Yes, we, yes, we can begin.

Please start by introducing your professional journey in academia

Hello hi I am Aditya Subramany. I am currently an assistant professor in. Department of. Mathematics and Statistics. Gitam School of Sciences. Gitam Visakhapatnam.

Alright, so you're currently at Gitam School of Sciences in Visakhapatnam.

Prior to this, I was a assistant professor in Manipal Institute of Technology. OK, so. For me mathematics. Uh, was something I liked right from my childhood. So I wanted to pursue a career in mathematics.

Prior to this, I was a assistant professor in Manipal Institute of Technology. OK, so. For me mathematics. Uh, was something I liked right from my childhood.

Alright, so you moved from Manipal Institute of Technology to Gitam, and you mentioned your interest in mathematics goes back to childhood. Was there a particular moment or mentor in your academic journey that really inspired you to pursue research and teaching at the university level?

So you mentioned your passion for mathematics started in childhood and led you through roles at Manipal and Gitam. When you're teaching undergraduates, what's one foundational concept in mathematics you really enjoy explaining, and how do you approach making it accessible for students who might struggle?

So I took the natural part of. OK. So. So for for example, I have taught lean algebra. As a course in multiple places. So in linear algebra I want to say focus. On singular value decomposition.

Okay, so you focus on singular value decomposition when teaching linear algebra. How do you make SVD intuitive for students who are seeing it for the first time—do you use real-world analogies, visualizations,

So so singular value decomposition is a concept which has applications in. Multiple areas in mathematics. Yeah, so. So so so I so I I. I use computer graphics as an example to. Uh, emphasize SVD. So, uh. So I I so I start with. An arbitrary 2 by three matrix.

With that, I asked him to. Uh, firstly I try to motivate. With the. Eigenvalue decomposition with the square matrix.

Alright, so you use computer graphics and start with a 2 by 3 matrix to introduce SVD. When you connect it to graphics, do you find students can visualize the decomposition better, or do some still struggle? How do you adapt if the analogy doesn’t land for everyone?

So you start by motivating with eigenvalue decomposition for square matrices before introducing SVD. When students struggle with the leap from eigenvalues to singular values, how do you address their confusion—do you have a particular explanation or activity that helps bridge that gap?

Yeah, so to so to do this first thing is understand eigenvalue. Orthogonal decomposition for symmetric matrices.

Dr., I noticed your PhD thesis was on "Bounded Negativity and Harbourne constants on Algebraic Surfaces." Can you walk me through a time you had to explain the core ideas from that research to a group of undergraduates or non-specialist students—how did you make those concepts accessible?

So given a two by three matrix K. A transpose A becomes a symmetric matrix. So the first motivation is to understand. Eigen space decomposition for. OK, so I. Uh, so my PhD is. On algebraic geometry now. Algebraic geometry. Studies Objects. Which involves solutions to. Polynomial equations. So my PhD was on bounded. The boundary negativity conjecture. Which had to do with understanding. Curbs on surfaces.

Alright, so you're breaking down algebraic geometry for students by focusing on the idea of curves on surfaces and the motivation from symmetric matrices. When you've got a group that's struggling with the abstraction—like the concept of negativity in this context—do you have a concrete classroom example or analogy you've found effective to make it click?

So the aim was to understand how. Negative or curve is. In the sense. Yeah, so. Uh, so to understand the concept of negative, uh, negativity, you need the notion of. Intersection of two curves. So so if the two curves intersect transversely, then they count. The intersection counts. The uh. Exact number of points of intersection.

So the aim was to understand how. Negative or curve is. In the sense. Yeah, so. Uh, so to understand the concept of negative, uh, negativity, you need the notion of. Intersection of two curves. So so if the two curves intersect transversely, then they count. The intersection counts. The uh. Exact number of points of intersection. So, so so I would first try to motivate with. Intersecting curves. And try to count. The proper number of intersection.

So you use intersection numbers to explain negativity of curves, and relate it to counting points where two curves meet. When you teach this to undergraduates, do you ever use a visual approach or physical models to help them grasp the geometry, or do you rely more on algebraic explanations?

Right, so you motivate negativity by counting intersections and making the geometry concrete. When you see students really struggling with bringing together algebraic and geometric intuition, do you have a strategy for getting them to make that leap—maybe a particular project, assignment, or classroom moment that stands out?

Yeah, I typically start with the example y -, X square as one polynomial.

Alright, you start with y equals x squared as your initial example. Since you've covered both algebraic and geometric intuition in your teaching, let's shift gears a bit.

And the X axis is another polynomial. So y -, X square. And X axis intersect. As a point, there is only one point. I have. I haven't done any research. Statistical Methods. But I have taught a course on probability and statistics If that is what you're referring to If that is what you're referring to. OK, so. Uh, so because I come from the theoretical background. I would see. Uh, how it addresses? Fundamental questions.

And the X axis is another polynomial. So y -, X square. And X axis intersect. As a point, there is only one point. I have. I haven't done any research. Statistical Methods.

Okay, so for intersection you use y equals x squared and the x-axis as your example, and you haven't worked on advanced statistical methods—thanks for clarifying. Going back to your teaching,

In the theoretical side. Also I would see if. There are applications to these.

Alright,

So you weigh both the theoretical depth and potential applications when evaluating student proposals.

In other branches or methods.

Alright, so you're open to projects that connect across different branches or methods. Has there ever been a case where a student linked an abstract algebraic concept to something practical in another field—maybe physics or computer science—and surprised you with the outcome?

No, this has never happened to me.

Got it, so you haven't seen a student take a theoretical idea and apply it unexpectedly in another field. Based on your experience bridging advanced research and classroom teaching, is there a particular method or approach you use to make abstract mathematics accessible to students who are new to the subject?

OK in in my opinion, abstract mathematics.

Gives more focus essential ideas than focusing on. Smaller details in the concept.

Alright, sounds like you’re about to share your perspective on abstract mathematics. Go on.

Alright.

Yeah, so. So so I would. Want to encourage students? In uh, giving an abstract example. By focusing on. Known examples that they already know.

From there I will try to shut. The the conditions. That one needs to essentially focus on. And try to motivate by saying that the abstract. Yeah.

Professor, given your background in algebraic geometry, where do you see the most promising or fundable research directions in your field over the next few years?

Alright. Professor, could you elaborate on your teaching philosophy and provide examples of how you tailor your approach to accommodate diverse learning styles in mathematics courses at VIT University?

Yeah, so, uh. So I. My my teaching. In the class was as follows. I typically give. To explain concept, I typically give basic examples.

You mentioned starting with basic examples to explain concepts.

And motivated by the examples, I try to motivate the concept and give a step by step explanation. Hello. Yeah. To to to do this, I would. Want to start with small assessments? And. In introduce my. Talk or session with. Fundamental questions. Based on the feedback of the class I would try to 1st gauge. The level of the student.

And motivated by the examples, I try to motivate the concept and give a step by step explanation. Hello. Yeah. To to to do this, I would. Want to start with small assessments? And. In introduce my. Talk or session with. Fundamental questions.

Right,

You try to gauge the students’ level first. Once you’ve done that,

Enhance decide on what?

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?

I would try to uh. I I would try to. See What common parameters are there across. Different. Courses or departments?

I try try to figure out. Proper issue. On what's happening.

I try try to figure out. Proper issue. On what's happening. Why is accreditation not happening?

Okay,

So you're focused on identifying the root cause when you spot inconsistency. Once you've pinpointed the main issue, how do you go about ensuring the changes you suggest actually get adopted across the department, especially if some faculty are resistant?

Okay, so you're focused on identifying the root cause when you spot inconsistency. Once you've pinpointed the main issue, how do you go about ensuring the changes you suggest actually get adopted across the department and not just in one course?

Yes, yes.

You’re saying yes, but I’m looking for a bit more detail. Walk me through a real example—how would you actually get faculty on board to implement standardized outcome assessments if they were hesitant? What steps would you take, and how would you address their concerns?

So, yeah, so. Yes.

Just saying yes doesn’t really give me much to go on. I’m looking for a concrete example—if you were trying to persuade faculty across multiple courses to standardize outcome assessments, what specific steps would you take to get their buy-in and address their reservations?

Yeah, so. Yeah, yeah, yeah, yeah.

Alright, since you’re not really giving specifics, I’ll pivot. Beyond teaching and research, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews—if you joined our faculty?

Yeah, so. Yeah.

Yeah, so. Yeah. Yeah, allow me to speak, please.

Yeah, so. Yeah. Yeah, allow me to speak, please. Yes, yes.

You haven’t really given specifics on department-level governance. Let me ask—if you were on a curriculum committee, what would you bring to the table to help improve our Mathematics program for both students and faculty?

Go on.

Mm-hmm.

Yeah, so. Yeah. So for example, for example, if I was to take. For example, if I.

You were saying, “for example, if I was to take…” — go ahead and finish your thought.

OK, I would. Yeah, so. Yeah.

You started to say, “for example, if I was to take…” but didn’t finish your thought.

Yeah, so in. Yeah, yeah.

Yeah, I would. I would want to see, I would want to see how how it fits.

Yeah, I would. I would want to see, I would want to see how how it fits. I would want to see how how it fits.

Alright, you keep starting to give an example but haven’t finished your thought. If you’re ready, go ahead and walk me through a real scenario—how you’d contribute in a curriculum committee or department-level governance. If you’d prefer to move on, just let me know.

Okay, you’d want to see how it fits — but I need a clearer picture. Say you’re reviewing a proposed change to the Mathematics curriculum, like adding a new elective on AI applications. How would you evaluate whether it’s really beneficial for both students and faculty, and what criteria would you use to make that call?

I want to see how. The curriculum fits. For student.

Let's switch gears.

Alright, you want to see how the curriculum fits for students. Say the administration pressures you to add a popular course that you feel doesn’t meet your academic standards—how would you handle that tension between institutional demands and your commitment to quality?

Yeah.

Just saying “yeah” doesn’t really answer the question. If you’re facing pressure to add a course you don’t believe meets your standards, what concrete steps would you take to defend your academic position while still staying professional with administration?

Yeah. Can I, can I speak?

Alright, you keep asking to speak but haven’t actually provided a concrete answer.

Yeah. Can I speak?

Yeah. Can I speak? Yeah, yes.

You keep saying you want to speak, but I need to hear a clear answer. If you’re ready, tell me how you’d respond if the administration insisted on adding a course you don’t believe meets academic standards—what steps would you actually take?

Alright.

Applications, yeah.

Mm-hmm.

So for that for that I'll have to. For that I will keep track of how AI. For that I will keep. See I would I would try to see which is more beneficial. I would try to see which is more. Beneficial.

You’re weighing the benefits, but I need something concrete. Say you’re in a meeting and the department head says, “We have to add this course because it’s popular and aligns with university strategy.” What would you actually say in the moment—how would you defend your academic standards without alienating leadership?

I would try to convince the administration. I would try to convince. I would try to convince the administration on why this is more relevant.

Alright, you’d try to convince the administration about relevance. But let’s say your department head disagrees and insists on their approach—how would you handle that pushback and still protect academic standards?

I would try to show relevance of that course in other institutes. And try to compare with them.

I would try to show relevance of that course in other institutes. And try to compare with them. I will show evidence.

Let’s talk about bridging academia and industry. Given your background, do you have any connections or industry collaborations that could help students land internships or placement opportunities in Mathematics?

I will show evidence comparing with other institutes.

Okay, so you’d show evidence from other institutes to make your case. Have you actually worked with any companies or consulted on projects where you could bring real-world industry problems into your classroom, or maybe help students get internships through those connections?

Okay, noted.

I will. I will compare the course with other other institutes. Show evidences.

I will. I will compare the course with other other institutes. Show evidences. Yes.

You keep repeating that you’ll compare courses and show evidence, but I’m looking for specifics about industry collaboration—have you actually partnered with any companies or worked on real-world projects that you could bring into your Mathematics teaching, or is this just something you plan to do in the future?

Let’s shift gears, Professor. I want to quickly verify your background in a few key areas. First, can you walk me through a recent project or research where you applied advanced statistical methods or AI techniques in Mathematics, ideally with some real-world impact?

Yes.

You’ve repeated that you’ll compare courses and show evidence, but I need more depth on your actual research. Can you walk me through a concrete project where you used advanced statistical methods or AI—what was the problem, what tools did you use, and what was the real-world outcome?

I will I will try to show its viability in different in. I will try to show the viability of the course in different issues.

I I I don't have industry collaborations. I don't have industry collaborative.

Alright, you keep mentioning viability and comparisons, but I need something more concrete about actual research. For the Assistant Professor role, can you give me a real example where you used advanced statistical methods or A I in a Mathematics project—what was the challenge, what tools did you use, and what was the outcome?

Alright, you don’t have industry collaborations. Let’s shift focus. When you’re teaching theory and lab courses, how do you approach structuring your lectures and practical sessions to keep students engaged and ensure they actually grasp the mathematical concepts?

I have not worked with. Companies. But but I have been in good research institutes where I can.

You mentioned being at good research institutes, but I still need to hear about your actual teaching approach. When you’re running a lab session for Mathematics, how do you structure it so students don’t just follow steps blindly,

No, I have not partnered with any companies.

I have not partnered with any company.

I have not partnered with any company. I have not, yeah.

Alright,

Right, you haven’t partnered with any companies. When you have to guide student projects or research in Mathematics, what strategies do you use to help students pick meaningful topics and actually develop their own research skills, rather than just following instructions?

Alright.

Yes.

Alright.

I have not used. Statistical Methods.

Okay, so you haven’t used statistical methods. Let’s pivot to communication — when you’re explaining a complex mathematical theory to students who are struggling, what’s your approach to breaking it down and making it accessible?

Or AI techniques. I I have not. Used AI or statistical methods. In my research. I haven't used AI or statistical methods in my research. I haven't used AI statistical methods in my research.

Okay, you haven’t used A I or statistical methods in your research. Let’s cover your ability to guide student projects — when students come to you with a vague or unfocused idea, what steps do you take to help them refine it into a clear, researchable question?

I haven't used it.

I haven't used it in my research.

Alright, you haven’t used it. Let’s make this concrete — when you’re teaching,

Okay, you haven’t used statistical methods or A I techniques in your research. Let’s shift gears—do you have a PhD in a mathematics-related specialization, and if so, what was your dissertation focus?

So if the teaching is in. Parallel with the if the teaching is in parallel with the research. Then. If the teaching is parallel with the labs, then I would try to. So I will try to. Organize a lab experiments which go in parallel with the teaching.

Okay, so if your teaching and labs run in parallel, you try to organize experiments alongside your lectures. That’s helpful for hands-on learning. Now, have you published any research articles in reputable mathematics journals? If so, what topics did you focus on?

So. Yes.

So you’ve published in reputable mathematics journals. Did any of your articles involve collaboration with students, and if so, how did you help them contribute meaningfully to the research process?

So I will so I will try to pose questions which reflect their ideas. Which reflect there. Real viewpoint. 1st I'll give a lot of examples to break it down. I will give a lot of examples to break it down. Also I will try to.

I will. I will give them reading material. I will I will try discussing with them to see their viewpoints and then decide.

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