Good day, Dr. Sivakumar A. 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?

Calendar.

Good morning, Sir. Myself is doctor Shiv Kumar.

I completed CS in microbiology in auditors because of things.

Embassy Biomedical Genetic in Vit University and I just completed a PSD in Biomedical Genetics in SARM University. After completion of PhD I just joined as a research associate in VHD IECMR project.

After completion of I just joined as a study scientist in JLR laboratory and then now I'm just working as a research writer in SRM university.

Thanks for sharing that.

Dr. Sivakumar, let us start with a review of your expertise and qualifications, specifically related to this role of Professor in Biomedical Genetics. The job entails areas such as teaching theory and laboratory courses, guiding student research, and cultivating interdisciplinary work in Biomedical Genetics and Molecular Biology. With this context, I’ll be asking questions focused on these key areas. First, can you describe your approach to guiding student research projects in Biomedical Genetics? Specifically, how do you ensure that students develop both technical proficiency and critical thinking?

Yeah, Mr. While, uh, pursuing, uh, PhD itself, uh, I just, uh, what does, uh.

Teaching professional in microbiology department.

In that I am just, uh, doing that, uh.

For teaching the students as well as.

As well as now I'm just working as a research writer. I'm just guiding the students the how to raise a research paper.

And then how to publish it in the journal?

Thank you for sharing this. It's good to hear about your experience guiding students in research writing and publication. Could you describe how you help students select research topics, especially in the field of Biomedical Genetics? How do you balance their interests with the current trends and gaps in the field?

First, I will tell to the students based upon their research, we have to choose select a topic. Based upon the topic, we have to go for the.

MMM.

Studies involved in.

The research and then we go for the journal based upon the research status is choose the journal Q1Q2Q3 or Q4 and then impact factor and we'll go for the publication.

Thank you for clarifying. Your structured method of aligning research topics with journals based on impact factors and standings is noted. How do you handle cases where students struggle with designing experiments or data analysis in their projects? What strategies do you use to improve their understanding?

Yeah, we can, uh, we can help the students, uh, based upon go for the statistics, statistical analysis like one way another SPSS software.

I will teach the students how to.

Do that, uh, how to involve the, how to do the research in that stat physical analysis based upon that, uh.

Sachin Tendulkar is able to.

Dr. Sivakumar, I appreciate your input regarding statistical analysis and tools like SPSS. Let's maintain our focus on the interview's context. When teaching challenging concepts, such as advanced techniques in biomedical genetics, how do you ensure the students grasp the foundational elements effectively before diving into complex topics?

1st we should teach the students.

How much he he should.

Teach the students which the topic is more easy and more relevant to the subject.

So it will be useful for the students so they can learn easily from us.

Thank you, Professor. Your focus on starting with easier and more relevant topics to build a strong foundation is noted. Shifting gears now—can you discuss your experience with delivering lab courses in Molecular Biology or Biomedical Genetics? How do you ensure students develop proficiency in hands-on techniques like PCR or western blotting?

Yeah, I can hear while doing a PhD itself, I added a PCR and then molecular biology techniques, molecular biology techniques so I can help the students to do the PCR and.

Molecular biology work.

Understood. You bring direct experience with these techniques from your PhD, which is beneficial. Could you elaborate on how you ensure students not only perform these techniques but also understand the principles and troubleshooting involved?

I'm not getting. Can you repeat the question again?

Of course. How do you teach students to not only perform techniques like PCR but also to understand the underlying principles and how to troubleshoot if something goes wrong?

Yeah, first whatever techniques we are going to do means first we will go for the troubleshoots.

Keep on practicing, practicing only the.

What they're good results?

Understood, consistent practice coupled with addressing troubleshooting issues upfront is a sound approach. Moving forward, teaching often requires effective communication of complex ideas. How do you ensure your lectures or teaching sessions are structured in a way that students of varying levels can follow and engage with the material?

We should tease the students. We should if we are choosing subject, a particular subject, not the one student should understand. Every student should understand. Every student should should clear about the topic.

They should understand.

I'm sure that everywhere every children will understand. If they have any doubt means I will rectify and clarify it within the class.

It's a.

Thank you, Sir.

You're welcome, Professor Sivakumar. Let us now shift focus to evaluate your technical knowledge in Biomedical Genetics. Could you explain how genetic linkage studies contribute to identifying disease-associated genes, especially in human genetics?

Hey, Germany here in human areas we will go for faster, faster training is about the karyotyping. If you go for the specific gene means we'll go for a fish technique fluorescence inside hybridization.

Thank you for mentioning karyotyping and fluorescence in situ hybridization (FISH) as approaches in human genetics. These are indeed fundamental techniques. Could you clarify how you determine the significance of the results obtained from such studies, particularly in establishing gene associations with diseases?

Can you please repeat the question I'm not getting?

Certainly. How do you evaluate the significance of the results obtained from techniques like karyotyping or FISH to confirm the association of specific genes with diseases?

Yeah, if I'm going for a example, uh.

At obesity. Obesity is not a particular gene, it's a multiple gene involved.

Which genuine you have to add some probes.

Based upon the brobes whether it is there.

Based upon the profile, we can identify that uh.

Target Jeans.

Example like fto irx 3.

These are the.

Obesity genes which is involved?

Understood. Using probes to target specific genes like FTO and IRX3 for conditions like obesity is an essential aspect of identifying gene-disease associations. This demonstrates your familiarity with employing molecular techniques in a clinical and research context. Now, could you also share your experience, if any, with integrating research findings into publication? Specifically, how do you determine which journals to target and ensure the work meets their standards?

Yeah, after completion of age 3, I just worked in the buyer compatibility of medical devices in that I just learned how to handle that track, my Guinea pig, a rabbit.

So in that I can able to isolate that uh like sample bone, marrows, tissues.

Chromosomal appreciation.

In that also.

Please continue, Professor. I’d like to hear more about how you integrated findings from your research into publication and selected journals for your work.

Uh, BA, based upon that, uh, experience and all, I will choose that, uh, specific topic relevant to that, uh, uh, specific journals. It should be a, umm, Scopus index receiver impact factor should be more as well as it should come under the Q1 and Q2.

Based upon that. We have to choose the journal.

As well as the publisher like elsewhere, Wiley Publications, etc. Pub Meds.

Thank you, Professor. It's evident you prioritize high-impact, reputable journals like Elsevier and Wiley, aiming for Q1 or Q2 rankings. This demonstrates a clear understanding of quality standards in academic publishing. Next, let's discuss your contributions to interdisciplinary or collaborative research efforts. Can you provide an example of how you've worked across disciplines or with external institutions to advance a research project or teaching initiative?

Yes, for a.

For the treasures and all and while pursuing as a research associate, we just worked.

And that, uh, weighted itself. And then we have a collaboration with, uh, ICMR. So we just, uh, check the samples and we check the results what we have and we have we will.

Compare the results and we have collaboration with the ICMR so we will confirm whether both were same or not. So we got both both the same results. So we just computer we are doing the correct research and correct result.

What we are getting?

Thank you for sharing that example, Professor. Your collaborative work with institutions like ICMR highlights your ability to validate research findings through interdisciplinary efforts. To ensure I cover all essential areas, let me proceed with one last key question in this domain. How do you stay current with the latest advancements in Biomedical Genetics, and how do you incorporate them into your teaching and research?

Yeah, let us, let us like we have to go for the new techniques and the, uh, features, uh, what we learn, we should, uh, teach to the students. And then what we, what we do know that we should learn and we should teach to students.

Especially nowadays, under the AI is the most best tool for.

For, uh, doing resources and all. So we will, uh, nowadays we will teach the AI material aid tools.

To the student to get easy results.

To understand the students easily.

Thank you, Professor Sivakumar. Your focus on integrating artificial intelligence into teaching and research in biomedical genetics demonstrates an understanding of contemporary trends and a commitment to student accessibility. That concludes our skill verification segment. Thank you for your detailed responses.

Thank you, Sir.

Professor, let's begin with your teaching approach. Can you share a specific foundational course in your field that you find particularly engaging to teach, and what makes it rewarding for you?

While passing I just taking the class to the students like nursing, BPT, bot.

So that I just learned how to teach the students, whether students they are understanding or not. If they are not understanding me, we should uh, say the topic based upon that, uh, how they are understanding.

Most probably have.

Yeah, I have the in while passing PhD itself. I have the experience like 4-4 years of experience in the teaching.

OK in teaching professional.

Thank you, Professor. Let's delve into your research and teaching intersection. Your PhD research focused on the "Therapeutic Impact of Melatonin and Diallyltrisulphide on High-fat Diet Induced Alteration and Expression of Obesity-Related Genes in Rats." Could you explain how you translate such advanced, laboratory-focused research into accessible teaching content for undergraduate or graduate students?

Please open my PS doors topic for undergraduate. We should start from the basic itself. What is meant by obesity? What are the form of quality of our obesity? What are the side effects of roboticity? How to reduce the obesity without side effects?

Yeah.

And then for uh PG central, we, we can go for advance like gene, gene expressions.

PCR, real time PCR and then Western bloating. We can go deeply in that.

How are the genes which is involved in the obesity? What are the genes which is involved in the obesity? How we will control the obesity in both therapeutic and impact of melatonin dial Triceratops?

Melatonin dial A trisulfate is melatonin is a penile in development hormone and all the site is there standard drug based upon the research Orlistat has a side effect so we go for the.

Combination therapy of melatonin and dilatrexate.

So if you teach to the student means they can understand if you are going for a.

Uh, normal therapy or combination therapy, and we can explain how the obesity, how to treat the obesity.

Thank you, Professor. That gives a clear picture of how you simplify and structure complex research for different student levels. To follow up, could you elaborate on any teaching strategies or techniques you’ve implemented to engage students effectively—especially when dealing with such intricate concepts like gene expression or therapeutic interventions?

While you're teaching to the students.

Hey Cortana, explain the.

Both, uh, basics and then.

Most advanced techniques.

So they can easily understand.

Yes.

Your approach to teaching—starting with foundational concepts and gradually progressing into advanced techniques—is well-structured for student comprehension. One last question in this area: Could you give an example of how you assess whether students truly understand these complex topics, such as through assignments, discussions, or other methods?

After after the completion of the classes if the classes will go around. Example the classes is around 20 minutes you mean?

We should teach the students within 15 minutes.

We shouldn't Haribouri, we should, uh, teach very slowly and should clear to all the students the remaining 5 minutes we should go for the discussion.

What they understand, if they didn't understand, means we should, uh, teach them.

What you have to?

Yeah, what you have to learn in this topic as well as assignment also we have to monthly ones are two weeks ones we have to give the assessment.

We can learn how the students they they administer or not.

That is a thorough and thoughtful approach, Professor. By incorporating discussions, pacing your lessons carefully, and using periodic assessments, you're ensuring students not only follow along but also truly internalize the material. It reflects a strong commitment to their learning. Thank you for sharing these insights. Let's proceed.

Professor, could you outline your 3-year research roadmap in Biomedical Genetics? Specifically, I'd like to understand how you plan to align your research with institutional priorities, ensuring long-term impact and viability.

Sorry to interrupt, we're down to the last 5 minutes.

The the three years I just worked as a RA so we just gone through the studies.

Well, I just learned the techniques and then I just helping to to the students.

How to learn the technique?

Thank you, Professor. Now, considering scalability, how do you plan to mentor junior students to ensure a consistent pipeline of high-quality publications in your lab?

Yeah. Based upon that interest and the topic, we should go for that journal collection and the journal publication. That paper quality should be good if the paper quality is good.

We can teach students how to get the paper quality.

After the proper quality, we go for the journal selections and then publication center.

It became very good and nice.

Yeah, if the topic is about that, uh, obesity may example of obesity gone through, I will gone through that, uh, uh, through website, uh, Internet source or social media source, those who are those who are on the higher publishing professionals who can contact with them, we can, uh, discuss about the my PhD topic also like this. I'm just doing it as a professor. We can go for the collaboration work or else friends of friends, we can go for the collaboration work.

Understood. Lastly, how do you envision utilizing international collaborations to boost your citation metrics and enhance the global impact of your research?

With the International.

Professor, let us delve into pedagogy. Could you outline a student-centered, active learning approach like the Flipped Classroom for teaching a large-enrollment Biomedical Genetics course? For this scenario, I'd like you to avoid using slides as part of your method. How would you structure it to ensure engagement and effective learning?

Yeah, while pitching, uh, pitching to the students. Not only that, uh, we should.

You can use a flight not only the slides we can prefer, we should use that board also. Then the students can easily understand.

Thank you, Professor, but I specifically asked for a detailed explanation of a non-lecture, active-learning approach like the Flipped Classroom for a large-enrollment course, without relying on slides. Can you elaborate further on how you would engage the students using such a model where the emphasis is on active, student-driven learning rather than traditional lecturing? How would you organize the session and ensure their participation?

Not by if the I don't have the any slides also we have to.

Yeah, based upon the target, we have to approach the students.

Not a standing in a same position. We have to room here, there and we have to explain. We have to explain the 1:00 and 1:00 every students and all.

Ciao in that we have we can give the assignments to students, they can go to the home and they will do the homeworks and all and for we can give them some specific topic for the group discussion.

I appreciate the effort, Professor, but this still leans towards traditional engagement. The question was about implementing a structured, active-learning strategy like the Flipped Classroom, where students actively engage with material during class rather than passively listening to explanations. Could you provide a detailed structure for a session where students, having reviewed foundational materials at home, come prepared to actively participate in discussions, problem-solving, or group activities in class? How would you guide and support this process?

You can ask the answer.

Through these sections we will give the assignment, we will collect the assignment then we can go for that whether the student is active or not.

Thank you, Professor. Assignments and group discussions are valuable components of an active-learning strategy. To elaborate further, how would you design group discussions or activities specifically for a complex topic in Biomedical Genetics? How would you ensure every student is actively engaged, and how would you facilitate their understanding during these sessions?

So we can.

Engage weather every student is active.

Understood, Professor. Collecting assignments can help assess engagement, but let us refine this further. Active discussions or problem-solving exercises in class ideally ensure broader participation at the moment, not just after submission. For example, if you're teaching a topic like CRISPR gene-editing, how specifically would you design an activity or discussion during the session that ensures all students contribute and think critically about the subject? Could you walk me through that?

Yeah, yeah.

So it is.

If you're going for a.

Yeah, if you're going for a topic.

Go ahead,

Yeah, you have to.

Select we first we have to understand the topic, you should do the homework for the talk and then we should explain to the students. Each and every student we have to explain how they have to take through that examinations, assignments and then problem solving questions and all.

That then we came to know whether the students understand or not.

I see where you're going with that, Professor. Now, shifting slightly, could you discuss a time when you collaborated with industry or external research bodies to bring innovative practices in Biomedical Genetics into academic teaching? How did you integrate those cutting-edge approaches into the classroom or curriculum?

Yeah. For that we can do the conference.

We can bring the industrial people.

Like a conference workshop.

So the students can easily understand.

Bringing in industry professionals through conferences or workshops is a valuable method, Professor. Could you provide a specific example from your experience where you successfully executed such an initiative? How did you ensure it impacted the students' learning in a meaningful way?

Conducted a workshop around 3-3 days.

5% in PhD, we just conducted a workshop on three days. In that three days before that workshop, we just given the mock test for the students.

That’s

Before that the example of 50 out of they got 2025 around target mouse after explanation after finishing up the molecular biology workshop.

For the example like your molecular biology techniques and all.

Every day, every soon is we'll got around 50 out of 4542 around so in that we just.

Came to know all the students are learned very nicely. Whether we just bring the industrial members, they teach very nicely.

And the students, uh.

Pause the hands on training.

They did very well.

Thank you for sharing that example, Professor. It’s great to see a structured approach with pre- and post-assessments tied to a hands-on workshop. Finally, could you elaborate on your evaluation philosophy? Specifically, how do you design assessments or tools to measure actual competency beyond standardized testing in a Biomedical Genetics course? How do you ensure students demonstrate real-world understanding and application?

Please repeat the question, Sir.

Certainly, Professor. How do you design assessments in a Biomedical Genetics course to measure real-world competency? Specifically, how do you go beyond standardized testing to ensure students can demonstrate practical understanding and application of the subject?

Yeah, that is we go for the mop test everything under.

Thank you, Professor. It seems you're emphasizing mock tests. Could you expand on alternative assessment tools, like project-based evaluations, case studies, or practical lab exercises, and how they help measure deeper understanding and application in Biomedical Genetics?

Yeah, in a practical examinations, the students will learn.

So we will preferably more like PGR and multiply. We go for hands on training and laboratory work central.

Compared to theory for practical, they will learn easily.

So they can, uh, easily understand.