Chemistry Teachers, Postsecondary
Tasks Include:
- Prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation.
- Supervise students' laboratory work.
- Evaluate and grade students' class work, laboratory performance, assignments, and papers.
- Compile, administer, and grade examinations, or assign this work to others.
- Maintain student attendance records, grades, and other required records.
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Maintain regularly scheduled office hours to advise and assist students.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Supervise undergraduate or graduate teaching, internship, and research work.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Initiate, facilitate, and moderate classroom discussions.
more »
The data sources for the information displayed here include: O*NET™; US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Projections Quick View:
Virginia: +11.4%
National: +7.8%
Education
Master's Degree
Job Zone:
Five: Extensive Preparation Needed
Income Range:
Highest ($50,000 and up)
Median Earnings:
National
$80,720.00
State
$76,680.00
Regional
Chemistry Teachers, Postsecondary
Description
Career Cluster: | Education & Training |
Teach courses pertaining to the chemical and physical properties and compositional changes of substances. Work may include providing instruction in the methods of qualitative and quantitative chemical analysis. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Education
Required Level of Education
- Master's Degree = 35.27%
- Post-Doctoral Training = 31.37%
- Doctoral Degree = 25.19%
- Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. = 5.77%
- Bachelor's Degree = 2.10%
- Some College Courses = 0.30%
Related Work Experience
- Over 4 years, up to and including 6 years = 22.81%
- Over 6 years, up to and including 8 years = 18.30%
- Over 2 years, up to and including 4 years = 15.65%
- Over 3 months, up to and including 6 months = 13.46%
- None = 10.88%
- Over 6 months, up to and including 1 year = 9.45%
- Over 1 year, up to and including 2 years = 7.02%
- Over 1 month, up to and including 3 months = 2.13%
- Over 10 years = 0.30%
On-Site or In-Plant Training
- None = 37.46%
- Up to and including 1 month = 33.39%
- Over 2 years, up to and including 4 years = 18.30%
- Over 1 month, up to and including 3 months = 6.61%
- Over 6 months, up to and including 1 year = 3.64%
- Over 1 year, up to and including 2 years = 0.30%
- Over 10 years = 0.30%
On-the-Job Training
- None or short demonstration = 42.17%
- Over 3 months, up to and including 6 months = 18.30%
- Anything beyond short demonstration, up to and including 1 month = 12.80%
- Over 4 years, up to and including 10 years = 9.45%
- Over 1 year, up to and including 2 years = 8.36%
- Over 1 month, up to and including 3 months = 4.49%
- Over 6 months, up to and including 1 year = 2.31%
- Over 2 years, up to and including 4 years = 2.13%
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Tasks
Core Tasks Include:
- Prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation.
- Supervise students' laboratory work.
- Evaluate and grade students' class work, laboratory performance, assignments, and papers.
- Compile, administer, and grade examinations, or assign this work to others.
- Maintain student attendance records, grades, and other required records.
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Maintain regularly scheduled office hours to advise and assist students.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Supervise undergraduate or graduate teaching, internship, and research work.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Initiate, facilitate, and moderate classroom discussions.
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
- Advise students on academic and vocational curricula and on career issues.
- Collaborate with colleagues to address teaching and research issues.
- Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
- Write grant proposals to procure external research funding.
- Participate in student recruitment, registration, and placement activities.
- Prepare and submit required reports related to instruction.
- Establish, teach, and monitor students' compliance with safety rules for handling chemicals, equipment, and other hazardous materials.
- Select, order, and maintain materials and supplies for teaching and research, such as textbooks, chemicals, and laboratory equipment.
- Serve on committees or in professional societies.
- Write letters of recommendation for students.
- Clean laboratory facilities.
Supplemental Tasks Include:
- Perform administrative duties, such as serving as a department head.
- Act as advisers to student organizations.
- Compile bibliographies of specialized materials for outside reading assignments.
- Participate in campus and community events.
- Provide professional consulting services to government or industry.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Special Requirements
CRITERIA FOR SUBMITTING AN APPLICATION FOR AN INITIAL VIRGINIA LICENSE
Have completed a state-approved school counselor, school psychologist, school social worker, speechpathologist or vocational evaluator or hold a current, valid license in another state with no deficiencies in one of these pupil personnel services areas; Hold a current, valid license from another state with no deficiencies with comparable endorsement(s) orteaching area(s);
• Licensure for Secondary Teachers varies depending on specific area of teaching (for example, Science, Social Studies, Math, Art, Music, etc.).
• Contact the Department of Education for a complete list of requirements for licensure in the State of Virginia
• General requirements for licensure are listed below
TYPES OF TEACHING LICENSES:
The following types of licenses are available to teachers:
1) Provisional License
2) Technical Professional License
3) Collegiate Professional License
4) Postgraduate Professional License
1) The PROVISIONAL LICENSE is a nonrenewable license issued for a period of three years to individuals who have been employed by a Virginia educational agency. It is available to: an individual holding a BACCALAUREATE degree from an accredited institution who meets the requirements for one or more endorsement areas (in - state or out-of-state); an individual entering the teaching field through the alternate route to licensure upon recommendation of the employing educational agency; an individual failing to meet an allowable portion of general, professional, or specific endorsement requirements; an individual seeking the Technical Professional License; or an individual who is eligible for licensure but who needs to successfully complete the professional teacher’s assessment prescribed by the Board of Education.
2) The TECHNICAL PROFESSIONAL LICENSE is a five-year, renewable license available to a person who has graduated from an accredited HIGH SCHOOL (or possess a General Education Development Certificate), who does not hold a baccalaureate degree but has exhibited academic proficiency, technical competency, and occupational experience. Individuals must: Hold a license issued by the appropriate Virginia Board for those program areas requiring a license and a minimum of two years of satisfactory experience at the journeyman - level or an equivalent; OR have completed a registered apprenticeship program and two years of satisfactory experience at the journeyman level or an equivalent in the trade; OR have four years of work experience at the management or supervisory level or equivalent; or have a combination of four years training and work experience at the management or supervisory level or equivalent. Individuals must have completed nine semester hours of specialized professional studies credit from an accredited college or university. The Technical Professional License is issued at the recommendation of an employing educational agency.
3) The COLLEGIATE PROFESSIONAL LICENSE is a five-year, renewable license available to an individual who has satisfied all requirements for licensure, including the professional teacher’s assessment prescribed by the Board of Education. It is also issued to an applicant from out-of-state who holds a current, valid license from that state or who has completed an approved teacher preparation program in another state in a comparable endorsement area and who has satisfied the professional teacher’s assessment requirement prescribed by the Board of Education.
4) The POSTGRADUATE PROFESSIONAL LICENSE is a five-year, renewable license available to an individual who has qualified for the Collegiate Professional License and who hold an appropriate earned graduate degree from an accredited institution.
Please respond to all questions. [The procedures for applying for a divisionsuperintendent license are listed in the next section.] : Attach a certified check, cashier’s check, money order, or personalcheck made payable to the Treasurer of Virginia. The in-state fee is $50 and the out-of-state fee is $75. Step 3- College Verification Form: Send this form to the certification/licensure officer of thecollege/university where you completed a state-approved teacher preparation program. The studentteaching/practicum/internship verification (Part II) must be completed for each student teaching/practicum/internship experience. (If you have completed a state-approved program at theundergraduate and graduate levels, please have both institutions complete a form.) Request the completion of this form by the appropriate accredited nonpublic or public school division official if you have completed at least one year of full-time contractual teaching or other school professional experience in kindergarten through grade 12 at a public or accredited nonpublic school. Please submit a copy of your Professional Teacher’sAssessment scores, if required. Please refer to the following Web site for testing information:http://www.doe.virginia.gov/VDOE/newvdoe/prof_teacher_assessment.pdf. state license (full credential without deficiencies) and who have completed a minimum of three years of fulltime,successful teaching experience in a public or accredited nonpublic school (kindergarten through grade 12) in a state other than Virginia may be exempted from the professional teacher’s assessment requirements. Contact the registrar’s office of each college or university where you have earned degrees or completed course work. Submit the transcripts with your application packet. (signature and embossed seal) that have been issued to students are acceptable. Placement records sent from colleges, grade reports, and photocopies of transcripts will not be accepted or returned. Submit a photocopy of each current out-of-state license. Code of Virginia to require that individuals seeking initial licensure and license renewal on and after July 1, 2004, must complete study in child abuse recognition and intervention in accordance with curriculum guidelines approved by the Board of Education. All instructional personnel required to hold a license for their positions are required to complete this requirement. Individuals must complete the Child Abuse Recognition and Intervention requirement SCHOOL. A computer is connected to a printer when completing this training so you can print the certificate of completion. Submit this certificate with your completed application.
Step 1- Application Form:
Please respond to all questions. [The procedures for applying for a division
Step 2- Nonrefundable Application Fee
check made payable to the Treasurer of Virginia. The in-state fee is $50 and the out-of-state fee is $75.
The fee is determined by the address on your application. A $25 processing fee is assessed for a check
Step 4- Report on Experience:
Step 5- Professional Teacher’s Assessment Scores:
Step 6- Official Student Transcripts:
Step 7- Out-of-state License(s):
Step 8 – Proof of Child Abuse Recognition and Intervention Training:
TECHNOLOGY
Individuals are required to meet the Technology Standards for Instructional Personnel approved by the Board of Education. Individuals who graduated from an approved teacher preparation program in Virginia since December 1998 have met the requirement as the Technology Standards were incorporated in the program. All other individuals will need to meet this requirement as outlined and verified by the employing Virginia educational agency.
The 2002 Virginia General Assembly amended the
Please submit a copy of your Professional Teacher’sAssessment scores, if required. Please refer to the following Web site for testing information:http://www.doe.virginia.gov/VDOE/newvdoe/prof_teacher_assessment.pdf. state license (full credential without deficiencies) and who have completed a minimum of three years of fulltime,successful teaching experience in a public or accredited nonpublic school (kindergarten through grade 12) in a state other than Virginia may be exempted from the professional teacher’s assessment requirements.
TECHNOLOGY
Individuals are required to meet the Technology Standards for Instructional Personnel approved by the Board of Education. Individuals who graduated from an approved teacher preparation program in Virginia since December 1998 have met the requirement as the Technology Standards were incorporated in the program. All other individuals will need to meet this requirement as outlined and verified by the employing Virginia educational agency.
The 2002 Virginia General Assembly amended the
Code of Virginia to require that individuals seeking initial licensure and license renewal on and after July 1, 2004, must complete study in child abuse recognition and intervention in accordance with curriculum guidelines approved by the Board of Education. All instructional personnel required to hold a license for their positions are required to complete this requirement. Individuals must complete the Child Abuse Recognition and Intervention requirement SCHOOL. A computer is connected to a printer when completing this training so you can print the certificate of completion. Submit this certificate with your completed application. A free training module is available at: www.vcu.edu/vissta/training/va_teachers
: Attach a certified check, cashier’s check, money order, or personalNote:
superintendent license are listed in the next section.]
The data sources for the information displayed here include: Virginia Career VIEW Research. (Using onet28)
Chemistry Teachers, Postsecondary
Knowledge
% | Subject | Description |
---|---|---|
94.25 | Chemistry | Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods. |
88.75 | English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
88.50 | Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
87.75 | Education and Training | Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects. |
64.50 | Biology | Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. |
60.50 | Physics | Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub-atomic structures and processes. |
58.75 | Engineering and Technology | Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services. |
58.25 | Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
50.50 | Public Safety and Security | Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Skills
% | Subject | Description |
---|---|---|
78.00 | Reading Comprehension | Understanding written sentences and paragraphs in work-related documents. |
78.00 | Writing | Communicating effectively in writing as appropriate for the needs of the audience. |
78.00 | Speaking | Talking to others to convey information effectively. |
75.00 | 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. |
75.00 | Science | Using scientific rules and methods to solve problems. |
75.00 | Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
75.00 | Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. |
75.00 | Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
75.00 | Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
72.00 | Instructing | Teaching others how to do something. |
72.00 | Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
65.50 | Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
56.25 | Mathematics | Using mathematics to solve problems. |
56.25 | Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. |
53.00 | Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
50.00 | Coordination | Adjusting actions in relation to others' actions. |
50.00 | Persuasion | Persuading others to change their minds or behavior. |
50.00 | Service Orientation | Actively looking for ways to help people. |
50.00 | Time Management | Managing one's own time and the time of others. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Abilities
% | Subject | Description |
---|---|---|
78.00 | Oral Expression | The ability to communicate information and ideas in speaking so others will understand. |
78.00 | Written Expression | The ability to communicate information and ideas in writing so others will understand. |
75.00 | Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
75.00 | Written Comprehension | The ability to read and understand information and ideas presented in writing. |
75.00 | Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. |
72.00 | Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
72.00 | Speech Clarity | The ability to speak clearly so others can understand you. |
72.00 | Speech Recognition | The ability to identify and understand the speech of another person. |
68.75 | 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. |
62.50 | Near Vision | The ability to see details at close range (within a few feet of the observer). |
56.25 | 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). |
56.25 | Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
53.00 | 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). |
53.00 | Selective Attention | The ability to concentrate on a task over a period of time without being distracted. |
50.00 | 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. |
50.00 | Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. |
50.00 | Memorization | The ability to remember information such as words, numbers, pictures, and procedures. |
50.00 | Flexibility of Closure | The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Work Activities
% | Subject | Description |
---|---|---|
91.75 | Training and Teaching Others | Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
83.75 | Working with Computers | Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
77.00 | Interpreting the Meaning of Information for Others | Translating or explaining what information means and how it can be used. |
76.25 | Updating and Using Relevant Knowledge | Keeping up-to-date technically and applying new knowledge to your job. |
75.75 | Analyzing Data or Information | Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
75.50 | Getting Information | Observing, receiving, and otherwise obtaining information from all relevant sources. |
75.25 | Making Decisions and Solving Problems | Analyzing information and evaluating results to choose the best solution and solve problems. |
75.25 | Coaching and Developing Others | Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
74.25 | Communicating with Supervisors, Peers, or Subordinates | Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
72.75 | Thinking Creatively | Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
70.25 | Processing Information | Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
69.25 | Establishing and Maintaining Interpersonal Relationships | Developing constructive and cooperative working relationships with others, and maintaining them over time. |
66.75 | Documenting/Recording Information | Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
66.00 | Organizing, Planning, and Prioritizing Work | Developing specific goals and plans to prioritize, organize, and accomplish your work. |
63.50 | Developing Objectives and Strategies | Establishing long-range objectives and specifying the strategies and actions to achieve them. |
62.50 | Identifying Objects, Actions, and Events | Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
57.50 | Developing and Building Teams | Encouraging and building mutual trust, respect, and cooperation among team members. |
57.25 | Coordinating the Work and Activities of Others | Getting members of a group to work together to accomplish tasks. |
54.50 | Judging the Qualities of Objects, Services, or People | Assessing the value, importance, or quality of things or people. |
54.00 | 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. |
52.75 | Providing Consultation and Advice to Others | Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
51.75 | Scheduling Work and Activities | Scheduling events, programs, and activities, as well as the work of others. |
51.50 | Guiding, Directing, and Motivating Subordinates | Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
51.00 | Performing Administrative Activities | Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
50.25 | Evaluating Information to Determine Compliance with Standards | Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. |
49.75 | Monitoring Processes, Materials, or Surroundings | Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Work Styles
% | Subject | Description |
---|---|---|
95.00 | Analytical Thinking | Job requires analyzing information and using logic to address work-related issues and problems. |
91.25 | Integrity | Job requires being honest and ethical. |
90.00 | Attention to Detail | Job requires being careful about detail and thorough in completing work tasks. |
88.50 | Dependability | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
81.50 | Adaptability/Flexibility | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
81.00 | 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. |
79.75 | Innovation | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
77.50 | Initiative | Job requires a willingness to take on responsibilities and challenges. |
76.75 | Persistence | Job requires persistence in the face of obstacles. |
74.75 | Achievement/Effort | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
74.25 | Stress Tolerance | Job requires accepting criticism and dealing calmly and effectively with high-stress situations. |
72.25 | Cooperation | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
71.75 | Self-Control | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
66.50 | Concern for Others | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
65.00 | Leadership | Job requires a willingness to lead, take charge, and offer opinions and direction. |
51.25 | Social Orientation | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Work Values
% | Subject | Description |
---|---|---|
83.33 | 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. |
80.50 | 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. |
77.83 | Independence | Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
72.17 | 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. |
61.17 | Relationships | Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Work Context
% | Subject | Description |
---|---|---|
99.60 | Electronic Mail | How often do you use electronic mail in this job? |
94.80 | Face-to-Face Discussions | How often do you have to have face-to-face discussions with individuals or teams in this job? |
94.20 | 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? |
94.20 | Freedom to Make Decisions | How much decision making freedom, without supervision, does the job offer? |
91.20 | Indoors, Environmentally Controlled | How often does this job require working indoors in environmentally controlled conditions? |
89.00 | Public Speaking | How often do you have to perform public speaking in this job? |
87.80 | Importance of Being Exact or Accurate | How important is being very exact or highly accurate in performing this job? |
86.00 | 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? |
82.60 | Responsible for Others' Health and Safety | How much responsibility is there for the health and safety of others in this job? |
81.20 | Work With Work Group or Team | How important is it to work with others in a group or team in this job? |
80.00 | Responsibility for Outcomes and Results | How responsible is the worker for work outcomes and results of other workers? |
78.40 | Spend Time Sitting | How much does this job require sitting? |
76.80 | Level of Competition | To what extent does this job require the worker to compete or to be aware of competitive pressures? |
75.60 | Time Pressure | How often does this job require the worker to meet strict deadlines? |
75.00 | 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? |
74.60 | Telephone | How often do you have telephone conversations in this job? |
71.40 | Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets | How much does this job require wearing common protective or safety equipment such as safety shoes, glasses, gloves, hard hats or life jackets? |
70.80 | Coordinate or Lead Others | How important is it to coordinate or lead others in accomplishing work activities in this job? |
67.60 | Letters and Memos | How often does the job require written letters and memos? |
65.60 | Exposed to Hazardous Conditions | How often does this job require exposure to hazardous conditions? |
65.40 | 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? |
65.00 | Exposed to Contaminants | How often does this job require working exposed to contaminants (such as pollutants, gases, dust or odors)? |
62.40 | Importance of Repeating Same Tasks | How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job? |
58.80 | Consequence of Error | How serious would the result usually be if the worker made a mistake that was not readily correctable? |
57.60 | Frequency of Conflict Situations | How often are there conflict situations the employee has to face in this job? |
52.60 | Deal With Unpleasant or Angry People | How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? |
51.40 | Deal With External Customers | How important is it to work with external customers or the public in this job? |
50.40 | Sounds, Noise Levels Are Distracting or Uncomfortable | How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? |
49.80 | Physical Proximity | To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Job Zone Five: Extensive Preparation Needed
- Overall Experience
- Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.
- Job Training
- Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.
- Examples
- These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include pharmacists, lawyers, astronomers, biologists, clergy, physician assistants, and veterinarians.
- Education
- Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Earnings Benefits*
Region | Entry Level | Median | Experienced |
---|---|---|---|
United States | $50,130.00 | $80,720.00 | $108,000.00 |
Virginia | $49,870.00 | $76,680.00 | $106,070.00 |
Region | Entry Level | Median | Experienced |
Alexandria/Arlington | No Data | No Data | No Data |
Bay Consortium | No Data | No Data | No Data |
Capital Region Workforce Partnership | $55,779.57 | $79,624.13 | $108,915.28 |
Central VA/Region2000 | No Data | No Data | No Data |
Crater Area | No Data | No Data | No Data |
Greater Peninsula | No Data | No Data | No Data |
Hampton Roads | $56,426.51 | $70,696.70 | $92,526.69 |
New River/Mt. Rogers | $56,811.77 | $85,528.67 | $114,340.07 |
Northern Virginia | $58,996.64 | $80,636.60 | $113,781.39 |
Piedmont Workforce | $67,451.58 | $109,724.22 | $171,932.74 |
Shenandoah Valley | No Data | No Data | No Data |
South Central | No Data | No Data | No Data |
Southwestern Virginia | No Data | No Data | No Data |
West Piedmont | No Data | No Data | No Data |
Western Virginia | No Data | No Data | No Data |
* Earnings Calculations:
Regional Earnings:
Entry = Annual mean of the lower 1/3 wage distribution;
Experienced = Annual mean of the upper 2/3 wage distribution.
National and State Earnings:
Entry = Annual 10th percentile wage;
Experienced = Annual 75th percentile wage.
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Chemistry Teachers, Postsecondary
Employment Projections
Current | Projected | % Change | |
---|---|---|---|
United States | 25,800 | 27,800 | +7.8% |
Virginia | 897 | 999 | +11.4% |
Region | Current* | Projected | % Change |
Alexandria/Arlington | No Data | No Data | No Data |
Bay Consortium | No Data | No Data | No Data |
Capital Region Workforce Partnership | No Data | No Data | No Data |
Central VA/Region2000 | No Data | No Data | No Data |
Crater Area | No Data | No Data | No Data |
Greater Peninsula | No Data | No Data | No Data |
Hampton Roads | No Data | No Data | No Data |
New River/Mt. Rogers | No Data | No Data | No Data |
Northern Virginia | No Data | No Data | No Data |
Piedmont Workforce | No Data | No Data | No Data |
Shenandoah Valley | No Data | No Data | No Data |
South Central | No Data | No Data | No Data |
Southwestern Virginia | No Data | No Data | No Data |
West Piedmont | No Data | No Data | No Data |
Western Virginia | No Data | No Data | No Data |
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Chemistry Teachers, Postsecondary
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Careers in Teaching/Training Pathway:
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The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
View Videos
CareerOneStop Video
View Video & Transcript on CareerOneStop
CareerOneStop Education & Training Videos
Overview
Occupations
The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee; CareerOneStop. (Using onet28)
Chemistry Teachers, Postsecondary
Military Training
The following military job classifications are available for this occupation:
- Educators and Instructors
The data sources for the information displayed here include: Defense Manpower Data Center. (Using onet28)
Chemistry Teachers, Postsecondary
Proficiency Ratings
These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Chemistry Teachers, Postsecondary
Titles
- Adjunct Instructor
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- Assistant Professor
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- Assistant Professor of Chemistry
- Associate Professor
- Associate Professor of Chemistry
- Chemical Educator
- Chemistry Department Chair
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- Chemistry Lecturer
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- College Professor
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- Instructor
- Lecturer
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The data sources for the information displayed here include: O*NET™. (Using onet28)
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The data sources for the information displayed here include: O*NET™. (Using onet28)