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Job outlook for behavioral sciences instructors in the United States
Are behavioral sciences instructor jobs in demand?
Behavioral sciences instructor job and salary trends over time
Behavioral sciences instructor jobs over time
Behavioral sciences instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,909 | 0.00% |
| 2020 | 2,946 | 0.00% |
| 2019 | 3,023 | 0.00% |
| 2018 | 3,035 | 0.00% |
| 2017 | 2,992 | 0.00% |
Average behavioral sciences instructor salary over time
Behavioral sciences instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $45,346 | $21.80 | +2.0% |
| 2024 | $44,441 | $21.37 | --0.1% |
| 2023 | $44,493 | $21.39 | +4.0% |
| 2022 | $42,788 | $20.57 | +0.9% |
| 2021 | $42,423 | $20.40 | +4.1% |
Behavioral sciences instructor jobs by state
Most common states for behavioral sciences instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 537 | 10% |
| 2 | Maine | 1,335,907 | 128 | 10% |
| 3 | Montana | 1,050,493 | 96 | 9% |
| 4 | Alaska | 739,795 | 69 | 9% |
| 5 | Wyoming | 579,315 | 54 | 9% |
| 6 | Virginia | 8,470,020 | 664 | 8% |
| 7 | South Carolina | 5,024,369 | 395 | 8% |
| 8 | Oregon | 4,142,776 | 314 | 8% |
| 9 | Delaware | 961,939 | 77 | 8% |
| 10 | North Carolina | 10,273,419 | 710 | 7% |
| 11 | Georgia | 10,429,379 | 710 | 7% |
| 12 | Massachusetts | 6,859,819 | 494 | 7% |
| 13 | New Jersey | 9,005,644 | 523 | 6% |
| 14 | Maryland | 6,052,177 | 343 | 6% |
| 15 | Iowa | 3,145,711 | 182 | 6% |
| 16 | Rhode Island | 1,059,639 | 60 | 6% |
| 17 | North Dakota | 755,393 | 45 | 6% |
| 18 | District of Columbia | 693,972 | 42 | 6% |
| 19 | Vermont | 623,657 | 39 | 6% |
| 20 | California | 39,536,653 | 1,832 | 5% |
Behavioral Sciences Instructor job outlook: Expert opinions
Our panel of behavioral sciences instructor experts
Wright State University
Franklin and Marshall College
Texas State University
Youngstown State University
New York University
University of West Georgia
Linfield University
How would you rate the starting salaries for Behavioral Sciences Instructors, as well as the prospects for salary advancement?
Dr. Karla Huebner Ph.D.: Salaries are generally low, but now and then, artists and art historians can make good incomes--don't expect to.
What general advice would you give to a Behavioral Sciences Instructor?
David McMahan Ph.D.: Keep open to possibilities beyond the narrow range of what your diploma lists as your major or minor. Whatever job you get trained for today, in 10-20 years, it may be very different. Or it may not exist. Focus on obtaining and maintaining flexibility, critical thinking, creativity, and passion for learning. Being an interesting person is as vital as any credential.
Are there any particularly good places in the United States for Behavioral Sciences Instructors 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).
What experience really stands out on Behavioral Sciences Instructor resumes?
Dragana Crnjak: Real-life - outside of the classroom - experiences always stand out, such as exhibitions, internships, museum assistantships, public art projects, community projects, etc. We encourage students to participate in many different activities throughout their college years with a range of experiences provided from exhibiting independently, in group exhibits, working on collaborative projects, community public art projects (such as the mural class this semester where students were involved in all stages of decision-making, from sketching and ideation, communication, site preparation, and painting, writing art proposals, etc.), internships, etc. Problem-solving and critical thinking skills are essential to all art projects and processes, and these skills not only contribute well to so many professions and fields, but they are also life-lasting skills that develop creative, engaged, and open-minded thinkers and citizens.
Will there be an enduring impact of the coronavirus pandemic on Behavioral Sciences Instructors?
Dragana Crnjak: This year brought many challenges, many drastically changing the ways artists and art institutions operate. The biggest challenge, perhaps, is that we don't know what are the long-term impacts, yet. Interesting is that on the one hand, the restrictions have opened potentials in expanded and vibrant global communication and online collaborations among artists. On the other hand, with these connections more available, I believe, artists are starting to build even stronger relationships with their neighborhoods, communities, regions, and, I hope, we start investing ourselves more fully to this self-sustainable kind of thinking, to create opportunities that will sustain and expand the quality of life and culture locally. We have already seen artists adapting and finding new ways to communicate and do work. I am sincerely optimistic that artists, with the skills I mentioned previously, will keep leading discoveries and finding innovative ways to stay creative.
Marlene McCarty
Clinical Professor of Visual ArtsNew York University
Department of Art and Art Professions
What type of skills will young Behavioral Sciences Instructors need?
Marlene McCarty: Creative and entrepreneurial thinking will be the cornerstone of what is needed for the future. As we look to an ever more uncertain future, the ability to imagine the not-yet-imagined will be of utmost importance. The ability to envision something wholly new, paired with the competence to make that thing manifest in the world, will be highly sought-after. Luckily, for art students, understanding how to make something not-yet-imagined forms the foundation of creative practice. The other attribute that will be increasingly regarded as an advantage will be a healthy curiosity and openness paired with nuanced inclusion (not appropriation) of varied and rich cultures outside one's own. As a bridge across cultures, visual art is transformational to our understanding of difficulty and times of crisis, representing independent thinking at the heart of democracy.
What type of skills will young Behavioral Sciences Instructors need?
Ye Chen Ph.D.: Graduates with educational technology (Ed Tech) degrees commonly work as instructional designers, technology/media specialists, trainers, e-learning developers in k12 school, university, military, company, or government. The skills employers usually want in Ed Tech graduates include:
- Instructional design skills for analyzing instructional needs and designing & developing effective instructional solutions.
- Technical skills in utilizing technology to develop and implement instruction. At the same time, they are expected to understand how to integrate technology into instructional settings in a pedagogically meaningful way.
- Communication skills are essential as their work roles heavily rely on effective communication with content experts, clients, trainees/students, etc. throughout the instructional design process
Are there any particularly good places in the United States for Behavioral Sciences Instructors to find work opportunities?
Dr. Carrie Kondor: Still, I can say that I believe graduates will find more job possibilities than before, given the broader continuum of teaching environments that this pandemic has opened up!