Yes, we can begin.

Please start by introducing your professional journey in academia

Thank you for inviting. OK. Thank you. Thank you very much. My name is Doctor Prince Kumar Raya.

Thank you for inviting. OK. Thank you. Thank you very much. My name is Doctor Prince Kumar Raya. I I completed. My PhD.

Okay, thanks Dr. Raya. Can you tell me a bit about the academic roles you've held and what areas of research or teaching you've focused on?

You were saying you completed your PhD—I'd like to hear more about your research focus and what drove you to pursue that area.

In July 2024 from. OK, so I completed my PhD from IIT Jodhpur and my research area. Small electrochemical assisted manufacturing. Which is surface and. Engineering. Corrosion. Corrosion resistance.

Surface engineering and corrosion resistance—those are pretty technical fields. What aspect of teaching in this area excites you most, especially when you're introducing the basics to new students?

And also related to, uh, some. My postdoctoral research is including. Semiconductor packaging. And. So in basic micro and nano manufacturing or microman? Manufacturing Non traditional way of manufacturing which includes electrochemical machining, Electro discharge machining. This type of techniques can be, uh, teach to. User-level office today. And also related to some semiconductor. Packaging courses can be introduced.

Alright, you mentioned teaching nontraditional manufacturing methods like electrochemical machining and semiconductor packaging. What's one way you break down these complex concepts when students are struggling with the basics?

OK, so. From his starting I can start my. Class with. Way of manufacturing. What is the need of manufacturing? How the product can be converted into? How how the? Substrate can be converted into product. What are the manufacturing techniques involved? Starting from the conventional way of machining. With Leith. And all the available drilling. Turning Shaping. This this uh. Techniques and then importance of non traditional. View of manufacturing how these techniques can be used full for particular. Object or particular product? So, uh. This way. We can help. The students to learn the basic.

OK, so. From his starting I can start my. Class with. Way of manufacturing. What is the need of manufacturing? How the product can be converted into? How how the? Substrate can be converted into product. What are the manufacturing techniques involved? Starting from the conventional way of machining. With Leith. And all the available drilling. Turning Shaping. This this uh. Techniques and then importance of non traditional. View of manufacturing how these techniques can be used full for particular.

So you start with the basics, showing how traditional machining like turning and shaping works, and then build up to why nontraditional methods matter. How do you handle students who get stuck on the transition from conventional to nontraditional manufacturing?

You mentioned helping students learn the basics—can you give me a concrete example of an activity or demonstration you use to make manufacturing concepts more tangible for them?

In my classroom I can use some PowerPoint presentation to elaborate them. What is the benefit of using non? Traditional way of machining. How they are different from the available conventional way of machining and also in the lab classes, lab courses we can demonstrate them. But practically we are showing them CNC and other lathe machining, how the turning and how shaping process happens from that machine.

And at the same time I can introduce some electrode deposition and electrochemical machining process. To show them how the non traditional way of machining is different from the existing 1. So while looking at. So I think. They uh. They read all this basic information. What is the rack angle? What is? Side rectangle with clearance angle but. They are not unable to. Visualize what is the use of this angles? What? What? What are the need of these angles? So I think? From. Them seeing practically on in to the lab where we can show them work piece and we can show them the tool and the all the parameters involved in this tool. It would be more helpful and it will create less. You can say list. Bye bye problem. To understand. Them partic. Clearly on that Yeah, so. Initially I will introduce what is the need of functional coding? What is why they are required like from the bulk materials? Their properties are not. Some inherent that they can sustain all the. Corrosion. NBA properties involved in the environmentals. And what is the use, uh, where that particular? Opponent is going to use.

Right, you use presentations to compare conventional and nontraditional machining, and then labs to show CNC and shaping in action. When students see the machines up close, what’s one common misconception they have about how manufacturing really works?

And at the same time I can introduce some electrode deposition and electrochemical machining process. To show them how the non traditional way of machining is different from the existing 1. So while looking at. So I think. They uh. They read all this basic information. What is the rack angle? What is? Side rectangle with clearance angle but. They are not unable to. Visualize what is the use of this angles? What? What? What are the need of these angles? So I think? From. Them seeing practically on in to the lab where we can show them work piece and we can show them the tool and the all the parameters involved in this tool. It would be more helpful and it will create less. You can say list. Bye bye problem. To understand.

Dr. Raya, you’ve published quite a bit in electrochemical manufacturing and surface engineering. I noticed your paper, “Development of durable anticorrosion superhydrophobic electroformed copper tubular structures,” in the Journal of Manufacturing Processes. How has your research in anticorrosion and surface modification shaped the way you teach these topics to students, especially those new to advanced manufacturing?

Okay, so you start by explaining the need for functional coatings and the limitations of bulk materials.

So according to that the functional coating or functional requirements. We can teach them. And starting. Exactly, I will use case studies and industrial example. I will share my past experience with working with Airbus where I was working on the project to improve the corrosion properties of additive manufactured. Aluminum alloys, so in that way I can explain them. Uh, with some real industrial examples like in the. But if the. I can explain them with pipe if any pipe is flowing with some. Corrosive liquid. It will. It may. Keep corroded inside. The structure so we need. To improve their functional properties by adding some additional layer onto the. This pipe or any substrate.

You brought up your work with Airbus and additive manufacturing—that’s a great example to anchor the theory for students. When you share those industry experiences in class, how do you balance showing real-world complexity without overwhelming students who are new to the field?

Yeah, that's why. First of all. Basic. Basic teaching is. Required first of all.

Make them used to with the smaller small terms and then we can explain like explaining additive.

Dr. Raya, with your background in electrochemical manufacturing and surface engineering, where do you see the most fundable research directions over the next few years? Which grants or funding sources would you target for a sustainable research program at VIT?

Alright, so you focus on building up students' vocabulary and familiarity with small concepts before tackling more advanced topics like additive manufacturing. That approach makes sense for scaffolding their understanding. Given your experience guiding student research, can you share a specific example of a project where you helped students bridge theory and practice—especially if it involved interdisciplinary work?

Yeah, so I would. I would.

Okay, let's shift gears a bit. You mentioned using lab demonstrations and case studies to help students grasp manufacturing concepts. Suppose you couldn't use slides or traditional lectures, and you had to teach a class of 200 students about electrochemical machining—how would you keep everyone actively engaged and ensure they actually understand the material?

I will start that to explain them law of electrolysis that everyone has studied in their lower class 11th I think 9th, 10th and 11th. Then I can. Introduce them with. Redox reaction where reduction and oxidation and war involved. With that phenomena I can introduce them with Faraday law of electrolysis and with that we can explain them electrodeposition process. And in the similar manner we can explain them quoting and how this electrochemical machining can work. Electrochemical machining is. Uh, the opposite of electrode deposition process. So in that manner I can teach them. And explain them and previously I have handled more than 350. Student classroom for engineering drawing. I was teaching assistant. Lead teaching assist. Strength in that I would look into the root cause. What is the reason of this dispensary? Between the data. And I will talk with the students who are involved in that particular project or. The subject. And also I will contribute. If possible. With the faculty member to understand them better that particular course and to improve the results.

I will start that to explain them law of electrolysis that everyone has studied in their lower class 11th I think 9th, 10th and 11th. Then I can. Introduce them with. Redox reaction where reduction and oxidation and war involved. With that phenomena I can introduce them with Faraday law of electrolysis and with that we can explain them electrodeposition process. And in the similar manner we can explain them quoting and how this electrochemical machining can work. Electrochemical machining is. Uh, the opposite of electrode deposition process. So in that manner I can teach them. And explain them and previously I have handled more than 350. Student classroom for engineering drawing. I was teaching assistant.

You referenced your experience managing a massive classroom, and tying in core science concepts to advanced manufacturing topics. Now, let’s talk about your role beyond the classroom. Accreditation cycles can be demanding—if you joined our department and found that outcome assessment data was inconsistent across courses, how would you approach fixing that?

You’d start by digging into the root cause and talk with both students and faculty to understand the inconsistencies—that shows a collaborative approach. But accreditation requires pretty rigorous, documented processes. Can you walk me through how you’d actually standardize assessment data collection across courses so it meets audit requirements?

Yeah, as I mentioned above. I will. Contribute.

Okay, so you’d contribute, but can you be more specific? For example, what kind of standardized template or process would you put in place to make sure each course is reporting outcomes consistently and that evidence is ready for an audit?

Via in departmental meeting and where I can.

So you’d use departmental meetings to coordinate, but what would you actually propose in those meetings—a checklist, a shared rubric, or some other tool—to get everyone on the same page for assessment data?

I will. I will propose a normal distribution curve for every course and then we can. Compare this. Since where are the major? Inconsistencies happening, and then we can. Uh, look at the students who are getting. Who are getting good marks in every? Every subject is their their problem with the student particular student or is there problem with the subject content which is not? Uh, good enough for the student?

I will. I will propose a normal distribution curve for every course and then we can. Compare this. Since where are the major? Inconsistencies happening, and then we can. Uh, look at the students who are getting. Who are getting good marks in every? Every subject is their their problem with the student particular student or is there problem with the subject content which is not? Uh, good enough for the student? Then we can. Work on it.

Professor, imagine you’re in this situation: a student files a formal complaint, alleging your grading is biased—at the same time, your department head is pressuring you to improve pass rates this semester. How would you navigate this tension between academic integrity and institutional expectations?

Alright, you’d use a normal distribution curve to spot inconsistencies and then dig deeper to figure out whether the issue is with the student or the course content. Let’s say after doing that, you still have your department head pressuring you to raise pass rates, but you’re concerned that lowering standards would compromise academic integrity. How would you handle that situation and defend your approach?

I think I propose. Distributed marking system where the mark is not. Only dependent on the final examination or I can distribute them with. Major, minor, and some project-based marking.

Alright, let’s talk about bridging academia and industry. With your background in manufacturing and surface engineering, do you have any connections to companies or professional networks that could help students land internships or industry projects at VIT?

So. Involving in this fall. All this essential. Uh, essential component of the marking. The. Yes, I have worked with various industrial project as well. I have worked in Airbus so I have good connection in Airbus and I also know some international projects.

International professionals where they. The student can contribute and. They can participate.

Alright, you mentioned your Airbus connections and international exposure.

So you’ve facilitated connections to international professionals where students can participate. Can you give me a concrete example of a student project or internship you facilitated through those industry relationships, and what your role was in ensuring its success?

So bracing the Academy and industries, uh. Great things, and with that I will propose industry to. They provide some. A real problem they are facing where the group of student or group of professor. Can contribute to solve their. Industrial. Problem in that. Problem we can ask them to. Uh, give internship of your student in their. Industry so that they can work on their project. And similarly, the project may be related to corrosion improvement of the additive manufactured alloy. Or the surface improvement of the additive manufactured alloy because they are very. Porous and they are very defect. Of softness is very high of additive manufactured allowance so these. These additive manufactured allies. Directly not. Can be used in. Automobile or aero? Space industry, so we need surface treatments, we need post processing. So these type of projects can be. Drawn from industry and the student can work on. Hello. Can you hear me?

Right, you mentioned working on surface engineering projects for aerospace and facilitating student involvement. Let’s switch gears—can you walk me through a time you evaluated students during lab exams or practicals, and how you made sure your grading was fair and transparent?

Yeah, before starting the lab examination or examination, I will. I would prepare. Grading system. Grading scheme where if. Any student is able to answer. 2-3 questions so for that. Particular thing. The grade would be different and if they have completed all the assignments and projects, whatever is given during the process.

Alright, so you’d set up a grading scheme that rewards students for answering questions and completing assignments.

So in that way I can create. Create seat before. Giving the mark so they're. Won't be any biasedness. Towards the student. Yeah, this might happen, but I would consider it. Oral Viber. Would be a one. Aspect where? I can get. Who is who has already worked on that project and who is copied? Who has copied? So in that manner I can identify with them. And also at the same time I was. Teaching Assistant ship here in IIT Bombay with. That makerspace course where I was handling with a lot of student and they have. Their group are working on the different different projects so.

Okay, so you used oral exams and your experience at IIT Bombay’s makerspace to spot who actually did the work. You mentioned handling different project groups—how did you structure communication and instructions so large groups of students understood the project requirements clearly?

Again, I use that same grading schemes. I have divided my marks in different.

Alright, so you divided marks and structured things that way. But with large groups, how did you actually make sure everyone understood their specific roles and tasks—did you use written instructions, regular meetings, or something else?

Propose initially the. Whole project needs to be given by. Prior to them, uh, with. Google.

You said you'd give the whole project prior using Google—so you mean you'd share written instructions through Google Docs or a similar platform before the project starts? How would you handle students who claim the instructions weren't clear enough, or who miss key requirements despite having everything in writing?

Google document or something and after. After the each lab session there would be. 15.

So after each lab session, you’ve got some sort of process—sounds like maybe a review or feedback step? Can you clarify what happens during that time, and how you use it to help students improve their understanding or performance?

I would propose a. Small crib session after the lab. Where the student who is having the doubt? That doubt can be solved during that. Period. And if it's still a large number of student is having that similar type of doubt, then again we can modify the project and inform them. What particular things they need to be done in that project. In that manner we can solve their queries and also we are open. Uh, in working hours, the student can visit and we can discuss. Their problem associated with that. Hello.

Alright, so you hold post-lab sessions for students to raise doubts and you adapt the projects if lots of students have issues. Let's pivot—can you tell me about a research publication you've authored in a top journal, and what made your work stand out compared to prior studies?

So yeah, I have till now I have published 15 research paper. And and 12. Self peer reviewed journal paper and I have presented. Three international works. Abroad and international and national works and also I have submitted 3 Indian patents from which one is. Granted, and two under 5.

I also submitted one book. With my professor.

Okay,

You’ve got a strong publication and patent record,

Uh. So coming to your question related to publication. So initially when I entered my PhD, I have set off objectives created. Which involves in-house design and development of in-house pulse Lipton forming setup.

Uh, designing the setup. We have moved forward with Mike.

Alright,

You were talking about designing the in-house setup as part of your PhD objectives—can you clarify whether this project was linked to any industry collaboration or consultancy, or was it entirely academic?

So yeah. Uh, one of my PhD objective was directly related to industrial project. Where I went to textile industry and I have collected the real textile wastewater from the industry and. We have integrated two different techniques photo catalytic degradation with electrochemical way of treating the wastewater. And then we, uh. A Clean that paste water and that wastewater can be re. To utilize in the same industries so. We have worked directly with the industry on that project. And this. Work is published by local newspaper and everyone was interested in their technology. So yeah. I have. Previously worked and. My work is not only academia W it is related to more related to industry waste. Hello.

Right, so you worked directly with a textile industry to treat real wastewater using a combined photo-catalytic and electrochemical process, and the results even got coverage in local media. That’s a solid example of industry collaboration. Now, looking at teaching—can you describe how you evaluate students during exams or practicals to make sure your grading is fair and transparent?

Yeah, I have mentioned that. The grid. Scheme I was discussing before and it should be. And I will. Ask the student to come and check their answer said if they have any.

Tout my in migrating system, I can assure them. What creative scheme I have followed?

Right, so you use a grid scheme for grading and invite students to review their answer sheets if they have concerns.

So you make your evaluation method transparent so students know exactly how they're being assessed. When you're guiding project work or research, how do you ensure each student is actually learning and not just following instructions?

So in that. The case I would not. Spoon feed all the information. I will ask. I will give them some journal papers. And ask them to go through these papers and come up with some idea what they want to do. And I. It will also give a small hint. In which direction they have to think?

On particular research project. In that way I can assist them if everyone is working or not.

Alright, so you don't spoon-feed but guide students by sharing journal papers and nudge them in a general direction. Let's pivot—how do you make sure your teaching is structured and clear,

Okay, so you track student progress within the research project itself. When you’re teaching theory or lab courses, what’s your approach to making the material accessible for students with different backgrounds or levels of preparation?

Yeah, that can be tracked down via. Starting from the basics. And for moving forward with the advanced technologies, so I think from. So the classroom would be. Same for the. Everyone. Who is not familiar? With the course also. They can learn from the basic.

Yeah, that can be tracked down via. Starting from the basics. And for moving forward with the advanced technologies, so I think from. So the classroom would be. Same for the. Everyone. Who is not familiar? With the course also. They can learn from the basic. And I. Can move forward with advanced technologies.

Alright, you start from basics so everyone can follow, and build up to advanced topics. Shifting gears—can you tell me about your PhD specialization, and why you chose that area over others in Mechatronics or Smart Manufacturing?

Alright, so you start everyone from the basics and then move to advanced topics so no one feels left behind. Can you give me a concrete example of a lesson or concept you taught where your approach really helped struggling students understand the material?

So yeah, I can. Can you repeat your question please?

Sure, I’ll repeat that. Can you give me a concrete example of a lesson or concept you taught where your approach—starting from basics and building up—really helped struggling students understand the material?

OK. So in manufacturing lab courses? As I mentioned, I starting from the manufacturing way of manufacturing technologies.

Industry 1.0. Industry 2.2. And industry 3.2.

Okay, so you started with fundamental manufacturing technologies in your lab courses.

You brought up Industry 1.0, 2.0, and 3.0 as a way to build up concepts in your manufacturing labs. How do you weave these historical stages into your lessons so students understand the evolution of technology, not just the current methods?

Directly moving to the current map.

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

Technology is not good for the student who is very new in this particular domain, so. Yeah, this role is Assistant Professor Research for. So what would be the. Uh, main role. Teaching for research How will I balance from?

Technology is not good for the student who is very new in this particular domain, so. Yeah, this role is Assistant Professor Research for. So what would be the. Uh, main role.

Right,

Balancing teaching and research is a challenge for any Assistant Professor. Typically, you’d dedicate time to both—teaching scheduled courses and labs, while also leading or supervising research projects. The university expects you to contribute actively in both areas, and often your research can feed directly into your teaching, keeping content current and relevant. Anything else you want to know about the role, Dr.?

Hello. No thank you.