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| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 64 | 0.00% |
| 2020 | 62 | 0.00% |
| 2019 | 61 | 0.00% |
| 2018 | 90 | 0.00% |
| 2017 | 74 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $66,295 | $31.87 | +3.4% |
| 2024 | $64,110 | $30.82 | +2.3% |
| 2023 | $62,659 | $30.12 | +2.0% |
| 2022 | $61,437 | $29.54 | +2.3% |
| 2021 | $60,049 | $28.87 | +1.5% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Rhode Island | 1,059,639 | 272 | 26% |
| 2 | District of Columbia | 693,972 | 154 | 22% |
| 3 | Utah | 3,101,833 | 663 | 21% |
| 4 | New Hampshire | 1,342,795 | 235 | 18% |
| 5 | Washington | 7,405,743 | 1,247 | 17% |
| 6 | Virginia | 8,470,020 | 1,246 | 15% |
| 7 | Minnesota | 5,576,606 | 844 | 15% |
| 8 | Wyoming | 579,315 | 89 | 15% |
| 9 | Connecticut | 3,588,184 | 485 | 14% |
| 10 | North Dakota | 755,393 | 108 | 14% |
| 11 | Maryland | 6,052,177 | 761 | 13% |
| 12 | Colorado | 5,607,154 | 755 | 13% |
| 13 | Nebraska | 1,920,076 | 248 | 13% |
| 14 | Maine | 1,335,907 | 170 | 13% |
| 15 | South Dakota | 869,666 | 117 | 13% |
| 16 | Alaska | 739,795 | 95 | 13% |
| 17 | Kansas | 2,913,123 | 342 | 12% |
| 18 | Georgia | 10,429,379 | 1,182 | 11% |
| 19 | Pennsylvania | 12,805,537 | 1,305 | 10% |
| 20 | Wisconsin | 5,795,483 | 573 | 10% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Santa Monica | 1 | 1% | $83,081 |
| 2 | Washington | 1 | 0% | $70,275 |
University of Cincinnati

Idaho State University

National Institute for Metalworking Skills (NIMS)
Chris Carter: I would recommend playing up their value as critical analysts and researchers who can synthesize information in accessible ways. I would tell them to be open to all kinds of writing opportunities, whether technical, journalistic, or editorial, watching for possibilities in online and print venues alike. English majors' detective skills suit them well to museums and libraries, but also to private and governmental organizations that need shrewd investigators. Turning interpretive savvy into pithy prose and presentations can be great for public relations, and a penchant for lucid communication can set graduates up for podcasting and social media management. Some people might turn those talents toward careers in law or marketing. Others might continue their paths as creative writers and cultural critics, though it's worth noting that full-time, tenure-track jobs in English Departments are hard to come by.
Chris Carter: With the rise of ChatGPT and large language models, English majors will need to clarify how human writers, editors, and analysts can enrich machine-generated content. They do well to practice prompt engineering and gradual conditioning of machine responses, but they also need to be diligent readers who can spot bad AI syntheses. This means correcting faulty information stemming from data aggregation, for sure, but also spotting cultural biases that machines replicate when drawing on preexisting texts. Those texts carry with them the values and assumptions of the people who initially produced them, with ChatGPT reflecting and potentially amplifying the inequities that plague human cultures. The need for ethical intervention is quite urgent, then, and that's where English majors tend to excel. Such intervention will concern not only the accuracy and political tilt of information, but the question of whose language and style count as standard. Writing technologies have always been bound up with power relations. DEI-oriented humanists and English majors will have plenty of opportunities to address those problems as AI becomes more embedded in workplaces and public institutions.
Chris Carter: First, I would say cast a wide net. Be willing to move places where your skillset can serve flourishing organizations and companies. Keep up with trends in the tech industry and frame your writing, design, and research skills in ways that highlight your versatility. Use your storytelling gifts to emphasize your resourcefulness and ability to complete complex tasks. Also think of those skills as relevant to the work of marketing, entertainment, talent development, legal services, business administration, and patient care. More important than any of that, remember to maintain a marathon mentality as you enter the workforce. Other pursuits may garner better pay right out of the gate, but Humanities graduates see their earning potential grow considerably over the course of a career, frequently outdistancing majors in other fields.

Idaho State University
College of Business
John Ney: Internships or class project experience that show the student has helped develop a marketing strategy for a company is probably the most important but also marketing research skills.
John Ney: -A positive "can-do" attitude. I'm often told by employers that "we can teach skills, but we can't teach attitude."
-Teamwork - the ability to work with others is more important now than ever.
-Communication skills, both oral and written.
John Ney: -With so many businesses advertising online, students that have experience with one or more of the following (video, blogging, graphic design, photography & websites) easily find jobs! This is the most requested skill set when employers are looking to hire interns.
-Writing skills - businesses need help writing everything from email responses to customers to a short job advertisement & or a marketing strategy.
John Ney: -Sales skills - Most sales jobs are commission-based, and they are not capped.
-Everybody sells! Sales are really about building relationships, so having people and communication skills can really pay off!
Montez King: Young graduates must first realize the new economy and distinguish between the old. This is key for recognizing needed skills beyond what counselors or parents may suggest.
The new economy reveals that more than 50 percent of the jobs in the US workforce will require performance validating credentials, something less than a four-year degree but more than a high school diploma. These needed credentials are skill-related rather than typical learning degrees (four-year degrees). This is due to an economy that relies heavily on practical and technical skills to remain or become competitive.
Despite an overwhelming demand for a skilled workforce, young graduates are choosing a path of learning credentials due to pressures from peers, family, and career counselors. The perception in the majority of our communities that a four-year degree holds an upper class distinction pushes our future workforce against the real needs of the new economy. In this new economy, "Cs" get degrees, but they do not necessarily get jobs.
Another existing challenge that must be explored to better understand the true skills needed to enter the workforce is tunnel learning. This is when someone focuses too heavily on a traditional occupation and does not acquire related skills. The new economy has shown that occupations are meshing together. This creates gray lines between occupations. Consequently, young graduates must be able to identify and understand the connectivity between occupations within their industry. Successful companies thrive by having a workforce that operates with seamless connectivity between needed skill sets.
In regard to actual skills needed, young graduates should attain skills (at some level) in technology, regardless of their occupation. This is because technology is or is becoming the cornerstone of everything. See below for technology duties associated with most occupations:
-Writing scripts to add additional functionality to most technology devices that support a business's operations
-Programming devices such as robots, machine tools, etc.
-Programming PLCs
-Networking devices
-Creating visual tools
-Data collection
-Contextualizing data
-Analyzing
-Writing queries
-Reporting