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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 828 | 0.00% |
| 2020 | 839 | 0.00% |
| 2019 | 924 | 0.00% |
| 2018 | 982 | 0.00% |
| 2017 | 1,022 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $35,709 | $17.17 | +3.1% |
| 2024 | $34,642 | $16.66 | +2.9% |
| 2023 | $33,668 | $16.19 | +2.9% |
| 2022 | $32,712 | $15.73 | +2.2% |
| 2021 | $32,005 | $15.39 | +2.7% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 134 | 21% |
| 2 | Utah | 3,101,833 | 554 | 18% |
| 3 | Rhode Island | 1,059,639 | 196 | 18% |
| 4 | Alaska | 739,795 | 132 | 18% |
| 5 | Montana | 1,050,493 | 176 | 17% |
| 6 | Wyoming | 579,315 | 100 | 17% |
| 7 | Washington | 7,405,743 | 1,166 | 16% |
| 8 | Minnesota | 5,576,606 | 893 | 16% |
| 9 | Oregon | 4,142,776 | 653 | 16% |
| 10 | Nebraska | 1,920,076 | 303 | 16% |
| 11 | South Dakota | 869,666 | 139 | 16% |
| 12 | Maine | 1,335,907 | 200 | 15% |
| 13 | Illinois | 12,802,023 | 1,775 | 14% |
| 14 | Wisconsin | 5,795,483 | 838 | 14% |
| 15 | Iowa | 3,145,711 | 430 | 14% |
| 16 | Idaho | 1,716,943 | 242 | 14% |
| 17 | District of Columbia | 693,972 | 100 | 14% |
| 18 | Pennsylvania | 12,805,537 | 1,634 | 13% |
| 19 | North Carolina | 10,273,419 | 1,385 | 13% |
| 20 | Kansas | 2,913,123 | 367 | 13% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Mount Prospect | 3 | 6% | $38,587 |
| 2 | Alpharetta | 1 | 2% | $30,164 |
| 3 | Carol Stream | 1 | 2% | $38,455 |
| 4 | Boston | 4 | 1% | $49,775 |
| 5 | Berkeley | 1 | 1% | $49,271 |
| 6 | Boca Raton | 1 | 1% | $33,030 |
| 7 | Bridgeport | 1 | 1% | $50,482 |
| 8 | Brooklyn Park | 1 | 1% | $40,113 |
| 9 | Cambridge | 1 | 1% | $49,671 |
| 10 | Davis | 1 | 1% | $47,690 |
| 11 | Houston | 2 | 0% | $37,077 |
| 12 | New York | 2 | 0% | $50,548 |
| 13 | Austin | 1 | 0% | $37,366 |
| 14 | Baltimore | 1 | 0% | $44,545 |
| 15 | Colorado Springs | 1 | 0% | $43,308 |
| 16 | Detroit | 1 | 0% | $41,844 |
College of Charleston
University of Wisconsin Milwaukee

Dixie State University
Albright College

West Liberty University
Jacob Craig Ph.D.: I believe strongly in dexterity and a language of expertise. That means that if a student can show they can adapt to new demands by learning a new way of working, learning about a new audience, learning how to address a new purpose, learning a new genre or style, and learning a new technology, that employee attractive. Especially at the entry-level, the ability to learn and adapt is valuable. Being able to talk about their experience using a persuasive vocabulary is often useful. For instance, if students can describe their approach to communication without using cliches (short and sweet, clear) and something along the lines of purpose, audience, situation, genre, medium--that's persuasive.
University of Wisconsin Milwaukee
Office of Student Services
Dr. Robert Longwell-Grice EdD: Despite the pandemic, careers that have direct contact with people continue to be in high demand. these include careers in teaching and social work. they are considered depression-proof careers. given the increased diversity in the USA, adding a second language to any career will be amazingly useful. Two-year degrees will not be seen as useful. If people are seeking post-secondary credits they need to think about a specific trade certificate, or a four-year degree.

Dixie State University
English Department
Dr. Mike Peterson Ph.D.: Writing skills have always been valued by employers, but anything that shows an ability to write, produce, or communicate in digital spaces will stand out. While employers are becoming increasingly comfortable having employees work and collaborate digitally (from home or elsewhere), they may still be reluctant to train employees how to do that. They want to see evidence that applicants will know how to use technology and stay productive without extensive training and without a supervisor having to stand behind them. That isn't to say training won't take place, but employers want to use their valuable time and resources training employees on their own systems, policies, and procedures; they don't want to have to show new-hires how to use Zoom, how to format a memo, how to write an email, or how to co-edit a document using OneDrive.
Guillaume de Syon Ph.D.: In the short term, yes, partly because the learning varied in coverage and sometimes quality. Compressed courses may have included the same objectives as regular, semester-long ones, but reading and writing had to be rescaled. Even courses running a regular semester were affected by distance learning.
Furthermore, internships and other campus jobs were frozen, thus affecting income, but also experience the graduates could share with potential employers. It is too soon to tell how much more of an impact the pandemic will have, but the fact that it will have affected at least two college years will prompt a reevaluation of the campus experience.

West Liberty University
College of Liberal Arts
Dr. Darrin Cox: Reading. Then read some more. Read a wide array of materials from multiple perspectives related to your fields of interest and on topics that impact your immediate world. Reading will increase your specific knowledge in these areas, introduce you to competing interpretations, and hopefully stimulate critical thinking as you reconcile new information and perspectives into your own conclusions. Oh, and then read some more. Did I mention you should read?