Curriculum reform in a large traditional university brings forth a unique set of problems. We describe our work in this direction as a three-step process of product innovation, accommodation and assimilation. The model proposed herein is essentially cyclic. After identifying select lacunae in domain knowledge in the existing courses, students are constructively engaged in investigative projects and assigned specific tasks for developing a better understanding of the domain; resource material for new areas of instruction; and a new ethos in teaching-learning with greater emphasis on innovation and active mental engagement. The process of transfer of pedagogic innovations into the formal classrooms is enhanced by a teacher training program that aims to provide experiential learning of research-based innovative teaching practices; catalyze process of reflection through classroom research projects and establish a collaborative network of teachers for continuing further development work.