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Job outlook for history instructors in the United States
History instructor job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected history instructor job growth rate is 12% from 2018-2028.
About 159,400 new jobs for history instructors are projected over the next decade.
History instructor salaries have increased 7% for history instructors in the last 5 years.
There are over 13,320 history instructors currently employed in the United States.
There are 24,654 active history instructor job openings in the US.
The average history instructor salary is $54,541.
Are history instructor jobs in demand?
History instructor job and salary trends over time
History instructor jobs over time
History instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 13,320 | 0.00% |
| 2020 | 14,653 | 0.00% |
| 2019 | 15,069 | 0.00% |
| 2018 | 14,696 | 0.00% |
| 2017 | 15,133 | 0.00% |
Average history instructor salary over time
History instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $54,541 | $26.22 | +2.3% |
| 2025 | $53,321 | $25.64 | +0.8% |
| 2024 | $52,910 | $25.44 | +2.6% |
| 2023 | $51,562 | $24.79 | +1.2% |
| 2022 | $50,945 | $24.49 | +3.5% |
History instructor jobs by state
Most common states for history instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 497 | 9% |
| 2 | Wyoming | 579,315 | 52 | 9% |
| 3 | South Carolina | 5,024,369 | 393 | 8% |
| 4 | Montana | 1,050,493 | 79 | 8% |
| 5 | Georgia | 10,429,379 | 730 | 7% |
| 6 | Virginia | 8,470,020 | 619 | 7% |
| 7 | Oregon | 4,142,776 | 277 | 7% |
| 8 | Delaware | 961,939 | 66 | 7% |
| 9 | Alaska | 739,795 | 51 | 7% |
| 10 | North Carolina | 10,273,419 | 663 | 6% |
| 11 | New Jersey | 9,005,644 | 470 | 5% |
| 12 | Massachusetts | 6,859,819 | 318 | 5% |
| 13 | Maryland | 6,052,177 | 285 | 5% |
| 14 | Iowa | 3,145,711 | 161 | 5% |
| 15 | Nevada | 2,998,039 | 139 | 5% |
| 16 | North Dakota | 755,393 | 37 | 5% |
| 17 | Vermont | 623,657 | 31 | 5% |
| 18 | California | 39,536,653 | 1,688 | 4% |
| 19 | Utah | 3,101,833 | 130 | 4% |
| 20 | Rhode Island | 1,059,639 | 46 | 4% |
Most common cities for history instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Lakewood | 1 | 1% | $54,284 |
| 2 | Washington | 1 | 0% | $64,594 |
History Instructor job outlook: Expert opinions
Our panel of history instructor experts
College of the Marshall Islands
University of Kentucky
University of Arkansas at Monticello
Minnesota State University, Mankato
Saint Mary's College
Southern Connecticut State University
Macalester College
University of Houston - Downtown
The University of Alabama
Louisiana State University at Shreveport
California State University, Northridge
Angelo State University
Concordia University
Grand Valley State University
Pennsylvania State University Altoona
Appalachian State University
University of Oregon
Arizona State University
University of Kansas
Indiana University - Purdue University Indianapolis
What general advice would you give to a History Instructor?
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 History Instructor 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.
Eladio Bobadilla Ph.D.
Assistant ProfessorUniversity of Kentucky
History, Latin American, Caribbean, and Latino Studies
What skills stand out on History Instructor resumes?
Eladio Bobadilla Ph.D.: History instructors should be able to formulate and pose thoughtful questions, write instructive and thought-provoking lesson plans, communicate clearly and effectively, and assess student work fairly and constructively. A good history instructor should also think empathetically not only about the past and the teaching material but also about the way students approach questions about the past. And of course, history instructors need to be good writers and teachers.
What soft skills should all History Instructors possess?
Eladio Bobadilla Ph.D.: In my opinion, empathy is the most important soft skill for a historian or history instructor. Teaching and writing about the past, at its core, is about being able to put oneself in a different time, place, and context and interpreting the world from that perspective. Being able to make sense of change over time also requires a great deal of empathy in order to understand who and what drove social, political, and economic change. Context, critical to history, can only be understood through empathy.
What hard/technical skills are most important for History Instructors?
Eladio Bobadilla Ph.D.: Writing skills are essential. A good historian must be able to communicate with other specialists and non-specialists alike and to write educational, accessible, and nuanced material for public consumption.
What skills will help History Instructors earn the most?
Eladio Bobadilla Ph.D.: Increasingly, history teaching and writing includes substantial knowledge of and engagement with new technologies and tools. Having both soft and hard skills will be invaluable in the future, as historians combine old methods with new technologies. While the ability to research, to write, and to communicate the significance of context and change over time will always be the core skills needed by historians and history instructors, other skills such as mapping skills, data, and statistical analysis, and user experience knowledge will be a plus in the future and will help people with those skills earn more.
Clinton Young Ph.D.
Professor of History, Interim Dean of Social and Behavioral SciencesUniversity of Arkansas at Monticello
School of Social and Behavioral Sciences
What skills stand out on History Instructor resumes?
Clinton Young Ph.D.: History graduates should be strongest when it comes to the ability to research complex issues, from crafting arguments supported with concrete factual evidence to having highly developed critical thinking and writing skills. These should all be honed in history courses students have taken in college. Students who have taken World History classes, in particular, should also have the cultural competence and sensitivity to adapt and thrive in an increasingly globalized economy with colleagues from around the world.
What soft skills should all History Instructors possess?
Clinton Young Ph.D.: Above all, history should have developed the ability to write clearly and effectively from all the papers they have had! They should also be effective oral communicators since many classes will have involved discussion and debate. And students should have the ability to work independently and manage to meet deadlines since most classes require these traits as well.
What hard/technical skills are most important for History Instructors?
Clinton Young Ph.D.: All history students should be able to do in-depth research-not mere Googling on the Internet, but using library databases, specialized search engines for Internet archives, and possibly even archival catalogs to find material. One would certainly hope that with all the papers they have written, history graduates would have an intimate knowledge of word processing programs.
What skills will help History Instructors earn the most?
Clinton Young Ph.D.: Virtually every history student will have written one-if not many-of the dreaded assignments we call "research papers." This requires students to independently conceive of a project, determine how to approach it, do the necessary research to find evidence and data, write it up clearly, and present it to an audience. This sort of higher-level conceptualization and thinking, along with the ability to find specialized data and work independently, should allow history majors to advance to positions with great responsibility (and thus, hopefully, with great paychecks). The study of history does not just prepare students to find a job at graduation-it will prepare them for an entire career.
Mark Bowen Ph.D.
Associate Professor of Soil Geomorphology and Physical Geography, Co-Director of the Earth Systems Laboratory, and Graduate Program CoordinatorMinnesota State University, Mankato
Department of Geography
What skills stand out on History Instructor resumes?
Mark Bowen Ph.D.: Students with practical experience applying their geographic knowledge stand out as excellent candidates for jobs. Those experiences can include internships/job experience, participating in research projects with faculty, conducting an independent study, serving in their department as a teaching assistant or tutor, or other similar experiences. Students that have given presentations at a conference or received grants/scholarships also stand out because it shows that they have strong oral and written communication skills. In addition, strong quantitative, analytical, and fieldwork skills are important for modern geographers in the context of our digital world.
What soft skills should all History Instructors possess?
Mark Bowen Ph.D.: Being able to work not only independently but also as part of a team is essential. Geography is a diverse field of study, and no one can be an expert in everything, so geographers often work on a team of professionals with a range of expertise. As such, geographers need strong communication skills because team members or supervisors are often non-geographers, so you need to be able to convey technical information in an understandable way. Geographers also work to address complex problems in a variety of settings. Consequent, critical thinking, integrating multiple datasets, and problem-solving skills are essential.
What hard/technical skills are most important for History Instructors?
Mark Bowen Ph.D.: Geographers must be able to collect, analyze, and present geographic data. Physical geographers primarily collect data through fieldwork and laboratory work (e.g., collecting and analyzing soil samples, conducting land surveys), while cultural/human geographers often collect data through observations, surveys, and interviews. All geographers should be able to apply geospatial techniques, primarily by utilizing geographic information systems (GIS), remote sensing, and global positioning system (GPS) equipment and data, to collect, analyze, and present geographic data to prospective clients or interest groups.
What skills will help History Instructors earn the most?
Mark Bowen Ph.D.: Geographers with geospatial analysis skills (e.g., proficient with GIS, remote sensing, unmanned aerial vehicles/drones, mapping/surveying-grade GPS) are in high demand. Strong GIS programming and management skills help earn the most. Geographers with research or professional experience, particularly those with experience working in the field and laboratory, often earn more as well.
What skills stand out on History Instructor resumes?
David Stefancic: -Attention to detail
-Strong organizational skills
-Ability to see not only the immediate but the long-range implications and effects.
-Being able to compare times and places
What soft skills should all History Instructors possess?
David Stefancic: Being a storyteller.
What skills will help History Instructors earn the most?
David Stefancic: Be flexible and open to teaching outside of your specialty.
Dr. Stephen Axon
Assistant Professor of Sustainability Science, Graduate Program Coordinator: MS Environmental Studies, Co-Director: Center for Environmental Literacy and Sustainability EducationSouthern Connecticut State University
Department of the Environment, Geography and Marine Sciences
What skills stand out on History Instructor resumes?
Dr. Stephen Axon: Geography is a subject that inherently provides skills to its students: spatial reasoning, communication, field skills, cultural appreciation and sensitivity, and an ability to identify how real-world issues such as climate change and biodiversity loss can be addressed. These skills are important, but there are more capabilities that a geographer is particularly equipped with, such as geographical information systems (GIS), remote sensing, data analysis (for both quantitative and qualitative data), public and community engagement, project management skills, policy analysis, and external funding generation. These specific skills can really stand out on your application or resume when properly evidenced by activities you have done, the role you played in these situations, and the outcomes it led to. If you're looking to move into higher education, my best suggestion is to frontload your skills in publishing, grant activity, teaching, and leadership.
What soft skills should all History Instructors possess?
Dr. Stephen Axon: For professors and instructors, your ability to be approachable, compassionate, and adaptable is essential. Approachability is essential for being a professor, given that some students often find it difficult to talk to or even able to relate to their instructors. Compassion is a skill that higher education seemingly glosses over, but given the crises that students and faculty alike face, it is integral that understanding and being able to respond with flexibility and kindness both to your students and colleagues alike when times get tough is a skill that is becoming increasingly valuable. Adaptability and being able to respond, often at "the drop of a hat," to situations and events is vital given how the nature of academic work has changed over recent years. A sense of humor will also certainly see you through tough times and be the relief that you and colleagues may rely on. Academics are often viewed as elitists without relatability, so a sense of humor and personality will make you stand out from other candidates.
What hard/technical skills are most important for History Instructors?
Dr. Stephen Axon: Project management skills, geographical information systems, and data analytical skills such as statistical analysis for quantitative data or thematic analysis for qualitative data may help you land the job you are looking for. These skills are transferable, both in and out of the world of academia, and can be passed on to others. Being able to recognize and use software such as ArcGIS, R, SPSS, and Nvivo are increasingly being identified as essential on job ads. The more familiar you are with software and the techniques you apply to analyze data or present your research are vital to the success of those in geography and environmental-related fields.
What skills will help History Instructors earn the most?
Dr. Stephen Axon: GIS, (spatial) data analysis, the ability to collaborate with diverse stakeholders and teams, policy analysis, project management, community engagement, and a proven ability to gain external funding will not only set you apart from other candidates for jobs but can also secure you higher salaries when you negotiate your job offer and, in some cases, could earn you additional pay during the semester or summer period. The ability to combine a number of these skills - in and out of academia - can lead you to earn a very comfortable salary. My best advice to anyone who is looking to invest in their future is to not only explore programs and courses that provide you with core conceptual content but also practical and applied skills that are transferable to a range of positions.
What skills stand out on History Instructor resumes?
Walter Greason Ph.D.: Creative problem solver, critical reader, and writer, flexible self-manager, outstanding tactical and strategic vision.
What soft skills should all History Instructors possess?
Walter Greason Ph.D.: Ability to inspire excellence in team environments; trusted and competent to complete solo assignments.
What hard/technical skills are most important for History Instructors?
Walter Greason Ph.D.: Ability to learn multiple managerial and technical platforms rapidly; facility with both quantitative and qualitative data and the capacity to discern multiple forms of mixed research methodologies.
What skills will help History Instructors earn the most?
Walter Greason Ph.D.: Tactical and strategic leadership; clear and direct communication skills; consistent success in project management; discernment in activating emerging markets.
Adam Ellwanger Ph.D.
Professor of EnglishUniversity of Houston - Downtown
College of Humanities & Social Sciences
What skills stand out on History Instructor resumes?
Adam Ellwanger Ph.D.: When applying to be an instructor of English, your resume itself must be clean and totally without error. If you can't produce impeccable writing, why should your prospective employers believe that you can teach others to do so? A clean, complete, well-formatted resume reflects that you are a strong writer and editor, and these are critical skills. Of course, if you want to be an English instructor, some experience as a teacher is strongly preferred -- even if that is in informal contexts (e.g., leading training sessions at a previous place of employment or serving as a teaching assistant in graduate school).
Dr. Regina Range Ph.D.
Associate Professor of German, German and Engineering Liaison, German/Engineering AdvisorThe University of Alabama
Department of Modern Languages and Classics
What skills stand out on History Instructor resumes?
Dr. Regina Range Ph.D.: Looking at German instructor skills is too small of a scope. German (Studies) is (are) part of the humanities, a field in which we discuss and enhance our understanding of the nature and motivation of all human activities and culture. Our students, whichever field they may choose to work in (I am providing a list at the end of this text that shows some of the jobs that German majors/minors and graduate students go into, aside from becoming a German instructor), are equipped to ask and answer questions about what it means to be human, which stem from literature, the arts, and cultures they engage with during their German studies. Being able to discern historical precedents, identify effects and patterns of human behavior, and deal with impacts of such events - social, cultural, political, ecological, and demographical ones, to only name a few - are only some of the skills students of German achieve and bring to the job market.
Moreover, the pandemic has and continues to demonstrate the importance of a humanities background in the fields of public life: understanding the response to the crisis from one's own as well as from other cultures' perspectives and histories, while simultaneously being able to communicate in the target language, is undoubtedly a huge plus.
The intersectional approaches to complex problems are part and parcel of German (Studies). It prepares students to become aware of nuance in language, to pay close attention to communication style, identify as well as to understand cultural and public narratives. This is a highly transferrable skill set that aids in convincing the public to commit to collective and altruistic action-something that is clearly part of the everyday life of each (German) instructor who is granted the opportunity to work and inspire young minds in the current situation. -A situation that is tremendously challenging for all humans worldwide. It is also this understanding of interconnectedness, the ability and willingness to being globally-minded while acting locally, that results from learning German.
The interdisciplinarity of German (Studies), which consists of learning about and being well-versed in differing ethical, creative, cultural, and historical perspectives, makes for responsible, reflective, and informed citizens as well as skilled workers-who then, in their role as instructors, can instruct young people and inspire them to acquire the same or similar skillsets.
Aside from being able to translate, analyze information, and think critically, German instructors (and our German (Studies) students) are keenly aware of the importance of the arts and culture in community building and in how it can aid in recovery processes and building resilience.
As part of their instructional training, German teachers most recently also had to learn how to navigate and adapt to online teaching and learning. -A vital skill born out of the pandemic, which also challenged and continues to challenge instructors to quickly and creatively think about how to cater to both their students as well as their institutions' and districts' needs. Additional flexibility and reacting quickly to unprecedented circumstances while keeping everyone's different situations, abilities, and varying access to technology and connectedness in mind, is clearly a skill that German instructors acquired and one that will continue to be part of their future careers. Being able to quickly modify the curriculum based on students and their learning needs is a key skill. German instructors receive a robust foundation in teaching methodologies and are therefore aware that they continuously need to work on improving their own language skills and keep up with the current research enabling them to improve their instructional methods or technology.
As previously mentioned, German instructors, as well as students of German, have an abundance of skills, such as interpersonal communication, organizational, analytical problem-solving skills, the ability to articulate and argue for a point of view while considering different cultural standpoints, to write and edit intelligently and clearly, to work well both in groups and individually, to lead with both heart and mind, to be dependable when it comes to meeting deadlines while also being able to think creatively.-These are all skills that are also of interest outside of teaching and/or the academy. There are: 5,406 German companies in the U.S., 773,800 jobs, created by German companies in the U.S., German investment in the U.S. is $522 billion (https://www.rgit-usa.com/fileadmin/AHK_RGID/import/RGIT_GBM-Flyer_October2020.pdf) Reaching out to German companies in the U.S. to apply these skills presents a viable option for anyone who studies or studied German. Directly tapping into the German job market is also something to consider. Working or interning in Germany, just like any study abroad opportunity, presents a life-changing opportunity.
International experience is a game-changer for many, if not a must-have, in today's globalized world. 60% of companies consider the international experience in hiring and promotion. The importance of a study abroad experience cannot be underestimated. (QS Global Employer Survey Report 2011: How Employers Value an International Study Experience. http://content.qs.com/qs/qs-global-employer-survey-2011.pdf.) However, international experience alone does not suffice. Being able to develop and speak from a place of a global mindset is essential when aspiring to successfully operate in an international setting. It requires intercultural competence, the ability to appreciate both the differences and similarities between cultures, and the skill to communicate effectively in those settings. Those who study German are equipped with a versatile set of skills allowing them to apply to a wide range of careers.
A great example of dual degrees and career opportunities that arise from learning German is our IGSEP program here at the University of Alabama. It is a cooperation between Engineering and Germany. https://students.eng.ua.edu/programs/two-steps-ahead/IGSEP Students are trained to not only function but thrive in Germany (as well as in German-speaking contexts) and in their interactions with German colleagues. This innovative program provides them with the competitive edge needed in today's job market.)
Gary Joiner Ph.D.
Professor and Chair, Mary Anne and Leonard Selber Professor of History, Director, Red River Regional Studies, Director, Strategy Alternatives ConsortiumLouisiana State University at Shreveport
Department of History and Social Sciences
What skills stand out on History Instructor resumes?
Gary Joiner Ph.D.: Strong candidates who possess a wide breadth of knowledge and experience in both teaching and research have a distinct advantage in the academic job market. Historians who work in a small niche and are unwilling to expand their horizons are limited in most institutions of higher learning. Generalists will find an easier time getting their first job.
What soft skills should all History Instructors possess?
Gary Joiner Ph.D.: Collegiality, willingness to take on tasks within the department, school, or college, and engaging with students are all important qualities not only for getting the job but also for keeping it. Dependability separates a great hire from just a good one.
What hard/technical skills are most important for History Instructors?
Gary Joiner Ph.D.: The days of historians working simply in Microsoft Word or similar programs is the not too distant past. You must have a firm grasp of the full suites of the programs. Adobe Creative Cloud apps are useful for presentations as well. Many historians are finding working knowledge of geographic information system programs like ArcGIS or Global Mapper to be essential in creating course materials or publishing their work. Once you gain expertise, constant use and knowledge of upgrades are vital.
What skills will help History Instructors earn the most?
Gary Joiner Ph.D.: Hiring a new instructor or professor does not provide an institution with a nuts-and-bolts approach. The process is subjective and intuitive. The greater the skillset the applicant brings, the better the chances are for gaining a good job offer. Soft and hard skills make the applicant more attractive. Strong academic knowledge and a good disposition are powerful tools.
Steven Graves Ph.D.
ProfessorCalifornia State University, Northridge
Department of Geography and Environmental Science
What skills stand out on History Instructor resumes?
Steven Graves Ph.D.: I think the skills that I see most are around data analysis with GIS and Remote Sensing to a lesser extent. Many companies also want advanced skills with Excel, databases, SQL, Python, and/or other programming abilities. The world is catching on to the power of GIS and spatially organized data, so geographers are in demand. Then again, students should always begin building skills sets by scanning the job sites before deciding which courses/majors they should take.
What soft skills should all History Instructors possess?
Steven Graves Ph.D.: The skills are as old as time. Being a good team player, enthusiasm, energy, positive attitude. Other things that I'm not sure are "soft" are writing well, communicating verbally clearly, and creating visuals that rapidly communicate complex ideas.
What hard/technical skills are most important for History Instructors?
Steven Graves Ph.D.: I think the ability to solve problems in general, generally using software of some sort, so that companies can be more efficient with their money and more insightful with the data they collect. The ability to help companies and/or governments comply with regulations is also very important because there are many regulations out there (environment, political, social, civil rights, etc.) that must be addressed, and geographers tend to be well trained to meet those challenges.
Dr. Jason Pierce
Professor, Department ChairAngelo State University
Arnoldo De León Department of History
What skills stand out on History Instructor resumes?
Dr. Jason Pierce: Colleges and universities vary in terms of their primary focus. While larger private and public institutions value research as much as teaching, smaller regional institutions, like Angelo State University, put the most emphasis on teaching. Thus, teaching experience is paramount. We look closely at how many sections a candidate has taught and what classes they could offer when hiring a tenure track or non-tenure track instructor. Faculty at my university teach 4 classes per semester, so we must have someone who is "plug and play" and can handle the workload. For larger universities, research projects may need to be emphasized more. Be sure you understand what kind of institution you are applying to so you can get a sense of what skills that institution or department values the most. Researching the institution and the department is critical for success. Thankfully, that's relatively easy to do nowadays.
What soft skills should all History Instructors possess?
Dr. Jason Pierce: Perhaps, the most important skill, especially right now, is empathy. More than half of our students work (some full-time), take care of children or disabled relatives and have other time commitments. Faculty need to understand that the days of assuming that all students live on campus and have ample time to commit to their studies are over. Faculty need to take this into account, both when designing their courses and in their daily interaction with students.
What hard/technical skills are most important for History Instructors?
Dr. Jason Pierce: The ability to teach either in person or online is becoming increasingly important. Faculty need to move seamlessly between virtual and face-to-face classes.
What skills will help History Instructors earn the most?
Dr. Jason Pierce: The truth is that there are far more applicants than there are positions-especially tenure track positions, which have gradually diminished over the last 30 years or so. Thus, there is heavy competition for any open positions. Anything a candidate can do to separate themselves from the pack is therefore critical. Often it helps to do some research on the institution and department where one is applying. How do you, as a candidate, fit in, and are there areas where you can show that your experience and abilities would add to an existing departmental strength, or, alternatively, can you offer instruction in areas where the department doesn't currently have classes. Knowing a lot about the institution and department also conveys that you are seriously interested in the position to hiring committees. As far as salaries, there are times when a candidate can negotiate a salary. Typically, those are for tenure track positions, but for non-tenure-track hires, there is generally little flexibility in the salary range. While it never hurts to ask about a salary increase when offered the position, I personally would not try to bluff my way to a higher salary at the expense of the position. Good positions in academia are not easy to obtain anymore, so be prepared to deal with an often long and frustrating process that is not guaranteed to end in success. I wish that wasn't the case, but it is the reality.
What are the biggest trends we'll see in the History Instructor job market given the pandemic?
John Norton Ph.D.: A need to communicate clearly and creatively through different medium
Will there be an enduring impact of the coronavirus pandemic on History Instructors?
Dr. Jeroen Wagendorp Ph.D.: -Yes, International movements and related employment and experiences
-Efficacy as related to pay student loan debts.
-Increased geospatial needs and, therefore, employment opportunities in medical geography/epidemiology/public health.
What certifications/licenses/courses can have the biggest impact for History Instructors?
Dr. Jeroen Wagendorp Ph.D.: -Before graduation, next to the major and minors, we have geospatial certificates in Geographic Information Science (GIS) ( www.gvsu.edu/geography/gis-certificate-47.htm), Environmental Remote Sensing (www.gvsu.edu/geography/environmental-and-remote-sensing-certificate-121.htm), and Sustainable Urban and Regional Planning ( www.gvsu.edu/geography/sustainable-city-and-regional-planning-certificate-46.htm )
-After graduation GISP (www.gisci.org), AICP ( https://www.planning.org/aicp/), ASPRS (https://www.asprs.org/certification)
-A blend of geospatial technique courses, topical (urban and regional planning & environmental) courses, and specific regional courses can be synthesized into a tailor-made productive and rewarding time-independent curriculum.
What will help History Instructors increase their earning potential?
Dr. Jeroen Wagendorp Ph.D.: Maintain geospatial skills currency and amplify (graduate level) geographic & management skills. Post graduate professional certificates.
What History Instructor skills would you recommend for someone trying to advance their career?
Roselyn Costantino Ph.D.: Most important advice: Take initiative and be productive.
Find practical ways to use skills even if unpaid. Volunteer work is good. Use language skills. Technology skills. Exploit technology skills around the area of interest. If you want to be a teacher find out what software they are using today; what research skills are they utilize. Make sure you log your activities during the gap year especially those that relate to the area in which you want to work. If you want to go into finance, and you're working at a lawn service, understand and learn the business model and the accounting. If you're working at Starbucks (or in any commercial environment), get a chance to do inventories, learn about the ordering process and sources and suppliers for those orders; and how people are scheduled for work. All of that is relevant experience for business.
The CFO and recruiter for Keystone Staffing Solutions emphasized having evidence in your resume of of being productive during the gap time, no matter if it's one, two or three years. Evidence of being productive is what recruiters want to see on your resume: He stresses: "What did you do to expand your knowledge and skills not only in your selected area but beyond. BEING PRODUCTIVE for yourself proves to be an indicator of how productive you will be for me."
Still on gap year. How to go about it? Use teachers, friends, family, anyone in the field or related to it to provide guidance, insight, suggestions. This can lead to projects or experience that will help in learning and growth.
How have salaries changed over time for History Instructors?
Jeff Colby: In the geospatial industry salaries have been increasing. Salaries are also dependent upon where you work. An often cited survey by the Urban and Regional Information Systems Association (URISA), indicated that salaries increased by 15% from 2010 to 2017. That rate may have slowed during the pandemic, but opportunities in the future remain very promising.
What are the biggest trends we'll see in the History Instructor job market given the pandemic?
Alexander Murphy: Fairly obviously, a shift toward remote work, which in turn will open up new opportunities and challenges for urban and land-use planners as cities and rural areas undergo associated changes. There is also growing interest in exploring natural areas close to where people live, as people look for alternatives to more traditional forms of entertainment that are shut down. That in turn may well create more jobs in the conservation and outdoor recreation arenas. And when the pandemic subsides, I foresee a boom in the travel industry, serving pent-up demand. All of these opportunities resonate with the ways of thinking and analysis students encounter in geography programs.
What soft skills should all History Instructors possess?
Alexander Murphy: Holistic thinking about places and people, good writing ability, basic understandings of geographic information systems and what they can do, and awareness of other places and people--what they are like and how we might constructively engage with them.
Ronald Dorn
Associate DirectorArizona State University
School of Geographical Sciences & Urban Planning?
Will there be an enduring impact of the coronavirus pandemic on History Instructors?
Ronald Dorn: For geographers, I believe that the enduring impact will actually be a boost for employment prospects as the post-pandemic recover gets going. The reason rests in how geographers are trained and how they think. We train our undergraduates with a mixture of key skills (e.g. GIS, basic statistics, how to write a research report) and a tremendous awareness of the changing nature of both natural and human environments. These skills apply no matter how the job market shifts. This has been proven after the Great Recession and I think it will be true post-pandemic.
More importantly, geographers think spatially. Most people do not really know what this means. "Spatial intelligence" is something that is reported as early elementary kids are tested for gifted education, and then its dropped by the K-12 world. Geography majors discover the field late, typically as a sophomore or junior in college. They often have no idea why the subject matter seems easy to them, when others are struggling. This was true for me. My perspective is that the pandemic has forced everybody to rethink about space.
Non-geographers will think that they have "re-invented the wheel" in trying to solve problems requiring spatial thinking and spatial skills. In my experience, such efforts are incredibly lame when compared to what geography majors can accomplish. You can't expect someone whose brain as spatially atrophied for decades to suddenly understand concepts and thought mastered by geography graduates. The pandemic has utterly and completely redefined how space will need to be used.
But its not just the pandemic that gives geography graduates a giant advantage. Climate change is uneven. Some places are impacted more than others. Cities, counties, states and federal lands are often interwoven spatially -- and figuring out the best way to deal with climate change's impacts requires someone who thinks spatially, understands how spatial interactions work with the natural environment (physical geography training) and operate on human landscapes (human geography training) -- and all knowing about how to see the interactions via GIScience.
What technical skills for a History Instructor stand out to employers?
Ronald Dorn: "GIS" is way too general. Sure. Employers sort of understand. They see Google Maps or National Weather Service maps and sort of understand. But geographers know that GIS skills mean being able to utilize common software (e.g. ESRI), how to use open source software, how to make the most out of remotely sensed data, how to gather data from tools such as drones, and most importantly how to sort out the real spatial patterns from coincidence. These are general words, but I have specific website to explain what these skills mean. My school has a career navigator site that all are welcome to explore:
www.aag.org
and the Association of American Geographers has this nice introductory explanation:
www.aag.org
What technical skills for a History Instructor stand out to employers?
Barney Warf: GIS, statistics, modeling, remote sensing, and a good writing ability
Will there be an enduring impact of the coronavirus pandemic on History Instructors?
Dr. Aniruddha (Rudy) Banerjee Ph.D.: Local budget cuts due to Covid-related recession (already underway) will affect fresh grads more than those already employed. However, the infrastructure needs for a rapid recovery will help our GISc grads find relevant jobs.
What technical skills for a History Instructor stand out to employers?
Dr. Aniruddha (Rudy) Banerjee Ph.D.: Database management skill will be in higher demand. Enterprise solutions will push out small GIS operations. It will follow the IT support revolution (from retail to wholesale outsourcing).