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Job outlook for faculties in the United States
Faculty job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected faculty job growth rate is 2% from 2018-2028.
About 5,400 new jobs for faculties are projected over the next decade.
Faculty salaries have increased 12% for faculties in the last 5 years.
There are over 175,580 faculties currently employed in the United States.
There are 21,142 active faculty job openings in the US.
The average faculty salary is $80,405.
Are faculty jobs in demand?
Faculty job and salary trends over time
Faculty jobs over time
Faculty job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 175,580 | 0.05% |
| 2020 | 174,195 | 0.05% |
| 2019 | 180,788 | 0.05% |
| 2018 | 170,795 | 0.05% |
| 2017 | 174,369 | 0.05% |
Average faculty salary over time
Faculty salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $80,405 | $38.66 | +4.3% |
| 2025 | $77,075 | $37.06 | +5.0% |
| 2024 | $73,376 | $35.28 | +1.8% |
| 2023 | $72,058 | $34.64 | +0.1% |
| 2022 | $71,968 | $34.60 | +2.2% |
Faculty jobs by state
Most common states for faculties
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 192 | 28% |
| 2 | Alaska | 739,795 | 129 | 17% |
| 3 | Virginia | 8,470,020 | 1,181 | 14% |
| 4 | Montana | 1,050,493 | 137 | 13% |
| 5 | Colorado | 5,607,154 | 673 | 12% |
| 6 | Oregon | 4,142,776 | 462 | 11% |
| 7 | Vermont | 623,657 | 64 | 10% |
| 8 | Kentucky | 4,454,189 | 385 | 9% |
| 9 | New York | 19,849,399 | 1,584 | 8% |
| 10 | Indiana | 6,666,818 | 524 | 8% |
| 11 | South Carolina | 5,024,369 | 408 | 8% |
| 12 | Pennsylvania | 12,805,537 | 844 | 7% |
| 13 | New Jersey | 9,005,644 | 665 | 7% |
| 14 | Maryland | 6,052,177 | 442 | 7% |
| 15 | Iowa | 3,145,711 | 233 | 7% |
| 16 | West Virginia | 1,815,857 | 120 | 7% |
| 17 | Rhode Island | 1,059,639 | 69 | 7% |
| 18 | North Carolina | 10,273,419 | 589 | 6% |
| 19 | Massachusetts | 6,859,819 | 428 | 6% |
| 20 | South Dakota | 869,666 | 54 | 6% |
Most common cities for faculties
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Bowling Green | 21 | 32% | $54,870 |
| 2 | Hamden | 14 | 23% | $93,533 |
| 3 | Elizabethtown | 6 | 20% | $56,612 |
| 4 | Newark | 6 | 18% | $55,280 |
| 5 | Coral Gables | 6 | 12% | $64,550 |
| 6 | Washington | 56 | 8% | $120,063 |
| 7 | Baltimore | 52 | 8% | $77,631 |
| 8 | Atlanta | 29 | 6% | $59,297 |
| 9 | Detroit | 37 | 5% | $81,859 |
| 10 | Des Moines | 10 | 5% | $59,392 |
| 11 | Boulder | 4 | 4% | $55,094 |
| 12 | Aurora | 7 | 2% | $54,876 |
| 13 | Los Angeles | 30 | 1% | $111,466 |
| 14 | Austin | 6 | 1% | $44,840 |
| 15 | Denver | 4 | 1% | $54,920 |
| 16 | Chicago | 11 | 0% | $62,119 |
| 17 | Phoenix | 7 | 0% | $72,355 |
Faculty job outlook: Expert opinions
Our panel of faculty experts
Tiffin University
Christopher Newport University
Northern Michigan University
College of the Marshall Islands
Skidmore College
Lehigh University
Grambling State University
Skidmore College
College of Charleston
Shaw University
University of Nebraska-Lincoln
Clemson University
Elmhurst University
Wright State University
Arkansas Tech University
Northern Seminary
Lafayette College
The University of Tennessee Knoxville
Oakland University
Washington University in St Louis
Dr. Stephanie Opfer
Associate Professor of English, Assistant Dean of the School of Creative and Media ArtsTiffin University
Visual And Performing Arts
What general advice would you give to a Faculty?
Dr. Stephanie Opfer: Because of the state of higher education in our country today, teaching in higher education can be a difficult field to break into. However, most colleges and universities still hire adjunct instructors (part-time instructors). Students shouldn't be afraid to teach as an adjunct for a while to get some experience and decide if teaching is for them.
What Faculty skills would you recommend for someone trying to advance their career?
Dr. Stephanie Opfer: Flexibility and adaptability will be the biggest skills instructors will need. The state of higher education is changing, and the 'ivory tower' is going away. Colleges and universities are starting to focus more on career-oriented programs, which include practical and application skill sets. In order to stay relevant, the focus of humanities classes like art and film should be on teaching students analysis, synthesis, and other critical-thinking skills. The content becomes less important and becomes only the vehicle for teaching these skills.
What will help Faculties increase their earning potential?
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.
What general advice would you give to a Faculty?
Dr. Mike Levine: In the next 3–5 years, I anticipate that research will be expected that explores more interdisciplinarity; owing both to intellectual trends in the academy, and to an ever-shrinking job market, which means that more will be demanded by less people. As well, you will be expected to be an expert in the exciting, interesting research niche that you have found and written about in your dissertation; but also quite knowledgeable about a broad range of information applicable towards teaching large general education (GE) classes filled with non-major students. Expertise in both of these areas will make you more competitive and give you a broader network to work with.
What Faculty skills would you recommend for someone trying to advance their career?
Dr. Mike Levine: Academia is most definitely not a career for those that want to get rich quick. It can take 5–6 years before your salary really starts to pick up steam (getting tenured, in other words). To get tenure: publish, publish, publish, while teaching and mentoring. Do some service to your department or college as well, but not so much that you get burnt out. As in any career, being seen and working with other people in your discipline, school, and area is key. So go to as many conferences as you can find funding for, and meet and work with as many people as you can. The 'cultural currency' you'll get from these interactions will come a lot sooner than actual currency will, but in academia, these two areas are often one and the same.
What will help Faculties increase their earning potential?
Dr. Mike Levine: My advice would be to keep an open mind in terms of the kind of early career job you will get: lecturer, adjunct, and visiting assistant professor positions are each helpful springboards towards landing an assistant prof role. So, if you don't immediately land an assistant prof position following graduation, don't get discouraged! As well, you might have to move around a bit. Like the military, it is rare that you'll find an academic job in your own backyard. So be prepared to pick up and move to where your next gig takes you.
What general advice would you give to a Faculty?
Juan de la Puente Herrero: - As precarious as things are looking for people from my generation, the fields of Romance Languages and Linguistics have an advantage that has gotten me out of more than one financial distress: they are incredibly versatile. If you acquire the necessary skills for it (and don't skip the step of actually learning them, please), you can quickly pick up different 'side hustles' that require minimal infrastructure. However, the idea of turning them into your main source of income could quickly become flimsy and unstable. You don't want to be the person who relies solely on occasional students to tutor, translations to complete, or texts to proofread.
If you do want to maximize your salary potential in this field with a single source of income, you are going to have to deal with a tremendous amount of bureaucracy, technical requirements, and elitism. If your dream profession in this field involves teaching and being financially stable, you probably want to look into getting a PhD. In order to get there, you need to carefully study how willing you are to remain broke for a few years, even though there isn't a tenured job assured at the other end of the tunnel. On a brighter note, I have met lots of lecturers in higher education who enjoy a comfortable salary and a peaceful work life, but in order to get there, most of them had to suffer through multiple precarious contracts and on-and-off appointments, which are very stressful situations to be on, specially for non-citizens like me.
I hope that my answers don't discourage anyone from getting into this field. I just described the ugliest parts of working in it, but I would be more than happy to dedicate double the words to explaining the things that I enjoy about working with languages and Linguistics.
What Faculty skills would you recommend for someone trying to advance their career?
Juan de la Puente Herrero: - I hate to even bring up the term, but you need to find a way to make yourself stand out among the masses who rely on A.I. to do their work. Re-learn how to string your words and ideas in a way that makes sense to you and your readers and that sounds natural. This could apply to cover letters and essays, but also simple emails, translations and in-class activities. Sadly, one of my main concerns in the workplace these days is the constant presence of artificial intelligence in everything we do. I can't predict the future, but I can definitely say that there is currently a race between professors, students and ChatGPT to see who can outsmart each other, and everyone is giving it their all. It sounds ironic, but the only way to stand out is to rely on the quality of your own work, have trustful sources, and good research skills.
What will help Faculties increase their earning potential?
Juan de la Puente Herrero: - This may not be a secret to anyone, but you need to reach out and talk to as many people as you have the energy for. I feel like people underestimate how competitive languages and linguistics can be in the professional world, so the more you know about how others 'went through it', the easier it will be for you to take the punches when they come. And they will come!
I also want to mention how I am younger compared to most of my colleagues (I'm 24), but I have noticed that there is a pattern among the professors who tend to be more popular inside and outside of the classroom: all of them have interests (not necessarily academic) that they pursue in their free time, and it does not matter what it is exactly; cooking, literature, acting, music... I think that it is extremely important to 'feel like a student' on a regular basis in order to let your students know that they are not the only ones making mistakes on a regular basis: you do, too. I don't think that this is an attitude that you can fake.
What general advice would you give to a Faculty?
Alexander Velasquez: My general advice to any graduate beginning their career in their field is to continue to learn and be a student of your craft. Be open to learning new things because you never know how they will improve your skills and qualifications. For example, I am currently learning video editing. I never thought I would bother to learn video editing, but it makes me a more versatile instructor being able to give students the option of doing video projects, combining and editing them, and having a digital record of what students have learned in the classroom. And given the rise of online learning, it's important nowadays to be an effective instructor both in the traditional in-person format and within the digital landscape.
What Faculty skills would you recommend for someone trying to advance their career?
Alexander Velasquez: I think that in the next three to five years the most important skills to have—and I mean this—will be critical thinking and imagination. This may sound a bit outlandish, and maybe even a bit naive, but hear me out: Artificial intelligence is making strides to the point where papers are writing themselves with simple instructions, videos are generating themselves with simple instructions, and software is beginning to write itself; and all this has been happening within the last few years. We may begin to see that in the next three to five years, once coveted programming jobs could become automated. Now, what I'm *not* saying is don't go to school for computer programming; but what I *am* saying is that the nature of work and employment *is* changing. For example, if you and and AI are making a video, and both of you have the same script, same voiceover, and so on, the only thing separating your final product from the AI's is the way you *think and imagine*, the perspective that you have as someone who can think critically about the information and lay it out in a visually appealing manner. AI can't do that—at least not yet—because it simply spits out the information it's given. But critical thought, metalevel thinking about information, is what will be one of the most important assets to have in the coming three to five years.
What will help Faculties increase their earning potential?
Alexander Velasquez: I think everyone should look into their career fields and find out what it is that makes you more valuable in that field. Are there any certifications that you can get? What is it that you need to know or learn that companies will find valuable? Much can be learned online, so pick up as many of those skills as you can, and make sure they're on your resume or CV. I believe all those things could maximize salary potential, especially when starting out.
Aurelie Matheron
Assistant Professor of FrenchSkidmore College
Romance Languages, Literatures, And Linguistics
What Faculty 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).
Dr. Floyd Beachum
Bennett Professor of Urban School LeadershipLehigh University
Educational Administration And Supervision
What general advice would you give to a Faculty?
Dr. Floyd Beachum: When starting your career as a new faculty member, you should first try to negotiate as high as
possible when taking your first position (be reasonable of course). This does not mean ask for
the same salary as the dean, but rather look up that institution or comparable institutions and
negotiate towards the high end of what new faculty members make. Also, if a college or
university cannot give you salary (actual dollars), try to negotiate for start-up funds. These are
college/university accounts that spend a lot like real money but they can be used for travel,
hardware, software, student support, etc.
What Faculty skills would you recommend for someone trying to advance their career?
Dr. Floyd Beachum: This advice would be for a recent graduate of a doctoral program who is interested in pursuing
a career as a faculty member at a college or university. Three quick pieces of advice I would give
include: get organized, get focused, and get moving. Get organized in terms of getting all of
their materials together as they embark upon a new position or as they look for a position. They
will need to have easy access to relevant documents, official paperwork, files, and/or work
products. Organization is the key to a better work flow. Get focused in terms of having the right
mindset to be successful as an academic. This requires that the person work diligently to
develop a research agenda in which they will have to publish articles, books, book chapters, and
present their research at academic conferences. Two major conferences in educational
leadership are the annual meeting of the University Council of Educational Administration
(UCEA) and the American Educational Research Association (AERA). Focus also includes
teaching various courses in educational leadership. It will take a considerable amount of time to
plan, read, coordinate, teach the course, and continuously learn while teaching. Focus also
means getting used to serving on various department, college, and/or university committees.
Service work helps evenly distribute work loads to help accomplish the goals of that college or
university. The last step, is get moving. This means that once the preliminary steps are taken,
then the person should be very purposeful as they go about doing all of the things mentioned
here. There is no time to waste because a person in the role of a new faculty member usually
has about three years before their first big review and six years before they must go up for
tenure and promotion. These decision points are high stakes because if they are productive,
then employment continues, if they are not productive, specific improvement advice can be
given and/or employment can be terminated.
What will help Faculties increase their earning potential?
Dr. Floyd Beachum: In the next three years, professors of educational leadership should look to develop skills in the
areas of technology, problem-solving, and diversity awareness. Technology, including the
proliferation of artificial intelligence (AI) will surely transform the overall career landscape. In
educational leadership, faculty members should develop skillsets that will enhance their
understanding so that the technology can better support their teaching and research
endeavors. The skill of problem-solving is universal. For educational leadership professors, this
skill will better align them with the real-world issues that their students face. Being a better
problem-solver will also help build credibility with their students as well as practicing
administrators who sometimes call on professors for advice or consul. Diversity-awareness is an
important skill because the demographic landscape in the United States will become more
diverse. It is counter-productive to try and ignore, downplay, or refute this fact. School leaders
who recognize and prepare themselves to deal with diverse communities will be much better
off than those who choose not to engage.
What are the biggest trends we'll see in the Faculty job market given the pandemic?
Dr. Cheyrl Ensley: The demand for teachers is still prevalent. Virtual job fairs and interviews are the current trends. Additionally, employees are looking more at the candidate's knowledge and comfort level with online teaching and using technology to impact student learning.
What Faculty skills would you recommend for someone trying to advance their career?
Dr. Cheyrl Ensley: Training to be essential is critical. Increasing skills in using technology are necessary. Keeping students engaged and actively learning through technology is a crucial tool that will be extremely important to a teacher, whether teaching in person or virtually. Additionally, the gap year should be used to identify an area of interest for work. Once the site is specified, the graduate should build professional relationships and learn the site's culture.
What general advice would you give to a Faculty?
Dr. Cheyrl Ensley: Flexibility is important. The graduate must be prepared and flexible! The graduate must be prepared to teach effectively and efficiently, regardless of the delivery method and flexibility regarding reporting to the school or working from home. Be prepared and accepting of the fact that what is required of you may change unexpectedly. In this age of uncertainty, the graduate must be flexible enough to perform as needed and remain focused on student growth.
What experience really stands out on Faculty resumes?
Tillman W. Nechtman Ph.D.: In my home department, we've tried to stress that students need to ask themselves how they plan to tell their own story - how they want to present themselves - when they leave the college and head out on the job market. That's a personal question, one only the student can answer, and the answer shapes the things that a particular student will want to put on a resume. For instance, if you wanted to go to graduate school, we'd all suggest that you take the Thesis in History and put in the full-year work on a single research project.
That way, in your cover letter (and never underestimate the value of the cover letter as a tool for guiding potential employers through your CV and your other materials), you can narrate the work you did there. If you think your goal is to work in a museum setting, you should consider taking our class in Public History. That is a course that does a lot of directed research too, and it can span a year as well. But, it's a course that partners students with local public history institutions so that students get first-hand experience mobilizing historical research within a museum or institution of that sort. The key is for students to think about the story; they will tell potential employers. What are the things you did - that unique combination of courses and experiences - that make you stand out against the broader pool of applicants? How will you write that story in a cover letter so strong that nobody reading it will miss that you are the one candidate for the position? Be bold here. Make it clear. You stand out from the pack. Yes, perhaps other have taken a more traditional path to a specific job, but if that employer or graduate program wants somebody who can think outside the box or who brings in a different set of skills that just might shake things up in a positive way, well, make sure they know you're their candidate.
What type of skills will young Faculties need?
Tillman W. Nechtman Ph.D.: When it comes to skills young graduates need, I will speak specifically to the field of History. It's always been the case that History Majors do well in the job market. Now, to be sure, there is the temptation to limit the scope of what jobs we imagine a historian can do. Career Service Offices sometimes think that History Majors teach, work in libraries, and archives, maybe a museum, and that is about it. The fact is that it's not uncommon to find CEO at Fortune 500 companies who were History Majors as undergraduates.
Presidents. Media personalities. Lawyers. Judges. You name it. History Majors are everywhere, and I think I know the reason. History Majors learn to take lots of data - and we're omnivorous about what we call data - and we synthesize it. We give it two frames. First, we weave it into a narrative form, a story, if you will. Second, we give that narrative analytical meaning. We offer a thesis or an argument about the content we're sharing. Those are vital skills. The ability to walk people through data and to help them understand your analysis of that material. What field wouldn't appreciate that set of capabilities? And, I think that explains why History Majors tend to do so well in a host of fields and professions. I don't foresee that that will change in the future.
Will there be an enduring impact of the coronavirus pandemic on Faculties?
Tillman W. Nechtman Ph.D.: I do think that we'd be mistaken to think that there won't be a lasting impact from this pandemic on those who graduate while it is ongoing. Economically, there will be ripples for some time. That seems obvious. But, there are other issues to consider too-psychology, for instance. Seniors in the graduating class of 2019 did not get a graduation ceremony to mark that pivotal moment in their lives and in their learning. That's a loss. It needs to be recognized as such. And, it's but one example of the kind of losses we're all experiencing and which we all need to recognize. There is grieving that will need to be done once we've passed through the emergency of this pandemic.
For those who can make a comparison, the pandemic is not unlike getting a dramatic and life-altering medical diagnosis. It changes you. You don't just go back to being who you were before. Of course, History teaches us to appreciate that - the way life is an ongoing journey. Each step makes us a different person than we were before. To reflect more on the economics of this and the specifics of the job market, though, I would say that the pandemic has pushed a number of graduates that I know from last year back home to their parents' houses. Even those who have been fortunate enough to secure work have jobs that are remote right now, and rather than settle in near their jobs, and folks have opted to go home, hunker down with the family, and work from their old bedrooms. Those are the fortunate ones. I know many graduates from last year who did not secure work, and, in that way, I compare the class of 2019 to those who graduated during the Great Recession and struggled through that economic turmoil. Within the academy, hiring freezes will certainly hurt those with Ph.D.'s who are on the market. There simply aren't jobs right now. At my institution, we're still not even certain we can hire people on a temporary basis to replace colleagues going on sabbatical next year. Those sorts of decisions would have been made months ago in normal times. It's hard for me to imagine that that sort of dislocation won't cause economic and career ripples across time.
Will there be an enduring impact of the coronavirus pandemic on Faculties?
Dr. Phyllis G. Jestice: It's hard to imagine that there WON'T be an enduring impact of the pandemic. For History graduates, the worst of it is likely to be that two graduating classes will essentially be entering the job market at the same time---the 2020 graduates as well as the 2021 graduates---increasing competition. Many graduates, especially people coming out of a strong public history program like CofC's, have had many of their typical entry-level jobs essentially vanish for the better part of a year (coming back soon, I hope!)---museum work, park service work, historical societies, and so on. For non-history-specific jobs, where History majors are at an advantage (jobs that require good critical thinking and people skills), the market seems likely to bounce back more quickly.
What type of skills will young Faculties need?
Dr. Phyllis G. Jestice: The most important skill a History degree teaches has is critical thinking and writing, and those are skills that remain valuable for most of the white-collar workforce in this country.
What experience really stands out on Faculty resumes?
Dr. Phyllis G. Jestice: The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought.
What type of skills will young Faculties need?
TaVshea Smith: As a professor of education, I have noticed that there are a variety of skills that young graduates will need to enter the workforce. Young graduates should collaborate with others by building collaborative relationships that represent diverse cultures, lifestyles, races, genders, religions, and viewpoints. It is essential for young graduates, who enter the teaching profession, to be able to work in a team structure and know-how to manage conflict. The pandemic has shown us that technology is critical in education. As teachers, young graduates should know existing digital technologies and demonstrate significant adaptability to new technologies to integrate into their design of lessons and curriculum content. Young graduates must have a strong work ethic, demonstrate personal accountability, and establish effective work habits.
Are there any particularly good places in the United States for Faculties to find work opportunities?
TaVshea Smith: As an educator, graduates should be able to find many work opportunities to teach. The pandemic has highlighted the need for educators to share their immense talent with students and key stakeholders.
How do you envision technology impacting Faculties in the next 5 years?
TaVshea Smith: Technology will play a vital role in education in the next five years. The pandemic has changed the way educators think about teaching learners and interacting with families and colleagues. Educators will need to learn various instructional methods of engaging with learners, enhancing instructional practices, and using digital tools ethically and efficiently to create assignments, complete tasks, solve problems, and effectively teach students.
What experience really stands out on Faculty resumes?
Suzanne Kemp Ph.D.: Any work or volunteer experiences that they have had with students with disabilities. All of the graduates will have the same school experiences, and if they don't have anything else, they don't stand out from their peers. Additionally, they have to know that principals and professional school talk, so they have to do a great job in their in-school experiences, so their names are remembered and shared.
What Faculty skills would you recommend for someone trying to advance their career?
Suzanne Kemp Ph.D.: They need to stay engaged in some level of working with people with disabilities. If they do something that isn't relevant to the field, they won't be as marketable as a new graduate.
What technology do you think will become more important and prevalent for Faculties in the next 3-5 years?
Suzanne Kemp Ph.D.: All of the apps that assist with online learning. These change all of the time, and they have to be adapted to finding new apps that engage the student who may be learning at a distance, and hopefully, they can be integrated into in-person learning. Students graduate knowing how to use computers and now Zoom, but learning all of the available apps doesn't occur to the level it is now needed.
Bo Clements
Lecturer of American Sign LanguageClemson University
Department of Languages
What experience really stands out on Faculty resumes?
Bo Clements: 1) teaching ASL included four parts: Educational background, Teaching background, Professional Development evidenced with hours, and Deaf Community Service. 2)Degrees (Must have MA or higher). 3) ASLPI score of 4 or higher, SLPI: ASL rating of Advanced Plus or higher or other proficiency interviews approved in the future. 4) List of courses you took to teach ASL - ASL Literature, ASL Linguistics, Deaf Culture/Deaf Community, Teaching Methods (ASL or Foreign Language), Assessment Tools, and Curriculum Development or Language Acquisition. Hold certification of American Sign Language Teachers Association, Inc. Also, show your expertise in using technology, such as the ZOOM platform, plus know how to edit a video, etc.
How do you envision technology impacting Faculties in the next 5 years?
Bo Clements: There will be changes nonstop that impact this field in the general classroom and outside of the school of social media during the next five years. Some say there will be an explosive booming for technology products and smart devices for video platforms for teaching jobs and video relay services and more ASL access between Deaf or Hearing to work with Deaf/Hearing clients.
More Deaf people work from home and some own businesses via ASL access through video relay services and using video conference platforms. We need an expansion of technology to provide training to educate doctors, nurses, administrations, lawyers, etc., learn how to use robotic mobility style with a monitor that shows a live interpreter to communicate with Deaf consumers on the spot. It costs a low rate compared to waiting for a community interpreter to come. We should have a choice, to request to have a robotic live interpreter or/and a community interpreter.
It is an excellent opportunity to create new jobs for ASL students to work with video phone corporations, wireless corporations, online and streaming innovations, and applications for smartphones and smart computers to bring out a better partnership with colleges/universities ASL programs and internships.
Will there be an enduring impact of the coronavirus pandemic on Faculties?
Bo Clements: Pandemic during life after Graduation is very obviously tricky. Look at the unemployment rates. Millions of job positions are in a freeze. No jobs out there. A positive note that a student has a degree in American Sign Language with specialization in Interpretation Education & Training, Wireless Technology, or Development & Innovative of Social Media allows working from home to create thousands of online jobs - Teaching, Marketing, Engineering, Spectrum of Technology, and many more.
We cannot remove our masks, making it so difficult to communicate, as it's hard to read people's lips. That is the number 1 communication barrier for all of us. We cannot be close or touch each other in a public place, even at work, to communicate in person. That makes it so difficult to find jobs.
What are the biggest trends we'll see in the Faculty job market given the pandemic?
Tim Engstrom: The pandemic has shifted consumer purchasing to eCommerce, increasing the labor demand in distribution and delivery. The current capacity to handle this shift is constrained, impacting the flow of goods and cost structures. Businesses diligently transform their traditional businesses to support this shift while analyzing if they will stay in the long term or convert back to conventional norms.
What technology do you think will become more important and prevalent for Faculties in the next 3-5 years?
Tim Engstrom: Automation in processing orders in distribution centers, contactless shopping, and autonomous delivery vehicles. The constraints in the infrastructure and labor will drive this shift in processing the work.
Will there be an increase or decrease in demand for Faculties in the next 5 years?
Tim Engstrom: The pandemic has placed Supply Chain into everyday conversations with the general public due to product availability challenges. Improving product flow is challenging traditional supply chain solutions, increasing the demand for supply chain professions. It is a great time to be in the field of the supply chain.
What general advice would you give to a Faculty?
Dr. Karla Huebner Ph.D.: Grads in art and art history need to be very flexible in their job search, as positions in these fields for people with the BA and BFA are often hard to get and low in pay. That is not to say students should not pursue these fields. Still, they should be open and creative in job searching--be available to positions that seem less in the field or contingent to it, in areas like library science, graphic design, arts journalism, etc. Graduate degrees can improve job prospects, but the same caveats apply.
What technology do you think will become more important and prevalent for Faculties in the next 3-5 years?
Dr. Karla Huebner Ph.D.: Have no idea about technology for the future.
How would you rate the starting salaries for Faculties, 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 are the biggest trends we'll see in the Faculty job market given the pandemic?
Sam Strasner: The New York Times reported, early in the pandemic, that 36,000 journalism jobs had been lost in the United States. Poynter observed that later in summer 2020, that figure does not account for freelancers and others who count on their journalism skills supplement their regular income. The rate at which those jobs return and the quality of the opportunities will most likely reflect the pandemic's overall economic recovery. A more robust economy will allow for more advertising expenditures by companies and more subscriptions by consumers. Through it all, the quality will remain paramount. Those who can tell compelling and accurate stories that resonate with an audience will gain access to the best career options.
What technology do you think will become more important and prevalent for Faculties in the next 3-5 years?
Sam Strasner: It will be fascinating to see if the pandemic convention of Zoom-style interviews becoming permissible for broadcast television and internet news websites will carry over in a post-pandemic world. If it does, distance technology interviews will open up a cost-efficient way to access a much greater variety of sources, stories, and content. I hope that is the case.
Will there be an increase or decrease in demand for Faculties in the next 5 years?
Sam Strasner: I think it depends upon how one defines the field. The data says we are in the middle of a 10-year period that will see a 10.1 percent decline in journalism jobs. I noticed that trend early in my career and pivoted to public relations. Our society needs journalists. It is essential that we have people who are willing to, and have the skills necessary to, do real reporting. I believe there will always be a need for that. The question is how prevalent that need will be. As a result, my recommendation to someone pursuing a journalism degree today would be to focus their electives in some combination of digital marketing, public relations, or another closely related field based on communication. That subtle diversification in skills could be the key to a new graduate getting that first job and beginning a career journey toward whatever their ultimate dream might be.
What are the biggest trends we'll see in the Faculty job market given the pandemic?
Rev. Tracey Bianchi: In pastoral ministry, the pandemic has forced many religious institutions and organizations to deliver worship and other elements of spiritual practice online. How faith-based communities do everything from weddings to funerals to worship services has shifted online. While churches and other religious gatherings must continue to employ pastors and still need ordained leaders, the job market has shifted to favor those who also have skills in producing and creating rich online content. Churches with resources are now pivoting to hire content managers and production teams who can help shape and craft meaningful online content that is easy to deliver.
What technology do you think will become more important and prevalent for Faculties in the next 3-5 years?
Rev. Tracey Bianchi: It is likely that once the pandemic ends, doing church at home will remain an option for millions of people of faith. As the epidemic goes on, families and communities have become comfortable with the flexible, on-demand church option. It may be hard to get many of them back into the pews once it is safe to return to worship. The technology to support this reality will be necessary for the foreseeable future. Career options in production, streaming, and recording will be more prevalent in religious organizations than in the past.
What general advice would you give to a Faculty?
Karina Skvirsky: Don't worry if you don't yet know what you want to be when "you grow up." Allow yourself to try different jobs to figure it out.
What technology do you think will become more important and prevalent for Faculties in the next 3-5 years?
Karina Skvirsky: That's hard to predict! I believe Facebook will become dated, and no one under 30 will be using it in the future.
How would you rate the starting salaries for Faculties, as well as the prospects for salary advancement?
Karina Skvirsky: Art careers are not known to pay well, but they produce enough and can be very satisfying for the mind and the soul.
Dr. Misty Anderson Ph.D
Department Head, English, Affiliate Professor of Theatre and Religious Studies, President, Tennessee University Faculty SenatesThe University of Tennessee Knoxville
College of Arts and Sciences
What type of skills will young Faculties need?
Dr. Misty Anderson Ph.D: When they tell us, we believe businesses are looking for people who can write well, think critically, be creative, and research ideas. That's precisely what English majors do. But they also bring a strong sense of empathy that comes from reading literature and from thinking about point of view when they write. Our ability to understand one another is crucial to democracy and the success of various fields, from medicine to marketing, to entrepreneurship, and honestly, everything.
Are there any particularly good places in the United States for Faculties to find work opportunities?
Dr. Misty Anderson Ph.D: And as long as Tennessee continues to expand broadband access, those jobs can be anywhere. We're incredibly excited when we hear about young people returning home or moving into small towns where they can run businesses and work remotely.
How do you envision technology impacting Faculties in the next 5 years?
Dr. Misty Anderson Ph.D: No one knows precisely what the future jobs will look like, but every indication is that the best ones will involve writing and communicating at a distance. We talk about how English majors have "robot-proof" futures. That human touch, through sound, honest communication, is irreplaceable.
Robert Anderson
Associate Professor & Department ChairOakland University
Department of English
Will there be an increase or decrease in demand for Faculties in the next 5 years?
Robert Anderson: Contrary to what many media reports say, the demand for graduates in English is pretty high. Like most degrees in the liberal arts, a degree in English can take a graduate to almost any field. English is not a professional program designed to prepare students for a specific career. In contrast, English majors learn skills that will transfer to almost every field. English majors learn to write carefully and read critically. Several years ago, we had a student graduate who got a job with a firm that manufactures parts for companies that supply parts to automakers. He got the job because of an internship he had as an undergraduate. His career was to take in reports from their client companies, about the parts they made, read them, and produce digested reports for the company's engineers. It may be surprising to hear that engineering and manufacturing firms would value the skills an English major would have, but most companies need people who can write clearly. He was so effective at his job that the companies he worked with wanted him to come work for them.
I tell my students that studying poetry can help them be critical thinkers in other contexts. Learning to work with metaphors, for example, develops students' abilities to find similarities between things where most people see only differences-and differences, where others find only differences (this is an idea I got from the British Romantic poet William Wordsworth). This kind of critical thinking can be beneficial. What is more, English majors learn how to research. They have to find sources relevant to a particular project, read and digest their findings, and integrate them into their writing.
Are there any particularly good places in the United States for Faculties to find work opportunities?
Robert Anderson: We have had graduates find work in a wide range of places-running social media for radio stations, working with the Detroit Pistons, the FBI, libraries, advertising agencies, large multinational corporations, editing and publishing, teachers, and law firms-indeed, I think it would be hard to come up with an industry where an English degree couldn't take you. Sometimes, the biggest obstacle facing English graduates is that their degree opens so many paths that they don't know which way to go. When students come to me to ask for career advice, I tell them to think about the kind of environment they want to work in-the sort of physical workplace, the environment, the sector-and then, do some research to find what employers in those places look for, and find ways to show that the things they have learned can meet those expectations.
What type of skills will young Faculties need?
Catherine Dunkin: A public relations career offers challenge, variety, and a unique chance to combine strategy and creativity to accomplish business objectives. Some critical competencies include:
Communication Skills:
- Writing
- Speaking and oral presentations
- Research
- Traditional and social media
- Active listening
- Relationship-building
- Speaking and oral presentations
Business Acumen:
- Critical thinking, problem-solving, decision-making
- Time management and ability to prioritize/meet deadlines
- Adaptability
- Data gathering and analysis
- Strategic planning
- Awareness of the global impact
- Entrepreneurial and consulting approaches
Creativity and Design Skills:
- Graphic design and data visualization
- Ability to produce useful materials from documents to presentations to online blogs, newsletters, websites, etc.
Are there any particularly good places in the United States for Faculties to find work opportunities?
Catherine Dunkin: Graduates who can combine healthy critical thinking and communication skills should find positions available nearly anywhere they would like to live and work. They will find growth areas in healthcare, management consulting, technology, and operations/supply chain.
Graduates have an opportunity to think carefully about and pursue rewarding careers in line with their personal goals, values, and geographical preferences. They may consider entrepreneurial start-ups, local nonprofits with compelling community missions, or larger management consulting firms and corporations offering global clients and projects exposure.
How do you envision technology impacting Faculties in the next 5 years?
Catherine Dunkin: Technology will continue to transform the public relations professional's job over the next five years. Today's professional will continue managing with a dramatically reduced number of traditional media outlets and an ever-increasing array of social media platforms, all with 24/7 deadline requirements.
To grow as leaders and trusted advisors to business executives, public relations professionals must continue to understand how to use data and technology in developing strategies, messages, and plans to engage sophisticated stakeholders. Technology will help measure results and show the impact of public relations efforts, which will continue to be critical in showing value and implications for their organizations.