Environmental Science Teachers, Postsecondary

Evaluate and grade students' class work, laboratory work, assignments, and papers.
Prepare course materials, such as syllabi, homework assignments, and handouts.
Supervise students' laboratory and field work.

Important Qualities

Critical-thinking skills. To conduct original research and design experiments, postsecondary teachers need to analyze information logically.

Interpersonal skills. Postsecondary teachers need to work well with others for tasks such as instructing students and serving on committees.

Resourcefulness. Postsecondary teachers must be able to present information in a way that students will understand. They need to adapt to the different learning styles of their students and be able to use technology for lessons or assignments.

Speaking skills. Postsecondary teachers need good communication skills to present lectures and provide feedback to students.

Writing skills. Postsecondary teachers need strong writing ability to publish original research and analysis.

Personality

A3	Your Strengths	Importance	Characteristics of this Career
		90%	Initiative - Job requires a willingness to take on responsibilities and challenges.
		90%	Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems.
		90%	Integrity - Job requires being honest and ethical.
		88%	Persistence - Job requires persistence in the face of obstacles.
		87%	Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
		86%	Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
		85%	Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations.
		84%	Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
		82%	Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
		81%	Attention to Detail - Job requires being careful about detail and thorough in completing work tasks.
		80%	Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction.
		76%	Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace.
		76%	Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations.
		74%	Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
		73%	Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
		60%	Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job.

A3	Your Strengths	Importance	Strengths
		100%	Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities.
		83%	Investigative - Work involves studying and researching non-living objects, living organisms, disease or other forms of impairment, or human behavior. Investigative occupations are often associated with physical, life, medical, or social sciences, and can be found in the fields of humanities, mathematics/statistics, information technology, or health care service.
		56%	Artistic - Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art.

A3	Your Strengths	Importance	Values of the Work Environment
		83%	Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
		72%	Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status.
		72%	Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
		70%	Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.

Aptitude

A3	Your Strengths	Importance	Abilities \| Cognitive, Physical, Personality
		85%	Oral Expression - The ability to communicate information and ideas in speaking so others will understand.
		78%	Written Comprehension - The ability to read and understand information and ideas presented in writing.
		75%	Speech Clarity - The ability to speak clearly so others can understand you.
		75%	Written Expression - The ability to communicate information and ideas in writing so others will understand.
		75%	Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense.
		75%	Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
		75%	Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.
		66%	Near Vision - The ability to see details at close range (within a few feet of the observer).
		63%	Speech Recognition - The ability to identify and understand the speech of another person.
		60%	Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
		53%	Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways.
		53%	Mathematical Reasoning - The ability to choose the right mathematical methods or formulas to solve a problem.
		53%	Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
		53%	Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
		53%	Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).

A3	Your Strengths	Importance	Skills \| Cognitive, Physical, Personality
		71%	Reading Comprehension - Understanding written sentences and paragraphs in work-related documents.
		68%	Writing - Communicating effectively in writing as appropriate for the needs of the audience.
		64%	Speaking - Talking to others to convey information effectively.
		64%	Science - Using scientific rules and methods to solve problems.
		63%	Instructing - Teaching others how to do something.
		61%	Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making.
		61%	Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
		61%	Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
		61%	Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
		57%	Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
		55%	Complex Problem Solving - Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
		55%	Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.
		52%	Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do.

Job Details

Responsibilities

Evaluate scholarly materials.

Evaluate student work.

Write reports or evaluations.

Supervise student research or internship work.

Research topics in area of expertise.

Write articles, books or other original materials in area of expertise.

Stay informed about current developments in field of specialization.

Attend training sessions or professional meetings to develop or maintain professional knowledge.

Evaluate student work.

Write grant proposals.

Supervise laboratory work.

Supervise student research or internship work.

Develop instructional materials.

Evaluate effectiveness of educational programs.

Develop instructional objectives.

Guide class discussions.

Administer tests to assess educational needs or progress.

Prepare tests.

Evaluate student work.

Advise students on academic or career matters.

Teach physical science or mathematics courses at the college level.

Maintain student records.

Select educational materials or equipment.

Order instructional or library materials or equipment.

Advise students on academic or career matters.

Research topics in area of expertise.

Direct department activities.

Promote educational institutions or programs.

Perform student enrollment or registration activities.

Advise educators on curricula, instructional methods, or policies.

Serve on institutional or departmental committees.

Compile specialized bibliographies or lists of materials.

Plan community programs or activities for the general public.

Advise students on academic or career matters.

A3	Your Strengths	Importance	Attributes & Percentage of Time Spent
		98%	Electronic Mail - How often do you use electronic mail in this job?
		93%	Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions?
		91%	Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job?
		90%	Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals?
		88%	Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer?
		82%	Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it?
		81%	Public Speaking - How often do you have to perform public speaking in this job?
		78%	Work With Work Group or Team - How important is it to work with others in a group or team in this job?
		78%	Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job?
		76%	Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job?
		71%	Telephone - How often do you have telephone conversations in this job?
		66%	Spend Time Sitting - How much does this job require sitting?
		65%	Time Pressure - How often does this job require the worker to meet strict deadlines?
		63%	Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers?
		61%	Letters and Memos - How often does the job require written letters and memos?
		58%	Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job?
		57%	Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization?
		56%	Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer?
		52%	Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures?
		75%	Duration of Typical Work Week - Number of hours typically worked in one week.

A3	Your Strengths	Importance	Tasks & Values
		87%	Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
		87%	Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.
		86%	Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.
		82%	Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
		80%	Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
		79%	Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used.
		77%	Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work.
		76%	Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
		75%	Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
		75%	Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems.
		75%	Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
		74%	Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time.
		74%	Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
		73%	Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
		69%	Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people.
		68%	Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
		68%	Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them.
		66%	Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
		64%	Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others.
		63%	Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
		61%	Estimating the Quantifiable Characteristics of Products, Events, or Information - Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
		61%	Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks.
		57%	Communicating with People Outside the Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
		56%	Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members.
		56%	Providing Consultation and Advice to Others - Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.

What Postsecondary Teachers Do

Professors may teach a variety of subjects, such as history, science, or business.

Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. They may also conduct research and publish scholarly papers and books.

Duties

Postsecondary teachers typically do the following:

Develop an instructional plan (known as a course outline or syllabus) for the course(s) they teach and ensure that it meets college and department standards
Plan lessons and assignments
Teach courses in their subject area
Assess students’ progress by grading assignments, papers, exams, and other work
Advise students about which courses to take and how to achieve their goals
Work with colleagues to develop or modify the curriculum for a degree or certificate program involving in-person, online, or hybrid delivery of course material
Stay informed about changes and innovations in their field
Serve on academic or administrative committees, as needed

Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials.

Postsecondary teachers’ duties vary, often based on the size of their employing institution. In large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students.

Full-time professors, particularly those who have tenure (that is, they cannot be fired without just cause), often are expected to devote a great deal of time on original research. Tenured professors must document their analyses or critical reviews and publish their research findings. They also may be expected to serve on college and university committees.

Part-time professors, often known as adjunct professors, usually spend most of their time teaching students.

Professors may teach large classes of several hundred students (often with the help of graduate teaching assistants), smaller classes of about 40 to 50 students, seminars with a few students, or laboratories in which students practice the subject matter. Some teach online, either exclusively or in addition to providing live instruction.

Professors’ tasks also may include collaborating with their colleagues and attending conferences to keep up with developments in their field.

Information about postsecondary teachers who provide vocational training in subjects such as repair, transportation, and cosmetology is available in the profile on career and technical education teachers.

Work Environment

Postsecondary teachers held about 1.3 million jobs in 2022. Employment in the detailed occupations that make up postsecondary teachers was distributed as follows:

Health specialties teachers, postsecondary	262,800
Art, drama, and music teachers, postsecondary	123,900
Business teachers, postsecondary	99,900
Nursing instructors and teachers, postsecondary	85,900
Education teachers, postsecondary	74,300
English language and literature teachers, postsecondary	70,100
Biological science teachers, postsecondary	62,400
Mathematical science teachers, postsecondary	55,900
Psychology teachers, postsecondary	50,900
Engineering teachers, postsecondary	45,500
Computer science teachers, postsecondary	42,000
Communications teachers, postsecondary	33,600
Philosophy and religion teachers, postsecondary	29,100
Chemistry teachers, postsecondary	25,900
Foreign language and literature teachers, postsecondary	24,700
History teachers, postsecondary	22,800
Law teachers, postsecondary	19,800
Political science teachers, postsecondary	19,300
Social sciences teachers, postsecondary, all other	19,200
Criminal justice and law enforcement teachers, postsecondary	16,500
Recreation and fitness studies teachers, postsecondary	16,300
Physics teachers, postsecondary	16,200
Social work teachers, postsecondary	15,500
Sociology teachers, postsecondary	15,000
Economics teachers, postsecondary	14,800
Atmospheric, earth, marine, and space sciences teachers, postsecondary	13,600
Area, ethnic, and cultural studies teachers, postsecondary	11,900
Agricultural sciences teachers, postsecondary	10,100
Architecture teachers, postsecondary	8,200
Environmental science teachers, postsecondary	7,900
Anthropology and archeology teachers, postsecondary	6,200
Library science teachers, postsecondary	5,400
Geography teachers, postsecondary	4,100
Family and consumer sciences teachers, postsecondary	2,900
Forestry and conservation science teachers, postsecondary	1,500

The largest employers of postsecondary teachers were as follows:

Colleges, universities, and professional schools; private	41%
Colleges, universities, and professional schools; state	39
Junior colleges; local	10
Junior colleges; state	6

Postsecondary teachers often find it rewarding to share their expertise with students and colleagues. However, it may be stressful, especially for beginning teachers seeking advancement, to balance teaching duties with an emphasis on research and publication. At the community college level, professors are more likely to focus on teaching students.

Work Schedules

Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school.

College and university courses are generally during the day, although some are offered in the evenings or on weekends to accommodate students who have jobs or other obligations.

Academic calendars typically include breaks, such as between terms. The availability and type of course offerings during the summer vary by institution. Although some postsecondary teachers provide instruction in summer courses, others use the time to conduct research or engage in professional development.

Postsecondary teachers’ schedules generally are flexible. Full-time teachers typically need to be on campus to teach classes and have office hours but otherwise are free to set their own schedules.

Getting Started

Education:

52%

Doctoral Degree

30%

Post-Doctoral Training

How to Become a Postsecondary Teacher

Institutions may prefer to hire those with teaching or other work experience.

Educational requirements vary with the subject taught and the type of educational institution. Typically, postsecondary teachers must have a Ph.D. or other doctoral degree in their field. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise.

Education

Postsecondary teachers who work for 4-year colleges and universities typically need a Ph.D. or other doctorate in their field of degree. For some specialties or for part-time positions, schools may hire those with a master’s degree or who are doctoral degree candidates.

Doctoral programs usually take several years to complete, and students typically need a bachelor’s or master’s degree to enroll. Most Ph.D. programs require students to write a doctoral dissertation, a paper presenting original research in their field of study, which they then defend in questioning from experts. Candidates usually specialize in a subfield, such as organic chemistry or European history.

Community colleges may hire those with a master’s degree. However, some institutions prefer that applicants have a Ph.D.

Work Experience in a Related Occupation

Institutions may prefer to hire those with teaching or other work experience.

In some fields, such as health specialties, art, law, and education, hands-on work experience is especially important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of study.

In other fields, such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. Sometimes called a “post-doc,” this experience takes the form of a job that usually involves working for 2 to 3 years as a research associate or in a similar position, often at a college or university.

Some postsecondary teachers gain teaching experience by working as graduate teaching assistants—students who are enrolled in a graduate program and teach classes at the institution in which they are enrolled.

Licenses, Certifications, and Registrations

Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have—or may benefit from having—the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license.

Advancement

Postsecondary teachers with a doctoral degree often seek tenure—a guarantee that a professor cannot be fired without just cause. Attaining tenure may take up to 7 years of progressing through the positions by rank: assistant professor, associate professor, and professor. The decision to grant tenure is based on a candidate’s research, contribution to the institution, and teaching.

Some professors advance to high-level administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see the profile on top executives.

Job Outlook

Overall employment of postsecondary teachers is projected to grow 8 percent from 2022 to 2032, faster than the average for all occupations.

About 118,800 openings for postsecondary teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Employment

Projected employment of postsecondary teachers varies by occupation (see table). Both part-time and full-time postsecondary teachers are included in these projections.

The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions.

A growing number of older people, who are more likely than young people to need medical care, will create increased demand for healthcare. More postsecondary teachers are expected to be needed to help educate workers who provide healthcare services.

However, despite expected increases in enrollment, employment growth in public colleges and universities will depend on state and local government budgets. If budgets for higher education are reduced, employment growth may be limited.

Contacts for More Information

For more information about postsecondary teachers, visit

American Association of University Professors

Council of Graduate Schools

Similar Occupations

This table shows a list of occupations with job duties that are similar to those of postsecondary teachers.

Occupation	Job Duties	Entry-Level Education	Median Annual Pay, May 2022
Career and Technical Education Teachers	Career and technical education teachers instruct students in various technical and vocational subjects, such as auto repair, healthcare, and culinary arts.	Bachelor's degree	$61,450
Elementary, Middle, and High School Principals	Elementary, middle, and high school principals oversee all school operations, including daily school activities.	Master's degree	$101,320
Instructional Coordinators	Instructional coordinators oversee school curriculums and teaching standards. They develop instructional material, implement it, and assess its effectiveness.	Master's degree	$66,490
Postsecondary Education Administrators	Postsecondary education administrators oversee student services, academics, and faculty research at colleges and universities.	Master's degree	$99,940

Environmental Science Teachers, Postsecondary

Postsecondary Teacher

What they do:

On the job, you would:

Important Qualities

Personality

Characteristics of this Career

Strengths

Values of the Work Environment

Aptitude

Abilities | Cognitive, Physical, Personality

Skills | Cognitive, Physical, Personality

Job Details

Attributes & Percentage of Time Spent

Tasks & Values

What Postsecondary Teachers Do

Duties

Work Environment

Work Schedules

Getting Started

How to Become a Postsecondary Teacher

Education

Work Experience in a Related Occupation

Licenses, Certifications, and Registrations

Advancement

Job Outlook

Employment

Contacts for More Information

Similar Occupations