Postsecondary teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level. Most of these students are working toward a degree, but many others are studying for a certificate or certification to improve their knowledge or career skills. Postsecondary teachers include college and university faculty, postsecondary career and technical education teachers, and graduate teaching assistants. Teaching in any venue involves forming a lesson plan, presenting material to students, responding to students learning needs, and evaluating students’ progress. In addition to teaching, postsecondary teachers, particularly those at 4-year colleges and universities, perform a significant amount of research in the subject they teach. They also must keep up with new developments in their field and may consult with government, business, nonprofit, and community organizations.
College and university faculty make up the majority of postsecondary teachers. Faculty usually are organized into departments or divisions based on academic subject or field. They typically teach several related courses in their subject—algebra, calculus, and statistics, for example. They may instruct undergraduate or graduate students or both. College and university faculty may give lectures to several hundred students in large halls, lead small seminars, or supervise students in laboratories. They prepare lectures, exercises, and laboratory experiments; grade exams and papers; and advise and work with students individually. In universities, they also supervise graduate students' teaching and research. College faculty work with an increasingly varied student population made up of growing shares of part-time, older, and culturally and racially diverse students.
Faculty keep up with developments in their field by reading current literature, talking with colleagues, and participating in professional conferences. They also are encouraged to do their own research to expand knowledge in their field by performing experiments, collecting and analyzing data, or examining original documents, literature, and other source material. They publish their findings in scholarly journals, books, and electronic media.
Most postsecondary teachers use computer technology extensively, including the Internet, e-mail, and software programs. They may use computers in the classroom as teaching aids and may post course content, class notes, class schedules, and other information on the Internet. The use of e-mail, instant messages, and other computer utilities has improved communications greatly between students and teachers.
Some instructors use the Internet to teach courses to students at remote sites. These distance-learning courses are becoming an increasingly popular option for students who work while attending school. Faculty who teach these courses must be able to adapt existing courses to make them successful online or design a new course that takes advantage of the online format.
Most full-time faculty members serve on academic or administrative committees that deal with the policies of their institution, departmental matters, academic issues, curricula, budgets, purchases of equipment, and hiring. Some work with student and community organizations. Department chairpersons are faculty members who usually teach some courses but have heavier administrative responsibilities.
The proportion of time spent on research, teaching, administrative, and other duties varies by individual circumstance and type of institution. The teaching load often is heavier in 2-year colleges and somewhat lighter at 4-year institutions. At all types of institutions, full professors—those who have reached the highest level in their field—usually spend a larger portion of their time conducting research than do assistant professors, instructors, and lecturers.
An increasing number of postsecondary educators are working in alternative schools or in programs aimed at providing career-related education for working adults. Courses usually are offered online or on nights and weekends. Instructors at these programs generally work part time and are responsible only for teaching, with little to no administrative and research responsibilities.
Graduate teaching assistants, often referred to as graduate TAs, assist faculty, department chairs, or other professional staff at colleges and universities by teaching or performing teaching-related duties. In addition, assistants have their own school commitments as students working toward earning a graduate degree, such as a Ph.D. Some teaching assistants have full responsibility for teaching a course, usually one that is introductory. Such teaching can include preparing lectures and exams, as well as assigning final grades to students. Others help faculty members by doing a variety of tasks such as grading papers, monitoring exams, holding office hours or help sessions for students, conducting laboratory sessions, and administering quizzes to the class. Because each faculty member has his or her own needs, teaching assistants generally meet initially with the faculty member whom they are going to assist in order to determine exactly what is expected of them. For example, some faculty members prefer assistants to sit in on classes, whereas others assign them other tasks to do during class time. Graduate teaching assistants may work one-on-one with a faculty member, or, in large classes, they may be one of several assistants.
Work Environment
Postsecondary teachers held about 1.3 million jobs in 2020. Employment in the detailed occupations that make up postsecondary teachers was distributed as follows:
- Health specialties teachers, postsecondary - 242,700
- Art, drama, and music teachers, postsecondary - 109,300
- Business teachers, postsecondary - 96,500
- English language and literature teachers, postsecondary - 75,000
- Nursing instructors and teachers, postsecondary - 72,600
- Education teachers, postsecondary - 70,000
- Biological science teachers, postsecondary - 60,500
- Mathematical science teachers, postsecondary - 56,100
- Engineering teachers, postsecondary - 46,300
- Psychology teachers, postsecondary - 44,100
- Computer science teachers, postsecondary - 37,800
- Communications teachers, postsecondary - 33,600
- Philosophy and religion teachers, postsecondary - 29,000
- Foreign language and literature teachers, postsecondary - 27,100
- Chemistry teachers, postsecondary - 25,600
- History teachers, postsecondary - 24,400
- Social sciences teachers, postsecondary, all other - 19,500
- Law teachers, postsecondary - 18,900
- Political science teachers, postsecondary - 18,400
- Recreation and fitness studies teachers, postsecondary - 17,000
- Social work teachers, postsecondary - 16,600
- Physics teachers, postsecondary - 16,500
- Criminal justice and law enforcement teachers, postsecondary - 16,100
- Economics teachers, postsecondary - 16,000
- Sociology teachers, postsecondary - 15,900
- Atmospheric, earth, marine, and space sciences teachers, postsecondary - 13,600
- Area, ethnic, and cultural studies teachers, postsecondary - 12,100
- Agricultural sciences teachers, postsecondary - 9,900
- Architecture teachers, postsecondary - 8,500
- Environmental science teachers, postsecondary - 7,100
- Anthropology and archeology teachers, postsecondary - 6,700
- Library science teachers, postsecondary - 5,000
- Geography teachers, postsecondary - 4,400
- Family and consumer sciences teachers, postsecondary - 2,600
- Forestry and conservation science teachers, postsecondary - 1,700
The largest employers of postsecondary teachers were as follows:
- Colleges, universities, and professional schools; private - 39%
- Colleges, universities, and professional schools; state - 38%
- Junior colleges; local - 11%
- Junior colleges; state - 6%
Postsecondary teachers often find it rewarding to share their expertise with students and colleagues. However, it may be stressful, especially for beginning teachers seeking advancement, to balance teaching duties with an emphasis on research and publication. At the community college level, professors are more likely to focus on teaching students.
Work Schedules
Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school.
College and university courses are generally during the day, although some are offered in the evenings or on weekends to accommodate students who have jobs or other obligations.
Academic calendars typically include breaks, such as between terms. The availability and type of course offerings during the summer vary by institution. Although some postsecondary teachers provide instruction in summer courses, others use the time to conduct research or engage in professional development.
Postsecondary teachers’ schedules generally are flexible. Full-time teachers typically need to be on campus to teach classes and have office hours but otherwise are free to set their own schedules.
Education & Training Required
Four-year colleges and universities usually require candidates for full-time, tenure-track positions to hold a doctoral degree. However, they may hire master's degree holders or doctoral candidates for certain disciplines, such as the arts, or for part-time and temporary jobs.
Doctoral programs take an average of 6 years of full-time study beyond the bachelor's degree, including time spent completing a master's degree and a dissertation. Some programs, such as those in the humanities, may take longer to complete; others, such as those in engineering, usually are shorter. Candidates specialize in a subfield of a discipline—for example, organic chemistry, counseling psychology, or European history—and also take courses covering the entire discipline. Programs typically include 20 or more increasingly specialized courses and seminars, plus comprehensive examinations in all major areas of the field. Candidates also must complete a dissertation—a paper on original research in the candidate's major field of study. The dissertation sets forth an original hypothesis or proposes a model and tests it. Students in the natural sciences and engineering often do theoretical or laboratory work; in the humanities, they study original documents and other published material. The dissertation is done under the guidance of one or more faculty advisors and usually takes 1 or 2 years of full-time work.
In 2-year colleges, master's degree holders fill most full-time teaching positions. However, in certain fields where there may be more applicants than available jobs, institutions can be more selective in their hiring practices. In these fields, master's degree holders may be passed over in favor of candidates holding Ph.D.s. Many 2-year institutions increasingly prefer job applicants to have some teaching experience or experience with distance learning. Preference also may be given to those holding dual master's degrees, especially at smaller institutions, because those with dual degrees can teach more subjects.
Other Skills Required
Postsecondary teachers should communicate and relate well with students, enjoy working with them, and be able to motivate them. They should have inquiring and analytical minds and a strong desire to pursue and disseminate knowledge. In addition, they must be self-motivated and able to work in an environment in which they receive little direct supervision.
Obtaining a position as a graduate teaching assistant is a good way to gain college teaching experience. To qualify, candidates must be enrolled in a graduate school program. In addition, some colleges and universities require teaching assistants to attend classes or take some training prior to being given responsibility for a course.
Although graduate teaching assistants usually work at the institution and in the department where they are earning their degree, teaching or internship positions for graduate students at institutions that do not grant a graduate degree have become more common in recent years. For example, a program called Preparing Future Faculty, administered by the Association of American Colleges and Universities and the Council of Graduate Schools, has led to the creation of many programs that are now independent. These programs offer graduate students at research universities the opportunity to work as teaching assistants at other types of institutions, such as liberal arts or community colleges. Working with a mentor, graduate students teach classes and learn how to improve their teaching techniques. They may attend faculty and committee meetings, develop a curriculum, and learn how to balance the teaching, research, and administrative roles of faculty. These programs provide valuable learning opportunities for graduate students interested in teaching at the postsecondary level and also help to make these students aware of the differences among the various types of institutions at which they may someday work.
Some degree holders, particularly those with degrees in the natural sciences, do postdoctoral research before taking a faculty position. Some Ph.D.s are able to extend postdoctoral appointments or take new ones if they are unable to find a faculty job. Most of these appointments offer a nominal salary.
How to Advance
For faculty a major goal in the traditional academic career is attaining tenure, which can take approximately 7 years, with faculty moving up the ranks in tenure-track positions as they meet specific criteria. The ranks are instructor, assistant professor, associate professor, and professor. Colleges and universities usually hire new tenure-track faculty as instructors or assistant professors under term contracts. At the end of the period, their record of teaching, research, and overall contribution to the institution is reviewed, and tenure may be granted if the review is favorable. Those denied tenure usually must leave the institution. Tenured professors cannot be fired without just cause and due process. Tenure protects the faculty member's academic freedom - the ability to advocate controversial or unpopular ideas through teaching and conducting research without fear of being fired. Tenure also gives both faculty and institutions the stability needed for effective research and teaching, and it provides financial security for faculty. Some institutions have adopted post-tenure review policies to encourage ongoing evaluation of tenured faculty.
The number of tenure-track positions is declining as institutions seek flexibility in dealing with financial matters and changing student interests. Institutions are relying more heavily on limited-term contracts and part-time, or adjunct, faculty, thus shrinking the total pool of tenured faculty. Limited-term contracts, typically for 2 to 5 years, may be terminated or extended when they expire and generally do not lead to the granting of tenure. In addition, some institutions have limited the percentage of the faculty that can be tenured.
For tenured postsecondary teachers, further advancement involves a move into an administrative or managerial position, such as departmental chairperson, dean, or president. At 4-year institutions, such advancement requires a doctoral degree. At 2-year colleges, a doctorate is helpful but not usually required for advancement, except for advancement to some top administrative positions, which generally required a doctorate.
Job Outlook
Overall employment of postsecondary teachers is projected to grow 12 percent from 2020 to 2030, faster than the average for all occupations.
About 139,600 openings for postsecondary teachers are projected each year, on average, over the decade. Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
Projected employment of postsecondary teachers varies by occupation. Both part-time and full-time postsecondary teachers are included in these projections.
The number of people attending postsecondary institutions is expected to grow over the projections decade. Students will continue to seek higher education to gain the knowledge and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions.
As an aging population increasingly demands healthcare services, additional postsecondary teachers are expected to be needed to help educate the workers who provide these services.
However, despite expected increases in enrollment, employment growth in public colleges and universities will depend on state and local government budgets. If budgets for higher education are reduced, employment growth may be limited.
Earnings
The median annual wage for postsecondary teachers was $79,640 in May 2021. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $46,690, and the highest 10 percent earned more than $172,130.
Median annual wages for postsecondary teachers in May 2021 were as follows:
- Law teachers, postsecondary - $123,470
- Engineering teachers, postsecondary - $104,940
- Economics teachers, postsecondary - $104,940
- Health specialties teachers, postsecondary - $102,720
- Atmospheric, earth, marine, and space sciences teachers, postsecondary - $98,070
- Anthropology and archeology teachers, postsecondary - $97,340
- Agricultural sciences teachers, postsecondary - $95,910
- Architecture teachers, postsecondary - $95,160
- Business teachers, postsecondary - $94,360
- Physics teachers, postsecondary - $93,070
- Forestry and conservation science teachers, postsecondary - $82,330
- Political science teachers, postsecondary - $81,980
- Environmental science teachers, postsecondary - $81,980
- Geography teachers, postsecondary - $81,440
- Biological science teachers, postsecondary - $81,440
- Family and consumer sciences teachers, postsecondary - $79,630
- Chemistry teachers, postsecondary - $79,410
- Area, ethnic, and cultural studies teachers, postsecondary - $78,910
- History teachers, postsecondary - $78,130
- Sociology teachers, postsecondary - $77,980
- Computer science teachers, postsecondary - $77,910
- Psychology teachers, postsecondary - $77,860
- Philosophy and religion teachers, postsecondary - $77,610
- Mathematical science teachers, postsecondary - $77,580
- Communications teachers, postsecondary - $77,560
- Social sciences teachers, postsecondary, all other - $77,500
- Nursing instructors and teachers, postsecondary - $77,440
- Library science teachers, postsecondary - $77,100
- Foreign language and literature teachers, postsecondary - $77,030
- Art, drama, and music teachers, postsecondary - $75,940
- English language and literature teachers, postsecondary - $75,930
- Recreation and fitness studies teachers, postsecondary - $72,440
- Social work teachers, postsecondary - $71,010
- Criminal justice and law enforcement teachers, postsecondary - $64,600
- Education teachers, postsecondary - $63,910
In May 2021, the median annual wages for postsecondary teachers in the top industries in which they worked were as follows:
- Colleges, universities, and professional schools; state - $81,250
- Colleges, universities, and professional schools; private - $79,820
- Junior colleges; local - $79,810
- Junior colleges; state - $63,590
Wages vary by institution type. Postsecondary teachers typically have higher wages in colleges, universities, and professional schools than they do in community colleges or other types of schools.
Most postsecondary teachers work full time, although part-time work is common. Postsecondary teachers who work part time may offer instruction at several colleges or universities. Some have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach an evening course at a law school.
College and university courses are generally during the day, although some are offered in the evenings or on weekends to accommodate students who have jobs or other obligations.
Academic calendars typically include breaks, such as between terms. The availability and type of course offerings during the summer vary by institution. Although some postsecondary teachers provide instruction in summer courses, others use the time to conduct research or engage in professional development.
Postsecondary teachers’ schedules generally are flexible. Full-time teachers typically need to be on campus to teach classes and have office hours but otherwise are free to set their own schedules.
