Why I teach engineering differently
When I graduated, I knew how to use the equations, but I did not always feel like I knew what to do with them. Once I began working as an engineer, I saw more clearly how much happens between recognizing a formula and making a sound engineering decision. That gap between the classroom and real application is one I knew I could help students close.
I also understand why the gap exists. Engineering courses move quickly, classes can be large, and professors may be balancing teaching with research and other responsibilities. Even a very good instructor may not have enough time to stop and find the exact point where one student’s reasoning stopped making sense.
That is when students begin telling themselves they are either a “math person” or they are not. They may assume everyone else understands something they never will. I do not believe that. Often, the student is missing one connection, needs the concept explained differently, or simply needs enough time to work through it without feeling intimidated.
My role is to find that missing connection and guide the student toward seeing it for themselves. Then we work through similar—but not identical—problems until the reasoning starts to feel natural and can be applied somewhere new.
My goal is not to show students how quickly I can solve a problem. It is to help them reach the moment when they realize they can solve it. Those moments build the confidence to handle easier problems independently and approach harder ones without immediately assuming they are incapable.
Professional background
Christian Muneton, PE, is a licensed Professional Engineer with more than 10 years of professional engineering experience, including projects at Lockheed Martin and NASA Kennedy Space Center. He earned his Mechanical Engineering degree Magna Cum Laude and has more than three years of experience tutoring students one-on-one across engineering disciplines.
His experience as both a practicing engineer and tutor shapes the PassWyze approach: connect equations to the physical system, identify the first decision that went wrong, and help the student develop a process they can apply again.
Teaching philosophy
Sessions emphasize explanation before memorization, student participation, and repeatable methods. The aim is to help the student recognize what to do when the next problem looks different.
Tell Christian what you’re working toward