Yes.

Please start by introducing your professional journey in academia

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir. And my research is. Complex analysis, mainly geometric function theory.

Okay, so you finished your bachelor's in mathematics at Saint Thomas College in 2016 — can you walk me through what you did next in your academic journey?

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir. And my research is. Complex analysis, mainly geometric function theory. I hopefully defend. My thesis on. 24th. November 2025.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir. And my research is. Complex analysis, mainly geometric function theory. I hopefully defend. My thesis on. 24th. November 2025. And after that I have joined as Assistant Professor in the Department of Mathematics, BCM College.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir. And my research is. Complex analysis, mainly geometric function theory. I hopefully defend. My thesis on. 24th. November 2025. And after that I have joined as Assistant Professor in the Department of Mathematics, BCM College. I in if I want to, if I will tell about my. Area. This one is the geometric function theory or univalent function theory. Account for publications. What published papers? In reputed genres like. Mediterranean journal of mathematics.

Alright, so you completed your master's in mathematics from CMS College in 2018. Did you pursue any doctoral studies or research positions after that?

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir. And my research is. Complex analysis, mainly geometric function theory. I hopefully defend. My thesis on. 24th. November 2025. And after that I have joined as Assistant Professor in the Department of Mathematics, BCM College. I in if I want to, if I will tell about my. Area. This one is the geometric function theory or univalent function theory. Account for publications. What published papers? In reputed genres like. Mediterranean journal of mathematics. Bullet Bulletin of Australian Mathematics Society. Journal of Mathematical System application. And one more in Mulitnov.

My name is Amal Shachi. I have completed my. Bachelor's degree in mathematics from Saint Thomas College, Pala, in 2016. But I have completed my Master's degree in Mathematics from CMS College Kottayam in 2018. In 2019. So I have qualified CCR net JRF with. All India rank 84. And during that academic year? I have been working as assistant professor. In Department of Mathematics, Neumann College. Thodup. And also I have been. I have been qualified. Gate 2000. Gate in Mathematics in 2020 February. In 2021 I have joined for PhD. At IIT Khode Sir. And my research is. Complex analysis, mainly geometric function theory. I hopefully defend. My thesis on. 24th. November 2025. And after that I have joined as Assistant Professor in the Department of Mathematics, BCM College. I in if I want to, if I will tell about my. Area. This one is the geometric function theory or univalent function theory. Account for publications. What published papers? In reputed genres like. Mediterranean journal of mathematics. Bullet Bulletin of Australian Mathematics Society. Journal of Mathematical System application. And one more in Mulitnov. Australian Mathematical. Australian Mathematical Society.

Alright, so you not only completed your master's but also qualified CSIR NET JRF with an All India rank of 84 in 2019 — that's impressive. Is there anything else from your academic or professional journey you'd like to highlight before we proceed?

You mentioned starting as an assistant professor at Neumann College. What was the teaching environment like there—did you mostly lecture, or was it more interactive with student discussions?

Okay, so you not only completed your master's and qualified the CSIR NET JRF with a strong rank, but you were also teaching as an assistant professor at Neumann College and cleared GATE in mathematics in February 2020. During your time at Neumann College, was there a foundational concept or topic in mathematics that you especially enjoyed teaching to your students?

Alright, so after your master's and qualifying both CSIR NET JRF and GATE, you started as an assistant professor and then joined IIT Kharagpur for your PhD in 2021. Given all that, during your time at Neumann College, was there a particular foundational topic in mathematics that you found especially rewarding to teach?

Alright, so your research focus is in complex analysis, especially geometric function theory, and you've had experience teaching while progressing through your academic milestones. During your time as an assistant professor, was there a particular concept in mathematics—maybe something in analysis or algebra—that you found especially effective in sparking student curiosity or engagement?

So you're expecting to defend your thesis in complex analysis next November, and you've got teaching experience at Neumann College as well. When you were teaching undergraduates, how did you make topics like geometric function theory approachable for students who might not have a strong background in analysis?

Okay, so after your PhD research in complex analysis, you joined BCM College as an assistant professor. When you started teaching there, did you find any particular topic or teaching method that helped students grasp difficult mathematical concepts more effectively?

So you've got published papers in the Mediterranean Journal of Mathematics and your research focuses on geometric function theory. When you're teaching topics like univalent function theory, how do you usually structure your lectures to help students connect the abstract theory to real-world applications or intuitive examples?

Right, so you've not only published in journals like the Mediterranean Journal of Mathematics and the Bulletin of the Australian Mathematical Society, but your work centers on univalent function theory. When you were teaching at BCM College, did you ever use research examples from your own publications to help students see the practical side of geometric function theory?

You’ve published extensively in geometric function theory, with recent work on coefficient problems in univalent functions. Given your expertise, where do you see the most fundable directions in your research area over the next three years? Which grant agencies or funding streams would you target to support that vision?

OK, I will explain the group theory concept.

OK, I will explain the group theory concept. So definitely. Firstly, we need. A non empty set.

OK, I will explain the group theory concept. So definitely. Firstly, we need. A non empty set. Set means a well defined class.

Alright, you want to explain group theory. Could you give me a concrete example of how you’d check if a student actually understands the concept of a group, rather than just memorizing the axioms?

Alright, so you said for group theory we start with a non-empty set. Go on — what would you look for next to ensure students aren’t just reciting definitions but can actually apply the concept in a new context?

Right, so you emphasized starting with a well-defined set when teaching group theory. When you guide students through advanced mathematical proofs in geometric function theory, how do you help them develop the critical thinking needed to approach original research questions, not just textbook exercises?

OK, I will explain the group theory concept. So definitely. Firstly, we need. A non empty set. Set means a well defined class. Actually the group. Is an alterc structure, so. In that non empty set now. Defining structure called. That's a swing. Axioms so. By if you're taking. Two elements. Under image. Image also lies in the. Say Z so. If you think. A&B. From the set. Then. We also implement.

OK, I will explain the group theory concept. So definitely. Firstly, we need. A non empty set. Set means a well defined class. Actually the group. Is an alterc structure, so. In that non empty set now. Defining structure called. That's a swing. Axioms so. By if you're taking. Two elements. Under image. Image also lies in the. Say Z so. If you think. A&B. From the set. Then. We also implement. Is a function from. Z. Addition subtraction. Multiplied in any. Number If you are too in. OK.

Alright,

You mentioned working with examples of addition and multiplication within sets when teaching group theory. Switching gears, Dr., your research in geometric function theory is quite specialized—where do you see the most promising, fundable directions in your field over the next few years? Which grants or funding sources would you target to support that work?

Yes, obviously, Sir. Univalent function. One of the emerging. Topic in complex analysis. Actually ain't mathematics so. Recently we can see one paper. They're connecting the geometric function. On quantum field theory. CMT, Aunt Queue. Means electronic. So. We can. We can. Tricks or hmm. The Government of India. To promote the research in this area.

You mentioned the connection between geometric function theory and quantum field theory, and possible support from the Government of India. Can you name a specific grant or funding agency you'd pursue, and how you'd pitch the real-world impact of your research to them?

So I can DST. Department of Science and Technology will give funding for. Or NBA subnational. Board of Higher Mathematics. These are the main agencies. If the funds. The mathematical Research. So pure. Your mathematics has. Its own beauty. So once. Define C. Chitra Rd. And Apple. The article. 20 or 21 so. Like we are developing a new. Maybe toss up. In the next. Next to five Watt. In the every field of science and technology.

Okay, so you’d target DST and NBHM for research funding. If you were starting a research group at VIT, what kinds of collaborations—maybe with industry or other departments—would you pursue to make your geometric function theory work more impactful and visible?

Yes, Sir.

Yes, Sir. I can collaborate with the many processes from IIT. IAC and also we can change. Not on the geometric function is. I can't. I'm ready to learn. Also especially. Several complex variables. This is a. We could put on minute. From IAC, ISIS are working on this so. We cannot several research. Uh, conference. International conferences. And research workshop at Vit. And we created. Familiar with in. International level also.

Yes, Sir. I can collaborate with the many processes from IIT. IAC and also we can change. Not on the geometric function is. I can't. I'm ready to learn. Also especially. Several complex variables. This is a. We could put on minute. From IAC, ISIS are working on this so. We cannot several research. Uh, conference. International conferences. And research workshop at Vit. And we created. Familiar with in. International level also. So I want to extend my research area. I don't want to stick on. So I want to grow.

Yes, Sir. I can collaborate with the many processes from IIT. IAC and also we can change. Not on the geometric function is. I can't. I'm ready to learn. Also especially. Several complex variables. This is a. We could put on minute. From IAC, ISIS are working on this so. We cannot several research. Uh, conference. International conferences. And research workshop at Vit. And we created. Familiar with in. International level also. So I want to extend my research area. I don't want to stick on. So I want to grow. In many with and many many different different direction examples harmony. Function is. There and also. So the three groups are there. These are the. Directions related to geometry function theory.

Alright, you pointed out DST and NBHM as your main funding targets, and that pure mathematics has broad value. Let's shift gears just a bit—given your teaching experience, how do you ensure fair and transparent assessment methods while maintaining academic rigor in your mathematics courses?

Yes, Sir. I can collaborate with the many processes from IIT. IAC and also we can change. Not on the geometric function is. I can't. I'm ready to learn. Also especially. Several complex variables. This is a. We could put on minute. From IAC, ISIS are working on this so. We cannot several research. Uh, conference. International conferences. And research workshop at Vit. And we created. Familiar with in. International level also. So I want to extend my research area. I don't want to stick on. So I want to grow. In many with and many many different different direction examples harmony. Function is. There and also. So the three groups are there. These are the. Directions related to geometry function theory. And also. Can work with a functional. Functionalities with people.

Yes, Sir. I can collaborate with the many processes from IIT. IAC and also we can change. Not on the geometric function is. I can't. I'm ready to learn. Also especially. Several complex variables. This is a. We could put on minute. From IAC, ISIS are working on this so. We cannot several research. Uh, conference. International conferences. And research workshop at Vit. And we created. Familiar with in. International level also. So I want to extend my research area. I don't want to stick on. So I want to grow. In many with and many many different different direction examples harmony. Function is. There and also. So the three groups are there. These are the. Directions related to geometry function theory. And also. Can work with a functional. Functionalities with people. And that kind of thing also.

You described collaborating with faculty at IITs and hosting international conferences to boost visibility. How would you leverage your consultancy or industry project experience to make the research more relevant for students at VIT, especially in terms of employability or real-world applications?

You described your research collaborations and plans to broaden your scope, which is promising. Let’s talk pedagogy—suppose you’re teaching an introductory mathematics course at VIT with a very diverse student body. What strategies would you use to make the material accessible and engaging for students who might struggle with abstract concepts?

Alright, so you see opportunities for collaboration with faculty from IITs and international workshops at VIT, and you're open to expanding into related areas like harmonic functions. Let’s talk about your teaching approach—imagine you’re running a large introductory mathematics class at VIT with students from very different academic backgrounds, and you can’t use PowerPoint slides. How would you keep everyone engaged and make sure each student is actually grappling with the material, not just passively listening?

Alright, you described collaborating with faculty at IITs and hosting international conferences to boost visibility. Let's shift gears just a bit—given your teaching experience, how do you ensure fair and transparent assessment methods for students in mathematics courses while maintaining academic rigor?

Alright, you talked about working with research groups at IITs and branching into areas like harmonic functions. Let’s switch gears to teaching. Suppose you’re assigned a large introductory mathematics course at VIT, and you can’t use slides—how would you keep 200 students actively engaged and ensure they’re really learning, not just memorizing?

Automatically this is a different. It's scale. Explain concept.

Automatically this is a different. It's scale. Explain concept. So keeping any kind of. Of the topic whether a past. I will study.

Alright, Dr. Amal, you mentioned that teaching a large class without slides would force you to focus on clear explanations. Can you give a concrete example of an activity or approach you'd use in that setting to get students actively participating and thinking, rather than just listening?

Automatically this is a different. It's scale. Explain concept. So keeping any kind of. Of the topic whether a past. I will study. How this motivation came? Thing with. Talk early, we can.

Alright, you said you'd focus on explaining the concept clearly, even with a big class and no slides. But with 200 students, some will always drift or get lost. How would you actually check if they're following in real time, and what would you do if you spotted a bunch of students disengaged?

You said you'd start with motivation and clearly explain concepts, even in a big class. With that many students, some will zone out or struggle. What's one specific strategy you'd use to check if they're actually understanding during the session, not just sitting quietly?

The one thing? That we can start with some simple. Example that everyone can understand. Then. They will. Definitely they will. By examples. And why this theory? And in vit. Mainly we are teaching the engineering students so. Like they are the main. Look Merobra and complex analysis, especially in signal processing. The Fourier transform. Everywhere there. Using linear algebra even in the. A belt. What is the for the movement and everything there is? Linear. Like space concept only in R3 or R4. The can use. I can teach. Then with some application then. It Interstate So winning. Every kind of question. Question problem. And application. I need I don't know. The moderate. And tough levels. Then only we can run So winning. Every kind of question. Question problem. And application. I need I don't know. The moderate. And tough levels. Then only we can run. The good students. And they like good. Academic performing students.

The one thing? That we can start with some simple. Example that everyone can understand. Then. They will. Definitely they will. By examples. And why this theory?

The one thing? That we can start with some simple. Example that everyone can understand. Then. They will. Definitely they will. By examples. And why this theory? And in vit. Mainly we are teaching the engineering students so. Like they are the main. Look Merobra and complex analysis, especially in signal processing. The Fourier transform. Everywhere there. Using linear algebra even in the. A belt. What is the for the movement and everything there is?

The one thing? That we can start with some simple. Example that everyone can understand. Then. They will. Definitely they will. By examples. And why this theory? And in vit. Mainly we are teaching the engineering students so. Like they are the main. Look Merobra and complex analysis, especially in signal processing. The Fourier transform. Everywhere there. Using linear algebra even in the. A belt.

The one thing? That we can start with some simple. Example that everyone can understand. Then. They will. Definitely they will. By examples. And why this theory? And in vit. Mainly we are teaching the engineering students so. Like they are the main. Look Merobra and complex analysis, especially in signal processing. The Fourier transform. Everywhere there. Using linear algebra even in the. A belt. What is the for the movement and everything there is? Linear. Like space concept only in R3 or R4.

Alright, you like starting with simple examples to build understanding. Now, assessment is a big part of teaching at VIT. How would you make sure your exams and classroom evaluations are fair and transparent, while still keeping the academic standards high?

Alright, you've got a good sense for starting with accessible examples, especially for engineering students. Now, in your courses at VIT, how would you make sure your exams and evaluations are fair and transparent, while still demanding a high level of rigor?

So you tie your examples to what engineering students see in their other courses, like signal processing and linear algebra. Before we wrap this section, Dr. Amal, VIT encourages faculty to bring in industry or consultancy experience—how would you draw on any such experience, or create those links, to make your mathematics classes more relevant to students’ future careers?

Alright, you connect your examples to real-world applications for engineering students, like signal processing and linear algebra. Now, assessment is a big part of teaching at VIT. How would you make sure your exams and classroom evaluations are fair and transparent, while still keeping academic rigor in your mathematics courses?

So winning. Every kind of question. Question problem. And application. I need I don't know. The moderate. And tough levels. Then only we can run. The good students. And they like good. Academic performing students. Then add bill score. The question is the. Moderate and costly. Like maybe? It was really tough question. Under is the.

So winning. Every kind of question. Question problem. And application. I need I don't know. The moderate. And tough levels. Then only we can run. The good students. And they like good. Academic performing students. Then add bill score. The question is the. Moderate and costly. Like maybe? It was really tough question. Under is the. Something I'm with *. Attempting completely. Extra Mark 2. All some African part of. Then for example. Example like. The examination of differential equation. Or partial differential equation or linear algebra. Engineering. Problem uh. And we can. Situation. And ask them to. Create a partial. And then? Accordingly.

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

You described a mix of moderate, tough, and engineering-focused questions to differentiate student performance. You also mentioned partial credit and extra marks for difficult sections. What steps would you take to make sure students know exactly how their work will be graded, and to avoid disputes about exam fairness?

CS GO exam. Very fair manner only.

You said the exam would be fair, but just saying "fair manner" doesn't tell me much. Walk me through how you'd communicate your grading criteria to students beforehand — is it rubrics, published solutions, or something else?

CS GO exam. Very fair manner only. Yeah, some. Before the Tamika. Select some model exam. To how the exam pattern will be. Basically. The Internet likes of. Will be there.

CS GO exam. Very fair manner only. Yeah, some. Before the Tamika. Select some model exam. To how the exam pattern will be. Basically. The Internet likes of. Will be there. Also.

You mentioned sharing model exams ahead of time so students know the format and expectations. Is that your main approach for communicating grading standards, or do you also use detailed rubrics or publish sample solutions after grading to increase transparency?

You mentioned model exams as a way to show students what to expect and help them understand the grading pattern. Do you also use published solutions or rubrics so students can see exactly how marks are awarded, or is it mostly through the sample exams?

So I will provide. Step-by-step, Mark. Anthropic. So if you're giving a. A solution then. Cancel, just read and throw it. Then they will think and they will try to sort a. Questions exam also. That is. Practice thought. Thinking capacity. And their. Improve and they will get. So next time. Like this so. So whatever. So they will understand. We have to think like this. For the.

So I will provide. Step-by-step, Mark. Anthropic. So if you're giving a. A solution then. Cancel, just read and throw it. Then they will think and they will try to sort a. Questions exam also. That is. Practice thought. Thinking capacity. And their. Improve and they will get. So next time. Like this so. So whatever. So they will understand. We have to think like this. For the. Thumb mark I like. Pathmarking SO. If you. 28. Different different subparts so. There could be some partial marking for each step. Or its rubrics. Sir, I'm waiting for your next question So VIT is an autonomous institution, so we can frame. Around like in departments? We can and our own question paper. And overall assessment So VIT is an autonomous institution, so we can frame. Around like in departments? We can and our own question paper. And overall assessment. These are the assessment criteria. So maybe like one kiss? One assignment. One seminar. And one Intel exam. And Alexa.

Okay, so you prefer step-by-step marking and want students to build their own thinking instead of just copying solutions. Switching focus, if you noticed that outcome assessment data for your math courses at VIT was inconsistent or incomplete, how would you address that as part of your departmental responsibilities?

So VIT is an autonomous institution, so we can frame. Around like in departments? We can and our own question paper. And overall assessment. These are the assessment criteria. So maybe like one kiss? One assignment. One seminar. And one Intel exam. And Alexa. And coordinated.

Okay, let’s shift to something a bit more real-world. Imagine this scenario: a student files a formal complaint saying your grading in a mathematics course is biased, but at the same time your department head is pressuring you to improve pass rates. How would you handle that situation and balance fairness with those conflicting pressures?

So VIT is an autonomous institution, so we can frame. Around like in departments? We can and our own question paper. And overall assessment. These are the assessment criteria. So maybe like one kiss? One assignment. One seminar. And one Intel exam. And Alexa. And coordinated. People are in other like. If some facilities. It's and some. Some are preparing. Question problem. Looking at the markings. Is not so. Who the The department itself? Mainly with. Department and then. That I have completely. My answer.

You described the department coordinating assessments and assignments to keep things consistent. Let's get real for a moment, Professor—imagine a student files a formal complaint saying your grading in a mathematics course is biased, but at the same time your department head is pressuring you to improve pass rates. How would you actually navigate that, balancing fairness to the student and institutional expectations?

Oh, every. They are always. Keep the high. Standard on high passperson date.

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself.

You said you'd always keep high standards and high pass rates. I need a bit more than that—what would you actually do if the department head disagreed with your approach to grading after a student complaint? Would you change anything, or stick to your method?

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also.

Alright, let's pivot to industry alignment. Given your background in geometric function theory and complex analysis, do you have any connections to industry or applied research that could help students at VIT get internships or exposure to real-world problems?

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also. Teaching and internal research so. Our duty to. Nation. So what's? This. Two we'll F. That our good lectures. Lecture note and assignment. Totally share exam question paper.

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also. Teaching and internal research so. Our duty to. Nation. So what's? This. Two we'll F. That our good lectures. Lecture note and assignment. Totally share exam question paper. Obviously, the department will ask for good first. And we have to give an air system. Because. Was studying them.

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also. Teaching and internal research so. Our duty to. Nation. So what's? This. Two we'll F. That our good lectures. Lecture note and assignment. Totally share exam question paper. Obviously, the department will ask for good first. And we have to give an air system. Because. Was studying them. Mark and all if some. Buy position. Or they're not good in academic so we can give. We can conduct some extra class. Or mentoring section.

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also. Teaching and internal research so. Our duty to. Nation. So what's? This. Two we'll F. That our good lectures. Lecture note and assignment. Totally share exam question paper. Obviously, the department will ask for good first. And we have to give an air system. Because. Was studying them. Mark and all if some. Buy position. Or they're not good in academic so we can give. We can conduct some extra class. Or mentoring section. Position and. Make sure or. 90%.

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also. Teaching and internal research so. Our duty to. Nation. So what's? This. Two we'll F. That our good lectures. Lecture note and assignment. Totally share exam question paper. Obviously, the department will ask for good first. And we have to give an air system. Because. Was studying them. Mark and all if some. Buy position. Or they're not good in academic so we can give. We can conduct some extra class. Or mentoring section. Position and. Make sure or. 90%. Each semester. In the starting itself. The students. Why explain the evaluation criteria? An important soap.

Right, so you focus on setting expectations from the start with clear evaluation ideas and patterns. Now, earlier you mentioned wanting to expand your research into areas like harmonic functions and collaborate with groups from IIT and IISc. Can you give one concrete example of how you’d bring an industry perspective—maybe through consultancy or a specific applied project—into your mathematics courses at VIT to enrich student learning?

Oh, every. They are always. Keep the high. Standard on high passperson date. In the starting itself. Starting up course. Itself. The students will process the evaluation. Idea for this? You can plan accordingly. Uh, how will mark? And how the? Intellectual pattern and how the model exam pattern. And teaching also. Teaching and internal research so. Our duty to. Nation. So what's? This. Two we'll F. That our good lectures. Lecture note and assignment. Totally share exam question paper. Obviously, the department will ask for good first. And we have to give an air system. Because. Was studying them. Mark and all if some. Buy position. Or they're not good in academic so we can give. We can conduct some extra class. Or mentoring section. Position and. Make sure or. 90%. Each semester. In the starting itself. The students. Why explain the evaluation criteria? An important soap. A qualifying exam in. Corresponding semester also.

Right, you emphasized sharing the evaluation scheme, model exams, and being transparent with your lecture notes and assignments to set clear expectations. Now, given VIT's focus on industry-academia collaboration, how would you bring your experience from any consultancy or industry-related mathematics projects into the classroom to enrich your students' learning?

You emphasized step-by-step marking and partial credit, so students see how marks are awarded and learn from their mistakes. Since VIT encourages industry-academia collaboration, how would you use any experience from consultancy or industry projects to enrich your math teaching and create better student outcomes—can you give a concrete example?

You mentioned extra classes and mentoring for students who struggle, and keeping transparent grading and high standards. That’s clear. Now, Professor, given VIT’s encouragement of industry-academia collaboration, how would you incorporate your experience in consultancy or industry projects to enrich the academic environment and student learning outcomes in mathematics?

Alright, Professor, let's talk about some core skills for this role. Suppose you’re guiding students through a project on real-world supply chain optimization using advanced mathematical methods. How would you help them choose the right statistical or AI tools for modeling uncertainty and making decisions?

Right, you emphasized early explanation of evaluation criteria, extra classes for struggling students, and keeping high standards alongside department expectations. Let's shift to guiding student research. If a student approaches you with a project idea in AI and mathematics, but their proposal is missing a clear hypothesis and methodology, how would you help them refine it without just giving them the answers?

You emphasized explaining the evaluation system upfront and providing extra support sessions for students who need it, even with department pressure. Let’s talk about guiding student research. Say you’re mentoring a group working on an industry project involving supply chain math and AI—how would you help them decide which advanced statistical methods to use, and make sure their approach is really grounded in the math, not just following software defaults?

Actually my I'm not familiar with the air. Supply chain and a. I know only basic Python coding only.

Actually my I'm not familiar with the air. Supply chain and a. I know only basic Python coding only. The supply chain. The states are a. We have to 1st. Problem and. Solved. We have to make the. Step. How to move to the? Uh, that will have to move. Coding bot.

Thanks for being honest about your experience with supply chain and AI. Let’s pivot to student evaluation and exam duties. Walk me through how you’d handle exam invigilation and post-exam review if a student was suspected of academic dishonesty—what concrete steps would you take?

Okay, so you’d coordinate assessment criteria at the department level and use multiple formats like assignments and seminars. Let’s shift gears—what’s your approach to guiding student projects or research, especially when a student’s proposal isn’t well grounded or seems unrealistic? How do you steer them toward something achievable without shutting down their enthusiasm?

Guiding a research student. Fast field. Has to understand the basic literature. And they have to. Find. They're on motivation. Why?

Guiding a research student. Fast field. Has to understand the basic literature. And they have to. Find. They're on motivation. Why? Then only they will get. 425. They will ask. I need to solve this problem.

Guiding a research student. Fast field. Has to understand the basic literature. And they have to. Find. They're on motivation. Why? Then only they will get. 425. They will ask. I need to solve this problem. The motivation. Australia View part That's very important. I'm giving a little. To be a part and then. The them. And they will understand why this story. Important the. And they can make good results.

Guiding a research student. Fast field. Has to understand the basic literature. And they have to. Find. They're on motivation. Why? Then only they will get. 425. They will ask. I need to solve this problem. The motivation. Australia View part That's very important. I'm giving a little.

Guiding a research student. Fast field. Has to understand the basic literature. And they have to. Find. They're on motivation. Why? Then only they will get. 425. They will ask. I need to solve this problem. The motivation. Australia View part That's very important. I'm giving a little. To be a part and then. The them. And they will understand why this story. Important the. And they can make good results. So if they are unable. Then I can. I from my side. And, uh, some initial lecture. That's also possible from my side.

So you start by helping them understand the literature and find their own motivation. How do you handle it if a student keeps proposing ideas that are too ambitious or not feasible—do you redirect them, or let them explore and learn from failure?

You focus on helping students understand the literature and find their motivation before tackling a research problem. What do you do when a student keeps pushing for ideas that are too ambitious or not feasible—do you redirect them, or let them try and learn from failure?

Alright, you help students find their motivation by digging into the literature first. Let’s shift—can you walk me through how you’d handle exam invigilation and post-exam review if a student challenges their grade? What steps do you take to ensure transparency in the process?

Alright, you make sure students start with the literature and have a clear motivation for their research. Let's pivot to communication and teaching style. If you had to explain a tough concept like eigenvalues to a mixed group of engineering and math majors, how would you structure your explanation so everyone—not just the math specialists—can follow and apply it?

You help students dig into the literature and find motivation, and you’re willing to give initial lectures to set direction. Let’s talk about communication—when you explain a tough topic like eigenvalues to a mixed group, what’s your go-to technique for making sure even the weaker students grasp the core idea?

Heganwalomiagenwall. 2nd vector that is a topic.

Alright, you focus on motivation and breaking down the literature to set a foundation for tough topics. Let me ask about your research publications—can you give me an example of a paper you’ve published in a reputed journal, and walk me through the main mathematical contribution you made?

Heganwalomiagenwall. 2nd vector that is a topic. Algebra. Metrics applying. Question also I. Of metrics so. Multiplying a. With a vector.

Heganwalomiagenwall. 2nd vector that is a topic. Algebra. Metrics applying. Question also I. Of metrics so. Multiplying a. With a vector. So AV. To Lambda V.

Heganwalomiagenwall. 2nd vector that is a topic. Algebra. Metrics applying. Question also I. Of metrics so. Multiplying a. With a vector. So AV. To Lambda V. For the euro. Then we. Then eigenvalues see that if you are multiplying A into B. Then. Because we. Lambda into V.

You focused on multiplying a matrix with a vector to make eigenvalues concrete, so you’re breaking it down to the basics. Now, let me shift to your research publications. Can you give me an example of a paper you’ve published in a reputed journal, and what the core mathematical contribution was?

Okay, you break eigenvalues down to the basics — AV equals lambda V, so students can see the connection between matrices and vectors. Let’s shift to your research publications. Can you give me an example of a paper you’ve published in a reputed journal, and explain what new mathematical insight or result you contributed?

Heganwalomiagenwall. 2nd vector that is a topic. Algebra. Metrics applying. Question also I. Of metrics so. Multiplying a. With a vector. So AV. To Lambda V. For the euro. Then we. Then eigenvalues see that if you are multiplying A into B. Then. Because we. Lambda into V. Play machine. TV2 Lambda B so. The V. Getting satisfaction that the. Move to. To. We under the top T. To Lambda V. Not changing the direction it is gave. Direction that we. But Lambda is an 18 value and corresponds. Design better.

You broke eigenvalues down to multiplying a matrix with a vector, so even the basics are clear for students. Now, let's shift to your research publications. Can you give me an example of a paper you've published in a reputed journal, and walk me through the core mathematical idea you contributed?

Heganwalomiagenwall. 2nd vector that is a topic. Algebra. Metrics applying. Question also I. Of metrics so. Multiplying a. With a vector. So AV. To Lambda V. For the euro. Then we. Then eigenvalues see that if you are multiplying A into B. Then. Because we. Lambda into V. Play machine. TV2 Lambda B so. The V. Getting satisfaction that the. Move to. To. We under the top T. To Lambda V. Not changing the direction it is gave. Direction that we. But Lambda is an 18 value and corresponds. Design better. That because. Any Lambda will. Well, because I know that. So if we Lambda. And Lambda 2. We need the conditioner. So we need.

You mentioned AV equals lambda V and breaking eigenvalues down for students, but I need a bit more clarity. Can you walk me through how you'd teach a laboratory class—say, using MATLAB or Python—to actually demonstrate eigenvalues in practice, not just theory?

Alright, you focus on helping students find their motivation through literature and you’re willing to give initial lectures if they’re stuck. Switching gears, what’s your approach for structuring theory and laboratory courses so students actually engage with both, not just sit through the theory and tune out the lab?

Heganwalomiagenwall. 2nd vector that is a topic. Algebra. Metrics applying. Question also I. Of metrics so. Multiplying a. With a vector. So AV. To Lambda V. For the euro. Then we. Then eigenvalues see that if you are multiplying A into B. Then. Because we. Lambda into V. Play machine. TV2 Lambda B so. The V. Getting satisfaction that the. Move to. To. We under the top T. To Lambda V. Not changing the direction it is gave. Direction that we. But Lambda is an 18 value and corresponds. Design better. That because. Any Lambda will. Well, because I know that. So if we Lambda. And Lambda 2. We need the conditioner. So we need. Lambda is an ex. Value and we. How complicated my answer?

Right, you explained eigenvalues using AV equals lambda V and focused on direction, not just numbers. Let’s switch to your experience with research publications—can you give me an example of a paper you’ve published, and what was your main mathematical contribution in it?

So I will explain. In Mediterranean journal of mathematics. Will second Angel did. This point returned. Gamma. Gamma 2. The amount?

You mentioned the Mediterranean Journal of Mathematics and something about gamma, but I need a bit more detail. What was your actual mathematical contribution in that paper—did you propose a new theorem, prove something novel, or develop a technique?

So I will explain. In Mediterranean journal of mathematics. Will second Angel did. This point returned. Gamma. Gamma 2. The amount? Option. So motion. Equal to 1. To. The. And where gamma? I hope, I hope.

Alright, you referenced the Mediterranean Journal of Mathematics

Points and convex.

Okay, so your work involved points and convexity—can you describe the main mathematical idea you introduced, or the key result you proved in that paper?

So I said. Boiled the gap. 4 Gamma 1 Gamma 3. And all I think that the bound. By moving and. A complete form of a function. Because. The because sharp. The modulus value. We can't improve.

So I said. Boiled the gap. 4 Gamma 1 Gamma 3. And all I think that the bound. By moving and. A complete form of a function. Because. The because sharp. The modulus value. We can't improve. By. And that function. Is sharp. That's the most. A sharp is the most crucial part. Given the. But we have to. Provide a bar.

Alright, so you're saying your result gave a bound involving gamma values, and you argued that the modulus was sharp and couldn't be improved further. Was there a specific technique or lemma you developed for that sharpness proof, or did you rely on existing methods?

You highlighted that your main result was a sharp bound involving gamma values, and that the function couldn't be improved further. Shifting gears, Professor, how do you structure theory and laboratory courses so students get both the mathematical depth and practical application?

Physically in the. Something. So connection medics. Know the theory part. Like who? Workout. What does that kind of thing? Like. If you have to. Iteration so in. So much quick time. The. Very fast within.

Physically in the. Something. So connection medics. Know the theory part. Like who? Workout. What does that kind of thing? Like. If you have to. Iteration so in. So much quick time. The. Very fast within. We can shift. And practically, especially with the Python classes. To them and symbiote number, that kind of thing. And loop structure and everything we can. Kiss them and them. 2 meter coding.

Physically in the. Something. So connection medics. Know the theory part. Like who? Workout. What does that kind of thing? Like. If you have to. Iteration so in. So much quick time. The. Very fast within. We can shift. And practically, especially with the Python classes. To them and symbiote number, that kind of thing. And loop structure and everything we can. Kiss them and them. 2 meter coding. And how to get? Separate answer.

Alright, Professor, you mentioned connecting theory with practical work and quick iterations. When you’re evaluating students’ exam answers or lab reports, what’s your process for making sure your grading is consistent and fair, especially when different students approach the same problem in different ways?

Alright, you mentioned connecting theory with practical work and fast iterations. When you’re evaluating students’ exam answers or lab reports, what’s your process for making sure your grading is consistent and unbiased, especially if you’re dealing with a large batch of submissions?

Alright, you’re connecting theory to practice with coding exercises and quick iterations. When it comes to evaluating student exam answers or lab reports, what’s your process for making sure your grading is consistent and fair, especially if you’re handling a large batch?

Alright, you’re connecting theory and practice with coding and quick feedback. Now, when guiding students on projects, what’s your strategy for keeping them motivated and structured, especially if they hit a tough patch or start losing focus?

So. Make it like. In SO. The project in mathematics.

Alright,

Uh, we can, uh. OK, OK.

You mentioned projects in mathematics, but didn't give much detail. No worries. When you’re teaching, how do you structure your communication or lectures to make sure students with different backgrounds can follow along and actually understand the material?

OK, I will. My class or I will play. I left her in such a way that. Every so. With some simple examples so. Go to the. The deep concept. So like in the class. In a class in the starting itself, I. Deep concept.

OK, I will. My class or I will play. I left her in such a way that. Every so. With some simple examples so. Go to the. The deep concept. So like in the class. In a class in the starting itself, I. Deep concept. Some students may not understand so. Examples and involve them. So we know like. In any. In the nationality. The computer system. Or not teaching. During the teaching. So from students, how this will come?

OK, I will. My class or I will play. I left her in such a way that. Every so. With some simple examples so. Go to the. The deep concept. So like in the class. In a class in the starting itself, I. Deep concept. Some students may not understand so. Examples and involve them. So we know like. In any. In the nationality. The computer system. Or not teaching. During the teaching. So from students, how this will come? And this. Ask questions, students. To the students that. More attractive to the subject also.

OK, I will. My class or I will play. I left her in such a way that. Every so. With some simple examples so. Go to the. The deep concept. So like in the class. In a class in the starting itself, I. Deep concept. Some students may not understand so. Examples and involve them. So we know like. In any. In the nationality. The computer system. Or not teaching. During the teaching. So from students, how this will come? And this. Ask questions, students. To the students that. More attractive to the subject also. And they were wrong answer but. From there on. I their logical. Capacities and thinking about this.

Alright, you keep your lectures accessible by starting with simple examples before moving into deeper concepts. Now, Professor, can you share how you handle student evaluation and exam duties? What’s your process for making sure grading is fair and consistent, especially in courses with both theory and coding components?

You keep your lectures accessible by starting with simple examples before moving into deeper concepts. Now, Professor, can you share how you handle student evaluation and exam duties? What’s your process for making sure your grading is consistent and fair across different students?

You start your lectures with simple examples and engage students by asking questions, which helps them connect with the material. Now, Professor, when it comes to evaluating exams or grading lab reports, what’s your process for making sure your assessment is fair and consistent for all students?

You start with simple examples and gradually build up to deeper concepts, and you prompt students to ask questions—even if their answers aren't always right, you use that to encourage logical thinking. Makes sense. Professor, can you walk me through how you’ve handled student evaluation or exam duties in the past? What’s your process for setting fair assessments and grading?

Teaching Life. Timely.

You mentioned teaching life and timeliness, but I need a bit more detail. Can you give me a concrete example of how you’ve organized or graded exams to make sure they’re fair for students with different strengths?

It's like I will.

It's like I will. Uh, one way or one sentence? And total. Switch on part 6 long as a question.

You started to say "it's like I will" but didn't finish — can you walk me through how you actually set up exam questions or grade papers so the process is fair for everyone?

I like I would like to my career.

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