I have completed PhD in 20. In the field of organic medicine. Under national protest chemistry. Refinishing PhD. I have worked in various places.

I have completed PhD in 20. In the field of organic medicine. Under national protest chemistry. Refinishing PhD. I have worked in various places. A session professor, SLS postdoc. I have computer post doc in hyper Guwahati in the field of organic natural products.

I have completed PhD in 20. In the field of organic medicine. Under national protest chemistry. Refinishing PhD. I have worked in various places. A session professor, SLS postdoc. I have computer post doc in hyper Guwahati in the field of organic natural products. Then I worked as. Professor D. Recently I'm working as a researcher. The field of organic and medicine.

Okay, so you completed your PhD in organic medicinal chemistry under a national program and then worked in a few different places. Could you share a bit more about the kinds of roles or institutions you've been with since finishing your doctorate?

Alright, so after your PhD you spent time as a sessional professor and did a postdoc at Guwahati focusing on organic natural products. Anything else from your academic journey that you'd like to highlight before we move on?

You mentioned you're currently working as a researcher in organic and medicinal chemistry. What aspect of teaching in this subject area do you find most rewarding when working with undergraduate students?

Actually, I am guiding pH D students, four pH D students currently. So they're they're also working middle industry first they will do. Synthesis is the molecule and they will do for their biology activity such as anti cancer. Anti-inflammatory activity set. Exactly I am. VDA actually. In Savita Institute of Medical and Technical Senses, they are alerting BDA students. They will do. Synthesis and they will do some. Biology activity like anti cancer. Oral carcinoma cells like this.

Okay, so you're guiding four PhD students who are synthesizing molecules and then testing their biological activities, like anti-cancer or anti-inflammatory effects—specifically on oral carcinoma cells. With that hands-on research background, how do you approach teaching complex organic synthesis concepts to undergraduates who might not have any research experience yet?

Yes, yes, Sir, actually I have already have. In the field of organic chemistry, green chemistry. In medicinal chemistry, what you will do? You teach the students. The Medic. Like molecules like whether there is molecule having drug like properties or not. He don't admit properties or what? Like that I will teach them. And based on that I will start to send this. First screen the molecule and testing the toxicity. Ephraim parameters. Then we'll start to synthesize the molecule. And we will save the our time as. Our cost of 50 methodology and conversion also we are saving.

So you're teaching students to screen molecules for drug-like properties, assess toxicity, and only then move to synthesis—saving time and cost. Can you give a concrete example of how you explained this workflow to a group of undergraduates or early-stage researchers who were unfamiliar with rational drug design?

Yes, I used to. Teach medicinal games aspects. Medicine game aspect. What is the molecule? What is the active gap? This molecule? Then why you want is in the? Underwater What changes? Will do in diversity. Will do structure activity relationship studies. To identify potent lead cancer cancer molecule like that, I will teach them then. I will tell. Proper like this molecule and we will go for. Biology Activities.

Yes, I used to. Teach medicinal games aspects. Medicine game aspect. What is the molecule? What is the active gap? This molecule? Then why you want is in the? Underwater What changes? Will do in diversity. Will do structure activity relationship studies. To identify potent lead cancer cancer molecule like that, I will teach them then. I will tell. Proper like this molecule and we will go for. Biology Activities. This is called medical.

Right, so you walk students through structure-activity relationships, help them identify active groups in molecules, and then guide them to design biology experiments. Let's shift a bit—your CV lists work in organic natural products and green chemistry. Can you talk about how your research in green chemistry principles has influenced the way you design lab exercises or practicals for undergraduate classes?

Right, so you guide your students through structure-activity relationship studies to help them identify the most promising lead molecules before testing biological activity. Shifting gears—your CV lists a postdoctoral stint in organic natural products at IIT Guwahati. Can you describe one specific research project from that time and how you might use insights from it to enrich your undergraduate teaching?

It's Sir my poster. A work based on isolation of natural products. As well as Sandhya Sabrak. So not. 1 only. On natural products. My. Synthesis of drug like molecules is called organic chemistry. So we will do.

It's Sir my poster. A work based on isolation of natural products. As well as Sandhya Sabrak. So not. 1 only. On natural products. My. Synthesis of drug like molecules is called organic chemistry. So we will do. Activities Bio Activities Bioavail. And their abilities. We can tell us this medicinal chemistry aspects. But my experience in organic and medicinal chemistry.

Alright, so your postdoc focused on both isolating natural products and synthesizing drug-like molecules—really spanning the full spectrum of organic chemistry. How did you use your experience with isolating natural products to illustrate the relevance of real-world chemistry to students who might otherwise see these concepts as purely theoretical?

Alright, so your experience bridges both the isolation of natural products and the synthesis of drug-like molecules, plus you factor in bioactivity and medicinal chemistry. Since you've worked across academic research and guided student projects, how do you help undergraduates connect what they learn in theory courses to actual lab research—especially those who might be intimidated by advanced concepts?

Yes, Sir. Students at the. They learn what is medicine, what is molecules. It's Vettel Lake property. But if you teach. Research can. Easily understand the subject. And we can. Experimentally they are doing, experimentally they are doing. And getting the knowledge. And. They can learn.

Yes, Sir. Students at the. They learn what is medicine, what is molecules. It's Vettel Lake property. But if you teach. Research can. Easily understand the subject. And we can. Experimentally they are doing, experimentally they are doing. And getting the knowledge. And. They can learn. If you learn without respect, they're very difficult to understand. And they will understand half of. I think and they won't understand complete subjects. But you. If do the research. To research, then they can study the subject easily they can understand. This is the one good advanced method. To learning the subject knowledge as well as that. In future they also will do.

Yes, Sir. Students at the. They learn what is medicine, what is molecules. It's Vettel Lake property. But if you teach. Research can. Easily understand the subject. And we can. Experimentally they are doing, experimentally they are doing. And getting the knowledge. And. They can learn. If you learn without respect, they're very difficult to understand. And they will understand half of. I think and they won't understand complete subjects. But you. If do the research. To research, then they can study the subject easily they can understand. This is the one good advanced method. To learning the subject knowledge as well as that. In future they also will do. They can easily understand.

Given your background in organic and medicinal chemistry, where do you see the most promising and fundable research directions for the next few years? Which grants or funding sources would you prioritize pursuing to support this work?

So you believe research-based learning helps students truly grasp the subject, and that theory alone isn't enough. Shifting focus a bit, how do you ensure your research aligns with institutional goals—say, if VIT University wants to lead in emerging fields like renewable energy or molecular modeling within Chemistry?

So you emphasize that research experience is key for students to really master the subject, instead of just learning theory. Given your background in organic and medicinal chemistry, where do you see the most promising and fundable research directions for the next few years? Which grants or funding sources would you prioritize?

Yes Sir, as I medical. I can apply various funding agencies.

Yes Sir, as I medical. I can apply various funding agencies. CMR generally focusing on. Drug like potent molecules. For oriented. So they are also need. A good molecule for society purpose. For clinical purpose. For a future purpose. So my expectation medicine so that I can apply. Projects. I saw DPT project. DPT project. Also related to. Natural products as well as medicinal commerce. Then I can. Apply for DPT and DST. Even DD. So because the radio projects also sometimes related to. Natural products under their traditional uses.

Yes Sir, as I medical. I can apply various funding agencies. CMR generally focusing on. Drug like potent molecules. For oriented. So they are also need. A good molecule for society purpose. For clinical purpose. For a future purpose. So my expectation medicine so that I can apply. Projects. I saw DPT project. DPT project. Also related to. Natural products as well as medicinal commerce. Then I can. Apply for DPT and DST. Even DD. So because the radio projects also sometimes related to. Natural products under their traditional uses. Show my periods. Plus Mr. DBT DI. Audio, DHT and even an RF also I can apply.

Okay, you said you can apply to various funding agencies. Can you name one or two specific agencies or grant programs you'd target, and explain what kind of research proposal you'd submit to them based on your current work in organic and medicinal chemistry?

You’ve mentioned guiding students through hands-on research and structure-activity relationship studies. Suppose you’re teaching an undergraduate medicinal chemistry class with 100 students, and you can’t use traditional slides or lectures. How would you design a session that gets everyone actively wrestling with a core concept—so they’re not just listening, but actually engaging with the material?

And when you're participating in department-level work—like curriculum committees or program reviews—how do you see your role in helping the department maintain accreditation standards, especially when it comes to outcome assessment and documentation?

Actually, I have worked almost two years in Karpak University. In the. I've worked as Nagpur.

Actually, I have worked almost two years in Karpak University. In the. I've worked as Nagpur. Nag coordinator as well. IQC coordinator in the. We can actually 7. 7 criteria. As mentioned, the IQC. So first criteria.

Actually, I have worked almost two years in Karpak University. In the. I've worked as Nagpur. Nag coordinator as well. IQC coordinator in the. We can actually 7. 7 criteria. As mentioned, the IQC. So first criteria. Subject creators. Academic learning second. Have the teaching. Evaluation 3rd criteria service.

Actually, I have worked almost two years in Karpak University. In the. I've worked as Nagpur. Nag coordinator as well. IQC coordinator in the. We can actually 7. 7 criteria. As mentioned, the IQC. So first criteria. Subject creators. Academic learning second. Have the teaching. Evaluation 3rd criteria service. So from that my experience. I can contribute. Academy What is snack? What is accuracy? I can also. Are coming to them.

Actually, I have worked almost two years in Karpak University. In the. I've worked as Nagpur. Nag coordinator as well. IQC coordinator in the. We can actually 7. 7 criteria. As mentioned, the IQC. So first criteria. Subject creators. Academic learning second. Have the teaching. Evaluation 3rd criteria service. So from that my experience. I can contribute. Academy What is snack? What is accuracy? I can also. Are coming to them. So easily I can maintain. Syllabus I can view a syllabus. And I can do the research and filing the patterns. So subways I can. I know I will so I can easily. Manage and I can do my level best. So I can coordinate with the department fact.

Alright, you mentioned working nearly two years at Karpak University and Nagpur—can you give me a concrete example of a time you had to help your department collect, organize, or improve outcome assessment data for accreditation? What did you actually do day-to-day to make sure the department met those requirements?

Alright, you mentioned serving as an IQAC coordinator and being involved with the seven NAAC criteria. Can you walk me through a time when you had to actually collect or organize outcome assessment data, maybe when faculty submissions were incomplete or inconsistent? What did you do to ensure the department met accreditation standards?

Alright, switching gears, Professor. Imagine this situation: a student formally complains that your grading was biased in a recent exam, but at the same time, your department head is pushing you to raise pass rates for the course. How would you handle this tension between maintaining academic integrity and meeting institutional expectations?

Alright, you mentioned serving as an IQAC coordinator and being involved with the seven NAAC criteria. Let's shift to something that comes up often in academic life—imagine a student files a formal complaint alleging that your grading was biased in a recent exam, and at the same time, your department head is pressuring you to improve pass rates. How would you navigate that situation, balancing fairness, transparency, and institutional expectations?

Alright, you mentioned coordinating IQAC and NAAC criteria, so you’ve got hands-on experience with maintaining standards. Let’s shift to something that comes up often in academic life—imagine a student files a formal complaint that your grading was biased in a recent exam, but at the same time your department head is pushing you to raise pass rates. How do you approach this situation, balancing fairness, academic integrity, and the pressure from leadership?

Actually. They sometimes say.

Actually. They sometimes say. Can we add some marks here? Biases, but generally. Faculty equality, they'll maintain, they'll put equal. Based on their. Exam performance only we can put.

Actually. They sometimes say. Can we add some marks here? Biases, but generally. Faculty equality, they'll maintain, they'll put equal. Based on their. Exam performance only we can put. Sometimes we can. Tell do extra activities. To study the years. As well as. We can for evening classes. And but anyway. Water. Maybe they should read and they should. Write exam clearly, then only we. Correct, most we won't do any partiality between the students we can. Won't do any bias. And marks so. We can increase them. To a better way.

You started to say "sometimes they say"—can you tell me what you'd actually do in that situation, if a student complained about grading bias and your department head wanted higher pass rates? How would you decide your next steps?

You mentioned that faculty generally maintain equality and grade strictly on exam performance, even if there's pressure or requests for leniency. But if your department head directly disagrees with your approach and insists you adjust marks to improve pass rates, how would you handle that conversation while upholding academic standards?

Given your background in organic and medicinal chemistry, do you have connections with the pharmaceutical industry or research labs that could translate into internship or placement opportunities for your students?

Yes Sir. Yes Sir. Actually my current 4 pH students.

Yes Sir. Yes Sir. Actually my current 4 pH students. They're from directed Pharmaceutical industry. This one is PK Bioscience. 100 thermostat company. Even Shinjin Company 1. One person from. MO with that that students and their. Organise Dead.

Yes Sir. Yes Sir. Actually my current 4 pH students. They're from directed Pharmaceutical industry. This one is PK Bioscience. 100 thermostat company. Even Shinjin Company 1. One person from. MO with that that students and their. Organise Dead. So how easily I can approach them? And they suppose the I can contact them for campus entry for. MSC Suran. Feeds chemist servants. Then because already. 4 industrial PhD is like I can contact them. To conduct the campus into. I can help them to. The job in environment. Moreover, my background also like pharmaceutical chemistry means organic and medicine chemistry.

Yes Sir. Yes Sir. Actually my current 4 pH students. They're from directed Pharmaceutical industry. This one is PK Bioscience. 100 thermostat company. Even Shinjin Company 1. One person from. MO with that that students and their. Organise Dead. So how easily I can approach them? And they suppose the I can contact them for campus entry for. MSC Suran. Feeds chemist servants. Then because already. 4 industrial PhD is like I can contact them. To conduct the campus into. I can help them to. The job in environment. Moreover, my background also like pharmaceutical chemistry means organic and medicine chemistry. Hunter Casson, I can help them to get the. Come industrial. Particularly. Plus PhD computer students. This is advantage of. Subject Express.

You started to say your current PhD students—can you elaborate? Are any of them collaborating with industry partners, or do you have specific contacts at pharmaceutical companies or research labs who support placements or internships for your students?

Okay, that's helpful—so your current PhD students are directly from pharma industry roles, including places like PK Bioscience and Thermostat, and you've got connections with Shinjin as well. Can you give me a specific example of how you've used these industry relationships to bring real-world problems or case studies into your teaching, or to set up internship opportunities for your undergraduate students?

Okay, so you have direct industry contacts through your PhD students at companies like PK Bioscience and Thermostat, and you’ve set up MOUs with firms like Shinjin. Can you give a specific example of how you’ve used those connections to organize an internship, placement drive, or hands-on project for your students?

You've spent a lot of time guiding research and developing curriculum. Let's talk about teaching—can you walk me through how you structure a typical laboratory session for undergraduates, especially when introducing a new experimental technique?

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule. They can get a lot of idea because its synthesis. It consists of four steps.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule. They can get a lot of idea because its synthesis. It consists of four steps. In a single status. Marshall students. The UG student central they don't knowledge on. Laboratory preparation. Laboratory preparation. Newman even though. Molecule but. But we can tell them to teach them. To prepare Neumann molecule. With the steps and four steps, then they can learn. How to do? Multi step synthesis. So Newman alkalidis, well known alkaloid and he. It acts as a very good anticipation. So they also understand. These are. Experimental position. In March. In master degree I thought. And they also send the. So they also achieved.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule. They can get a lot of idea because its synthesis. It consists of four steps. In a single status. Marshall students.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule. They can get a lot of idea because its synthesis. It consists of four steps. In a single status. Marshall students. The UG student central they don't knowledge on. Laboratory preparation. Laboratory preparation. Newman even though. Molecule but. But we can tell them to teach them. To prepare Neumann molecule. With the steps and four steps, then they can learn. How to do? Multi step synthesis. So Newman alkalidis, well known alkaloid and he. It acts as a very good anticipation. So they also understand. These are. Experimental position. In March. In master degree I thought. And they also send the. So they also achieved. Not only known procedure. Sometimes we used to make. Unknown procedure. And the new producer? For learning them under. They learn as well as they'll get. Exposure through laboratory. Under what is? Research. What is preparation? What is chemical synthesis? Under what is normality? What is molarity? And how we can. Made the molecule. We can express the molecule. What is stability? What is? Solubility Whether? Alkaloid Maliki. In water or. Many things they can lead.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule. They can get a lot of idea because its synthesis. It consists of four steps. In a single status. Marshall students. The UG student central they don't knowledge on. Laboratory preparation. Laboratory preparation.

Yes Sir, actually in UG laboratory as well as PG laboratory I have. Three years experience on laboratory. And I can. Umm, synthesize. Already will establish the molecule, then I can demonstrate, then students also can can do that. Laboratory work. Sometime, sometime based on my knowledge in organic. As well as medicine in 50. Sometime I teach them to prepare. Some alkali. For example, new mineral clay. Why? Because neuronal cladding. Well known nitrogen based alkal. If you prefer that molecule. They can get a lot of idea because its synthesis. It consists of four steps. In a single status. Marshall students. The UG student central they don't knowledge on. Laboratory preparation. Laboratory preparation. Newman even though. Molecule but. But we can tell them to teach them. To prepare Neumann molecule. With the steps and four steps, then they can learn. How to do? Multi step synthesis. So Newman alkalidis, well known alkaloid and he. It acts as a very good anticipation. So they also understand. These are. Experimental position. In March. In master degree I thought. And they also send the. So they also achieved. Not only known procedure. Sometimes we used to make. Unknown procedure. And the new producer? For learning them under. They learn as well as they'll get. Exposure through laboratory. Under what is? Research. What is preparation? What is chemical synthesis? Under what is normality? What is molarity? And how we can. Made the molecule. We can express the molecule. What is stability? What is? Solubility Whether? Alkaloid Maliki. In water or. Many things they can lead. From the laboratory. I. Serious experience in UG laboratory as well as PG laboratory. Known processors as well as. New producers also will implicate.

Alright, so you have three years’ experience running undergrad and postgrad labs. When you introduce a new experimental technique, how do you make sure students actually understand the safety protocols and not just follow instructions by rote?

Alright, so you demonstrate new techniques, then have students try the experiment themselves, sometimes synthesizing compounds like alkali or working with mineral clay. Now, when students make mistakes in the lab—like incorrect measurements or mixing up reagents—how do you address those errors and ensure they actually learn from them, rather than just correcting the result for them?

Okay, so you demonstrate the experiment first, then have students try it themselves—sometimes synthesizing nitrogen-based alkaloids like new mineral clay. If a student makes a mistake that could be dangerous, say with a reactive agent, how do you handle that moment in the lab?

Okay, so you walk students through a demonstration of the synthesis, like making a nitrogen-based alkaloid in several steps, and let them try it themselves. Let’s say a student makes a mistake that could be dangerous—how do you correct them and make sure they fully understand the safety protocol before they try again?

Alright, so you walk students through a demonstration first, then let them try the experiment themselves, and you like to pick multi-step syntheses that really teach them the process. Switching gears, Dr., can you share how you evaluate student performance in both theory and lab courses—what’s your actual process for grading and giving feedback?

Right, so you give students hands-on exposure to multi-step syntheses, even when they might not have much prior lab experience. Shifting gears—let's talk about your publication record. Can you share the impact of one of your research articles in a reputed journal, and how you incorporated findings from that work back into your teaching or mentoring?

Alright, so you walk students through a demonstration first, then let them try the experiment themselves, and you like to pick multi-step syntheses that really show them the process—like preparing a nitrogen-based alkaloid. Shifting focus a bit, can you share the title of a recent research paper you've published and explain briefly why you chose that particular topic for your work?

Alright, so you've got strong industry connections through your current PhD students and you leverage that network to help with placements and internships, especially for students interested in pharmaceutical chemistry. Now, thinking about your research publications—can you walk me through one recent paper you published in a reputed journal, and explain what made your work significant in the field?

Okay, you've guided students through both established and new synthetic procedures, letting them experience multi-step reactions and learn fundamentals in the lab. Now let me ask—can you share one example of how you've helped a student design and carry out their own research project, from idea to execution?

Actually. Many students are many UG students. PG students are many researcher. They synthesized it. Kurki Mina. Yellow color, Orange color Commons. But the first time we synthesized. Colorless. Because of. We invented.

Actually. Many students are many UG students. PG students are many researcher. They synthesized it. Kurki Mina. Yellow color, Orange color Commons. But the first time we synthesized. Colorless. Because of. We invented. Starting material New study that is called Cardinal. That this cardinalist will. Natural products derived from cash. Product then treated. Same that. Restaurant Borate and Boric. Then we will get. Colorless cookie. But colorless could mean very. Useful for. Colorless cooking mean it act. It's a very good antimicrobial properties. Even though color. Colored curcumin also antimicrobial properties, but we cannot. For why? Because. Color suppose. Varnish and we are painting to the construction. But if you use colored curcumin but it will show. What is that in? Paints it will show yellow color. But. Choose color give me. It also acts as a antimicrobial. He will control the building and it will save the building.

Actually. Many students are many UG students. PG students are many researcher. They synthesized it. Kurki Mina. Yellow color, Orange color Commons. But the first time we synthesized. Colorless. Because of. We invented. Starting material New study that is called Cardinal. That this cardinalist will. Natural products derived from cash. Product then treated. Same that. Restaurant Borate and Boric. Then we will get. Colorless cookie. But colorless could mean very. Useful for. Colorless cooking mean it act. It's a very good antimicrobial properties. Even though color. Colored curcumin also antimicrobial properties, but we cannot. For why? Because. Color suppose. Varnish and we are painting to the construction. But if you use colored curcumin but it will show. What is that in? Paints it will show yellow color. But. Choose color give me. It also acts as a antimicrobial. He will control the building and it will save the building. Without thinking any color. So these two. A new experimental producer. For industrial purpose. As well as society.

Alright, you helped your students not only replicate but actually innovate during their synthesis work, which shows strong research mentorship. Now, thinking about your communication style—how do you approach explaining complex chemistry concepts to students who might not have a strong background, so they stay engaged and don't get lost?

You guided students to create a colorless curcumin derivative with antimicrobial properties, which is a pretty original project—especially considering the practical implications for real-world applications like construction. Now, thinking about your teaching approach, how do you ensure your explanations are clear and accessible for students who might struggle with the more abstract or mathematical aspects of theoretical chemistry?

Alright, you helped your students not only replicate but actually innovate during their synthesis work, which shows strong research mentorship. Now, thinking about your communication style—how do you make sure your explanations are clear and structured, especially when you’re teaching a tough topic and your students are struggling to follow?

Actually, I can manage, I can teach. Some, but clear only. A very that sometimes they may not understand, but I. Not in one time. 2-3 times I'll teach. And I will demonstrate. And externally. If you do experimentally, domestic. They can easily understand my English knowledge, my communication. Sometimes organic chemistry very difficult to understand.

Actually, I can manage, I can teach. Some, but clear only. A very that sometimes they may not understand, but I. Not in one time. 2-3 times I'll teach. And I will demonstrate. And externally. If you do experimentally, domestic. They can easily understand my English knowledge, my communication. Sometimes organic chemistry very difficult to understand. But if you do that. Experimental way or through PowerPoint presentation or through? Direct. Back and. Oriented X intersection. Them they can understand. But finally they will understand the subjects.

Actually, I can manage, I can teach. Some, but clear only. A very that sometimes they may not understand, but I. Not in one time. 2-3 times I'll teach. And I will demonstrate. And externally. If you do experimentally, domestic. They can easily understand my English knowledge, my communication. Sometimes organic chemistry very difficult to understand. But if you do that. Experimental way or through PowerPoint presentation or through? Direct. Back and. Oriented X intersection. Them they can understand. But finally they will understand the subjects. We'll do hands on train. As well as direct demonstration. That PPT presentation not only direct oral teaching we can do. We have to do.

Actually, I can manage, I can teach. Some, but clear only. A very that sometimes they may not understand, but I. Not in one time. 2-3 times I'll teach. And I will demonstrate. And externally. If you do experimentally, domestic. They can easily understand my English knowledge, my communication. Sometimes organic chemistry very difficult to understand. But if you do that. Experimental way or through PowerPoint presentation or through? Direct. Back and. Oriented X intersection. Them they can understand. But finally they will understand the subjects. We'll do hands on train. As well as direct demonstration. That PPT presentation not only direct oral teaching we can do. We have to do. Many digital files are available Google Classroom. As well as noodle topics. Hanson Train.

Actually, I can manage, I can teach. Some, but clear only. A very that sometimes they may not understand, but I. Not in one time. 2-3 times I'll teach. And I will demonstrate. And externally. If you do experimentally, domestic. They can easily understand my English knowledge, my communication. Sometimes organic chemistry very difficult to understand. But if you do that. Experimental way or through PowerPoint presentation or through? Direct. Back and. Oriented X intersection. Them they can understand. But finally they will understand the subjects. We'll do hands on train. As well as direct demonstration. That PPT presentation not only direct oral teaching we can do. We have to do. Many digital files are available Google Classroom. As well as noodle topics. Hanson Train. But there is many methods are that there. Is and understand the subject. Even though it. Tough subjects.

So you make sure to repeat and demonstrate concepts, especially when organic chemistry gets tough, to help students really grasp the material. Now, thinking about your PhD—what was the central question or hypothesis of your dissertation, and how did you go about testing it?

You mentioned repeating lessons and using demonstrations or presentations to help students grasp tough topics. Can you give me one concrete example of a time when you turned a confusing lecture into something your students really understood—what exactly did you change or do differently?

So you make sure to repeat and demonstrate concepts, and use hands-on approaches like PPTs and experiments, especially when organic chemistry gets tricky. Now, thinking about your PhD—what was the central question or problem you tackled in your doctoral research, and how did your findings contribute to your field?

So you use repetition, hands-on demonstrations, and digital tools like Google Classroom to make sure even difficult topics eventually click for your students. Before we wrap this section, Dr., can you tell me about a research publication you’re particularly proud of—what was the central finding, and how did you communicate its significance to the academic community?

So you combine repetition, hands-on demonstrations, and digital resources to make sure students understand, even if it takes a few tries—shows a real commitment to clarity. Now, Dr., before we move on, do you have any recent publications in reputable journals that you're particularly proud of?

Yes, Sir, actually last year I have published. In publication.

Yes, Sir, actually last year I have published. In publication. In that 3 or 4 publication party. Can we select and Rs advances? The central student oriented. Research methodology and surya students easily understanding. Research work like curcumin orca. I published like a. New main work, new mean synthesis. Natural products. Right. And then a specific. The center is available under Well Known Drug. But we prepared by using different methods. And we published it. We proved, we proved, we published the. General molecular structure. We prepared indole curcumin molecule. We preferred just condensation. We prefer. They don't. So what are the? Swift subjects and be thought to the students also. That same work and we modified in in particular way. And we we introduced some group. Then it acted. Very good properties. Then we published it. This work under. These works students also can able to read and they can understand. This molecule will be. Be prepared in laboratory so this. This molecule. That I came to publications.

Okay, you mentioned publishing last year. Could you tell me the title of that paper, the journal where it appeared, and what your main research finding was?

Alright, so you’ve published on curcumin analogs, novel synthetic methods, and you’ve involved students in both research and publication—which definitely covers research publications in reputable journals. Now, Dr., thinking back to your PhD, what was the central research question or hypothesis you investigated, and how did your work contribute to the field?

So you’ve published on curcumin, novel synthetic methods, and highlighted student involvement in both research and publication—definitely covers research publications in reputable journals. Alright, Dr., I want to touch on your experience with student evaluation and exam duties. Walk me through how you typically design an exam for your undergraduate chemistry students—what’s your process for balancing conceptual, application, and practical questions?

Yes, Sir, actually generally practical question we used to ask. What is the? What is the steps? What is the important steps? What is the mechanism? And then what is? What are the function group present in the molecule? The type of question will. Under these type of molecule. We will prepare the. I will prepare the molecules. Sudan SIMSA developer. And we also demonstrate. And the wheel also. We also will project new. With new principal or new methods. Based on. Yeah, we'll do slightly modification in that steps. The. Can able to prepare. From that we can ask what is the mechanism? What is the functional guru present the molecule? Then how we confirm the functional group? What are the tests, or rather this? Dates, whether it's phenol compounds, whether it's a phonic phenol common. Rather peptide molecules. After clinician laboratory work. We will ask like that. Questions under. They can also. Easily understand oh these are all the functional group. Available in the molecule. Or this mechanism? What is the adult whether this Alder ration? Whether it is Kabir contestation, Whether it is Michael edition? Whether it's simple reaction, whether it's radical mechanism. Easily they can understand. So quitting keep on asking the questions. And they keep on. Teaching them students also can easily learn. And they are also getting a lot of. Lot of, lot of.

Yes, Sir, actually generally practical question we used to ask. What is the? What is the steps? What is the important steps? What is the mechanism?

Yes, Sir, actually generally practical question we used to ask. What is the? What is the steps? What is the important steps? What is the mechanism? And then what is? What are the function group present in the molecule? The type of question will. Under these type of molecule. We will prepare the. I will prepare the molecules. Sudan SIMSA developer. And we also demonstrate. And the wheel also. We also will project new. With new principal or new methods. Based on. Yeah, we'll do slightly modification in that steps. The. Can able to prepare. From that we can ask what is the mechanism? What is the functional guru present the molecule? Then how we confirm the functional group? What are the tests, or rather this? Dates, whether it's phenol compounds, whether it's a phonic phenol common. Rather peptide molecules.

Yes, Sir, actually generally practical question we used to ask. What is the? What is the steps? What is the important steps? What is the mechanism? And then what is? What are the function group present in the molecule? The type of question will. Under these type of molecule. We will prepare the. I will prepare the molecules. Sudan SIMSA developer. And we also demonstrate. And the wheel also. We also will project new. With new principal or new methods. Based on. Yeah, we'll do slightly modification in that steps.

Okay, so your practical exam questions focus on mechanisms and key steps, keeping it application-driven. What about conceptual questions—how do you make sure you're testing deeper understanding and not just rote memorization?

Right, so for practicals you focus on mechanisms, steps, and functional groups, and you even modify procedures to keep things fresh. But when you're writing conceptual questions, how do you check that you're not just testing rote memorization but actual understanding—what's your approach to that?

Alright, so you make sure to ask about practical steps and chemical mechanisms, and you even tweak the procedures to test their understanding of functional groups and characterization. When it comes to grading, how do you ensure your marking is consistent and fair across a large group of students?

Okay, so you make sure to ask about practical steps and mechanisms, and you keep the questions fresh by modifying procedures or methods. When it comes to evaluating projects or research work, how do you ensure your grading is objective and consistent across all students?

Actually, we. Will will monitor. And they will who they are doing like that will monitor. And how they are writing the. They hand in their chemicals. Do you think whether they are doing smart way? Are if tireless way. Then we will monitor, then we will. View Assessment. This whether? Whether they prob. For example, suppose. Theirs is. Their liquid or salt Sometimes some students will get. Solid moon. Sometime they will get liquid type common. Sometimes they won't. They were well known producer. If they do a. They do also sometimes. They will do some mistake. So based on the outcome of the work. Based on their practical way. Based on their knowledge. Based on their understanding. We will download the the students and they will put the marks. Under the assessment, the students will assess the. Their projects itself.

Actually, we. Will will monitor. And they will who they are doing like that will monitor. And how they are writing the. They hand in their chemicals. Do you think whether they are doing smart way? Are if tireless way. Then we will monitor, then we will. View Assessment.

Actually, we. Will will monitor. And they will who they are doing like that will monitor. And how they are writing the. They hand in their chemicals.

Alright, you mentioned monitoring how students handle chemicals and their work during exams, but I need a bit more detail—can you give me a concrete example of a practical exam you evaluated, including how you scored students and what criteria you used?

Alright, so you monitor how students handle chemicals, observe their procedures, and then assess their work accordingly. Now, Dr., I want to ask about your experience with industry projects or consultancy—have you led or participated in any projects that involved collaboration with external companies or organizations, and if so, what was your role?

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

Yes, actually I. We generally search lines or teaching lines. Generally we used to do teamwork. Why? Because future. Do teamwork easily we can achieve. So. As a supervisor. I can guide the. More so. Mini PMS. Like that automatically. Our leadership quality. Under superior quality. Then enlighten them and we can go for further research. And we can call. With the foreign countries. And these works we can. Go for air impact generals. Assault patterns and attack. Technology transfer and.

Yes, actually I. We generally search lines or teaching lines. Generally we used to do teamwork. Why? Because future. Do teamwork easily we can achieve. So. As a supervisor. I can guide the. More so. Mini PMS. Like that automatically. Our leadership quality. Under superior quality. Then enlighten them and we can go for further research. And we can call. With the foreign countries. And these works we can. Go for air impact generals. Assault patterns and attack. Technology transfer and. These comments finally. Will go for. And the. Velocity that. Ultimate side.

You’re right that teamwork and mentoring can really amplify research outcomes, and it’s clear you’re thinking about leadership and international collaboration. We do have a strong focus on collaborative research, supporting interdisciplinary projects and encouraging faculty to pursue high-impact publications and technology transfer when possible. Thanks for bringing that up. Anything else you’d like to know about the role or our team?