Summary Report for:
25-1031.00 - Architecture Teachers, Postsecondary
Teach courses in architecture and architectural design, such as architectural environmental design, interior architecture/design, and landscape architecture.
This newly defined occupation contains data obtained through the O*NET data collection program and has not yet been rated for Interests and Work Values.
Sample of reported job titles:
Professor, Architecture Professor, Instructor, Interior Design Professor, Faculty Member, Lecturer, Professor of Practice, Building Construction Professor
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Work Styles | Wages & Employment
Tasks
- Evaluate and grade students' work, including work performed in design studios.
- Prepare and deliver lectures to undergraduate and/or graduate students on topics such as architectural design methods, aesthetics and design, and structures and materials.
- Prepare course materials such as syllabi, homework assignments, and handouts.
- Initiate, facilitate, and moderate classroom discussions.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.
- Maintain student attendance records, grades, and other required records.
- Maintain regularly scheduled office hours in order to advise and assist students.
- Compile, administer, and grade examinations, or assign this work to others.
- Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media.
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Knowledge
| Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. |
| 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. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| Building and Construction — Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. |
| Fine Arts — Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
| History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
| 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. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Philosophy and Theology — Knowledge of different philosophical systems and religions. This includes their basic principles, values, ethics, ways of thinking, customs, practices, and their impact on human culture. |
| Geography — Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life. |
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Skills
| Instructing — Teaching others how to do something. |
| Speaking — Talking to others to convey information effectively. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| 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. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
| Time Management — Managing one's own time and the time of others. |
| Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Speech Clarity — The ability to speak clearly so others can understand you. |
| Written Expression — The ability to communicate information and ideas in writing so others will understand. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| 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 there is a problem. |
| 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. |
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Work Activities
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them. |
| Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
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Work Context
| Electronic Mail — How often do you use electronic mail in this job? |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Freedom to Make Decisions — How much decision making freedom, without supervision, does the job offer? |
| Telephone — How often do you have telephone conversations in this job? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| 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? |
| 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? |
| Public Speaking — How often do you have to perform public speaking in this job? |
| Coordinate or Lead Others — How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
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Job Zone
| Title |
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. |
| Job Zone 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 librarians, lawyers, aerospace engineers, physicists, school psychologists, and surgeons. |
| SVP Range |
(8.0 and above) |
| Education |
A bachelor's degree is the minimum formal education required for these occupations. However, many also 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). |
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Work Styles
| Integrity — Job requires being honest and ethical. |
| Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
| Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
| 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. |
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Wages & Employment Trends
National
Employment data collected from Postsecondary Teachers.
| Median wages (2006) |
$64,620 annual |
| Employment (2006) |
1,672,000 employees |
| Projected growth (2006-2016) |
Much faster than average (21% or higher)
|
| Projected need (2006-2016) |
662,000 additional employees |
State & National
Source: Bureau of Labor Statistics 2006 wage data
and 2006-2016 employment projections
.
"Projected growth" represents the estimated change in total employment over the projections period (2006-2016). "Projected need" represents job openings due to growth and net replacement.
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