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

Hello.

Please start by introducing

Yeah, I am Doctor Rafa Ahmed Khan. Working as a scientific officer. In IDs dhanbad. Currently. I did my PhD from. In chemistry from IIT Patna. After that I. Post Rock in CSIR seen for. And work there. At least one year and five months. After that I joined as I institute. Postdoctoral Fellowship. In IIT's Dhanbad. Nearly one year and seven months after that, in the same institute IITI Santhan board has. Joined as a scientific officer. And and now currently working as a scientific officer.

Yeah, I am Doctor Rafa Ahmed Khan. Working as a scientific officer. In IDs dhanbad. Currently. I did my PhD from. In chemistry from IIT Patna. After that I. Post Rock in CSIR seen for. And work there. At least one year and five months. After that I joined as I institute. Postdoctoral Fellowship. In IIT's Dhanbad. Nearly one year and seven months after that, in the same institute IITI Santhan board has. Joined as a scientific officer.

Dr. Khan, since you have a background in both research and scientific roles, can you describe a chemistry concept or laboratory experiment that you especially enjoy teaching to students?

Okay, so you’ve worked at CSIR and now as a scientific officer at IIT ISM Dhanbad, with a postdoc in between. In your current role, what’s one chemistry topic or lab experiment you especially enjoy teaching or demonstrating to students?

That's it.

Okay,

Thanks for sharing your career path, Dr. Khan. Since you've worked in both research and applied settings, what aspect of teaching chemistry excites you most—engaging students in theory, or hands-on experiments in the lab?

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry.

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory.

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory. Uh, work. So basically the student. And teaching a student is a very. Complex as well as very simple things, uh. 1st we have to focus on the what kind of student. The class and. And accordingly, we can expect how to we teach at. Chemistry or the chemistry related? Things just like interdisciplinary. Science and uh. And approach. To brand in the class is a very. In part and making them very comfortable.

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory. Uh, work. So basically the student. And teaching a student is a very. Complex as well as very simple things, uh. 1st we have to focus on the what kind of student. The class and. And accordingly, we can expect how to we teach at. Chemistry or the chemistry related? Things just like interdisciplinary. Science and uh. And approach.

Alright, so you mentioned teaching classes in both chemical engineering and chemistry while working as a scientific officer. When you stepped into the classroom, what strategies did you use to keep students engaged, especially for tougher topics?

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory. Uh, work. So basically the student. And teaching a student is a very. Complex as well as very simple things, uh. 1st we have to focus on the what kind of student. The class and. And accordingly, we can expect how to we teach at. Chemistry or the chemistry related? Things just like interdisciplinary. Science and uh. And approach. To brand in the class is a very. In part and making them very comfortable. And. I like a friend, not like a. Any strict teacher? It is important for a. Nowadays.

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory. Uh, work. So basically the student. And teaching a student is a very. Complex as well as very simple things, uh. 1st we have to focus on the what kind of student. The class and. And accordingly, we can expect how to we teach at. Chemistry or the chemistry related? Things just like interdisciplinary. Science and uh. And approach. To brand in the class is a very. In part and making them very comfortable. And. I like a friend, not like a. Any strict teacher? It is important for a. Nowadays. As we know. And uh. Clearing the fundamental concept is the most important things. Without carrying the fundamental counselor, we cannot go through the. Applied part of the science.

Alright, so you’ve taught both theoretical and laboratory classes in chemistry and chemical engineering at IIT ISM Dhanbad. When you were leading a lab session, how did you ensure students really understood the experimental procedures, rather than just following instructions by rote?

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory. Uh, work. So basically the student. And teaching a student is a very. Complex as well as very simple things, uh. 1st we have to focus on the what kind of student. The class and. And accordingly, we can expect how to we teach at. Chemistry or the chemistry related? Things just like interdisciplinary. Science and uh. And approach. To brand in the class is a very. In part and making them very comfortable. And. I like a friend, not like a. Any strict teacher? It is important for a. Nowadays. As we know. And uh. Clearing the fundamental concept is the most important things. Without carrying the fundamental counselor, we cannot go through the. Applied part of the science. Engineering. So my thought. Reaching out the student using the. Uh, daily life practicals and. The connecting with the. Chemistry and chemistry as well as the laboratory. Uh, work is very important. To understand the. Relation with the real world problems as well as the how science can. Help to the real world problems.

In my iPod as a scientific officer, I. Took some classes in the. Chemical engineering as well as in chemistry. So I'm taking the class in. Theoretical as well as the laboratory. Uh, work. So basically the student. And teaching a student is a very. Complex as well as very simple things, uh. 1st we have to focus on the what kind of student. The class and. And accordingly, we can expect how to we teach at. Chemistry or the chemistry related? Things just like interdisciplinary. Science and uh. And approach. To brand in the class is a very. In part and making them very comfortable. And. I like a friend, not like a. Any strict teacher? It is important for a. Nowadays. As we know. And uh. Clearing the fundamental concept is the most important things. Without carrying the fundamental counselor, we cannot go through the. Applied part of the science. Engineering. So my thought. Reaching out the student using the. Uh, daily life practicals and. The connecting with the. Chemistry and chemistry as well as the laboratory. Uh, work is very important. To understand the. Relation with the real world problems as well as the how science can. Help to the real world problems. In the current. Uh, Iraq. Thank you.

Alright, you're highlighting how teaching style really depends on reading the students and adapting, especially for interdisciplinary topics. Thinking about your own classes—what's one concrete way you've adapted your teaching approach when you noticed students were struggling to grasp a chemistry concept?

Dr. Khan, your thesis at IIT Patna focused on “Design and Controlled Synthesis of Binary and Ternary Metal-Chalcogenide Functional Nanostructured Materials.” Can you walk me through a time when you had to explain the core ideas from that work to undergraduates who didn’t have a deep background in nanomaterials?

Alright, you emphasized making students comfortable and adjusting your approach based on their background, especially for interdisciplinary classes. When you teach a complex theoretical concept—like electron delocalization or chemical bonding—what's one strategy you use to help a struggling student grasp it in a large class?

Alright, you emphasized the importance of reading the students’ background and making them comfortable, especially for interdisciplinary classes. When you teach a complex theoretical concept—like electron delocalization or reaction kinetics—how do you break it down so students with different preparation levels can actually grasp it?

Alright, so you’re highlighting how teaching style really depends on reading the students and adapting, especially for interdisciplinary topics. Thinking about your own classes—what’s one concrete way you’ve taken a complex research topic from your own work and made it understandable for undergraduates who might not have a strong chemistry background?

Alright, Dr. Khan, your thesis at IIT Patna was on “Design and Controlled Synthesis of Binary and Ternary Metal-Chalcogenide Functional Nanostructured Materials.” Can you walk me through a time when you had to explain this research

Yes.

Alright, you confirmed you’ve explained your thesis research before. Was there a moment when a student or non-specialist really struggled to grasp the core idea—how did you get through to them?

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material.

So you're focusing on metal oxide and sulfide synthesis for your thesis. When you had to explain this to someone from outside chemistry—maybe a student or a collaborator from another department—how did you make the concept accessible without losing scientific accuracy?

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system. Towards the greener approach and using the very. Uh, set up. Without a requirement of the glove, the in atmosphere, all the things.

So you focused on wet chemical methods for synthesizing metal chalcogenides. When you had to present this to a group outside of chemistry—maybe engineers or even undergraduates—how did you break down the core idea so it actually made sense to them?

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system. Towards the greener approach and using the very. Uh, set up. Without a requirement of the glove, the in atmosphere, all the things. And we can. The very. Is the. Laboratory Alcohol. Complexity because everywhere is not very. Sophisticated facilities available. So my approach to design things. That is working in the Dome, uh. All kind of laboratory. Not required. Very. Specific setups that is required for the. Any laboratory work, even. Can perform undergraduate lab very easily. Designing. That is very. Part of the. Chemistry in material, especially in the organic material chemistry.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system. Towards the greener approach and using the very. Uh, set up. Without a requirement of the glove, the in atmosphere, all the things. And we can. The very. Is the. Laboratory Alcohol. Complexity because everywhere is not very. Sophisticated facilities available. So my approach to design things. That is working in the Dome, uh. All kind of laboratory. Not required. Very. Specific setups that is required for the. Any laboratory work, even. Can perform undergraduate lab very easily. Designing. That is very. Part of the. Chemistry in material, especially in the organic material chemistry. And uh, uh. Then we can design them for example. Oxide sulfide that is work in the energy and. Currently.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system. Towards the greener approach and using the very. Uh, set up. Without a requirement of the glove, the in atmosphere, all the things. And we can. The very. Is the. Laboratory Alcohol. Complexity because everywhere is not very. Sophisticated facilities available. So my approach to design things. That is working in the Dome, uh. All kind of laboratory. Not required. Very. Specific setups that is required for the. Any laboratory work, even. Can perform undergraduate lab very easily. Designing. That is very. Part of the. Chemistry in material, especially in the organic material chemistry. And uh, uh. Then we can design them for example. Oxide sulfide that is work in the energy and. Currently. For example.

So you focused on wet chemical methods and the difference between bottom-up and top-down approaches in your thesis work. When you had to explain this to someone outside chemistry—maybe a student or a collaborator from another department—how did you break down those synthesis methods so they could actually follow the main idea?

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system. Towards the greener approach and using the very. Uh, set up. Without a requirement of the glove, the in atmosphere, all the things. And we can. The very. Is the. Laboratory Alcohol. Complexity because everywhere is not very. Sophisticated facilities available. So my approach to design things. That is working in the Dome, uh. All kind of laboratory. Not required. Very. Specific setups that is required for the. Any laboratory work, even. Can perform undergraduate lab very easily. Designing. That is very. Part of the. Chemistry in material, especially in the organic material chemistry. And uh, uh. Then we can design them for example. Oxide sulfide that is work in the energy and. Currently. For example. First, semiconductor materials are adsorptive material. Are the catalytic material for the conversion of the. Evaluated chemicals. Uh, from the. We start from. Uh, viruses.

Yes. So my thesis basically. Uh, light or the design and synthesis of the? Inorganic materials, that is metal chalcogenide, specifically metal oxide or sulfide. He doesn't. Most important things how we can achieve the. Product using the. Wet chemical method are the. Some other. Approach to basic. Canadian Tire. Uh, method is there. One is the bottom approach, another was the top down approach. Basically as a chemistry. Uh, we are working on the bottom of approach. So in the bottom approach we can go from the. From the higher level to. Uh, low level dimensions that is a. A nanomaterial we can call the. Uh, uh, G or. 31-D2DR3D. A material. So basically first. Uh, when we are, I'm going to approach. So basically they have to know what is the. Material. And what kind of nanomaterial is? Is there? In the in the respect of the dimensionality. So. Dimensionally in the 4th part. Divided 1 is the 0D. What is the 2D? And another is 3D. Another story. So 0. 2D and 3D. So my work is. Design Protocol. Synthetic protocol. Choosing a chemistry bottom up approach. To optimize the process for the synthesis of the. Uh, nanomaterial. Metal oxide or sulfide in the very easy way. Using the minimum requirement of the laboratory. Setups. For example using the very. Nominal site for example like a water or ethanol and using a very. Uh, Nehal? In the system. Towards the greener approach and using the very. Uh, set up. Without a requirement of the glove, the in atmosphere, all the things. And we can. The very. Is the. Laboratory Alcohol. Complexity because everywhere is not very. Sophisticated facilities available. So my approach to design things. That is working in the Dome, uh. All kind of laboratory. Not required. Very. Specific setups that is required for the. Any laboratory work, even. Can perform undergraduate lab very easily. Designing. That is very. Part of the. Chemistry in material, especially in the organic material chemistry. And uh, uh. Then we can design them for example. Oxide sulfide that is work in the energy and. Currently. For example. First, semiconductor materials are adsorptive material. Are the catalytic material for the conversion of the. Evaluated chemicals. Uh, from the. We start from. Uh, viruses. Is there? My research goal to. Design A protocol that will be utilized in the. Uh, synthesis of the specialty chemical or you can say that, uh. You know, organic material. That is. Thank you.

Okay, so you focused on synthesizing nanostructured metal chalcogenides using bottom-up chemical methods. When you were explaining this to students who didn't have a nanomaterials background, what analogy or practical example did you use to help them grasp what a bottom-up approach really means?

So you were describing how you explain bottom-up synthesis of nanomaterials and the basics of metal chalcogenides when teaching. Let’s switch gears—your CV also lists experience teaching both theory and lab. Can you give a concrete example of a laboratory experiment you designed or supervised, and how you adjusted your approach for students who were struggling with the underlying chemistry?

Okay, so you emphasized the dimensionality—zero, one, two, and three dimensions—to help explain nanomaterials basics. When you had to present this to students with little background in materials science, did you use any analogies or demonstrations to make the concept stick?

Okay, so you emphasized the bottom-up approach for synthesizing these nanomaterials and the importance of explaining dimensionality to students. How do you help undergraduates connect the theory behind these nanoscale materials to their use in real-world technologies, like batteries or sensors?

Okay, so you emphasized optimizing the synthetic protocol for nanomaterials using a bottom-up approach. When you had to explain this process to undergraduates, what analogy or classroom demonstration did you use to help them really grasp how bottom-up synthesis works?

You described using water or ethanol as solvents and simplifying the synthetic setup, which is great for resource-limited labs. Switching gears, Dr. Khan, your CV also lists experience teaching both theory and laboratory courses. Can you give me a concrete example of how you adapted a complex research concept from your own work—like nanostructured materials—into a classroom or lab activity for undergraduates?

So you emphasized using common solvents and a simple setup to synthesize nanomaterials, even in labs with limited resources. When you had to explain the value of this greener, more accessible approach to undergraduates, did you use any analogies or demonstrations in class to help them connect the process to real-world situations?

Alright, so you focused on designing nanomaterials that even undergraduates could synthesize in basic labs—using common solvents and simple setups. When you had to explain the value of this greener, more accessible approach to students, what analogy or classroom demonstration did you use to help them grasp the impact?

So you really focused on using greener, simpler protocols so students could replicate your nanomaterial synthesis in a basic lab, even without glove boxes or high-tech setups. When you had to explain why that matters—especially the environmental or accessibility angle—how did you frame it for undergraduates who might not see the point at first?

So you focused on designing green, accessible nanomaterial synthesis protocols that undergraduates can actually perform, even in labs without sophisticated equipment. Let's pivot—your CV also mentions industry-facing consultancy during your time at CSIR. Can you give me an example of how that experience influenced your approach to teaching or mentoring students?

So you emphasized making your synthetic protocols accessible even to undergraduates working in basic labs, and you tied that to real-world applications like energy storage and catalysis. Given your time teaching both theory and lab courses, how do you adapt your teaching when you have a class with mixed backgrounds—say, chemical engineering and pure chemistry students together?

You described using a bottom-up approach and greener synthesis—making it feasible for even undergrads, which is impressive. Shifting gears, Dr. Khan, your CV also mentions experience teaching both theory and laboratory courses. Can you give me a concrete example of how your

Yes.

You said yes,

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate.

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory.

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost.

Alright, so you’d use an inorganic nanomaterial synthesis as an undergrad lab. Can you give me a real example of how you’d guide students through that experiment, including how you’d help them connect the theory to what they’re doing at the bench?

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template?

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes.

Alright, so you've set up nano-material labs for B.Tech, M.Tech, and MSc students. Can you walk me through how you'd guide students step-by-step through synthesizing a nanomaterial, and how you'd help them connect what they’re doing in the lab to real-world applications or theory?

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes. Not not only the synthesis. So in control system this is. My first chapter is aligned with the face control synthesis of the cobar sulfide nanomaterial. Blah blah blah material. And morphology. Medium sulfide material. So we. Nationality. The morphology. How we can we can control the? Phase of the material. Control the. The state of the material, for example is a + 1 + 2 or plus three kind of things.

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes. Not not only the synthesis. So in control system this is. My first chapter is aligned with the face control synthesis of the cobar sulfide nanomaterial. Blah blah blah material. And morphology. Medium sulfide material. So we. Nationality. The morphology. How we can we can control the? Phase of the material.

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes. Not not only the synthesis. So in control system this is. My first chapter is aligned with the face control synthesis of the cobar sulfide nanomaterial. Blah blah blah material. And morphology. Medium sulfide material. So we. Nationality. The morphology. How we can we can control the? Phase of the material. Control the. The state of the material, for example is a + 1 + 2 or plus three kind of things. Availability of any transition metals.

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes. Not not only the synthesis. So in control system this is. My first chapter is aligned with the face control synthesis of the cobar sulfide nanomaterial. Blah blah blah material. And morphology. Medium sulfide material. So we. Nationality. The morphology. How we can we can control the? Phase of the material. Control the. The state of the material, for example is a + 1 + 2 or plus three kind of things. Availability of any transition metals. Which is a. Yes. So this is very. Uh, simple approach and. I can. Father. By postcards that is. That is a very good for the. To the. And in. That way. So they can very. Easy, you can do the reaction in the. Very simple environment of the laboratory using the very minimum.

So, you mentioned that synthesizing gold and silver nanoparticles was often demonstrated, but those are costly materials. What alternative experiment would you choose for undergraduates if you had to teach nanomaterial synthesis on a tight budget, and how would you help students see its relevance?

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes. Not not only the synthesis. So in control system this is. My first chapter is aligned with the face control synthesis of the cobar sulfide nanomaterial. Blah blah blah material. And morphology. Medium sulfide material. So we. Nationality. The morphology. How we can we can control the? Phase of the material. Control the. The state of the material, for example is a + 1 + 2 or plus three kind of things. Availability of any transition metals. Which is a. Yes. So this is very. Uh, simple approach and. I can. Father. By postcards that is. That is a very good for the. To the. And in. That way. So they can very. Easy, you can do the reaction in the. Very simple environment of the laboratory using the very minimum. Laboratory Tools. Thank you. Thank you.

For example, if I. Especially inorganic nanomaterial. Best laboratory for the undergraduate. So earlier it was demonstrated that in the B.Tech as well as in the Mtech and BSc and MSC Laboratory related to the material science. Real chemistry of the nano. Material based laboratory. So earlier it was a. Demonstrated that synthesis of the silver rhino particle. Synthesis of the gold nanoparticle. Nanoparticles and a required precious cost. Demonstrated in the laboratory. To, to, to. Nano material. Using the chemical concept that is bottom approach. Especially. So in my case. Why is the wait? For example, in my case the wet chemical method has a salvo thermal method. Ardatha's mother method is also. There that is a. Called deep productive solvent with. Best method and soft template? Who's in the? The result in the postgraduate laboratory to demonstrate how. Material in drift. In different morphology, in different phases, because. This PhD research. The things is pro Synthes. Not not only the synthesis. So in control system this is. My first chapter is aligned with the face control synthesis of the cobar sulfide nanomaterial. Blah blah blah material. And morphology. Medium sulfide material. So we. Nationality. The morphology. How we can we can control the? Phase of the material. Control the. The state of the material, for example is a + 1 + 2 or plus three kind of things. Availability of any transition metals. Which is a. Yes. So this is very. Uh, simple approach and. I can. Father. By postcards that is. That is a very good for the. To the. And in. That way. So they can very. Easy, you can do the reaction in the. Very simple environment of the laboratory using the very minimum. Laboratory Tools. Thank you. Thank you. That's my answer.

Alright, so you mentioned switching to more cost-effective nanomaterial syntheses and using methods like solvothermal or template-assisted routes. Let's pivot — during your postdoc at IIT Dhanbad, did you have a chance to supervise or mentor student research projects? If so, what approach did you take to guide students through experimental setbacks or failed results?

Right, so you're hands-on with adapting research methods for the teaching lab and making sure students see the link between theory and experiment. Let’s pivot to your research vision—given your background in inorganic nanomaterials, where do you see the most fundable directions over the next few years, and what specific grants or funding sources would you target?

Alright, so you focused on controlling the phase and morphology of nanomaterials, even with limited lab resources—making those experiments accessible for students. Thinking about your research on functional nanostructures, where do you see the most promising opportunities for external funding in the next few years, and which grant agencies would you target first?

So you focused on demonstrating control over phase and morphology in nanomaterials for students, even on a tight budget. Given that, where do you see the most fundable research directions in your area over the next few years, and which specific grants or funding bodies would you target for support?

Alright, so you emphasized how your research on controlling the phase and morphology of nanomaterials directly translates into accessible lab experiments for students—even when resources are limited. Thinking about the larger institutional picture, how would you align your research and curriculum development with VIT University's goals, especially for emerging fields like renewable energy or molecular modeling within Chemistry?

Alright, you highlighted how you adapted the synthesis of nanomaterials for the lab using methods like solvothermal routes, even with limited resources and for different student levels. Now, looking at your research in functional nanomaterials, where do you see the most fundable directions over the next few years, and what specific grants or agencies would you target to support that work?

Alright, so you focused on controlling the phase and morphology of nanomaterials for students, even with limited lab resources—making those experiments accessible for students. Thinking about your research on functional nanomaterials, where do you see the most fundable directions over the next three years, and what kinds of grants would you pursue to support that work?

Alright, so you described adapting synthesis protocols for nanomaterials in a way that’s accessible to students, even with limited resources, and using methods like solvothermal synthesis in the lab. Now, thinking about VIT University’s focus on high-impact research and rankings, how would you leverage your expertise in nanomaterials

Yes.

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material.

You’ve covered quite a bit about making lab work accessible and tailoring your research for different educational levels, Dr. Khan. How do you approach mentoring students—both undergrad and postgrad—to not only achieve academically but also grow personally and help boost the university’s reputation for student success?

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries.

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries. So I can. But using my expertise. In the field of the advanced material for the energy environmental application, that is currently very important for the. So I'm writing. Uh, proposal in the direction of the. Design and synthesis of the advanced material.

Right, you mentioned you're currently working on the design and synthesis of advanced inorganic materials. Let me shift focus—when you're mentoring students in your research group, how do you encourage both academic success and personal growth, especially at an institution like VIT where student achievement is closely tied to reputation?

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries. So I can. But using my expertise. In the field of the advanced material for the energy environmental application, that is currently very important for the. So I'm writing. Uh, proposal in the direction of the. Design and synthesis of the advanced material. For the energy application, for example, just like a. Jumped out of. Plastic, uh. To a smaller unit of the polymers. For the environmental application. And the conversion of the. A natural gas to the hydrogen, for example methane to hydrogen.

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries. So I can. But using my expertise. In the field of the advanced material for the energy environmental application, that is currently very important for the. So I'm writing. Uh, proposal in the direction of the. Design and synthesis of the advanced material. For the energy application, for example, just like a. Jumped out of. Plastic, uh. To a smaller unit of the polymers. For the environmental application. And the conversion of the. A natural gas to the hydrogen, for example methane to hydrogen. That is kind of catalyst design. At the chemical. Engineering also so I can design. A reactor.

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries. So I can. But using my expertise. In the field of the advanced material for the energy environmental application, that is currently very important for the. So I'm writing. Uh, proposal in the direction of the. Design and synthesis of the advanced material. For the energy application, for example, just like a. Jumped out of. Plastic, uh. To a smaller unit of the polymers. For the environmental application. And the conversion of the. A natural gas to the hydrogen, for example methane to hydrogen. That is kind of catalyst design. At the chemical. Engineering also so I can design. A reactor. Former Hector. That is a. For the conversion of the. Credit Chemicals. So these two. My worker align. To get the funding from the. The industry because industry currently also focus on these domains. Uh, basically the circular economy.

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries. So I can. But using my expertise. In the field of the advanced material for the energy environmental application, that is currently very important for the. So I'm writing. Uh, proposal in the direction of the. Design and synthesis of the advanced material. For the energy application, for example, just like a. Jumped out of. Plastic, uh. To a smaller unit of the polymers. For the environmental application. And the conversion of the. A natural gas to the hydrogen, for example methane to hydrogen. That is kind of catalyst design. At the chemical. Engineering also so I can design. A reactor. Former Hector. That is a. For the conversion of the. Credit Chemicals. So these two. My worker align. To get the funding from the. The industry because industry currently also focus on these domains. Uh, basically the circular economy. So we can get the fund from those from the industry as well as the government. And we can. Stabilizer. Center as well as a laboratory in this domain.

Yes. So, uh. Currently I'm working on. Via design entities of the advanced. In organic material. Are the energy application for example like a hydrogen production? Are the valve synthesis of the. Call from the. A waste or are the from the cold and there is another. To design and synthesis of the. Protocol for the conversion of the. Bioresource. To the value added chemicals. For the chemical industries. So I can. But using my expertise. In the field of the advanced material for the energy environmental application, that is currently very important for the. So I'm writing. Uh, proposal in the direction of the. Design and synthesis of the advanced material. For the energy application, for example, just like a. Jumped out of. Plastic, uh. To a smaller unit of the polymers. For the environmental application. And the conversion of the. A natural gas to the hydrogen, for example methane to hydrogen. That is kind of catalyst design. At the chemical. Engineering also so I can design. A reactor. Former Hector. That is a. For the conversion of the. Credit Chemicals. So these two. My worker align. To get the funding from the. The industry because industry currently also focus on these domains. Uh, basically the circular economy. So we can get the fund from those from the industry as well as the government. And we can. Stabilizer. Center as well as a laboratory in this domain. Thank you.

You mentioned your current work connects to hydrogen production and converting bioresources into value-added chemicals. Thinking practically, which funding sources or grant agencies do you see as the best fit for that kind of research, and how would you pitch its impact to make it competitive?

Right, so you’re drafting proposals around advanced materials for energy and environmental applications—like hydrogen production and bioresource conversion. For those areas, which funding agencies or grant calls do you see as most viable in the next couple of years, and what’s your plan for making your proposals competitive?

Okay, so you’re developing advanced inorganic materials for energy applications, like hydrogen production and converting waste to valuable chemicals, and you’re writing proposals in that area. When you think about funding these projects, which agencies or grant programs do you see as the most promising sources for sustained research at an institution like VIT?

Dr. Khan, you said you're designing protocols for converting bioresources into value-added chemicals and tackling environmental challenges with advanced materials. Given all that, how do you ensure your research aligns with institutional goals—especially as Chemistry programs shift toward emerging fields like renewable energy or molecular modeling?

Dr. Khan, you mentioned writing proposals for advanced materials in energy and environmental applications, targeting industry funding because of the focus on the circular economy. Given the strong push for interdisciplinary work these days, how do you ensure your research aligns with institutional priorities—like VIT’s emphasis on emerging fields such as renewable energy or molecular modeling—when developing new courses or research projects?

So you’re focusing on advanced materials for energy and environmental applications, and looking to industry and government funding, especially with an eye on circular economy projects. When you mentor undergraduate and postgraduate students on these research themes, what specific strategies do you use to help them grow both academically and personally?

You mentioned you’re targeting industry and government funding for projects in advanced materials and circular economy—like methane-to-hydrogen conversion and plastics recycling. When you mentor students on these research projects, how do you balance pushing for high-impact publications with training them in practical, industry-relevant skills?

Thank you.

Thank you. So basic. C uh uh uh dot. High impact application is. Directly depend upon the quality of the research. So the currently the demand of the. Uh, country self-reliance. Uh, in India? We are targeting the self-reliance in India.

Thank you. So basic. C uh uh uh dot. High impact application is. Directly depend upon the quality of the research. So the currently the demand of the. Uh, country self-reliance. Uh, in India? We are targeting the self-reliance in India. So because we are mostly dependent upon the importing the. The specialty chemical from the outside of India, basically from the China.

You mentioned earlier that you’ve taught both theory and lab courses in chemistry. Suppose you’re assigned a large undergraduate class—say, 200 students—and you’re not allowed to use slides or traditional lectures. How would you structure a session to keep everyone actively engaged with the material?

Thank you. So basic. C uh uh uh dot. High impact application is. Directly depend upon the quality of the research. So the currently the demand of the. Uh, country self-reliance. Uh, in India? We are targeting the self-reliance in India. So because we are mostly dependent upon the importing the. The specialty chemical from the outside of India, basically from the China. And, uh, now, uh. The protocol. Of the reactor. And uh. The public protocol for the synthesis of the advanced material. A reduction of the cost. Of the material. So it is. The to design. The protocol that is economical. And less cost. Present methods. And. Sustainable approach. This will align to to get a very good. Of the publication as well as the. And if this failed? And we can also. Make the Indian self-reliance on the on the field of the. Stability Chemical. Else thank you.

Alright, Dr. Khan. Accreditation cycles can be pretty demanding—let’s say you join our department and find that outcome assessment data is inconsistent across different chemistry courses. How would you go about fixing that?

You mentioned the need for self-reliance and the challenge of importing specialty chemicals—so your research aims to address practical gaps in the country’s chemical industry. Assuming you’re working with undergraduate and postgraduate students at VIT, how would you mentor them to achieve both strong academic results and personal growth, while also contributing to the university’s reputation for student success?

Right, so you’re focused on both the economic impact and the publication potential—balancing practical protocols with high-quality research output. When it comes to aligning your work with institutional goals, like program accreditation or curriculum updates, how do you make sure your research or teaching actually supports those broader objectives, especially in emerging fields?

Yeah, making making a research. As well as a teaching.

Yeah, making making a research. As well as a teaching. Is very, uh, important for any academicians.

Yeah, making making a research. As well as a teaching. Is very, uh, important for any academicians. Because. Uh, so, uh. We can. Can also involve in this research. Activity actively. As well as we can hire a. Hire a student. For example, the project student are the. PSD student in this. Domain and we can work. GroupWise, not alone. So it is uh. In the guru we can I can manage the teaching load as well as the research. A lot and we can connect the. Two things.

So you’re thinking about making research and teaching work together. Can you give me a concrete example of how you’ve actually tied your research topics—like energy materials or nanochemistry—directly into curriculum updates or accreditation work, so it’s not just theory but actually changes the student experience?

Yeah, making making a research. As well as a teaching. Is very, uh, important for any academicians. Because. Uh, so, uh. We can. Can also involve in this research. Activity actively. As well as we can hire a. Hire a student. For example, the project student are the. PSD student in this. Domain and we can work. GroupWise, not alone.

You started to say that making research and teaching work together is important, but can you give me a concrete example of how you’ve actually tied your research topics—like energy materials or nanochemistry—directly into curriculum updates or program reviews to help with accreditation?

Yeah, making making a research. As well as a teaching. Is very, uh, important for any academicians. Because. Uh, so, uh. We can. Can also involve in this research. Activity actively. As well as we can hire a. Hire a student. For example, the project student are the. PSD student in this. Domain and we can work. GroupWise, not alone. So it is uh. In the guru we can I can manage the teaching load as well as the research. A lot and we can connect the. Two things. Because nowadays, nowadays the industry is also very less in the field of the. Uh, science especially. Because, uh. The PhD student mostly focus on the. Publications. Uh. To focus on the publication. Int is the bit. And and develop the industrial skill in the students so we can. Not only depend upon the one domain, we can also approach to connect the industry, academia relationship. And and at the same time. I can also. Manage the teaching load. By. By my. Chemistry skills. And. What is the demand of the current industry demand as well as the government demand in the teaching domain this is. Good for the instrument. To approach a. In their coming futures. In the domain of the chemistry.

Yeah, making making a research. As well as a teaching. Is very, uh, important for any academicians. Because. Uh, so, uh. We can. Can also involve in this research. Activity actively. As well as we can hire a. Hire a student. For example, the project student are the. PSD student in this. Domain and we can work. GroupWise, not alone. So it is uh. In the guru we can I can manage the teaching load as well as the research. A lot and we can connect the. Two things. Because nowadays, nowadays the industry is also very less in the field of the. Uh, science especially. Because, uh. The PhD student mostly focus on the. Publications. Uh. To focus on the publication. Int is the bit. And and develop the industrial skill in the students so we can. Not only depend upon the one domain, we can also approach to connect the industry, academia relationship. And and at the same time. I can also. Manage the teaching load. By. By my. Chemistry skills. And. What is the demand of the current industry demand as well as the government demand in the teaching domain this is. Good for the instrument. To approach a. In their coming futures. In the domain of the chemistry. Thank you.

Alright, so you see group-based research and involving students in projects as key, especially in new fields. Accreditation cycles can be demanding — say you join our department and find that outcome assessment data is inconsistent across chemistry courses. How would you approach fixing that?

So you see involving students in group research as a way to balance both teaching and research loads. But accreditation and curriculum updates often require pretty detailed documentation and consistent data—how comfortable are you with the day-to-day administrative work, like tracking student outcomes or preparing reports for program reviews?

Okay, so you talked about group research and involving students to balance teaching and research, and connecting with industry and government needs. Let’s say you joined our department and noticed that outcome assessment data for accreditation wasn’t consistent across courses—how would you go about addressing that?

You emphasized group research and connecting teaching with industry needs, Dr. Khan. Accreditation cycles also mean we have to track and document student learning outcomes very carefully. If you joined our department and noticed that outcome assessment data was inconsistent across courses, how would you go about fixing that?

Yes.

Dr. Khan, since you’ve had experience balancing research, teaching, and group work, what methods would you use to mentor undergraduate and postgraduate students—both academically and personally—to help strengthen VIT University’s reputation for student success?

Yes. So UH-2. The student. Uh, it is required. I can manage. The, uh, taking the. Uh, sometime group discussion. Sometime in in a. Month in a month or two. Every student. A milderman how? It is uh. Working. Their performance is going on accordingly currently. Consult. To the average student and try to. The the their performance so we can connect. Both things that is important.

Yes. So UH-2. The student. Uh, it is required. I can manage. The, uh, taking the. Uh, sometime group discussion. Sometime in in a. Month in a month or two. Every student. A milderman how? It is uh. Working. Their performance is going on accordingly currently. Consult. To the average student and try to. The the their performance so we can connect. Both things that is important. And accordingly, we can. Uh, we can. Things is lacking. In this, uh system and. Solve those problems. Thank you.

So you’d check in with students regularly and use group discussions to track their learning and performance. Now, stepping back—beyond teaching and research, what role do you see yourself playing in department-level governance, like curriculum committees or program reviews?

Dr. Khan, imagine a situation: a student files a formal complaint alleging your grading is biased, but at the same time, your department head is pressuring you to improve pass rates. How would you handle this kind of ethical tension?

Yes. OK, the. Exit. So. Not a chance for me.

Dr. Khan, I need a bit more detail. If you were in that situation—student complaint about biased grading, department head pushing for higher pass rates—what concrete steps would you take to protect both academic standards and fairness to the student?

Yes. OK, the. Exit. So. Not a chance for me. Uh, bus. So pass. Is depend. How I can teach? I'm trying to. A student can understand those points. And so easily they can. Write the exam papers so they can.

Yes. OK, the. Exit. So. Not a chance for me. Uh, bus. So pass. Is depend. How I can teach? I'm trying to. A student can understand those points. And so easily they can. Write the exam papers so they can. I get a good grade. Also the door, it is our. Upon me, not only the department, I. It's my responsibility to look after the the student and their capability, how they can perform. And what kind of challenges they are. And uh, I I have to. Have to manage those.

Yes. OK, the. Exit. So. Not a chance for me. Uh, bus. So pass. Is depend. How I can teach? I'm trying to. A student can understand those points. And so easily they can. Write the exam papers so they can. I get a good grade. Also the door, it is our. Upon me, not only the department, I. It's my responsibility to look after the the student and their capability, how they can perform. And what kind of challenges they are. And uh, I I have to. Have to manage those. Start with the students. The. Participate in the discussion and what? End of hell I can. And at the same time. Uh, I'm trying to improve the. Result ratio of the. Uh, strength. Thank you.

It sounds like you'd focus on teaching clearly so students are prepared, but I'm looking for more detail—if you're facing both a student complaint about grading bias and pressure from above to pass more students, what steps would you take to make sure your grading remains fair and transparent, even if your department head disagrees?

You put a lot of weight on your own teaching and how clearly you present the material, which makes sense. But let’s say your department head still isn’t satisfied with your approach—maybe they want you to just inflate the grades or pass more students, even if you think that compromises your standards. What would you do if you were directly told to change grades to boost pass rates?

You’re saying you’d take responsibility for student understanding and focus on helping them learn, rather than just changing grades under pressure. But say the department head insists you adjust your grading to boost pass rates, even if you feel your evaluations are fair—how would you respond?

Changing. Changing, not ethical.

Alright, earlier you mentioned working with industry partners on projects like advanced materials for hydrogen production and catalysis. Given your background, do you have any existing industry connections that could help students at VIT with internships or placements?

Changing. Changing, not ethical. Add circumstances. Because. Just by the pressure of the head of the department changing the grade. Wake up. That's mean. That's playing with a carrier of. Students so better. Better to give the chance of the student. By taking some quiz, uh. Biotech, uh. Extra test.

Changing. Changing, not ethical. Add circumstances. Because. Just by the pressure of the head of the department changing the grade. Wake up. That's mean. That's playing with a carrier of. Students so better. Better to give the chance of the student. By taking some quiz, uh. Biotech, uh. Extra test. Uh uh, giving the some assignment that is a. Related to the. And by. Bullying is spectator. Uh, I can I? To improve the. The knowledge of the student and by. Improving, Improving.

Changing. Changing, not ethical. Add circumstances. Because. Just by the pressure of the head of the department changing the grade. Wake up. That's mean. That's playing with a carrier of. Students so better. Better to give the chance of the student. By taking some quiz, uh. Biotech, uh. Extra test. Uh uh, giving the some assignment that is a. Related to the. And by. Bullying is spectator. Uh, I can I? To improve the. The knowledge of the student and by. Improving, Improving. Yeah, they're great. So. So what a solution only? Thank you.

Alright, so instead of giving in to pressure on grades, you'd rather offer students extra chances—like quizzes or additional tests—to give them a fair opportunity to demonstrate mastery. Earlier you mentioned working with industry partners on projects like advanced materials for hydrogen production and catalysis. Given your background, do you have any existing industry connections that could help VIT students with internships or real-world experience?

So instead of just changing grades, you'd rather give students more chances—like quizzes or extra assignments—to help them genuinely improve, which is fair. Earlier you mentioned working on industry-funded projects and proposals; do you have any concrete industry contacts or collaborations right now that could help our students with internships or exposure to real-world research?

Alright, so you’d look for gaps by meeting with students regularly and using group discussions to track their progress, then address any issues as they come up. Earlier you mentioned collaborating with industry for funding and practical projects—do you have any specific industry partners or companies you’ve worked with already, or concrete plans for building those connections for student internships or placements?

Yeah, yes. Currently, I am working with the industry as well as the government agency. So in the government I am working with the Ministry of Chemical and Fertilizer.

Yeah, yes.

You said yes, but I need a bit more—can you give me a concrete example of an industry partner you’ve worked with, or outline how you’d actually go about establishing those connections to benefit student placements at VIT?

Yeah, yes. Currently, I am working with the industry as well as the government agency. So in the government I am working with the Ministry of Chemical and Fertilizer. They sponsored a Center of Excellence. By funding up 6th Rd. And the industry like a. Tata Steel. And yeah. And uh. When a company in the. A Bangalore that is the. Working my some of the mic. Alex is there is a Gigadine that is basically working on the. Tray applications.

Yeah, yes. Currently, I am working with the industry as well as the government agency. So in the government I am working with the Ministry of Chemical and Fertilizer. They sponsored a Center of Excellence. By funding up 6th Rd. And the industry like a. Tata Steel. And yeah. And uh. When a company in the. A Bangalore that is the. Working my some of the mic. Alex is there is a Gigadine that is basically working on the. Tray applications. So I have. And as well as I'm working, uh, I have, uh, working experience. With the not only with the industry, with the Academy also. For example, I some IoT like IIT Delhi, IIT rule key.

Alright, so you’re working with the Ministry of Chemical and Fertilizer—that’s a solid government link. But for private sector or industry internships, have you set up any collaborations with companies, or do you have a plan for how you’d connect VIT students to those kinds of opportunities?

Yeah, yes. Currently, I am working with the industry as well as the government agency. So in the government I am working with the Ministry of Chemical and Fertilizer. They sponsored a Center of Excellence. By funding up 6th Rd. And the industry like a. Tata Steel. And yeah. And uh. When a company in the. A Bangalore that is the. Working my some of the mic. Alex is there is a Gigadine that is basically working on the. Tray applications. So I have. And as well as I'm working, uh, I have, uh, working experience. With the not only with the industry, with the Academy also. For example, I some IoT like IIT Delhi, IIT rule key. And and IIT. And a few CSIR like a CSIRN. The Bhopal seaside, Chandigarh. See hiring for Dhanbad. NCCR. CSIR. NPL. Delhi and NCL. Currently I am my work is going in the collaboration mode. With these, these institute from last, uh. For four years and. It is. Availability to. Township there as well. There's a There's some support from the. Tutor for any kind of for the. Support as well as. Excess of the generals and the books and. In the in the professional. Support from the professors and the scientists of. IIT and CSIR.

Okay, so you’re working with the Ministry of Chemical and Fertilizer and Tata Steel, and you mentioned a company in Bangalore focused on tray applications. That gives students real exposure. For curriculum development, especially in areas like renewable energy or molecular modeling, how do you make sure what you teach lines up with both VIT’s institutional goals and the needs of the wider industry?

Alright, Dr. Khan, now I want to focus on a few core skills for this role. Let’s start with your expertise in theoretical chemistry, battery or energy storage, or hydrogen research. Suppose you’re tasked with designing a new lab experiment for undergrads on hydrogen generation from water splitting—how would you approach making it both scientifically rigorous and feasible with standard lab equipment?

So you’ve got ties with Tata Steel

Thank you.

Alright, so you’ve built collaborations not just with industry like Tata Steel but also with government agencies and several top institutes including IITs and CSIR labs, and you leverage those networks for student exposure and support. Shifting focus, you mentioned guiding both undergraduate and postgraduate projects—can you give me an example of how you’ve structured a student research project from topic selection to publication?

So. So they. I can work with. The prime topic of the PSD. Strengths go up. Uh, uh, I can, uh, design. And I can design A. Protocol.

So. So they. I can work with. The prime topic of the PSD. Strengths go up. Uh, uh, I can, uh, design. And I can design A. Protocol. They can work on that those topics. For the. In the field of the. Advanced material in energy and environmental applications. And uh. We can also. Possible buildup of the exchange program to the IIT and CSIR lab. They can go.

So. So they. I can work with. The prime topic of the PSD. Strengths go up. Uh, uh, I can, uh, design. And I can design A. Protocol. They can work on that those topics. For the. In the field of the. Advanced material in energy and environmental applications. And uh. We can also. Possible buildup of the exchange program to the IIT and CSIR lab. They can go. And do the necessary research worker.

So. So they. I can work with. The prime topic of the PSD. Strengths go up. Uh, uh, I can, uh, design. And I can design A. Protocol. They can work on that those topics. For the. In the field of the. Advanced material in energy and environmental applications. And uh. We can also. Possible buildup of the exchange program to the IIT and CSIR lab. They can go. And do the necessary research worker. And, uh, so we can design. At 4:00 they can do the research. Work that. Aligned with our. Industry and. And Government of India.

So. So they. I can work with. The prime topic of the PSD. Strengths go up. Uh, uh, I can, uh, design. And I can design A. Protocol. They can work on that those topics. For the. In the field of the. Advanced material in energy and environmental applications. And uh. We can also. Possible buildup of the exchange program to the IIT and CSIR lab. They can go. And do the necessary research worker. And, uh, so we can design. At 4:00 they can do the research. Work that. Aligned with our. Industry and. And Government of India. Current topics of energy and environment.

So. So they. I can work with. The prime topic of the PSD. Strengths go up. Uh, uh, I can, uh, design. And I can design A. Protocol. They can work on that those topics. For the. In the field of the. Advanced material in energy and environmental applications. And uh. We can also. Possible buildup of the exchange program to the IIT and CSIR lab. They can go. And do the necessary research worker. And, uh, so we can design. At 4:00 they can do the research. Work that. Aligned with our. Industry and. And Government of India. Current topics of energy and environment. Is it the outcome will go? To in the good quality of publication and in the. Filling in Indian as well as possible in the US patent also. So that's all.

You started to say you can design a protocol for structuring student projects, but I’d like a concrete example. Can you walk me through how you’ve actually guided a specific student or group from the initial research question all the way through their final results?

You mentioned designing protocols and setting up exchange programs with IITs and CSIR labs for your students. Can you give me a specific example of a project where you guided a student from initial problem statement all the way to publication or successful completion?

Okay, so you design a project topic and protocol for the student, often in advanced materials, and sometimes set up exchanges with IIT or CSIR labs for hands-on research. Can you give me a concrete example of a student project you've supervised—what was the research question, how did you break down the tasks, and how did you guide the student through setbacks?

So you structure project topics and protocols around advanced materials, and set up exchange opportunities with IITs and CSIR labs so students can get hands-on research experience. Earlier you mentioned using both group work and individual mentoring—can you give me one concrete example where a student struggled with a project, and what you did to help them get back on track?

You’ve built collaborations with agencies like the Ministry of Chemical and Fertilizer and companies like Tata Steel, plus academic partners at IITs and CSIR labs. Thinking about your teaching—when you’re leading a theory or lab course, how do you structure your lectures or practicals to help students at different levels grasp tough concepts, especially if you’ve got a mix of stronger and weaker students in the same class?

Thank you.

Alright,

Okay, so you’re structuring PhD topics around advanced materials for energy and environmental applications, and even building exchange programs with IITs and CSIR labs for hands-on research. Can you share how you communicate complex theoretical concepts to undergraduates who might struggle with the math or abstract ideas?

So, uh. Explaining the. The theoretical problem to the student. They are facing the problem to understand so now.

Right, you were about to describe how

The teaching. We can explain with the help of the. Uh, help of the. And adopt. Simple examples. And of the. Illustration tools available. To understand. The how? Uh, uh. The basic. How that? The account. Is going on five.

The teaching. We can explain with the help of the. Uh, help of the. And adopt. Simple examples. And of the. Illustration tools available. To understand. The how? Uh, uh. The basic. How that? The account. Is going on five. I get in The Dirty.

The teaching. We can explain with the help of the. Uh, help of the. And adopt. Simple examples. And of the. Illustration tools available. To understand. The how? Uh, uh. The basic. How that? The account. Is going on five. I get in The Dirty. And 1D and 2D and 3D materials. So if they are facing, how? The problem How? How it is? It looks like the zero D1D2D and 3D gas because several times people. The students are confused. With that dimensionality of the materials. So I can say that. Uh, so to expelling by planning using the. Patient told. The growth mechanism in going on on the surface of the. Material so. Hot on the surface. That is if dot just like if I put the pen. Pencil return. On the surface of the paper. That is. 0D Materials. Because they. This guru and the. One axis of the plane for. Is growing under. Axis of the plane is any. Why? Prosthetics is RA. One axis that is carbon dimensional. It is guru on the 2 axis for example.

So you use simple illustrations and real-world examples to break down complex theory, especially when students are struggling with the basics. Can you give a concrete example—maybe a theoretical chemistry concept you’ve taught—where you used this approach, and what specific analogy or illustration really helped your students understand?

Okay, so you use simple examples and illustration tools to help students get the basics of theory. For your own teaching—how do you make sure your lectures are structured and that students actually absorb the material, not just memorize it?

The teaching. We can explain with the help of the. Uh, help of the. And adopt. Simple examples. And of the. Illustration tools available. To understand. The how? Uh, uh. The basic. How that? The account. Is going on five. I get in The Dirty. And 1D and 2D and 3D materials. So if they are facing, how? The problem How? How it is? It looks like the zero D1D2D and 3D gas because several times people. The students are confused. With that dimensionality of the materials. So I can say that. Uh, so to expelling by planning using the. Patient told. The growth mechanism in going on on the surface of the. Material so. Hot on the surface. That is if dot just like if I put the pen. Pencil return. On the surface of the paper. That is. 0D Materials. Because they. This guru and the. One axis of the plane for. Is growing under. Axis of the plane is any. Why? Prosthetics is RA. One axis that is carbon dimensional. It is guru on the 2 axis for example. On the sheet is that if it is atomically thick that is 4D material. Guru Direct. In return it is XR. Y, other Y or the Z. In this direction. The material, but. A coup d'etat. It should be atomically. Co and. If the dash. 3D materials so I can explain. Yeah, how it is going on the surface, the mechanism. Zero D1D330. D and 3D materials. They can apply in the. There laboratory. Uh, to synthesize those kind of materials easily. Understand by using. Uh, also by using.

The teaching. We can explain with the help of the. Uh, help of the. And adopt. Simple examples. And of the. Illustration tools available. To understand. The how? Uh, uh. The basic. How that? The account. Is going on five. I get in The Dirty. And 1D and 2D and 3D materials. So if they are facing, how? The problem How? How it is? It looks like the zero D1D2D and 3D gas because several times people. The students are confused. With that dimensionality of the materials. So I can say that. Uh, so to expelling by planning using the. Patient told. The growth mechanism in going on on the surface of the. Material so. Hot on the surface. That is if dot just like if I put the pen. Pencil return. On the surface of the paper. That is. 0D Materials. Because they. This guru and the. One axis of the plane for. Is growing under. Axis of the plane is any. Why? Prosthetics is RA. One axis that is carbon dimensional. It is guru on the 2 axis for example. On the sheet is that if it is atomically thick that is 4D material. Guru Direct. In return it is XR. Y, other Y or the Z. In this direction. The material, but. A coup d'etat. It should be atomically. Co and. If the dash. 3D materials so I can explain. Yeah, how it is going on the surface, the mechanism. Zero D1D330. D and 3D materials. They can apply in the. There laboratory. Uh, to synthesize those kind of materials easily. Understand by using. Uh, also by using. Oops, thank you.

So you use examples like drawing dots and lines to show the difference between zero-dimensional, one-dimensional, and two-dimensional materials, which helps clarify abstract concepts for students. You mentioned working with advanced materials in energy research—can you share a key publication from your work and what made it stand out in your field?

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

You described using simple drawings and analogies to clarify the different dimensions of materials, which can really help undergraduates grasp those abstract concepts. Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Yes, so. I just want to know. Uh, so this? The assistant professor. In the chemistry department. And the in chemistry domain. So I. The the load in the reset. The Academic. In the. The RT well, lower basically. I want to know in your institute. Avoid conduct load they are giving. In the research, they are basically focus on the more research or the more academic or the more academic or the more research. Lab class research.

Yes, so. I just want to know. Uh, so this? The assistant professor. In the chemistry department. And the in chemistry domain. So I. The the load in the reset. The Academic. In the. The RT well, lower basically. I want to know in your institute. Avoid conduct load they are giving. In the research, they are basically focus on the more research or the more academic or the more academic or the more research. Lab class research. So can you explain?

So, at our institute, the Assistant Professor role in Chemistry is pretty balanced—you’d be expected to cover both teaching and research. You’d have regular classroom and lab sessions, plus student mentoring, but there’s also strong encouragement for research activities, publications, and guiding student projects. The workload’s designed to support both high-quality teaching and active research, so you’re not pushed to sacrifice one for the other. Anything else you want to know about the role or the team, Dr.?

Thanks for asking. The Assistant Professor role here is balanced: you'll be expected to contribute actively in both research and teaching. That means you’ll have regular classroom and lab hours, plus time set aside for your own research and mentoring student projects. The institute values strong research output, but also puts real emphasis on quality teaching and curriculum development—so you won’t feel pulled in just one direction. Thanks for your time today, Dr. Really appreciated the conversation. Have a great day! Thanks for your time today, Dr. Really appreciated the conversation. Have a great day!