The CDIO approach to engineering education has reformulated higher education in scientific, technical and technological disciplines, through the promotion of active learning in connection with the conception, development, implementation and operation of real engineering products, processes and systems. The model is already making a transformative impact worldwide in more than 120 universities that collaborate and learn together. However, spreading the model is a challenging issue as, in spite of the verified clear benefits of shifting to CDIO-related teaching-learning methodologies and of the efforts of CDIO members, for continuously supporting potential new partners in their endeavors, transforming engineering education and motivating professors to change their way of teaching is always a complex and extremely multifaceted process. The CDIO standards provide a comprehensive set of aspects, which should be tackled when trying to incorporate the CDIO model to an already existing engineering degree or set of degrees, or when trying to design a new programme accordingly. The workshops from the CDIO conferences and the published papers of the CDIO proceedings also constitute a relevant source of information and inspiration. Nevertheless, in some cases, professors wishing to conceive, design, implement and operate new courses, based on the CDIO model, may possibly feel overwhelmed by the required dedication or even find difficulties when facing the process of reinventing or creating a course following the model. Reluctance of professors to change and their doubts when trying to create CDIO-related courses are among the common factors that can limit the further expansion of the CDIO model.Trying to develop a systematic approach to “the CDIO cycle of innovative CDIO courses” we present a set of creativity promotion canvases (one for each stage of the process) adapted to the strategic planning of novel engineering courses following the CDIO approach. The “conceive” canvas helps professors to match the learning objectives of the course with the type of engineering products, processes or systems to be developed. The “design” canvas guides professors through a process of matching outcomes with topics and activities and supports through the analysis of requirements for the application projects. The “implement” canvas focuses on the resources needed for developing the projects and connects topics and lessons with the steps of the project to be developed. The “operation” canvas concentrates on key processes during the real implementation of the course, including group formation, teamwork promotion, conflict solving, coordination of participants, including professors, and evaluation. The application of these user-friendly creativity promotion canvases is explained through a real case study and its potential illustrated by the results of their application to strategically planning a set of CDIO courses with a group of 30 professors in a Spanish university.
