Summary Report for:
25-1032.00 - Engineering Teachers, Postsecondary
Teach courses pertaining to the application of physical laws and principles of engineering for the development of machines, materials, instruments, processes, and services. Includes teachers of subjects, such as chemical, civil, electrical, industrial, mechanical, mineral, and petroleum engineering. Includes both teachers primarily engaged in teaching and those who do a combination of both teaching and research.
Sample of reported job titles:
Professor, Instructor, Electrical Engineering Professor, Engineering Instructor, Mechanical Engineering Professor, Chemical Engineering Professor, Engineering Professor, Research Professor, Industrial Engineering Professor, Biomedical Engineering Professor
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment
Tasks
- Prepare and deliver lectures to undergraduate or graduate students on topics such as mechanics, hydraulics, and robotics.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Supervise undergraduate or graduate teaching, internship, and research work.
- Evaluate and grade students' class work, laboratory work, assignments, and papers.
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
- Prepare course materials such as syllabi, homework assignments, and handouts.
- Compile, administer, and grade examinations, or assign this work to others.
- Write grant proposals to procure external research funding.
- Supervise students' laboratory work.
- Initiate, facilitate, and moderate class discussions.
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Knowledge
| Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| 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. |
| English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
| 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. |
| 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. |
| Design — Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| Mechanical — Knowledge of machines and tools, including their designs, uses, repair, and maintenance. |
| Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems. |
| Communications and Media — Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
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Skills
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Mathematics — Using mathematics to solve problems. |
| Science — Using scientific rules and methods to solve problems. |
| Speaking — Talking to others to convey information effectively. |
| Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Instructing — Teaching others how to do something. |
| 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. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Written Comprehension — The ability to read and understand information and ideas presented in writing. |
| 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. |
| Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense. |
| Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve 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. |
| 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. |
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Work Activities
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
| Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| 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. |
| Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
| Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
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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? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
| 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? |
| 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? |
| 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? |
| Work With Work Group or Team — How important is it to work with others in a group or team in this job? |
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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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Interests
Interest code: IRS
| Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. |
| Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. |
| Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. |
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Work Styles
| Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
| Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
| Initiative — Job requires a willingness to take on responsibilities and challenges. |
| 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. |
| Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
| Integrity — Job requires being honest and ethical. |
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Persistence — Job requires persistence in the face of obstacles. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. |
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Work Values
| 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. |
| Independence — Occupations that satisfy this work value allow employs to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
| 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. |
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Related Occupations
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Wages & Employment Trends
National
Employment data collected from Postsecondary Teachers.
| Median wages (2008) |
$82,810 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 2008 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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