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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 196 | 0.00% |
| 2020 | 659 | 0.00% |
| 2019 | 267 | 0.00% |
| 2018 | 530 | 0.00% |
| 2017 | 525 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $95,261 | $45.80 | +3.4% |
| 2024 | $92,122 | $44.29 | +2.3% |
| 2023 | $90,036 | $43.29 | +0.5% |
| 2022 | $89,559 | $43.06 | +1.2% |
| 2021 | $88,494 | $42.55 | +1.7% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 441 | 64% |
| 2 | Virginia | 8,470,020 | 1,887 | 22% |
| 3 | Maryland | 6,052,177 | 1,307 | 22% |
| 4 | Alaska | 739,795 | 159 | 21% |
| 5 | Massachusetts | 6,859,819 | 1,348 | 20% |
| 6 | New Hampshire | 1,342,795 | 240 | 18% |
| 7 | Delaware | 961,939 | 172 | 18% |
| 8 | Colorado | 5,607,154 | 962 | 17% |
| 9 | North Dakota | 755,393 | 120 | 16% |
| 10 | Vermont | 623,657 | 91 | 15% |
| 11 | Arizona | 7,016,270 | 948 | 14% |
| 12 | Minnesota | 5,576,606 | 773 | 14% |
| 13 | North Carolina | 10,273,419 | 1,313 | 13% |
| 14 | Oregon | 4,142,776 | 551 | 13% |
| 15 | Connecticut | 3,588,184 | 453 | 13% |
| 16 | Utah | 3,101,833 | 401 | 13% |
| 17 | Montana | 1,050,493 | 132 | 13% |
| 18 | Washington | 7,405,743 | 889 | 12% |
| 19 | Alabama | 4,874,747 | 567 | 12% |
| 20 | New Mexico | 2,088,070 | 260 | 12% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Inver Grove Heights | 2 | 6% | $87,548 |
| 2 | Minnetonka | 2 | 4% | $87,557 |
| 3 | Columbia | 1 | 1% | $88,956 |
| 4 | Lakeland | 1 | 1% | $72,006 |
| 5 | Plymouth | 1 | 1% | $87,598 |
| 6 | Long Beach | 2 | 0% | $100,246 |
| 7 | Atlanta | 1 | 0% | $95,207 |
| 8 | Minneapolis | 1 | 0% | $87,596 |
| 9 | New York | 1 | 0% | $81,268 |
| 10 | Washington | 1 | 0% | $97,335 |

University of California, Irvine

Coastal Carolina University
Brigham Young University - Idaho
Canisius College

Augsburg University
University of the District of Columbia

Pace University
Carthage College

University of California, Irvine
Urban Planning and Public Policy
David Feldman Ph.D.: Succinct writing, critical thinking, strong quantitative analytical skills.

Coastal Carolina University
Finance and Economics Department
Sourav Batabyal Ph.D.: Technology helped to mitigate the impact of COVID-19 on education systems. Due to the outbreak of the coronavirus, all Spring 2020 classes were transferred to the online format. Even though many courses are taught by synchronous online modality, Fall 2020 saw the return of a few F2F and hybrid classes. Due to the continued uncertainties related to the potential spread of COVID-19, the American Economic Association (AEA) transferred its 2021 Annual Meeting to a completely virtual event.
Coastal Office of Online Learning worked diligently with CCU faculty to provide the necessary tools to engage students in a digital learning environment. Both students and teachers are adjusting to the new normal of virtual classrooms through Zoom or Teams. Faculties are integrating many digital learning tools into their courses, e.g., learning management system (Moodle), core instructional tools (Zoom, Teams, Echo360, etc.), academic integrity tools (Turnitin, Respondus Lockdown Browser, etc.), communication tools (Office 365, VoiceThread, etc.), and course content accessibility tools (Ally, Microsoft, Adobe, etc.) for improved course design and engagement.
Online teaching is the need of the hour, but it won't replace F2F instructions in the future, as most students still believe they learn better in a F2F environment. For successful online education, we need to make sure each course is accessible, which means that broadband internet is available to every student. In the coming years, we will continue to improve our digital infrastructure for seamless teaching to avoid any future disruption in education.
Brigham Young University - Idaho
Department of Computer Information Technology
Michael McLaughlin: The ability to work well with people.
Robyn Brouer Ph.D.: Yes, in that it will impact the world of business. The landscape of working for an organization is going to change drastically. I suspect that many jobs will remain remote or partly remote. Rather than dipping a toe into remote work options, organizations were forced to adopt them whole. Many will realize that remote work is more cost effective. This same impact will be felt for jobs that used to include travel. Many organizations have seen how easy it is to use online meeting tools and will not go back.

Augsburg University
Business Administration
George Dierberger: Recent college graduates have had a tough time with covid and working from home. For workers who have children in school, it has been incredibly stressful with online demands for everyone in the family. For younger workers, the lack of connection has been challenging for everyone--Zoom meetings only get you so far. I look forward to a hybrid approach in the fall, when workers will have the option of going into the office. I do believe the days of commuting to work 5 days a week is over. I would be very concerned for the major downtown infrastructures (large buildings, high rents, parking spaces, restaurants) that the party will never be the same moving forward. Companies have discovered that their people may be more productive at home then commuting an hour each way into work.
University of the District of Columbia
Division of Science and Mathematics
Carolyn Cousin Ph.D.: I think the impact on our graduates will be no greater than the impact that the pandemic will have on the Nation or the world as a whole. Making use of technology for interactive activities is cheaper and suitable to a degree but I have not found it totally satisfactory. A virtual meeting is not tantamount to a face-to-face meeting and our students have indicated to me that they have felt this difference. Also, I, as an instructor, have felt the difference and have tried to correct this but have not been successful. The University of the District of Columbia is known for its nurturing quality and virtual communications does not allow for the face-to-face association that most nurturing protocols required. I have only been able to achieve this relationship when I can sit with a student in the same room, listen and serve as a mentor.
I am able to relate my knowledge and assess my mentee's conversation couple with his/her body language and this allows me to determine my success or failure. Further, I have found it very difficult to almost impossible to hire a person in a position of authority or one in a position that I have to supervise, without a face to face meeting. This may be possible, if I interview the individual several times. Possibly then, I can get a better assessment. Personally, I feel that face-to-face interactions allow for better assessments. Further, I have had to change my research focus during the pandemic and I look forward to helping my students perfect their research skills which could not be enhanced via the internet. Observing a protocol performed is not the same as doing it yourself. This is, especially, true in our electron microscopy laboratory where perfecting ultramicrotomy is impossible to teach without close interactions.

Pace University
Seidenberg School of Computer Science and Information Systems
Dr. Pauline Mosley: There are several big trends; however, in my opinion, the biggest trend we are seeing is an increase in the usage of mobile apps, cloud computing and smart technologies. The pandemic has cultivated a huge demand for these applications. The problematic effects of the pandemic such as the inability to conduct business and interact socially, has heighten the need for these technologies - hence transitioning them from emerging technologies to part of our everyday living.
Erik Johnson Ph.D.: Graduating in a recession stinks! It is harder to find a job, but if you do find a job, it will likely pay you less than the same position if the economy weren't in a recession. This will not be a temporary problem; it will probably last a long time. There is economic research that shows that you can "catch up" with your peers who graduated during good times after about a decade. However, for the catch up, you will need to be flexible with your jobs. Most of the catch up in wages will come from switching jobs. Few employers will give you sufficient wage increases to make up for the fact they were able to hire you relatively cheaply during a recession. Instead, you will need to look for new jobs every few years to get the raises that will put you on track to earn as much as if you hadn't graduated in a recession. It's hard work, but it will pay off.