level governance—things like curriculum committees or program reviews?

Alright, you wrapped that up by emphasizing how fine particulates, once they're deep in the lungs, can't be expelled—linking the lab lesson to real-world health risks. Shifting gears, beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews?

Causing several. Acute low respiratory infection.

Alright, you wrapped up by tying the health impact of particulates to the need for students to grasp that even tiny particles can lodge deep in the lungs and cause acute respiratory infections. Now, Professor, beyond teaching and research, what role do you see yourself playing in the department’s governance—things like curriculum committees or program reviews?

Uh, that we understand.

And the differentiation between the indoor particulate map. The Outdoor.

Alright, you highlighted that it's crucial for students to understand how fine particulates remain trapped deep in the lungs, leading to serious health issues like acute respiratory infections. Shifting to your role as a faculty member, accreditation cycles can be pretty demanding—if you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

Cloud to particulate matters are generally. Very high in concentration, but the indoor thing cannot be handled.

Alright, you wrapped up by highlighting how understanding particulate matter in both indoor and outdoor environments gives students a more complete grasp of air quality and health risks. Let’s shift focus — accreditation cycles can be pretty rigorous. If you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

So the indoor particulate matters are. Truly coming.

Alright, you wrapped up by highlighting the challenge of controlling indoor particulate matter and how students should be aware of both indoor and outdoor air quality. Now, Professor, accreditation cycles can be demanding — if you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

To the real scenario. And it is causing huge amount of problem. In the coming days.

Alright, you pointed out that indoor particulate matter often comes from sources we might overlook and can be harder to control than outdoor sources. Shifting to something a bit different — beyond teaching and research, what role do you see yourself playing in department-level governance, like curriculum committees or program reviews?

We should be quite aware about the indoor particulate matters and how to. Those in their particulate matters with time.

Alright, you've been drawing a connection between indoor particulate matter and real health risks, emphasizing how students should be aware of sources that aren't always obvious. Shifting focus for a moment — if you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that to support accreditation efforts?

So I feel in this way we can have a clear. Uh, experimentation, Uh. Or we can conduct several few. Other experiments, uh, to have a clear idea? For the students.

Alright, you wrapped up by highlighting the importance of understanding indoor particulate matter and its impact over time, especially since it's harder to control and can cause serious health problems. Shifting focus for a moment — accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

Alright, you wrapped up by highlighting the importance of understanding indoor particulate matter and its impact over time, especially since it's harder to control and can cause serious health problems. Now, Professor, 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?

But. We need to handle it quite efficiently.

If problems are there. We can repeat. Experimentations.

We can. Go to some kind of conclusion. And practical scenarios.

Right, so you're saying that being present during experiments is key, and that handling problems efficiently is part of maintaining good data and processes. But day to day, accreditation requires more than just technical fixes — can you walk me through how you'd actually standardize outcome assessment reporting so that all faculty are on the same page and the documentation meets accreditation standards?

Okay, so you're saying if outcome assessment data is inconsistent, you'd address it by repeating experiments and being present to handle issues as they arise. But day-to-day accreditation work often means documenting processes, aligning rubrics, and ensuring every faculty member reports data the same way — not just fixing problems in the lab. Can you give me a concrete example of how you’d standardize outcome assessment across multiple courses, beyond just repeating experiments?

Okay, you emphasized repeating experiments and drawing practical conclusions when problems arise, but accreditation work also involves participating in things like curriculum committees and program reviews. Beyond teaching and research, what role do you see yourself playing in department-level governance at an institution like VIT?

So the real. Building fact and the theoretical. A thing doesn't always have the same.

Okay, you’re pointing out that real-world scenarios don’t always match theory, and sometimes repeated experimentation is necessary to reach meaningful conclusions. Shifting to another aspect, how would you contribute to VIT University’s accreditation and quality assurance processes, particularly when it comes to meeting international standards for Chemical Engineering education?

Between the real. Real time scenario. And the theoretical scenario so we can have some kind of model.

So. We can develop some kind of model. And it's not necessary. That model will be always developed on basis of the algorithms that is happening. Uh, every time for during the experiment. So we can help, we can take the help of. ML or machine learning? As well as we can have several other. To date models that AI is getting. Or helping us to develop.

Okay, you're talking about using repeated experimentation to connect theory with real-world scenarios, which is important for student learning. But day-to-day, maintaining accreditation means more than just experiments — it also involves things like documenting learning outcomes, standardizing rubrics, and participating in program reviews. What direct experience do you have with managing these kinds of academic administrative duties, especially around quality assurance or accreditation?

And additionally, we can even work in the ANSYS platform.

Alright, you're describing how models for real-world scenarios sometimes need to use machine learning or AI, rather than just relying on classic algorithms from repeated experiments. Shifting gears a bit, how would you contribute to VIT University's accreditation and quality assurance processes, particularly with regard to meeting international standards for Chemical Engineering education?

You're highlighting the use of advanced platforms like ANSYS and leveraging machine learning for connecting experimental data with real scenarios, which does show an interdisciplinary mindset. Let me shift gears a bit — how would you contribute to VIT University's accreditation and quality assurance processes, particularly with regard to meeting international standards for Chemical Engineering education?

Hand with the students see nothing is perfect in the world. So if something is not going perfect in the world.

We can work.

We should always try to find out the coordination with the real time scenario. So we should we should conduct more and more amount of experiment. We should conduct more and amount of data analysis that is happening in the. Industrial prospects as well as the city line prospects on the urban environment. And we can come to some kind of conclusion. So it's not necessary that everything will be. Same or it will be same everywhere?

Alright, you brought up using machine learning, AI, and platforms like ANSYS to help students grasp how experiments connect to real-world impacts — that's a modern approach. Shifting focus, Professor, can you describe a specific instance where you successfully secured external funding for a research project, and how you’d apply similar strategies to obtain grants for research at VIT University?

Okay, you're emphasizing that perfection isn't possible and that working alongside students — even when things go wrong — is part of real scientific work. That collaborative mindset is valuable, but let me ask you something else: how would you contribute to VIT University's accreditation and quality assurance processes, particularly with regard to meeting international standards for Chemical Engineering education?

Okay, so you're emphasizing that in real-world research and teaching, things rarely go perfectly, and coordinating repeated experiments with robust data analysis is how you draw conclusions that actually apply to both industry and urban settings. But day-to-day, accreditation work is less about big ideas and more about the details — for example, documenting outcome achievement, collecting and analyzing course-level data, and closing the loop on continuous improvement. Can you walk me through a concrete example of how you've handled those kinds of administrative requirements before?

Very clear.

Data more amount of receptors should be. So we can work over the air mode.

Alright, so you emphasized how industrial scenarios and urban environments present unique challenges for students, and how hands-on experiments and data analysis help bridge the gap between theory and real-world outcomes. Shifting to institutional responsibilities — if you joined our department and found that outcome assessment data for accreditation was inconsistent across Chemical Engineering courses, what practical steps would you take to address and fix that?

So we can, we can. For example, we can define or we can illustrate the students about the air mode software and some other similar kind of softwares that will help the students.

Alright, you emphasized the importance of using more receptors and working over the "air mode" — sounds like you're thinking about environmental sampling and data collection for air quality. In the context of institutional responsibilities, suppose you joined our department and noticed that the outcome assessment data for Chemical Engineering courses was inconsistent — how would you go about fixing that, step by step?

To practically. What is happening? And what? What is the problem? That is that we are actually. We are act.

Okay, so you’re planning to have students work hands-on with tools like air mode software to understand real-world air quality challenges, and you’d mix industrial and urban perspectives — that’s quite applied. Let’s say you joined our department and discovered the outcome assessment data for Chemical Engineering courses is inconsistent — how would you go about fixing that to meet accreditation standards?

Getting impact? So that's it.

Alright, so you’re aiming to use practical tools and real-world software to help students actually see and understand the problems being studied, not just focus on theory. Shifting gears a bit — at a university like VIT, accreditation cycles can be pretty rigorous, especially when it comes to demonstrating consistent student learning outcomes across all courses. If you joined our department and found that outcome assessment data was inconsistent — maybe some courses had strong rubrics and others didn’t — what concrete steps would you take to address that?

From my. Side.

Alright, you mentioned using practical tools and experiments to help students understand real-world data and problems, even when things aren't perfect. Shifting focus a bit — accreditation cycles can be pretty demanding for a department. If you joined and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

Alright, you wrapped up by saying that's it from your side, after discussing how you'd use hands-on modeling, air quality tools, and industrial examples to help students connect theory with practice. Before we move forward, in the context of department-level responsibilities — beyond teaching and research — what role do you see yourself playing in governance, like curriculum committees or program reviews?

Governmental activities so. What we I feel? I can initiate one kind of subject. That will act. Actually work hand in hand with the government.

You mentioned initiating a subject that would work hand in hand with government activities — that's a concrete idea. In terms of accreditation, though, compliance often requires ongoing outcome assessment, maintaining documentation, and participating in audits. Can you walk me through what you'd do if you discovered that outcome assessment data was inconsistent across Chemical Engineering courses?

So the governing body that is actually controlling or that is actually having a clear monitoring. For all the particulate matters or the gaseous particulate matters, it will have a clear. Nation.

Alright, you’re suggesting a joint course or initiative with the State Pollution Control Board and VIT, so both sides benefit from shared monitoring and data — that’s a tangible governance idea. To press a bit more, day-to-day accreditation work often involves reviewing course outcomes, mapping them to standards, and collecting evidence for audits — what’s your experience with those kinds of routine accreditation or quality assurance tasks?

We can coordinate such kind of crash course with the VIT. And we can have.

Okay, so you're proposing a crash course developed jointly between the State Pollution Control Board and VIT, using actual environmental monitoring data for real-world alignment. That’s quite hands-on. But accreditation — like NAAC or ABET — needs rigorous outcome tracking and documented improvements, not just partnerships. If you joined and saw that outcome assessment data was inconsistent across courses, how would you actually fix that, step by step?

That will have. Clear cut.

For example. An idea or basic idea?

Okay, so you're envisioning collaboration between VIT and agencies like the State Pollution Control Board, using real monitoring data as part of curriculum and governance. But day-to-day, accreditation requires detailed outcome tracking, documentation, and continuous improvement — not just initiatives. If you joined and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

That will. Make the students. Enriched with the knowledge. And the working. Professionals that are already there in the governance.

Alright, so you’re suggesting that a crash course or joint initiative between VIT and the State Pollution Control Board could create valuable academic and governance outcomes, leveraging real monitoring data. That’s a concrete plan. To wrap up this section — how would you help VIT University meet international accreditation standards in Chemical Engineering, for example ensuring our outcome assessment and quality assurance processes are robust and globally competitive?

You’re describing a model where students and working professionals gain from collaborations with real regulatory bodies, using live data — and that could indeed enrich the curriculum. But let’s shift for a moment: accreditation cycles can be demanding. If you joined our department and found outcome assessment data was inconsistent across courses, how would you approach fixing that?

See, since I studied in IIT Madras, presently I'm working as a uh postdoctoral professional, so they. Here institute open houses. So I see that's a very good initiative from IIT Madras.

In the similar fashion IIT Madras.

Alright, you highlighted the value of institute open houses at IIT Madras as a way to engage students and professionals in governance and real-world problem solving. That’s a concrete example of bridging academia and administration. Let’s shift a bit — securing external funding is often a big part of institutional stewardship. Can you describe a specific time you successfully obtained a research grant, and how you’d apply that experience to winning funding at VIT University?

We can hold some kind of. Public Professional. Open house where the public people or the public event? Actually happened related to the air pollution.

Alright, you gave a concrete example of using IIT Madras's open house model to foster collaboration between students, professionals, and regulatory bodies, and you're suggesting VIT could do something similar to strengthen ties with governance and real-world application. But day to day, accreditation processes have a lot of reporting and compliance requirements — if you joined and found that outcome assessment data was inconsistent across courses, how would you go about fixing that?

And the people. I they will not. Is that ignorance that you? Will happen for the past 1020 or the last 50 years whether the.

You drew a parallel with IIT Madras’s open house model, suggesting that VIT could hold similar joint events with regulatory bodies and the public, especially around real-world issues like air pollution. Those kinds of public-facing academic activities do strengthen institutional credibility. But on the nuts and bolts side — say you join and find our outcome assessment data is inconsistent across core Chemical Engineering courses. How would you approach fixing that, day to day?

Didn't. Even knew. What kind of musils we are happening? What kind of nuisance we are actually leading to?

Alright, you described leveraging open house models and joint crash courses with regulatory bodies to bridge academia, government, and the public — and that kind of initiative could certainly enrich both curriculum and governance at an institutional level. But accreditation requires a lot of day-to-day rigor — for example, if you joined VIT and found outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

So, for example, I'm a resident of Asansol. So Asansol is a very hugely polluted place in West Bengal because it's an industrial zone.

Alright, you gave several examples of how joint programs with regulatory bodies—like the State Pollution Control Board—and open houses could create direct impact for students and professionals, connecting them to governance and real-world data. But accreditation also means lots of day-to-day work: things like collecting consistent outcome assessment data across all courses and making sure we're always ready for audits or reviews. If you joined and found that data was inconsistent or incomplete, how would you go about fixing that?

Okay, you used Asansol as a real-world example of a community deeply impacted by industrial pollution, and linked that to public awareness and academic outreach. Shifting gears a bit, Professor—beyond these collaborations and events, what role do you see yourself playing in department-level governance at VIT, for example on curriculum committees or during program reviews?

From that's the capital of Jharkhand.

Describe the. The patients can go to Ranchi.

You’re giving a real-world perspective with Asansol and Ranchi—industrial zones where public awareness around pollution is critical, and you’re tying that back to academic outreach and open houses. Shifting to institutional responsibilities, Professor, say you join our department and discover that outcome assessment data for Chemical Engineering courses is inconsistent across faculty. What practical steps would you take to resolve that and ensure our accreditation standards are met?

Alright, you gave a very local example with Asansol and Ranchi, emphasizing how academic outreach and open events could actually help real communities understand and address pollution challenges. Shifting gears a bit, Professor — let’s say you joined our department and found that outcome assessment data for accreditation was inconsistent across Chemical Engineering courses. How would you approach fixing that?

Having a very good ambient atmosphere. To modify or to benefit over the. Health Prospect.

Solution scenario is really disheartening, so it cannot. Not be acceptable even in the prime. Very good climatic condition like Ranchi so.

Alright, you just described how access to a healthier environment—like moving from Asansol to Ranchi—could impact community health and public awareness, and you tied that back to academic outreach. Shifting focus a bit, Professor, accreditation cycles can be pretty demanding for a department. If you joined VIT and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

I feel what I have. Actually encountered when I went to Ranchi for the. For the last month.

Okay, so you’re describing how public events and open houses, like the ones you saw at IIT Madras, could raise awareness around issues like air pollution and help both students and working professionals tackle real-world problems. Shifting to another aspect of the professor role—beyond teaching and research, what role do you see yourself playing in department-level governance, things like curriculum committees or program reviews?

So I. I went there and I got to see. That people are just burning out. Plastics so if black.

Alright, you described how visiting Ranchi recently gave you a real sense of the disconnect between ambient conditions and public health outcomes, even in places with good climate — and you’re tying that back to how academic outreach could help. Let’s get practical: accreditation cycles can be pretty demanding. Say you joined our department and discovered that outcome assessment data was inconsistent across Chemical Engineering courses — what steps would you take to address and fix that?

Alright, so you described how open houses and public events—like those you saw at IIT Madras—could help bridge the gap between academic research and public awareness, especially in places facing serious pollution issues like Asansol and Ranchi. Let me shift the lens a bit, Professor: accreditation cycles can be pretty demanding. Say you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses—what concrete steps would you take to get those records up to standard?

That kind of public awareness I'm talking about, we can. Actually think about such kind of public awareness that will. Help the human. As well as. The Society. And mankind and ecology at the same point of time.

So that kind of course will actually bring interest to the students in the coming days.

You gave a vivid example of how local events—like open houses and public outreach—can directly impact environmental awareness in communities dealing with air pollution, especially in industrial regions like Asansol and Ranchi. Bringing that back to our institutional context, accreditation cycles can be demanding. If you joined our department and found that outcome assessment data was inconsistent across Chemical Engineering courses, how would you approach fixing that?

Alright, you tied your public awareness example directly to how academic outreach could drive social change, and you referenced how that kind of work might actually be structured as a course or co-curricular activity. Shifting a bit, accreditation cycles can be pretty demanding — if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

At the same point of time.

Alright, you've made a strong case for the importance of public outreach and awareness around environmental issues, especially linking it to academic activities and broader societal impact. Shifting to something more internal — let's say you joined our department and discovered that the outcome assessment data we need for accreditation was inconsistent across Chemical Engineering courses. How would you approach fixing that, step by step?

See the outcome assessment.

We can, uh. Do the experiments that's actually in our hand. That is very clear cut. Uh, we can. Perform several kind of experiments.

Okay, you started to talk about outcome assessment. Can you walk me through exactly how you would identify why the data is inconsistent, and what concrete steps you’d take to bring all Chemical Engineering courses into alignment for accreditation?

So but the experimental outcome. Or the assessment. In every fashion is not actually in our hand.

Okay, let's shift gears. Imagine a scenario: a student files a formal complaint, alleging your grading is biased. At the same time, your department head is pressuring you to improve overall pass rates to meet university targets. How would you handle this situation while maintaining academic integrity?

Okay, so you’re saying experiments are controllable, but outcome assessment isn’t always in your hands. How would you ensure fairness and consistency in the grading process if you’re under pressure to raise pass rates, but a student accuses you of bias?

So what we? You can do is that we can. Point out the problems first that what kind of problems we are actually facing for the present timing and what difference or what different experimental. Outcome is happening for the chemical engineering.

Something. Fashion happens. We will try to coordinate with such kind of basic courses like heat transfer, mass transfer, fluid mechanics. So.

Okay, so you're saying the first step is to identify specifically what problems exist with the experimental outcomes, and then bring those issues to senior professors or higher academics for discussion. But let's say your department head insists on a particular way of reporting the data that you believe compromises academic integrity. How would you respond if you were told to follow their approach, even though you had concerns?

Alright, so you're saying if there's an inconsistency, you'd first pinpoint the problem and then coordinate with other faculty, especially those teaching foundational courses like heat transfer or mass transfer, to get at the root of the issue. But let's say you take this to the department head and they push back, insisting you just raise the pass rates without addressing the deeper inconsistencies. What would you actually do in that situation?

Dynamics Knowledge. Dynamics a factor. That we or that we have gone across in the courses of the fluid mechanics or the advanced fluid mechanics courses. So. We can. Create some vitamin to present course.

Secondly. We can incorporate some kind of visualization or visual effects. That will actually. Make the students more interested to the present problems that we are facing.

So you're thinking about integrating foundational courses and dynamically relating theory to practical scenarios, like linking fluid mechanics to air pollution issues. But let's push on the ethical side. Suppose a student alleges your grading is biased, and at the same time your department head tells you to raise pass rates. How would you balance fairness to the student with the institutional pressure to improve outcomes?

Additionally. What I told. A very strong academic link up should be there between the higher end professional and the lower end professional. So the assistant professors that are joining, they might not know with all the circumstantial problem that are happening in the.

Alright, you want to make foundational courses more engaging and use visualization to help students connect theory to real-world problems. Let’s shift to an ethical situation, Professor. Suppose a colleague asks you to co-author a paper, but you notice some of their experimental data looks questionable — perhaps results that seem too perfect or inconsistent with established theory. What would be your course of action in that case?

Female that are happening.

You made a point about how assistant professors might not always be aware of all the underlying challenges and the need for strong academic linkage. Let’s take that further, Professor — imagine a senior colleague approaches you to co-author a paper, but you notice that some of the experimental data they provide looks suspiciously inconsistent. What would you do in that situation?

Academics. So some contamination issues are there, so.

So you emphasized how essential it is for new faculty to get context from senior colleagues and maintain strong academic connections. Say your department head asks you to adjust final grades upward because the university wants higher pass rates, but you believe the current grades reflect true student performance. How do you handle that conversation?

Assistant professors can work hand in.

You mentioned contamination issues and the need for strong ties between junior and senior faculty. Let’s push on the ethical side — say your department head asks you to adjust final grades upward because the pass rate is lower than expected this year. What would you actually do in that situation?

Alright, [interrupted]

Strong bonding and. Within the department.

Alright, [interrupted]

Society of the academic society so.

So you’re highlighting the importance of strong relationships not just within the department, but also across the academic hierarchy — deans, directors, even the broader academic community. Let me give you a scenario, Professor: imagine a student files a formal complaint alleging your grading is biased. At the same time, your department head is pressuring you to improve pass rates for the course. How would you navigate that situation?

Uh, module we can. Create some kind of more assessment studies.

That will. To help the students as well as better up the present.

You’re saying that if the assessment outcomes aren’t happening as expected, you’d try small modules or more targeted assessment studies, and work closely with academic leadership across all levels. Let’s imagine the department head disagrees with your plan, urging you to just “make the numbers look better” for accreditation. How would you respond, Professor?

So it can. Happened in that fashion.

So you’re emphasizing breaking down problems through modules and targeted assessment, plus really leveraging connections across all academic levels. Let’s make this concrete — say a colleague asks you to co-sign a publication, but you spot irregularities in their experimental data. How would you proceed?

You’ve emphasized the value of strong connections and open collaboration across all academic levels, especially when outcomes aren’t as expected. That’s clear. Now, let’s say your department head directly asks you to adjust final grades upward to boost pass rates, but you believe the grades accurately reflect student performance. How would you handle that situation?

The academic understanding is much more important than the grades.

So definitely. Definitely. If some kind of boosting or something. Is instructed from the higher end professionals.

You’re taking a principled stance—academic integrity above pressure to inflate grades. But what if your department head insists, saying it’s necessary for accreditation or university rankings, and expects you to comply?

You’re taking a principled stance—academic integrity above pressure to inflate grades. But what if your department head insists, saying it’s necessary for accreditation or university rankings, and expects you to comply regardless?

On the understanding prospects of the students so that the. Students have a clear understanding of the concepts.

Alright, let’s turn to industry alignment. Given your background in Chemical Engineering, do you have any industry relationships or connections that could help students access internships, placements, or collaborative projects with companies?

So grades are. Definitely important.

We need to. Supervise. Each and every student.

You’re saying grades matter, but you’d prioritize student understanding and real learning, even if there’s pressure to inflate results. I hear your stance on academic integrity. Now, have you ever had direct collaboration with chemical industry partners—through consulting, joint research, or projects—that gave your students hands-on exposure or career pathways?

In a very minute.

Alright, you’re emphasizing careful supervision of every student to ensure true understanding, not just focusing on grades. Now, thinking about industry alignment—do you have any professional connections or prior collaborations with chemical or materials engineering companies that could help your students land internships or placements? If so, can you give an example?

Alright, you’re saying that close supervision of each student is key, and that understanding is more important than just raising grades. Turning to industry connections — do you have any relationships with companies, research labs, or industry professionals that could help your students access internships or placements in Chemical Engineering?

Or from the higher academic units, so. We will have a a clearer discussion with academics.

And we will. Try to resolve out the matter. In terms of academic understanding.

Okay, so you’d have a clear, principled discussion with the higher academic units if they pushed for grade changes. That’s noted. Shifting gears a bit—how would you contribute to VIT University’s accreditation and quality assurance processes, especially in meeting international standards for Chemical Engineering education?

Alright, so you’d aim for discussion with the academic leadership if there’s pressure to alter grades, and your focus would stay on actual student understanding. Let’s turn to industry for a moment — do you have any professional relationships or connections with chemical engineering companies or organizations that could help your students with internships or job placements?

That that. Student, for example is not. It's not passing for a particular semester.

One to one interaction, or at least the students who are weaker in the academics. We can create a separate group for those students and we. We can have a. Mid time slot. For them. On mid time. Examination for them. So that they can. Clear out the examination in the next phase and they can have a good grid.

Alright, you’re saying if there’s pressure to change grades, you’d focus on resolving it through academic discussion and by ensuring students actually understand the concepts — not just adjusting marks. But turning now to industry alignment, can you share any concrete examples of industry collaborations or professional networks you’ve built that could help Chemical Engineering students access internships or real-world projects?

So I feel. That will satisfy the academics. At the same point of. Time, the prospect of the students aspect will also be cleared. They will not have the back. And they will clear out.

Alright, you’re describing a sort of academic triage—identifying students who are struggling, giving them extra time and attention, and not simply raising grades because of administrative pressure. Let’s pivot. Professor, do you have direct relationships with chemical industries, research labs, or companies that could translate into internships or job placements for your students at VIT?

Uh, in the similar fashion. And finally, uh. It will not hamper. Both academics and the student prospect.

Alright, so you’d group academically weaker students for extra sessions and mid-term exams to help them clear their concepts, rather than just adjusting their grades under administrative pressure. Let’s pivot to industry connections—do you have any professional relationships or collaborations in chemical engineering or materials science that could help students gain internship or placement opportunities?

Alright, you’re proposing extra sessions and targeted support for struggling students as a principled alternative to simply boosting grades—that’s clear. Shifting to industry connections for a moment: have you built relationships with companies or worked on collaborations that could translate into internships or real-world project opportunities for your students in Chemical Engineering or Materials Science?

From the backings what they are.

Alright, so you’d rather focus on remediation and second-chance assessments for students who are struggling, rather than simply changing marks. Now, thinking about VIT University’s emphasis on quality and global standards, how would you contribute to our accreditation and quality assurance processes, especially around meeting international benchmarks in Chemical Engineering education?

They will again feel free. They will. They can have. A very good academic results also. If they study hard.

We as academics. We should never focus. On the academics output. Or the results or the. Marks their obtaining rather we we should focus on their clear understanding and conceptual. Clear clearization.

Alright, so you’re emphasizing support for struggling students through extra sessions and targeted interventions, rather than simply adjusting grades under pressure from administration. Shifting away from academics for a moment — given your background in Chemical Engineering, do you have any industry connections or past collaborations that could help students secure internships or exposure to real-world problems?

Alright, so you’re emphasizing remediation and making sure students have real conceptual clarity rather than just focusing on exam scores. Shifting toward industry alignment for a moment—how would you bring real-world industry problems into your classroom, Professor? Have you had any experience with consulting or collaborating with chemical engineering or materials science companies?

Or appear for a. Midterm Examination.

And finally. Uh, it will. Help them. In both way.

Alright, so you’re emphasizing remediation and making sure students have real conceptual clarity rather than just focusing on exam scores. Shifting toward industry alignment for a moment—how would you leverage your professional network to help students connect with real-world industry opportunities, such as internships or collaborative projects?

Alright, so you’re emphasizing helping weaker students recover academically through targeted courses and extra sessions, focusing on real understanding rather than just marks. Shifting gears to industry alignment—given your background, do you have ongoing relationships with chemical engineering or materials science companies that could help students access internships or real-world projects?

For example, if we need to understand the boiler and the condenser so we can go. To some of the. We can go to some of the. Hydro tweeting units or we can go to the Indian Oil Corporation limited. So we during my PhD studies and Masters and bachelor studies.

I went to several industries and Iits used to have. Clear link up with the industry as well as academics from there. We I am. I fortunately got to. I came in connection with several academies, industrial people.

Okay, so you’ve actually worked directly with Indian Oil Corporation and other hydro-treating units during your doctoral and earlier studies — that’s quite relevant. Can you name one specific company or industrial partner you personally collaborated with, and describe how you’d leverage that relationship to create internship or hands-on project opportunities for VIT students?

I yeah, was academic. So industry and Academy can be quite correlated and students if they are facing some kind of practical problems, if they want to see and they want to go. Through a particular plant, uh, where? They will, they will have a clear understanding of the things that they are going through the tech.

Makes sense, and those industry connections sound strong. Now, I’d like to verify a few must-have skills for this role. Can you walk me through your specific experience guiding student research projects or thesis work—what strategies did you use to mentor students through their topic selection and research process?

So definitely we can take the students. For industry visit, so there are industries like Vizag, there are industries like.

Okay, so you actually visited industrial plants like Indian Oil and hydro-treating units during your studies, and you see real value in exposing students to that environment to deepen their practical understanding. Now, [interrupted]

So you mentioned Vizag as another example of an industry students could visit. Shifting focus a bit, can you share your approach to structuring course material so it's clear and engaging for students, especially when teaching a complex topic in chemical engineering?

For example.

If I take a particular topic. That is present in the mass transfer. As the cooling tower operation.

You were about to give an example of how you make complex material more understandable. Can you walk me through a specific topic you’ve taught—say, distillation columns or reaction engineering—and describe how you break it down so students really grasp the fundamentals?

It's not required that we need to go to the industries, for example. Example we have. Our own. Every institute have their own central. Air conditioning system.

Alright, so if you're teaching cooling tower operations from mass transfer, how do you break down the topic for students who might struggle with the math or the physical principles involved?

Right, so you're saying even without an industry visit, you can use the institute's central air conditioning system as a hands-on way to explain cooling tower principles. When you're teaching that, how do you check if students actually understand the core concepts, not just memorize the procedure?

In a practical way.

So you're saying you use on-campus resources like shell-and-tube heat exchangers and the central air conditioning system for practical demonstrations. Can you give me a concrete example of how you've linked a hands-on demonstration like that to an exam question or a formal student evaluation?

And we have. Understanding.

The heat exchangers operate. Cooling tower operates supreme. Cooling towers. To happen.

So you’re describing how you use on-campus resources like the shell-and-tube heat exchangers in the central air conditioning system for hands-on learning. On student assessment duties—can you tell me how you design or grade exams to fairly evaluate both strong and struggling students in a core chemical engineering course?

Work absolutely in a wooden net. So the in the wooden net system there were different stages where. Uh, the hot air used to come and finally. Used to get cooled down with the water that is present within the cooling tower operation. So that mass transfer that is happening that we can. The heat exchange rate. Or the MCPD. How the things are happening with the temporary? To drill.

Alright, so you've found ways to use both campus equipment and industry visits to reinforce theoretical concepts with hands-on experience. Switching gears, Professor, can you walk me through a time when you evaluated students—maybe during a lab course or an exam setting—and how you ensured the grading was fair and aligned with the learning objectives?

Alright, you’re illustrating how you help students grasp heat exchangers and cooling towers by connecting theory to the real systems around them, like the outdoor units for air conditioning. Switching to your student assessment experience—can you describe a time when you had to design an exam or evaluation for a chemical engineering class, and what you did to ensure it accurately measured student understanding?

Our operations, we can take them to the outdoor units. It's not essential. We should always go to the industry and have the clear understanding we can, we can. Use several. Domestic appliances. We can use several domestic things to have a clear understanding. For the students, for a particular concepts, let it be. Heat transfer. Did we mass transfer? So I feel the courses can be designed in a more pictorial fashion rather than if we can. He used to do in the pre. This way that we. Incorporates.

Alright, so you emphasized that even domestic setups—like the central air conditioning system’s shell-and-tube exchangers—can help students understand mass and heat transfer, and that pictorial, hands-on approaches work better than pure theory. On a different note, Professor, when you’re responsible for evaluating students or setting exam duties, how do you ensure your assessments are fair and truly measure what students have learned?

Tiding with one another and. Was getting into my new.

Dust matters.

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

Uh, so we can have, uh, 5050.

Alright, you've described a really hands-on, visual approach—using labs, central air conditioning, and even domestic appliances to make topics like heat and mass transfer, and mechanical operations, tangible for students. Professor, we're wrapping up. Is there anything you'd like to ask about the role or the team?

At the same point. Which will make the entire. Knowledge system and enriched knowledge. What I feel from my. Side.

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

Yes, Sir.

Of course. What's your question about the role or the team?

Uh uh, try to understand. Their problem? Because students. Are the brightest minds.

You care a lot about student success and reaching everyone, that's clear. Since we're nearly at time, did you have a specific question about the role or the team you'd like answered before we finish?

I want to form a different team.

You clearly care deeply about building a strong academic community and connecting with students—your passion comes through. Since we're closing up, is there a specific question you have about the role, team structure, or expectations that you'd like answered before we finish?