[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599064-105":59,"doc-detail-599064-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","inquire-imagine-innovate-a-scholarly-approach-to-curriculum-practice","Inquire, Imagine, Innovate - A Scholarly Approach to Curriculum Practice","","A scholarly paper presents the development of a three-phase approach for curriculum practice, developed within a Teaching and Learning Centre and grounded in literature emphasizing flexibility, iteration, and Appreciative Inquiry. It situates the model within Canadian educational development and explains how micro, meso, and macro institutional influences shape curriculum redesign. The paper introduces the Inquire, Imagine, Innovate (3-I) model through fictionalized vignettes, describes its application across project scales, and outlines ongoing work and future directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/inquire-imagine-innovate-a-scholarly-approach-to-curriculum-practice/599064/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/inquire-imagine-innovate-a-scholarly-approach-to-curriculum-practice/599064.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core purpose of the paper's three-phase curriculum approach?","Question",{"text":112,"@type":113},"The paper develops a three-phase model to guide curriculum consultation and redesign projects across the curriculum spectrum, especially those involving complex learning and infrastructure. It aims to encourage reflective, inquiry-oriented curriculum development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the 3-I model relate to institutional influence levels?",{"text":117,"@type":113},"The approach highlights micro, meso, and macro levels of influence within higher education institutions. It frames curriculum work as shaped by interacting institutional layers rather than isolated course-level decisions.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence does the paper use to illustrate how each phase works?",{"text":121,"@type":113},"The paper provides fictionalized vignettes demonstrating how each phase is applied in practice. These vignettes serve as examples for implementing the Inquire, Imagine, and Innovate phases.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599064,1792172516,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice  \nMichelle Yeo, Jennifer Boman, Julie A. Mooney, Andrea Phillipson, Luciana da Rosa dos Santos, Erika E. Smith  \nThis paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, modelfor curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.  \nDans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurspédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexted’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.  \nO  \nne of the many roles educational developers undertake is curriculum consultation which includes a broad  \nspectrum of activities from a single consultation with a faculty member working on a course outline, to an ongoing programmatic design or redesign with an entire department. The educational development team within our Teaching and Learning Centre  \n(TLC) regularly engages in such work. In this paper, we describe a model for curriculum redesign that we developed to guide projects that span the curriculum spectrum. Although we intend to share this model primarily with the educational development community, faculty members or teams redesigning courses or programs may also find it useful. Above all, we mean to encourage all people involved in  \ncurriculum development to reflect on the process, as we have found such collaborative reflection valuable to making our tacit knowledge explicit.  \nIndividuals and teams must adapt curriculum design resources to suit their specific institutions and practices. At our institution, we send out a yearly call for formal course and program redesign projects. A committee adjudicates applications based on a set of criteria and grants successful applicants one to two course releases to do the work. The educational development team then works with individuals and departments on selected curriculum initiatives through a formal redesign process, and simultaneously conducts ad hoc curriculum consultations as faculty members request them.  \nOur work with departmental teams in particular prompted us to develop the Inquire, Imagine, Innovate (3-I) model we describe in this paper. We wanted to refine our curriculum design processes to help us better navigate curricular projects characterized by complex learning and infrastructure, especially those with broader programmatic or institutional implications. We realized we needed an inquiry-oriented approach that engaged the student voice, incorporated all me","cbCaioVqEI9WqjQf","https://ap.wps.com/l/cbCaioVqEI9WqjQf","pdf",1017030,11,"English","# Introduction\n## Purpose and Rationale\n## Institutional Context and Consultation Practice\n# Literature Review\n## Process Models and Curriculum Planning\n# The 3-I Model for Curriculum Consultation\n## Inquire Phase\n## Imagine Phase\n## Innovate Phase\n# Application and Next Steps","[{\"question\":\"What is the core purpose of the paper's three-phase curriculum approach?\",\"answer\":\"The paper develops a three-phase model to guide curriculum consultation and redesign projects across the curriculum spectrum, especially those involving complex learning and infrastructure. It aims to encourage reflective, inquiry-oriented curriculum development.\"},{\"question\":\"How does the 3-I model relate to institutional influence levels?\",\"answer\":\"The approach highlights micro, meso, and macro levels of influence within higher education institutions. It frames curriculum work as shaped by interacting institutional layers rather than isolated course-level decisions.\"},{\"question\":\"What evidence does the paper use to illustrate how each phase works?\",\"answer\":\"The paper provides fictionalized vignettes demonstrating how each phase is applied in practice. These vignettes serve as examples for implementing the Inquire, Imagine, and Innovate phases.\"}]","Inquire, Imagine, Innovate - A Scholarly Approach to Curriculum Practice | PDF",1792088105,28]