Holly innovated an approach to teaching mechanical engineering that fosters students’ acknowledgement, understanding and rejection of the ways engineering knowledge and practice have been rooted in White supremacist epistemologies.

Students explore sociopolitical and historical contexts of mechanical engineering, engage in critical inquiry, and conceptualize how mechanical engineering can be racially just.

The approach utilizes writing reflections, socially annotated readings and a multimodal final project in which students analyze an engineering education or practice challenge, with respect to racial justice and propose a feasible solution. 

Holly developed a set of case studies, some that explore innovations by Black people, such as analyzing the fluid dynamics of Elijah McCoy’s automated oil lubrication system. Others discuss the consequences of engineering projects on Black communities, such as the solid mechanics of levees that failed during Hurricane Katrina.

These case studies are part of a collegewide grant to create a repository of case studies, which Holly hopes will support other faculty in incorporating the innovation into their teaching. 

Holly’s students describe the course as an insightful and impactful departure from the usual curricular focus on technical skills. In the words of Mizan Thomas, a student enrolled in the course, these “lessons are integral to producing socially conscious, people-first engineers.”

Above photo:

James Holly, Jr., Mechanical Engineering