Good day, Tharunkumar J. 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?

Hi, Arjun.

Could you please start by introducing your professional journey in academia, Professor?

Myself Taran Kumar. I have completed my PhD in Microbiology from Central University of Tamil Nadu under the guidance of Doctor Prithviraj.

Yeah, Microalgan E Study.

In which I have enhanced the lipid for biofuel production. From my PhD, I have gained experience in metabolic engineering, synthetic biology and some technical skills like GCMS, RTPCR, et cetera.

So I see myself fit for this faculty position where I can do my research in food science and technology.

Thank you for sharing that, Professor Tharunkumar. Let's delve into some specifics of your expertise and how it aligns with the expectations for the Food Science and Technology Professor role. To start, tell me more about your approach to using metabolic engineering and synthetic biology in enhancing lipid production for biofuel applications. How would you adapt these methodologies to research in food science and technology?

So presently in food science and technology, there is a demand in high healthy food supplements and nutraceuticals. So using this metabolic engineering techniques and synthetic biology techniques, I can develop some nutraceutical products and healthy food supplements.

Using this technique.

That's an interesting perspective. Could you elaborate on how you would leverage your expertise in metabolic engineering to optimize or identify microbial strains for producing specific nutraceutical compounds or health-promoting supplements?

So in my past experience I have worked in east organisms and micro allergy. So for pharmaceutical I mean nutraceuticals and healthy supplements I can use yeast strains like Aerovia Lipolytica, Saccharomyces cervice and in which I can develop some nutraceutical products and for example like.

Cyanide glucosides or other nutraceutical products like UV protectant from micro algae.

Except.

Understood, Professor. It’s clear that your background in yeast organisms and microalgae equips you to explore unique applications in nutraceutical development. How do you envision integrating that research focus into laboratory-based courses for food science students, ensuring a balance between theory and hands-on experimentation?

So in food science and technology, we will be teaching the classes on.

Proper healthy food supplements what all the health could be supplements required for the in the food also we will talk about the importance of proteins or vitamins or some.

I will explain students how important these things and also currently these food supplements like nutraceuticals, they have billion dollar businesses also. So I will explain students how important is these kind of research in developing these products using the micro algorithm strains. Uh, usually we will get this supplements from plants, but it is so cost to produce, uh, products from plants. So if we use some metabolic engineering techniques and the thing and skills I learned from my PhD, I can develop some.

And minerals that are required for the body. So in my teaching I will explain them or what is the what all the importance of these proteins, minerals or multivitamins or etcetera or nutraceutical products or how they are beneficial for the human health which we lack in the present world. Like most mostly people will not take that much nutritious food they they don't have proper balanced diet also. So through this.

Through which students also will learn how the science works and how they can also develop into these studies.

Products using microalgae.

That’s an excellent way to bridge theoretical knowledge and practical applications, Professor. It’s clear you’re combining scientific rigor with a real-world outlook on the industry potential of nutraceuticals. How do you plan to mentor students in research projects—particularly guiding them in experimental design and interpretation of data in such specialized areas?

So initially I will, uh, help them to do some basic laboratory techniques like, uh, starting from basic culture techniques, how we can culture the microbes, how we can grow them in the labor optimal conditions, how we can.

Use the strains that are required for producing this particular nutraceuticals. In that way I will train the students and and teach them the laboratory techniques and and also for analysis of some of the compounds I will teach them.

No the available methods or instrumentation. Things like GCMS, spectroscopy and also some software techniques where they can do metabolomics studies for analyzing of the results.

In this way, I will train the students to learn the basic laboratory techniques and also to apply their skills in analytical ways.

Your approach is well-structured, Professor. Training students in foundational techniques and advancing them into analytical methods like GC-MS and metabolomics seems highly effective. Let us move forward to discussing your experience in developing structured teaching approaches. Could you share how you design your course modules or lectures to ensure clarity and engagement for diverse student groups?

So.

To teach the students, I use some, uh, digital models and also, uh, some video models to explain some deep, uh, some complex, some theories that, that, that we cannot explain them through talk and talk. So through video models or digital models, I will explain some complex topics. And also I will present, I will teach them with the current world problems. Like I will take some research papers, recent publications and on the topics or on the theories that I'm going to teach them.

So in that way I will explain them the current world situations or current trends that's happening in the world regarding the topic or regarding the theories and and also I will take feedback from them on the topics I teach and what so that I will develop where they lack or what they don't understand. So I will try to explain them and teach them in that way. So primarily I will use some reason current trends or recent papers that publications and also issues.

Problems that's happening in the world then and train and and teach them the topics that I think the theoretical parts that I teach them.

A well-thought-out strategy, Professor. Incorporating current trends, recent publications, and practical applications surely enrich the learning experience for students while keeping them engaged. Now, could you elaborate on one or two specific instances where you successfully guided a research project, ensuring clear deliverables and strong mentorship?

Can you repeat the question please?

Certainly. Could you share one or two examples where you successfully mentored a research project, ensuring clear goals, effective guidance, and meaningful outcomes?

So during my PhD I have guidant MSC project students in. So I have designed their projects and though it is different from food science and technology, my basic micro research was on biofibrils. So I have teach them so how to optimize the bioprocess things and how to take the how to direct the. I have directed them to how to carry out the researchers to bring the.

Products, high value products that they, uh, that, uh, that I have guided them example like, umm, I have guided students to develop some high value compounds from micro algae, uh, like producing some uh, uh, high saturated fatty acids which are useful for the biofuel proper that, that has high biofuel properties. So I have, I have trained them like I guided them how to develop those compounds in microalgae. So in that way I can incorporate the same idea in food science and.

Technology also so designing how what kind of specific study we need to take in the microorganisms like which pathways or which techniques we should use to direct this microorganisms to produce the specific products of interest that we that we needed.

Uh, uh, for example, I can say, uh, if we need to develop some, uh, high value compounds that or a food supplements like a, a cyanide in or glycocytes or some antioxidant cancer property compounds like Risperdal or these kind of compounds, usually these are produced from plants. So which is so cost, uh, costly and also the cannot affordable like, but if we use the same microorganisms like yeast.

Bacteria to develop these kind of high value products. So it is so easy to develop this in microorganisms by modifying some of the metabolic things in the Organism. So in this way I will guide the students.

And also how this experience where I have guided my MSC project students during my PhD studies.

And I have the publications related that also.

Thank you for sharing, Professor. It is impressive how you have leveraged your expertise in metabolic pathways and microorganisms to guide your MSc students. Your ability to align research objectives with tangible outcomes, like producing high-value compounds, demonstrates your mentorship capabilities. Given your publication experience, let’s shift focus slightly. Could you discuss how you ensure clarity and rigor when crafting research papers, particularly for high-impact journals? How would you teach students to communicate their findings effectively through scientific writing?

Primarily we will see in what kind of journals we're going to publish our papers. So I will teach students so to focus on the high impact journals in regarding to our study research like how in which particular journal our research findings will be adaptable like suitable journals we should need to select. So I will teach them to select the suitable journals for the publications first. Then I will teach them how to go through the research papers like.

So I will ask them to so far.

Related to the findings like though, our study will be novel. Uh, basic research, other research papers will be there. So we, I will ask them to go through the papers 1st and I will train them how to frame the, uh, research key research findings. Like, uh, in papers, we will discuss about results separately and also discussion part separately. So I will teach them how, how is what all the results we got in our findings and how that results has impact in the society, in the society or in the findings of other studies like how different is.

From other studies, uh, so discussion part will be like, I, I will teach them to make the discussion parts, uh, come, uh, by seeing other studies, uh, and come compare their studies with our study findings and how different is our study and how novel is our results. In that way, I will make them to write the paper and apply for the journals for the publications.

So I will see the current trends in industries like, uh, in which part they are industries are working on primarily and, uh, where, uh, what is the lack in the, or what is the research gap that is in happening in the industries like? So in that way, I will, uh, develop techniques or develop a products that have some, uh, that will have some billion dollar businesses kind of things. So selecting the specific products that that will have high value, which is with that so.

That’s a comprehensive and thoughtful approach, Professor. Guiding students in journal selection, critical analysis of literature, and crafting rigorous, impactful discussions will undoubtedly prepare them for research excellence. Let us now explore one final dimension of your profile—your experience with industry projects or consultancy. Could you share how you’ve collaborated with industry partners or how your expertise could translate to partnerships that bridge academic research with industry needs in food science?

And my focus is.

Player product in the society.

If I take nutraceuticals, how how useful this product is or how much demand it has, this product has So what the product much demand kind of I will skip down. So I will conduct the research on.

Select a specific products and make proposals on the study like how we can develop this product at low cost and in that way I will communicate with the industry people. So for doing the mass production. So primarily I will be doing lab skill study in the research and I will convey this or collaborate with the industrial peoples and make them formas I will.

Collaborate with them to make this mass production of the particular high value products.

Understood, Professor. Your focus on addressing industry gaps, selecting products with high demand, and transitioning lab-scale research into mass production demonstrates strong potential for impactful academia-industry collaboration. Based on your responses, I’ll conclude this skills verification step now. I appreciate the detailed insights you've provided, showcasing your technical expertise, teaching abilities, and research acumen. Let's move to the next phase.

Professor Tharunkumar, I see that you've done intriguing work on "Enhancement of Lipid Production Through Mutagenesis, Co-cultivation, and Optimized Harvesting of Microalgae-Yeast Systems." Can you walk me through the goals and outcomes of this research? Specifically, how do you see it tying into your ability to teach complex topics effectively?

So basically my work is on biofuels, that is production of, I mean enhancement of lipids in microalgae or yeast which which are microorganisms. So that is the future of biofuels. The lipids that are produced from these organisms will be the future. But the current gap in that research was the low production of lipids. So my research work was to enhance this lipid production from this microalgae list through different strategies.

Like random mutagenesis using UV mutagenesis and also Co cultivation that is Co cultivating both east and microalgae. How I can enhance the lipid in the and also I have did some. Another research gap was the downstream processing of this by affair like if we enhance the liquids now we produce the lipids, how we can extract these compounds from the microalgae That downstream processing is also high cost in in in this field. So I have optimized some harvesting techniques in which we can and develop, I mean in which we can do harvesting at low cost. So, So in my research I have I mean I have find that using UV mutagenesis, I have developed a.

Constrain infinitesimal obliqueus which has produced high lipid yield up to 45 percentage of lipid yield and also through Co cultivation technique I have find that the co-cultivation of microalgae, chlorella proteins and also yeast aerovia lipolytica combination of this can produce high-hield of lipid and also the downstream process that is harvesting technique. I have optimized the harvesting technique using chitosan that which is the organic flocculent and also some inorganic.

Unless I have you from the conclusion of my study, I have found that the organic problem chitosan has high efficiency in harvesting of this micro biomass that I have produced from microalgae in East. So that was my research whole thing about so.

In this way I have learned a lot of theoretical knowledge also in this so which I can.

Which I got, I was expertised in these kind of field which I can transfer my, uh, knowledge in food science and technology and I can teach the students in very detailed theoretical patterns.

Thank you, Professor Tharunkumar. Your explanation was quite detailed, and it reveals the depth of your expertise in lipid production and biofuels. Given the complexity of your research, how would you adapt the teaching of techniques such as UV mutagenesis or co-cultivation for undergraduate students who may not yet have a strong foundation in microbiology or molecular biology? Can you provide a specific strategy or example?

Of course, uh, the things, uh, that I have learned from my, uh, my PhD, I cannot directly transfer this, uh, UV mutagenesis or the Co cultivation techniques or these kind of things directly into theoretical code because, uh, the food science and technology is totally different. So I can transfer these skills directly for experimental experiment procedures. Like, uh, if, if I have some, uh, I have an idea to produce some organ microorganisms and develop the microorganisms. In in metabolic engineering techniques, I can use my techniques, but theoretically input science. What I can teach the students is the basic science that is I work around lipids so I can teach I, I, I will teach them how important is the lipids or how their pathway of the lipids produced in this organisms and lipids is a common term and what all the specific high nutrition, I mean high value compounds that can be produced from the lipids that have nutraceuticals and food health supplements like icosapentoenic acids.

Uh, Omega fatty acids, uh, these all the very useful, I mean, uh, healthy lipid products that can be produced from the food, uh, also nutraceutical products that have been produced from, uh, long-chain fatty acids. Uh, so in that way, I will explain them theoretically, detail about the lipids, which is related to the food science. So the techniques I have learned from my PhD, I will apply them in experimental purposes and the theoretical part that is on which I have.

On lipids and so the deep study on lipids, I will be teaching in the food science to the students. Also, I have knowledge in molecular biology like carbohydrates, proteins, fats basically food chemistry. I can teach them both food chemistry and food microbiology I can teach to the students.

Understood, Professor Tharunkumar. Your strategy of bridging theoretical lipid pathways and their relevance to food science with experimental techniques for advanced learners is a strong approach. To specifically gauge how you engage student curiosity, how would you design an introductory lecture or session to help students grasp the significance of lipids in food science, keeping it interactive and engaging?

So basically I will ask some, uh, why questions Why kind of questions instead of say, explaining them how it works like how the lipid is synthesis dot.

How the lipid that I will, I will teach them why, Why lipids specifically? Why lipids are why specific, uh, lipids have the high values or high or high importance in food. And so in that way, I will make them engaging. So it, it is good to make them ask the questions and teach them instead of directly taking the theoretical part. I can say them what is the current world problems like lack of lipids or. How this in case if we take?

LDL or HDL or a high, which is useful or how lipids affect if how cholesterol affects heart attack, But how the how the cholesterol is important to us in that way? What importance of the lipids? I will try to explain them through questions, questioning them why? So I will make them engaging by asking the questions why.

Your approach of prompting students with "why" questions to foster curiosity and critical thinking is excellent, Professor Tharunkumar. Encouraging them to explore the relevance of lipids in both health and food contexts through real-world problems creates a strong connection between theoretical and practical learning. Let's conclude this section.

Professor, please outline your three-year research roadmap in the field of Food Science and Technology.

OK.

So I'm planning to do some, uh, research on producing, as I mentioned earlier. So, so first thing is like translational research where I, I'm planning to produce some high value compounds or high value healthy food supplements and nutraceuticals using the microorganisms like yeast, uh, by modifying, by using some metabolic engineering techniques. And 2nd I would like to do some basic researches like.

Gut microbiota how what are the lipidomics study in gut microbiota and using developing some symbiotics like combination of probiotics and prebiotics. I want I want to develop some symbiotics using same health beneficial microalgae also using.

What all the? This in case of.

Yes.

So through seeing some, uh, high impact, like, uh, the journals which, which are related to the food science and technology, I will go through the journals and I will see the research gap that is happening in the current world. So I will find the research gap and develop the study or proposals on that. And I will guide the students in that pipe like in, in that way, uh, by the down the road, 10 years, how we can develop the studies or how, what kind of proposals we can make from the research gaps in that way, I will train them.

How do you plan to scale up your laboratory and mentor junior students to ensure a consistent pipeline of high-quality publications while pursuing these research goals?

So I will help, I will try to attend some international conferences and national conferences and where I can present my findings or studies related to the food science that I will do in the lab. So by presenting them and through that I can collaborate with the international researchers and that that they are working in the similar field of study.

What strategies do you intend to employ for fostering international collaborations to enhance your research's impact and boost citation metrics?

Yes, Sir, I can, uh, through chalk and talk model, I can explain them the basics the of, uh, teachings. So, umm, uh, like, uh, I will, I will teach them theoretical parts, uh, using the Chuck and talk like, uh, as my, my interest to teach them food chemistry and things. So in chemistry part, the, the basic chemistry things that teach them through chalk and talk like through the board.

Professor, could you describe in detail how you would implement an active learning model, such as a flipped classroom, for a large-enrollment food science and technology course? Importantly, do this without using slides.

What place are there or all the input chemistry, We'll talk mostly about carbohydrates, lipids, proteins, amino acids, enzymes and those all the parts basic things or what are the basic chemistry happening in that? I will explain them in the board, in the board so. Only complex things are are very complex studies like in in case I can teach them like.

Like what all the?

Pathways on the board but to explain them how ATP will be produced from the complex board that I can show them in the models so that they will understand easily but if through talk and talk I will teach them details of the studies.

Understood, Professor. It seems you're proposing a mix of traditional chalk-and-talk for foundational concepts and using physical models for complex topics to enhance understanding. Now, let's apply your approach. Imagine you are introducing the concept of enzymatic browning in food molecules to students—how would you structure active engagement for this theory-heavy topic?

So enzymatic drowning in the sense it is in our daily food, whatever we are cooking, it's Browning of the food is happening. Example if we cook onion it is getting brown. If we cook chicken it is getting brown. The basic science behind it is the chemical reaction that is happening between the amino acid and the reducing sugar or chemical reaction that is happening between them causes the grounding that is the miliard reactions that is happening in the food. So I will explain the students. By visualizing them the.

That they see every in their everyday life the Browning of this thing so enzymatic Browning this is the I mean in that way I will explain them in the theoretical path to them so.

Yes, Sir. Of course, uh, if I, if some of the concepts, if I need to T, instead of doing some theoretical thing alone, I can do some practical things also in the demonstrations that I can do, taking them to the laboratories and showing them directly, It will help them to understand more detail about the concepts and the theories.

It's a strong start, Professor, particularly in making this relatable to everyday observations like cooking onions or chicken. However, could you elaborate on how you would actively engage the students beyond the explanation? For instance, would you incorporate any group work, problem-solving activities, or hands-on demonstrations to deepen their understanding?

That’s a constructive approach, Professor. Transitioning now, how do you design your assessments to move beyond standardized testing and evaluate a student’s true competency in applying such theoretical and practical knowledge?

So I will ask them to give me the feedback.

Could you elaborate on how you would gather this feedback and use it to assess their understanding and competency in applying the knowledge? Would it involve written reflections, group discussions, or practical demonstrations?

So.

I think group discussion will be best. Uh so uh uh, best option to get the feedbacks from them.

Understood, Professor. Encouraging group discussions can indeed provide insights into their understanding and promote collaborative learning. Thank you for sharing.

Thank you.

You're welcome, Professor. Would you like to continue, or do you have any other questions?

No, I would like to continue.

Understood, Professor. Let's proceed. Institutional stewardship plays a vital role in advancing academia on a larger scale. Could you outline a systematic approach you would use to improve a specific departmental metric—such as research output per faculty member—to meet high-level accreditation standards?

Time is up! Ending the interview now.