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Job outlook for developmental education instructors in the United States
Are developmental education instructor jobs in demand?
Developmental education instructor job and salary trends over time
Developmental education instructor jobs over time
Developmental education instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 154 | 0.00% |
| 2020 | 173 | 0.00% |
| 2019 | 209 | 0.00% |
| 2018 | 232 | 0.00% |
| 2017 | 244 | 0.00% |
Average developmental education instructor salary over time
Developmental education instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $47,099 | $22.64 | +1.8% |
| 2024 | $46,248 | $22.23 | +1.3% |
| 2023 | $45,636 | $21.94 | +2.9% |
| 2022 | $44,334 | $21.31 | +2.9% |
| 2021 | $43,100 | $20.72 | +0.7% |
Developmental education instructor jobs by state
Most common states for developmental education instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 98 | 14% |
| 2 | Colorado | 5,607,154 | 683 | 12% |
| 3 | Wyoming | 579,315 | 62 | 11% |
| 4 | Delaware | 961,939 | 100 | 10% |
| 5 | Vermont | 623,657 | 60 | 10% |
| 6 | New Hampshire | 1,342,795 | 117 | 9% |
| 7 | Montana | 1,050,493 | 92 | 9% |
| 8 | Alaska | 739,795 | 63 | 9% |
| 9 | Virginia | 8,470,020 | 695 | 8% |
| 10 | Arizona | 7,016,270 | 541 | 8% |
| 11 | Minnesota | 5,576,606 | 432 | 8% |
| 12 | South Carolina | 5,024,369 | 416 | 8% |
| 13 | Oregon | 4,142,776 | 316 | 8% |
| 14 | Connecticut | 3,588,184 | 270 | 8% |
| 15 | Illinois | 12,802,023 | 909 | 7% |
| 16 | New Jersey | 9,005,644 | 659 | 7% |
| 17 | Massachusetts | 6,859,819 | 479 | 7% |
| 18 | Maryland | 6,052,177 | 440 | 7% |
| 19 | Iowa | 3,145,711 | 216 | 7% |
| 20 | New Mexico | 2,088,070 | 145 | 7% |
Developmental Education Instructor job outlook: Expert opinions
Our panel of developmental education instructor experts
Clemson University
Virginia Polytechnic Institute and State University
University of Wisconsin-Stevens Point
Will there be an enduring impact of the coronavirus pandemic on Developmental Education Instructors?
Hunter Massey: Yes, the pandemic has forever changed the education system. Some of these changes are good. It has allowed students to become more tech-oriented. This will be helpful with the increase of high-tech agricultural jobs.
What will help Developmental Education Instructors increase their earning potential?
Hunter Massey: Willingness to work and work hard. We cannot provide enough graduates to these companies, huge opportunity currently.
Dwayne Edwards
Professor and Department HeadVirginia Polytechnic Institute and State University
Department of Biological Systems Engineering
What certifications/licenses/courses can have the biggest impact for Developmental Education Instructors?
Dwayne Edwards: As an academic engineering department, we prepare our graduates for licensure as professional engineers. This process formally begins with passing the Fundamentals of Engineering examination. This is a career enhancer, if not a requirement, for many of our graduates' career paths (e.g., consulting, design, government, military). Professional licensure might play a lesser role in success for other career paths, but licensure can nevertheless create and preserve options that will be available if needed. Our most important course is our senior-level capstone design course. This is a two-semester sequence that allows our graduates to progress from the problem identification stage to the prototype development stage through the creative process of engineering design. The course builds on successful teamwork and communication skills, pairs them with academic and industry-based mentors, and can serve as an excellent entry point into their first job after graduation.
What will help Developmental Education Instructors increase their earning potential?
Dwayne Edwards: A high level of competency in data analysis software (e.g., MS Excel) is a de facto prerequisite for engineering graduates. Additional competencies such as coding skills (in R or Python), design software (e.g., AutoCAD), geographic information systems (GIS), and hydrologic models (HEC-HMS, HEC-RAS, etc.) can be difference makers for getting that first job. My suggestion for a sustained trajectory of success would be to take advantage of all opportunities to improve communication skills and to gain management skills. Communication skills, both written and spoken, can be decisive in one's career. After all, it's not enough to have the right answer, one needs to be able to effectively communicate that right answer, as well as why it is right. And what happens to good engineers who are also good at communicating? They often find themselves on a managerial and leadership track, which requires a very different skillset. My advice would be to plan now for success, and build a foundation for successful management and leadership so that you'll be ready when the opportunity arises.
What are the biggest trends we'll see in the Developmental Education Instructor job market given the pandemic?
Michael Demchik Ph.D.: Demand for entry-level employees remains high, particularly in Urban Forestry/Commercial arboriculture and utility vegetation management. As observed in the construction/remodeling sector, the demand for services during the pandemic was remarkably high and unexpected. Retirements in local, county, state, and federal agencies will drive a continued demand for graduates. There is strong push to diversify the collective forest industry with a focus on creating and supporting innovative entrepreneurial endeavors. This could provide unique opportunities for graduates.
What technical skills for a Developmental Education Instructor stand out to employers?
Michael Demchik Ph.D.: By far, the most important soft skills are related to communication, both oral and written. Employers have strong preference for students with good time management and the ability to work with little or no supervision. While, not necessarily a soft skill, the willingness to be mobile (to move where the jobs are) strongly influences the speed of placement into their full-time jobs. There is a strong premium placed on "field-ready" foresters, those that require relatively low initial investment by the companies because the students have already attained the skills. In-field placement over the summers before graduation is strongly valued by employers and required by our program.