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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,033 | 0.00% |
| 2020 | 1,094 | 0.00% |
| 2019 | 1,079 | 0.00% |
| 2018 | 1,051 | 0.00% |
| 2017 | 1,017 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $55,161 | $26.52 | +1.0% |
| 2025 | $54,590 | $26.25 | +3.1% |
| 2024 | $52,971 | $25.47 | +1.6% |
| 2023 | $52,138 | $25.07 | +3.0% |
| 2022 | $50,614 | $24.33 | +2.1% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Massachusetts | 6,859,819 | 752 | 11% |
| 2 | Delaware | 961,939 | 83 | 9% |
| 3 | Vermont | 623,657 | 56 | 9% |
| 4 | Wisconsin | 5,795,483 | 385 | 7% |
| 5 | Alaska | 739,795 | 53 | 7% |
| 6 | Colorado | 5,607,154 | 319 | 6% |
| 7 | Iowa | 3,145,711 | 201 | 6% |
| 8 | West Virginia | 1,815,857 | 105 | 6% |
| 9 | Maine | 1,335,907 | 80 | 6% |
| 10 | District of Columbia | 693,972 | 40 | 6% |
| 11 | Arizona | 7,016,270 | 322 | 5% |
| 12 | Missouri | 6,113,532 | 302 | 5% |
| 13 | Minnesota | 5,576,606 | 299 | 5% |
| 14 | Alabama | 4,874,747 | 229 | 5% |
| 15 | Connecticut | 3,588,184 | 188 | 5% |
| 16 | New Hampshire | 1,342,795 | 69 | 5% |
| 17 | Rhode Island | 1,059,639 | 48 | 5% |
| 18 | South Dakota | 869,666 | 45 | 5% |
| 19 | Wyoming | 579,315 | 30 | 5% |
| 20 | Arkansas | 3,004,279 | 127 | 4% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Guilderland | 6 | 17% | $63,902 |
| 2 | Bethlehem | 3 | 9% | $64,024 |
| 3 | Clifton Park | 3 | 8% | $63,805 |
| 4 | Albany | 3 | 3% | $63,981 |
University at Albany, State University of New York
University of Akron

Molloy College
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.
Dr. Randall J Mitchell: You will never have all the background needed for any particular position, but having a wide variety of experience and a record of responsibility and completion will help demonstrate that you can learn on the job. Any experience of any kind can be important for that demonstration. It's obviously nice if the experience is related to your desired job, but sometimes that's hard to do - build up to it in any way you can, and try to develop connections and network. Some of the best experiences come from being in the right place at the right time, and that is more likely if you are in a lot of different activities and get to know people. For field and environmental types, volunteer or paid work with park districts, time outdoors, and experience with identifying plants can make a big difference. Experience writing reports and presenting projects is important. And as an aside - grades aren't that important here. Focus on what you learn and what you can do, not just on getting good scores. Some of the best learning comes in the hardest things for you, so don't avoid hard classes that will be valuable.

Dr. Noelle Cutter: In light of this, we need to prepare our students to have educational experiences that teach them about building civic capacity, broad knowledge about the liberal arts and sciences, and cultures outside the United States. One central goal of a liberal arts education is to prepare students for this uncertain future. A foundation in the liberal arts will teach students the set of skills that give them the opportunity to evolve and adapt as the world changes.