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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 206 | 0.00% |
| 2020 | 204 | 0.00% |
| 2019 | 210 | 0.00% |
| 2018 | 1,502 | 0.00% |
| 2017 | 1,519 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $33,588 | $16.15 | +0.4% |
| 2024 | $33,442 | $16.08 | +3.2% |
| 2023 | $32,409 | $15.58 | +2.9% |
| 2022 | $31,494 | $15.14 | +1.6% |
| 2021 | $30,997 | $14.90 | +0.4% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Montana | 1,050,493 | 396 | 38% |
| 2 | Wyoming | 579,315 | 194 | 33% |
| 3 | Idaho | 1,716,943 | 430 | 25% |
| 4 | Alaska | 739,795 | 155 | 21% |
| 5 | District of Columbia | 693,972 | 130 | 19% |
| 6 | Maine | 1,335,907 | 233 | 17% |
| 7 | Vermont | 623,657 | 103 | 17% |
| 8 | Oregon | 4,142,776 | 640 | 15% |
| 9 | New Mexico | 2,088,070 | 297 | 14% |
| 10 | South Dakota | 869,666 | 122 | 14% |
| 11 | Colorado | 5,607,154 | 747 | 13% |
| 12 | Utah | 3,101,833 | 387 | 12% |
| 13 | North Dakota | 755,393 | 91 | 12% |
| 14 | Massachusetts | 6,859,819 | 735 | 11% |
| 15 | Minnesota | 5,576,606 | 587 | 11% |
| 16 | Nebraska | 1,920,076 | 205 | 11% |
| 17 | New Hampshire | 1,342,795 | 141 | 11% |
| 18 | Connecticut | 3,588,184 | 363 | 10% |
| 19 | Iowa | 3,145,711 | 329 | 10% |
| 20 | Delaware | 961,939 | 97 | 10% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Fairbanks | 1 | 3% | $41,976 |
| 2 | Lakewood | 1 | 1% | $32,859 |
Texas A&M University - Kingsville
Michigan State University
Florida International University
North Carolina State University
Kent State University
Florida Southern College
Michigan State University
Southern Illinois University Carbondale

Humboldt State University
Michigan State University

Howard University, College of Medicine
Pennsylvania State University

University of Guam

Ripon College
Feather River College

California Polytechnic State University- San Luis Obispo
University at Albany, State University of New York

Chatham University
Amy Welsh Ph.D.: I think people like the freedom that the job enables. Many biologists have flexibility with scheduling. In addition, when they are at work they are doing something that really interests them anyway. Wildlife professionals aren't paid as much as some other professions so that would be a negative but there are trade offs that are rewarding.
Amy Welsh Ph.D.: Depends on the specific job and the specific day. There are species project leaders (in fish, game, or conservation) that have specific research projects that require field work but also inside data analysis and writing. Most of these people have a M.S. degree. Someone entering the field with a B.S. typically does more outside work. This would depend on their specific job but may be data collection, taking care of wildlife management areas, etc.
Texas A&M University - Kingsville
Wildlife And Wildlands Science And Management
Scott Henke PhD: This answer will age me, but I think today’s generation relies too heavily on technology. Old school ‘hands-on’ training is becoming a lost art. New students, for the most part, seem to have spent little time outdoors and do not seem capable of recognizing animal signs (i.e. tracks, scat, feather, scraps, dens, fur, etc.). I think some of these “lost art” skills will be needed, and up-and-coming students who have such skills will be sought by agencies.
People skills will always be needed. Most kids get into wildlife management because they desire to work with animals, but quickly find out that much of wildlife jobs entail dealing with people. Being able to converse with kids to adults, from lay people to businessmen to scientists is always useful Get as much experience with people as you can. It will pay off. As a student, volunteer to give presentations to school classes, to Rotary Clubs, to Garden Clubs, and give scientific presentations at science-based conferences.
Also, learn how to identify plants. Plants are often thought of as the boring part for wildlife students; however, plants are habitat. Much of wildlife management is habitat management. Do not lessen the importance of this skill.
Justin Kunkle PhD: The day-to-day tasks of a forester include conducting fieldwork, managing forests, developing forest management plans, analyzing data, and ensuring sustainable practices. Someone entering the field may start by assisting senior foresters, learning about different tree species, and understanding forest management techniques.
Justin Kunkle PhD: People in forestry enjoy working outdoors, connecting with nature, and contributing to conservation efforts. However, challenges may include long hours, physical labor, and dealing with unpredictable weather conditions.
Dr. Krishnaswamy Jayachandran: Suggestion to pursue advanced graduate education to keep up with the specialized areas such as GIS, Remote Sensing, Environmental Law, Sustainable Resources Management. Make use of the internship opportunities or volunteer opportunities will be helpful to maximize your monetary benefits such as salaries. Networking with professionals in this field and keeping track of salary trends in the area will be helpful to maximize earnings. Develop leadership skills, communication skills, be proactive in career advancement and professional developmental activities will increase your earning potential.
Dr. Krishnaswamy Jayachandran: Natural Resources Management is a broader field. Natural Resource Conservation Service is one of the largest agencies in the USDA providing career job opportunities. US Forest Service Agency is another one to explore career opportunities. There are few things I would suggest - gain experiential and experimental skills through internships, network with professionals in the field, increase knowledge through advanced graduate education, keep open minded to learning, focus on sustainability and environmental stewardship in your work.
North Carolina State University
Environmental/Natural Resources Management And Policy
Frederick Cubbage: People who either want to work outside and fulfill their passion for natural systems and environments and often are attracted to natural resources.
Frederick Cubbage: Natural resource graduates at the undergraduate or graduate level may perform jobs that range from intensive field work to a mix of management and field work to more human dimensions of natural resources.
Dr. Christopher Post PhD: Start local and get an internship while an undergraduate. Any position with the federal lands agencies (parks, forests, BLM, etc.) are tough to get and you have to work your way in to that federal system. Start local with regional/county/city parks and forests and work up to the federal level. Also keep that balance between the science (the biology and earth science) and the more social science/humanities (ethics, economics, communications) material you’ve learned as undergraduate. These jobs are all about communicating complex scientific/environmental issues with the general public so that context is very important. You have to be nimble and know both areas (the science and the social science) and their overlap.
Florida Southern College
Natural Resources Conservation And Research
Bridget Baker MS, DVM: At the state-level, having a Master's degree will eventually give you an advantage for supervisory positions. State and federal natural resource agencies also have positions available for those with a PhD, which will pay better than entry-level positions.
Tom Rieger: The diversity of work and the variability in your daily work is one of the great things about being
a technician. In addition, the opportunity to be part of how our natural resources are managed
makes the job important and rewarding.
There are days you are in the field when the weather conditions are bad, and that can make for
a long day in the woods. But, even a bad day in the woods, is still better than the best day in the
office.
Tom Rieger: Natural Resource Technician generally have a two-year degree. Scientists and biologist have a
minimum of a 4-year degree.
Spokane Community College Natural Resource program trains our students to become one of
the following: Forestry, Fish, or Wildlife Technicians.
Natural Resource technicians generally work for Federal and State land management agencies
(USFS, BLM, States, etc.), consultants, and private landowners. Technicians working for
agencies have the most emphasis on management of forestry, wildlife, and fisheries habitats.
They are generally responsible for field visits to collect data for various projects and/or review
conditions of different habitats/projects. . Natural resource technicians spend a large part of their
time in the field collecting data, assessing populations, and measuring different habitat
parameters and working on various projects. Technicians working for consultants have the
widest diversity of work, they are project-based and can spend a lot of time working on one
project.
Daily routine.
In the morning travel to the woods to collect data or work on different projects. Late afternoon,
return to office, talk with your supervisor about the day’s work and any upcoming projects, check
emails, clean and maintain field equipment, and prepare tools and equipment for tomorrow’s
field activities.
Tom Rieger: The diversity of work and the variability in your daily work is one of the great things about being
a technician. In addition, the opportunity to be part of how our natural resources are managed
makes the job important and rewarding.
There are days you are in the field when the weather conditions are bad, and that can make for
a long day in the woods. But, even a bad day in the woods, is still better than the best day in the
office.
Dr. Rebecca Jordan: The pandemic will impact us all for years to come. Students who were initially trained one way very likely had to finish their degrees in an entirely different manner. The internships and the ways in which these students were prepared for jobs were also quite different. This being said, not all sectors of the economy suffered at the same level. This means that opportunities do and will exist for students.
Charles Ruffner Ph.D.: In natural resource management, there is still a huge need to be in the field managing resources. However, much of our duties entail meeting with the public, granting, agencies, etc. so thus all people should be capable of working remotely on various platforms.
Charles Ruffner Ph.D.: ANY certification for wildland fire fighting, prescribed burn use, soil conservation, etc are all valuable certs to have in one's toolbox. Others include chainsaw use, small engine maintenance like leaf blowers and UTV's .
Charles Ruffner Ph.D.: They are still meager in comparison to Environmental Science folks.

Humboldt State University
Department of Environmental Science and Management
Steven Martin Ph.D.: Courses or certificates in Geographic Information Systems (GIS), or more broadly anything in the field of geospatial science, which would include GIS, remote sensing, cartography, mobile mapping, and geospatial programming, would be a great addition to a degree in natural resources management or environmental science. Many if not most natural resource managers and environmental scientists use GIS themselves, or at least work closely with geospatial specialists. Having some background in GIS or the geospatial sciences in general will make an applicant that much more desirable to an employer. I'd also put in a plug for courses in statistics, environmental methods, and data analysis. Students sometimes tend to shy away from those if given a choice, but they are really valuable and would be desirable to most employers.
Richard Kobe Ph.D.: There are so many great options with a forestry degree. Some of our graduates start as field foresters in wild areas, developing forest management plans. Others work for the tree care industry and advise property owners and supervise crews on how to best care for urban and suburban trees. Others manage projects for using trees to take up carbon from the atmosphere and mitigate climate change. Students can also pursue a research career through graduate school or may go in the direction of a more policy focused position.
Richard Kobe Ph.D.: Educate yourself broadly. Forestry is an interdisciplinary field. Just learning about how to grow trees could limit career growth. Learn how to collaborate and work in teams and communicate effectively. Learn the ecological, economic and social dimensions of forests for all the great benefits they provide - clean water, recreation, wood products and fighting climate change.

Dr. Janine Ziermann: The trend to be hyperflexible was already starting before the pandemic and became even more emphasized during the pandemic. Future workforce, both academic and research, will be required to think on their feet, learn to adapt immediately when unforeseen events occur, and be able to navigate a multitude of programs (teaching, collaboration, analyses, etc.). Being constantly aware of trends in teaching is a plus for all that apply for positions at universities.
Current and future graduate students have already proven to be resilient, a key skill that must continue. Clear communication is more important than ever with the increasing number of international students in graduate programs and international research collaborators necessary to complete vital areas of research for publications, grants, presentations, etc. Overall, graduate students should note what things they liked and disliked during their time in their respective program courses. They can then choose to keep some aspects and modify others when they are hired as faculty members, research post-docs, or research faculty in the next stages of their careers.
Ellen Rom: I do not have enough information to identify trends. I do know several of our forestry students experienced a loss or modification of internship opportunities last summer due to the pandemic. I have not seen a downturn in forestry opportunities for this coming summer or for permanent positions.
Ellen Rom: For land management positions, GIS skills are important as, of course, is plant identification. Evidence of leadership, teamwork, problem solving, and good communication skills are important regardless of field of interest.
Ellen Rom: Where there are forested landscapes (or simply trees in urban areas), there are opportunities for forestry graduates. We continue to receive job announcements from areas across the country.

University of Guam
Cooperative Extension & Outreach
Joseph Tuquero: I think the job market trends in Ag and related environmental fields will increase or remain consistent in that opportunities have occurred throughout the pandemic. Environmental job opportunities have been on the rise here and with the pandemic, small scale agriculture may rise in relation to food security.
Joseph Tuquero: Some horticultural, pest and disease monitoring, and computer skills including overall knowledge of sustaining natural resources.
Joseph Tuquero: Universities, US federal agencies (Dept of Defense, USDA, Dept. Of Interior, US Forest Service), state agriculture, biology, and environmental agencies, and private environmental/conservation/agricultural companies/organizations, public and private schools (sciences).

Benjamin Grady Ph.D.: As I mentioned previously, demonstrating a broad range of experiences, skills, and abilities seems attractive to employers. College is more than just being present in the classroom and earning grades. In the field of biology, having hands-on research experience as an undergraduate really sticks out on resumes and CVs. Oftentimes these research experiences can open doors to admission into graduate programs or landing a job in the laboratory research field. Involvement in student groups, clubs, and other campus organizations can also make a difference when being evaluated for job opportunities and admission into advanced programs.
Bridget Tracy: I have not noticed a lot of impact for the 2021 summer season. Many job announcements have come through, and it does not seem that agencies and companies are holding back in filling these positions for the upcoming field season.
Bridget Tracy: I think the most important thing on a resume is a professional layout with no typos and grammatical errors. So, proofread! Beyond that, I always recommend that students include a section about skills they possess as well as a section about course work. That way, even if they don't have much paid work in these areas, they can showcase the skills they have learned in courses. They might list tools they have used, like DBH tapes, Biltmore sticks, GPS units, ArcGIS etc.
Bridget Tracy: I live in the Sierra Nevada and find that there are lots of work opportunities in this region. Many employers send me info about potential jobs for students. I don't hear about as many in other regions, but I imagine that similar opportunities exist in all the regions where we have forests.

Pat Fidopiastis Ph.D.: My research on the association between a beneficial marine bacterium and a species of squid ground to a halt during the pandemic. However, it took very little effort to convert my molecular-oriented lab to the headquarters for SARS CoV2 wastewater surveillance at my university. In order to pull this off, additional skill sets needed to be developed quickly. For example, my graduate student needed to learn how to operate wastewater auto samplers and follow more rigorous safety protocols. By making this switch, money became available for salaries, equipment, and supplies, allowing me to continue to operate my lab. My own experience is playing out across the entire biotech industry. The pandemic has forced companies to come up with strategies for becoming more nimble to handle rapidly changing circumstances.
Not surprisingly, the pandemic has invigorated vaccine and drug development, including repurposing older drugs, rapid diagnostic tools, gene editing in disease treatment and prevention, nucleic acid sequencing, immune therapy, and bioinformatics, among other pursuits. Companies with expertise in these technologies and the ability to quickly adapt them to emerging problems will always be among the winners. For example, Johnson & Johnson developed a vaccine platform for Ebola that was seamlessly adapted for use against SARS CoV2. As a result, they were able to quickly bring their vaccine to Phase 3 clinical trials and secure a promised payday of one billion dollars for a safe and effective vaccine.
Douglas Conklin Ph.D.: The main skill that always stands out is research experience. Taking what you've learned in the classroom and applying it to a real-world problem is invaluable - and it's never too early to start. Research skills are highly transferable. Experience with thinking that is both objective and creative is useful in many fields - not just biology research. A recent study by the National Institute of Health concluded that obtaining an advanced degree in a research-based field is worth $1 million in additional earnings over your career - whether you stay in research or not. Being able to identify, understand and solve problems are skills that all organizations want their team members to have.
Douglas Conklin Ph.D.: The good news is that there seem to be more and more positions in biological fields every year. There are opportunities in many locations. I often counsel students I know to think about the possibility of needing a plan B when considering where to work. Moving to an area of the country that has a concentration of organizations in your field will mean that you won't have to move if you want to change jobs - or are forced to do so. Since many people's lives get more complicated as they get older - spouses, children, other family - working in a part of the country that has a concentration of organizations in your field may make it less disruptive in the future. It often makes it easier to network with people in your field if they work down the street.

John Dubé Ph.D.: I think the job market for students with a graduate degree in biology is very promising. With a Master's degree, students can teach at the Community College level as either adjunct instructors or full-time instructors, they could also teach at larger institutions, like Chatham, as adjuncts for lecture courses or laboratory sections. There are jobs in the pharmaceutical industry as technicians or junior scientists. Other industry jobs include work in ecology, software engineering, bioinformatics. Finally, there are positions in healthcare that overlap many of the potential jobs I've already listed.
One of the biggest trends is the capacity to work remotely and to obtain specific skills (i.e., data management).
John Dubé Ph.D.: In terms of resumes, students need to demonstrate the soft skills. How did they use networking skills in school or at a job? How do they communicate effective, verbally and in writing? In what ways did their coursework or job help with critical thinking? Teamwork, a positive attitude, and leadership skills are also critically important. I also think that employers will want them to have the technical skill necessary to transition into a position (e.g., Zoom, Teams, word processing, spreadsheet management, and others specific to the particular field).