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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 159 | 0.00% |
| 2020 | 138 | 0.00% |
| 2019 | 149 | 0.00% |
| 2018 | 137 | 0.00% |
| 2017 | 135 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $113,742 | $54.68 | +2.7% |
| 2024 | $110,794 | $53.27 | +3.8% |
| 2023 | $106,715 | $51.31 | +0.1% |
| 2022 | $106,625 | $51.26 | +0.9% |
| 2021 | $105,628 | $50.78 | +3.7% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 79 | 11% |
| 2 | Vermont | 623,657 | 23 | 4% |
| 3 | California | 39,536,653 | 675 | 2% |
| 4 | New York | 19,849,399 | 383 | 2% |
| 5 | Virginia | 8,470,020 | 135 | 2% |
| 6 | Washington | 7,405,743 | 113 | 2% |
| 7 | Massachusetts | 6,859,819 | 107 | 2% |
| 8 | Maryland | 6,052,177 | 91 | 2% |
| 9 | Connecticut | 3,588,184 | 59 | 2% |
| 10 | Utah | 3,101,833 | 51 | 2% |
| 11 | Delaware | 961,939 | 15 | 2% |
| 12 | South Dakota | 869,666 | 15 | 2% |
| 13 | Texas | 28,304,596 | 280 | 1% |
| 14 | Georgia | 10,429,379 | 145 | 1% |
| 15 | North Carolina | 10,273,419 | 132 | 1% |
| 16 | Oregon | 4,142,776 | 56 | 1% |
| 17 | West Virginia | 1,815,857 | 24 | 1% |
| 18 | New Hampshire | 1,342,795 | 13 | 1% |
| 19 | North Dakota | 755,393 | 11 | 1% |
| 20 | Alaska | 739,795 | 9 | 1% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Cupertino | 2 | 3% | $156,739 |
Drexel University

Florida State University
Michael Wagner: Primarily an understanding of how to be productive in virtual teams. Anything that proves that somebody is capable of working independently and reliably.

Michael Neal Ph.D.: The advice can be tricky, especially since our graduates go into a number of fields. My hope for them is that they continue to build upon what they learned in our program and apply it to new situations and contexts outside of school. I often tell students that editing, writing, and media aren't skills you master and then apply universally across contexts. Instead, we encourage students to keep growing and stretching themselves, since they will most likely face new genres, audiences, and contexts that they didn't see in college. Therefore, we teach them to be flexible, to be close readers, and analyze each rhetorical situation to determine how to best communicate within that context. Good writing isn't one-size-fits-all. Instead, it's a complex, negotiated relationship between writers, texts, contexts, audiences, media, modalities, etc.