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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,329 | 0.00% |
| 2020 | 1,501 | 0.00% |
| 2019 | 1,549 | 0.00% |
| 2018 | 1,533 | 0.00% |
| 2017 | 1,413 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $56,357 | $27.09 | +4.3% |
| 2024 | $54,050 | $25.99 | +3.6% |
| 2023 | $52,161 | $25.08 | +0.4% |
| 2022 | $51,957 | $24.98 | +2.4% |
| 2021 | $50,719 | $24.38 | +0.8% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 137 | 20% |
| 2 | Delaware | 961,939 | 96 | 10% |
| 3 | Iowa | 3,145,711 | 276 | 9% |
| 4 | North Dakota | 755,393 | 69 | 9% |
| 5 | Wyoming | 579,315 | 50 | 9% |
| 6 | Massachusetts | 6,859,819 | 515 | 8% |
| 7 | Nebraska | 1,920,076 | 145 | 8% |
| 8 | New Hampshire | 1,342,795 | 113 | 8% |
| 9 | Vermont | 623,657 | 52 | 8% |
| 10 | North Carolina | 10,273,419 | 669 | 7% |
| 11 | Michigan | 9,962,311 | 666 | 7% |
| 12 | Virginia | 8,470,020 | 592 | 7% |
| 13 | Maryland | 6,052,177 | 408 | 7% |
| 14 | Minnesota | 5,576,606 | 369 | 7% |
| 15 | Hawaii | 1,427,538 | 98 | 7% |
| 16 | Montana | 1,050,493 | 76 | 7% |
| 17 | South Dakota | 869,666 | 60 | 7% |
| 18 | Alaska | 739,795 | 55 | 7% |
| 19 | Kansas | 2,913,123 | 179 | 6% |
| 20 | New Mexico | 2,088,070 | 122 | 6% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Stanton | 1 | 3% | $63,409 |
| 2 | West Des Moines | 1 | 2% | $72,731 |
| 3 | Escondido | 1 | 1% | $62,654 |
| 4 | Atlanta | 1 | 0% | $47,498 |
| 5 | Chandler | 1 | 0% | $61,671 |
Thomas Jefferson University and Philadelphia University
Thomas Jefferson University and Philadelphia University
Industrial Engineering
Brian George Ph.D.: For those with engineering degrees, there are usually courses that are the same across most engineering programs, and graduates will have the ability to address math, science, and engineering problems. What can stand out are courses like product development, problem-solving, data analysis classes, internships, co-ops, and summer jobs where students can apply the theory they learned in the classroom to real-world situations.
Brian George Ph.D.: As far as soft skills, the ability to communicate verbally and via writing, work together with people from different backgrounds, and brainstorm and critical thinking are all important soft skills, such as networking.
Brian George Ph.D.: Skills that companies desire are the ability to complete work on time, the ability to work with others, professionalism, a strong work ethic, leadership, and communication skills.
Brian George Ph.D.: Hard/technical skills needed for a position may be dependent upon the position itself. It is hard to say exactly what hard/technical skills are the most important without knowing the exact job description, but knowing how to find information to solve problems can be as important as knowing how to do the required work. Knowledge of engineering will be important for our graduates, but sometimes having experience or knowledge in other fields can be just as valuable, as is the ability to read technical papers and patents and understand them.