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Job outlook for clinical professors in the United States
Are clinical professor jobs in demand?
Clinical professor job and salary trends over time
Clinical professor jobs over time
Clinical professor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,004 | 0.00% |
| 2020 | 2,090 | 0.00% |
| 2019 | 2,110 | 0.00% |
| 2018 | 2,084 | 0.00% |
| 2017 | 2,033 | 0.00% |
Average clinical professor salary over time
Clinical professor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $158,577 | $76.24 | +1.8% |
| 2024 | $155,745 | $74.88 | --0.1% |
| 2023 | $155,825 | $74.92 | --0.5% |
| 2022 | $156,625 | $75.30 | --1.5% |
| 2021 | $159,009 | $76.45 | +9.4% |
Clinical professor jobs by state
Most common states for clinical professors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 257 | 37% |
| 2 | Maine | 1,335,907 | 222 | 17% |
| 3 | South Dakota | 869,666 | 144 | 17% |
| 4 | Vermont | 623,657 | 107 | 17% |
| 5 | Oregon | 4,142,776 | 652 | 16% |
| 6 | Rhode Island | 1,059,639 | 165 | 16% |
| 7 | North Dakota | 755,393 | 120 | 16% |
| 8 | Montana | 1,050,493 | 146 | 14% |
| 9 | Colorado | 5,607,154 | 742 | 13% |
| 10 | Nebraska | 1,920,076 | 248 | 13% |
| 11 | West Virginia | 1,815,857 | 227 | 13% |
| 12 | New Jersey | 9,005,644 | 1,114 | 12% |
| 13 | Virginia | 8,470,020 | 982 | 12% |
| 14 | Minnesota | 5,576,606 | 684 | 12% |
| 15 | Utah | 3,101,833 | 365 | 12% |
| 16 | New York | 19,849,399 | 2,269 | 11% |
| 17 | Pennsylvania | 12,805,537 | 1,390 | 11% |
| 18 | Washington | 7,405,743 | 819 | 11% |
| 19 | Wisconsin | 5,795,483 | 615 | 11% |
| 20 | Iowa | 3,145,711 | 334 | 11% |
Most common cities for clinical professors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Gainesville | 7 | 5% | $201,206 |
| 2 | Flagstaff | 3 | 4% | $134,905 |
| 3 | DeKalb | 1 | 2% | $146,419 |
| 4 | Palm Beach Gardens | 1 | 2% | $196,862 |
| 5 | Miami | 3 | 1% | $194,042 |
| 6 | Aurora | 2 | 1% | $206,960 |
| 7 | Fort Collins | 1 | 1% | $205,561 |
| 8 | Washington | 3 | 0% | $215,429 |
| 9 | Boston | 1 | 0% | $151,408 |
| 10 | Phoenix | 1 | 0% | $132,733 |
| 11 | San Francisco | 1 | 0% | $179,535 |
Clinical Professor job outlook: Expert opinions
Our panel of clinical professor experts
North Carolina State University
Skidmore College
Loyola University Maryland
Saint Xavier University
Bethune-Cookman University
The University of Rhode Island
Stephen F. Austin State University
University of Cincinnati
NCOPE
University of Central Missouri
Eastern Kentucky University
Texas A&M University
Minnesota State University - Mankato
What will help Clinical Professors increase their earning potential?
Alex Holte PhD: When you are starting out at any career, it is important to negotiate your salary. Many candidates feel that they have to accept their first offer, but in reality, at many jobs, there is some room for negotiation. Be mindful however, to not request a salary that is much higher than what is being offered as they may feel like a compromise would not be possible and move on to the next candidate.
What general advice would you give to a Clinical Professor?
Justin Whitehill Ph.D.: Perseverance pays off. Its worth it to pursue the career you want and not settle and be unhappy.
What will help Clinical Professors increase their earning potential?
Justin Whitehill Ph.D.: I wouldn’t know, I’m a professor.
Aurelie Matheron
Assistant Professor of FrenchSkidmore College
Romance Languages, Literatures, And Linguistics
What Clinical Professor skills would you recommend for someone trying to advance their career?
Aurelie Matheron: Leadership: you will be in positions of leading a program/department. Learn from current chairs by observing their own skills during meetings and moments of decision. Collaboration: develop interpersonal and interprofessional relationships that will allow you to build collaborative projects (interdepartmental courses, for instance).
What will help Clinical Professors increase their earning potential?
Aurelie Matheron: Do some research online about how much someone earns at your stage of the career. If there is a significant gap, point out (diplomatically) that, because of your extensive experience in XYZ, you would like to get a X% increase in your salary. Be reasonable: if you want a 3% increase, ask for 5% (not 10% or more). Justify your negotiation: why should they pay me more? What experience can I show them to justify my request? If you have a higher offer from another place, you can say that “I have received another generous offer and would like to know about the possibility for matching that offer.” Salary is not the only thing you can negotiate: office space, computer/laptop, sabbaticals, course release, etc. Again, be reasonable: if you think you are entitled to XYZ requests, you also have to show why.
Monique C. Yates
Clinical FacultyLoyola University Maryland
Teacher Education
What soft skills should all Clinical Professors possess?
Monique C. Yates: -Flexibility,
-Effective collaboration with diverse populations, including students, parents, and staff members,
-Being a team player (this seems like collaboration, but it includes a willingness to go the extra mile to support students.
-Adaptability (Being open and able to learn new things quickly)
-Creativity (being able to teach in new ways, using new materials)
-Inclusivity (speaking in an inclusive matter that welcomes diverse groups). I could call this have a global perspective
What hard/technical skills are most important for Clinical Professors?
Monique C. Yates: -Knowledge of the content,
-Knowledge of special education law
-Data collection and analysis (to interpret and report the effectiveness of interventions)
-Effective Documentation
-A variety of assessment strategies to determine progress.
What skills will help Clinical Professors earn the most?
Monique C. Yates: In the public sector, salaries are determined and not subject to negotiation.
What are the biggest trends we'll see in the Clinical Professor job market given the pandemic?
Michele Poradzisz Ph.D.: Nurses have always been respected and trusted, but the pandemic has given the public the chance to see nurses in a new light and appreciate them even more. People have witnessed the dedication that nurses have to their patients and profession. I believe this will motivate more people to want to join this noble profession. According to a 2020 study with The National Forum of State Nursing Workforce Centers, the average age of registered nurses is currently at 51 years, so we can expect to see a large number of nurses retiring from full-time practice over the next decade. The U.S. Bureau of Labor Statistics projected 7% growth in the market for RNs from 2019-2029, which is faster than the average growth in any other occupation.
We are seeing an increase in the number of people with degrees in other fields who are attracted to nursing and want to change careers. Accelerated degree programs for non-nursing graduates capitalize on the individual's previous education and experience and fast-track them to a baccalaureate (BSN) or master's (MSN) degree in nursing. For example, Saint Xavier University offers an accelerated BSN program that allows students to complete the nursing program in 15 months. Cohort sizes are kept small (typically 24 students) to allow personalized attention from faculty as well as to promote strong bonds among students.
Aside from the growth in the nursing job market, a big change will be in where nurses practice. The COVID-19 pandemic has highlighted the need to bolster public health and community health resources in the U.S. Public health nurses focus on preventive care and provide care in state and local health departments, as well as schools, community clinics and workplaces. The length of stay for patients in hospitals is continually decreasing, and many elective surgeries and procedures are now done in outpatient or ambulatory settings. More and more, hospitals will provide care for the most complex or critically ill patients, while routine care will be centered outside hospitals. In addition, the large increase in numbers of people with chronic diseases points to the need for more nurses in home care and community settings.
What technical skills for a Clinical Professor stand out to employers?
Michele Poradzisz Ph.D.: Employers of new nurses typically are more interested in thinking skills rather than technical skills. Nurses must be able to apply critical thinking skills to clinical situations. Nurses are constantly called upon to problem-solve, troubleshoot and make clinical decisions under changing conditions. The faculty of the BSN program at Saint Xavier University have developed a curriculum that focuses on important concepts that apply across the lifespan and health care settings. These concepts cover a spectrum that ranges from physiological to psychological and social. Nursing students learn to apply these concepts in the classroom, lab and clinical practicum through case studies, simulated clinical situations and direct patient care. Through these activities, nursing students learn how to "think like a nurse." They have a foundation to build on as they gain practical experience in the work setting.
Employers also seek nurses who have good assessment skills. Assessment is always the starting point for nursing action and involves specific skills such as listening to heart and lung sounds, but even more importantly, assessment requires skill in therapeutic communication techniques, which are used to determine the patient's history and perceptions of their current health-related problems. In Saint Xavier's BSN program, sophomore students learn basic assessment skills that focus on a holistic approach to assessment and application to people of all ages. Students hone these skills during their clinical practicum and lab experiences in junior and senior years.
Because technology is always changing, nurses must be able to continually adapt to new equipment, computer software, and procedures. Employers know that a new nurse will not be familiar with everything, and therefore orientation to an agency always includes the policies and procedures, equipment, electronic medical record and other computer software programs used in that setting. But characteristics such as flexibility, resiliency, adaptability and compassion are key to the nurse's success. Compassion is one of Saint Xavier's core values, and our curriculum embodies the service-focused mission laid by our Sisters of Mercy so that our nurses are able to provide exemplary care.
Sameh Ghareeb
Assistant ProfessorBethune-Cookman University
L. Gale Lemerand School of Nursing
How have salaries changed over time for Clinical Professors?
Sameh Ghareeb: In nursing, and because of the nursing shortage crisis, hourly payments went up significantly. Some hospitals were willing to pay around $115/hour for travel nurses.
What are the biggest trends we'll see in the Clinical Professor job market given the pandemic?
Sameh Ghareeb: Two of the biggest trends in nursing jobs because of the pandemic are overtime hours and the outburst of travel nursing jobs.
The increase of numbers of admitting patients to the hospital has significantly increased the need of nurses. This made hospitals request nurses to work additional shifts, in which many nurses worked 48-60 hrs/wk.
In addition, the need for nurses, pushed hospitals to hire more nurses. But as there is a shortage in nursing, nursing travel agency work outbursts.
What technical skills for a Clinical Professor stand out to employers?
Sameh Ghareeb: As hospitals had to hire more nurses, it was a challenge for employers to educate new nurses on the hospitals' documentation systems and hospital policies in a very short period. Orientation for new nurses usually takes at least a week. Because of the pandemic, educators in hospitals had to shorten orientations to be done within 1-2 days, which is a huge challenge.
What are the biggest trends we'll see in the Clinical Professor job market given the pandemic?
Barbara Wolfe Ph.D.: The need for RNs and advanced practice nurses (APRNs) is in great demand. Based on data from The Bureau of Labor Statistics, the number of registered nurses (RNs) is expected to increase by 7% and the need for nurse practitioners and other APRNs is expected to increase by 45% in the next eight or so years.
There is a significant need for nursing faculty. Currently there is a national nurse faculty vacancy rate of > 7%. This will, no doubt, increase given the projected swell of retirements by 2025-as much as a third of the current faculty workforce. Thus, we will see an increase need for doctoral education to prepare these individuals for this career path.
How have salaries changed over time for Clinical Professors?
Barbara Wolfe Ph.D.: Clinical salaries have certainly increased over time. While this is good, it has drawn individuals away from a teaching career, which needs to be addressed if we are going to meet the demand for educating future nurses. Thousands of well-qualified applicants will continue to be turned away from nursing programs if this shortage persists.
What technical skills for a Clinical Professor stand out to employers?
Barbara Wolfe Ph.D.: Health care is rapidly changing, and the pandemic has contributed to some of these changes (e.g., the use of telehealth). Employers are looking for nurses who are able to adapt, innovate, and apply not only their technical skills, but also their knowledge and critical thinking to a variety of settings--particularly since most of health care is delivered in non-hospital environments.
Shannon Darst Ph.D.
Program Facilitator & Assistant ProfessorStephen F. Austin State University
Perkins College of Education
What are the biggest trends we'll see in the Clinical Professor job market given the pandemic?
Shannon Darst Ph.D.: In the field of higher education, which includes both tenure-track and non-tenure-track/clinical faculty, we are seeing a trend toward more distance delivery of university courses at both the undergraduate and graduate levels. This trend existed before restrictions related to COVID were put into place at face-to-face universities, but quarantining and other COVID-related restrictions have pushed most, if not all universities, toward offering more and more courses at a distance. This has created a need for faculty members who are well-versed in creating online courses in various course delivery platforms and in delivering lectures and course discussions in both a synchronous and asynchronous environment while keeping rigor and course standards intact.
At our particular university in Texas, we are also noting that more students are looking to decrease tuition costs, so they are seeking educational options like community colleges or trade schools before starting coursework at the university level. This has created a need for more clinical instructors and adjunct faculty in community colleges and trade schools.
In the field of visual impairment (areas of expertise include Teacher of Students with Visual Impairment, Teacher of Students who are Deafblind, Orientation and Mobility Specialist, Low Vision Therapist, Vocational Rehabilitation Therapist, Certified Assistive Technology Instructional Specialist), trends toward more effective service delivery at a distance has come to the forefront due to restrictions related to COVID. This means that Clinical Instructors in the field of visual impairment have to become more adept at creating new methods and strategies of delivering services in a distance model. This requires some training in use of technology and training others to use technology in order to deliver lessons effectively and efficiently.
Also, a national push to provide more inclusive and effective training for those individuals who are Deafblind is on the horizon as one of the field's major focus areas. This means that more Clinical Instructors are going to be needed to address the increase in enrollment in training programs that provide educator personnel preparation for future Teachers of Students who are Deafblind.
What technical skills for a Clinical Professor stand out to employers?
Shannon Darst Ph.D.: Technology skills are of the highest priority to employers in the field of higher education. Ranking close to technology in regard to employer priorities are those "soft skills" like flexibility, relatability, effective communication skills (both expressive and reception), adaptability, problem-solving, and critical thinking. Although these may not be considered true technical skills, these are the skills that can make the difference between an acceptable candidate and a preferred candidate. Candidates who can find a "win-win" solution in any challenging situation will be the candidate who will catch the eye of university employers.
How have salaries changed over time for Clinical Professors?
Shannon Darst Ph.D.: The answer to this question depends on area of expertise and location of the hiring university. If one is seeking a Clinical Instructor position in a field like medicine, technology, or business, for example, salaries have continued to increase with the need for more professionals in these areas. If one is seeking a Clinical Instructor in a field like education, on the other hand, salaries have mostly remained steady and plateaued at a median salary when compared to other fields, especially in certain parts of the country. I have been in the field of visual impairment, and one trend I noticed in my state is that many teachers who work in public school districts earn higher salaries than some university clinical instructors. This has made for some very interesting dynamics in the world of higher education, as many qualified Clinical Instructors in the field of education may seek a traditional teaching position rather than teaching at a university solely because universities are tending to offer less in terms in salaries to those in the field of education than other fields.
What are the biggest trends we'll see in the Clinical Professor job market given the pandemic?
Ilya Vilinsky Ph.D.: Most neuroscience bachelor's students are interested in health care in some form. Given the pandemic, I expect to see even more interest in the field. Traditionally, neuroscience (and biological sciences in general) grads were primarily interested in becoming medical doctors, but we are seeing more students go into related fields such as nursing, physician assistant, or anesthesia assistant. Outside of health care, neuroscience grads tend to work at biotech and pharmaceutical companies.
One of the biggest trends in neuroscience-related jobs is the incorporation of big data and machine learning into neuroscience research. These methods are not only useful to basic research but are applicable to a wide variety of fields.
What skills stand out on Clinical Professor resumes?
Ilya Vilinsky Ph.D.: On a resume, items that stand out are quantitative skills (e.g., statistics, coding, analysis). Research experience is always a plus as well.
Are there any particularly good places in the United States for Clinical Professors to find work opportunities?
Ilya Vilinsky Ph.D.: Most jobs are in large metro areas. For neuroscience, there are the traditional: Boston, New York, and Washington, D.C. Then, San Francisco Bay area, San Diego, Los Angeles, Seattle, and Chicago. More recently, places like Atlanta, the Research Triangle in North Carolina, Houston, Austin, Denver, and Dallas. There are also Philadelphia, Pittsburgh, Cleveland, Minneapolis, and even Detroit to some extent.
What are the biggest trends we'll see in the Clinical Professor job market given the pandemic?
Chris Robinson: The pandemic has refined the values for workers and employers alike. For instance, employees may value flexibility in the work setting or hours over higher compensation. Furthermore, the belief that a position "absolutely required the employee to be physically present" has been challenged, and often, new approaches enabled effective remote work. Given the opportunity to work remotely, this has also opened up the talent pools for many positions, as geographic proximity is not a necessity in many more instances than seen before COVID-19. For employees who must be physically present to perform their jobs, employers have been more open to allowing employees different work schedules, such as electing to work four 10 hour shifts versus the traditional 8-hour day every single weekday.
What technology do you think will become more important and prevalent for Clinical Professors in the next 3-5 years?
Chris Robinson: I am of the mindset that technology isn't a separate concept, but something becoming deeply interwoven into our day-to-day lives. On the business side, I feel access to real-time data will become the relative norm, enabling employees at all levels to not only have access to critical data, but have it presented in a meaningful way. The term "data" brings with it a certain stigma, and to some, reflections of giant spreadsheets of data. A giant spreadsheet may contain critical data, but it must be visualized in a way that allows a person to quickly draw an appropriate conclusion. From a physical goods standpoint, additive manufacturing is no longer something exclusive to the prototyping and enthusiast community, but something accessible across professions. I would not be surprised if 3D printers were integrated into retailers the same way 1-hour photo labs are.
Will there be an increase or decrease in demand for Clinical Professors in the next 5 years?
Chris Robinson: While I do not have a crystal ball, the value that orthotic & prosthetic professionals bring to an interdisciplinary health care team cannot be ignored. The same way a pharmacist guides treatment to the most appropriate prescription for a clinical problem, the O&P professional has the knowledge and training to develop treatment plans for conditions such as pain, congenital deformities, or difficulty with walking. I feel any healthcare provider that can empower patients to participate in their day-to-day activities, return to work, or even enjoy recreational activities will have a strong future. The most recent workforce demand study, funded by NCOPE and AOPA in 2015, identified a likely increase in demand for O&P professionals at all levels of education, from associate to master's degree trained practitioners.
Dr. Klaire Brumbaugh
Assistant Professor, Director of Clinical ServicesUniversity of Central Missouri
Department of Communication Disorders
What type of skills will young Clinical Professors need?
Dr. Klaire Brumbaugh: Novice SLPs (and skilled SLPs) should focus on developing their ability to interpret the evidence. Get comfortable asking yourself, and being asked, why? Be able to justify your goals, intervention strategies, and evaluation procedures. Work smarter- not harder!
Are there any particularly good places in the United States for Clinical Professors to find work opportunities?
Dr. Klaire Brumbaugh: I'm not sure what is available outside of my geographic region, but I would say wherever they end up, make sure there are mentorship opportunities. Make a plan with the clinical fellowship supervisor and stick to it.
How do you envision technology impacting Clinical Professors in the next 5 years?
Dr. Klaire Brumbaugh: There has been a significant shift to teletherapy since COVID-19 has impacted face-to-face services. I anticipate that this shift will not continue to grow as SLPs can reach a wider population with fewer resources (travel, time, etc.).
Dr. Brooke Bentley Ph.D.
School of Nursing Chair & Full ProfessorEastern Kentucky University
School of Nursing
What type of skills will young Clinical Professors need?
Dr. Brooke Bentley Ph.D.: Whether entering during the COVID pandemic or after the health crisis has ended, nurses will need to possess various essential skills. While caring for patients, nurses will need to have a quick physical assessment and critical thinking skills-the ability to recognize subtle changes in their patients' status. The ability to care for patients in the community setting as more and more patients are cared for in their homes and ambulatory settings. Flexibility and adaptability will be essential skills-resilience to the changing patient and health care needs. Leadership skills to lead an interprofessional health care team. The ability to balance their holistic wellness, especially their mental health, recognizes their psychological needs from both work exhaustion and the aftermath of COVID 19. They will also need to possess skills to advocate for their patients and their profession, not only at the institutional level but also politically on state and national levels.
Are there any particularly good places in the United States for Clinical Professors to find work opportunities?
Dr. Brooke Bentley Ph.D.: There is a national shortage of nurses, and the current pandemic will likely lead to a more significant need. Employment after graduation should not be an issue.
How do you envision technology impacting Clinical Professors in the next 5 years?
Dr. Brooke Bentley Ph.D.: Technology will likely increase telehealth use to care for more and more patients in home and community settings. More apps and newer software will be integrated into health care. Nurses will need to be technologically savvy and astute, and confident in their assessment skills and patient care knowledge. Nurses will need to make sure their assessment, judgment, and intuition match patient data output from technology.
What experience really stands out on Clinical Professor resumes?
Dawn Nelson: A significant experience with a client caseload, including strong communication skills and an understanding of theory applications, is essential for those graduates seeking direct practice positions. The ability to clearly and concisely explain that experience on the resume will invite an invitation to interview.
How do you envision technology impacting Clinical Professors in the next 5 years?
Dawn Nelson: Coronavirus has exponentially increased the growth of technology within the social work field. I foresee that the trend will continue; however, I do not believe that technology will ever completely replace human interaction. When in crisis, people tend to seek out in-person interactions to reassure genuine interest in the client's goals and well-being.
Will there be an enduring impact of the coronavirus pandemic on Clinical Professors?
Dawn Nelson: These graduates have an awareness regarding the importance of flexibility within the field that will enable them to adapt to clients' future needs. Also, many have developed crisis intervention skills because they had to use them. The result will be a generation of resilient and self-confident social workers.
What are the best companies to work for a Clinical Professor?
Brigette Cooper: General trends in the dental field are leaning towards an increased presence of DSO organizations, although private practices are still a popular employment place. A DSO organization is a Dental Support Organization, or the corporation of dental offices. Some of the DSOs include Heartland Dental, Aspen Dental, Park Dental, Metro Dentalcare, and Pacific Dental Services. Private practices are dental offices that are privately owned by one or more dentists.
Will there be an increase or decrease in demand for Clinical Professors in the next 5 years?
Brigette Cooper: There will be an increase in demand for dental hygiene graduates in the next five years. The U.S. Bureau of Labor Statistics reports employment of dental hygienists is projected to grow 6 percent from 2019 to 2029, faster than average for all occupations. The demand for dental services will increase as the population ages and as research continues to link oral health to overall health.
Are there any particularly good places in the United States for Clinical Professors to find work opportunities?
Brigette Cooper: I do not believe one area is better than another to find employment as a dental hygienist. There appears to be a need for dental hygienists across the country.