Scholarship-holding Electrical and Robotics Engineer | 7 years of experience teaching Robotics, Electronics, Mechatronics, Automation, Embedded Systems, & Control

Find out more about Munad

• 1) When did you develop an interest in your chosen field and in private tutoring?

  My curiosity started at school when a small science project competition pushed me to search online for ideas. I came across so many fascinating projects that it sparked my ambition to become a researcher one day. During my Bachelor’s in Electrical Engineering, I entered a competition to build the fastest line-following robot. The combination of creating something from scratch and then improving its efficiency was what first drew me seriously toward robotics.
  
  Over the years, I explored AI, embedded systems and medical robotics through projects such as a robotic prosthetic arm and later worked as an AI Engineer in the medical field. This eventually led me to pursue a Master’s in Robotics and Intelligence.
  
  Teaching developed alongside this journey. I have always been very concept-oriented and rarely move on until I understand something thoroughly. Friends often came to me for explanations, and I discovered how much I enjoyed turning something I had spent hours understanding into a clear explanation for someone else. That is what eventually led me into private tutoring.

• 2) Tell us more about the subject you teach and the topics you enjoy discussing with students.

  Although my main field is robotics and AI, robotics is really a combination of mathematics, physics, electronics, programming, control and engineering design. My Electrical Engineering background gave me strong foundations in electronics, embedded systems, signals, digital systems and engineering mathematics, while my Master’s allowed me to go further into robotics, modelling, control and intelligent systems.
  
  In robotics, I particularly enjoy teaching modelling, control systems, embedded systems, sensors, actuators and how all these components interact with the environment. In AI, I like starting from classical AI and the mathematical foundations before progressing through machine learning, neural networks, computer vision and modern topics such as LLMs.
  
  For mathematics, I especially enjoy calculus, linear algebra, differential equations, probability and numerical methods because these form the language behind so much of engineering and AI. In physics, I enjoy helping students connect equations with what is physically happening. In general, I enjoy almost any topic once we move beyond memorising formulas and start understanding why they work.

• 3) Did you have any role models or a teacher who inspired you?

  I would not say that I had one single role model. My learning journey has been shaped by a number of excellent teachers and professors, each influencing a different part of the way I think and learn.
  
  The teachers who influenced me most were not necessarily those who knew the most complicated mathematics or engineering, but those who knew how to communicate what they knew. They could recognise exactly where a student might become confused and approach the same idea from another direction. That ability has stayed with me and strongly influences the way I teach today.

• 4) What qualities do you think are required to be a good tutor?

  A good tutor needs to be able to meet each student at their current level and identify the real reason they are struggling. A student may appear to have difficulty with robotics or control theory, for example, when the actual problem is a missing foundation in linear algebra or differential equations.
  
  For me, good tutoring therefore requires patience, adaptability and the ability to explain the same idea in several different ways. It also means understanding how each student learns best.
  
  Most importantly, I do not want students to become dependent on their tutor. The goal is to gradually develop their understanding, confidence and problem-solving ability until they can approach unfamiliar problems independently.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  One of the moments that made engineering truly exciting for me was the first time I built a robot that brought together concepts I had previously studied separately: mathematics, modelling, control theory, electronics, embedded programming and AI.
  
  Until then, many of these subjects existed mainly as equations, diagrams and individual assignments. Suddenly, an equation became an algorithm, the algorithm ran on a microcontroller, sensors provided information about the environment, and the robot physically responded in the way the mathematics predicted.
  
  Seeing several years of theory come together in one working machine completely changed the way I looked at engineering. It is also something I try to recreate when teaching: showing students that the topics they are studying are not isolated chapters, but pieces of a much larger system.

• 6) What difficulties or challenges have you faced, or are you still facing, in your subject?

  One of the biggest challenges in robotics is also one of the reasons I find it so interesting: robotics is less a single subject and more an integration of many different fields. Electronics, mechanics, modelling, control, embedded systems, programming, AI and mathematics all have to work together.
  
  The field also develops extremely quickly. There is no single programming language, software package or tool that someone can learn and then use for every robotics problem. Different applications require different technologies and approaches.
  
  This means that learning robotics never really finishes. You constantly have to adapt, learn new tools and connect knowledge from different areas. At times that makes the field challenging, but it is also exactly what keeps it exciting for me.

• 7) Do you have a particular passion?

  One of the things I find most satisfying is helping someone understand in a short amount of time something that may have taken me hours, days or sometimes much longer to fully understand myself.
  
  There have been concepts during my own education that I technically knew how to use but only understood deeply much later. Those experiences made me realise how valuable the right explanation can be. When teaching, I try to give students those insights earlier so that they do not simply know how to solve today's problem, but understand the idea well enough to use it later in more advanced subjects.
  
  For me, that is one of the most rewarding parts of teaching: helping a student become a more confident, efficient and technically independent learner.

• 8) What makes you a Superprof (besides answering these interview questions :-P)?

  I think what makes me a Superprof is the combination of theoretical knowledge, practical engineering experience and, most importantly, years of experience actually teaching students.
  
  I rarely rely on only one explanation. If a student does not understand something, I can approach it through a real-world example, mathematics, diagrams, related concepts, practice problems or an application from another engineering subject until it becomes clear.
  
  I also try to explain not only how a concept works, but why we are learning it, where it comes from and how it will connect with topics the student will encounter later. I understand the theory, I have seen how that theory is used in real systems, and I know how to translate between the two for a student. To me, that is what makes teaching effective.