Good day, Dr. R. Vennila Nancy Christina. I'm Arjun. I've had a look through your background and your professional record. I'm interested in hearing more about your work and how you see yourself fitting in here with our faculty. Ready to start?

Hello, Aju.

Let's start.

Please start by introducing your professional journey in academia.

I started my profession as a teacher in the in the year 2005 and I started as assistant professor in arts and science College in Pollachi and then in the year 2000. Then there was a break for three years and because of my personal reasons then again I started my profession in the year 2010 as assistant professor. I'm teaching English and literature to students from rural background and so so that is my so I've got 17 years of teaching experience and I have produced 3 enforced scholars. And three prejudice scholars. At present I am 3 pH D scholars and three are three have submitted their thesis and I've got 30 plus publications all are in New Jersey, Kansas journals. And I got 1 publication Scopus index. And I have acted as resource person for more than 20 programs. And I also have done paper presentations in various in various national and international conferences. And I have, I have I am the BIOS member of Sri A Sanavi.

College of Arts and Science Coimbatore and I'm also the DZ member and I'm actually you are for you are I'm acting as you are for Rabbi us at SMB Arts and science College and I'm a certified Beck trainer and this is my academic journey.

Thank you for sharing that, Professor. It’s clear you’ve had a substantial academic career with extensive teaching, research, and mentorship experience. Now, let us proceed.

As during the period of, uh, during pandemic, uh, I, I've employed digital methods, but uh, not a greater extent because, uh, we, we had online classes. We, and I have employed Kahoot for my teaching, uh, for digital, uh, teaching and, uh, and most of the classes were conducted online. And, uh, these are the digital methods that I've practiced that I have, I have employed for teaching.

Dr. Christina, thank you for joining us today. Let’s begin by discussing your qualifications and expertise to better understand how they align with the role of English Professor. My first question is about your experience in "Digital Humanities." How have you incorporated digital tools or methods into your teaching or research in the past?

As for my research, we have, uh, I, I have used uh, uh, online softwares like perplexity, uh, uh, for my research, which I, but I will not rely solely on publicity, but I will use. So I'll, I'll also put my effort into it. I'll do my research and for further users for the purpose for the research I'll be using, I have used perplexity, not more than that.

Understood, Dr. Christina. Beyond online teaching tools like Kahoot, have you explored or integrated any advanced digital methodologies, such as text analysis software or digital archiving, in your research or curriculum design?

Thank you for clarifying. Let’s move to a different area—your expertise in Commonwealth Literature. Can you share how your scholarly work or teaching has engaged with themes or authors in this field?

Uh, in Commonwealth literature, my, uh, I focus on indigenous literature because, uh, when you talk about English literature focuses mainly on British literature and we talk about, umm, uh, the, the literature produced by Englishmen, but we often forget the literature that, uh, is produced by the native speakers. Umm, because native speakers, they used English as a tool to voice their voice, their thoughts and English become the voice of the voiceless and.

All the indigenous writings, they carry a lot of, a lot of native touch, they carry the soul of the native soul of the land. And it is being recorded in all indigenous literature. So and even one of my scholars, she has done her research in refugee literature. And when we speak about Commonwealth literature, it is a Commonwealth literature which speaks for the voiceless people, not the other literature.

And so I have had my I have done papers in postcolonial literature, I have done papers in disability studies and this is my journey with Commonwealth literature.

Thank you, Dr. Christina. It is clear you have a deep engagement with themes of indigenous and postcolonial perspectives within Commonwealth literature. To delve further, how do you approach guiding students to critically analyze the intersections of native voices and postcolonial themes in this body of literature?

Yes, I have done uh, I have asked my students to do literature, for example, Tamil indigenous writing, uh, Tamil indigenous writing, which always doesn't have a proper research. So I encourage my students to, to work on Tamil indigenous writing, which because. When you talk about the Hindu mythology, most of the gods or the small deities they call in Tamil literature, they go unnoticed for example. So why is a God? Is a goddess who has gone unnoticed and because of the invasion of many invasion because of invasion or because of the.

Dominance of the Hindu mythological concept. So I have asked my scholars to work on Tamil native gods.

Understood. That focus on overlooked elements within indigenous writing, particularly Tamil literature, reflects thoughtful guidance. Let’s shift now to another skill: "English Language Teaching." Could you describe your preferred strategies for making complex linguistic concepts accessible to students with diverse proficiency levels?

Uh, the students of the current generation of the Z generation students, they want more number of activities and the kind of activities that they expect is, uh, expect us to be more, uh, connected with your senses. So I have, uh, so that is the first strategy that I have employed in the class. I involve a lot of, a lot of shots, lot of shots from, uh, shots which I take from cinema movies and I make the students to watch shorts in. So they'll watch a scene from a particular movie. First they will watch without subtitle, then they should write.

They write a transcript of the particular scene and again I'll play the scene without the subtitle. So this is one of the methodologies that I adopt in my class because this is quite useful for both the students who come from rural background and urban background. This is useful for both the students because when I play a movie on the screen students, they find it interesting.

For example, I play a scene from Harry Potter. Although they are not interested to be in English class, they are interested to watch Harry Potter. So at that point of time they'll be interested.

This, this, such kinds of such kind of activities will make them more attentive and interested in the class.

Can you repeat the question?

Thank you, Dr. Christina. That approach of leveraging multimedia and interactive activities is indeed creative and inclusive for varying proficiency levels. To focus further, how do you tailor assessments to ensure such activities measure linguistic skill development effectively while accommodating diverse student needs?

Assessment is, uh, we have rubrics for that. We have rubrics and I make students to create their own short, short movies or short videos. Based on the movie they watch. Or they can create a short video or a reel based on the movie that they watch. Not the same movie, something else different. So based on that I'll create. I have created. So I'll be focusing on LSRW skills, listening, speaking, reading, writing, all the four skills I'll focus and.

Certainly, Dr. Christina. How do you design assessments to ensure that activities, like using multimedia in the classroom, effectively measure students' development in linguistic skills while also accommodating the diverse needs of your students?

Once the video is being submitted, I'll assess based on that.

Thank you, Dr. Christina. Let us now evaluate your ability to guide student research projects. Could you share a specific instance where you effectively mentored a student through a challenging research project or thesis? What strategies did you use to guide them?

So I had a scholar, uh, she did her research in disability studies and, uh, she was a, and disability studies, it was emerging field at that point of time. And I wanted to make her understand what is disability and why a person is considered a disabled person. For example, a person who cannot walk, who is in need of wheelchair always they don't, uh, they don't think they are disabled unless and otherwise they encounter a, a staircase. So this girl whom.

She did PhD under my guidance and she really could not understand the purpose of understand the purpose of this topic. So it was challenging for me to make her realize who are disabled and who are able people. We call ourselves as able people, but at at a point we use specs, specs of for a vision, for correct vision. At that point of time we become disabled. And so I made her to understand that disability is not something different. It is it is for all of us, for all human beings. At a point of time, we all become disabled, but the entire world. Has given a has labeled. This is what disabilities all about.

So I had to I had to make her practically understand what is disability. And I had I made her to meet one of the professors who's working in a nearby institution was visually challenged professor. I have made her to spend a day with the professor. And that's how that was one of the challenging that was not a challenge. I can tell. I could tell it was something one of the good experiences that I had as a as a guide.

And ah sorry to sorry to interrupt. I had another experience also because for the paper green studies I said earlier I have students from rural backgrounds. So for the paper green studies, these students, they did not understand why we should study eco criticism. What is the purpose of green studies in literature? And I made them understand that green studies are studying environment is not a different part and is not something different. Tamil literature is basically classified based on environment.

So I made them understand and as a part of the project I made them to work in the field and after working in the field they submitted a report and I think that was one of the finest research.

Thank you, Dr. Christina. Your approach to

Finest finest projects that I have produced with the help of my students.

Understood, Dr. Christina. You seem to have a commendable ability to connect scholarly concepts with practical experiences for your students. Let us now discuss your experience in student evaluation and managing exam-related duties. Could you share your specific approach or methodology for evaluating student performance, particularly in regards to subjective topics like literature and linguistics?

As a teacher for PG and as a research guide, I no longer encourage students to produce mere summary of the particular of a particular work of art, a much particular that the students should analyze other work of art. So when I read the when I when I evaluate the paper, I focus on that part. And I even when I handle class, I tell the students they can quote even from other literatures. They do not rely only on English literature. They do not rely only on. The literature work which is written only in English. They can quote from other literature, so I have encouraged all. I have always encouraged them to learn both their native literature and also English literature, and this I would often see, for example in literary criticism. When I teach them on any theory, I teach them with the help of. The Tamil cinema or the movie The students have watched well acclaimed movie worldwide. I make them watch that movie and then I do my I help make them understand what is that particular theory is all about.

And I also encourage them to read stories because I always tell Tamil because because most of the students in Tamil Nadu, they speak Tamil. So that's why I make my students read Tamil literature. And I also do in the case of I also make them to read Malayalam literature. So when these elements are found in the paper, I evaluate my students based on that. And even before the evaluation, I make them submit assignments, I make them, I make them to take seminars, seminars in the class and assignments should be something different, so.

So these are the criteria. These are the criteria that I adapt or follow or to evaluate my students.

So first what I make my student do is I make my student understand what is the purpose of research because India is said to be the greatest democratic country with the largest population. But I I earnestly feel that we lack in research because the kind of research that we produce in India is not so authentic. So I am in the case of literature students, they are bewildered at a point of time why I should do my research in that. So first what I do is I make them understand what is the need, a need of what is the purpose of research? What research?

Thank you, Dr. Christina. You’ve demonstrated a thoughtful and inclusive approach to both teaching and evaluation. Let's shift to your ability to guide student projects and research. Can you explain how you ensure students develop a structured and meaningful methodology when undertaking their projects or dissertations?

Within US, so that is the first thing that I do and second thing I do is I make students to read. Literature. From post colonial I make them to read post colonial text or I make them to read translated words. So that is the second thing I make them to do and I help them to apply the modern theories. So modern theories like critical disability studies or race theory, they they help students to understand what is happening around them. So research makes students realize what is happening in the country for international level because education is the one to. Which unlocks a hidden treasure because education is the one tool or education is the only way through which mankind can emancipate. An education is not mere reading. Education is analyzing. Education is understanding. And that is possible only through research. So I always tell my students you do not do your research only on fictions. They can do their research on on forced piece also. Because we have got many good prose pieces which have gone unnoticed. So they can do their research on that also. So that I do what and I make.

Them to apply all those theories so finally they get a beautiful solution for example.

Uh there is a movie recently a list called Loka which talks about a vampire and the character and the vampire is Neely Kalyan, Katar Neeli and till date the legacy. Or the story goes that Kaleen Cartanelli is a vampire and she kills people. But actually the the truth behind the story is she is a victim of casteism. It is the upper caste people who who deny their rights and she started voicing against their dominant people or the upper caste people.

Woman when when she started voicing for it. These men are I'm not telling all the men a few men who got this matches my attitude. They doesn't want the want a woman, a woman coming from a lower background, a lower straighter to society to voice against that. So and later they killed her and they converted her into a action which means any devilish character devil and similarly the things happened in Salem. So this could be compared with the Salem incident.

Many women were killed, or they were. They were emulated, they were killed. In the name of witches. So those women who were killed, they were beautiful, they had red hair, they were intellectual. So the then women, men who were not able to comprehend or were not able to accept the intelligence of men, women, they, they kill, kill those women in the name of witches. So these two could be compared. So I'll ask my students to do research in unventured area and.

But also my research is all the fairy tales they end with this note they lived happily ever after. And all the fairy tales the the Prince, the Princess are in need of a Prince to save them to for this for this salvation, salvation they should wait for long for a Prince. And we do not wonder what is happening after they lived happily ever after. So I make my students to Wakanda part. So what is next?

So that is what I do in my research.

Lot of examples are essential in the class because it cannot be a monologue a teacher and the teacher for the Gen. Z cannot be a cannot talk always. We I need students to participate. So we'll I'll have I'll have a lot, a lot of activities when I teach complex theories in the class. Also, I should make them understand many I'll hand over many worksheets in the class and after making the students to do the worksheet and then I'll explain the concept in the class because now students.

Thank you, Dr. Christina. You’ve shared an impressive perspective on guiding students toward innovative and uncharted areas of inquiry. I’d like to now focus on your communication and teaching approach. How do you ensure clarity and structure in your teaching, particularly when dealing with complex theories or abstract ideas?

Because human brain is designed in such a pattern that we cannot listen to anybody's lecture for more than 4 minutes. So a lot of activities will be in my class and and based on those activities I'll be delivering my lecture.

And my lecture will be the sort. I'll be a very vibrant teacher and I don't stand in a particular place. I and I, you know, I involve a lot of activities in my class, a lot of that's what I do.

Understood, Dr. Christina. It’s clear that you employ an interactive and dynamic teaching style to ensure engagement and comprehension. Let us now discuss your research contributions. Could you elaborate on one of your significant research publications, particularly highlighting its focus and impact within the academic community?

I did my research my PhD research on a Jewish American writer, Isaac Bashiver Singer, and I took 29 of his short stories for my research.

Jewish Isaac BA Isaac Bashir was singer and my this is my title redefining relationship in the select short series of Isaac Bashir singer and it talks about Holocaust also one of the chapters talks about Holocaust. A detailed description of the Holocaust was given in my thesis but to talk about Isaac Bashir Singh he was not present in Germany or in Poland he was not in Poland during Holocaust and even before the Second World War World War Two he went to.

Sorry

And he got America. He he settled down, he settled in America. But when we read the short stories of Isaac Bashir singer, he has presented that he, he, we could see his how, how his longing to get back to Poland. And he feels guilty for leaving his five year old son with, with the slaw. And he did not marry, marry the girl. And he feels sorry. He feels guilty. But he did nothing for the Jews who suffered for Holocaust. But my research goes in such a pattern that.

I have justified his emotional battle that he had while staying in America, when Jews were suffering in Poland and during my thesis, my Viva voce. Excellent examiner. He appreciated this aspect of my research.

Uh, I have not done, I have not yet collaborated with any of the external bodies, but I'm planning to do it. We're, I'm planning to, uh, start a, a consultancy by uh, uh, teaching communication skills to the, uh, workers in the nearby industries. I've not done any collaborative activity with any industries as far as now.

Thank you, Dr. Christina. Your exploration of Isaac Bashevis Singer’s work, particularly his emotional struggles and connection to the Holocaust, demonstrates profound depth and academic rigor. Let us now address your experience in industry projects or consultancy. Can you share any instances where you collaborated with industries, organizations, or external bodies for practical or applied projects in your field?

Can you repeat the question?

Thank you, Dr. Christina, for your honesty and future intentions in this area. Let’s now discuss your ability to teach both theoretical and practical components of curriculum. How do you balance and integrate theory with hands-on practical sessions in your teaching?

Uh, uh, that's what I said earlier. I use worksheets in the class. I, I take students, uh, I make students to perform, uh, role play and other activities in the class. And the following classes, it will be theory, which, uh, which I theory class. Uh, first of all, what I do always in my classes, first they'll have a practical session and then I'll, after only the practical session, I'll explain the concept of that particular topic. So that's what I do in the class I involve. Umm, you know, many, uh, I involve many activities in the class I have. I share many workshops in the class and I do it with a I make students to talk about the their interest, their interest in the current field, in current because students they change because as a teacher, I should. I am. I'm more. I'm more than a teacher. I become a facilitator. That is more the term that. Reasonability the Academy has used using for teachers. We have become facilitators. So I do both. I do first. I make them to work and that is a practical 1.

Certainly, Dr. Christina. How do you ensure a balance between teaching theoretical concepts and incorporating hands-on practical sessions in your curriculum?

And the following class will be a theory so that their comprehension level will increase. This is what I do in the class.

Thank you, Dr. Christina. Your approach to utilizing practical sessions as a precursor to theory is thoughtful and aligns well with modern pedagogical strategies. Let us discuss your contributions to research publications. Could you share how you determine the relevance and quality of a journal before submitting your research for publication?

I, uh, I, uh, read the journal, I go to the website of the journal, I, uh, see the, uh, index level of the journal and based on that, I, uh, and I go for domain journals. I do not go for. Multidisciplinary journals. Most of the times they go for literature journals and language journals and making a thorough assessment of that. Based on that I write article and since I have scholars, I I am a scholars we, I, we both join hands together.

To write an article. And that's how I proceeded further.

Understood, Dr. Christina. It’s evident you prioritize both the scholarly focus and quality of journals for your publications. We’ve now covered all the key areas of your expertise and teaching approach. Is there anything else you'd like to share or discuss about your qualifications or experience before we conclude?

Yes. Oh, So what will be my role? You're mentioned it as English professor, professor, associate professor or professor. That is question number one. And second one is if at all I'm, I'm getting selected, what will be my package? And third one is and I've been scheduled for an offline interview on 24th and I so it is based based on the result, this privilege interview, first round of interview.

Our scheduled time for the interview is now up. Before we conclude, do you have any questions related to the role or the company?

Dr. Christina, here are the answers based on the role information provided: 1. The role is titled "English Professor," which is aligned with responsibilities such as teaching, mentoring, guiding research, classroom and lab sessions, curriculum delivery, and contributing to departmental activities. 2. Regarding the package, that information hasn’t been provided here. Details about the compensation would typically be discussed during a later stage or directly with the hiring team after selection. 3. As for your offline interview on the 24th, decisions about proceeding to further rounds, including the one scheduled, should indeed depend on the outcome of this interview round. Let me know if there’s anything else you’d like clarified.

When will I get the result for this round only? My question is only based on this result I'll be asked to come there or if the if I'm not selected within this round I need not come. That's my question is when will I get the result for this route?

Again, the last question I was I'm not clear about it. So because I have I have booked train by tomorrow night and.

Thank you for clarifying, Dr. Christina. Unfortunately, I do not have details about the timeline or process for communicating results for this round. You may need to follow up directly with the hiring team or the relevant coordinator who scheduled this interview. They should be able to provide accurate information regarding your result timeline and the next steps.

Thank you.

This is my first interview with an AI. It was a wonderful experience. Thanks for that.

Yes, please.

Thank you, Dr. Christina, for your kind words. It was a pleasure speaking with you and exploring your impressive expertise. If there’s nothing further, I wish you the very best in your future endeavors. Would you like me to formally conclude the interview now?