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Job outlook for science instructors in the United States
Science instructor job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected science instructor job growth rate is 5% from 2018-2028.
About 48,700 new jobs for science instructors are projected over the next decade.
Science instructor salaries have increased 8% for science instructors in the last 5 years.
There are over 196,478 science instructors currently employed in the United States.
There are 40,936 active science instructor job openings in the US.
The average science instructor salary is $48,925.
Are science instructor jobs in demand?
Science instructor job and salary trends over time
Science instructor jobs over time
Science instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 196,478 | 0.06% |
| 2020 | 192,213 | 0.06% |
| 2019 | 200,913 | 0.06% |
| 2018 | 202,569 | 0.06% |
| 2017 | 199,453 | 0.06% |
Average science instructor salary over time
Science instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $48,925 | $23.52 | +2.0% |
| 2024 | $47,984 | $23.07 | +2.2% |
| 2023 | $46,941 | $22.57 | +1.9% |
| 2022 | $46,046 | $22.14 | +2.0% |
| 2021 | $45,159 | $21.71 | +1.5% |
Science instructor jobs by state
Most common states for science instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Montana | 1,050,493 | 122 | 12% |
| 2 | Wyoming | 579,315 | 71 | 12% |
| 3 | District of Columbia | 693,972 | 79 | 11% |
| 4 | Colorado | 5,607,154 | 573 | 10% |
| 5 | Delaware | 961,939 | 95 | 10% |
| 6 | Vermont | 623,657 | 60 | 10% |
| 7 | Virginia | 8,470,020 | 759 | 9% |
| 8 | South Carolina | 5,024,369 | 447 | 9% |
| 9 | Oregon | 4,142,776 | 370 | 9% |
| 10 | Alaska | 739,795 | 69 | 9% |
| 11 | Georgia | 10,429,379 | 848 | 8% |
| 12 | North Carolina | 10,273,419 | 786 | 8% |
| 13 | New Jersey | 9,005,644 | 702 | 8% |
| 14 | Massachusetts | 6,859,819 | 549 | 8% |
| 15 | New Hampshire | 1,342,795 | 112 | 8% |
| 16 | South Dakota | 869,666 | 66 | 8% |
| 17 | North Dakota | 755,393 | 60 | 8% |
| 18 | Maryland | 6,052,177 | 417 | 7% |
| 19 | Nevada | 2,998,039 | 207 | 7% |
| 20 | Rhode Island | 1,059,639 | 79 | 7% |
Most common cities for science instructors
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Bridgewater | 1 | 2% | $72,408 |
| 2 | Baltimore | 1 | 0% | $76,452 |
| 3 | Philadelphia | 1 | 0% | $61,824 |
Science Instructor job outlook: Expert opinions
Our panel of science instructor experts
College of the Marshall Islands
University of Kentucky College of Medicine
Springfield College
University of Illinois at Urbana-Champaign
Mercy College
Meredith College
Emory University
University of Miami
University of Hawaii at Manoa
Franklin and Marshall College
Merrimack College
College of Saint Benedict
Queens College of the City University of New York
University of Rhode Island
College of Charleston
San Diego State University
Robert Morris University
Clemson University
Wright State University
What general advice would you give to a Science Instructor?
Alexander Velasquez: My general advice to any graduate beginning their career in their field is to continue to learn and be a student of your craft. Be open to learning new things because you never know how they will improve your skills and qualifications. For example, I am currently learning video editing. I never thought I would bother to learn video editing, but it makes me a more versatile instructor being able to give students the option of doing video projects, combining and editing them, and having a digital record of what students have learned in the classroom. And given the rise of online learning, it's important nowadays to be an effective instructor both in the traditional in-person format and within the digital landscape.
What Science Instructor skills would you recommend for someone trying to advance their career?
Alexander Velasquez: I think that in the next three to five years the most important skills to have—and I mean this—will be critical thinking and imagination. This may sound a bit outlandish, and maybe even a bit naive, but hear me out: Artificial intelligence is making strides to the point where papers are writing themselves with simple instructions, videos are generating themselves with simple instructions, and software is beginning to write itself; and all this has been happening within the last few years. We may begin to see that in the next three to five years, once coveted programming jobs could become automated. Now, what I'm *not* saying is don't go to school for computer programming; but what I *am* saying is that the nature of work and employment *is* changing. For example, if you and and AI are making a video, and both of you have the same script, same voiceover, and so on, the only thing separating your final product from the AI's is the way you *think and imagine*, the perspective that you have as someone who can think critically about the information and lay it out in a visually appealing manner. AI can't do that—at least not yet—because it simply spits out the information it's given. But critical thought, metalevel thinking about information, is what will be one of the most important assets to have in the coming three to five years.
What will help Science Instructors increase their earning potential?
Alexander Velasquez: I think everyone should look into their career fields and find out what it is that makes you more valuable in that field. Are there any certifications that you can get? What is it that you need to know or learn that companies will find valuable? Much can be learned online, so pick up as many of those skills as you can, and make sure they're on your resume or CV. I believe all those things could maximize salary potential, especially when starting out.
Horacio Ferriz Ph.D.
Professor of Applied Geology and HydrogeologyWhat will help Science Instructors increase their earning potential?
Horacio Ferriz Ph.D.: Take some of your basic requirements for a Teaching Credential in your junior and senior years at college (Adolescent Psychology, Foundations of Secondary Education), and make sure to log some hours helping a local STEM teacher in the classroom.
What general advice would you give to a Science Instructor?
Horacio Ferriz Ph.D.: We have a critical lack of good teachers in the STEM disciplines, so pursuing this path will practically guarantee you a teaching position anywhere you care to live. We also need good journalism in the STEM disciplines, because there is so much misinformation out there.
What Science Instructor skills would you recommend for someone trying to advance their career?
Horacio Ferriz Ph.D.: Hopefully you have it real clear in your mind that you want to pursue a career in Science Education, at the Elementary or Middle School level. If you have your sights on becoming a High School teacher you would be much better off pursuing a traditional major in Geology, Physics, Chemistry, or Biology. Physical Science would also be a good platform to pursue a career as a Science Journalist.
Kristen Platt Ph.D.
Assistant ProfessorUniversity of Kentucky College of Medicine
Department of Neuroscience
What skills stand out on Science Instructor resumes?
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.
What soft skills should all Science Instructors possess?
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.
What skills will help Science Instructors earn the most?
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).
Stephen Maris Ph.D.
Assistant Professor and Graduate CoordinatorSpringfield College
Department of Exercise Science and Athletic Training
What skills stand out on Science Instructor resumes?
Stephen Maris Ph.D.: In this new age of online learning and hybrid courses, instructors need to have a strong grasp on diverse methods of education delivery, whether it is experienced in online teaching, video design, video conferences, and other technologies. Also, in terms of instructors, it is also important to have a background in the content related to either publication in the field or scientific presentations at regional, national, and international conferences. Other skills include adaptability to different class environments, strong leadership skills, and enthusiasm for the material related to anatomy and physiology.
What soft skills should all Science Instructors possess?
Stephen Maris Ph.D.: The soft skills required for many instructors focus on the balance between leadership and personal skills. More specifically, the ability to have strong time management, confidence, self-management skills, and enthusiasm are very important in terms of success. In many cases, enthusiasm is what can lead to improved class engagement and can foster the same enthusiasm for the subject in the students or takers of a course.
What hard/technical skills are most important for Science Instructors?
Stephen Maris Ph.D.: The skills that are most important related to technical items are related to technology for the classroom, as well as technologies in use in the current state of anatomy and physiology literature. At this moment, that includes experience using Real-Time PCR, ELISAs, biomechanical analyses, measurements of cardiovascular function, and more. In terms of teaching the course, the instructors also need to have a strong background in the use of technology and pedagogical techniques that would be most appropriate for the class situation.
What skills will help Science Instructors earn the most?
Stephen Maris Ph.D.: In terms of salary, the skills that will help earn the most are skills related to productivity. Specifically related to my current position, balancing both research and teaching and exceeding in both is the primary avenue for further increases in promotion and salary. Other positions would look for teaching experience and research experience, as well as the skills underlying both, such as time management, writing ability, presentation skills, and others.
Laura Rice
Center on Health, Aging, and Disability Associate Director, MPH and MSHA Interim Program Director, Associate ProfessorUniversity of Illinois at Urbana-Champaign
Department of Kinesiology and Community Health
What soft skills should all Science Instructors possess?
Laura Rice: Communication is a critical skill for a health science instructor. How well their students learn will be critical to the health and well-being of their patients. Suppose an instructor cannot communicate well and facilitate learning. In that case, I am concerned that students will not effectively learn and utilize the information in clinical practice. Instructors must also gauge when their students do not understand a particular concept and modify their teaching techniques to ensure they understand it.
Dr. Eric Martone
Interim Dean of the School of Education, Associate Professor, History/Social Studies Education, Editor, Global Education ReviewMercy College
School of Education
What skills will help Science Instructors earn the most?
Dr. Eric Martone: Educators who are compassionate, with strong leadership skills, willing to make take chances to make a difference.
Jason Andrus Ph.D.
Professor and Department Head of Biological SciencesMeredith College
Biology Department
What skills stand out on Science Instructor resumes?
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.
What skills will help Science Instructors earn the most?
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.
Will there be an enduring impact of the coronavirus pandemic on Science Instructors?
Anita Corbett Ph.D.: Yes--we all agree that there will be a back log of eligible applicants due to hiring freezes and lack of ability to gain relevant experience due to limited access to research experiences during the pandemic.
What's a day at work look like for a Science Instructor?
Anita Corbett Ph.D.: It depends on what job they have- also are we talking graduates from undergraduate education or from graduate training?
What will help Science Instructors increase their earning potential?
Anita Corbett Ph.D.: They should appropriately market their skills--and seek additional training to enhance their core skills--certificates that demonstrate this additional training has been obtained can be valuable.
How have salaries changed over time for Science Instructors?
Dr. Melanie Goergmaier Ph.D.: Because the international relations field is broad and can include everything from the UN to NGOs to government service and more, salary ranges vary greatly. Government jobs remain a stable source of income for many; however, there are great variations in income level depending on experience and job type.
According to data from the University of Miami's Topple career center, median income for an International Studies graduate was $42,842 six months out from graduation. For graduates in May of 2015 this figure was $47,500 for the graduating class of 2019 this was $58,000 suggesting an upward trend in the field. In the overall field most international studies graduates were earning between $50,000 and $55,000 according to www.internationalrelationsedu.org.
Salaries have steadily increased within the past several years within the International Relations Industry. In 2008, International relations majors earned an average starting salary of $40,900 a year. Compared to other social sciences, international relations majors had higher starting salaries than students who majored in psychology, sociology and anthropology. They earned less than economics majors, who averaged more than $50,000 a year, and about the same as political science majors, who averaged $40,800 a year. In 2008, the salary for individuals with a bachelor's degree in International Relations averaged Mid-Career earnings of $80,000 a year.
Individuals with international relations degrees can expect to see their earnings increase as they grow in their careers and garner more experience and knowledge. The Wall Street Journal reported that international relations majors had average mid-career salaries of $80,900 a year. Compared to other academic disciplines, international relations majors' earnings continued to trail those of students who majored in economics and engineering fields, but exceeded those earned by majors in many humanities and social science fields, including history, sociology, English, psychology and political science. Currently, the majority of individuals within the industry report earning between $50,000 and $95,000 per year depending on the job, education and experience level. Thus, the industry average has been steadily increasing.
The lowest jobs reported had a yearly salary of about $29,000, while the highest paid salaries are about $150,000 a year. Salaries ultimately keep rising every year as long as inflation is within our economies. However, in International Relations fields, is it inevitable to mention that salaries do depend on nationalities. For example, an American is not paid the same to represent the US in International affairs than a Moroccan representing Moroccan interest in the same affairs. Secondly, in some cases, salaries may be positively correlated to the amount of hours per week. More hours, higher paycheck. And in other cases, salaries are negatively correlated or in other words, they may depend on the quality of work provided rather than the quantity.
Overall, salaries have certainly not increased at the same proportion as living costs, particularly in cities that are considered to be hubs for individuals in the area of international relations.
What are the biggest trends we'll see in the Science Instructor job market given the pandemic?
Richard Allsopp Ph.D.: Hard to say, but I don't see a negative impact
What certifications/licenses/courses can have the biggest impact for Science Instructors?
Richard Allsopp Ph.D.: Perhaps in dealing with viral infections, due to Covid, which is certainly
What will help Science Instructors increase their earning potential?
Richard Allsopp Ph.D.: Hard to say
What type of skills will young Science Instructors need?
M. Alison Kibler Ph.D.: The key for today's graduate is to come ready with relevant skills and experience. A college degree without relevant skills and experience will just not be as sufficient as in previous years to land that first, post-graduate role.
Creativity, proactivity along with strong communication skills and intellectual grit to anticipate and respond proactively to the unexpected are the competencies most prized in today's labor market. Showing that one worked through the pandemic, and even pursued additional skills and experiences relevant to a role or field, will make a graduate stand out from among their less prepared and proactive peers.
In the last class of American Studies graduates (class of 2020), I saw some students take a new path to a job. For example, one student had an internship where she worked remotely for a digital marketing firm. This then became a full-time job after graduation. Another student had worked on legal research (also remote) over the summer and in her senior seminar, and then got a job as a legal assistant in the New York DA's office. She hopes to ultimately go to law school. This is a job that other AMS alumni have secured in the past. Other students got jobs as community organizers, teachers, museum curators and entry-level business positions. These paths seemed largely the same as in the past. All built on course work and/or internships where they developed skills and deepened interest in topics. The student that went to work as a community organizer, for example, had done a senior research project on homelessness.
How do you envision technology impacting Science Instructors in the next 5 years?
Deborah Margolis Ph.D.: One of the many things that COVID has taught us is the importance of educational technology and that educators need to have facility with technology. We have also learned that some things that we thought had to be done in person, can be done remotely/virtually. Since some experts suggest that we may be dealing with COVID and remnants of COVID until 2025, educational technology will continue to play an important role for us in the U.S. The use of technology during the pandemic has also shown us ways that education can be enhanced for those who might otherwise be unable to access on-ground educational opportunities.
Jeffrey Anderson Ph.D.
Associate ProfessorCollege of Saint Benedict
Department of Peace Studies
What are the biggest trends we'll see in the Science Instructor job market given the pandemic?
Jeffrey Anderson Ph.D.: Gap years in our field, where graduates collect some really formative experiences, are common. The pandemic has made this more challenging for a couple of reasons. First, deployments in organizations like the Peace Corps have continued to be pushed back. International placements have been very hard hit. Second, when many formerly direct service positions do start, many have been in a remote format. This has been a challenge for graduates to make connections with coworkers and the community in which they serve.
These issues are likely to continue for the near future. The pandemic, however, has created widespread concern for topics connected to social determinants of health. COVID has shined a light on healthcare inequalities, unhealthy environments, and the vulnerability, economic and otherwise, of essential workers. Already, I have observed more positions in our field being created by hospital systems, departments of health, health insurance organizations, and nonprofits designed to reduce health disparities. This has created engaging work opportunities for our graduates.
What skills stand out on Science Instructor resumes?
Jeffrey Anderson Ph.D.: People are still at the center of many of these jobs, so people skills remain important. Similarly, fluency in a second language also appears to be a huge asset, as these efforts are undertaken to reach communities that are especially hard hit. Finally, organizations hiring for positions that involve an element of research are also pleased to see data analytics capabilities.
Zavi Gunn
DirectorQueens College of the City University of New York
Center for Career Engagement and Internships
Are there any particularly good places in the United States for Science Instructors to find work opportunities?
Zavi Gunn: The East and West coasts still offer a wealth of opportunities for graduates, with New York and California in the forefront.
What experience really stands out on Science Instructor resumes?
Edward Bozzi: Having had one or more successful internships with a biotechnology company or organization is most important on a resume. I also think listing practiced lab skills is important.
Will there be an enduring impact of the coronavirus pandemic on Science Instructors?
Edward Bozzi: I think the pandemic has emphasized the value of Biotechnology. Right now, eight recent graduates of URI's Biotechnology Program are working on the vaccine at Moderna. Local companies like EpiVax, a vaccine design company, are collaborating with a number of vaccine producing companies. Our Biotechnology students routinely intern there, and some are hired permanently. I see even more opportunities for Biotechnology graduates post COVID-19.
What type of skills will young Science Instructors need?
Edward Bozzi: If graduates have very good wet lab skills, i.e., cell culturing, and that need will continue. Bioinformatics will be of increasing importance in the future. And graduates will have to be more knowledgeable in that area.
What experience really stands out on Science Instructor resumes?
Dr. Phyllis G. Jestice: The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought.
What Science Instructor skills would you recommend for someone trying to advance their career?
Kevin Hovel Ph.D.: This is pretty much the same answer to question 1. Look for opportunities to volunteer in research programs. Helping graduate students with their projects is very common. One thing that is sometimes overlooked when students are getting research experience is experience handling data. This involves organizing data, doing quality checks, and visually assessing the data (graphically) and statistically. Statistical analysis is another area in which students also tend to have less experience entering graduate school. A student will have a leg up on others if they have at least the basic understanding of standard analyses used in their field of study.
What technology do you think will become more important and prevalent for Science Instructors in the next 3-5 years?
Kevin Hovel Ph.D.: This is a hard question because Biology is extremely broad as a discipline. I am an ecologist, and my research is mostly outdoors and underwater. My research is pretty "low tech." For cell and molecular biologists, or evolutionary biologists, the technology applied is vastly different. I think many of those folks would answer with things like genomics (in particular, CRISPR), metagenomics, and bioinformatics. But your best bet is to ask some of them. I suggest Ricardo Zayas (rzayas@sdsu.edu) and Lluvia Flores-Renteria (lfloresrenteria@sdsu.edu).
What experience really stands out on Science Instructor resumes?
Kevin Hovel Ph.D.: What stands out is research experience in which a student has completed an independent project. Being involved in an ongoing research program in a university lab is excellent and very valuable. Still, the extra value is placed on the completion of an independent research project by the student. This demonstrates self-motivation and follow-through. Typically an independent project culminates in a presentation or report, or both. These also are precious experiences to list on a resume. Limited ability to communicate the results of research projects is a common weakness for students, in written form or orally.
What experience really stands out on Science Instructor resumes?
Maria Kalevitch Ph.D.: Well-rounded experience, along with technical skills, soft skills should be included like customer service/sales, ability to present and communicate with the customer, innovative approach to tasks, thinking about systems not just a part of the project, teamwork but also ability to think independently, life-long learning and passion to the profession, to name a few.
How do you envision technology impacting Science Instructors in the next 5 years?
Maria Kalevitch Ph.D.: Technology will be disruptive in the best sense possible; as an example, it will combine the tools like AI with humans/human factor to strengthen the educational field, and as an ROI-better prepared college graduates with industry input and collaboration.
Will there be an enduring impact of the coronavirus pandemic on Science Instructors?
Maria Kalevitch Ph.D.: In each obstacle, we should see an opportunity; this opportunity can be used to better the future of higher education; it is an evolutionary process that helps to use what we learn and bring it to the next level. To add - being adaptive, flexible, and agile
Bo Clements
Lecturer of American Sign LanguageClemson University
Department of Languages
Will there be an enduring impact of the coronavirus pandemic on Science Instructors?
Bo Clements: Pandemic during life after Graduation is very obviously tricky. Look at the unemployment rates. Millions of job positions are in a freeze. No jobs out there. A positive note that a student has a degree in American Sign Language with specialization in Interpretation Education & Training, Wireless Technology, or Development & Innovative of Social Media allows working from home to create thousands of online jobs - Teaching, Marketing, Engineering, Spectrum of Technology, and many more.
We cannot remove our masks, making it so difficult to communicate, as it's hard to read people's lips. That is the number 1 communication barrier for all of us. We cannot be close or touch each other in a public place, even at work, to communicate in person. That makes it so difficult to find jobs.
What general advice would you give to a Science Instructor?
Dr. Karla Huebner Ph.D.: Grads in art and art history need to be very flexible in their job search, as positions in these fields for people with the BA and BFA are often hard to get and low in pay. That is not to say students should not pursue these fields. Still, they should be open and creative in job searching--be available to positions that seem less in the field or contingent to it, in areas like library science, graphic design, arts journalism, etc. Graduate degrees can improve job prospects, but the same caveats apply.
What technology do you think will become more important and prevalent for Science Instructors in the next 3-5 years?
Dr. Karla Huebner Ph.D.: Have no idea about technology for the future.
How would you rate the starting salaries for Science Instructors, as well as the prospects for salary advancement?
Dr. Karla Huebner Ph.D.: Salaries are generally low, but now and then, artists and art historians can make good incomes--don't expect to.