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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 483 | 0.00% |
| 2020 | 455 | 0.00% |
| 2019 | 432 | 0.00% |
| 2018 | 390 | 0.00% |
| 2017 | 364 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $115,910 | $55.73 | +3.3% |
| 2024 | $112,236 | $53.96 | +2.7% |
| 2023 | $109,299 | $52.55 | +2.4% |
| 2022 | $106,761 | $51.33 | +2.5% |
| 2021 | $104,138 | $50.07 | +3.2% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 441 | 64% |
| 2 | Delaware | 961,939 | 240 | 25% |
| 3 | Massachusetts | 6,859,819 | 1,588 | 23% |
| 4 | Vermont | 623,657 | 145 | 23% |
| 5 | North Dakota | 755,393 | 163 | 22% |
| 6 | Virginia | 8,470,020 | 1,758 | 21% |
| 7 | Washington | 7,405,743 | 1,491 | 20% |
| 8 | Wyoming | 579,315 | 117 | 20% |
| 9 | Maryland | 6,052,177 | 1,146 | 19% |
| 10 | New Hampshire | 1,342,795 | 255 | 19% |
| 11 | Utah | 3,101,833 | 560 | 18% |
| 12 | Montana | 1,050,493 | 193 | 18% |
| 13 | Nebraska | 1,920,076 | 332 | 17% |
| 14 | South Dakota | 869,666 | 144 | 17% |
| 15 | Alaska | 739,795 | 128 | 17% |
| 16 | Minnesota | 5,576,606 | 900 | 16% |
| 17 | Oregon | 4,142,776 | 678 | 16% |
| 18 | Connecticut | 3,588,184 | 570 | 16% |
| 19 | Idaho | 1,716,943 | 267 | 16% |
| 20 | New Jersey | 9,005,644 | 1,395 | 15% |
Randolph-Macon College

Indiana University

University of Illinois at Chicago
Loyola University Chicago
Randolph-Macon College
Film Studies Program
M. Thomas Inge Ph.D.: When I graduated from Randolph-Macon College in 1959, I was one of 600 students. I wanted to be a writer and literary critic, but the closest thing we had were majors in the liberal arts. Majors in English and Spanish opened my world view, but today more than 1200 view for places in the sciences and technology. Randolph-Macon has become a mega-college and conveyor of the latest information and research like no other in the United States. Books and language work side by side in laboratories and with computers to provide the best education possible.
"What can you do with a degree in the novel or medieval studies?" Just about anything if you attend a school that takes a full perspective on life.

Bipin Prabhakar: Technology will become a strategic enabler for most businesses. There will be increasing demand for graduates who can help create this technology (Computer Science/Data Science) and for graduates who can leverage technology (information Systems) to create business value.

Matthew Liotine Ph.D.: Most employers tell me that soft skills are equally, if not more important, than technical skills or domain knowledge. This translates into external/internal customer-facing skills, such as communication, team collaboration, writing, presentation, problem-solving, and being resourceful. (Many graduates overlook writing as a vital skill, but they fail to realize that in the course of their jobs, they will likely be required to write lots of memos and tons of emails.) The need to perfect these skills within the confines of a virtual world has become even more challenging and amplified with COVID. I teach in the information systems discipline, and when you view student resumes, many people look the same on paper. The soft skills will make a candidate stand out head and shoulders above the rest. That's why the candidate should pay attention to the screening interviews that they will undergo during the hiring process since employers will use these interviews to vet these skills.
Peter Dordal Ph.D.: I'm leaving off software developers, and answering about our Information Technology graduates.
IT students entering the business world will need to know how to get the maximum leverage out of business systems. In many cases, this will mean writing their own specialized queries to extract the precise business intelligence needed; general-purpose "canned" queries just won't cut it. They will need a broad understanding of what software can accomplish for the enterprise and how to deploy new software effectively; this applies to software used in the office as well as to software used in manufacturing and shipping. And they will need to understand how to lease storage and computing resources from the cloud to meet not only predictable, long-term demands but also sudden short-term business projects.
Students working in database administration and management will need to be able to manage much larger volumes of data than a few years ago. They will need to be familiar with the great variety of new databases in order to pick the best tool for the job.
Students working in network management will need to be able to ensure that everyone has the bandwidth and server access they need, as those demands expand to include extensive video, low-latency real-time connectivity, and the regular transfer of huge amounts of data.
Students in cybersecurity will need to be fully acquainted with all the recommended best practices. However, they will also have to be able to anticipate and guard against potential new vulnerabilities. "By the book" protection is no longer sufficient.
Peter Dordal Ph.D.: I think the biggest driver for change will be the continued explosive increase in the amount of data available. Ten years ago, it was enough to know customers' names, addresses, and past orders. Now there is a huge stream of information about what customers are looking at, what they are clicking on, what they're doing with your product, and what your customers' customers are doing. Analysis of this kind of information is becoming mainstream.