And IMDb Aruna I'm working as a. Assistant Professor. In an engineering college at Bangalore.

Thank you for sharing that. Please start by introducing your professional journey in academia.

OK, yes, I have 10 plus years of experience in computer science. And I'm teaching Python, Java. Computer network and NLP. For more than. 10 years.

Ten years teaching Python, Java, computer networks, and NLP — that's a significant span. Out of all the topics you've taught, which foundational concept do you most enjoy introducing to your students, and why?

And I completed my M tech at B 8:00 AM and B8 alumini in 2007.

Ten years teaching Python, Java, computer networks, and NLP — that's a significant span. Out of all the topics you've taught, which foundational concept do you most enjoy introducing to your students, and why?

So I like to teach Java and Python for my students. But because it is a. Good language when when compared both, both are groups concepts. Right, so now when compared to Java, the Python is very easy to learn. And it is very. We can explain it properly.

Right, so you find Python easier to teach and explain. What's one strategy or example you use to help students who struggle with that initial leap from Java to Python?

My research area is a NLP. Natural Language processing where I'm going to analyze. The sentiment analysis. And what is, uh, what is it's going to do? Contest. Context awareness.

Professor, I see you published a paper titled "Enhancing IoT-Based Healthcare Security with Grey Filter Bayesian CNN and Optimization Algorithms" in Scientific Reports. How do you bring insights from that research into your classroom when teaching topics like AI or IoT to undergraduates?

Ah, yes, board, Board. To the classrooms. By teaching the yeah how it works and how it how it is useful for the students without without AI, Nowadays there is no. Nothing, right? So we are implementing our AI and IoT. IoT is a cybersecurity where we can use it.

Right, so you're bringing the security and AI applications from your research into the classroom, especially around IoT and cybersecurity. When you have to present a technical concept like Bayesian CNNs to undergraduates who might not have a strong math background, what's your approach to making it accessible?

Would you want to know? Do you want to know about me anything? Regarding my academic. And my teaching.

You mentioned sentiment analysis and context awareness in your NLP research. When you teach undergraduates about NLP, how do you break down a topic like context awareness so it's accessible to students who are just starting out?

Yes, it is accessible, yes. Nowadays you're using ChatGPT. Gemini and right so in that we're using almost uh so GPT 5 and uh bio. Prioritize and everything, right? I'm I'm going to do that. For long term access. For long term access how you're going to. Contest well how you're going to convert the data.

Given your current research in NLP and your recent work combining AI with IoT and cybersecurity, where do you see the most fundable research directions emerging over the next three years? What specific grants or funding agencies would you target to support this work?

What initially? What is that? But in contest awareness. I can go for the long term and I can analyze this. What is the text I'm going to promote? Prompted.

Given your current research in NLP and your recent work combining AI with IoT and cybersecurity, where do you see the most fundable research directions emerging over the next three years? What specific grants or external funding sources would you prioritize pursuing?

It is a proposal system for my PhD course.

Professor, thinking about your experience teaching large groups: suppose you have to run a session for 200 students but you're not allowed to use slides or traditional lecturing. How would you design the class to keep everyone actively engaged and make sure they're really learning?

Yes. Would you like to know anything?

Accreditation cycles can be demanding — say you joined our department and noticed that outcome assessment data was inconsistent across courses. How would you approach fixing that?

Am I fixing you? Asking is everything is you have to learn and you have to do. Had to do some researches right? To to do anything. So I'm going to. First by learning the topics I am going to. Develop my knowledge and I'm going to do some researches where it is possible.

Professor, imagine this scenario: a student files a formal complaint alleging your grading is biased, while at the same time your department head is pressuring you to improve pass rates. How would you handle that situation?

Real time codings, not X.

Professor, given your background in AI and IoT, do you have any ongoing or past connections with industry that could translate into internship or placement opportunities for our students?

Use some some more extra glasses which I can communicate. Easily with them by sitting and by explaining the topic again and and giving more assessments. Test assessments. Are giving some communicating with the other students how they're learning the topics where they're becoming. Where they have a backlog in that topics.

Professor, thinking about your research background with advanced NLP models and simulation tools—how would you introduce a topic like data security in an IoT lab course for students who don’t have much practical experience yet?

This by giving more assessments by communicating with them. I'm giving some examples assignments. And what is their issues? You have to sit and communicate with the students and we can. Pick. Pick who? What? What we can learn? What is the problem? Why? What? Feeling difficulty to clear the subjects right? So we can give some examples. Just now I said for the tuple in Python, right?

Many students don't know how to write the basic program, so we have to. Teach the concept from the basic when I'm assigned to a student. Correct SO. I have to do them. What is the basic? What is the use of the subject? How to start, How to write? How to develop a code? This is our all the import. Things where I can teach them again by taking extra time. And by giving some extra coaching. And by giving some real time examples. And by giving. From. Practicing. Practicing.

Alright, we're wrapping up. Is there anything you'd like to ask about the role or the team?

Alright, Mrs., we're wrapping up. Is there anything you'd like to ask about the role or the team?

What about my teaching? How about my interview? Are you satisfied? And what if I selected? What will be my role in that?