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Exploring Maker Innovation: A Transdisciplinary Engineering Design Perspective

Author

Listed:
  • Wei Liu

    (Faculty of Psychology, Beijing Normal University, Beijing 100875, China)

  • Yancong Zhu

    (Faculty of Psychology, Beijing Normal University, Beijing 100875, China)

  • Min Liu

    (Institute of Comparative and International Education, Beijing Normal University, Beijing 100875, China)

  • Yanru Li

    (Office of International Exchange and Cooperation, Beijing Normal University, Beijing 100875, China)

Abstract

Researchers, designers, and engineers embrace the ongoing maker movement and view ‘grassroots innovation’ as essentially important for staying competitive in both academia and in industry. The research team gives full play to its expertise on innovation and entrepreneurship education. In the past five years of actively participating in the China-U.S. Young Maker Competition, the team coached and worked with over five hundred student makers to create innovative engineering prototypes focusing on the areas of community development, education, environmental protection, health and fitness, energy, transportation, and other areas of sustainable development by combining innovative design and emerging technologies. Several conceptual designs and developments are described. A transdisciplinary engineering design and teaching approach is presented and discussed. Due to the limited time allowed by the competition, more thorough design and development iterations will take place in a future study.

Suggested Citation

  • Wei Liu & Yancong Zhu & Min Liu & Yanru Li, 2021. "Exploring Maker Innovation: A Transdisciplinary Engineering Design Perspective," Sustainability, MDPI, vol. 14(1), pages 1-12, December.
    • Handle: RePEc:gam:jsusta:v:14:y:2021:i:1:p:295-:d:712770
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    References listed on IDEAS

    as
    1. Bergman, Brian J. & McMullen, Jeffery S., 2020. "Entrepreneurs in the making: Six decisions for fostering entrepreneurship through maker spaces," Business Horizons, Elsevier, vol. 63(6), pages 811-824.
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    Cited by:

    1. Asma Almusharraf & Norah Almusharraf & Daniel Bailey, 2022. "The Influence of Multilingualism and Professional Development Activities on Teacher Reflection Levels," Sustainability, MDPI, vol. 14(18), pages 1-14, September.

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