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This 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, model for 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.   Dans cet article, nous decrivons l’elaboration d’une approche en trois phases que notre equipe de concepteurs pedagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. A partir de la recherche sur l’importance de la flexibilite et l’iteration (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appreciative (Srivastva et Cooperrider, 1990), nous replacons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaitre les micro-, macro- et meso-niveaux d’influence dans les etablissements d’enseignement superieur (Poole et Simmons, 2013). Nous decrivons notre modele 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se deroule. En conclusion, nous indiquons quelles sont les suites que nous donnons a ce travail.

Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice