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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 310 | 0.00% |
| 2020 | 332 | 0.00% |
| 2019 | 331 | 0.00% |
| 2018 | 408 | 0.00% |
| 2017 | 384 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $97,143 | $46.70 | +3.4% |
| 2024 | $93,942 | $45.16 | +2.3% |
| 2023 | $91,815 | $44.14 | +1.8% |
| 2022 | $90,193 | $43.36 | +1.7% |
| 2021 | $88,678 | $42.63 | +1.9% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 794 | 114% |
| 2 | Virginia | 8,470,020 | 3,601 | 43% |
| 3 | Maryland | 6,052,177 | 2,120 | 35% |
| 4 | Rhode Island | 1,059,639 | 337 | 32% |
| 5 | Massachusetts | 6,859,819 | 2,154 | 31% |
| 6 | Oregon | 4,142,776 | 1,223 | 30% |
| 7 | Delaware | 961,939 | 292 | 30% |
| 8 | Colorado | 5,607,154 | 1,643 | 29% |
| 9 | Washington | 7,405,743 | 2,075 | 28% |
| 10 | Utah | 3,101,833 | 793 | 26% |
| 11 | New Hampshire | 1,342,795 | 343 | 26% |
| 12 | Vermont | 623,657 | 161 | 26% |
| 13 | California | 39,536,653 | 9,258 | 23% |
| 14 | Minnesota | 5,576,606 | 1,076 | 19% |
| 15 | Nebraska | 1,920,076 | 365 | 19% |
| 16 | Montana | 1,050,493 | 184 | 18% |
| 17 | North Carolina | 10,273,419 | 1,632 | 16% |
| 18 | New Jersey | 9,005,644 | 1,439 | 16% |
| 19 | Indiana | 6,666,818 | 1,059 | 16% |
| 20 | Connecticut | 3,588,184 | 585 | 16% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Boston | 1 | 0% | $101,909 |
| 2 | Denver | 1 | 0% | $87,499 |

University of Washington
University of Colorado at Colorado Springs

University of New Hampshire

Les Atlas: Most certainly an impact, a very strong impact. The best lesson for us is from the 1919 Spanish Flu pandemic. That strain of flu still circulates as a seasonal virus. Over 100 years laters, it is now considered a Phase 6 pandemic by the World Health Organization. While it is reduced due to current social distancing and mask wearing, the 1919 Spanish Flu virus still causes community-level outbreaks in multiple parts of the globe. Societal changes from this event of over 100 years ago are still with us.
In fact, they changed society. As is well-documented, after a high level of immunity was reached in the 1920's, the resulting labor shortage enabled workers to demand better living and working conditions, as well as better wages and public health care. As just one example of the societal changes due to the 1919 pandemic, the drop in the male labor force empowered male workers, and also changed the gender composition.
The aftermath of the 1919 pandemic was the start of women joining the labour force. In the United States, the proportion of women in the labour force rose from 18 per cent in 1900 to almost 21 per cent in 1920. In that same year, with the ratification of the 19th Amendment of the Constitution, the Congress of the United States guaranteed all American women the right to vote.
The current COVID-19 pandemic will certainly change the way we live, be it our mobility or the kinds of career options people have. After our current year-long experience in remote learning and work, will we go back to the inefficiencies of going to our office every work day? Or will remote work be acceptable, where one's residence will not be dependent upon the locations of employment. Will we avoid future hotspots of infection, choosing to instead reside and travel in areas where infection is decreasing? Will we prefer to travel on aircraft which are certified to be virus-free and frequent restaurants which are documented to be safer? Future marketing will likely make a sharp turn in this direction.
University of Colorado at Colorado Springs
Electrical and Computer Engineering Department
Dr. T.S. Kalkur: Internship experience and tools used in design.

University of New Hampshire
Physics and Astronomy Department and Space Science Center
Marc Lessard: Students who have been significantly involved in research projects have a distinct advantage over those who haven't. Those who began such work (which is typically paid) as sophomores or juniors often will have played a significant role in these real-world research efforts, which can be very different than what might be tackled as part of a capstone project.
Written and oral presentation skills are also essential!
Marc Lessard: This is a very good and important question. Graduates who can address complex problems in creative ways will be the most successful. This might sound obvious, but there seems to be a trend developing where younger engineers tend to want to follow written procedures or instructions for solving problems.
What is more valuable, of course, is being able to use a broad-based background to provide new and creative solutions, or at least to suggest new ideas and engage in discussions to further develop those ideas. The cliche of "thinking outside the box" will always be important.