I'm still not hearing from you. Electrode defeat the film.

I'm still not hearing from you. Electrode defeat the film. Electro defeat the film. Ellipsoid defeat the film.

I'm still not hearing from you. Electrode defeat the film. Electro defeat the film. Ellipsoid defeat the film. Electrode ticket. So I defeat the flip.

Hmm, I’m not sure I caught that—“Electrode defeat the film.” Was that related to a teaching concept you enjoy, or was that a technical issue coming through? If you’d like, I can repeat the opening question: could you share a foundational topic or classroom environment you particularly enjoy teaching?

I'm still not hearing from you. Electrode defeat the film. Electro defeat the film. Ellipsoid defeat the film. Electrode ticket. So I defeat the flip. The reputation. So I defeat the flux. Education. Soil liability.

Hmm, I heard “electrode defeat the film” and “ellipsoid defeat the film” a couple of times. That doesn’t sound like an answer to my question, so I want to make sure you’re not having technical trouble or if something got misheard. Just to clarify, I’d asked you to share a foundational concept or subject area you especially enjoy teaching, or describe the classroom environment you aim to create. Could you tell me about one topic or approach that excites you as an educator?

Hmm, I noticed you repeated “electrode defeat the film” and similar phrases a few times, but it doesn’t sound like a direct answer to my question. Just to be sure, would you like me to repeat the opening question about which foundational concept or subject area you most enjoy teaching, or is there another way I can help clarify?

Alright, I heard you say phrases like "electrode defeat the film", "ellipsoid defeat the film", and "education". That doesn’t sound like a direct answer to my question, so I want to make sure everything is okay on your end — if you’re having technical issues or just want to clarify, please let me know. Otherwise, could you share a bit about the kind of classroom environment you aim to create or a foundational topic you enjoy teaching?

I'm still not hearing from you. Electrode defeat the film. Electro defeat the film. Ellipsoid defeat the film. Electrode ticket. So I defeat the flip. The reputation. So I defeat the flux. Education. Soil liability. Uh, hello. Sir, can you hear me? Hello.

I'm still not hearing from you. Electrode defeat the film. Electro defeat the film. Ellipsoid defeat the film. Electrode ticket. So I defeat the flip. The reputation. So I defeat the flux. Education. Soil liability. Uh, hello. Sir, can you hear me? Hello. Can you hear me? Hello.

I can hear you now, Professor. It sounds like there might've been some technical issues earlier, but your voice is coming through. Let’s shift gears — can you describe an approach you use to guide students through complex material, especially when they’re struggling to grasp a new concept?

Alright, Professor

Two patients.

Two patients. Sir, I answered for the two questions what you asked.

You mentioned "two patients" — can you clarify what you mean by that, or how it relates to your teaching or research focus?

Okay, I hear you saying “two patients” and mentioning you answered for two questions, but I didn't catch your responses clearly. Just to clarify, earlier I’d asked you to share a foundational concept or subject you particularly enjoy teaching, or to describe the kind of classroom environment you aim to create. Could you please share your thoughts on that now?

Two patients. Sir, I answered for the two questions what you asked. Sir, I explained. About my career starting. And also. I answered for the foundational and the. And also I answered for the foundational and the. Classroom. Environment Teaching.

Two patients. Sir, I answered for the two questions what you asked. Sir, I explained. About my career starting. And also. I answered for the foundational and the. And also I answered for the foundational and the. Classroom. Environment Teaching. Shall I repeat the answer, Sir?

Alright, I heard you mention “two patients” and that you answered two questions, but I honestly didn’t catch your responses clearly on my end — there may have been some audio issues. Earlier, I’d asked you to share a foundational concept or subject area you particularly enjoy teaching, or describe the classroom environment you aim to create. Can you tell me, in your own words, what topic you feel most passionate about introducing to students and why?

Two patients. Sir, I answered for the two questions what you asked. Sir, I explained. About my career starting. And also. I answered for the foundational and the. And also I answered for the foundational and the. Classroom. Environment Teaching. Shall I repeat the answer, Sir? Shall I repeat the answer, Sir?

Alright, I heard you say you answered about your career start, a foundational area, and the classroom environment, but unfortunately I didn't catch any of those details on my end—likely due to earlier technical issues. Just so I have your perspective, could you repeat for me which foundational concept or subject you most enjoy teaching, and why that one stands out for you?

Okay, so you said you already talked about your career start and also described the foundational concept and classroom environment you focus on. I didn’t hear your answer come through, so yes, please do repeat what you shared — I want to make sure I capture your perspective clearly.

Okay, so you mentioned you've already explained about your career beginnings and your approach to teaching foundational concepts and classroom environment. I want to make sure I didn’t miss anything — could you briefly restate the main idea from your earlier answer about the classroom atmosphere you aim to create when teaching foundational topics?

I will. Take the I will speak the topic.

Alright, I hear you want to speak on the topic. Since we've covered your approach to teaching foundational areas, let me shift gears. When you're running a lab session for students, how do you ensure everyone is actively participating and not just following instructions passively?

I will. Take the I will speak the topic. And Bible explain. How? How? The concept what is the? The concept today we. And. A short summary. What I. Going to and. So I will explain. Through models.

I will. Take the I will speak the topic. And Bible explain. How? How? The concept what is the? The concept today we. And. A short summary. What I. Going to and. So I will explain. Through models. Those students?

Okay, you described starting each session by introducing the topic, giving a summary, and then explaining concepts through models. Can you give me a concrete example of a model or demonstration you've used to help students grasp a challenging concept?

Alright, you said you’d explain give a summary,

Yes, Sir, I will. Spending I will give in your. Give it as a sum.

Yes, Sir, I will. Spending I will give in your. Give it as a sum. More give it as your sum.

Yes, Sir, I will. Spending I will give in your. Give it as a sum. More give it as your sum. What I'm going to explain to. Today in the. Drew more and also through videos.

You said you’ll give a summary when you teach. Can you walk me through a real classroom moment where you used a specific model or demonstration to help students grasp a difficult topic?

Yes, Sir, I will. Spending I will give in your. Give it as a sum. More give it as your sum. What I'm going to explain to. Today in the. Drew more and also through videos. PowerPoint presentation. And create a. Environment. Understanding the con.

Alright, you emphasized giving a summary at the start of your lesson. When you’re teaching, what do you do if you notice students look confused or aren’t engaging with the material?

Alright, so you're saying you'd use summaries, models, and videos to help students grasp new material. When you introduce a new concept this way, how do you check if students are actually understanding during the session?

So you use summaries, models, videos, and presentations to help students understand — makes sense. When you're teaching a concept this way, how do you know if students are truly following along and not just nodding?

End of the session. I will ask. In top of the class session. I will ask. Questions.

End of the session. I will ask. In top of the class session. I will ask. Questions. I will ask some. Questions. Give questions. Give some Google Classroom. Tester phone. Reach the how far? I concept reach.

Alright, you check understanding by asking questions at the end of the session. If a student can't answer, or you notice most of the class is struggling with your question, what do you do next?

Alright, so you use questions and tools like Google Classroom to check how well your students understood the concept at the end of the session. How do you handle it if most students didn't grasp the material as well as you'd hoped?

Again, I will explain the concept.

Again, I will explain the concept. Then I will explain the. A person who cannot. And I mean this too.

Professor, looking at your research, your PhD focused on the "Production, Optimization and Nanoencapsulation of Pediocin from Pediococcus Pentosaceus and Its Antilisterial Activity." Can you walk me through a time you had to simplify or adapt this work for an undergraduate or non-specialist audience, perhaps in a classroom or outreach setting?

Again, I will explain the concept. Then I will explain the. A person who cannot. And I mean this too. In the EEC method to understand the. What's up to them?

Again, I will explain the concept. Then I will explain the. A person who cannot. And I mean this too. In the EEC method to understand the. What's up to them? Easy way of. Giving up, uh, easy. Very.

Okay, so you’d go back over the material and focus on the students who didn’t get it the first time. Let’s shift gears a bit—your PhD research was on the production, optimization, and nanoencapsulation of pediocin from Pediococcus pentosaceus and its antilisterial activity. How have you adapted the core findings from that research for teaching students who might not have a background in microbiology or biotechnology?

Again, I will explain the concept. Then I will explain the. A person who cannot. And I mean this too. In the EEC method to understand the. What's up to them? Easy way of. Giving up, uh, easy. Very. Explanation to the students. Who are not? Able to concept. Am I clear, Sir?

Okay, so you’d explain the material again, focus on those who didn’t get it, and use the EEC method to help them understand. You mentioned models and videos earlier—can you give a concrete example from your research where you had to simplify a complex topic, maybe from your work on nanoencapsulation of pediocin, so that undergraduates or non-specialists could grasp it?

Alright, so you'd repeat the explanation and use the EEC method to make things easier for students who are struggling. Shifting to your research for a minute—your CV lists work on the nanoencapsulation of pediocin and its antilisterial activity. How would you introduce that research topic to undergraduate students who've never heard of pediocin or nanoencapsulation?

Professor, based on your experience teaching microbiology and biotechnology, imagine you have a large class of 150 undergraduates and can't rely on slides or traditional lectures. How would you structure a session to make sure students are actively engaged and actually working with the concepts, not just listening?

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them.

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them. Produce. Yeah. That product. The useful for the. It will be useful for the. The preservation.

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them. Produce. Yeah. That product. The useful for the. It will be useful for the. The preservation. And also I used nanotechnology. The concept for the. Reservation India. Easy way in a single line. Have to tell me.

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them. Produce. Yeah. That product. The useful for the. It will be useful for the. The preservation. And also I used nanotechnology. The concept for the. Reservation India. Easy way in a single line. Have to tell me. I preserving the. Preserving for the food Subs.

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them. Produce. Yeah. That product. The useful for the. It will be useful for the. The preservation. And also I used nanotechnology. The concept for the. Reservation India. Easy way in a single line. Have to tell me. I preserving the. Preserving for the food Subs. Special I meet and minip. It will get. It will not. If I use the. Like that I will explain in a SIM. Undergraduate or. Non if you under.

Alright, let's shift gears. Accreditation cycles can be pretty demanding — suppose you joined our department and noticed that outcome assessment data was inconsistent across courses. How would you approach fixing that?

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them. Produce. Yeah. That product. The useful for the. It will be useful for the. The preservation. And also I used nanotechnology. The concept for the. Reservation India. Easy way in a single line. Have to tell me. I preserving the. Preserving for the food Subs. Special I meet and minip. It will get. It will not. If I use the. Like that I will explain in a SIM. Undergraduate or. Non if you under. I will explain. I will tell. This product is. Use. It will minimize the. Done. Some contamination. That audit will present.

OK, Sir, so. Umm, PhD is focused on. I will undergar students. Two days spend my. Phon. I will explain us. Tell them. Produce. Yeah. That product. The useful for the. It will be useful for the. The preservation. And also I used nanotechnology. The concept for the. Reservation India. Easy way in a single line. Have to tell me. I preserving the. Preserving for the food Subs. Special I meet and minip. It will get. It will not. If I use the. Like that I will explain in a SIM. Undergraduate or. Non if you under. I will explain. I will tell. This product is. Use. It will minimize the. Done. Some contamination. That audit will present. Am I? Am I clear?

Alright, so you broke down your research on pediocin to show its importance for food preservation — that’s a good way to connect with undergraduates. Accreditation cycles can be pretty demanding — suppose you joined our department and noticed that outcome assessment data was inconsistent across courses. How would you approach fixing that?

Alright, so you’d explain your research to undergraduates by focusing on the practical uses, like food preservation, and try to keep it simple and clear. Shifting to your role in the department — beyond teaching and research, what responsibilities would you take on for things like curriculum committees or program reviews?

So you explained your research to undergraduates by focusing on its application for food preservation, and kept the language straightforward — that’s clear. Shifting gears, accreditation cycles can be pretty demanding — suppose you joined our department and noticed that outcome assessment data was inconsistent across courses. How would you approach fixing that?

Alright, you’ve shown how you simplify your research for undergraduates. Accreditation aside, what role do you see yourself playing in department-level governance—like curriculum committees or program reviews—beyond your teaching and research?

Let’s pivot to something that comes up often in university life. Say a student formally complains that your grading is biased, but at the same time, your department head is urging you to increase pass rates. How would you handle this situation while maintaining both academic integrity and your professional relationships?

Okay, so you focus on making the explanation clear for students who don't understand, by breaking things down even further or using a different method. Let's turn to something that's more about day-to-day academic life. Say a colleague asks you to co-author a paper, but as you review their data, you see inconsistencies and suspect some results may not be reliable. How would you handle that situation?

I will tell my co-author. Uh, to repeat the. To repeat.

I will tell my co-author. Uh, to repeat the. To repeat. Reliable to the pay. Or. And change. Concept under uh. Like that, Sir? Please change concert.

Alright. Given your background in bioinformatics and food science, do you have any industry connections that could lead to internships or placement opportunities for students at VIT University?

So you’d tell your co-author to revisit the data, double-check reliability, and adjust as needed — that’s a responsible approach. Now, given your background in Bioinformatics and Food Science, do you have connections with industry or research labs that could open up internship or placement opportunities for students at VIT University?

Till now I didn't face any such uh, research integrity. Because, uh. Calculator or. The co-author we used to work. Uh, together to. Paper, paper. So still now. If there's any. Research Integrity.

Alright, sounds like you haven't personally dealt with research integrity issues so far, since your collaborations have been positive. Switching focus to industry ties—given your background in bioinformatics and food science, have you worked with any companies or industry partners that could help bring real-world projects or internship opportunities to students at VIT University?

No, Sir, I studied. See and PhD at BIT.

Okay, Professor, I want to quickly touch on a few practical aspects. When it comes to evaluating students and exam duties, can you describe a time you had to make a tough decision about a borderline case—maybe a student right at the pass-fail cutoff? How did you handle it?

No, Sir, I studied. See and PhD at BIT. System food sign. Lisa No. I don't need any collaboration with any food science or. Thematic Industries.

No, Sir, I studied. See and PhD at BIT. System food sign. Lisa No. I don't need any collaboration with any food science or. Thematic Industries. I didn't get any internship. Can the Internet?

No, Sir, I studied. See and PhD at BIT. System food sign. Lisa No. I don't need any collaboration with any food science or. Thematic Industries. I didn't get any internship. Can the Internet? The whistleblower.

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

No, Sir, I studied. See and PhD at BIT. System food sign. Lisa No. I don't need any collaboration with any food science or. Thematic Industries. I didn't get any internship. Can the Internet? The whistleblower. Next country art.

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

Thanks for clarifying, Professor. Since we’re at the end, is there anything you’d like to ask about the role or the team?

No, Sir, I studied. See and PhD at BIT. System food sign. Lisa No. I don't need any collaboration with any food science or. Thematic Industries. I didn't get any internship. Can the Internet? The whistleblower. Next country art. Processing Institute. Operation Institute at. I'm OK, Sir For who I answered for the questions.

Thanks for being candid about your experiences, Professor. Alright, Dr., we're wrapping up. Is there anything you'd like to ask about the role or the team before we finish?

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