Essential to any curriculum is to clarify "learning objectives”, typically defined by educational institutions, based on segregated disciplines of focus, with internal evaluation processes. Inadvertently, the potential dynamic of inquiry and learning then occurs in a relatively cyclical, compartmentalized, self-contained culture. Many university campuses are small civilizations unto themselves, strategically located in rural areas that are segregated from professional communities to support "sequestered scholarship" and research focus. However, beyond the classroom, educational learning outcomes will be evaluated in terms of value brought to organizational and societal challenges intersecting commercial, government and/or non-profit organizations, local to global, with diverse people, geographies. All organizations are negotiating their operations within limited resources, seeking talent to help them achieve practical and financial goals in a competitive global landscape.
Results/Conclusions:
Given our complex global dynamics, intertwining ecosystems, economies and equities, how may we “coach the curriculum” to intentionally involve multi-focus perspectives to better prepare for adaptive education to career navigation? A “human ecology” inspired framework for “coaching” beyond the classroom through experiential learning and professional development with focus in ''sustainability" issues will be introduced. A proven 4-phase process challenges individualistic perspectives to inquiry-driven relationship building, intentionally researching “different” stakeholders as advisors, redesigning mind maps for interdependent solutions will be introduced and illustrated with example “career ecology” stories in progress.