Summary Report for:
25-1051.00 - Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
Teach courses in the physical sciences, except chemistry and physics.
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, Geology Professor, Atmospheric Sciences Professor, Research Professor, Oceanic Sciences Professor, Earth Science Professor, Geophysics Professor, Instructor, Meteorology Professor, Oceanography Professor
Tasks | Knowledge | Skills | Abilities | Work Activities | Work Context | Job Zone | Work Styles | Wages & Employment
Tasks
- Conduct research in a particular field of knowledge, and publish findings in professional journals, books, and/or electronic media.
- Write grant proposals to procure external research funding.
- Keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences.
- Supervise undergraduate and/or graduate teaching, internship, and research work.
- Prepare and deliver lectures to undergraduate and/or graduate students on topics such as structural geology, micrometeorology, and atmospheric thermodynamics.
- Supervise laboratory work and field work.
- Evaluate and grade students' class work, assignments, and papers.
- Prepare course materials such as syllabi, homework assignments, and handouts.
- Collaborate with colleagues to address teaching and research issues.
- Compile, administer, and grade examinations, or assign this work to others.
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Knowledge
| Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
| 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. |
| 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. |
| Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
| 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. |
| 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. |
| 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. |
| Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment. |
| 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
| Science — Using scientific rules and methods to solve problems. |
| Reading Comprehension — Understanding written sentences and paragraphs in work related documents. |
| Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. |
| Instructing — Teaching others how to do something. |
| Writing — Communicating effectively in writing as appropriate for the needs of the audience. |
| Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
| Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making. |
| Speaking — Talking to others to convey information effectively. |
| 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. |
| Mathematics — Using mathematics to solve problems. |
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Abilities
| Oral Expression — The ability to communicate information and ideas in speaking so others will understand. |
| Written Expression — The ability to communicate information and ideas in writing 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. |
| 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). |
| Near Vision — The ability to see details at close range (within a few feet of the observer). |
| Speech Recognition — The ability to identify and understand the speech of another person. |
| 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
| Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
| Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. |
| 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. |
| Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
| Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
| Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. |
| Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems. |
| Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used. |
| 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? |
| Duration of Typical Work Week — Number of hours typically worked in one week. |
| Face-to-Face Discussions — How often do you have to have face-to-face discussions with individuals or teams in this job? |
| 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? |
| Indoors, Environmentally Controlled — How often does this job require working indoors in environmentally controlled conditions? |
| 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? |
| Importance of Being Exact or Accurate — How important is being very exact or highly accurate in performing this job? |
| Letters and Memos — How often does the job require written letters and memos? |
| Level of Competition — To what extent does this job require the worker to compete or to be aware of competitive pressures? |
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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
| Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems. |
| 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. |
| 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. |
| Persistence — Job requires persistence in the face of obstacles. |
| 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. |
| Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
| Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction. |
| Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations. |
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Wages & Employment Trends
National
Employment data collected from Postsecondary Teachers.
| Median wages (2007) |
$73,280 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 2007 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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