Good day, Dr. Abisha C S. 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, Arjun.

Thank you, Professor Arjun. Could you please share your professional journey in academia?

So I'm Doctor Rabbisha. I have to run up years of working experience in college and currently I'm working as a quality control officer and International School and I'm looking forward to work in VIT because VIT provides a very good.

Uh, for the students, so I wanted to work in VIP and uh, I have done my PhD in under the topic design politics and is manifestation and the select novels of corporate office across the nation. And I'm passionate about teaching. I always wanted to be the part of the students community. So I'm eagerly looking forward to it.

Thank you for sharing that, Professor. It's clear you have a strong passion for teaching and connecting with the student community. Let's dive deeper into your academic expertise and skills to better understand your potential contributions as an English Professor. To start, can you discuss your experience or understanding of Digital Humanities and its integration into English studies?

Well, I do believe that English is not just a language.

Apart from the academics, uh, English, uh, subject actually fosters communication skill. And uh, I believe in hand on activity, activity kind of learning for the students. And I, I also wanted my students to be the active, active listeners rather than passive listeners. So I, I also believe in student-centered learning. So I have to one up because of teaching experience. And what I do in my classroom is I. Engage the students in UH in the.

Classroom activities like I gave them assessment, I gave them multiple assessment worksheets, peer activities. Through that I engage my students in the learning part as well. So I believe that by following the student-centered learning, we can.

Get the attention of the students more than just teach, just going on with the subject so and also apart from that, apart from the academic, students should also be the part of.

Extracurricular activities, I also encourage, I, I also encourage them to take part in extracurricular activities which fosters their confidence and which help them to engage in Group activities as well. So I believe in that. And also I have experience, it's being the youth welfare coordinator in the previous institution where I have worked, where I have taken and trained the students for.

These colleges for literary complete competitions and cultural activities.

Yeah, that's it.

Thank you, Professor, for elaborating on your teaching philosophy and methods. Your emphasis on student-centered learning, active engagement, and extracurricular involvement aligns well with contemporary pedagogical approaches. Let's focus this discussion specifically on the technical aspect of "Digital Humanities." Could you explain how you would utilize digital tools or platforms to enhance the study and teaching of English literature? For instance, do you integrate any specific digital methodologies or resources into your lessons?

Yes, thank you for the question. Actually I I use lot of certain ICT tools for my teaching methodology. I use PPTS.

Then Microsoft Teams and I also have done hybrid.

Yeah, then through.

To.

Then yeah, I, I also used Bob on presentations in my class more to meet the atmosphere a little more, a little more engaging to the students. And I also use audio and visual aids because I believe in expe, I believe in experiential learning where the students get hands on experience with what they learn and also.

English If a student can speak well English confidently in front of others, the student can excel in any case. For example, we are not just.

Even in a technical campus like VIT, English plays a major role because.

To install our country carrying the systems for global globe to become the global leaders. So by by using all this ICT tools specifically.

And I think the students, I make major use of the ICP tools and make the students to engage in the classroom and the academics as well. Thank you.

Coffee.

Understood. Let's proceed. You mentioned experience with Commonwealth Literature earlier. Could you elaborate on your familiarity with this field and how you incorporate it into your teaching or academic work?

Can you please repeat the question?

Of course, Professor. Could you elaborate on your familiarity with Commonwealth Literature and how you incorporate it into your teaching or academic work?

Common with literature.

Umm, Commonwealth literature, actually, uh, apart from apart from the uh.

How many friends are transferred? Yes, thank you. Thank you.

Take your time, Professor.

Uh yeah, common with literature, uh, uh, apart from uh, just the language, uh, students get to uh, learn about a lot of other cultures. Uh, uh, other other literature comment for example, not every generally not only focus on Indian literature.

To focus on ability to stress any African.

Ah, I see. You're highlighting the importance of exposing students to diverse cultures and literatures within the Commonwealth context, such as Indian and African literature. Can you provide an example of how you've approached teaching a specific text or writer from Commonwealth Literature in your classes?

Uh, the previous class of self help therapy students that I'm going to take this class, uh, the next day. So I asked the students to refer, uh, to the, uh, uh, refer the title and come and go.

It's, uh, so that students can know what in the upcoming class. So I by using PowerPoint presentations and in depth, uh, knowledge of by providing them with the subject with power presentation and.

Knowledge of about the author background, culture and in which the uh, the.

Attribute teams is written so, uh, even those just a candidate, we get to know, learn about, uh, lot of, uh, uh, lot of things in the categories like, uh, the, the people, those who have lived in those weeks about their culture, customs and, you know, traditions, all those things we can like the students to learn and also.

Language. Uh, so by.

And also I, uh, by, I make the students to learn uh, uh, I believe in experiential learning. So I also, uh, lead the students into the subject and make them uh, and get their idea of what they have perceived while they read. So I engage them in my, uh, in the, uh, in the class as well. Thank you.

Thank you, Professor. I appreciate how you guide students to explore cultural contexts and engage them actively in understanding Commonwealth Literature. It's evident that you're committed to fostering a deeper appreciation of global perspectives. Let's move to another focal area. Can you share your experience in English Language Teaching (ELT) and how you address the varying proficiency levels of students in your classes?

Hello.

Sorry for the interruption. Sorry for the interruption because of the poor network connection, the, uh, the meeting Cortana, I'm sorry, can we continue, please?

Of course, Professor. No problem at all. I was asking about your experience in English Language Teaching (ELT). How do you address the varying proficiency levels of students in your classes?

Uh, even though I have taught in science college, I have taken classes for the partner English students. I have taken, taught umm, ELT for the students. What I do is when I'm, when I'm teaching them a concept, I'll first I'll read to them. I'll, I'll press in the audio visual a then I'll make the students to come forward and explain it. So likewise, I make them to take part in the classroom activity as well. And.

1st, I'll teach them I'll, I'll, I'll correct. I'll teach the proper pronunciations, the sentence structure and everything grammar. By teaching them grammar, we get, we get to teach them how, how can they construct this sentence and everything. And after that I'll make the students to come forward and speak up.

I also incorporate.

20 tools in my teaching so that it makes them to have a better understanding of the subject. Thank you.

I'm at the.

Yes.

Understood, Professor. Let us now discuss your ability to guide student projects and research. Can you provide an example of how you've supported or mentored students in their research or academic projects?

I have supported the students, I have guided the students to complete the projects, both UG and PG students as well for I have taught in arts and science college. So what I do is I first I'll I'll have a.

Yes, yes.

Where I, I get to know the that they put the students knowledge. I also ask about their interest and I'll give them guidelines of what they should do and what, what would they need to prevent and what are the areas they need to focus on. I intensive intensively guide them to throughout the project. And yeah and. Help them to complete it.

I have. I have a more supported.

Uh, four to five students with UG and PG students to complete their project. Thank you.

Thank you, Professor. It's commendable that you've guided several undergraduate and postgraduate students through their projects, providing clear direction and intensive support throughout the process. Now, shifting slightly, could you elaborate on your experience with research publications in reputed journals or conferences? Specifically, could you highlight any work you’re particularly proud of?

OK, sure. Umm, I have a.

I have published papers and yes sure sure I'll do that. I have done my classes in design, politics and manifestation and select novels of this across the nation. My this chapter is Food and culture. The 2nd chapter is guest on any promotion and the whole chapter is the panache. This food can be taken as a solution. So based on this project and thesis I have published multiple pages research papers also.

Like to quote, uh, specific, uh, umm, uh, paper that I have published. So fuel does a big guy. It's about, uh, expressing emotions through food for the work I have chosen us particular sadness of the lemon cake. It it, it, it talks about, it focuses on the girl who's 9 year old who can sense.

Uh, the emotions of the sense, the emotion of the.

The person who has prepared the food so food can be emotions can be detected by tasting the food. For example, if a person is sad, umm, the person will add uh, more salt into the food. The one who prepares more add more salt into it. And if the person is angry, they need a chance, they can be angry spices into it. So food through food, uh, also expresses emotions.

So in that particular paper which I have published for as a bugai, there I have I have highlighted how emotions can be expressed to food. Thank you.

I I have to mention it here, I don't have any prior experience doing industrial project or any collaborative work before, but if I get a chance I'm definitely open to do in future. Thank you.

Thank you for your honesty, Professor. It's good to know you're open to such opportunities moving forward. With that, we've covered the key areas necessary to assess your academic and pedagogical expertise. Is there anything else you'd like to add or any questions you have for me before we conclude?

Uh, no, I'm actually very eager to, uh, I'm, I'm looking forward to work in the IT actually. So I'm looking forward. I'm thankful for the opportunity, by the way. I'm so grateful and thank you.

Dr. Abisha, I see that you have published multiple research papers in UGC Care List journals and international conferences. Could you elaborate on one of your recent research publications and its core argument or findings? Specifically, what inspired you to pursue this topic, and how do you see it connecting to potential classroom applications?

OK, so modes of communication, uh, I don't remember the exact topic because I have published this paper a year ago. So the topic heading is like Modes of communication and Pomegranate Soup by Marsha Machine.

So much of communication in the sense a person.

Uh, can express emotions, uh, through, uh, cooking because whereas they don't have voice over, uh, in the real world, they tend to express their emotions while cooking. Actually, food is a kind of communication. Uh, you can express a lot. You can express love, uh, by cooking your favorite food to the person you like. And you can express hatredness through food also. Food also.

For food.

By cooking the dish.

In a disaster way. So actually most of communication food occurred as per.

I spelled the DRS Food can also be the part of also be the part of indication to both. You can express your emotions and you can communicate through it. So that's what I have done.

Uh, I remember to finish that paper, so I don't uh, remember much, but this is what I have done in the paper. Food is a part of communication. How do you express your emotions and your advice through food? So it's, it's part of literature. Actually, when it comes to the technical education, actually I can do, uh, we can, I can.

Focus more on.

ELD actually English language teaching, so I'm looking forward to focus on their communication skills.

Audience level and also prepare them and prepare how to compete, how to be compete in the, uh, in a global level.

Thank you.

Thank you for sharing that, Dr. Abisha. How do you plan to integrate these insights about communication, whether through food or other mediums, into your English Language Teaching (ELT) curriculum to better enhance students' communication skills and prepare them for global competitiveness?

By by incorporating, by doing continuous assessment like formative ones, I mean queue assessment, we can assess and giving them um.

Worksheets and engaging them with peer activities and hands on experience and learning and making them a part of learning curriculum we can actually help them to.

Be the better be a confident student and globally, not only here global at a global level, we can make them so confidence by engaging them in the learning process. So as I said before, I believe in students and every so they.

Should be taking part much. I'm just the facilitator.

And they'll be playing the major role. I want my students to be to be active learners rather than passive learners. So I also, apart from the, apart from the academics, I also, I'm looking forward to take my students to a lot of other competitions, like to other colleges, intercultural, cultural competitions.

Like skate.

Debates, group discussions through by taking them, you know this competition, I think I can help my students more to achieve their goal.

Thank you.

That’s a thoughtful approach, Dr. Abisha. Engaging students through active learning, peer activities, and integrating co-curricular experiences like debates and group discussions aligns well with fostering their global readiness. Could you also elaborate on how you ensure your teaching strategies address the varied skill levels and learning styles of students in a diverse classroom?

Focuses on communication. Apart from communication, soft skill training can also be given. How they can become a better version of themselves. So how to be confident? How to come out of their comfort zone? Because as as a student, I struggled a lot to come out of my comfort zone. So I want my students.

To come out of their conclusion and explore everything. So I by using ICP tools and continuous assessment and proper mentorship, proper guidance, I believe that I can bring my students.

To the level of global leaders, I I think so like I can make the students to become a better communicators with confidence.

Yeah.

It seems you have a clear vision for empowering students not only academically but also personally, helping them grow into confident communicators and leaders through mentorship, soft skill training, and continuous assessments. Thank you for sharing your perspective. Dr. Abisha, I appreciate your insights so far. I'll proceed with the next part.

Thank you.

Yup, Yup, please go on.

Professor, let us

OK, hello.

Am I audible?

Yes, Professor, you're audible. Let’s begin. Could you outline a three-year research roadmap that aligns with institutional goals and showcases your long-term impact on the field?

Yeah, I'm actually looking forward to publish more papers in future.

And I wanted to actually actively participate in the environmental activities as and I I wish to continue my PDF as well so and also.

I I'm I'm also looking forward to character students to discuss today research research papers and I I'm I'm seeing myself.

As a successful and.

Candidate in the department helping the students to grow and become a better version of themselves and I also look forward to publishing more research papers and peer view peer review journals and also international journals.

Thank you.

Thank you, Professor. To refine your vision, how do you plan to mentor junior researchers effectively to ensure a pipeline of high-quality publications?

Uh, by uh, continuous guidance mentorship, I can help the students to uh, uh, first I'll find the interest of uh, interest, uh, the area of research in, uh, in which they are interested and interested. And then I'll help the students, I'll mentor the students to do their research, uh, in a.

Uh, better way?

Yeah. So first we, uh, I'm planning to uh, find what is their area of research and then I can help the students and also I can help the students to, uh, publish more uh, journals, uh, they are doing in ELT. Thank you.

Noted, Professor. Finally, how would you leverage international collaborations to enhance your research credibility and boost citation metrics?

And as I said it before, as I said it before, I plan to publish more internationally.

Papers and international journals, so likewise I can.

I'm planning to connect internationally so.

Yeah, as an English English professor, I don't think I can do any projects like. Which is related to engineering and other subjects.

So, yeah, thank you.

Uh, so I didn't understand what?

Professor, let's discuss pedagogical innovation. Imagine you're teaching a large literature course, and you're tasked with implementing a Flipped Classroom model without relying on slides. Could you detail how you'd design and deliver the course to engage students actively?

Can you locate it?

Certainly, Professor. When I mentioned implementing a "Flipped Classroom model without slides," I was asking how you would approach teaching a large literature course in which students do the preparatory work (like readings or videos) outside of class. In-class time would then be used for active learning activities. Could you explain how you’d design such a course for student engagement? Take your time.

Yeah, I.

A flip classroom in the sense I can make the students actively, actively participate in the learning activity learning process. And I'll leave this to I, I will lead in the students towards the topic of what they intend to learn on that particular day. I'll prompt, I'll give several prompts to the students and then act make them actively involve in the learning process.

I can be their mentor.

And uh, uh, yeah. Thank you.

Understood, Professor. Could you share a specific activity or exercise you would use in the classroom to guide students through a complex literary theme or theory under this approach?

Umm, for example, if I'm, if I'm teaching about cultural theory, I'll divide the students into groups and I'll give them different cultures. So this is uh, so the one particular group will represent one culture via the cult particular group will represent other culture. And I'll divide the students into four groups and make them debate and make them express their point of view like this. I can make the class so lively. I can give my ideas as well.

And help enhance and facilitate them to get more involved into the cultural theory. So likewise, I'm planning to take that's my end of teaching by giving them group activities.

Thank you.