Hi.

Please start by introducing your professional journey in academia

OK. Good evening. Good evening. Thank you for giving me this opportunity. Myself, Doctor M Nandini. A PhD graduate specializing in. Soft computing. Particularly focused in developing. Algorithms in ***** image processing. Focused on brain image processing. I completed my PhD in. Barde University. During my doctoral tenure. I've also been served as. Junior research Fellow. And senior research fellow. And my doctoral work has been focused on. Developing the mathematically regressed algorithms based on various kinds of fussy environments. To model the uncertainty present in the medical images.

OK. Good evening. Good evening. Thank you for giving me this opportunity. Myself, Doctor M Nandini. A PhD graduate specializing in. Soft computing. Particularly focused in developing. Algorithms in ***** image processing. Focused on brain image processing. I completed my PhD in. Barde University. During my doctoral tenure. I've also been served as. Junior research Fellow. And senior research fellow. And my doctoral work has been focused on. Developing the mathematically regressed algorithms based on various kinds of fussy environments. To model the uncertainty present in the medical images. And which is which is helpful in further processing such as. Few multimodal medical image fusion segmentation. And enhancement, so on. And my work has been resulted in various ECA inde. Journals and my ongoing works are yet to be published in various other. Genres looking ahead? I'm very enthusiastic about the operational. Of this opportunity in the beginning. Which is a non institution for its innovation and excellence. And I look forward to contribute to the Department of Mathematics reality. Thank you.

So you mentioned developing mathematically regressed algorithms for uncertain medical images, which sounds pretty advanced. When you're teaching, is there a particular foundational concept in mathematics you find especially rewarding to explain to students?

So your doctoral work on fuzzy environments in brain image processing sounds quite specialized, and you mentioned teaching is something you're enthusiastic about. Can you give me an example of a core mathematical topic or concept that you especially enjoy breaking down for students, and why?

OK, in core mathematical topics I can. Give about Raniere algebra. Which is this, uh, deal sub?

OK, in core mathematical topics I can. Give about Raniere algebra. Which is this, uh, deal sub? For the mattresses, which is. Which is most important? Concept to deal with the image processing.

Alright, you mentioned ring theory and ideals — that's a pretty abstract topic for many students. When you introduce ideals in ring theory, what analogy or approach do you find helps students grasp the concept most quickly?

So you see ring theory and its applications in image processing as a key topic. When you're introducing ideals within ring theory, is there an analogy or teaching method you find helps students grasp the concept more concretely?

Yeah, teaching. Teaching using real world example will be more. Interesting for the students and easily they can grasp the idea of. Mathematics, and also how it works on real-world examples.

Alright, using real-world examples definitely makes abstract math stick. Since you’ve taught these concepts before, what’s one moment in the classroom where you saw a student’s understanding really click—what were you doing, or what example did you use?

Sorry I couldn't understand your question.

Professor, I noticed your recent paper, "A soft clustering approach for segmenting brain tumor in intuitionistic fuzzy environment," published in Biomedical Signal Processing and Control. How has your research on intuitionistic fuzzy clustering influenced the way you teach or explain clustering and segmentation concepts to your students?

OK, for. For introduce these concepts to the students, let me take some uh. Medical. Images such as. Scanner scan. In which we can take the if you're. Taking the brain tumor images. That will be the answer. In regions which we can't, we can't say it is a tumor or a soft issues. The other boundaries in this medical images are unclear. And students can see that example. To cluster these images. We can say intuitionistic percent is one of the most effective way because. Intuitionistic fuzzy sets contains three types of degrees. One is uncertainty. To model. Degree of membership. And the degree of non belongingness and degree of hesitation. While dealing with these types, that is these type of uncertainty medical images, we can't say that is a tumor region or a soft tissue region. So to deal with this this induced. Fuzzy fuzzy sets hesitation degree will help so. It can help the student. To to grasp that. For this, uh, for this idea we use the intuitionistic processes. To deal with this kind of images. So this is one of the example for. The students to understand why. It gives us requested is influential.

OK, for. For introduce these concepts to the students, let me take some uh. Medical. Images such as. Scanner scan. In which we can take the if you're. Taking the brain tumor images. That will be the answer.

OK, for. For introduce these concepts to the students, let me take some uh. Medical. Images such as. Scanner scan. In which we can take the if you're. Taking the brain tumor images. That will be the answer. In regions which we can't, we can't say it is a tumor or a soft issues. The other boundaries in this medical images are unclear. And students can see that example. To cluster these images. We can say intuitionistic percent is one of the most effective way because. Intuitionistic fuzzy sets contains three types of degrees. One is uncertainty. To model. Degree of membership. And the degree of non belongingness and degree of hesitation. While dealing with these types, that is these type of uncertainty medical images, we can't say that is a tumor region or a soft tissue region. So to deal with this this induced. Fuzzy fuzzy sets hesitation degree will help so. It can help the student. To to grasp that. For this, uh, for this idea we use the intuitionistic processes. To deal with this kind of images. So this is one of the example for. The students to understand why.

Okay, so you’d start with an actual brain scan and use that to illustrate clustering and segmentation. When you’re teaching this, how do you help students connect the mathematical idea of a cluster to what they’re actually seeing in a medical image?

Okay, so you help students visualize uncertainty in medical images using intuitionistic fuzzy sets, especially the hesitation part. When you've taught this, have you found students struggle more with the underlying math, or with applying it to real image data?

So when you use brain scans to show students where segmentation is ambiguous, and then introduce intuitionistic fuzzy sets to model that uncertainty, it sounds like you're aiming for an intuitive connection. Have you noticed whether students tend to struggle more with the mathematical formalism of fuzzy sets, or with applying the concept to real-world images?

OK, if the students still have doubts in the in the mathematical formulas, we can go with the on basic from fuzzy sets. So to deal with this we can help with the simple example. Of real world scenarios scenarios. Where we can say that the temperature is too high. This too high. Is differs from person to person. So from for me. Its 100°C is too high temperature. For other it can be about. A1 One or three or one or 4. So in this type of. In this type of problems the uncertainty exists. It differs person to problem. So this is a kind of uncertainty. So D. Pig can also assign the members. Through sorry, in terms of classical sets, we can either sets key 0. For cold and one for higher temperature. In this case there is. High and moderate high. There are two kinds of. The test temperatures are there. So to model this. We map the input values. To the zero to one that is closed interval 0 to one values which is. Partially it can belongs to the 2 high temperature. Or the cold temper. Temperature. So this will be this This simple examples can help to relate the student. To understand the. Fuzzy. Fuzzy says, and we can say that and. Through this definition. I can go into the membership depression. Which is the membership is a function. That maps are. Input data into the. Closed interval value 0, comma one. Where we can say the distant degree of belongingness. And this is the example.

OK, if the students still have doubts in the in the mathematical formulas, we can go with the on basic from fuzzy sets. So to deal with this we can help with the simple example. Of real world scenarios scenarios. Where we can say that the temperature is too high. This too high. Is differs from person to person.

OK, if the students still have doubts in the in the mathematical formulas, we can go with the on basic from fuzzy sets. So to deal with this we can help with the simple example. Of real world scenarios scenarios. Where we can say that the temperature is too high. This too high. Is differs from person to person. So from for me. Its 100°C is too high temperature. For other it can be about. A1 One or three or one or 4. So in this type of. In this type of problems the uncertainty exists. It differs person to problem. So this is a kind of uncertainty. So D. Pig can also assign the members. Through sorry, in terms of classical sets, we can either sets key 0.

OK, if the students still have doubts in the in the mathematical formulas, we can go with the on basic from fuzzy sets. So to deal with this we can help with the simple example. Of real world scenarios scenarios. Where we can say that the temperature is too high. This too high. Is differs from person to person. So from for me. Its 100°C is too high temperature. For other it can be about. A1 One or three or one or 4. So in this type of. In this type of problems the uncertainty exists. It differs person to problem. So this is a kind of uncertainty.

Right, so you go back to basic fuzzy set examples—like "too high" temperature meaning different things to different people—to ground the math in something familiar. Have you ever had to adapt your teaching approach on the spot when students were struggling with abstraction, and if so, what did you try?

Okay, so you use familiar uncertainty examples like temperature to draw a bridge from fuzzy sets to intuitionistic fuzzy sets for students. When you adapt your teaching like that, have you ever had to rethink your approach mid-semester because students weren’t connecting with the material the way you hoped?

Right, so you use temperature as a familiar uncertainty example to introduce fuzzy sets before moving to intuitionistic ones—makes sense. Has there ever been a time when you realized mid-lesson that your initial explanation wasn’t connecting, and you had to switch tactics on the fly?

Okay, so you use temperature as a familiar uncertainty example to introduce fuzzy sets before moving to intuitionistic ones—makes sense. Let's shift gears. I noticed you also served as a research fellow during your doctoral tenure. Can you share a situation where your experience as a research fellow directly informed or improved your classroom teaching?

Yeah, during the research. As research fellow, I have a. Mentor the students for the. They are postgraduate project. Which can help me to mentor the? Undergraduate and postgraduate students as well.

Given your background in soft computing and medical image processing, where do you see the most promising or fundable research directions for the next few years? Are there specific grants or funding agencies you'd target to support this work?

Yeah, during the research. As research fellow, I have a. Mentor the students for the. They are postgraduate project. Which can help me to mentor the? Undergraduate and postgraduate students as well. And also I also be. Have taken classes, some of the classes based on ***** sites. To the postgraduate students based on this experience I have teach the. I can teach uh. The undergraduate and most. Students. Which is more the the research fellow experience has given that. Any other question?

Right, so mentoring postgraduates and teaching advanced topics as a research fellow gave you practical experience guiding students through complex projects. Given your background in soft computing and medical image processing, where do you see the most promising or fundable research directions for the next few years? Are there specific grants or funding agencies you think your work could align with?

Yeah, that is a Funding Agency which can align with me, which is the Serb. And I see my projects. And more than that, I can help the students to gain these projects.

So you mentioned SERB as a funding agency you’d target, and that you’d help students get involved in these projects too. If you were building a research group around your work in soft computing for medical imaging, what would your strategy be for attracting both funding and talented students to sustain that group over time?

Yeah, that is a Funding Agency which can align with me, which is the Serb. And I see my projects. And more than that, I can help the students to gain these projects. Helps to I can. Help the students to write the proposal for various kinds of projects for. Etcetera. And more than that. Uh, the research direction is. Today is the the AI is driven, driven the. So based on that. My research. Direction is to. Develop the. Medical image processing algorithms based on various kinds of. Uh, the desk, Uh. Various kinds of returning algorithms and incorporating the fuzzy. Techniques into that algorithms to make the. Medical image processing the more efficient 1. So this is one of. The research gap and research direction for the for the future. And another one is uh. We can also. Dive into developing the tools that can assist the. MMM, that can assist the. For the diagnosis and prognosis process of various kinds of. And. I have my research. My research in my doctor thesis is based on only fuzzy sets. Application of passing sets in various algorithms. So have not delved into the. Duality into this artificial intelligence and. So incorporating Fussy. Into the machine learning and deep learning algorithms, one of the. Aim and feature.

Okay, so you’d align with SERB and focus on integrating fuzzy techniques with machine learning for medical images, and you mentioned helping students with project proposals. When you guide students through writing a grant proposal—especially in areas like AI-driven medical imaging—what’s the most common mistake you see them make, and how do you help them address it?

OK, one common mistake they can made. They can make us. Identifying the novelty.

OK, one common mistake they can made. They can make us. Identifying the novelty. Of the project that is a main core idea of the project, so. One of. Important, uh. Area of the project Proposed writing project proposal is to choose the. Core novelty of the project. So identifying the problem is one of the. One of the area where the project students can make mistake. And other is how? They are how? They're writing style. On how they're. How they structure? A project proposal is one of the. One of the mistake they can make. And I will help them in more problem formulation.

Alright, Professor, let's talk about your approach to teaching. Suppose you have to teach a large introductory Mathematics course—say, 200 students—and you aren't allowed to use slides or traditional lectures. How would you keep such a big group actively engaged and make sure they're truly learning the material?

OK, one common mistake they can made. They can make us. Identifying the novelty. Of the project that is a main core idea of the project, so. One of. Important, uh. Area of the project Proposed writing project proposal is to choose the. Core novelty of the project. So identifying the problem is one of the. One of the area where the project students can make mistake. And other is how? They are how? They're writing style. On how they're. How they structure? A project proposal is one of the. One of the mistake they can make. And I will help them in more problem formulation. And writing. Project proposal. So these are the two kinds of. A common mistake.

OK, one common mistake they can made. They can make us. Identifying the novelty. Of the project that is a main core idea of the project, so. One of. Important, uh. Area of the project Proposed writing project proposal is to choose the. Core novelty of the project. So identifying the problem is one of the. One of the area where the project students can make mistake. And other is how? They are how? They're writing style. On how they're. How they structure? A project proposal is one of the. One of the mistake they can make. And I will help them in more problem formulation. And writing. Project proposal. So these are the two kinds of. A common mistake. And the and the other one is. Formalizing the methodology. And regarding that methodology, we have to research the various kinds of. Available articles We have to find the research gap and we have to make the various. Study and based on that we have to do experiment if that work or not.

OK, one common mistake they can made. They can make us. Identifying the novelty. Of the project that is a main core idea of the project, so. One of. Important, uh. Area of the project Proposed writing project proposal is to choose the. Core novelty of the project. So identifying the problem is one of the. One of the area where the project students can make mistake. And other is how? They are how? They're writing style. On how they're. How they structure? A project proposal is one of the. One of the mistake they can make. And I will help them in more problem formulation. And writing. Project proposal. So these are the two kinds of. A common mistake. And the and the other one is. Formalizing the methodology.

OK, one common mistake they can made. They can make us. Identifying the novelty. Of the project that is a main core idea of the project, so. One of. Important, uh. Area of the project Proposed writing project proposal is to choose the. Core novelty of the project. So identifying the problem is one of the. One of the area where the project students can make mistake. And other is how? They are how? They're writing style. On how they're. How they structure? A project proposal is one of the. One of the mistake they can make. And I will help them in more problem formulation. And writing. Project proposal. So these are the two kinds of. A common mistake. And the and the other one is. Formalizing the methodology. And regarding that methodology, we have to research the various kinds of. Available articles We have to find the research gap and we have to make the various. Study and based on that we have to do experiment if that work or not. So it is one. From the Agori area where student can make mistake. So based on the uh. Repeated evaluations and repeated uh. Literature survey they can identify their. This map and the methodology they can work on. The project. So these are the mistakes done by students and I can. These are the ways. I can help. To write the proposal.

OK, one common mistake they can made. They can make us. Identifying the novelty. Of the project that is a main core idea of the project, so. One of. Important, uh. Area of the project Proposed writing project proposal is to choose the. Core novelty of the project. So identifying the problem is one of the. One of the area where the project students can make mistake. And other is how? They are how? They're writing style. On how they're. How they structure? A project proposal is one of the. One of the mistake they can make. And I will help them in more problem formulation. And writing. Project proposal. So these are the two kinds of. A common mistake. And the and the other one is. Formalizing the methodology. And regarding that methodology, we have to research the various kinds of. Available articles We have to find the research gap and we have to make the various. Study and based on that we have to do experiment if that work or not. So it is one. From the Agori area where student can make mistake. So based on the uh. Repeated evaluations and repeated uh. Literature survey they can identify their. This map and the methodology they can work on. The project. So these are the mistakes done by students and I can. These are the ways. I can help. To write the proposal. For the various kinds of projects.

Right, so you focus on helping students really identify the research gap and frame their proposal around a clear core idea, since that's where they often stumble. Thinking about your teaching overall, Professor, how do you adjust your approach for students who struggle with abstract mathematical reasoning compared to those who are more comfortable with it?

So you focus on helping students identify the novelty and structure their proposals, since that's often where they stumble. Now, thinking about teaching methods—imagine you have to teach a large introductory mathematics course at VIT University, with a very diverse student group. What specific strategies would you use to make sure your sessions actually reach students with different learning styles and backgrounds?

So you’ve seen students struggle with identifying project novelty and structuring their proposals, and you focus on guiding them through the problem formulation and methodology. If you notice a student is still disengaged or not making progress after your feedback, how do you adjust your mentoring approach to help them get unstuck?

Right, so you help students identify the core novelty in their proposals, and guide them on structuring and researching methodologies. Let’s pivot—Professor, could you elaborate on your teaching philosophy and give an example of how you adapt your approach for students with different learning styles in Mathematics courses?

So you focus on helping students identify the core novelty and properly structure their proposals, especially around problem formulation and methodology. When you’re working with a group of students and notice some are disengaged or struggling to participate in these project-based activities, how do you adapt your approach to re-engage them or draw out their contributions?

So you help students dig into the novelty and structure of their proposals, and guide them through repeated literature reviews and refining methodology—that’s a pretty hands-on mentoring style. Professor, could you elaborate on your teaching philosophy and give a concrete example of how you adapt your approach for students with different learning styles in Mathematics courses?

OK, mathematics is an interesting topic once we can understand and correlate with an real world example. So if we teach the student. A real world example they can. Incorporate the methodology that is core concepts and they can. Understand it easily. So this is one of the. Philosophy. That I. Really. Uh. Really. Billy. Billy Bill.

Alright, Professor, let's talk about department responsibilities beyond teaching and research. Accreditation cycles can be demanding—if you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

OK, mathematics is an interesting topic once we can understand and correlate with an real world example. So if we teach the student. A real world example they can. Incorporate the methodology that is core concepts and they can. Understand it easily. So this is one of the. Philosophy. That I. Really. Uh. Really. Billy. Billy Bill. So explaining mathematical concepts with applications. This is one of the mathematical. Philosophy that I. We lived in. Any other?

So your philosophy is all about connecting mathematical concepts with real-world applications, which you believe really helps students engage. Alright, Professor, let's talk about department responsibilities beyond teaching and research. Accreditation cycles can be demanding—if you joined our department and discovered that outcome assessment data was inconsistent across courses, how would you approach fixing that?

OK. If the. Academic data are inconsistent. We can. Going to the different kind of. Teaching strategies.

OK. If the. Academic data are inconsistent. We can. Going to the different kind of. Teaching strategies. And looking for their expected outcomes.

OK. If the. Academic data are inconsistent. We can. Going to the different kind of. Teaching strategies. And looking for their expected outcomes. Based on that. This tiny different kind of strategies we can include the. Outcome of the. There's a better outcome.

Alright, you mentioned changing teaching strategies if you see inconsistent academic data, but accreditation often means documenting and standardizing outcome assessments. How comfortable are you with the day-to-day work of accreditation—like aligning course outcomes, collecting documentation, or preparing for audits?

Okay, so if you see inconsistent academic data, you’d reevaluate teaching strategies and expected outcomes. But accreditation often means documenting and standardizing how student learning outcomes are measured and reported, not just teaching adjustments. How comfortable are you handling the paperwork, data audits, and compliance reviews that come with formal accreditation processes?

Okay, so you’d look at teaching strategies and expected outcomes if you saw data inconsistency. Accreditation, though, often requires rigorous documentation and standardization of outcome assessments—are you comfortable managing the paperwork and committee work that comes with maintaining those standards, or would you need additional support there?

No, I'm comfortable with managing the paperwork and committee work.

Alright Professor, here's a scenario for you. Suppose a student formally complains that your grading is biased, but at the same time, your department head is pressuring you to improve pass rates in your courses. How would you navigate that situation?

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core.

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core. A core problem. So that I can. Fix the problem of the student by addressing the. Other questions?

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core. A core problem. So that I can. Fix the problem of the student by addressing the. Other questions? If it is biased I can I I will make. The student to understand that. It is not biased. It is due to the. It is due to the presentation. The answer given by himself, it is due to the person itself. I will make understand of it. And regarding the. Pause rate.

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core. A core problem. So that I can. Fix the problem of the student by addressing the. Other questions? If it is biased I can I I will make. The student to understand that. It is not biased. It is due to the. It is due to the presentation. The answer given by himself, it is due to the person itself. I will make understand of it. And regarding the. Pause rate. We can't, that is. Mice teaching strategy is always based on. Explain that is. Making understand the student. Understanding the concepts or. For for the student.

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core. A core problem. So that I can. Fix the problem of the student by addressing the. Other questions? If it is biased I can I I will make. The student to understand that. It is not biased. It is due to the. It is due to the presentation. The answer given by himself, it is due to the person itself. I will make understand of it. And regarding the. Pause rate. We can't, that is. Mice teaching strategy is always based on. Explain that is. Making understand the student. Understanding the concepts or. For for the student. My sorry.

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core. A core problem. So that I can. Fix the problem of the student by addressing the. Other questions? If it is biased I can I I will make. The student to understand that. It is not biased. It is due to the. It is due to the presentation. The answer given by himself, it is due to the person itself. I will make understand of it. And regarding the. Pause rate. We can't, that is. Mice teaching strategy is always based on. Explain that is. Making understand the student. Understanding the concepts or. For for the student. My sorry. Mom, my allergy will. Based on the. The student understanding that is making student understand easily understand the mathematically concepts. Using various kinds of problems. So there will be. A more. Quit the strategy.

If that situation exists. We make the students understand that how? How I given the marks? To him and I can make. I will make the student to understand the situation. And and and I can look into the what is again I I will look into. The core. A core problem. So that I can. Fix the problem of the student by addressing the. Other questions? If it is biased I can I I will make. The student to understand that. It is not biased. It is due to the. It is due to the presentation. The answer given by himself, it is due to the person itself. I will make understand of it. And regarding the. Pause rate. We can't, that is. Mice teaching strategy is always based on. Explain that is. Making understand the student. Understanding the concepts or. For for the student. My sorry. Mom, my allergy will. Based on the. The student understanding that is making student understand easily understand the mathematically concepts. Using various kinds of problems. So there will be. A more. Quit the strategy. So even though. That is a less fast percentage. And I label. Change the strategy to how to deal, how to. Make the student easily understand. The previous strategy. So changing the. Strategy will. Help on this.

So you'd walk the student through your grading to clarify how marks were assigned—makes sense. But say your department head still insists on raising pass rates, even if it means relaxing your grading standards. How would you respond if you were pressured to compromise your academic integrity?

So you'd walk the student through how you assigned marks and address the core issue directly with them. But say your department head still insists on raising pass rates, even if it means relaxing your grading standards—what would you do then?

Alright, so you’d explain your grading decisions directly to the student, and try to address the core complaint. But say your department head insists you need to relax your grading to hit higher pass rates, even if you believe it would compromise academic standards—how would you handle that kind of direct pressure?

Given your expertise in soft computing and medical image processing, do you have any active or past connections with industry that could help students land internships or work on real-world projects?

Right, so you'd clarify your grading decisions to the student and stick to your standards, even if there's pressure to raise pass rates. Shifting a bit—given your expertise in soft computing and medical image processing, do you have any active or past connections with industry that could help students land internships or work on real-world projects?

Alright, so you’re comfortable handling paperwork and committee work around accreditation, and you’d focus on teaching strategies for better outcomes. Shifting back to industry alignment—have you had any consulting experience or collaborations with companies that might help students connect with real-world projects or internships?

You’d walk the student through your grading and also look for ways to adjust your teaching so students understand concepts better—got it. Before we wrap this area up, Professor, could you explain your approach to mentoring students, especially when guiding them in projects or research related to advanced statistical methods and supply chain optimization within an interdisciplinary framework?

In interdisciplinary framework, we can do collaboration with various kinds with various kinds of department which is related to the. A statistical. A statistical way. And this is one of the way to. Guide the student. We can if the project is. Based on interdisciplinary way. We can do collaborations with various. Of departments and various kinds of universities, if they're related to Yeah, after completing my PhD, I have collaborated with various kinds of. Institutions. So, uh. In one of the way. I have a. We will discuss the concepts and I will look into the writing. Write up of the paper and articles.

In interdisciplinary framework, we can do collaboration with various kinds with various kinds of department which is related to the. A statistical. A statistical way.

So you'd collaborate with other departments for projects that use statistical methods in an interdisciplinary way. Can you give me a concrete example of a student project or research topic where you successfully integrated advanced statistical methods and supply chain optimization, and explain your role in guiding the student through it?

Yeah, after completing my PhD, I have collaborated with various kinds of. Institutions. So, uh. In one of the way. I have a. We will discuss the concepts and I will look into the writing. Write up of the paper and articles. Sometimes I will look into the experimental results it. The experimental results will require the collaborations with the. The departments. I will look into the write up of the paper. And if the experiment is dependent on me, I will request the experiment and delete it to the write up of the paper The biggest challenge? Is make sure. Making sure that they the students should be comfortable with collaborating with other. So one of the. Main task is to. Make discussions, regressive discussions based on the work this. Them to socialize with their. And this is one of the. BMW. Which would also avoid bystanding.

Yeah, after completing my PhD, I have collaborated with various kinds of. Institutions. So, uh. In one of the way. I have a. We will discuss the concepts and I will look into the writing. Write up of the paper and articles. Sometimes I will look into the experimental results it. The experimental results will require the collaborations with the. The departments. I will look into the write up of the paper.

Okay, so after finishing your PhD, you worked with different institutions and contributed by discussing concepts and reviewing student write-ups or papers. When you’re collaborating like that, what’s your strategy for ensuring that both departments or partners are actually contributing equally, instead of one side doing most of the heavy lifting?

Okay, so you’ve been involved in reviewing experimental results and paper write-ups, and you mentioned working with different institutions and departments. When you’re collaborating like that, what’s the biggest challenge in keeping everyone aligned—especially if people come from different fields or have different priorities?

You pointed out that helping students get comfortable collaborating and encouraging active discussions is key to avoiding bystanders in these partnerships. Before we finish this section, Professor, have you been involved in any industry collaborations that led to internships or job placements for your students? If so, can you share a specific example?

No, I have not been included in any industry or. Paid past partnership. Partnership.

No, I have not been included in any industry or. Paid past partnership. Partnership. We have collaborated with the. Institution.

Alright, so you haven't had direct industry partnerships yet. Given that, do you have any plans or concrete ideas for how you'd start building those connections at VIT, especially to help students with internships or placements in fields like supply chain optimization or applied statistics?

No, I have not been included in any industry or. Paid past partnership. Partnership. We have collaborated with the. Institution. An academic institution.

Alright, so you haven’t been part of any industry partnerships yet, but you have experience collaborating with other institutions. Given that, do you have any concrete plans or ideas for how you’d start building industry connections at VIT, especially to help students with internships or placements in areas like supply chain or A I and machine learning?

Okay, Professor Nandhini, let's shift gears and touch on a few core skills for this role. When it comes to teaching both theory and lab courses in Mathematics, can you walk me through a specific example of how you’ve handled a topic where students really struggled in the lab, and what you did to help them bridge the gap?

Regarding the black. Of course this one student get uh. Confident 1 based on the theory. If the theory is strong, they can build a coding skill.

Regarding the black. Of course this one student get uh. Confident 1 based on the theory. If the theory is strong, they can build a coding skill. Based on that. So I will make sure that the theory based theory will be strong for them. And then? I'll take into the. Further coding sessions. Sessions which will make them. To understand easily.

Regarding the black. Of course this one student get uh. Confident 1 based on the theory. If the theory is strong, they can build a coding skill. Based on that. So I will make sure that the theory based theory will be strong for them. And then? I'll take into the. Further coding sessions. Sessions which will make them. To understand easily. The core concepts and make sure to deal with the. The problems.

So you believe if the theory is strong, students can build coding skills in the lab. Can you give me an example of a specific lab topic where students struggled, and walk me through exactly how you helped them connect the theory to the lab work?

Alright, so your focus is on building strong theory before moving students into coding or lab sessions. But sometimes even students with solid theory backgrounds hit a wall in application—what’s one thing you’ve tried in the lab to get those students unstuck, and did it work?

Alright, you focus on building up strong theory first so students are ready for coding in lab—makes sense. Switching topics, Professor, how do you structure your evaluation process for student exams or assignments in mathematics to ensure fairness and consistency, especially if you’re teaching multiple sections?

OK evaluation process is based on how they approach the problem they can split up into. We'll set up a question into. Their understanding level. And how they approaching the process? To solve the problem.

OK evaluation process is based on how they approach the problem they can split up into. We'll set up a question into. Their understanding level. And how they approaching the process? To solve the problem. And their output. So if there are approaches the. So these kind of. Strategies has been taken and. And the marks has been split up. Based on that question. Based on that question and that. So, uh. It can help to. Help me to assess the question easily.

Alright, so you evaluate based on problem-solving approach and understanding. Switching gears, Professor, can you talk about your experience publishing research in reputed journals—maybe walk me through your most significant publication and what impact it had in your field?

So you break down the questions based on how students approach and solve problems, and then assign marks accordingly. Makes sense. Let’s shift to your research background—can you walk me through how you decide which journals to target for your publications, and maybe share what you look for in a reputable journal?

OK evaluation process is based on how they approach the problem they can split up into. We'll set up a question into. Their understanding level. And how they approaching the process? To solve the problem. And their output. So if there are approaches the. So these kind of. Strategies has been taken and. And the marks has been split up. Based on that question. Based on that question and that. So, uh. It can help to. Help me to assess the question easily. Elevate the question easily. Without any uh uh. So thank you for giving me this opportunity to attend this interview. It gives me immense pleasure. That I have been selected for this interview. For this renowned implication and time.

So, your exam evaluation splits marks based on the student’s approach and understanding for each question, which you say helps keep things fair. Now, let’s talk about research publications. Can you walk me through one of your most significant research articles—what was your specific contribution, and why do you consider it important in your area?

I to walk you through, uh. My research publications. Everyone problem is each of the problem will be an important problem because oneness based on developing the. Intuition seek first generator for enhancement and others based on Developing the clustering algorithm for the brain tumor segmentation and others based on. To based on by developing the extracting features. Using the entropy. And these are. Even that is my. All all, the publication is the most important publication that I consider. To take. One of the important publications based on developing the intuitionistic position generator for multimodal vertical image fusion. But but just one of the one of the important paper for me, which is published in Biomedical Signal Processing. In the paper. Have developed the Intios Music puzzles generator to develop. The induction stick passes for this particular brain image. Fusion which which helps to enhance the multimodal medical brain images.

I to walk you through, uh. My research publications. Everyone problem is each of the problem will be an important problem because oneness based on developing the. Intuition seek first generator for enhancement and others based on Developing the clustering algorithm for the brain tumor segmentation and others based on. To based on by developing the extracting features. Using the entropy. And these are. Even that is my. All all, the publication is the most important publication that I consider. To take. One of the important publications based on developing the intuitionistic position generator for multimodal vertical image fusion. But but just one of the one of the important paper for me, which is published in Biomedical Signal Processing. In the paper. Have developed the Intios Music puzzles generator to develop. The induction stick passes for this particular brain image. Fusion which which helps to enhance the multimodal medical brain images. Without over enhancement based on that interesting passage generator. So it is one of the core contribution of the paper. So it is also one of the. Important. Publication for me. And another. That is. Based on developing the intuitionistic clustering algorithms.

I to walk you through, uh. My research publications. Everyone problem is each of the problem will be an important problem because oneness based on developing the. Intuition seek first generator for enhancement and others based on Developing the clustering algorithm for the brain tumor segmentation and others based on. To based on by developing the extracting features. Using the entropy. And these are. Even that is my. All all, the publication is the most important publication that I consider. To take. One of the important publications based on developing the intuitionistic position generator for multimodal vertical image fusion. But but just one of the one of the important paper for me, which is published in Biomedical Signal Processing. In the paper. Have developed the Intios Music puzzles generator to develop. The induction stick passes for this particular brain image. Fusion which which helps to enhance the multimodal medical brain images. Without over enhancement based on that interesting passage generator. So it is one of the core contribution of the paper. So it is also one of the. Important. Publication for me. And another. That is. Based on developing the intuitionistic clustering algorithms. Uh. In Soft Computing Journal.

So you described your approach to building theory before tackling practical problems, but I need a bit more detail on your communication and teaching methods. Can you give me a specific example of how you've structured a mathematics lesson to make a complex topic understandable for students who are struggling?

Alright, you highlighted your work on the intuitionistic fuzzy generator for image fusion, especially in medical imaging, and your focus on clustering algorithms. Let’s hit one last must-have, Professor: you mentioned collaborating with academic institutions, but not industry. If you were asked to consult on a real-world supply chain project for a manufacturing firm using advanced statistical or AI methods, where would you start, and how would you balance theory with the practical needs of the company?

Right, your work on medical image fusion and clustering algorithms shows strong research focus. Professor Nandhini, we're just about wrapped up. Is there anything you'd like to ask about the role or the team before we close?

No, no other question.