1. Can you tell us a little bit about your work? 

I am a Professor of Biochemistry & Molecular Biology at the Pondicherry University. My work involves teaching MSc students and guiding PhD scholars. I am also a member of the Research & Development committee, Intellectual Property Rights committee and innovation committee, to name a few. Additionally, I engage in counselling students, guiding their projects, conducting remedial classes, and helping them with their future endeavours. 

2. What does teaching mean to you? What excites you the most about it? 

I chose this profession because I come from a family of educators — my parents and all my aunts on both sides are teachers. Witnessing their dedication and enthusiasm to impart knowledge has created a deep sense of admiration for this profession in me. 

Teaching is my passion. I enjoy continuous learning and sharing of knowledge. 

In my 16 years of teaching, I have taught 14 different subjects related to my field. Being with young minds, encouraging them, and preparing them for their future always excites me. Nothing gives me greater satisfaction than seeing a student’s expression of clarity regarding the concepts taught in class. 

My father, A.C. Rajagopalan, and my mother, V. Vijayalakshmi, believed that knowledge should be shared and not sold. I strongly believe in that ideology and they are my greatest role models. Apart from them, my PhD guide Venugopal. P. Menon, an expert researcher in the field of drug design, helped me gain research and administrative aptitude through his capable leadership. My post-doctoral guide, Vijaya Gopal, taught me how the motherly care of teachers nurtures young mind. 

3. Higher education today is more than teaching and involves imparting individuals with critical-thinking and problem-solving abilities. According to you, what is the role of an educator in meeting these goals?

An educator should be responsible for the holistic development of the students. They should be approachable and willing to guide younger minds in their field of interest. Our curriculum should incorporate components of creative thinking, and assessments should be based on creating novel strategies or products. 

The students may be encouraged to create a go-to-market strategy/​product as a part of their post graduate program, which may help to improve their creativity and problem-solving ability and can fetch revenue to the institutes. The teachers may arrange to connect students with industry, explain the current requirements in the field, or arrange industry-academia meetings regularly for knowledge exchange and growth. 

4. Novel pedagogical approaches backed by research can enhance the teaching and learning of biology. However, implementing them may need additional effort by teachers and support from institutional administrators. What factors have helped you in implementing some of these approaches in your own classroom? 

I believe that the best students get the best out of teachers. Though the teachers try to teach in a standard methodology, the interest in students makes them give their best. Regarding the facilities, our campus is completely wi-fi enabled and we have smart boards in every classroom. Hence, we could easily adopt newer approaches. The COVID-19 pandemic has helped us to become well-versed in the usage of online platforms for teaching and learning. 

Under the umbrella of industry training and research, we organised multiple events for students like ​‘Wiser Wednesdays’, ​‘Tête-à-tête-Tuesdays’ and ​‘Thoughtful Thursdays’. The enthusiasm of the students was the main factor that kept us going with all these programs apart from the regular classes.

5. Have you used any unique teaching techniques in your classroom? Tell us about it.

Classroom seminars are an integral part of teaching. I ask my students to choose topics that I have already covered in class and to explain only the points that were not addressed. As we cover all aspects of the topic, students must search harder for new insights and novel discoveries related to that particular topic. This approach helps them to learn more about the subject. 

I also insist on seminars based on previous competitive exam questions on specific topics. This approach has helped students learn and easily solve similar questions in their exams. As a result, our students shine well in their national-level competitive examinations. 

6. What is your favourite and not-so-favourite aspect of National Education Policy (NEP) 2020 and why? 

My favourite aspect of the NEP in higher education is that it allows students to learn what they want. There is no fixed curriculum, and students may shift to different courses within the university and between universities. They may take a break in case of personal problems and rejoin later to complete the course. This empowers students and allows them to figure out their true interests. Another aspect is that students can directly join PhD after completing their 4‑year UG degree, BSc (Hon) in research. This reduces the time spent before entering a research degree.

One important aspect is that students need guidance. If they choose subjects randomly, they may end up loosing their time without proper career opportunities. Therefore, a mentor should be assigned to every student to help them choose the subjects wisely. At present, there is a lot of confusion among students after higher secondary education, but I hope these initial challenges will resolve as we move forward. 

7. NEP 2020 emphasises the need to engage undergraduate students in research. What are some of the roadblocks that you have experienced in incorporating research in UG courses?

I believe it is beneficial to engage the students in research at an early age. They are enthusiastic and full of ideas when they step out of school. I have guided a few students in their higher secondary projects, and their enthusiasm for research drives them to work tirelessly in the lab. However, the real roadblock is providing adequate facilities for their research. 

In fields like biochemistry and molecular biology, the cost of equipment and chemicals are high. Without proper financial support, it is difficult to nurture young minds with quality research. 

8. Networking with like-minded educators can be valuable in bringing new insights and collaborations. What kind of platforms and opportunities have helped you connect with educators from across India? 

Organising and attending conferences and project presentation meetings have helped me collaborate with researchers in my field. The Indian Science Congress, Society of Biological Chemists, Biotechnology Research Society, Society of Free Radical Research, and International Atherosclerosis Society have been instrumental in connecting me with other experts. 

9. Are there any courses or training programs that you found useful for your professional development and teaching practice?

I have completed several e‑learning courses on brainstorming and promoting creative thinking, understanding ethical business practices etc., which have significantly contributed to my professional development. Regular refresher courses from the Human Resource Development Centre have also helped me hone my teaching skills. I believe that all teachers should regularly update themselves with the latest developments in their field to give their best. 

10. Any advice for people who have newly begun their journey as an educator or hope to do so soon? 

I consider two professions very important; one is teaching and the other one is medicine.

Doctors save lives, but teachers save the whole society. 

I insist that new educators understand their responsibility in this profession, and guide the students with passion. I wish them all the best for creating responsible future leaders!