Thank you, Sir. Thank you so much.

Please start by introducing your professional journey in academia

OK, so myself, Doctor Surya. I graduated from Choudhury Charan Singh university. In 2015. My post graduation is from. Gurukul Kannada in 2017. With CGPA 8.65.

Okay,

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively.

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar.

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar. My PhD was awarded in December 2024. In this mean time. I published 5 SCI papers and one escapes. All are in reputed international journals.

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar. My PhD was awarded in December 2024. In this mean time. I published 5 SCI papers and one escapes. All are in reputed international journals. After that I. At Lingyas with Deputy University, Faridabad for six months.

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar. My PhD was awarded in December 2024. In this mean time. I published 5 SCI papers and one escapes. All are in reputed international journals. After that I. At Lingyas with Deputy University, Faridabad for six months. Then I. Join GD Goenka University Gurgaon and currently I'm working. At DIT University, Dehradun. In Uttarakhand. I continued my research after my PhD also.

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar. My PhD was awarded in December 2024. In this mean time. I published 5 SCI papers and one escapes. All are in reputed international journals. After that I. At Lingyas with Deputy University, Faridabad for six months. Then I. Join GD Goenka University Gurgaon and currently I'm working. At DIT University, Dehradun. In Uttarakhand. I continued my research after my PhD also. After my PhD I have published. Three Sci. Papers and one. Sorry, 4 SCI papers I have published. Total now I have 9 papers. In which eight are. Some of them are Q1Q2 and Q3.

You cleared both the JRF with NET and GATE with strong national ranks — that's impressive. What area did you focus on in your research or academic work after qualifying those exams?

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar. My PhD was awarded in December 2024. In this mean time. I published 5 SCI papers and one escapes. All are in reputed international journals. After that I. At Lingyas with Deputy University, Faridabad for six months. Then I. Join GD Goenka University Gurgaon and currently I'm working. At DIT University, Dehradun. In Uttarakhand. I continued my research after my PhD also. After my PhD I have published. Three Sci. Papers and one. Sorry, 4 SCI papers I have published. Total now I have 9 papers. In which eight are. Some of them are Q1Q2 and Q3. Additional to. 9 papers are in different different journals. Their statuses are. Their status is now. Under review. I have also participated and presented. My works in international conferences. I also attended many workshops.

In 2019 I cleared. GRF with net. And gate exam. With whole India rank 75 and 10 respectively. Then I enrolled in pH D at Delhi Technological. Fifteen, 2020. Under the Super. General Professor Siva Prasad Kumar. My PhD was awarded in December 2024. In this mean time. I published 5 SCI papers and one escapes. All are in reputed international journals. After that I. At Lingyas with Deputy University, Faridabad for six months. Then I. Join GD Goenka University Gurgaon and currently I'm working. At DIT University, Dehradun. In Uttarakhand. I continued my research after my PhD also. After my PhD I have published. Three Sci. Papers and one. Sorry, 4 SCI papers I have published. Total now I have 9 papers. In which eight are. Some of them are Q1Q2 and Q3. Additional to. 9 papers are in different different journals. Their statuses are. Their status is now. Under review. I have also participated and presented. My works in international conferences. I also attended many workshops. That enhance my that enhance my profile.

So, Dr., you’ve shared your academic path and your entry into research. Can you tell me about a foundational mathematics concept you particularly enjoy teaching, and why you find it effective for student learning?

Alright, so you completed your PhD at Delhi Technological University, published several SCI papers, and worked under Professor Siva Prasad Kumar. Can you share one specific mathematics concept you really enjoy teaching, and what makes it click for your students?

Alright, so you spent some time at Lingyas Deputy University after finishing your PhD and publishing several papers. Out of the courses or concepts you taught there, is there one foundational mathematics topic you found especially rewarding to teach because it helped students build confidence or curiosity?

Looking at your publication, “Hermitian-Toeplitz determinants for certain univalent functions” in Analysis and Mathematical Physics, can you walk me through how insights from that research have influenced the way you teach complex analysis to undergraduates?

Alright, so after your PhD you continued publishing and now have a total of nine papers, some in Q1 and Q2 journals. Given that breadth, tell me about one of your recent research publications—pick a specific paper—and walk me through how you would break down its core ideas for a group of undergraduates who might not be familiar with the advanced mathematics involved. You mentioned you’ve published nine papers, with several in top-tier journals. Can you describe a specific teaching moment where you drew directly from your research to help students grasp a challenging topic?

Okay,

Alright, you mentioned your PhD at Delhi Technological University under Professor Siva Prasad Kumar, and your publication “Hermitian-Toeplitz determinants for certain univalent functions” in Analysis and Mathematical Physics. How did you take the core ideas from that research and make them accessible for undergraduate students in your classes?

Published work. And teaching in. Graduate and postgraduate level is different. For my case. Because my research area is. Geometric function theory in complex analysis. That is pure mathem.

Published work. And teaching in. Graduate and postgraduate level is different. For my case. Because my research area is. Geometric function theory in complex analysis. That is pure mathem. Usually I. Took the load in Btech. NBC. Mostly I. Used to teach engineering, mathematics second. And currently I'm teaching numerical methods also in BCA. If you talk about my research, that is. A topic in complex analysis.

Published work. And teaching in. Graduate and postgraduate level is different. For my case. Because my research area is. Geometric function theory in complex analysis. That is pure mathem. Usually I. Took the load in Btech. NBC. Mostly I. Used to teach engineering, mathematics second. And currently I'm teaching numerical methods also in BCA. If you talk about my research, that is. A topic in complex analysis. What we do, actually, we study. Flex valued functions. Which are. Analytic. Univalent. And satisfy certain geometrical properties. Since function is. Analytic it will have. It tailored series expansion. Round a point. We consider all these analytic invalid function only in it is. Because we have. Demand mapping theorem. Which is that? Every proper simply connected domain in C is conformally equivalent to. The unit disk. Which would you? Cannot buy you. So we study univalent functions on the unit disk Q. Since they have Taylor series expansion so. We find the estimate of 2nd, 3rd, 4th, 5th coefficient. Hope this. While we are finding these estimates.

Published work. And teaching in. Graduate and postgraduate level is different. For my case. Because my research area is. Geometric function theory in complex analysis. That is pure mathem. Usually I. Took the load in Btech. NBC. Mostly I. Used to teach engineering, mathematics second. And currently I'm teaching numerical methods also in BCA. If you talk about my research, that is. A topic in complex analysis. What we do, actually, we study. Flex valued functions. Which are. Analytic. Univalent. And satisfy certain geometrical properties. Since function is. Analytic it will have. It tailored series expansion. Round a point. We consider all these analytic invalid function only in it is. Because we have. Demand mapping theorem. Which is that? Every proper simply connected domain in C is conformally equivalent to. The unit disk. Which would you? Cannot buy you. So we study univalent functions on the unit disk Q. Since they have Taylor series expansion so. We find the estimate of 2nd, 3rd, 4th, 5th coefficient. Hope this. While we are finding these estimates. The one of the. One of the main reasons is. That recently these coefficients are. Being used in digital image processing. That shows its application area.

Published work. And teaching in. Graduate and postgraduate level is different. For my case. Because my research area is. Geometric function theory in complex analysis. That is pure mathem. Usually I. Took the load in Btech. NBC. Mostly I. Used to teach engineering, mathematics second. And currently I'm teaching numerical methods also in BCA. If you talk about my research, that is. A topic in complex analysis. What we do, actually, we study. Flex valued functions. Which are. Analytic. Univalent. And satisfy certain geometrical properties. Since function is. Analytic it will have. It tailored series expansion. Round a point. We consider all these analytic invalid function only in it is. Because we have. Demand mapping theorem. Which is that? Every proper simply connected domain in C is conformally equivalent to. The unit disk. Which would you? Cannot buy you. So we study univalent functions on the unit disk Q. Since they have Taylor series expansion so. We find the estimate of 2nd, 3rd, 4th, 5th coefficient. Hope this. While we are finding these estimates. The one of the. One of the main reasons is. That recently these coefficients are. Being used in digital image processing. That shows its application area. And one of the biggest reason behind the development of this area geometric function theory. Was finding the estimate of coefficient coefficients. Estimates does not. Only provide applications in different areas. But from these estimates. We can also derive certain geometrical properties of functions.

Published work. And teaching in. Graduate and postgraduate level is different. For my case. Because my research area is. Geometric function theory in complex analysis. That is pure mathem. Usually I. Took the load in Btech. NBC. Mostly I. Used to teach engineering, mathematics second. And currently I'm teaching numerical methods also in BCA. If you talk about my research, that is. A topic in complex analysis. What we do, actually, we study. Flex valued functions. Which are. Analytic. Univalent. And satisfy certain geometrical properties. Since function is. Analytic it will have. It tailored series expansion. Round a point. We consider all these analytic invalid function only in it is. Because we have. Demand mapping theorem. Which is that? Every proper simply connected domain in C is conformally equivalent to. The unit disk. Which would you? Cannot buy you. So we study univalent functions on the unit disk Q. Since they have Taylor series expansion so. We find the estimate of 2nd, 3rd, 4th, 5th coefficient. Hope this. While we are finding these estimates. The one of the. One of the main reasons is. That recently these coefficients are. Being used in digital image processing. That shows its application area. And one of the biggest reason behind the development of this area geometric function theory. Was finding the estimate of coefficient coefficients. Estimates does not. Only provide applications in different areas. But from these estimates.

Right, so you’re saying your research in geometric function theory is quite specialized compared to what you typically teach at the undergraduate or postgraduate level. But let’s say you’re teaching a complex analysis course—how do you draw from your research to make those advanced concepts more accessible and engaging for students who might be encountering them for the first time?

Right, so your research in geometric function theory is quite specialized compared to what you teach in engineering and BCA classes. But let's say you wanted to make complex analysis more approachable—have you ever designed an assignment or classroom example that used concepts from your research, but in a way an undergraduate could grasp?

Alright, so you’re estimating coefficients for analytic univalent functions in the unit disk, which is pretty deep pure math. When you’re teaching numerical methods to BCA students, do you ever draw on your research experience to help them understand why theoretical concepts like Taylor series matter in practical computation? Or do you keep those worlds separate?

Alright, so you’re working in geometric function theory, focusing on univalent analytic functions and their coefficient estimates, and you mentioned those coefficients even have applications in digital image processing. When you’re teaching numerical methods or engineering mathematics to students who might not have a strong background in pure math, how do you bridge that gap from abstract theory to something they can grasp and see the value in?

Alright, so you’re saying your research on univalent analytic functions and coefficient estimates is pretty far from what your undergraduate students normally encounter, but you did mention how those coefficients have applications in digital image processing. Have you ever used those real-world applications to motivate or enrich classroom discussions, maybe to help students see the relevance of abstract concepts like analytic functions?

Alright, so your research in geometric function theory has links to areas like digital image processing, even though you mostly teach engineering math and numerical methods. How do you approach guiding student projects at the undergraduate level when their interests or backgrounds are quite different from your own research area?

OK. Question is good. So what? What I do? I give two options to student whether they can. Continue their project. In my. Or they can choose their random toe. For example currently. Three students. Who are working under me on a project.

OK. Question is good. So what? What I do? I give two options to student whether they can. Continue their project. In my. Or they can choose their random toe. For example currently. Three students. Who are working under me on a project. They, they, their. Where they are. Making an application.

OK. Question is good.

OK. Question is good. So what? What I do? I give two options to student whether they can. Continue their project. In my. Or they can choose their random toe. For example currently. Three students. Who are working under me on a project. They, they, their. Where they are. Making an application. Using AI technology and from that. That application they are using. A tool that. Will help in medical appointment in different different hospitals. So if they. Work in my field that is well and good. If they don't, then I help them.

Alright, you’ve demonstrated a strong publication record and ongoing research activity, especially in geometric function theory. Given your background, where do you see the most fundable research directions emerging over the next three years, and what kinds of grants would you target to support those projects?

OK. Question is good. So what? What I do? I give two options to student whether they can. Continue their project. In my. Or they can choose their random toe. For example currently. Three students. Who are working under me on a project. They, they, their. Where they are. Making an application. Using AI technology and from that. That application they are using. A tool that. Will help in medical appointment in different different hospitals. So if they. Work in my field that is well and good. If they don't, then I help them. I help them because. If we talk about AI. And usually now students use machine learning and Python. So all these depends on heavily linear algebra. Discrete mathematics and. These are pure mathematics topics. So from. There I try to help them.

Okay, so right now you’ve got three students working under you on projects and you let them either align with your research or pick something of their own. When the project is outside your main expertise—say, something more applied or interdisciplinary—how do you help them set a feasible scope and connect with external resources or collaborators?

Alright, so your students sometimes pick their own project topics, and right now you’re supervising a group that’s developing an application. When the project’s domain is outside your primary research, like application development, how do you ensure you’re still adding value as a mentor and keeping the work rigorous?

Okay, so your students sometimes pick their own project topics, and right now you’re supervising a group that’s developing an application. When the project’s domain is outside your primary research area—like AI for medical appointments—how do you ensure academic rigor and fair evaluation, especially if you’re less familiar with the technical specifics yourself?

Alright, you’re supporting students even when their projects are outside your direct expertise by connecting foundational math concepts to their AI work. Now, considering your publication record in geometric function theory, how do you plan to align your future research with the kind of high-impact outputs and reputed journal contributions that VIT University prioritizes?

If you are talking about reputed journals then. I have published. Two SCI Q1 papers and. 4 SEA Q2 papers. And one or two are in SCI Q3 that also represent that. Research is significant. Even though. I mean, we can. We can't measure. Journalists by only impact factor. This Q1Q2Q3 is a. Main criteria. Which decides that journalism is good. What is my future? What will be my future goal? Is that there are many problems in geometric function theory? On which I am currently working. Some of them are under review and some papers I am right. I can also show you that. Wallpaper. Is in transaction of American mathematical society. And one is London Mathematical Society. So 2 papers. Are under review from. Feb of this year. So I hope that they will give some good news. One paper in. Alzheimer Sai Q1 Journal is also under review. That is. That has been more than. Two years. And I have submitted 2 reasons for that. So hopefully that will also publish. And these are those papers. I think that these are in. Higher reputed journals because all these journals are and. Having a good h-index. Other than that. I have also a list that I can show you or I can send you. Which shows the status of my neighbors in different dividend general.

If you are talking about reputed journals then. I have published. Two SCI Q1 papers and. 4 SEA Q2 papers. And one or two are in SCI Q3 that also represent that. Research is significant. Even though. I mean, we can. We can't measure. Journalists by only impact factor. This Q1Q2Q3 is a. Main criteria. Which decides that journalism is good. What is my future? What will be my future goal? Is that there are many problems in geometric function theory? On which I am currently working. Some of them are under review and some papers I am right. I can also show you that. Wallpaper. Is in transaction of American mathematical society. And one is London Mathematical Society. So 2 papers. Are under review from. Feb of this year. So I hope that they will give some good news. One paper in. Alzheimer Sai Q1 Journal is also under review. That is. That has been more than. Two years. And I have submitted 2 reasons for that. So hopefully that will also publish. And these are those papers. I think that these are in. Higher reputed journals because all these journals are and. Having a good h-index. Other than that. I have also a list that I can show you or I can send you. Which shows the status of my neighbors in different dividend general. My main focus always has been. To publish papers in Sci Q Anjan.

If you are talking about reputed journals then. I have published. Two SCI Q1 papers and. 4 SEA Q2 papers. And one or two are in SCI Q3 that also represent that. Research is significant.

If you are talking about reputed journals then. I have published. Two SCI Q1 papers and. 4 SEA Q2 papers. And one or two are in SCI Q3 that also represent that. Research is significant. Even though. I mean, we can. We can't measure. Journalists by only impact factor. This Q1Q2Q3 is a. Main criteria. Which decides that journalism is good. What is my future? What will be my future goal? Is that there are many problems in geometric function theory? On which I am currently working. Some of them are under review and some papers I am right. I can also show you that. Wallpaper. Is in transaction of American mathematical society. And one is London Mathematical Society. So 2 papers. Are under review from. Feb of this year. So I hope that they will give some good news. One paper in. Alzheimer Sai Q1 Journal is also under review. That is. That has been more than. Two years. And I have submitted 2 reasons for that. So hopefully that will also publish.

If you are talking about reputed journals then. I have published. Two SCI Q1 papers and. 4 SEA Q2 papers. And one or two are in SCI Q3 that also represent that. Research is significant. Even though. I mean, we can. We can't measure. Journalists by only impact factor.

If you are talking about reputed journals then. I have published. Two SCI Q1 papers and. 4 SEA Q2 papers. And one or two are in SCI Q3 that also represent that. Research is significant. Even though. I mean, we can. We can't measure. Journalists by only impact factor. This Q1Q2Q3 is a. Main criteria. Which decides that journalism is good. What is my future? What will be my future goal? Is that there are many problems in geometric function theory? On which I am currently working. Some of them are under review and some papers I am right. I can also show you that. Wallpaper. Is in transaction of American mathematical society. And one is London Mathematical Society. So 2 papers. Are under review from. Feb of this year. So I hope that they will give some good news. One paper in. Alzheimer Sai Q1 Journal is also under review.

Alright, you’ve clearly got strong research credentials. Let me shift gears—when you’re teaching engineering mathematics or numerical methods with a large class, say 200 students, and you can’t use slides, what would you do to keep everyone engaged and actually learning the material?

Alright, I hear you—your research has made it into Q1 and Q2 journals, and you’re right that impact isn’t just about the factor. Last question on teaching: when you run assessment or exams for your math courses, how do you make sure your grading is fair and transparent, especially with so many students?

Alright, Dr., shifting gears a bit. Accreditation cycles can get pretty demanding—say you joined our department and found the outcome assessment data was inconsistent across mathematics courses. How would you go about fixing that?

Okay, so you’ve got papers under review with the American Mathematical Society and the London Mathematical Society, and you’re thinking ahead about future research directions. Now, accreditation cycles can get pretty demanding—say you joined our department and found the outcome assessment data was inconsistent across mathematics courses. How would you go about fixing that?

Okay, so you've got papers under review with the American Mathematical Society and the London Mathematical Society, and you're thinking ahead about future research directions. Now, accreditation cycles can get pretty demanding—say you joined our department and found the outcome assessment data was inconsistent across mathematics courses. How would you go about fixing that so we meet institutional standards?

Alright, you’ve clearly got strong research credentials. Let me shift gears—when you’re teaching engineering mathematics or numerical methods with a large class, say 200 students, and you can’t use slides or digital tools, how do you ensure your assessments and exams are both fair and rigorous?

Assessments and exams. So if you talk about assessment and exam and we have. A huge class. Huge number of students here. Then. Instead of giving same question paper to all of them. I will shuffle questions. I need several questions and. I will give you. Give questions like. Where students need to. Think Tink. Not just remember formula and apply that no if I have huge number of. Students then. I'll give them a question paper. Which force them to. Thing and from there I can. Check their. What is their mind status and? How they can tackle the problem?

Okay, so you’d use a variety of questions that force students to actually think, not just memorize—especially in large classes. Now, let’s look at the administrative side. Say you join our department and notice that outcome assessment data for math courses is inconsistent—different formats, missing metrics, no clear linkage to program objectives. What concrete steps would you take to bring things into alignment?

Outcome outcome assessment data. Four math courses, OK. Sir, we can. Also follow some standards like IITS and it's or some higher institute. We can follow their outcomes. And we can from. Motivated by them. We can reconstruct our syllabus for mathematics.

Outcome outcome assessment data. Four math courses, OK. Sir, we can. Also follow some standards like IITS and it's or some higher institute. We can follow their outcomes. And we can from. Motivated by them. We can reconstruct our syllabus for mathematics. We can go. Today's demand, that is. Being demanded today. For example. Today's topic is. AIML everywhere it is in. Demand now so we. Uh, reform our syllabus according to the today's trend.

Alright, Dr., I’d like to shift to something that comes up in many academic settings. Imagine a student files a formal complaint alleging your grading is biased, and at the same time, your department head is pressuring you to improve pass rates. Walk me through how you’d handle that situation.

So you're looking to benchmark outcome standards from top institutes and update the syllabus based on current trends like AI and ML. But let's say your department head disagrees, arguing that the existing syllabus is sufficient and there's no need for change. How would you respond?

I will respond. Logically note. Arrogantly no. Never.

I will respond. Logically note. Arrogantly no. Never. I will try to represent some data. Some another some examples of other universities.

I will respond. Logically note. Arrogantly no. Never. I will try to represent some data. Some another some examples of other universities. I will. Manipulate them I will. To show that, Sir. Here is this type of syllabus being followed here like this. So in. Then OK if they are not convinced. And I have strong feeling that this is good. Yes, we should follow it then I will. Again.

I will respond. Logically note. Arrogantly no. Never. I will try to represent some data. Some another some examples of other universities. I will. Manipulate them I will. To show that, Sir. Here is this type of syllabus being followed here like this.

I will respond. Logically note. Arrogantly no. Never. I will try to represent some data. Some another some examples of other universities. I will. Manipulate them I will. To show that, Sir. Here is this type of syllabus being followed here like this. So in. Then OK if they are not convinced. And I have strong feeling that this is good. Yes, we should follow it then I will. Again. In a positive manner, not in arrogant manner, no.

I will respond. Logically note. Arrogantly no. Never. I will try to represent some data. Some another some examples of other universities. I will. Manipulate them I will. To show that, Sir. Here is this type of syllabus being followed here like this. So in. Then OK if they are not convinced. And I have strong feeling that this is good. Yes, we should follow it then I will. Again. In a positive manner, not in arrogant manner, no. I will I can also produce some data. Uh, I can take that from. Higher Institute and. I can I will try to manipulate them. From. Also, uh. That's a. This institute is following this and from there students are getting more placements. So that type of logic I can follow.

You said you’d respond logically, not arrogantly, if your department head disagreed with updating the syllabus. Can you give me a concrete example of how you’d make your case—what specific evidence or arguments would you use to support the need for change?

Right, so you’d use logical arguments and examples from other universities if your department head disagreed with updating the syllabus. Can you give a concrete example of the kind of data or comparison you’d use to make your case?

You mentioned that some of your students are developing applications using AI for medical appointments. Given your expertise in mathematics and geometric function theory, do you have any industry connections or collaborations that could help students gain practical experience, such as internships or exposure to real-world problems?

Right, so you’d present examples and data from other universities to make your case if your department head resisted changes to the syllabus. Now, thinking about your own industry connections and collaborations, do you have any relationships with companies or organizations that could help your students secure internships or placements relevant to mathematics or AI?

Okay, so you’d use logical argument and examples from other universities to make your case, but you’d stay respectful even if your department head disagreed. Thinking about your own industry connections—do you have any relationships with companies or professionals that could translate into internship or placement opportunities for your students, especially those interested in advanced mathematics or A I?

Let’s shift to some practical scenarios. You’ve mentioned guiding students working on A I applications for medical appointments. Suppose you’re asked to design a short module connecting advanced statistical methods to real-world supply chain optimization—how would you approach teaching that, especially to students with limited math background?

A completely different question that. What it is saying?

A completely different question that. What it is saying? Kindly repeat questions one more time.

Right, it's a bit abstract. What I’m asking is, if you were teaching a module where students need to use statistics to solve real supply chain problems—like optimizing delivery routes or inventory—how would you break that down for students who might feel intimidated by advanced math?

Sure, let me repeat the question for you. Suppose you’re asked to design a short module connecting advanced statistical methods to real-world supply chain optimization. How would you approach teaching that, especially to students with limited math background?

So to do research. In any particular field. What I feel that? Either you can go from. Fundamentals. Or you can follow some recent papers. Just follow recent papers. And from that papers. Point out the terms that you are not getting.

So to do research. In any particular field. What I feel that? Either you can go from. Fundamentals. Or you can follow some recent papers. Just follow recent papers. And from that papers. Point out the terms that you are not getting. Try to understand their terms. By following some standard books. Or by following some. Experts in that area. That we can. Easily, and we can say that. In minimum time. We can do our target complete. For example, Btech 4th year students can publish. SEL or ESCA papers.

So to do research. In any particular field. What I feel that? Either you can go from. Fundamentals. Or you can follow some recent papers. Just follow recent papers. And from that papers. Point out the terms that you are not getting. Try to understand their terms. By following some standard books. Or by following some. Experts in that area. That we can. Easily, and we can say that. In minimum time. We can do our target complete. For example, Btech 4th year students can publish. SEL or ESCA papers. While a PhD students also take. Four to five years. To publish that paper. But what is the difference here? That here. Role of guide your supervisor. Is big and. You are not knowing the. Fundamental terms. Why? And why? We are doing this. What are the applications? They just. Write a paper and. Rest of the world. Will super supervisor do? So in that like this. We can.

Right, so you’re saying students can either build from fundamentals or dive into recent papers, and then pick out the terms they don’t understand. Now, you’ve guided several student projects and published in top journals—can you give me one concrete example of how you’ve structured a student research project so that it leads to a publication or a real-world outcome, not just an academic exercise?

So to do research. In any particular field. What I feel that? Either you can go from. Fundamentals. Or you can follow some recent papers. Just follow recent papers. And from that papers. Point out the terms that you are not getting. Try to understand their terms. By following some standard books. Or by following some. Experts in that area. That we can. Easily, and we can say that. In minimum time. We can do our target complete. For example, Btech 4th year students can publish. SEL or ESCA papers. While a PhD students also take. Four to five years. To publish that paper. But what is the difference here? That here. Role of guide your supervisor. Is big and. You are not knowing the. Fundamental terms. Why? And why? We are doing this. What are the applications? They just. Write a paper and. Rest of the world. Will super supervisor do? So in that like this. We can. Generate the application that you are asking. In minimum time. And without knowing. More about mathematics. Yes, that's all from my side.

Alright, so you’d encourage students to either start from fundamentals or follow recent papers and fill the gaps using resources like books or experts, even for supply chain projects. Now, you mentioned helping students bridge concepts from pure math to applied areas like AI. How do you structure your teaching—do you prefer lectures, interactive sessions, or hands-on labs—to make sure students really grasp both the theory and practical side?

Alright, so you’d have students study recent papers in supply chain optimization, and then fill gaps in their understanding using books or experts. Now, you’ve taught both theory and lab courses—when a student is struggling in the practical lab component, but doing well in lectures, how do you identify the root cause and help them improve?

Alright, so you’re saying even students without deep math backgrounds can contribute to research by focusing on recent papers and learning the necessary terms as they go, especially with strong guidance. Now, you've also taught both theory and lab courses—when you teach a lab session, how do you ensure students actually develop practical problem-solving skills, not just follow step-by-step instructions?

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming. In second year, third year, fourth year. I have to teach them a mathematical problem. For example, if we talk about. We can take an example from numerical methods. There we have. There they have bisection method. So I. Ask them to. Write a program where we can. Solve any equation using bisection method. So it will develop their thinking process. They will take time. No problem, you can take time in come full lab. But you have to run this program. You have to follow the logics. And and when they are forced to. To write. Note, I'm not saying that you have to. Follow these steps, these steps, these no I will guide them. I will try to. Explain that what are the steps we are using in Newton Raphson sorry in bisection method.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming. In second year, third year, fourth year. I have to teach them a mathematical problem. For example, if we talk about. We can take an example from numerical methods. There we have. There they have bisection method.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming. In second year, third year, fourth year. I have to teach them a mathematical problem. For example, if we talk about. We can take an example from numerical methods. There we have. There they have bisection method. So I. Ask them to. Write a program where we can. Solve any equation using bisection method. So it will develop their thinking process. They will take time. No problem, you can take time in come full lab. But you have to run this program.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming. In second year, third year, fourth year. I have to teach them a mathematical problem. For example, if we talk about. We can take an example from numerical methods. There we have. There they have bisection method. So I. Ask them to. Write a program where we can. Solve any equation using bisection method. So it will develop their thinking process. They will take time. No problem, you can take time in come full lab. But you have to run this program. You have to follow the logics.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming. In second year, third year, fourth year. I have to teach them a mathematical problem. For example, if we talk about. We can take an example from numerical methods. There we have. There they have bisection method. So I. Ask them to. Write a program where we can. Solve any equation using bisection method. So it will develop their thinking process. They will take time. No problem, you can take time in come full lab. But you have to run this program. You have to follow the logics. And and when they are forced to. To write. Note, I'm not saying that you have to. Follow these steps, these steps, these no I will guide them. I will try to. Explain that what are the steps we are using in Newton Raphson sorry in bisection method. That that steps you have to write in your coding language. So from. That problems. These type of problems. Will enhance their. Coding eligibility. Yes.

No, I never asked. Students to follow you step by step instructions.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students.

No, I never asked. Students to follow you step by step instructions. Mainly till now I have ended. Handled only second year, third year, fourth year students. So. In first year they know what are the basics for. Programming. In second year, third year, fourth year. I have to teach them a mathematical problem. For example, if we talk about. We can take an example from numerical methods. There we have. There they have bisection method. So I. Ask them to. Write a program where we can. Solve any equation using bisection method. So it will develop their thinking process. They will take time.

Right, so you don’t rely on step-by-step instructions in lab sessions. Can you give me an example from one of your lab courses where a student surprised you with an innovative approach to solving a math problem, and how you handled that in the classroom?

Alright, so you’ve mostly handled second, third, and fourth-year students and don’t use rigid step-by-step instructions. Can you share a specific lab session where a student came up with an unexpected or creative solution to a math problem, and how you responded?

Okay, so for second, third, and fourth-year students, you don’t use fixed instructions and expect them to know programming basics by then. Let’s talk about communication—when you’re explaining a tough math concept and students aren’t getting it, what’s your go-to approach for breaking it down and making sure everyone’s on board?

Right, so for students beyond the first year, you expect them to have programming basics down and you focus on giving them mathematical problems like the bisection method. Now, stepping back—when you’re explaining a tough concept, say something like conformal mappings or eigenvalues, how do you adapt your explanation if you notice a lot of your students still look confused?

So you have students write programs to solve equations using the bisection method, which pushes them to work through the logic on their own. In those sessions, how do you gauge whether a student has actually understood the underlying numerical method, beyond just getting the code to run?

Right, so you don’t rely on step-by-step instructions in lab sessions. Can you give me an example from one of your lab courses where a student surprised you with an innovative approach to solving a mathematical problem?

Right, so you’ve got students writing programs for numerical methods and you let them work through the logic themselves, even if it takes time. Now, stepping back, when you’re teaching a theory-heavy course, what’s your approach for making sure your explanations are clear and structured, especially for students who might struggle with abstract concepts?

So you ask students to write their own programs for methods like bisection, forcing them to really engage with the logic and not just copy steps. When you’re teaching theory-heavy courses, what strategies do you use to communicate tough concepts clearly, especially for students who struggle with abstract mathematics?

Right, so you make sure students understand the logic behind methods like bisection by having them write programs themselves, even if it takes them time. When you’re teaching a theory-heavy course—say, complex analysis to BTech students—how do you structure your explanations to make abstract concepts accessible and keep the class engaged?

That is a very good question, but. I can give answer for this question in. Very beautiful manner if you. Tell me some topic that you have to understand this topic to your students.

Alright, you emphasized the importance of building understanding from fundamentals and learning new terms through recent papers, especially with guidance. Let me shift focus a bit—when you're guiding students through their project work, how do you evaluate their progress and ensure the projects meet academic rigor, especially if they’re working independently or in groups?

Either students can work in independently or in groups I. Do not force them. That you have to do in Group or in. Or you have to do independently.

Either students can work in independently or in groups I. Do not force them. That you have to do in Group or in. Or you have to do independently. What I do? I scheduled one to two presentation in each week.

Either students can work in independently or in groups I. Do not force them. That you have to do in Group or in. Or you have to do independently. What I do? I scheduled one to two presentation in each week. Well, when they present. Already doubt. Already there will be some doubts that. I ask.

Either students can work in independently or in groups I. Do not force them. That you have to do in Group or in. Or you have to do independently. What I do? I scheduled one to two presentation in each week. Well, when they present. Already doubt. Already there will be some doubts that. I ask. Already there. There will be some doubts that student can ask. So why? This interaction. We can develop there. There might be some ideas that. Student can. Come with an or. Give them some ideas. Then we collaborate all these ideas and we try to. Uh, we try. Generate some new problems or we try to solve. Some already existing programs.

Right, so you don’t force students to work solo or in groups—they’ve got that choice. But how do you actually check if their independent or group project meets academic rigor? What criteria do you use before approving their work?

Okay, so you have students present weekly to track their progress, whether they're working solo or in groups. When you’re guiding them on research projects, how do you handle situations where a student’s results don’t match their expectations or the project doesn’t seem to be working—do you push them to troubleshoot on their own, or do you intervene directly?

Okay, so you give students flexibility to work solo or in groups and track their progress with regular presentations, using their answers to spot gaps or doubts. Now, looking at your experience with industry projects or consultancy—can you share a concrete example where you applied mathematical modeling or analytics to solve a real-world problem for a company or external client?

Alright, so you’re encouraging collaboration and weekly presentations to generate new ideas and tackle problems. Now, thinking about your industry experience—can you walk me through a consultancy or practical project where you applied mathematical modeling, and what impact it had for the client or organization?

As I have already mentioned that my PhD was awarded in December 2024.

As I have already mentioned that my PhD was awarded in December 2024. I worked for. Gas with debit only for six months and. Currently I'm working at DIT University so. I have not taken any project. Currently I'm working on approach.

As I have already mentioned that my PhD was awarded in December 2024. I worked for. Gas with debit only for six months and. Currently I'm working at DIT University so. I have not taken any project. Currently I'm working on approach. I have not completed any project with the students till now.

As I have already mentioned that my PhD was awarded in December 2024. I worked for. Gas with debit only for six months and. Currently I'm working at DIT University so. I have not taken any project. Currently I'm working on approach. I have not completed any project with the students till now. OK. That's all from. The for this question. But. You also asked one question about. That how you can interpret. Some topics from complex analysis to students. That question is also pending.

Okay, so your PhD wrapped up just a few months ago and you might not have had much time for direct consultancy yet. Let's talk about your communication style—when you're explaining a challenging math concept and you see students' eyes glazing over, how do you adjust your teaching on the spot to re-engage them?

Okay, so you’ve mostly been focused on academic work and haven’t taken on industry projects directly yet. Let’s talk about your teaching style—when you’re explaining a challenging math concept, what strategies do you use to make sure students actually understand, especially if they’re struggling or hesitant to ask questions?

Okay, so your consultancy experience is limited so far—I get that you’ve been focused on finishing your PhD and your university role. Let’s talk about structured teaching. When you’re explaining a challenging math concept, what strategies do you use to check if your students actually understand, rather than just memorize?

Alright, so your industry experience is limited so far—I get that you’ve been focused on finishing your PhD and your university role. Let's talk about structured teaching. When you’re explaining a challenging math concept, what specific strategies do you use to make sure students of varying abilities actually understand, rather than just memorize?

OK, so when? I tried to teach students any new topic. I mainly focus on. 2 terms. First is. Why? Why that topic being developed? 2nd is what is that application? In real life. I am able to give them. In real life example then. Student will automatically connected. With the problem. So I mainly focus on these. 2 terms. 1st is why? And what is the real life? Actually. My research area is geometric function. Theorem. Complex analysis.

OK, so when? I tried to teach students any new topic. I mainly focus on. 2 terms. First is. Why? Why that topic being developed? 2nd is what is that application?

Alright, you focus on explaining why a topic matters and its applications to help students understand, not just memorize. Now, when you’re evaluating students—say, during exams or presentations—how do you make sure your assessment is fair and structured, especially with a large class?

Actually. My research area is geometric function. Theorem. Complex analysis. I have already told you that we. Majorly work on coefficient related problems. We find the estimate of coefficients and coefficient functionals. 2nd. Is how it is connected to. Recent trend. As I have already mentioned that it has. Very good application in digital image process. And digital image processing we can use. Insect satellite applic. This medical line.

Actually. My research area is geometric function. Theorem. Complex analysis. I have already told you that we. Majorly work on coefficient related problems. We find the estimate of coefficients and coefficient functionals. 2nd. Is how it is connected to. Recent trend. As I have already mentioned that it has. Very good application in digital image process. And digital image processing we can use. Insect satellite applic. This medical line. Almost everywhere we can use. Digital image processing. In medical line, suppose we have. An image of cancers inside. The body and it is. Is not looking clear. Then what we will apply, we apply digital image process.

Alright, geometric function theory in complex analysis—that’s a pretty specialized area. Given your focus, have you published any research in reputed journals, and what was the main contribution or new insight from your most recent paper?

Actually. My research area is geometric function. Theorem. Complex analysis. I have already told you that we. Majorly work on coefficient related problems. We find the estimate of coefficients and coefficient functionals. 2nd. Is how it is connected to. Recent trend. As I have already mentioned that it has. Very good application in digital image process. And digital image processing we can use. Insect satellite applic. This medical line. Almost everywhere we can use. Digital image processing. In medical line, suppose we have. An image of cancers inside. The body and it is. Is not looking clear. Then what we will apply, we apply digital image process. We will try to reduce. This contrast will try to. Manage its brightness. Where they behave. We can use its applications. Or we can say. This is your. This is your board. This is your. Digital image processing. We are having. A real life applications. Directly.

Okay, so your research is in geometric function theory and complex analysis, with applications in digital image processing and satellite systems. For your journal publications—have you published any papers in recognized journals, and what was the main novelty or impact of your most recent publication?

Okay, so your research in geometric function theory deals with coefficient estimates in complex analysis, and you see its applications in digital image processing and medical imaging. Since you've published in this area, can you give me an example of a problem you solved in your research that could be relevant to practical technology—like image analysis or signal processing?

Okay, so your research is focused on coefficient estimates within geometric function theory, and you see real applications in digital image processing and medical imaging. Switching gears, when you’re evaluating students—for example, during exams or presentations—how do you ensure your assessment is fair and actually measures their understanding, not just their ability to memorize formulas?

Again, the same answer. If I want to check students. What is their thinking process? What they are getting? I need to take. It tested after completing each unit. I can take a test after completing each unit. I can. Frame the contest like. Some questions will be. You can memorise. Some will be on formula based. Some in your. Thinking process. You have to think and then apply. From from this we can measure the level of class. 2nd we. That result we will be having. We can generate. From there that how many students? Below average? How many are? Average how many top students? And gives some students I'm getting. Below average then. I can. Give them some more time. They can have extra clauses, they can clear their doubts.

Okay, so you use a mix of conceptual and application-based questions in your assessments, and you mentioned giving extra time and support to students who are struggling. Shifting focus now—have you published any research in reputed journals, and if so, what was the main contribution or new result of your most significant paper?

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals.

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals. Springer Journal. When is Rocky Mountain? Journal of Mathematics. Take you to journals.

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals. Springer Journal. When is Rocky Mountain? Journal of Mathematics. Take you to journals. And other than that? Complex analysis and operator theory. Sci Tube. 2 Journal. And there are more. That you can refer from my CV. And what what is the main problem? Main problem is depend heavily on coefficient problems.

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals. Springer Journal. When is Rocky Mountain? Journal of Mathematics. Take you to journals. And other than that? Complex analysis and operator theory. Sci Tube. 2 Journal. And there are more.

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals. Springer Journal. When is Rocky Mountain? Journal of Mathematics. Take you to journals. And other than that? Complex analysis and operator theory. Sci Tube. 2 Journal. And there are more. That you can refer from my CV. And what what is the main problem? Main problem is depend heavily on coefficient problems. There are many classes. Univalent function theory. For. Only the estimate for. Up to 4th and 5th coefficient is known. OK, so. There are many types of problem which are currently open in. My field. Currently I'm working. Working on 6th coefficient because I have already obtained. Estimate four fifth coefficient. That is published. In Rocky Mountain. Mathematics, that is. Sci Q2. Gender.

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals. Springer Journal. When is Rocky Mountain? Journal of Mathematics. Take you to journals. And other than that? Complex analysis and operator theory. Sci Tube. 2 Journal. And there are more. That you can refer from my CV. And what what is the main problem? Main problem is depend heavily on coefficient problems. There are many classes. Univalent function theory. For. Only the estimate for. Up to 4th and 5th coefficient is known.

Have you published research articles in reputed journals? Analysis. Channel one second is Ekta Mathematica sine dia. Sci Q2 Journals. Springer Journal. When is Rocky Mountain? Journal of Mathematics. Take you to journals. And other than that? Complex analysis and operator theory. Sci Tube. 2 Journal. And there are more. That you can refer from my CV. And what what is the main problem? Main problem is depend heavily on coefficient problems. There are many classes. Univalent function theory. For. Only the estimate for. Up to 4th and 5th coefficient is known. OK, so. There are many types of problem which are currently open in. My field. Currently I'm working. Working on 6th coefficient because I have already obtained. Estimate four fifth coefficient. That is published. In Rocky Mountain. Mathematics, that is. Sci Q2. Gender. And I must say that you are asking same questions again and again.

Alright, you mentioned publishing in journals like Analysis and Sci Q2 and Ekta Mathematica. Can you share what was the main new result or contribution in your most recent paper—something that sets it apart from earlier work?

Alright, you’ve published in journals like Analysis and Rocky Mountain and mentioned Sci Q2 and Springer. What was the main new result or idea in your latest paper—something that really moved the field forward or stood out from earlier work?

Alright, you listed journals like Analysis, Rocky Mountain, and Springer, so you’re clearly active in publishing. Shifting gears now—when you’re guiding student research projects, how do you help them formulate their own research questions, especially if they’re unsure about where to start in a new topic?

Okay, so you’ve published in journals like Analysis, Rocky Mountain, and Sci Q2, mostly on coefficient problems in geometric function theory. Let’s touch on communication—when you introduce a complex, technical topic to an audience outside your field, how do you make sure your explanation is clear and structured enough for them to actually follow?

Okay, you listed journals like Analysis and Rocky Mountain, and your main work centers on coefficient problems in geometric function theory, especially where only a few coefficients are known for certain classes. Let's move to communication for a moment—say you're introducing a complex topic like neural networks to undergraduates who've never seen it before. How do you structure your explanation so it’s clear and engaging, especially for students who might feel intimidated by advanced math?

Alright, so you’ve published in journals like Analysis and Rocky Mountain, with your main contributions around coefficient estimates for univalent functions. Let’s shift to teaching—when you’re guiding student projects or research, how do you help them develop independent thinking and research skills, rather than just following instructions?

Alright, you’ve clearly contributed original research—especially pushing the boundary on coefficient estimates in geometric function theory. Now, thinking about your ability to guide student research and projects, can you share a practical example of how you help a student refine their project topic or troubleshoot a research challenge, rather than just point them to literature?

There are only two ways that I think. One is literature. And 2nd is. You can see if there is some connected areas. If there are some connected areas. Related to your problems. Then you can refer that. Because it is not necessary. That you have. Solution for any problem in that area only.

There are only two ways that I think. One is literature. And 2nd is. You can see if there is some connected areas. If there are some connected areas. Related to your problems. Then you can refer that. Because it is not necessary. That you have. Solution for any problem in that area only. There are many cases where we have problems in. Complex analysis and we are getting its solution from. A completely different area.

There are only two ways that I think. One is literature. And 2nd is. You can see if there is some connected areas.

Okay, so you see literature review and finding connected areas as the main ways to guide students through research challenges. Let’s shift a bit—when you’re teaching advanced statistical methods or supply chain management, how do you bridge theory and real-world practice so students aren’t just learning formulas but actually understand how these concepts apply in industry?

Okay, so when students are stuck, you encourage them to look at literature and explore connected areas, since solutions might come from outside their main topic. When you teach advanced statistical methods or AI-related math topics, how do you structure your lessons to help students grasp both theory and practical application?

Alright, so you guide students toward solutions either through literature review or exploring connected fields, since sometimes the answers come from outside their main area. Now, when you’re teaching advanced statistical methods or supply chain management, how do you make sure students grasp the mathematical reasoning behind real-world optimization problems, instead of just applying formulas?

I'm sorry to say but I have never told these subjects. You can follow my CV.

Alright,

I have taught engineering mathematics. Complex Analysis. Numerical Methods. From that you can also ask some. Theoretical questions. Some conceptual questions.

You’ve taught engineering mathematics, complex analysis, and numerical methods. In your numerical methods classes, how do you help students understand the limitations or errors that can arise when using numerical algorithms, rather than just getting the answer?

These methods each. Algorithm are their limitations. So for different different methods and different different logarithms.

These methods each. Algorithm are their limitations. So for different different methods and different different logarithms. There are different different ways. To represent the error. Why? We are getting error because it may depends on. One parameter rule. 2 parameters. OK, suppose. When we. Here when we try to approximate a function. From 2° polynomial or three degree pole polynomial. What we do? We first it's. Maclaurin series or Taylor series? Where appropriate. Estimating. No, sorry. In Maclaurin series. We are giving. Infinite series Fourier. Differentiable function. Approximate that function from a third degree polynomial or 4th degree polynomial. There is a definite. Error or rate difference? So how we calculate error that depends on different different methods and different different topics? Yes, one question I have that. Well, in Mail it was written that your interview is face to face, scheduled on 24.

These methods each. Algorithm are their limitations. So for different different methods and different different logarithms. There are different different ways. To represent the error. Why? We are getting error because it may depends on. One parameter rule. 2 parameters. OK, suppose. When we. Here when we try to approximate a function. From 2° polynomial or three degree pole polynomial. What we do? We first it's. Maclaurin series or Taylor series? Where appropriate. Estimating. No, sorry.

These methods each. Algorithm are their limitations. So for different different methods and different different logarithms. There are different different ways. To represent the error. Why? We are getting error because it may depends on. One parameter rule. 2 parameters. OK, suppose. When we. Here when we try to approximate a function. From 2° polynomial or three degree pole polynomial. What we do? We first it's. Maclaurin series or Taylor series? Where appropriate. Estimating. No, sorry. In Maclaurin series. We are giving. Infinite series Fourier. Differentiable function. Approximate that function from a third degree polynomial or 4th degree polynomial. There is a definite.

These methods each. Algorithm are their limitations. So for different different methods and different different logarithms. There are different different ways. To represent the error. Why? We are getting error because it may depends on. One parameter rule. 2 parameters. OK, suppose. When we. Here when we try to approximate a function. From 2° polynomial or three degree pole polynomial. What we do? We first it's. Maclaurin series or Taylor series? Where appropriate. Estimating. No, sorry. In Maclaurin series. We are giving. Infinite series Fourier. Differentiable function.

These methods each. Algorithm are their limitations. So for different different methods and different different logarithms. There are different different ways. To represent the error. Why? We are getting error because it may depends on. One parameter rule. 2 parameters. OK, suppose. When we. Here when we try to approximate a function. From 2° polynomial or three degree pole polynomial. What we do? We first it's. Maclaurin series or Taylor series? Where appropriate. Estimating. No, sorry. In Maclaurin series. We are giving. Infinite series Fourier. Differentiable function. Approximate that function from a third degree polynomial or 4th degree polynomial. There is a definite. Error or rate difference?

Alright, so you recognize each algorithm in numerical methods has its own limitations. Can you give me a concrete example—maybe from a method you taught—where students had to deal with errors or instability, and how you helped them understand why that happened?

Okay, so you’re saying errors in numerical methods depend on parameters—like the degree of the polynomial in an approximation, whether it’s Maclaurin or Taylor series. Walk me through a real classroom scenario where you helped students understand how those errors show up in practice, maybe with an example or activity you used. Mm-hm. Go on.

Alright, you highlighted how error depends on the method and parameters—like how approximating with a Taylor or Maclaurin series introduces error in representing a function. Let’s switch gears. When you’re teaching theory alongside a practical lab course, how do you make sure students are connecting the concepts from lectures to what they’re actually doing in the lab?

Alright, so you’re illustrating how errors arise from approximating functions using Taylor or Maclaurin series, and that the degree of the polynomial affects accuracy. Switching gears, Dr., you mentioned teaching complex analysis—how do you make sure your explanations are clear and structured, especially when you’re introducing abstract concepts like conformal mappings or analytic continuation?

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

Yes, one question I have that. Well, in Mail it was written that your interview is face to face, scheduled on 24. And before that I have this interview. There's no problem at all. But. I want to ask that is there any chance that I can give? You in online mode OK, then please tell me something about this role.

Yes, one question I have that. Well, in Mail it was written that your interview is face to face, scheduled on 24. And before that I have this interview. There's no problem at all.

You’re asking about the interview format mentioned in the email—whether it’s face-to-face and scheduled for the 24th. That’s a logistical question, so I’d recommend confirming directly with the university’s HR or the search committee for final details, since this conversation is part of your screening process and not the formal in-person interview yet. Anything else you’d like to ask about the Assistant Professor role or the department before we wrap up?

You're asking about the interview format mentioned in the email—whether it’s face-to-face and scheduled for the 24th. That’s a logistical question, so I’d recommend confirming directly with the university’s HR or faculty coordinator for the final details. Anything else you want to ask about the role itself, or the team?