Good day, Dr. TYCHICUS P DAVID. 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?

Hey. Hi, I'm Tiki Kus.

I'm thinking cause, uh.

Currently working at Presidency University. I've been working here from August 2022. It's been 3 years. I have totaled 6 years of experience. Before that I was working at Jain University, Bangalore and prior that I was working to working with Wales University, Chennai and then I've completed my PhD in 2019 at Well Institute of Technology, Velo.

I did my masters in Madras Christian college.

And.

Thank you for.

Professor David, thank you for joining us. Let's begin. Can you walk me through your experience with using AI tools in education and how you've integrated them into your teaching practices?

Yeah. So now AI is something which is essential. You know, without AI, we can't even.

Know.

If so.

No in.

English faculty, uh, no, English is something which most of the AIS, uh, use. And then prompt engineering is 1, uh, part where uh, English faculty can play a vital role. So I've been, uh, in, I've introduced one course, uh, called writing using AI with how AI, with AI we can use in terms of writing, in terms of, you know, I'm also teaching BA English literature students where, you know, I'm teaching them how. You know, work. It works in professional setting, it works in academia in terms of.

Publications and and also I've introduced to many of the engineering students on how to prompt no prompt engineering place a very important role, especially, you know when you don't know how to prompt and then AI won't say the answer is wrong, but it would give a vague answer but what I am doing is you know making a way for them to.

You know, make prompt very accurate so that they get accurate answers.

Thank you for that. Can you elaborate on specific examples of how your students have applied these AI tools—perhaps in academic research or a professional context—after incorporating your teaching on prompt engineering and writing?

Basically, no, we, we've been working with this, uh, so-called, uh, human versus AI kind of thing. So I would give a task kind of thing where they would, uh, write a, an essay or something like, like an e-mail. And then what, uh, we do is initially in the first stage, we, uh, we do something like, you know, pre test and post test kind of thing. So what we do is like initially they'll have to. Check with their peer students in a group activity where they'll check their grammar, grammar or.

Yes, so be.

The English sentence thing and what uh, you know, I do is whatever they have written, No, they'll have to take a photo of it and upload in any of the AI tools and then check for their, uh, you know, English correction. Or the second phase is no, there'll be another set of uh, group where I'll ask them how to give prompts. Basically, I'll be teaching how to give prompts. What are the important things. And then what they basically do is, you know, they know.

Concepts and then they try to apply in their, uh, no, uh, in their.

Learn those uh.

Uh, no in.

Answers and then they, they look into the generative AIS and then look for their answers. And then the, this group, the group which, uh, didn't do with, who checked with the, with their, uh, no teammates. And the AI answer would be compare. And we'll, we'll look at the similarities on differences so that they get a better idea what language AI uses and then how they can improve their language.

Uh, in terms of with the help of AI?

Yeah.

Interesting approach. One final question on this: When designing these activities, how do you ensure a

Yeah, so that is why I said this pre test and post test. So, So basically in the pre test, no, first there'll be a task where I'll give a task, ask them to for instance, I'll ask them to write an essay or write an e-mail without the without their mobile phone. So the mobile store phones are strictly restricted at that time. So they would write whatever knowledge they have gained from their schoolings or.

How do you ensure that students not only rely on AI-generated answers but also develop their critical thinking and originality in writing?

From their, uh, academic, uh, life and then.

The second phase is, you know, uh, where I'll ask them to, you know, I'll ask them, I'll ask them to give the same, uh, task in, in terms of AI and then use the concepts which I, uh, you know, taught them. So that is how, uh, I'll now try to, you know, see the, this thing. And then also I, I'll give a, you know. Clear thing is you know, even though AI can do lot of things, no but.

No, human beings emotions are completely different. No, when, when it comes for writing whatever we write, no, maybe, uh, no AI won't understand, uh, the, the, the beauty of uh, human emotions. I always tell that. So for me, for them, they'll have to, you know, use AI as well as they should also know without using AI, how can they no, showcase themselves?

Got it. Let's move to another area. Can you discuss your approach to teaching Commonwealth Literature and how you make it relevant for contemporary students?

To as students. So Commonwealth is something which is very important. As an Indian, you know, I belong to a colonial space and then I teach how, you know, the colonial hangover is still there and then no teaching that. It's like when we are teaching Commonwealth. No, we, we bring in different kind of Commonwealth countries and then they tend to.

Yeah. So basically, you know, we, we recently started the literature part.

Things work no like in terms of Africa or in terms of uh, especially like, you know, countries like now we can have a lot of similarities, you know, with the, you know, we, I compare with the Indian writers as well as the, you know, Nigerian writers and then how their writings and our writings are so similar. And also we can see culturally there are certain things which you know, Indian people tend to follow, but somewhere.

Uh, get similar ideas on how these common, uh, wealth, uh.

Somewhere we also have this idea of, you know, the colonialism, colonial hangover, all those things. And you know, I, I know basically this contemporary literary theories where I ask now we teach in depth of post colonialism and then I bring in how Commonwealth literature can, you know, we can view another perspective on those Commonwealth things.

Understood. Can you give an example of a specific text or author you’ve used to draw comparisons between Indian and Nigerian colonial experiences, and how students engaged with it?

Yeah. So the one, one thing I I like, you know, like is like, you know, many times students when we talk about the Indian contemporary text, no, we tend to compare notes.

Uh, no. The Indian and African, especially in Africa and Nigerian.

We have this, uh, you know, amazing, uh, writer Simamata, she know, she is one person who has was seen, uh, you know, different kinds of, uh, you know, the colonial hangover and then where, uh, they, uh, showcase, uh, the difference. You know, now she talks about how when they're restored, even though it's a small text, you know, for instance, there is this.

15 manifesto, uh, suggestions of how to be a feminist. And then I compare uh, uh, something to do with uh, the Indian writings, uh, something like, uh, you know. 11 favorite writer of mine is uh, Perumal Murugan, who's is, is, you know, one part he wrote one part women no, and then had become a very controversial thing and then.

No, they had to know what he sent. What he meant is no more of.

Uh, no. The Indian way approach. And then you see on the other side Adichie also, uh, you know, talks about, uh, no. No going and going from leaving from Nigeria and going to the US or Arundhati Roy is someone who can also, you know, know compare. No, because like when you take two female writers and then Arundhati Roy talks about, you know, especially in their non fiction books, both Aduchi and.

No, Arundhati Roy, they're very strong with their ideas. How you know somewhere you know the common? The post colonial hangover is still there.

Thank you. One final follow-up here: When teaching these comparisons, how do you guide your students to critically analyze the nuanced cultural and literary contexts, rather than oversimplifying the shared colonial narrative?

Yeah, so, so basically what I do is, you know, when one thing when when it comes to my teaching, no, I always focus on no, the contemporary things, something which they can relate, but whenever I'm.

Sorry about that. Whenever I'm comparing no, I try to give practical experiences with something which they have gone like for instance, I talk about like for instance Adichie's work now in her book no, she has mentioned like no, the gender differences which happens no, no how in that gender discrimination also.

No, we have.

This, uh, idea of, uh, you know, the colonial Hangouts.

Understood. How do you address these themes practically in an engaging classroom activity?

Yeah. So for for instance, especially when when we talk about gender, like for instance, no, we always associate boys with blue color and girls with pink color. And then it's not a true. That is something which we got from the colonial idea that pink is always represented with girls. And then no, blue is something which is always with boys. No, there are boys who. Who who like pink and then when they they wear pink or when they no use anything pink and then it's something.

Which is a mockery kind of thing that is something we should always address No, there is there is something no that we can see in an Indian context also like or like in terms of toys No, it starts from so this is how I start comparing so that they get related with you know what Yeah, no, they they would nod their faces, they'll smile yes, this also happens and how toys are being.

Like Barbie dolls are always for girls and then Hot Wheels are always for boys. And then these kind of examples make them think that, uh, no. It is something which I can also relate to. So now making those cultural nuances is very important because culture is what I start from and then I take them to show the other cultures.

I see. Let’s shift focus briefly. Could you talk about your methodology for assessing students’ understanding and performance in your courses, particularly concerning written assignments or research projects?

Yeah, so, so for for instance, since the AI plays a very important role, I stopped giving assignments after their college hours. No, I focus only things which they do inside classrooms. For instance, I integrate AI as well as I integrate social media, which is, which is a very important thing now. So what I do is. You know, even when I take engineering or no literature thing I focus on more on.

Giving something which they are also engaging, you know, I, I, I also see a paradigm shift in uh, terms of, uh, the teaching methodology. No, it's no now they are now the, the students mindset have changed because they have a lot of access and then they can skip. They rather the only option is they can't scroll us, you know, as a, as a faculty. So somewhere as a, as a faculty, we should also be. Responsible. So I've introduced a lot of social media activities, especially with engineering.

And commerce students, like for instance, if I'm teaching a business communication to uh, to BBA students or MBA students, what I do is at the end of the assessment. No, we have something called the Shark Tank business pitch where they'll have to pitch some idea. So what they'll do is from the module as constructed somewhere, they start with, you know, what is, know what is brand, what is personal branding and then how to develop their LinkedIn accounts and then. They introduced like social media and then.

Ask them to look for, uh, no, the other, uh, no top companies and then how they use social media. For instance, now I give examples of Starbucks, how they use, uh, social media and then they'll have to analyze that analysis, which when they create their own product. So what I basically do is. No, and then they do this business pitch, they'll have to no show a social media page of their product or idea or service, which they tend to pitch No, So they'll they'll be showing their LinkedIn accounts and then their social media accounts. And then in terms of writing also like we'll we'll be looking at how writing helped them and then the use of AI also comes there with AI. How can they? You know, give proper prompts and then you know they can give.

Uh, no. A better, uh, taste for the social media engaging followers.

That’s an innovative approach. How do you ensure fairness and rigor in evaluating these creative, AI-enhanced, and social media-based assessments?

Yeah, so one thing which.

No, I know I, I, I, I, I think no students are highly no towards this social media. No rather no, I'm basically currently dealing with the Gen. Z kids. No, they're no what they do is basically, you know, they highly engage with social media. So these kind of social media analysis help them to pitch ideas and then what happens is somewhere.

Uh, it, it, it makes them critically think and how to create. They look at models. No, because somewhere they have a constant peer pressure on, especially on their social media pages on how to brand them. So these things, No, I give real life examples as well as, and then I ask them to do those things. So this way, you know, if it helps them, uh, know and thoughtfully now no more than having a good. Skill entrepreneurship is something which is required.

Where, uh, no, they tend to like these kind of, uh, things and what happens there is, uh, no.

More than people getting placed entrepreneur is something which they look into. So for those people, especially MBA people, it helps them, uh, you know, to know, configure how social media and then apply that to their businesses or in their entrepreneur life.

Yeah.

of your SCOPUS-indexed research and its contribution to your field?

Yes, so basically I've I've done. No, Scopus indexed journals, it's called in man in India. It was in 2017. No, what you know, it was more of my research which was on eco-criticism, you know, and I've, I've analyzed with, you know, Doctor Seuss, who's a children's literature writer and then also comparing with the animated movies of Doctor Seuss. Especially The Lorax.

I don't know, or the hot end here. So no, what uh, research has done to me is something which I can reflect now also. Like for instance, I, I constantly worked on, uh, eco-criticism and you know, when I was started working, it was 2014, no sustainable development goals for SMART that popular. But now when, when, when you think of, you know, after, you know, 10 years, no, you see, like sustainable development goals is a very important thing.

Somewhere I feel, uh, proud about myself that, that I've spoke about, uh, sustainable development goals when it is not that popular. Uh, my thesis, uh, will uh, charge, uh, a very high thing with eco criticism. And then I also created, now since I worked on eco-film or eco cinema, so I've also created a course on eco-film nature and frames where I teach that as an open elective to.

To, uh, many of the different uh, interdisciplinary students like design students and uh, I also teach with the law students so that somewhere I know think like my research is not gone vain and it's somewhere I'm connecting in my teacher life or professional life also.

Yeah, for instance, I'm right. Right now I'm teaching with School of Design. So where they they focus on? The, the, the, the designs they do for their work and then what materials they do. And then I talk about, you know, all these sustainable things. No, I introduce sustainable development goals, why it is important, why we'll have to achieve before 20-30. And then I also connect them now since they're being designed faculty, I talk about the, the sustainable materials they can use.

I see. Can you elaborate on how you guide students in connecting eco-criticism and sustainability into practical, interdisciplinary frameworks through this course?

Uh, the carbon footprint and also talk about the diplomacy which happens, how the so-called multinational companies are trying to, uh, you know, rig us know, making us like, no, uh, like I use in terms of all the film modem. I I I was, I was screening them this elephant whisperers, uh, which is, which is a OO1 short documentary. In that documentary it talks about how. You know, we can leave eco-centres, centrism, life, and then there is something anthropocentric.

Where I introduce a satire, uh, comedy thing of problem with John's.

Weather he talks about reach and then how we can move from anthropocentric to eco.

To.

Oh, semester so, and then I, uh, the nature and then I connect with different, uh, no para text of all these films, the trailers, the teasers, the interviews, the discussions so that they get more engaging and connect with their design students so that they, they know, they get an aware of no, we should not, you know, use certain, uh, materials. And then we should focus on more create, creating more, uh, sustainable, uh, products in terms of law students.

And then I talk about the environmental laws, which they can, uh, connect with. And then I show I screen avatar movie. And then they were talking about the, the trees and then how they can connect with some of the laws which we can't cut certain trees, which we'll have to protect our environment. So in this way.

I, I, I think I am doing somewhere, uh, my research is being shown with these kind of young students with, from an interdisciplinary perspective.

The prescription.

mentoring students on research projects or academic work, and how you ensure they develop a rigorous approach to their work?

Yeah, So one thing I love about which I didn't do when I was in my college days. Now the especially the outcome based education demands more of research because research is something which we go and we look things in a different way. So what happens there is no we we have this initiative on student research faculty and student research initiative where we tend to like for instance, we created the BA program where. Uh, no. We have the specialization tracks and then in that specialization track 1 would be something.

At the end of the course it would be either they'll have to do a seminar or a conference presentation, or they'll have to do a research publication. So which helps them to guide somewhere. No, no, they focus on their no special SCSM tracks and then as they progress at the end of the thing, building them.

How do you ensure the quality of their work meets academic standards, especially for conferences or publications?

Sorry about that, I my.

System got shut down.

No problem. You were elaborating on ensuring students meet academic standards for their research. Could you continue?

So I was plays a very.

Control.

And then?

Uh, no talking.

Singapore.

The the law.

Could

Which environmental things can be concerned or something to do with?

Uh, no.

The design stores and get equal. These things can help interdisciplinary students.

Thank you, Professor David, for providing such detailed and thoughtful answers throughout this discussion. Your integration of research, teaching, and interdisciplinary approaches is evident and appreciated. Before we wrap up, is there anything else you'd like to share or any question you have for me?

No, it, it's a wonderful experience. This, I think this is my first, uh, AI interview. I, I know I'm also integrating a lot of AI things into my, uh, curriculum and then this, uh, something where I can see that now how we are.

Uh, going to a a different uh.

Paradigm shift in terms of especially with the, uh, no education, educational organizations. So this is something which, uh, you know, I'm also talking about. And then I could, uh, attend one AI interview. I feel very special, like how AI is moving.

I know where we are, uh, no towards we are moving towards an equitable AI kind of, uh, life. Thank you.