Good day, Manu Asthana, Ph.D.. 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. Yes, good morning. Yeah.

Can you hear me?

Yes, I can hear you clearly. Good morning, Professor. Please start by introducing your professional journey in academia.

Hello SO.

I'm basically a research scientist having a 15 years of experience in the various field of molecular biology.

Virology and biochemistry. I've handled various projects as a Π as well. I have two years of teaching experience of MSC.

The students and.

That's all right. Now I'm.

I am working on a project which is related to quarter funding from DST Mythi to develop a product which is I'm trying to develop a product.

It's basically a sanitary pad which will detect the manual flow. And before that I had a DST project and I was a principal investigator there. In that project I.

Found.

Molecular We our group detected molecular weight of protein which is helping in.

Of the mud graph, which is a holding protein in the mud crab.

Thanks for

Uh, known as crypto sign in.

Thanks for sharing that, Professor.

Professor Asthana, let us verify your expertise and skillset in key areas relevant to the Biomedical Genetics Professor role. I'll begin by asking targeted questions to evaluate specific competencies. Can you summarize the fundamental principles of gene regulation in eukaryotes, focusing on transcriptional and post-transcriptional levels?

OK, you want me to?

Explain the process.

Yes, please explain the fundamental principles of gene regulation in eukaryotes, specifically focusing on transcriptional and post-transcriptional regulation.

OK, so in eukaryotes transcription include the.

RNA polymerase enzyme which helps for the conversion of DNA to RNA as a process of transcription and.

At RNA polymerase 2 plays a major role in the eukaryote transcription and after that the your.

This yes, Oh yes, after that and you carry out process starts in nucleolus and after that it protein goal.

Uh, it 40 years and 60 years RNA, uh, ribosome play the major role and RNA polymerase 2 and in your carriers post translucent modification is a necessary part of a protein to be functional and they go after the protein is transcribed, it goes undergoes the post transplant modification in which.

Some which will decide the fate of the.

Protein Where the protein will finally go.

Thank you, Professor. Could you now briefly explain the significance of alternative splicing in post-transcriptional regulation?

Alternative splicing means when the protein is warm it has intron and exon as well. Exon is the functional protein. So alternative splicing is the process in which the system remove the non functional. This is introns out from from the full transcript so that a functional protein can be formed.

And the removal of this introns out of this primary transcript. The process is known as alternating splicing and the joining of the exons so that a functional protein can be formed.

Thank you for your explanation. Let us now evaluate your knowledge in molecular biology. Could you describe the principles and methods used in protein purification and characterization?

There are various methods for the protein purification depending on the properties of the protein. It includes different types of chromatography techniques, that is, size exclusion chromatography, ion exchange chromatography.

And characterization means it also includes basis of the different technique. We can use STS page, we can use, 2D we use pass spec we use.

Spectroscopy for the protein characterization.

To know the structure UH2D or 3D structure of the protein.

Thank you for your input, Professor. To clarify further, could you detail how size exclusion chromatography specifically aids in protein purification?

Oh, so size is clues and chromatography works on the function depending on the size of a protein, different size protein will take different time to come out of the metrics. So we use depending on the size range of our protein of interest, we use different kind of metrics in which we will see.

Protein of protein having different size will come out at the different type and before we see there will be a cut off value and protein of the particular size will come out of that matrix and rest will stay there or the smaller will come as the loot.

Different.

Thank you, Professor. Let's move to your teaching capabilities. Could you describe your approach to designing and delivering theory and laboratory courses to ensure effective learning for students?

The methods.

One minute. Hello.

Hello.

Oh, yes, yes. Oh, there was some problem. OK.

So I believe in UH classroom teaching with the student interaction and UH with the.

It includes the, your, uh, interactive method as well. Uh, we can show the different videos, we can display the different, uh, models. We should interact with the students time to time either in a question answer way so that they will take active participation in the classrooms and for lab designing the course, the course.

The whole course content according to the course we we have to decide what kind of experiments we can do so that a student will be able to understand the subject more deeply.

And they will have have the hands on training on the process of the various techniques and they will learn the various techniques by those experiments.

And the process more accurately.

Thank you for sharing your thoughtful approach to teaching. Could you elaborate on how you assess the effectiveness of your teaching methods and adjust accordingly?

Effective method.

OK.

Pencil.

I would like to.

Explain my subject with the help of different kind of models, different kind of videos and ask questions and time to time take the test surprise test so that they're to check whether their students are really engaged with the subject they are taking, participate in the subject, they're taking interest in the subject.

Or allow them to ask question as well so that.

It will be helpful for me to know whether. They are able to.

Understand the subject well or not.

And.

I I try to focus on the basics of the, uh subject, so that will.

Clear, uh.

The the the the subject will get more clear to them.

That's how I.

Yes.

Sorry.

No problem, Professor. I appreciate your detailed response. Could you now share your approach to guiding students through research projects, ensuring both their intellectual growth and the quality of their research outcomes?

OK, for research project, first of all I would like to.

Interact with the student I like I love I'll ask some questions to the student, whether to check his or her knowledge about the subject, and I'll explain my project to them in detail I'll.

I'll tell them how to proceed with that, but I'll expect they will also read.

I'll tell them to read few papers, write some small assign, keep some assignments, write about that subject and I'll try to acknowledge how they are, but whether they are able to.

They don't know the techniques which I'm going to use for the project. I'll explain those techniques to them and I'll check whether they they are able to.

The then I'll tell them how to proceed with the experiment, check their result on time, if there is a mistake, to correct their mistake, tell them how to repeat it, how to correct their mistakes and where they are doing the wrong things. And in the meantime, I'll also guide them how to write the papers, how to read the papers, how to write it, how to write their thesis and how to present their work.

Uh, do this techniques or not and, uh.

At different platforms.

And I have discussions with them at time to time so that I can have a track of their research book, how they are doing in the lab and how they're proceeding.

Thank you, Professor. One final teaching-related aspect—Could you discuss how you design assessments and exams to evaluate students fairly and effectively?

For that we have to we have a system of question the different exams and.

See there are.

I would like to give them a question paper with different kind of set of questions, multiple choice questions, online answer or long answers or diagrammatic based. And I would like to give them some assignment as well to check how they're doing in the assignment or some small project kind of thing, some problem based questions so that I can check whether they are able to understand the subject as well or not and they're not copying it from anywhere else.

Let's hope. I would like to assess their progress.

Thank you for outlining your comprehensive approach to assessments. Now, let’s move to effective communication and structured teaching. Could you describe how you ensure complex scientific topics are communicated effectively to diverse student groups?

First thing is to make them comfortable. See, ask a few questions. If I'm able to understand that OK, they are not having this kind of knowledge, then I have to go back to the basic. And first thing I have to make them comfortable that it's OK if they don't know it. So we have to go back to the base to check. Till how? From where I have to start? From where I have to start and I have to use?

What kind of simplistic way I can tell them and maybe some practical things I can arrange for them so that they will understand that things easily?

Suppose I have to tell them the DNA structure so I can show it by cutting a paper, how it is twisting, how it is the process is going on. So practical things some I think if I I'll choose some practical approach which can be done in the classroom, it will make them.

Please

Able to, they will be able to understand it well and use the.

To feel.

Umm, general terms, not all complex scientific terms so that they will not get.

Confused or they will not get feel like.

They don't know the subject.

Thank you, Professor. Your approach to simplifying complex topics is clear. Could you further illustrate how you adapt your teaching style when addressing an advanced student group versus novice students?

MMM.

I think I will. I think.

For in my opinion, uh, the best approach will be a class discussion picks up group, the group, uh, I can make 2 three groups, uh, in which all kind of students are together. It's not like they are the advanced group and they are the weaker group. So I should mix the students and make few groups, give them a problem and give them time to unders discuss within themselves And then.

That present into the classroom.

OK, so.

That is one approach and another one is key. I can assign OK I'm I.

I will have a limited time so but I can make sure key their friends see who one is having a good knowledge so I can tell them to help them and make them understand.

The topic and then give them some time to present themselves. I think that will boost their confidence as well and they will be able to understand the subject as well.

Understood, Professor. Let us now transition to your research background. Could you summarize the key findings of your project on the isolation and characterization of superoxide dismutase in Indian mud crabs?

Oh, OK, uh.

So, uh.

Uh, yes. Uh, for that project, uh, my key findings was, uh, we will first be uh.

Identify the protein crypto sign in which is a holding protein and we reported the we we were the first group who reported the exact molecular weight of that protein. That is the first finding that first published paper. Another one is we will be able to partially.

Partially sequence the crypto sign in gene and uh.

The we have function checked it function and second one is we partially identify isolate the partial gene of the superoxide dysmorphic from the Denmark.

That also be cloned in sequence that also can be published those sequences and these two other published paper. And apart from them, recently I found that the crypto sign in also I was studying it's finding studies for the calcium. So I found that crypto signing is binds with calcium as well. So that is another key finding of this project.

Thank you, Professor. To explore further, how would you integrate your research findings into classroom teaching for advanced undergraduate or graduate students?

Pardon.

Can you repeat the question?

However.

How do I integrate my research findings to educate undergraduate and graduate student?

Is this a question?

OK.

Please proceed.

I learned few new techniques during this project. I have new experience during this project. I mentored few students during this project, around six students. So I trained during this project so that training will come to me. These techniques I can transfer to the students. I can train them and the subject, the near knowledge again during this subject I can.

OK, so.

See.

I can teach that that to those students, whether they're undergraduate or postgraduate students.

And I can tell them how they can do those kind of project. I can help them to design a few small projects for their project work.

Thank you, Professor. Let's now turn to your publication record. Could you highlight how your research publications reflect your expertise and contributions to the field of molecular biology?

MMM.

Uh.

Take your time.

Go ahead.

Umm, yes, yes, yes, actually, uh, I, I worked, uh, from a diverse field, actually from, uh, basically I started working on hello.

Hello.

Hello.

Hello.

Yeah, no, you just, I thought you stopped me.

Yes, yes, sorry.

Uh, application means uh.

I it's a wild past field I've worked. I've worked initially in the viruses, so in the.

My different kind of viruses. Now I move to the hidden mud crabs. So there I worked on uh.

Highlighting the During my PhD, I worked in the isolation and cloning of the power adenoviruses. There I mapped the B cell epitopes in those viruses. After that I worked on the HCV and HPC NPC where we will identify the association of research for the polymorphism which is responsible for the NPC and after that I.

Worked on this Indian mutt crabs they are I use the techniques like Maldiot for the detection of protein, molecular weight detection and after that cloning and expression of the cryptosynergy in isolated from the Indian mud crabs in different vectors and now I am studying the role of calcium binding into the cryptozine. I have also done the real time PCR to study the.

Expression expression of the different antioxidant enzymes into the Indian mud crabs that is under process not being published yet that also have worked. So I use different techniques to study the different.

Processes of the this in different organisms, in viruses and in the mud crabs as well so.

That's all.

Professor, to start, could you share an example of a foundational topic or course in biomedical genetics that you particularly enjoy teaching, and why it resonates with you?

Biomedical genetics means I think I'll be able to teach fundamentals of genetics.

And molecular biology as well, which is a part of it and as it is a biomedical, so I think.

I can I don't know the curriculum structure of the vit, but I think it will include various biomedical techniques also that also I'll be I think I'll.

Taking those courses and I know those techniques which I have used in during my different projects till now.

So those techniques and fundamentals of genetics and molecular biology, these are the subject I'll be.

I'll be capable of taking.

MMM.

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Time is up! Ending the interview now.