The program spans two successive seasons—spring and fall—and will start in Spring 2026. Each season will span three months, including 60 contact hours and an additional 60 hours of guided independent study. Both seasons begin and end with an in-person naturalist retreat to contextualize the season’s learning and experiences.

“The Natural History Institute and Prescott College share a deep commitment to experiential learning and a shared commitment to place. This partnership allows us to bring those values together in a program that strengthens our community’s connection to the Mogollon Highlands through firsthand experience, mentorship, and the sustained practice of natural history,” stated Jennie Tutone, Natural History Institute Executive Director.

Through formal class sessions, weekly field trips, and a mentored approach to the sustained practice of natural history, participants will explore ecosystems such as conifer forest, evergreen woodland, chaparral, grassland, and riparian communities. The program features regular weekend field trips and ongoing mentored practice throughout the field season.  

“Prescott College and NHI have a long history of working together to introduce people to the rich natural communities in the Prescott area and across the Mogollon Highlands. This program is a comprehensive introduction to that region, drawing on some of the world’s experts from both the College and the Institute,” added Dr. Pavel Cenkl, Prescott College Dean of Academic Affairs. 

About Prescott College

Founded in 1966, Prescott College has sixty years of leadership in developing and refining experiential and online educational models that have kept the college at the forefront of institutions seeking to address urgent issues currently facing human societies. Collaborative learning, multidisciplinary studies, and experiential and field-based learning are hallmarks of the Prescott educational experience. Prescott offers bachelor’s, master’s, and doctoral degrees as well as certificate options. Prescott College students are educators, activists, counselors, researchers, innovators, and entrepreneurs—all of whom are eager to make a difference in their local and global communities. Prescott College is proud to serve a diverse student body that is passionate about making a long-lasting impact on society and the environment.

About Natural History Institute

The Natural History Institute (NHI) fosters a deeper understanding and lasting appreciation of the natural world through programs that blend science, art, and the humanities. Founded in 2017, the Institute has grown into a center for community learning and engagement, providing leadership and resources for a revitalized practice of natural history. Its public programs include immersive field experiences, hands-on workshops, public talks, and art exhibitions. Based in the Mogollon Highlands, NHI is the only organization dedicated specifically to this ecologically rich region, committed to documenting, celebrating, and protecting its biodiversity. Through these programs, NHI inspires stewardship and lifelong learning for the benefit of both people and the land.

Photos courtesy of the Natural History Institute

The post Natural History Institute and Prescott College Partner to Offer Naturalist Certification Program appeared first on TEACH Magazine.

Is going to university still worth it? That’s a question I hear more and more, particularly as families weigh the rising costs of post-secondary education against unclear job prospects and newer generations look to alternate avenues than the typical 9–5 job that you may not need a degree for. The answer increasingly depends on what a student wants from that degree, with many looking to overseas options instead to better fit their needs.

New research shows students are shifting their university expectations. In a recent survey we performed at City St George’s, University of London with Arlington Research, 83% of Canadian students said work experience opportunities were a top priority and placed this higher than prestige or reputation. Another 87% ranked employability skills training among their top five criteria for choosing a university.

The message is clear: today’s students expect their degree to prepare them for life after graduation, and this is what’s ultimately leading high school students’ university search. But not all degrees deliver the same return. Outcomes vary significantly depending on the subject studied, the university attended, and how actively students engage with the experience. This is where high school students and educators need better support.

Too often, post-secondary decisions are based on surface-level factors like course titles or brand recognition. But what about actual career outcomes? What do graduates from that program go on to do? Are they working in professional roles? Earning strong salaries? Are they in jobs aligned with their studies?

In the U.K., we track graduate outcomes 15 months after finishing a degree, but this data isn’t always easy for students or their families to find, let alone interpret. In Canada, there are similar tracking measures in place through Statistics Canada’s National Graduates Survey (NGS), but the issue here is that the survey is conducted roughly every five years, which is a long stretch of time when it comes to employment and employability trends. This lack of real-time access can create significant disadvantages, especially for students without established guidance networks.

To help better prepare students for success with all the information they need to make an informed decision for their future, we must make career outcome data part of the conversation in every high school. Students should feel empowered to ask questions like:

• What percentage of graduates from a particular university course are employed in relevant roles?
• What is their average starting salary?
• What work experience opportunities are embedded in the course?

And teachers should be equipped with the right data and tools they need to answer these questions.

Just as importantly, we need to dispel the myth that a degree alone guarantees success. A degree is not a golden ticket. It’s not the piece of paper that opens doors; it’s what students do with the experience that counts.

Much like joining a gym, value comes from participation. You don’t get fit by signing up and never showing up. The same is true for post-secondary education. The students who get the most out of their university experience are the ones who actively engage. Ones who take advantage of careers support services, join extracurricular activities, pursue internships, and seek out learning beyond the lecture hall.

At City St George’s, University of London, we believe education should unlock opportunity without limits. That’s why we’ve embedded employability throughout our programs, combining rigorous academic study with real-world application. Because in today’s job market, students don’t just need or want knowledge. They are looking for real experience, skills, and the confidence to thrive in a changing world.

The takeaway? Yes, going to university is still worth it for most, but students—and their teachers—need better tools to make informed decisions and ensure their education leads to the future they want.

The post The Data Is Clear: Students Want Job Outcomes and U.K. Universities Are Listening appeared first on TEACH Magazine.

Sandy Yawn, the current lead and first female superyacht captain on Bravo’s reality TV series Below Deck Mediterranean, is one of the most recognized captains in the world. With over 30 years of international maritime experience, she has long inspired audiences and fellow crewmembers alike with her calm confidence at sea.

But before her illustrious career on the water began, Captain Sandy struggled with addiction as a teenager. After getting kicked out of eleventh grade, she found herself washing boats at a local Florida marina, a moment that unknowingly launched her future.

Today, Captain Sandy’s career has reached heights she never imagined, and she’s now helping others find their own fresh start through the same industry that changed her life.

Her foundation, Captain Sandy’s Charities, is a non-profit organization dedicated to inspiring and educating tomorrow’s maritime leaders and environmental stewards. The charity champions inclusivity, sustainability, and career preparedness for students across Florida—building awareness for a rapidly growing sector that needs skilled, passionate professionals.

We recently spoke with Captain Sandy about how her foundation’s educational initiative, Steering Toward Success, is creating opportunities for young people to thrive in the maritime workforce.

The following interview has been edited for length and clarity.

Q: Why is it important for students to consider the marine industry as a viable career option?

The marine industry offers far more than just one career path. It offers many different options—from sales and charter brokerage, to shipyard work, to life at sea. Whether you want to stay on land or go offshore, there is a place for you.

And the opportunities are real. People who work in the marine industry can earn up to 20 percent more than many land-based jobs, often with full medical coverage and outstanding benefits. You travel, meet people from different nationalities and cultures, and build relationships all over the world.

Along the way, you also learn about navigation, the oceans, marine life, and the cities and ports you visit. The sea becomes your classroom, and the world opens up in ways that most other careers never offer.

For me, choosing a career in the marine industry was the best decision I ever made. It didn’t just give me a job, it gave me a life filled with purpose, growth, adventure, and opportunity.

Q: Steering Toward Success, the foundation’s educational program, is geared towards raising awareness of job opportunities in the marine industry for students across Florida. Could you tell us a bit about how the program works?

Captain Sandy’s Charities partnered with Young Minds Inspired, an organization composed of experienced educators, to develop an in-school curriculum approved by the State of Florida for use in every public school statewide.

Together, we successfully rolled out programs for elementary, middle, and high school students. The curriculum is delivered through digital education kits hosted online by Young Minds Inspired, allowing teachers across Florida to easily access and download the materials. Additionally, we produce printed educational posters that teachers can use in their classrooms, giving students a clear and engaging visual learning experience.

The program continues to evolve, advancing education and awareness within the maritime industry. Our long-term goal is to engage every teacher and student in Florida, creating lasting exposure to maritime careers, skills, and opportunities.

Q: What does career preparedness look like in the marine industry? What skills do students need?

Preparing to enter the industry starts early in a student’s education. Courses in math, science, technology, and hands-on learning help build a strong foundation, while marine-focused programs introduce students to real, achievable career paths.

Exposure is the next key step. Career days, field trips, internships, summer programs, and job shadowing make maritime careers tangible—not just an abstract idea. From there, certifications and specialized training become essential. Basic safety, first aid, navigation, engineering, or hospitality credentials can quickly open doors to entry-level opportunities.

Beyond technical training, aspiring maritime professionals should focus on developing life skills such as leadership, communication, time management, and confidence. These are just as important as hands-on expertise. And be sure to say “yes” to opportunities! Many maritime careers begin in entry-level roles, and showing initiative, reliability, and a positive attitude can accelerate long-term growth.

A key component of our program is an apprenticeship pathway, designed to help students explore different options within the marine industry and discover which role is the right fit for them.

Through hands-on experience and exposure to a variety of positions, students gain clarity about the job they want to pursue. Once that decision is made, many marine companies are even willing to invest in their future by sending them to schools where they can earn the required certifications.

For students interested in a career at sea, this often begins with attending a training center such as Maritime Professional Training, where they will complete their basic safety and foundational instruction. From there, students choose a career track—deck or interior—and continue with specialized classes aligned with their chosen position.

This structured approach gives students confidence, direction, and real-world preparation, while providing the marine industry with skilled, motivated professionals ready to succeed.

Q: Why are environmental awareness and sustainability such key parts of your program? How does Steering Toward Success address these concepts?

The ocean is not only beautiful, it’s essential to life on Earth. It produces the majority of the oxygen we breathe and provides a vital food source for people around the world. Protecting it isn’t optional; it’s our responsibility.

Ocean advocacy is so important to me, and because of that belief, I made sure that ocean stewardship and sustainability were embedded directly into the Steering Toward Success program. Its curriculum teaches students practical, everyday ways to protect the ocean. From reducing plastic use, to proper waste disposal, to choosing recycled and sustainable products.

By educating kids early, we’re not just teaching lessons—we’re shaping habits, values, and future leaders who will protect the ocean for generations to come.

Q: What kind of feedback are you receiving from students and teachers who use the Steering Toward Success program?

The feedback we’re getting has been very encouraging. Many students and teachers had no idea these jobs even existed, and that is exactly why we’re doing this. Our goal is to introduce students of all grade levels to the idea that there are opportunities for a different kind of career, one they may never have been exposed to before.

The response has been overwhelmingly positive. All of the comments we’ve received have been so supportive, reinforcing the importance of early exposure, education, and awareness of the marine industry.

Q: What’s your vision for the future of the marine industry, as new generations of recent graduates begin to enter the workforce?

My vision, shared by many others in the industry, is to help create a generation of Americans who not only care for the ocean, but who also become stewards of the marine industry and are eager to work in it.

Over the years, I’ve seen a clear reality: many Americans don’t want to go to sea. As a result, much of the workforce abroad is made up of foreign crew, while American representation continues to decline.

That’s exactly why this work matters. We want young people to see the marine industry through a new lens—to understand the opportunities, the purpose, the adventure, and the long-term careers available both at sea and on land.

By introducing students early, we can change perceptions, spark curiosity, and build pride in maritime careers. Our goal is nothing less than to create a new generation of American seafarers, equipped with the skills, mindset, and passion to sustain and lead the marine industry into the future.

Q: What’s next for the Steering Toward Success program, and for your foundation in general?

What’s next for the foundation is expanding into mental health support, giving students real tools they can use when they face adversity, anxiety, pressure, or self-doubt—the very challenges I faced when I was young.

This phase is about helping students learn how to recenter, stay calm, and find clarity in moments that feel overwhelming. Our goal is to introduce practical strategies they can carry with them for life. I’ll also be sharing the tools and antidotes that I’ve used myself; the techniques that have helped me stay grounded, manage stress, and maintain peace of mind in high-pressure environments. These are simple, accessible practices, but they’re powerful.

By pairing career education with emotional resilience, we’re not just preparing students for jobs—we’re preparing them for life.

About Captain Sandy Yawn

Captain Sandy Yawn is a dynamic leader, international speaker, and businesswoman who has overcome obstacles on land and at sea. Her remarkable leadership has shattered barriers, and her integrity and courage earned her the Distinguished Crew Award from the International Superyacht Society in 2006. She embraced a new challenge as the series lead on Bravo’s Below Deck Mediterranean in 2015, inspiring audiences worldwide with her signature blend of conviction and passion for the sea.

The post Here’s How Captain Sandy Is Raising Awareness of Careers in the Marine Industry appeared first on TEACH Magazine.

The survey of 1,000 Canadian respondents, conducted by Arlington Research from May 30th to June 6th, 2025, found that employability factors outrank prestige or reputation for Canadian students weighing the decision to choose a U.K education. Among Canadian respondents, the most important features in selecting a university were overwhelmingly career-focused:

• 87% placed employability skills training among their top five criteria
• 83% cited work experience opportunities
• 78% prioritized post-study work options

“Canadian students are sending a clear message: they expect their university to help them build a career, not just award a degree,” said Gemma Kenyon, Director of Employability at City St George’s, University of London. “This is a shift that all of us in higher education need to understand and embrace. The blend of academic excellence and real-world experience is what makes studying in the U.K. such a compelling choice.”

The research also revealed that Canadian students see strong links between curriculum design and workplace readiness. Of those surveyed, 66% said skills and experience in their course content prepared them effectively for employment, while 54% said it helped connect learning to real job market needs.

“We know that Canadian students bring ambition, talent, and a global outlook,” added Kenyon. “They deserve an education that matches those qualities and empowers them to build a future without limits.”

About City St George’s, University of London

In August 2024, City, University of London merged with St George’s, University of London, creating a powerful multi-faculty institution. The combined university—City St George’s, University of London—is now one of the largest suppliers of the health workforce in the capital. It attracts around 27,000 students from more than 150 countries, and has been recognized for its strategic commitment to employability and professional development, combining rigorous academic study with strong partnerships across business, healthcare, law, and technology.

About Arlington Research

Arlington Research are a senior-led insight partner trusted by global brands, agencies, and organisations to deliver intelligent, credible research that drives decisions and tells compelling stories.

The post For Canadian Students, a Career-Focused Degree Could Mean Heading to the U.K. appeared first on TEACH Magazine.

The first day of school is full of hope. New notebooks, fresh starts, big plans. Students walk into classrooms believing the future is wide open.

But for too many, that hope fades by graduation. They cross the stage with a diploma in hand and a question they’re not prepared to answer: What comes next?

As we look to 2026, we need to be honest with ourselves. Completing school and being ready for life after school are not the same thing. Career readiness can no longer be treated as an add-on or a problem for someone else to solve.

Today’s students are ambitious. They want to do meaningful work and build lives that matter. What they often lack is not motivation, but visibility. Many don’t clearly understand their natural strengths or see how those strengths translate into real careers, credentials, and opportunities. When that connection is missing, even students who have worked hard for years can feel uncertain about their next step.

That uncertainty isn’t a failure of effort. It’s a failure of alignment.

Career readiness must become a shared responsibility in 2026. Schools, families, employers, and policymakers all play a role in helping students connect who they are to where they can go. When any one group steps back, students are left to guess. When everyone leans in, clarity starts to take shape.

We’re already seeing what works. Career and technical education, industry-recognized certifications, and work-based learning are moving from the margins to the center of the conversation. These pathways don’t compete with academic rigor. They make learning more relevant by showing students how their abilities connect to real-world needs.

Alignment doesn’t happen by accident. Educators need better insight into workforce demand and clearer tools to help students understand their aptitudes. Employers need to open doors through internships, apprenticeships, and job-shadowing experiences. Families need support to explore a wider range of post-secondary paths. Policymakers need to reward systems that prioritize readiness, not just completion. When these pieces connect, students leave school with direction, not just a transcript.

Career readiness is about more than jobs. It’s about confidence, dignity, and purpose. When students understand their strengths and see where they are needed, they step into adulthood with clarity.

In 2026, the question isn’t whether students are capable. It’s whether we are willing to take shared responsibility for helping them see their potential and connect it to their future.

The post In 2026, Career Readiness Can’t Be Someone Else’s Job appeared first on TEACH Magazine.

As educators, we often hear the same question from students: When am I ever going to use this? It’s a fair and important query. When students don’t see a practical application of the content they’re learning, they can quickly lose interest and engagement consequently decreases. 

A 2024 Gallup survey found that only 58% of students aged 12–18 said they had learned something interesting at school in the past seven days, down from 68% in 2023. In that same survey, just 10% of high school students said they felt prepared for the future.

What can we do in the face of these alarming statistics? The answer may be surprisingly simple: embed more life skills into our teaching.

The post Making High School More Relevant: A Life Skills Approach appeared first on TEACH Magazine.

As a teacher, you sometimes veer off the beaten path—not because the curriculum told you to, but because your gut did.

One year, I started to notice a troubling trend: many of my students equated success with fame, followers, or a fat bank account. To them, success looked like a YouTuber with a million subscribers or someone throwing a ball—whether it’s football, baseball, or soccer—on TV.

The post Beyond Fame, Fortune, and Followers: Inspiring Students to Redefine Success appeared first on TEACH Magazine.

By uniting Trent’s interdisciplinary undergraduate strengths with CCNM’s professional naturopathic training, the pathway creates a seamless, integrated academic journey that prepares graduates with the foundational knowledge and clinical competencies for careers in integrative health. 

“This agreement with CCNM creates a clear and compelling pathway for students to pursue enriching careers in the expanding field of naturopathic medicine,” said Dr. Cathy Bruce, president and vice-chancellor of Trent University. “By combining Trent’s interdisciplinary academic strengths with CCNM’s clinical expertise, we’re helping students pursue careers that align with the evolving ways people are thinking about health and wellness.” 

Students admitted directly from high school will begin their studies at Trent, receiving tailored academic advising to meet prerequisites and prepare for competitive entry into CCNM’s professional program. Once at CCNM, students may complete their training at the Toronto campus or apply to the Boucher campus in British Columbia. 

“CCNM is thrilled to deepen our longstanding relationship with Trent,” added Dr. Rahim Karim, president and CEO of CCNM. “Together, we are preparing practitioners who will combine a solid foundation in the liberal arts and sciences with naturopathic medical training, bringing benefits to patients and the healthcare system as a whole.” 

In addition to the new double degree, the agreement also strengthens pathways for students in Trent’s Medical Professional Stream (MPS). A structured 4+4 route provides MPS students with a direct path into CCNM’s four-year Doctor of Naturopathy program, including early admission, housing incentives, and unique opportunities to engage in CCNM research even before matriculation. 

“This partnership combines the unique strengths of both institutions to create a more seamless and enriching academic journey for students,” said Dr. Sarah West, dean of Science at Trent University. “The double degree pathway integrates the humanities and social sciences, sciences, and health fields, equipping future healthcare leaders with the interdisciplinary and well-rounded perspective that is essential to meeting the complex needs of today’s communities.” 

The initiative represents a strategic collaboration between Trent and CCNM, including joint oversight, coordinated recruitment, and shared student support systems—ensuring a seamless academic experience across both institutions.  

Learn more about the new pathways to a Doctor of Naturopathy degree here. 

About Trent University 

One of Canada’s top universities, Trent University was founded on the ideal of interactive learning that’s personal, purposeful and transformative. Consistently recognized nationally for leadership in teaching, research, and student satisfaction, Trent attracts excellent students from across the country and around the world. In a learning environment that builds life-long passion for inclusion, leadership, and social change, Trent’s students, alumni, faculty, and staff are engaged global citizens who are catalysts in developing sustainable solutions to complex issues. Trent’s Peterborough campus boasts award-winning architecture in a breathtaking natural setting on the banks of the Otonabee River, just 90 minutes from downtown Toronto, while Trent University Durham Greater Toronto Area delivers a distinct mix of programming in the east GTA.  Learn more at trentu.ca.

About the Canadian College of Naturopathic Medicine (CCNM) 

The Canadian College of Naturopathic Medicine (CCNM), established in 1978, is Canada’s premier, pan-Canadian academic institution for education and research in naturopathic medicine. CCNM has two campuses, one in Toronto and another in the Metro Vancouver area known as the Boucher Campus. CCNM graduates are eligible to write the licensing examinations for all regulated jurisdictions in Canada and the United States to become naturopathic doctors. Visit ccnm.edu for more information.  

The post Trent University and Canadian College of Naturopathic Medicine Launch First-of-its-Kind Double Degree appeared first on TEACH Magazine.

“The mentors who dedicate their careers to training the next generation of tradespeople aren’t just teachers—they’re builders of futures, role models of excellence, and champions of craftsmanship for all hardworking people,” said Todd Corley, Senior Vice President of Inclusion, Sustainability and Community at Carhartt. “At Carhartt, we take pride in celebrating the exceptional educators who inspire and make a significant impact on their students’ growth and learning—both in the classroom and as they embark on their careers.”

Carhartt is dedicating its Spring 2025 For the Love of Labour grant to supporting the National Center for Construction Education & Research (NCCER), a non-profit education foundation and leading provider of construction, training, assessment, credentials, research, and career development programs. The workwear brand is awarding $100,000 to launch and expand accredited Career & Technical Education (CTE) programs across the country—introducing CTE curriculum to students for the first time.

Carhartt also recognized five outstanding skilled educators across the United States who have demonstrated exceptional commitment to their craft, their students, and the mission of closing the skilled trades gap. Each recipient will receive $10,000 to invest in their own classrooms, a tailored workwear package, and national recognition for their contributions to the industry. Additionally, students in each classroom received new gear from Carhartt, including backpacks and work gloves. The following educators were honored as a part of the inaugural Steel Apple Awards:

• Matthew Bracey, Construction Trades Masonry Program Manager at Randolph Career and Technical Center (Detroit, MI)
• Aaron Haselwood, Construction Teacher at Wichita High School East (Wichita, KS)
• Robert “Bobby” Pease, Agriculture and Welding Teacher at Fleming County High School (Flemingsburg, KY)
• Bryan Suarez, Welding Teacher at Dr. Kirk Lewis Career and Technical High School (Houston, TX)
• Jennifer McNally, Carpentry Teacher at Southeastern Regional Vocational Technical High School (South Easton, MA)

Established in 1996 and a leader in skilled trades workforce development, NCCER provides quality education programs and credentials. Its High School Builder Program expands access to CTE programs by removing accreditation barriers and allowing high schoolers to graduate workforce ready.

“Carhartt and NCCER share a common mission to create a more comprehensive and equitable pipeline to meaningful careers in the skilled trades. The Steel Apple Awards will not only honor the exceptional educators on the frontlines, but also the students that pass through their classrooms,” said Boyd Worsham, president and CEO at NCCER. “We’re honored to partner with Carhartt on this initiative, empowering these vocational educators to continue to shape the future of the skilled workforce.”

Since its inception in 2020, Carhartt’s For the Love of Labor grant program has received hundreds of
applications and awarded 27 grants—totaling nearly $3 million—to eligible U.S.-based 501C3 designated
organizations in recognized apprenticeship industries that serve at least 100 individuals annually.

To learn more about the Steel Apple Awards, the For the Love of Labor grant program, and how Carhartt is working to build a better world, please visit carhartt.com/isc-hub or reach out to ForTheLoveOfLabor@Carhartt.com.   

The post Carhartt Celebrates Skilled Trades Educators Across America appeared first on TEACH Magazine.

As an educator, my classroom isn’t just a space for reciting facts and figures or mastering formulas and punctuation. It’s a dynamic environment where learning extends far beyond the curriculum. Yes, there are always plenty of objectives that need to be met and content that needs to be covered; however, I also believe in the importance of weaving in topics that aren’t explicitly taught through standard academic subjects, but are necessary for something even more important: life.

In my approach to teaching, I’ve adopted a method that involves meticulous planning, using the curriculum as my foundation. I start by thoroughly examining the academic material and identifying key concepts, objectives, standards, and skills that need to be addressed. Once I have a clear understanding of the lesson, I strategically design supplementary teachings that incorporate relevant life skills. In this way, I create a comprehensive learning experience that goes beyond mere rote learning and memorization.

The post Going Beyond the Curriculum: Incorporating Life Skills in the Classroom appeared first on TEACH Magazine.