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Job outlook for adjunct instructor-information technologies in the United States
Are adjunct instructor-information technology jobs in demand?
Adjunct instructor-information technology job and salary trends over time
Adjunct instructor-information technology jobs over time
Adjunct instructor-information technology job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 3,330 | 0.00% |
| 2020 | 3,250 | 0.00% |
| 2019 | 6,566 | 0.00% |
| 2018 | 1,850 | 0.00% |
| 2017 | 1,828 | 0.00% |
Average adjunct instructor-information technology salary over time
Adjunct instructor-information technology salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $83,830 | $40.30 | +1.8% |
| 2024 | $82,323 | $39.58 | +2.8% |
| 2023 | $80,062 | $38.49 | +2.9% |
| 2022 | $77,771 | $37.39 | +1.9% |
| 2021 | $76,354 | $36.71 | +2.4% |
Adjunct instructor-information technology jobs by state
Most common states for adjunct instructor-information technologies
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Alaska | 739,795 | 218 | 29% |
| 2 | Virginia | 8,470,020 | 2,375 | 28% |
| 3 | North Dakota | 755,393 | 203 | 27% |
| 4 | Massachusetts | 6,859,819 | 1,635 | 24% |
| 5 | Colorado | 5,607,154 | 1,208 | 22% |
| 6 | New Hampshire | 1,342,795 | 292 | 22% |
| 7 | Delaware | 961,939 | 207 | 22% |
| 8 | District of Columbia | 693,972 | 156 | 22% |
| 9 | Wyoming | 579,315 | 126 | 22% |
| 10 | Oregon | 4,142,776 | 865 | 21% |
| 11 | Montana | 1,050,493 | 225 | 21% |
| 12 | Rhode Island | 1,059,639 | 216 | 20% |
| 13 | South Dakota | 869,666 | 177 | 20% |
| 14 | Vermont | 623,657 | 123 | 20% |
| 15 | Maryland | 6,052,177 | 1,164 | 19% |
| 16 | Washington | 7,405,743 | 1,330 | 18% |
| 17 | Minnesota | 5,576,606 | 1,031 | 18% |
| 18 | Iowa | 3,145,711 | 571 | 18% |
| 19 | Nebraska | 1,920,076 | 337 | 18% |
| 20 | New Jersey | 9,005,644 | 1,531 | 17% |
Most common cities for adjunct instructor-information technologies
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Decatur | 2 | 3% | $70,395 |
| 2 | Alhambra | 1 | 1% | $99,792 |
| 3 | Eau Claire | 1 | 1% | $97,541 |
| 4 | Ontario | 1 | 1% | $99,357 |
| 5 | Baltimore | 1 | 0% | $80,104 |
| 6 | Chicago | 1 | 0% | $75,312 |
Adjunct Instructor-Information Technology job outlook: Expert opinions
Our panel of adjunct instructor-information technology experts
Tiffin University
Mercy College
Grambling State University
College of Charleston
Shaw University
University of Nebraska-Lincoln
Lafayette College
The University of Tennessee Knoxville
AGWA - American Grant Writers' Association, Inc.
Merrimack College
Florida International University
The University of North Carolina Greensboro
Misericordia University
Texas State University
Kent State University
Dr. Stephanie Opfer
Associate Professor of English, Assistant Dean of the School of Creative and Media ArtsTiffin University
Visual And Performing Arts
What will help Adjunct Instructor-Information Technologies increase their earning potential?
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.
Dr. Eric Martone
Interim Dean of the School of Education, Associate Professor, History/Social Studies Education, Editor, Global Education ReviewMercy College
School of Education
What skills will help Adjunct Instructor-Information Technologies earn the most?
Dr. Eric Martone: Educators who are compassionate, with strong leadership skills, willing to make take chances to make a difference.
What Adjunct Instructor-Information Technology skills would you recommend for someone trying to advance their career?
Dr. Cheyrl Ensley: Training to be essential is critical. Increasing skills in using technology are necessary. Keeping students engaged and actively learning through technology is a crucial tool that will be extremely important to a teacher, whether teaching in person or virtually. Additionally, the gap year should be used to identify an area of interest for work. Once the site is specified, the graduate should build professional relationships and learn the site's culture.
What type of skills will young Adjunct Instructor-Information Technologies need?
Dr. Phyllis G. Jestice: The most important skill a History degree teaches has is critical thinking and writing, and those are skills that remain valuable for most of the white-collar workforce in this country.
What experience really stands out on Adjunct Instructor-Information Technology resumes?
Dr. Phyllis G. Jestice: The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought.
What type of skills will young Adjunct Instructor-Information Technologies need?
TaVshea Smith: As a professor of education, I have noticed that there are a variety of skills that young graduates will need to enter the workforce. Young graduates should collaborate with others by building collaborative relationships that represent diverse cultures, lifestyles, races, genders, religions, and viewpoints. It is essential for young graduates, who enter the teaching profession, to be able to work in a team structure and know-how to manage conflict. The pandemic has shown us that technology is critical in education. As teachers, young graduates should know existing digital technologies and demonstrate significant adaptability to new technologies to integrate into their design of lessons and curriculum content. Young graduates must have a strong work ethic, demonstrate personal accountability, and establish effective work habits.
Are there any particularly good places in the United States for Adjunct Instructor-Information Technologies to find work opportunities?
TaVshea Smith: As an educator, graduates should be able to find many work opportunities to teach. The pandemic has highlighted the need for educators to share their immense talent with students and key stakeholders.
How do you envision technology impacting Adjunct Instructor-Information Technologies in the next 5 years?
TaVshea Smith: Technology will play a vital role in education in the next five years. The pandemic has changed the way educators think about teaching learners and interacting with families and colleagues. Educators will need to learn various instructional methods of engaging with learners, enhancing instructional practices, and using digital tools ethically and efficiently to create assignments, complete tasks, solve problems, and effectively teach students.
What experience really stands out on Adjunct Instructor-Information Technology resumes?
Suzanne Kemp Ph.D.: Any work or volunteer experiences that they have had with students with disabilities. All of the graduates will have the same school experiences, and if they don't have anything else, they don't stand out from their peers. Additionally, they have to know that principals and professional school talk, so they have to do a great job in their in-school experiences, so their names are remembered and shared.
What Adjunct Instructor-Information Technology skills would you recommend for someone trying to advance their career?
Suzanne Kemp Ph.D.: They need to stay engaged in some level of working with people with disabilities. If they do something that isn't relevant to the field, they won't be as marketable as a new graduate.
What technology do you think will become more important and prevalent for Adjunct Instructor-Information Technologies in the next 3-5 years?
Suzanne Kemp Ph.D.: All of the apps that assist with online learning. These change all of the time, and they have to be adapted to finding new apps that engage the student who may be learning at a distance, and hopefully, they can be integrated into in-person learning. Students graduate knowing how to use computers and now Zoom, but learning all of the available apps doesn't occur to the level it is now needed.
What technology do you think will become more important and prevalent for Adjunct Instructor-Information Technologies in the next 3-5 years?
Karina Skvirsky: That's hard to predict! I believe Facebook will become dated, and no one under 30 will be using it in the future.
Dr. Misty Anderson Ph.D
Department Head, English, Affiliate Professor of Theatre and Religious Studies, President, Tennessee University Faculty SenatesThe University of Tennessee Knoxville
College of Arts and Sciences
How do you envision technology impacting Adjunct Instructor-Information Technologies in the next 5 years?
Dr. Misty Anderson Ph.D: No one knows precisely what the future jobs will look like, but every indication is that the best ones will involve writing and communicating at a distance. We talk about how English majors have "robot-proof" futures. That human touch, through sound, honest communication, is irreplaceable.
What technology do you think will become more important and prevalent for Adjunct Instructor-Information Technologies in the next 3-5 years?
John Porter Ph.D.: There is not a lot of technology required in grant writing. The most critical and prevalent skill in grant writing, which is lacking, is appropriately writing. Over the past decade, there has been an increase in abbreviation and slang. When put into a standard text, these expressions can become confusing.
The technology is that younger, individual writers may like to stay up on the most recent software and communication methods. Whereas funders, private, corporate, and government, tend not to keep up as fast and have older software versions. This means that the newest and glitziest software may not be compatible with the funder's software when submitting grant proposals and applications.
What type of skills will young Adjunct Instructor-Information Technologies need?
Russell Olwell Ph.D.: I have found that flexible students can use technology and connect with students who are getting jobs, but it is taking longer and can be frustrating!
How do you envision technology impacting Adjunct Instructor-Information Technologies in the next 5 years?
Russell Olwell Ph.D.: Technology has changed education quickly. Some of our students got jobs as more experienced teachers quit, as they did not want to be a part of remote instruction. Our students have been quick to pick up educational software and have been able to move into open positions as a result. With more jobs being remote, where you are may make less difference. I have probably seen fewer students looking at long moves for work or graduate school.
David Chang
Chairperson, Frost Professor of ArtFlorida International University
Department of Art and Art History
How do you envision technology impacting Adjunct Instructor-Information Technologies in the next 5 years?
David Chang: There is no doubt technology will impact the field in the next 5-10 years. FIU's Department of Art + Art History is poised to contribute to the area with our new and fast-growing BFA in Digital Arts with tracks in Animation and Graphic Design. As one of the largest art departments (over 650 students) in the state of Florida, all our undergraduate and graduate fine arts degree programs have been designated by the Florida Department of Education as strategic or STEM degree programs.
April Dawkins Ph.D.
Assistant ProfessorThe University of North Carolina Greensboro
Library & Information Science Department
What experience really stands out on Adjunct Instructor-Information Technology resumes?
April Dawkins Ph.D.: Across the United States, most school librarians are required to have a graduate degree in either education or library and information science with licensure as a school librarian (school library media coordinator). The most likely experience to benefit them in their job search is a previous experience as a classroom teacher. Teaching is one of the significant roles that school librarians play in schools, through direct and indirect instruction with students, and professional development for classroom teachers.
What Adjunct Instructor-Information Technology skills would you recommend for someone trying to advance their career?
April Dawkins Ph.D.: Our graduates are likely to be already employed, both during their studies and immediately after graduation. Many school librarians transition from the classroom to the library setting, while they are completing their tasks. Suppose a graduate wanted to take an additional year before seeking employment as a school librarian. In that case, they might focus on improving teaching skills, their knowledge about children's and young adult literature, and picking up new technology skills. They could work on these skills by using a bookstore or public library, volunteering with after-school programs or community groups that do outreach with children, and exploring new technology trends.
What technology do you think will become more important and prevalent for Adjunct Instructor-Information Technologies in the next 3-5 years?
April Dawkins Ph.D.: Technology in schools is rapidly changing. Many schools have been transitioning to a one-to-one device environment in the last decade (the pandemic has put a rush on this for some districts who have been late to adopt this model). School librarians have played a significant role in the early adoption of technology and providing classroom teachers training in its practical use. In the current pandemic, school librarians have helped parents and students access technology for learning, such as online classrooms, ebooks and audiobooks, and other digital learning tools. School librarians are also powerful advocates for equity of access for all students by ensuring students have access to devices, stable broadband and the internet, and digital resources for learning and reading. While school librarians can advocate for these things, it will require a significant commitment at local, state, and national levels to ensure that ALL students truly have equity of access.
For the future, I see a growing need for school librarians to be knowledgeable about technology tools that have excellent accessibility features and promote individualized learning. We live in a world where students need to create new content and explore new ideas. Therefore, school librarians need to be well-versed in audio and video creation tools, and know the potential for augmented and virtual reality as learning tools.
David Hage
Assistant Professor, Field DirectorMisericordia University
Department of Social Work
What technology do you think will become more important and prevalent for Adjunct Instructor-Information Technologies in the next 3-5 years?
David Hage: I have seen many social service agencies behind technological trends in the past begin to catch up as they figure out how to deliver quality services in a post-COIVD world. Examples of technologies that will likely grow might include telehealth and online meeting platforms, for example.
In-home based services, offered via technology, are not the end-all-be-all solution, but they will be an essential tool to continue to provide services while practicing appropriate social distancing protocols rapidly.The National Association of Social Workers (NASW), Association of Social Work Boards (ASWB), Council on Social Work Education (CSWE), and the Clinical Social Work Association (CSWA) have wisely developed a set of standards for technology in social work practice which can help when implementing technology in the field.
Online documentation systems and electronic medical (EMR) or health record systems (EHR) will also likely increase in use as agencies need to make employee documentation more accessible from various locations. Mobile app-based supports may increase in use among social workers, and social service web-based resources and social service directories will be likely to increase in use among social service consumers, in addition to new novel technology solutions as well.
Are there any particularly good places in the United States for Adjunct Instructor-Information Technologies to find work opportunities?
Dr. Rodney Rohde Ph.D.: There are large vacancy rates all over the country. This is a good news/bad news issue. However, with a degree in medical laboratory science (also known as a clinical laboratory science) AND certification, one can find employment anywhere in the U.S. One of the great things about this career is that graduates honestly can decide where they "fit best" with regard to geography and employer (urban, rural, large, or small).
Are there any particularly good places in the United States for Adjunct Instructor-Information Technologies to find work opportunities?
Dr. Jay Dorfman: There are certainly some states with teacher shortages, but that is often because those states' political or economic climates make them less desirable as a place for teachers to work. If teachers' teaching conditions and salaries were improved, there would be more people interested in entering the profession. That said, I typically tell students that the broader their search for a job can be, the more likely they are to find a good fit.