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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 1,302 | 0.00% |
| 2020 | 1,307 | 0.00% |
| 2019 | 1,322 | 0.00% |
| 2018 | 1,282 | 0.00% |
| 2017 | 1,255 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $40,030 | $19.25 | +2.6% |
| 2025 | $39,028 | $18.76 | +3.9% |
| 2024 | $37,570 | $18.06 | +1.9% |
| 2023 | $36,869 | $17.73 | +4.1% |
| 2022 | $35,410 | $17.02 | +3.2% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | New Hampshire | 1,342,795 | 303 | 23% |
| 2 | Delaware | 961,939 | 183 | 19% |
| 3 | District of Columbia | 693,972 | 133 | 19% |
| 4 | Maine | 1,335,907 | 232 | 17% |
| 5 | North Dakota | 755,393 | 126 | 17% |
| 6 | West Virginia | 1,815,857 | 264 | 15% |
| 7 | Massachusetts | 6,859,819 | 972 | 14% |
| 8 | New Mexico | 2,088,070 | 297 | 14% |
| 9 | Idaho | 1,716,943 | 226 | 13% |
| 10 | South Dakota | 869,666 | 115 | 13% |
| 11 | Alaska | 739,795 | 95 | 13% |
| 12 | Alabama | 4,874,747 | 581 | 12% |
| 13 | Oklahoma | 3,930,864 | 415 | 11% |
| 14 | Maryland | 6,052,177 | 523 | 9% |
| 15 | Montana | 1,050,493 | 82 | 8% |
| 16 | Rhode Island | 1,059,639 | 81 | 8% |
| 17 | Vermont | 623,657 | 52 | 8% |
| 18 | Virginia | 8,470,020 | 627 | 7% |
| 19 | Minnesota | 5,576,606 | 410 | 7% |
| 20 | Connecticut | 3,588,184 | 250 | 7% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Annapolis | 2 | 5% | $38,490 |
| 2 | Jackson | 1 | 3% | $40,681 |
| 3 | Billerica | 1 | 2% | $34,598 |
| 4 | Bozeman | 1 | 2% | $35,997 |
| 5 | Dundalk | 1 | 2% | $38,766 |
| 6 | Encinitas | 1 | 2% | $43,760 |
| 7 | Saint Louis | 2 | 1% | $32,868 |
| 8 | Hillsboro | 1 | 1% | $41,542 |
| 9 | Los Angeles | 2 | 0% | $44,111 |
| 10 | San Diego | 2 | 0% | $43,694 |
| 11 | San Francisco | 2 | 0% | $44,775 |
| 12 | Chicago | 1 | 0% | $40,036 |
| 13 | Fort Worth | 1 | 0% | $36,932 |
| 14 | Houston | 1 | 0% | $37,010 |
| 15 | Irvine | 1 | 0% | $43,955 |
Seattle University
Heidelberg University

Seattle University

East Tennessee State University
American University

Frostburg State University
Seattle University
Institute of Public Service
Dr. Rashmi Chordiya Ph.D.: The skills that stand out on Social Service Coordinator resumes are the soft/essential skills for managing relationships with clients and communities they serve. These include awareness of own and other's feeling and emotional needs, empathy- which is capacity and skill to see, hear, and understand the client's and communities needs and point of view, compassion which is ability and capacity to see other's pain and suffering and desire to alleviate it, and clear communication skills which includes the ability to speak and listen mindfully with loving-kindness. Social Service Coordinator skills are often high-level care and emotional work skills.
In addition, other skills that stand out include- technical skills to work with current technologies, to search effectively in search engines and distill social services information relevant to the clients, ability to discern and appropriately support clients in navigating social services, and ability to function with calm in time-sensitive situations.
Dr. Rashmi Chordiya Ph.D.: Empathy, cultural intelligence, emotional intelligence, self-awareness, ability to practice calm and loving-kindness with clients.
Dr. Rashmi Chordiya Ph.D.: Skills to work with client groups of diverse backgrounds, having a deep understanding and practice of trauma-informed social work, and adaptive leadership skills to adapt to the needs of diverse clients and evolving social and organizational contexts.
Heidelberg University
Paige Atterholt: I think now, being in year 2 of the pandemic, I think if anything there will be more jobs for graduates. Just looking through the jobs online, there are many opportunities for graduates to get a job. I think the older community retired when things got bad, which opened the door for the younger generation.

Seattle University
History Department
Theresa Earenfight Ph.D.: As a historian of the European Middle Ages, I'm struck by how students this past year have acquired something scarce: historical empathy. The past can seem so remote, so very different from our lived experiences today, and this can make history seem irrelevant. But this fall, I was teaching a section on the bubonic plague, which historians of medicine now know was a global pandemic, not just an epidemic in Europe. Usually, students are fascinated by the gruesome medical details, but not this group.
They did not need or want to look death in the eyes. They wanted to know how did people react? How did they get back to normal? When we ticked off the list of reactions--fear, distrust of science (such as it was in 1348), xenophobia, scapegoating, economic collapse, hoarding supplies, turn to religion, gallows humor about worms crawling about corpses--they got it. When we talked about the aftermath--eat, drink, be merry, and protest the inequality--they got it. That is historical empathy, and I'm sad that this was how it had to be learned, but it will give them broader compassion that can encompass people alive today.

Dr. Frederick Gordon Ph.D.: Graduate students will need to refocus on the changing institutional role, being both remote and in-person, and impacting agency goals and performance.
Dr. Adelaide Kelly-Massoud: Well, every teacher and teacher candidate was thrust into distance learning. Misguided attempts to foster understanding often leaned our adult distant learning pedagogy. Teachers, and those who prepare teachers, found their job to research, define, design, and implement meaningful teaching and learning using a virtual platform. Words such as synchronous and asynchronous are now a part of our everyday vernacular. But there is a much more optimistic change on the horizon that we can thank coronavirus for.
Communication and collaboration have been forced to change. Parents and Teachers are more connected and have been put in a position to leverage technology to build networks of support and consistent dialog. I urge teachers to leverage this in their future as we work to reopening schools; we should learn from this experience to leverage technology to keep us connected.

Frostburg State University
Educational Professions
Jamelyn Tobery-Nystrom: Special education needs are wide and varying, depending on position and state/jurisdiction needs. In general, knowledge and experience in the Autism Spectrum is a high need area. Knowledge and skills in behavioral/mental health are also in demand. Indeed, due to the COVID-19 pandemic, the ability to adapt instruction online is a new skill area for special education teachers.