Frontiers in Computer Education Wang (ed.)
© 2015 Taylor & Francis Group, London, ISBN 978-1-138-02797-8
Teaching reform and practice of industry design specialty based on the
Conceive, Design, Implement, and Operate (CDIO) engineering
education pattern
Ge Lu
Department of School of Art & Design, Zhengzhou Institute of Aeronautical Industry Management,
Zhengzhou, China
ABSTRACT: CDIO is an engineering educational concept. This paper analyses the feasibility that puts
the CDIO engineering education pattern into the industrial design major. For industrial design major of the
Zhengzhou Institute of Aeronautical Industry Management, the paper introduces the preliminary exploration
and experience in guiding the mode into the teaching reform of industrial design specialty, in order to provide a
teaching reference for the industrial design course at undergraduate colleges and universities.
CDIO stands for Conceive, Design, Implement, and
Operate. It is currently a concept of talent cultiva-
tion of higher engineering education, its name inspired
by the life cycle processes of product/system, which
embodies the life circle from development stage to
the modify and abandon stage of the modern indus-
trial products. Based on the current situation, CDIO
higher engineering education model takes the con-
ception, design, implementation, and operation as the
carrier to train students’ ability for engineering, which
includes not only academic knowledge, but also stu-
dents’ life-long learning skills, team communication
ability, and system control ability.
CDIO emphasizes cultivating the comprehensive
innovative capability of students through the project
process (concept-design-implement-runs) to meet the
employment needs of the industry, which coincides
with the basic ideas of professional education. CDIO
educational philosophy has a strong systematic rigor
and operability, which is inspiring and instructive
for the improvement of the professional training pro-
a) Curriculum integration
According to engineering requirements for higher
engineering education, engineering colleges and uni-
versities should offer four courses: personality edu-
cation curriculum, engineering science and natural
science courses, social sciences, a humanities sci-
ence course, and an engineering course. Each course
may include a core course (compulsory), a series
of elective courses and the corresponding teaching
practice (experimental courses, course-related training
activities, internships, social activities, etc.). Industrial
design courses present various professional courses
and specialized courses for reintegration based on
the specific needs of professional settings, forming
a course which takes the product design as the core
course and consolidates the basic knowledge. Prac-
tical teaching includes a corresponding curriculum
(transport thematic design, furniture design), an exper-
imental course, a graduation project (actual design
or simulation design, engineering, and testing) and a
proper engineering training. Graduation design should
be prompted to strengthen students’ integrated appli-
cation of engineering knowledge and engineering
In the training programme of industrial design, in
accordance with the intellectual content, an integrated
curriculum can be divided into: modelling, engineer-
ing, engineering technology, design theory and expres-
sion, humanities and social sciences, and economics
management. Project courses can be divided into:
professional foundation, foundation design, improve-
ment, and innovation. Practice teaching includes:
internship, curriculum design, and graduation design.
A CDIO model places great emphasis on the
cooperation of the project class, integration courses,
and practice teaching. Figure I lists the correspon-
dence relationship among the project class, the inte-
gration course, and practical teaching. CDIO-based
industrial design is different from the traditional
three-section structure (basic course- basic special-
ized courses-specialized courses). The former takes

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