In the bottom no.

Please start by introducing your professional journey in academia.

Good morning Sir, I would like to introduce myself. I am Doctor Rohan Kumar from Tirunelveli. I did my UGPG and PhD in Census college Palayamkottai.

Then I have awarded on November 2009.

Then I have 10 years of teaching experience in college level. I worked in. I worked as assistant professor in VHS and College Virudhinagar. Then I went to Sensei College for three years 2013 to 2016. Then I worked as associate professor in Via Nahal and University St. Joseph University, Dimapur, Nagaland. Then then I after that I worked in. Arts and Science College in Biotechnology department, Assistant professor for two and half years.

They have published more than 25 research papers in repeated journals.

Then I have 40 years.

I have four years of, uh, thank you, Sir, Thank you.

Dr. Kumar, let us proceed to evaluate your technical expertise. Starting with genetic engineering: Can you outline key considerations when genetically manipulating ornamental fishes in terms of ethical guidelines, biosecurity, and sustainability?

For a.

Oh fi find fellow fisheries. No, no need to. No need for ethical issues.

Because why it doesn't need anything issues because nowadays?

Pitch production is more than high compared than land animals.

So genetic engineering field is now booming in the fisheries in this, uh, industries also, uh, let us in China.

China, they have found a boneless fish through CRISPR technology. It is also a genetic engineering technology.

In Australia there there's one fish, uh, there is one fish pieces. They have trained the, uh, they have trained the fish to identify the human face. So genetic engineering technology is booming industry in fisheries also.

For uh, for edible purpose, for ornamental fish purpose, nowadays the transgenic fishes are also available. Example, zebra fishes, they introduce some uh, fluorescent genes and produce transgenic fishes, uh, like green color, pink color. They isolate the genes from uh, uh, jellyfish.

So genetic engineering is a booming UH field in the UH fisheries also.

Understood, Dr. Kumar. Moving to genetic counseling: How would you approach educating and guiding students about the implications of transgenic fish research, ensuring clarity on risks, benefits, and societal impacts?

We will guide the students in the field of genetic engineering.

That I have produce, uh, some uh, I have idea. I have idea to produce some ornamental fishes for commercial purpose. Armamental fishes is highly worthable.

For example, we have in the field of transgenesis introduce some genes into the fishes, for example to to improve the reproductive capacities.

Then, uh, coloration. Coloration through uh feed.

Through gene manipulating, some applied induction, some sex reversal techniques.

I have used.

Thank you, Dr. Kumar. Now let's discuss teaching theory and laboratory courses. Can you share how you typically structure a genetics course syllabus for undergraduate students, emphasizing both foundational theory and hands-on laboratory experience?

I have some the because, uh, recommended DNA technology.

Nowadays, uh recommend proteins are highly valuable.

One guiding also in the field of UH genetic engineering, also for to the students.

Thank you, Dr. Kumar. Regarding student evaluation and exam duties, how do you ensure fairness and rigor in assessing undergraduate performance in both theoretical and practical aspects of genetic courses?

Uh, based on the performance I have uh, unless the students K capacities, uh, based on the performance, then then how they behave?

How they how they behave in the laboratory? Can laboratory because the laboratory have some disciplines?

So I have, uh, approached the students with the disciplines, uh, first discipline, uh, then their approaches, then their knowledge.

Thank you, Dr. Kumar. Now let’s discuss guiding student projects and research. Can you provide an example of how you’ve mentored students in a genetics-based research project, ensuring they develop critical thinking and analytical skills?

Yeah, to identify some new genes in the fishes, for example.

If you take an ornamental fish that is for coloration, which is genius responsible for melanin genes. So I have to isolate the melanin genes.

Uh, find out the melon in jeans and do some sequencing works.

Appreciated, Dr. Kumar. Now moving to clear communication and structured teaching, how do you ensure that complex topics in genetic engineering are effectively conveyed to undergraduate students who might be new to such concepts?

Ah, nowadays genetic engineering is combined with the AI also artificial in artificial intelligence also from for for a drug discovery bioinformatics.

Most recommend DNA technologies.

Understood. Moving to the next area. You hold a PhD in a relevant specialization; could you share what unique insights or contributions your doctoral research brought to the field of genetics or aquaculture?

For, uh, produce some new varieties.

Thank you, Dr. Kumar. Regarding research publications in reputed journals, could you elaborate on one or two of your most impactful papers and their significance to the field?

Yeah, I have uh, published one paper in, uh, scope as elsewhere paper Scopus.

So that the impact of the paper is, uh.

For commercial products, uh, for commercial productions, I have used some 17, uh, hormone to produce the.

Nancy Growth of the Fish.

Uh, then uh, then I have published one paper for color and answers through sound in alpha methyl testosterone for male protections. It's all for commercial purpose also, Sir.

Thank you, Dr. Kumar. Finally, discussing experience in industry projects or consultancy—can you detail a specific industry project or consultancy effort where your expertise in genetics or aquaculture significantly impacted outcomes?

Argentic engineering for.

For biofortification techniques, bio manipulation, gene manipulation, biofortification.

Professor, as we begin, could you share which introductory subject in genetic counseling you find most fulfilling to teach, and why?

MMM, recall recommended DNA technology because why I like this, you know, in nowadays most of the products are comes under the technology, recombinant DNA technology, for example, vaccines, edible bananas, edible vaccines, edible proteins.

Ah.

Got it. Calling the tool silently.

Tell me a SEC.

Ah.

MMM.

Yeah, seed production. Yeah, I I have work done that you want UGUGC project seed production for seed production and lorry culture of threatened catfishes.

Uh, because, uh, I, I have work done under this project, so I have visited uh, uh, viewers and dams for collecting the threatened catfishes varieties.

Then after connection, uh, it uh, it was transferred to our lab for captive conditions. Then, uh, we undergone uh, induced brain techniques for seed productions.

And then we will, uh, then we went to larvae culture. So these types of technologies we will, uh, uh, teach to the fish farmers.

Then we will, uh, create awareness about threatened fishes in our riverine sources to the our, uh, to the uh, fish farmers and, and also we will teach the seed production how to consider our species.

To the pharmacy.

MMM.

How did you integrate these research findings into your teaching practices? Specifically, how do you convey complex topics like induced breeding techniques in a way that's accessible to students?

I am for uh MO mostly induced breeding is used for seed productions, seed production. Sometimes the fishes may failure during the monsoons, so we use the technique induced breeding. I will also uh teach the students about the induced breeding, how to uh, how to produce, how to seeds, how to seeds production fishes. Then also some uh for for genetic manipulation induced breeding.

Because I have done my genetic manipulation in one in one topic, hybridization between two species by using the induced breeding.

Then I have observed the F1 generation and F2 generations through RAPD molecular tools.

For the genetic variations.

So that in this bidding is a very interesting topic to the to students.

Yes.

Television.

Hey.

Uh, so once again, Sir, I think here's some uh, uh, net interruption.

No.

Let's refine this, Professor. How do you ensure students understand and apply the concepts related to genetic manipulation or aquaculture techniques effectively? Measures such as student performance, feedback, or practical applications in assignments?

Uh, SO5I will, uh, I will teach about English breeding the students after that they will do their own.

Thank you, Professor. Your approach of hands-on application reflects strong mentorship.

MMM.

Take your time, Professor. Let me ask again: Could you outline a detailed 3-year research roadmap, specifically focused on advancing genetic counseling and ensuring long-term institutional value?

Umm, for uh, for Gendi, for GENDI counselings, uh, uh, before they started the project. For example, experiment for genetic engineering.

The basic, uh, first, uh, before the starting experiment, we have to counsel about the, uh, work. Then what about it's, uh.

Uh, future impacts, First you have to analyze that, then only we will go to the experiment purpose.

Thank you, Professor. You mentioned the importance of counseling and analyzing future impacts before starting the experiment. For better clarity, could you outline specific research themes or objectives you would prioritize over the next three years to advance genetic counseling?

What's that Once? Once again, Sir.

Certainly, Professor. What specific research themes or objectives in genetic counseling would you focus on achieving over the next three years?

Uh, for, uh, gene manipulation, Sir.

Understood, Professor. You aim to focus on gene manipulation. How do you plan to mentor junior researchers and ensure a consistent pipeline of high-quality publications from your lab?

What was the modern technologies in uh, in the genetic, uh, engineering?

Uh, then trans is recommend DNA technologies, some gene sequencing by informatics.

Then, uh, monoclonal dockings, Protein engineering.

Thank you for sharing those technologies, Professor. Now, how do you plan to utilize international collaborations in these areas to boost citation metrics and enhance the global impact of your research?

Yeah, Once, uh, uh, we have to collaborate with some other, uh, central government agencies like DBTDST, then other institutions like IAC, IIT user. So in, in that, uh, uh, in that institutes they have done a advanced type researches, then you have to collaborate with them and make a good citation publications.

Thank you, Professor. I have collected your insights on your research plans and collaboration strategies. Let's proceed.

WhatsApp, uh.

So once again, Sir.

Professor, let's proceed. Could you explain in detail how you would implement an active learning model, such as a Flipped Classroom, for a large-enrollment genetics counselling course without relying on slides?

I can't understand, Sir.

MMM.

How would you structure a student-centered teaching method, like a Flipped Classroom, for a large genetics counselling course? Imagine you can't use slides—how would you engage students actively in the learning process?

Uh, mostly I prefer the chalk and talk methods and then give notes. Also, uh, then sometimes I use some uh, Icts, then PowerPoint slides.

And field cities are also there.

Interesting. How would you design a genetics counseling curriculum to involve fieldwork or city-based exposure, aligning it with accreditation standards and industry demands?

For Gentry counseling's for beyond that tradition method, then I, I invite the students go to some, uh, genetic research institutes and hospitals. How?

Umm, how they will approach?

Then uh, how how you will give the genetic counsel links?

I see. To clarify, how would you integrate the students' visits to genetic research institutes or hospitals into the curriculum in a structured way? Specifically, how would this approach prepare them practically for delivering genetic counselling aligned with industry needs?

But be uh, before that, uh, for, uh, for landing Gentry counselling is not uh, uh, just for understand only for from teaching. If you need a practical experience, we will go some field.

Some hospitals, some genetic research institutes.

Certainly, Professor. With this approach focusing on field exposure, how would you assess whether students have gained the necessary practical competencies in genetic counselling? Can you elaborate on the evaluation tools you would design to measure their real-world skills, beyond standardized tests?

Then we have to give some uh.

Uh, problems Problems. Problem solving kills in genetic counselings.

I see. Thank you, Professor. We'll move forward now.

MMM.

Uh, tell me, Sir.

Uh, hello.

Sir. I can't understand, Sir.

Uh.

Professor, let me rephrase. What is your systematic approach to improving a specific departmental metric, such as research output per faculty, to meet high-level accreditation standards?

Publications. Uh, research publications.

Yeah.

Understood. Can you elaborate on your approach to publishing research findings in high-impact international journals and how your publication strategy could enhance VIT University's academic reputation globally?

And then apart from that research publication, mainly we have focused on teaching also, Sir.

Thank you, Professor. Can you share your experience with curriculum development in genetic counselling and explain how you would adapt it to align with VIT University's accreditation standards and industry demands?

Uh, each and every institutions have a separate curriculum for.

For each courses that.

So far, for that curriculum, we have to make it for UH.

Students in the field of gender counseling.

Thank you, Professor. Could you provide an example of your experience in leading internal committees that directly impacted quality audit results within an institution?

So I can't understand Sir. Please repeat, Sir.

Certainly, Professor. Could you share an example of a time when you led an internal committee that directly improved quality audit results at an institution?

Then umm, first teachings, uh, then we have to give good quality notes also.

Then after that they will give some proper assessments.

For example, they're taking seminars, then quiz programs, then group discussion.

Thank you for sharing, Professor. I believe we’ve covered this segment. Let’s continue.

MMM.

Uh, tell me, Sir.

Professor, let’s discuss a specific ethical scenario. If a student accuses you of grading bias, and this allegation contradicts institutional pass-percentage goals, how would you approach resolving the situation?

Don't access your phone.

I I don't think, uh.

Take your time, Professor. There’s no rush. When you're ready, I’d like to hear your thoughts on how you would resolve a grading bias allegation while balancing institutional goals and ethics.

Becomes a best calm and give best to the students.

Understood, Professor. While aiming to offer the best to students is vital, could you elaborate on the specific steps you’d take to ensure fairness and transparency in handling the allegation, while maintaining alignment with institutional expectations?

1st, we have a good approach to the students.

The first, you have to respect the students.

Yeah, yes, yes, it's a. It's a first step, Sir. Then we have to understand their problems.

Stop.

Yeah, yeah.

Understood, Professor. Shall we proceed?

Ask first of first of all, as a as a caretaker for a first day students or secondary students or third year students. If any students, if insurance have any problems, then we invite them separately and give some then give some counselings, advice. Then what are the problems? We have to we have to solve his problems in in, in academic. Also sometimes some some of them have personal problems.

I see your approach, Professor. Now, in addition to counseling and addressing individual concerns, how would you handle public disagreements with leadership in a formal committee setting, especially when the conflict involves institutional policies or decisions?

Our scheduled time for the interview is now up. Before we conclude, do you have any questions related to the role or the company?

No, Sir, no.

Thank you, Professor, for your time today. Can you confirm if you'd like to officially end the interview?

Yes, Sir.