Abstract

We describe our attempts at curriculum development at the undergraduate level working within the constraints of a large traditional university system. Curriculum reform is described as a three-step process of product innovation, accommodation and assimilation. In a dual-pronged strategy, students are constructively engaged, first, in investigative projects and assigned specific tasks, giving them a flavour of creative research, and, second, in development of curricular products. The process of transfer of pedagogic innovations into the formal classroom is enhanced by a teacher training programme that aims to provide experiential learning of research-based innovative teaching practices, catalyse a process of reflection through classroom research and establish a collaborative network of teachers