Yeah, yes.

Please start by introducing your professional journey in academia

I am, I'm see, I am Sita Lakshmi KC. I completed my doctorate in chemistry from Mahatma Gandhi university Kerala. And I went to Taiwan to work in. UH Workers postdoctoral fellow.

Right, so you completed your PhD in chemistry at Mahatma Gandhi University and then moved to Taiwan for a postdoc. You were saying — go on.

In the area of organic polymer. After one year experience. Yeah, yes. OK, yeah. Then I after one year experience, I moved to Japan. And I worked it two years. Search fellow. Then I returned to my. Then I returned to my country.

You mentioned working in organic polymers. What's one foundational concept in chemistry that you especially enjoy teaching to students, and why?

I during my PhD I worked in organic synthesis, synthetic organic chem.

You worked in synthetic organic chemistry during your PhD. When you’re teaching students about organic synthesis,

So I have experience in synthesizing small organic molecule. Yes. But I don't have. Currently I don't have teaching experience, but I will supervise my juniors in.

Search. In synthetic organic chemical.

Okay, so you don't have formal teaching experience yet, but you've supervised juniors.

Search. In synthetic organic chemical. Yes.

So you supervised juniors in synthetic organic chemistry. When someone hit a snag during synthesis, how did you help them figure out where the reaction was going wrong?

Mm-hmm.

Especially for a. Uh, usual way of. My synthetics.

Examine the literatures and we will solve.

You started to say something about your usual synthetic approach. Can you walk me through how you'd help someone if their reaction wasn't producing the expected product?

Alright.

OK, follow the literature. What's the end Will carry out the? Best. Gives a good yield. Then we will continue.

Dr., I noticed your PhD thesis was on “Exploration of Carbon-Carbon and Carbon-Heteroatom Bond Forming Reactions Involving Homoenolate Generated by NHC Organocatalysis.” Can you describe a time when you had to simplify this complex research for a student or a non-specialist audience?

OK, so in synthetic Ms. Organic catalysis means we use only. Environmental friendly organic molecule.

OK, so in synthetic Ms. Organic catalysis means we use only. Environmental friendly organic molecule. Skype, at least to enhance the reaction.

So you explained to them that organocatalysis means using environmentally friendly organic molecules instead of metals or harsh reagents. When you did that, how did you make sure your explanation actually made sense to someone without a chemistry background?

So you explained that organocatalysis is about using environmentally friendly organic molecules instead of metals or harsh reagents. When you had to get that idea across to a student, how did you check that your explanation actually made sense to them?

And get the products in good. Usually we. Small organic molecule. Like catalyst actions? They usually follow in heterocyclic carbenes as organo catalyst for my. Area nor a small organic molecule can act as a organocatalyst in a. Efforts symbol simplest examiners. Try Ethel Amin Uh, proline catalyzed reaction.

And get the products in good. Usually we. Small organic molecule. Like catalyst actions? They usually follow in heterocyclic carbenes as organo catalyst for my. Area nor a small organic molecule can act as a organocatalyst in a.

Alright, so you focused on small organic molecules acting as organocatalysts,

You brought up proline-catalyzed reactions as an example. When you explained the role of proline as a catalyst to someone new to organic chemistry, what part did you focus on to make it clear for them?

Actually in a organic reaction when we use reactants. There will be a hetero atoms linked to the some functional group. They use organo catalyst like prowling there is a spurs.

Alright, you pointed out that proline acts as an organocatalyst where heteroatoms are linked to functional groups. When you’re explaining that to a student, how do you deal with confusion if they don’t understand what a catalyst actually does in the reaction?

Strong hydrogen bonding. That can. Direct that reaction in some particular.

Okay, so you highlighted strong hydrogen bonding as a key feature in directing reactions. If a student still seems unsure about how hydrogen bonding actually influences the reaction path, what would you say or show to clarify that for them?

Hydrogen.

A ton. Highly uh. Protons at covalently bonded to a heteroatom.

Dr., your research in organocatalysis is quite specialized.

You described protons covalently bonded to heteroatoms, which is central for hydrogen bonding. Now, thinking about your organocatalysis work, how would you build a research group around this topic, and what’s the funding landscape like for these kinds of projects?

Work in the age of organic catalysis, that is. Environmental friendly catalyst. So we will not use any toxic metals like many metals catalysts are. We are in the area of symbol organic molecule to catalyze area. In that sense, the reaction will proceed in a greener way. Thumbbal reaction methodology. We need easy to. Keep the reaction safely byproducts but. Likes and it have nowadays may more more advantages in the age of pharmaceutical street. And or.

Okay, you emphasized the benefits of using simple organic molecules for catalysis, especially for green chemistry and safer pharmaceutical reactions. If you wanted to secure funding for this research,

So inform. In drug development we can use this cap. So I I would like to apply for some aerial.

Alright, you highlighted drug development as a prime application for organocatalysis and mentioned seeking funding in that area. Shifting focus,

Uh for initial style. Initial funding. That day we have to use uh. Blackbird. Blackpool teaching is needed. And uh.

So you’d start with blackboard teaching for a large group. If some students tuned out or struggled to follow the mechanism as you drew it, how would you notice—and what would you do in the moment to re-engage them?

Stop power PowerPoint. Yeah, PowerPoint.

PowerPoint presentations. So possible.

Right,

So you’re saying PowerPoint presentations could be possible. In your experience, how do you ensure that students remain actively involved during a PowerPoint session, rather than just passively watching slides?

Before the class I can. Share. Materials to this. I can give. Teaching Materials.

You mentioned sharing teaching materials before class, which can help students prepare. When it comes to exam evaluation and coursework grading,

Actually, I don't have teaching experience, so I I usually supervise.

Alright, so you mainly supervise rather than teach directly. In that case, when you’re overseeing student research or project work, how do you make sure academic integrity is maintained in their submissions and results?

Make a note to answer all these. Listen, because I.

Let’s shift gears a bit. Imagine a student files a formal complaint saying your grading was biased, and at the same time, your department head is pushing you to raise the pass rates in your course. How would you handle that situation?

We have to teach it. Really, we have to teach students in a right way so that they should understand and without any. Whether they should? Learn and pass the. Hello, can you hear me?

Alright, let’s shift to industry connections. Given your background in organocatalysis, do you have relationships with professionals or companies that could lead to internships or placement opportunities for students?

Yeah, I my age. Seniors from my research.

Yeah, I my age. Seniors from my research. How was working in some industries?

I actually don't have connect.

You mentioned your seniors from research are in industry. Can you give an example of a specific company or professional contact you’d reach out to, and how you’d turn that connection into a concrete opportunity for our students or department?

Mm-hmm.

Alright.

No say.

New research technology.

Alright, Dr., now I’ll need to verify a few core skills for this role.

You brought up new research technology. If you were introducing a novel technique or instrument to your lab course, how would you make sure students understood both the theory behind it and the practical steps to use it correctly?

1st we have to. Teach them in. About the. Instrument. Then we have to. We have to put. Teach them first how to. That instrument when?

Okay, so you’d start by teaching them about the instrument and then walk them through its use. When students first try out a new lab device, what’s your approach to troubleshooting if they run into errors or unexpected results?

Next. 1st we will learn how to use it, then we will. Teach when there may not be any. So that when they when we teach them there should.

Firstly, we have to prepare, then we have to. Do the perfect.

So you’d learn the instrument first, then teach students once you’re confident there won’t be issues.

Alright, preparation’s key for sure. When you’re evaluating student lab reports or exam papers, what’s your strategy to grade consistently and fairly across a large group?

You don't have any eggs. The same as I cannot add.

Okay, sounds like there might be a disconnect. Let’s shift—when you’re guiding students through a capstone or final-year project, how do you help them develop their research and writing skills throughout the process?

You have to use the. The scientific. Search engines and follow up.

Right, so you’d want students to use scientific search engines and follow up on their work. When you’re teaching, how do you structure your lectures or lab sessions to make complex concepts clear and keep students engaged throughout?

I don't have any experience in TE teaching.

Thanks for being upfront about your experience, Dr. Let’s talk about your research background—do you hold a PhD in a chemistry specialization relevant to our department’s focus areas?