Occupation · SOC 25-1051
Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
Teach courses in the physical sciences, except chemistry and physics. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research.
Median wage
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Projected growth
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Annual openings
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per year
Employed (US)
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Job Zone 5
Typical preparation
Extensive preparation
Stackable credential programs
590 mapped
Core skills
SpeakingReading ComprehensionCritical ThinkingActive ListeningWritingScienceInstructingActive Learning
Knowledge areas
Education and TrainingEnglish LanguageMathematicsPhysicsChemistry
Technology & tools
Graphics or photo imaging softwareDocument management softwareAnalytical or scientific softwareComputer based training softwareCalendar and scheduling software
Representative tasks
Maintain student attendance records, grades, and other required records.Prepare and deliver lectures to undergraduate or graduate students on topics such as structural geology, micrometeorology, and atmospheric thermodynamics.Evaluate and grade students' class work, assignments, and papers.Compile, administer, and grade examinations, or assign this work to others.Supervise laboratory work and field work.Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.Prepare course materials, such as syllabi, homework assignments, and handouts.Initiate, facilitate, and moderate classroom discussions.Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.Maintain regularly scheduled office hours to advise and assist students.Advise students on academic and vocational curricula and on career issues.Collaborate with colleagues to address teaching and research issues.Select and obtain materials and supplies, such as textbooks and laboratory equipment.Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.Supervise undergraduate or graduate teaching, internship, and research work.Write grant proposals to procure external research funding.Perform administrative duties, such as serving as department head.Purchase and maintain equipment to support research projects.Participate in student recruitment, registration, and placement activities.Act as advisers to student organizations.Compile bibliographies of specialized materials for outside reading assignments.Participate in campus and community events.Answer questions from the public and media.Review papers or serve on editorial boards for scientific journals, and review grant proposals for federal agencies.Provide professional consulting services to government or industry.
Competency framework
Skill expectations by proficiency level.
emerging
Student attendance and grade records — maintain accurately using institutional systems under faculty supervision in a postsecondary science department.Undergraduate lecture content — prepare and deliver on foundational topics such as atmospheric thermodynamics under the guidance of a senior faculty mentor.Student assignments and lab reports — evaluate and return with written feedback following departmental grading rubrics in an introductory earth science course.Course examinations — compile and administer using approved question banks under the direction of a supervising professor in a postsecondary setting.Laboratory sessions — supervise student work by following established safety protocols and procedural guides in a university earth or atmospheric science lab.Course syllabi and homework assignments — prepare according to approved curriculum templates provided by the department chair for assigned sections.Classroom discussions — facilitate on course-related topics by posing prepared questions and encouraging student participation in small undergraduate classes.Assigned readings and scientific literature — comprehend and summarize to support lesson planning in atmospheric, marine, or space science courses.Geographic information system and word processing software — use to produce course handouts and basic spatial visualizations for instructional purposes.Student learning progress — monitor through regular review of submitted work and flag concerns to the supervising faculty member in a structured mentorship context.
developing
Student grade records and attendance data — maintain independently and submit on schedule in compliance with registrar requirements across multiple course sections.Lectures on intermediate topics such as structural geology or micrometeorology — prepare and deliver with minimal oversight to undergraduate and graduate audiences.Written papers and class projects — evaluate and grade with consistent, constructive commentary calibrated to course learning outcomes in a university science program.Midterm and final examinations — compile, administer, and grade independently, delegating proctoring tasks to teaching assistants as appropriate.Field work excursions and laboratory exercises — supervise by briefing students on objectives, safety procedures, and data collection methods in outdoor or lab environments.Existing course materials and instructional methods — review and revise annually to reflect current disciplinary developments in atmospheric, earth, or marine sciences.Course syllabi, homework problem sets, and lecture handouts — produce for the full semester using word processing and document management software.Analytical or scientific software tools — integrate into laboratory instruction to help students process meteorological, geological, or oceanographic datasets.Classroom discussions on complex scientific phenomena — initiate and moderate by connecting student contributions to core course concepts in a postsecondary lecture or seminar format.Learning strategy adjustments — apply in response to observed student performance patterns across lectures, labs, and assessments in an established departmental context.
proficient
Advanced graduate seminars on topics such as atmospheric dynamics or space science instrumentation — design and deliver autonomously, incorporating current research findings.Comprehensive assessment systems including examinations, projects, and participation rubrics — develop and implement independently across undergraduate and graduate course portfolios.Multidisciplinary course curricula — plan, evaluate, and revise systematically to align with program learning outcomes and accreditation standards in a research university.Field research experiences and capstone laboratory projects — supervise, guiding students through hypothesis formation, data collection, and scientific writing in authentic scientific environments.Complex student performance data — analyze using monitoring and judgment skills to identify at-risk learners and implement targeted instructional interventions.Graduate student research papers and theses — evaluate with expert critical thinking, providing detailed disciplinary feedback to support scholarly development in earth or space sciences.Novel instructional approaches using geographic information systems, map creation software, and analytical platforms — integrate to solve non-routine pedagogical challenges in postsecondary science education.Interdisciplinary course content bridging physics, chemistry, and geography — synthesize and communicate with oral clarity and written precision to diverse student audiences.Department course offerings and instructional methods — systematically evaluate through systems analysis to identify gaps and recommend evidence-based improvements.Collaborative classroom environments — cultivate by modeling scientific reasoning, active listening, and social perceptiveness in graduate and undergraduate discussions on atmospheric or marine science.
advanced
Departmental and program-level curricula in atmospheric, earth, marine, and space sciences — set direction for, leading faculty review cycles and aligning offerings with institutional and disciplinary priorities.Junior faculty and postdoctoral instructors — mentor and develop by modeling best practices in lecturing, assessment design, and research integration at a research-intensive university.Institutional academic standards for postsecondary science instruction — shape by contributing expertise to accreditation committees, academic senates, and curriculum governance bodies.Large-scale externally funded research programs — lead, integrating findings into graduate curricula and creating experiential learning opportunities that advance the discipline.Strategic instructional innovation initiatives — champion by evaluating emerging educational technologies, scientific software platforms, and active-learning models for adoption across the department.Cross-departmental and interdisciplinary degree programs — architect in collaboration with colleagues from physics, mathematics, and environmental science to address complex workforce and societal needs.Organizational assessment and program evaluation frameworks — design and implement at the department or college level, using systems evaluation methods to drive continuous improvement in science education.Public and professional discourse on atmospheric, earth, or space science education — lead through keynote addresses, policy testimony, and high-impact publications that influence the field nationally.Departmental culture of intellectual curiosity, innovation, and cooperation — cultivate by modeling scholarly excellence and establishing shared norms for teaching and research in a postsecondary science unit.Institutional responses to non-routine academic challenges such as curriculum accreditation risks or enrollment crises — guide through complex problem solving and executive-level judgment in a research university environment.
Also known as
83 alternate job titles map to this occupation.
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