Work Summary

Associate Professor at Lipscomb University

  • Spring 2015 to Present
  • Instrumentation & Measurement
  • Dynamics
  • Thermodynamics
  • Heat Transfer
  • Thermo-fluids Laboratory
  • Mechanical Engineering Computer Applications

Assistant Professor at the University of Evansville

  • Fall 2009 to Fall 2014
  • Introduction to Engineering
  • Dynamics
  • Thermodynamics
  • Instrumentation & Measurement
  • Heat Transfer
  • Advanced Fluid Mechanics
  • Numerical Methods for Engineers
  • Thermo-fluids Laboratory

Lab Instructor for Instrumentation & Measurement (AE/ME 345)

  • Fall 2003, Spring 2004, Summer 2008
  • Taught for three semesters total with classes of twelve students.
  • Directed students in experiments including thermometry, flow measurement, statistical uncertainty, digital data collection, electronic filtering, first and second order systems, and strain measurement.

Instructor for Instrumentation & Measurement (AE/ME 345)

  • Summer 2004, Fall 2004, Spring 2005, Summer 2005, Summer 2008
  • Independently taught a junior-level course for five semesters total with classes ranging in size from twelve to fifty students. Lectures focused on experimental measurement techniques and statistics for engineers.
  • Accomplishments include electronic creation and delivery of lectures using Smartboard? technology, use of web-based applets and graphics to help conceptualize topics, and effective coordination of laboratory grading between several teaching assistants using the Blackboard? course management system.

Teaching Assistant for Freshman Honors Engineering Fundamentals

  • Fall 2008, Spring 2009
  • Program includes 70 honors students and comprises lectures on introductory engineering physics, problem sessions, and team directed ?design, build and test? projects.
  • Duties include directing hands-on problem sessions that apply engineering principles learned in lecture, grading homework, special instruction on team projects, and participation in the advising process.

Statement of Teaching Philosophy

Written for Lipscomb University on December 14, 2015

I am committed to align my career with Lipscomb’s mission to "integrate Christian faith and practice with academic excellence. [1]" This starts with my personal life, and I am committed to practice my Christian walk with a family of believers. I was raised at Hillsboro Church of Christ and am blessed to have returned there as an adult with my family.

My commitment extends to my vocation where I aspire to integrate my Christian faith with my practice as an engineer. I believe in the honor of helping humanity through the practice of engineering, the virtue of lifelong learning, and the goodness of personal relationships. When I first walked into Olmsted Hall at the University of Evansville in 2009, I noticed the stone engraving of a wonderful verse from the book of Philippians: "Whatsoever things are true, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report... think on these things. [2]" To me, this applies to a liberal arts education in general as well as an engineering education in specific. As engineer/historian Henry Petroski states, engineering "is about changing the world, about designing and making new things that work... engineering plays [a role] in creating and maintaining an innovative society. [3]" These are good and pure things!

God has given us a world that makes rational sense and an ability to study it and work it to create new things. Our current culture struggles to justify a liberal arts education against direct job training in the STEM disciplines. I believe that Lipscomb University is in the unique position to address this challenge; For the Christian understands the purpose of knowledge:

"In the midst of the knowledge explosion of the past half century, it is astounding how many have forgotten that the greatest knowledge they could possess is the knowledge of God. Suppose inhabitants of other planets were discovered; this would not be as great as knowing about the one who inhabits heaven. The fact that we have sent man to the moon is not so amazing as sending men to heaven. The knowledge of God is certainly top priority. [4]"

… as well as the purpose of a professional program such as engineering:

"Christianity was never intended to replace or supersede the ordinary human arts and sciences: it is rather a director which will set them all to the right jobs, and a source of energy which will give them all new life, if only they will put themselves at its disposal. [5]"

I aspire to challenge my students to see their engineering education beyond a shallow calling to invent the next big thing or to make a lot of money. I want to motivate my students to participate in our callings as human beings and to explore the world around us that was originally "good". An engineering student does not need to feel conflict between their career and spiritual calling. We can serve Him right where we are, using the talents He saw fit to bestow us.

Furthermore, I am committed to integrate Lipscomb’s Christian calling with academic excellence. Research in psychology, cognitive science, and engineering education has provided a wealth of insight into how students learn best. These are exciting times to be an engineering educator! I view it as my ethical responsibility as a teacher to learn about these best practices and apply them to my classes.

Academic excellence today extends far beyond the mere transfer of information from teacher to student. So what does it mean for me to teach the practice of engineering in a world where just about anything can be found with a Google search? Academic excellence should stress not only knowledge but also the reasoning skills needed to use that knowledge effectively. I must remember first of all the practical needs of industry as well as the vast environmental and human challenges awaiting engineers of the future. As was mentioned in a recent Mechanical Engineering magazine article, "Few industrial engineering positions require the technical rigor required in the undergraduate curriculum. Many engineers will independently solve neither a calculus nor differential equation while working in industry [6]." With this in mind, I believe my top priority is to challenge and inspire my students into deep, critical thinking.

This is the main benefit of an education in a physically present learning community versus an online web-presence. I can provide my students with individualized mentorship and hands-on practice. With carefully crafted active learning situations, I can help students to perceive and understand the world around them from the vantage point of a Christian engineer. The scientist-turned-philosopher Michael Polanyi called this "elbow knowledge" or the knowledge that is best gained when working closely beside a teacher [7]. I look forward to working alongside my students in an environment that seeks to teach, shape, and send them into the world in the image of Jesus Christ.


[1]"Mission", Lipscomb University,, Accessed 12/14/2015.

[2]The Bible, King James Version, Philippians 4:8

[3]Henry Petroski, "Thinking Science: Policymakers lose sight of engineering’s importance," ASEE Prism Magazine, September 2009.

[4]Ryrie, Charles C. A Survey of Bible Doctrine. Moody Publishers, 1989.

[5]Lewis, Clive Staples. Mere Christianity. Zondervan, 2001.

[6]Donald Rorrer, "Hiring the Newly Minted," Mechanical Engineering, March 2011.

[7]Ken Myers, "Tacit Knowing, Truthful Knowing: The Life and Thought of Michael Polanyi," A Mars Hill Audio Report, Web, 24 Sept 2012.

Joining a Christian Academic Community

Written for Lipscomb University on December 14, 2015

"Why do you desire to join an intentional, courageous and gracious Christian academic community?"

Intentional and Courageous...

I would argue that the world does not need more engineers. In Ecclesiastes, the teacher informs us that there is nothing new under the sun. Technology has changed human culture drastically, and yet we still face many of the same basic human struggles as we have for thousands of years. Technology is not the answer to society's most pressing concerns.

Instead, the world needs more engineers who are followers of Jesus Christ. Our religion is not an old-fashioned way of thinking that has no place in the "real world". Rather, Jesus Christ sets our lives in proper order, releases us from the bondage of sin, and frees us to participate meaningfully in creation. Accordingly, we need engineers who practice the "golden rule" in their careers, who know there is a time to use technology to solve a problem, and who know that technological progress is not in-and-of-itself a solution.

Furthermore, I believe that today's youth are often paralyzed by choice. Our culture has encouraged us to believe that we are made for one purpose. So we stress and delay about big decisions. Then, after we've made a decision, we experience the first sign of difficulty and begin to second-guess everything. Instead, I believe we should intentionally challenge our students (and ourselves) to focus on God's Calling - to follow him with all of our hearts, minds, soul, and strength. Only then are we truly set free to take advantage of the blessings He brings into our lives.


The typical undergraduate student is 18-22 years old. Many are living independently for the first time in their lives. They are forming the habits of mind and body that will form their adulthood. Physiologically, the prefontal cortex of their brains, where rational decision making abilities reside, are still maturing. For these students, college finishes the transition from childhood to adulthood. I want to help guide this transition in my students. I want to push each individual to be their personal best. I also want to be gracious when they "sell out" to mediocrity at times or stumble in their responsibilities - for this is the same environment in which I have been blessed to grow and develop.

Faith and Learning Integration

It has slowly dawned me (albeit quite belatedly) that Jesus Christ should affect the entire educational process (both formal and informal) including why one learns, what one learns, and how one learns. And in the special role of a university professor this corresponds with why one teaches, what one teaches, and how one teaches. Wilkens summarizes the call to action thusly:

"The Christian confession calls us to faith, a faith that shapes all that we see, think, and do. Thus, for those whose vocation is to minister through education, the way we understand the relationship between faith and reason is not a peripheral matter. Instead, it is at the center of the way we engage in our ministry."  [Wilkens, S. "Models of Faith and Reason: Marginalization, Coexistence, or Integration." Faith Integration and Schools of Education, edited by M. Fowler & M. Pacino, Precedent Press, 2012.]

As an engineering educator placed in a Christian university, I read this as more than a value-added proposition and more of a weighty, fundamental challenge. For one, Christians are called to be "in the world but not of it." This requires serious contemplation and work especially with a degree as world-oriented as engineering. Furthermore, James reminds us through Scripture that "Not many of you should become teachers, my brothers, for you know that we who teach will be judged with greater strictness." [NIV, James 3:1]

I have tried to pursue faith and learning scholarship in my teaching.  This has resulted in two conference presentations...

Faith & Learning Integration in a Mechanical Engineering Thermodynamics Course

Joseph B. Tipton Jr., "Faith and Learning Integration in a Mechanical Engineering Thermodynamics Course," Presented at the Christian Scholars’ Conference, Nashville, TN, 8 June 2016.

I presented at the Christian Scholar's Conference hosted at Lipscomb University on 8 June 2016.  View the presentation here.

It turns out, God might have something to say about thermodynamics! :-)

Faith & Learning Integration in a Mechanical Engineering Instrumentation & Measurement Course

Joseph B. Tipton, Jr., "Opportunities for Faith & Learning Integration in a Mechanical Engineering Instrumentation & Measurement Course," Proceedings of the 2019 Christian Engineering Conference, 11-13 July 2019, Sioux Center, IA, pp. 22-33,  <http://www.christianengineering.org/publications/cec-proceedings/CEC%202019%20Proceedings.pdf#page=28>.