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Professor of biology job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected professor of biology job growth rate is 12% from 2018-2028.
About 159,400 new jobs for professors of biology are projected over the next decade.
Professor of biology salaries have increased 12% for professors of biology in the last 5 years.
There are over 14,027 professors of biology currently employed in the United States.
There are 13,103 active professor of biology job openings in the US.
The average professor of biology salary is $80,294.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 14,027 | 0.00% |
| 2020 | 15,148 | 0.00% |
| 2019 | 15,616 | 0.00% |
| 2018 | 15,228 | 0.00% |
| 2017 | 14,680 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $80,294 | $38.60 | +2.8% |
| 2024 | $78,136 | $37.57 | +0.9% |
| 2023 | $77,433 | $37.23 | +5.5% |
| 2022 | $73,390 | $35.28 | +2.1% |
| 2021 | $71,899 | $34.57 | +1.8% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 78 | 11% |
| 2 | Vermont | 623,657 | 60 | 10% |
| 3 | West Virginia | 1,815,857 | 112 | 6% |
| 4 | Virginia | 8,470,020 | 427 | 5% |
| 5 | Colorado | 5,607,154 | 296 | 5% |
| 6 | Oregon | 4,142,776 | 219 | 5% |
| 7 | Utah | 3,101,833 | 144 | 5% |
| 8 | Nebraska | 1,920,076 | 88 | 5% |
| 9 | South Dakota | 869,666 | 46 | 5% |
| 10 | Alaska | 739,795 | 40 | 5% |
| 11 | New York | 19,849,399 | 812 | 4% |
| 12 | Pennsylvania | 12,805,537 | 458 | 4% |
| 13 | Kentucky | 4,454,189 | 165 | 4% |
| 14 | Mississippi | 2,984,100 | 120 | 4% |
| 15 | Rhode Island | 1,059,639 | 38 | 4% |
| 16 | New Jersey | 9,005,644 | 276 | 3% |
| 17 | Massachusetts | 6,859,819 | 214 | 3% |
| 18 | Wisconsin | 5,795,483 | 183 | 3% |
| 19 | Minnesota | 5,576,606 | 148 | 3% |
| 20 | Maine | 1,335,907 | 42 | 3% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Cambridge | 2 | 2% | $83,916 |
| 2 | Washington | 1 | 0% | $83,206 |
Kean University
North Carolina State University
Skidmore College
Ashford University
University of Kentucky College of Medicine

Meredith College
University of Delaware
Alex Holte PhD: I would say being able to work with AI may be something that is more important in the next 3-5 years. Right now it’s a new technology and people are just now learning how to integrate it in the workplace, but I feel it is possible the future workforce of tomorrow will necessitate some form of being able to use AI technology.
Alex Holte PhD: When you are starting out at any career, it is important to negotiate your salary. Many candidates feel that they have to accept their first offer, but in reality, at many jobs, there is some room for negotiation. Be mindful however, to not request a salary that is much higher than what is being offered as they may feel like a compromise would not be possible and move on to the next candidate.
Mia Fiore Ph.D.: First, I would tell all students that it is VERY different from teaching k-12. Unlike K-12, you are not placed in a school with a teaching job upon graduation; teaching in higher education is one of the most competitive fields, period. The next difference is that you are expected to be an expert/ master of your field. If you're also willing to accept that you will likely have to work as an adjunct professor (for low pay) first, then go for it! Teaching in higher education is the most rewarding job, especially for people who love learning.
Mia Fiore Ph.D.: Awareness and familiarity with technology has become more important, and it will continue to be more important in the next 3-5 years. With everything from peer-reviewed journals available online, to AI, technology is an important part of higher education.
Mia Fiore Ph.D.: Maximize your salary potential by teaching at a state school- if you do you can join the PSLF program and after ten years, your student loans will be forgiven.
Justin Whitehill Ph.D.: Perseverance pays off. Its worth it to pursue the career you want and not settle and be unhappy.
Justin Whitehill Ph.D.: In the area of genetics and genomics, the identification of areas of the genome that can be CRISPR’d and used to add an immediate benefit is going to be very important as every cropping system races to make genome editing a reality. AI will likely play a huge role in predicting genes/regions of the genome that will provide the biggest benefits.
Justin Whitehill Ph.D.: I wouldn’t know, I’m a professor.
Jane Kuandre: My advice for someone looking to pursue a career in academia would be to focus on building a strong publication record, developing a network of collaborators, and continuously seeking opportunities for professional development.
Jane Kuandre: Some essential skills for success in academia include critical thinking, effective communication, time management, and the ability to work both independently and collaboratively.
Jane Kuandre: Networking is crucial for career advancement in academia as it allows individuals to establish collaborations, gain access to resources, and stay updated on the latest research trends.
Skidmore College
Romance Languages, Literatures, And Linguistics
Aurelie Matheron: Leadership: you will be in positions of leading a program/department. Learn from current chairs by observing their own skills during meetings and moments of decision. Collaboration: develop interpersonal and interprofessional relationships that will allow you to build collaborative projects (interdepartmental courses, for instance).
Aurelie Matheron: Do some research online about how much someone earns at your stage of the career. If there is a significant gap, point out (diplomatically) that, because of your extensive experience in XYZ, you would like to get a X% increase in your salary. Be reasonable: if you want a 3% increase, ask for 5% (not 10% or more). Justify your negotiation: why should they pay me more? What experience can I show them to justify my request? If you have a higher offer from another place, you can say that “I have received another generous offer and would like to know about the possibility for matching that offer.” Salary is not the only thing you can negotiate: office space, computer/laptop, sabbaticals, course release, etc. Again, be reasonable: if you think you are entitled to XYZ requests, you also have to show why.
Ashford University
History
Fabio Lanza: I tell them not to expect that they can achieve the same, old-style academic career (like mine, for example). A tenure-track job in a research university to be clear. Those jobs exist but they are becoming rarer and rarer. I also tell them that if they forecast incurring in serious (or even non-serious) debt in order to get a PhD, they should not do it. They should not pursue that path at all. In the program, they should take all the chances they have to learn new skills, including skills that don't seem directly related to an academic career.
Fabio Lanza: To put it bluntly, if you want to make money, this is really not the career for you.
Fabio Lanza: Difficult to say, given how quickly things change. Digital humanities was and still is fashionable and important. Public history (museum, exhibitions, outreach). And teaching.
University of Kentucky College of Medicine
Department of Neuroscience
Kristen Platt Ph.D.: I think several skills stand out when looking at an applicant's resume. One is experience with human donor cadaver dissection. It seems that it's becoming rarer, in general, for anatomy instructors to have both background and interest in gross anatomy.
The second skill that stands out on a resume is a breadth of technological expertise. Instructors need to be comfortable with various teaching technologies, from learning management systems to publisher websites/resources and the vast array of apps and other prevalent media in anatomy education. Now, of course, no one can know how to use every piece of technology, but having a breadth of experience across various platforms helps the instructor adapt to and adopt new media.
Third and finally, it really stands out when a candidate has training in and commitment to diversity & inclusion initiatives. This is so important that it can't be overstated. We could all do well with seeking every opportunity to increase our competence in this area.
Kristen Platt Ph.D.: Soft skills can really make or break a candidate, but they are also difficult to develop, much less showcase on an application. The most important soft skills are interpersonal skills (communication, empathy, collaboration, and teamwork) and organization. People who are organized are much more efficient, and their students can really tell the difference when interfacing with that instructor through the learning management system or email and grade responsiveness.
Kristen Platt Ph.D.: As we discussed before, technological expertise is very critical for instructors in biological/anatomical sciences. The teaching landscape in these areas changes rapidly, with new resources coming onto the market very often. Nothing has highlighted this need more so than the recent COVID-19 induced campus shutdowns. There was likely a great divide in the student experiences during the shutdowns based on their instructors' comfort with technological innovation.
In addition, writing skills can never be dismissed. Almost any position in higher education will require some form of writing, whether that is publishing book chapters, lay press, or technical/scientific manuscripts.
Kristen Platt Ph.D.: The skills that will set a candidate ahead for earnings include administrative and leadership skills. Instructor earnings are fairly standardized by institution/state/region and don't vary much based on individual skills, especially entry-level positions. However, if that instructor takes on administrative responsibilities or works their way into leadership roles, earning potential is greater over time. Finally, if individuals can harness their creativity and innovation, they could find avenues to greater earnings outside of the standard promotion ladder (for example, contracting with publishing companies or developing & marketing new teaching media).

Meredith College
Biology Department
Jason Andrus Ph.D.: Whenever I have been on a hiring committee, teaching experience is usually the criterion that makes candidates stand out on resumes. This experience does not need to be teaching a full course load for many semesters - even guest lecturing helps. ( I should qualify that I am only considering positions at schools with a primary focus on undergraduate education.) But the more teaching experience a candidate has, the more likely the search committee will consider that candidate as a viable option.
Moreover, the more varied the courses that a candidate has taught, the more flexibility that candidate could bring to our organization. As a smaller department with a lot of courses to offer, being able to have faculty to teach multiple courses provides us with opportunities to make our curriculum not just meet the needs of our students but also offers flexibility to work with our faculty to help meet their professional goals as well.
One thing that can HURT your resume is emphasizing the wrong things. It is important to know the school where you are applying to and what their teaching/research load is. At a primary teaching institution, highlighting your vast research and funding record can actually work against you. Ultimately, we want to provide faculty with challenging and rewarding work; and while your stellar publication and funding record is fantastic, at a teaching institution, the opportunities to engage in research are more limited than at a research institution, and the search committee might conclude that the position would not be of interest to you or even a good fit! Each school that you apply to will have different expectations, so know the school culture and expectations when you apply. You can learn a lot about this by reading the school's mission statement, faculty pages, and (if available) the faculty handbook - especially the section on the faculty role model.
Jason Andrus Ph.D.: Collaboration, communication, organization, and leadership are all valuable. As you will be working with other faculty to educate students through the curriculum, knowing what skills students need in future classes is imperative and requires working closely with other faculty in your department. Effective communication goes hand in hand with being a good educator. Not only are you communicating content with students, but you also need to effectively articulate course learning objects, expectations, and requirements to be as transparent in your course as possible. Organization is necessary to manage numerous courses and scores of students, providing timely feedback so students have an opportunity to improve and learn. Lastly, leadership is essential for effective classroom management; this is also the soft skill that takes the longest to develop in faculty and is why experience is so valued.
Jason Andrus Ph.D.: Technical knowledge and skills in the courses that you will be teaching are crucial to giving students an authentic and rewarding experience. Of course, good scientific practice is a must, but also recognize that doing good science does not require lots of time and resources. Demonstrating that you can engage students in science at the institution, you are applying to will really stand out. This can be accomplished by identifying possible collaborators within the department or school, putting together a mock syllabus for a lab, or writing a description of an undergraduate research proposal using a limited budget and resources in your application packet. These strategies will always be looked on favorably by hiring committees.
Jason Andrus Ph.D.: As most schools operate as nonprofits, budget dictates earnings more than anything else, so opportunities to earn more will likely be tied to the finances of the institution you are applying to. But experience will give you more leverage to negotiate. Also, many teaching universities offer 9-month positions and may have opportunities to earn more with summer teaching, so again, having the ability to teach multiple courses will increase the chances of teaching in the summer for extra income.
Estella Atekwana Ph.D.: There's no question entering the job market this year has been challenging. The effects of the pandemic have been felt in every industry, and some of the fields in which geoscientists make a living, like the energy market, are subject to uncertainty for both economic and political reasons. But in one sense, geoscientists are in a better position than many because of the relevance of the geosciences to society. The education we provide students -a knowledge of geoscience across disciplinary boundaries-and the development of soft skills such as team work, working collaboratively, problem solving, critical thinking, communication and more-are what industry employers are seeking, and they help students navigate the rapidly changing job landscape.