Good day, Dr Ashwathi. 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?

Yes, I am.

Mm-hmm.

Yeah, good morning. I'm Doctor Ashok and I'm currently serving as an assistant professor of English at JAMED Interview University, Bangalore. I come with a PhD in English in gender studies. I'm.

Her master's innovation, Comparative Literature and I have an experience of teaching at university level, both reaching PG students for the work five years. I have taught courses like academic writing to both MA students and Ms. students.

Research and research scholars I have also taught other papers like wallet pictures and.

American fiction of the literature and women's writing. My research centers on life narratives, general studies, spatial study.

And, uh, culinary, uh, writings and umm. And through these studies, I explore how everyday cultural practices save identity and memory. And this is also something that can lead to interdisciplinary projects and publications I have also published on.

Uh, topics from uh, women's umm, life narratives to uh people's theatre and and through vlogs of which 2 are super Spooks and I have also designed courses like.

Graphic narratives for both UG and PJ at the.

Uh, for the students of Jente University and I've also designed a course on food and a picture, umm, uh, for the, for the UG students of uh, Christ deemed to be university. Uh, I have an experience in teaching English for specific purposes and through which I believe that I can both tailor and deliver communication skills for.

Uh, for, for specific cohorts according to the requirements. And I demonstrate that by the financial English course that I teach to, uh, become students here in chanting to the university. Uh, I believe this kind of an approach, uh, uh, you know, helps foster, you know, foster, foster human development and even.

You know, helpless educate the learning process by by guiding students and you know, it also helps me to sharpen my own scholarship where, you know, learning becomes both a dynamic and a mutual process. What fascinates me when it comes to vit is it's research. You know, it's it's it's it's research initiatives, or rather its emphasis on the on on a collaborative research and I actually looking. To supervising doctoral researchers and even deliver classes on research writing and academic writing to.

Research scholars, thank you.

Thank you, Professor Ashwathi, for detailing your experience and interests. Let us move directly into assessing the relevant skills. Starting with "Digital Humanities," could you explain how your academic and research experience intersects with this field?

My interest in digital humanities actually, you know, is more theoretical in nature or, or I could say that I'm I'm just beginning to.

Uh, you know, umm, makes myself an expert in the, uh, in this, in the specific, uh, uh, domain. It actually begins with, uh, my, uh, one of the papers on, you know, archiving because politics is of archiving is something that is of interest to me and the, the project that I'm currently working on funded by Jim Dupitt.

Input University on, uh, you know, to understand the narratives and memory around, uh, song literatures or songs of 1950s associated with the theater groups in Kerala. I'm also looking forward to, you know, convert that into.

Digital archives. But more than that, because I'm using, I mean I'm using digital archives as as a source of my study. So I think it begins from there and I'm just.

Umm, uh, novice there I believe.

Thank you for sharing that, Professor. Moving to the next skill, "Commonwealth Literature," could you discuss your engagement or teaching experience related to this specific field?

Umm, Although I haven't thought, uh, you know, uh, common, common with literatures, uh, as such, but umm.

Umm.

Uh, I just need, uh, 4 minutes.

Take your time, Professor. Let me know when you're ready to continue.

Yeah, uh, although I haven't taught uh, people it's exclusive papers like uh, uh, they ex.

Exclusive papers The title Commonwealth literature but I have engaged with literatures from Australia and certain parts of Africa and Caribbean. I have talked to just from Latin American countries, so.

The original opportunities and their life in Australia. I don't exactly remember that the name of the poet, but then I have experience teaching and also African literature's or writings from by African writers is something that I that I have actively engaged with throughout my professional career.

Say for example, poems. Poems are talking about the.

Right. Yeah, When it comes to English language teaching, I believe that it is more or less like serving a cake because all of us believe that we know language. But when it comes to language teaching, just like, you know, all of us like our cake served in a, you know, in a nice dish, language is also something that has to be done in that way. So somewhere, you know, an unlearning and learning has to happen when it comes to language teaching. One of the examples that I can draw from is because as I told I told you that I have taught quite a range of.

Thank you, Professor Ashwathi. Let’s proceed to "English Language Teaching." Could you elaborate on your experience in this domain, particularly focusing on any innovative techniques or approaches you’ve implemented?

Uh, uh, topics related to communication and in particularly Indian university, I have taught courses like English for Employability, Additional English for Employability.

Financial English, the courses of this sort which specifically deals with technical communication. However, when I take an example of a course like financial English which I have taught in joint interview university, you know one of the techniques or something that one has to keep in mind when you're teaching and you know teaching a course of that.

That's what is to 1 ensure that students are, you know, actively engage in the writing part because I think that is where the learning begins. But if you are talking specifically about my pedagogy.

I generally ensure that, you know, the technicalities are discussed or whatever we understand as the theory part of the technical paper is discussed. Because it's only having an understanding of all these things will actually be, will actually enable the students to, you know, to, to, to, to bring, to build their rhetorics in that way so that the communication becomes effective.

He said if it, if I'm putting on, if I'm referring to a paper like financial English, any of the writing tasks that happens pertaining to that. It also has to be ensured that it uses firms pertaining to the specific domains. Say for example, if I'm used talking about financial English, I have to ensure that the terminology that the students are using or the context of the students.

Plus because I'm as I.

I'm using it has to, you know, associate, associate with global financial environment so that the answer you know comes out well because in professional life it is going to help them, you know, instead of coming up with general responses they will be able to come up with, they will be able to use discipline specific terminology.

It's for their own benefit, academically and professionally.

Thank you for that detailed explanation, Professor. Now, let's move on to "Ability to teach theory and laboratory courses." Could you share your experience in handling both theoretical and practical components in an academic setting?

If uh.

Yeah, if I, if I'm, if I'm, I don't have any direct experience of teaching, uh, lab based courses. Uh, uh, however, umm, again, as in while teaching technical courses, uh.

We at least try to ensure that again, you know, listening is one of the components for which lab would be required actively. Since we lack the lab facility here, we try to ensure that that lack is met.

That, uh, students bring their own, uh, earphones or headphones, uh, uh, uh, you know, to, to be used in the classroom.

So for listening activities, again, you know, time becomes one of the, you know one of the.

Of concerns you know to, you know to, to be able to finish to, to listen to something and to finish writing something.

On the basis, but again, for this understanding the language, understanding the accent is also something that is important. So a training to be given on that will also be helpful for students. So that listening part or you know, when they listen to other dialects, you know it, it becomes easy for them to decode whatever they whatever they list.

It's an RF2 and the last thing is of course the concentration part that they have to maintain. But again, the the, the, the by, you know, taking interesting topics, topics that would interest to the contemporary generation or according to the respective cohorts or something that would professionally align with the.

Uh, align with the specific cohort. It could be made more interesting and interesting, challenging and useful at the same time. When you're talking about literary theoretical part, I am a little confused with the question that you have asked. Are you talking about literary theory are.

Are you talking or are you talking about the, uh, hearing papers? I'm, I'm just little confused.

Thank you for clarifying your perspective, Professor. To clarify, I was referring to your experience in teaching both theoretical components like literary theory and practical applications such as technical or skill-based subjects. Could you elaborate on your approach or methods when dealing specifically with literary theory?

OK while teaching literary theory, so one of the examples that I can write.

Right now is that I'm teaching something called teaching called visual culture, and since I just began I I I.

I, I, I'm, I'm teaching something on paintings and photography and I began with semiotics. I had to, you know, elaborate around, you know, the theory of seeing.

E-mail takes and, uh, you know, uh, Sushil's contribution and Varfish's contribution to visual theory, innovation, culture and many, and even when it comes to science and the science systems. So, you know, if you, if you just ask in from, I mean, if I, if you just say from, explain from a very general perspective.

First it has to begin with the general idea, the definitions and then the the key theorist, and then a discussion around the multiple debates that have existed that exist around the contempt around the specific theory can be included while we discuss the lip theory and also associating it with.

Or you know, exemplifying it through or by its application to any of the literally text that one can use say for example here when I say semiotics, I'm apply applying it to the theory. When I'm saying semiotics, as I mentioned, sure, I mentioned about this and I'm using specific theory of our approach of.

Governments frames and I'm using that to analyse Bangkok's Starlight, yes.

YouTube.

Yes, I did. Uh, I mean, wherever it is required because, uh, sources are available, uh, not just in library or in textbooks. It is available across, uh, umm, you know, across online media. So anything can become a useful resource when it comes to teaching be, for example, be the secondary readings, be test theories, any of it could be used if that is what you've asked about.

Got it, thank you for explaining. Moving forward, let's discuss "Experience in student evaluation and exam duties." Could you outline your role and methodologies in assessing students fairly and effectively?

Alright, uh, I in all the, uh, through automatic.

In my career, I have served as the duty as both initiator and evaluator for both for the internal assessments and for the university level examination that happens if you are asking me for the grading criteria.

I mean, university generally provides you the rubrics that one has to that one has to use. But that I try to ensure that since it is a paper of, you know, since this course is something that is offered from from the Department of English, one has to ensure that along with the content.

The language and the critical analysis aspect or the analytical thinking aspect is also met in the responses. Accordingly, the student you know is eligible to score the marks, so of course definitely.

Grammatical and vocabulary aspect.

Critical thinking are the two things that one has to definitely, definitely look at when it comes to evaluation. If you're talking from the summative examination point of view, for a formative assessment that happens in classroom because I think that is where students can.

Move use of a lot of resources that is available around them. If they're using, making use of it. Getting the effort also needs to be appreciated because.

You know, again, one has to understand that students come with different capacity, so I'm not talking about giving them.

You know, Volkswagen's great, but then also at least you know, appreciating the efforts by, you know, affiliating the efforts in terms of, you know, or better review that is doctor review to the students so that they can improve themselves. Yes.

Thank you, Professor Ashwathi, for elaborating on your approach to student evaluation. Now, can you detail your experience in guiding student projects and research? Specifically, how do you mentor students to achieve impactful outcomes?

I have an experience of uh.

Please

Supervising both MA, uh, dissertations and uh, HD research. However, I couldn't complete my you know, however, I couldn't complete my PhD research guidance because I had to leave my movies institution where I had three research schoolers, research scholars with me.

One of the one of the students had also gotten her proposals synopsis passed. So I think that is one of the achievements that I can you know, talk about if not about the PhD awarded to the student one of the methods or you know one one thing that is very important when.

Comes to uh, uh, research guidance is, uh, uh, you know, to avoid the direct interruption or, you know, an overt interruption of the supervisor or the facilitator into the research that they have to do. So the times I let students speak, come out with their idea, uh, I channelize them I, I help them this.

Staying there, uh, uh, uh, you know, pathways sometimes if they come to me completely clueless, but you know, uh, at PhD level, a lot of them also come with some idea of, you know, how to, how, how to, how to proceed with work that they want to do. I also help them to streamline their approach or if something has to be.

Under, uh, I, I assist them in, uh, in those cases, I also assist them by, uh, providing readings that they might have, might not have come across, suggesting them certain readings alongside also ensure that I read them so that I can provide them with better insights or I can help them with better, uh, uh, again, better, better suggestions.

Could help with them their completion of their thesis.

Thank you for your insights, Professor Ashwathi, and for sharing your mentoring approach. Now let us evaluate one more key area, "Good communication and structured teaching approach." Could you provide examples of how your teaching or communication methods enhance clarity and engagement in the classroom?

OK one thing that one has to ensure while teaching communication skills in classroom is that the students.

Uh, scheme, uh, so helping them overcome your and, uh, self doubt and also to assure them that, uh.

Being able to speak, uh, the knowledge of where to interrupt, how to interrupt, uh.

To be to prioritize these things than you know the correctness, quote UN quote correctness or quote UN quote under the wrongness of their.

The, uh, uh, you know, to, to keep a watch on how they communicate something that they tell them is that be assertive, but at the same time, we're respectful or, you know, to keep a watch on their tone when they, when they, when, when they communicate. I mean, that is overly if it is, if, if the communication is happening at the.

Of their responses that you know, I think the first key to effective communication that that can happen anywhere and the second thing is definite.

Writing level one thing that I have introduced to them when it comes to at least technical writing or academic writing is the you know is the is the teal technique of writing where they know how to.

To take forward their how to proceed with their writing.

TEA technique is nothing but the topic sentence elaboration example and the linking statement or conclusion pattern that they follow when they when they when they write. And the use of that that method has actually improved or helped a lot of students to to write well. And it also helps them with with with scheming method when it comes.

To Yeah, that's my technique, Mr. Communication, Communication skills.

Thank you, Professor Ashwathi, for sharing your methods in fostering communication and structured approaches in teaching. Let us now proceed with verifying remaining aspects of your expertise. To begin, could you outline your experience relevant to your PhD in Gender Studies and how it enriches your academic contributions?

Yes, as I told you my. My research is mostly around.

Clear uh, uh, uh, you know, encompasses uh, gender studies, uh, gender studies, life narratives and writings from the writings from.

My memory search most.

Culinary narratives I I think it fosters and it is something.

And and of course cultural studies and it's just something that touches the domain of interdisciplinary research, which is definitely the idea is one of one specific focus. So by I actually look forward to supervising PhD students I.

You know, which is again, one of the reasons that I'm eager to join your institution. Other than that, I believe that if I, I mean, you know, by my knowledge of English literature and if I can translate, you know, if I can take it to classroom where I'm teaching language, I think, you know, techniques like.

Analytical reading or synthesizing skills will help them decode complex technical documents and research papers and projects with precision. It will also help them therefore improve their improve themselves academically, professionally. I believe that the you know the the.

The rhetorics of presentation in cross-cultural communication and you know, ability to argument it effectively and be empathetic towards, in, in, in, in diverse, diverse workspaces, you know, is something something that will happen professionally at personal level.

Uh, you know, uh, human beings or as individuals, they require fundamental skills like empathy and self reflection and resilience, confidence and, you know, being inclusive, which I mean, we attack us fund the fundamental or attacks as the basis on which both academic and professional skills and life.

It can be built on, yes.

Understood, Professor Ashwathi. Your interdisciplinary research focus and its application to foster both academic and human development is admirable. Now, could you elaborate on your publication history and how it aligns with the role’s responsibilities related to research and reputed journal contributions?

Yes, as I told you, I have published, uh, I have, I have published in areas like lino studies, life narratives and, uh, people's theatre and.

I have, I have, I have more.

It's been published in peer reviewed journals and book chapters and journal articles. Two of my articles, one of which is A, one of which is a.

Journal article is published in a Scopus indexed journal and another one is a book chapter which was published by Spirit.

Is something that will you know you know that is going to contribute to my both my professional and my academic.

Uh, pretty good both academically and, and, uh, professionally. And that is also something that aligns with what Vit believes in.

Thank you, Professor Ashwathi, for detailing your publication record and its significance. Finally, could you share any experiences or contributions from industry projects or consultancy work that you have been part of?

Yeah, I would want to uh, the further, yeah, uh.

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

First thing is that, uh, although I have not any immediate experience with the industry, I have previously worked with, uh, Oxford English University, uh, Oxford University publication, uh, in 2016 while they were compiling their English, English, Malayalam, English, sorry, Malayalam, English Malayalam dictionary. That is my only industry.

Uh, experience, umm, umm, umm, other than that, I have not actively engaged with industry anytime, uh, recently. However, I am mostly because of the phone constraints and other responsibilities that I have. Uh, yes. One of the questions that I have would have for you is, you know, if I join VIT, what would be the specific kind courses that I would get to teach and if I will get to teach open elective courses also.

Because I saw in the syllabus that are provided to specific alcohols that there is an option for open elective for, you know, faculties of humanities as well. That would be one of my questions. And another thing would be does the university provide any relocation assistance if I'm if I get selected and since I've been locating from Bangalore to Melbourne. Thank you.

Regarding your first question about the open electives for faculty of humanities, I don't have specific details on elective offerings. However, these are generally designed to create interdisciplinary opportunities. I recommend directly consulting the curriculum office for clarity. For your second question, relocation assistance from Bangalore to Melbourne hasn't been specified in the details I received. To get an accurate answer, I suggest reaching out to the HR department directly, as they handle such arrangements. Is there anything else you'd like to inquire about?

There's a slight clarification, I said. Relocation from Bangalore to Vellore, North Melbourne. Vellore, I said.

Uh, no, Tony. So thank you very much for, uh, responding to my.

Thank you for clarifying. Relocation assistance from Bangalore to Vellore hasn't been explicitly mentioned in the provided job details either. As such, it would be best to check with the HR department or administration for definitive information regarding any support for relocation. Would you like to ask anything else?

Uh, questions And I'm looking forward to attending the interview or offering tomorrow and meeting the panel members.

Thank you for your time and thoughtful questions, Professor. I appreciate the conversation. Would you like to formally wrap up the interview here?

Exist.

Thank you.

Yes, I have a great day. Thank you.

Thank you again for your time. To confirm, would you like to officially conclude this interview?