Chemistry Teachers, Postsecondary
Teach courses pertaining to the chemical and physical properties and compositional changes of substances. Work may include providing instruction in the methods of qualitative and quantitative chemical analysis. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research.
Sample of reported job titles: Assistant Professor, Associate Professor, Biochemistry Professor, Chemistry Faculty Member, Chemistry Instructor, Chemistry Professor, Instructor, Lecturer, Organic Chemistry Professor, Professor
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Related Occupations | Wages & Employment | Job Openings | Additional Information
- Prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation.
- Establish, teach, and monitor students’ compliance with safety rules for handling chemicals, equipment, and other hazardous materials.
- Evaluate and grade students’ class work, laboratory performance, assignments, and papers.
- Supervise students’ laboratory work.
- Maintain student attendance records, grades, and other required records.
- Supervise undergraduate or graduate teaching, internship, and research work.
- Compile, administer, and grade examinations, or assign this work to others.
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Maintain regularly scheduled office hours to advise and assist students.
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
- Initiate, facilitate, and moderate classroom discussions.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Advise students on academic and vocational curricula and on career issues.
- Write grant proposals to procure external research funding.
- Select, order, and maintain materials and supplies for teaching and research, such as textbooks, chemicals, and laboratory equipment.
- Collaborate with colleagues to address teaching and research issues.
- Write letters of recommendation for students.
- Prepare and submit required reports related to instruction.
- Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
- Clean laboratory facilities.
- Participate in student recruitment, registration, and placement activities.
- Serve on committees or in professional societies.
- Perform administrative duties, such as serving as a department head.
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- Analytical or scientific software — OriginLab Origin; PerkinElmer ChemOffice ChemDraw; PerkinElmer ChemOffice Suite; Wavefunction Spartan (see all 9 examples)
- Calendar and scheduling software
- Computer based training software — Blackboard Learn; Learning management system LMS; Moodle; Sakai CLE (see all 6 examples)
- Data base user interface and query software — Data entry software
- Electronic mail software — Email software; Microsoft Outlook
- Information retrieval or search software — DOC Cop; iParadigms Turnitin
- Internet browser software — Web browser software
- Office suite software — Microsoft Office
- Optical character reader OCR or scanning software — Image scanning software
- Presentation software — Microsoft PowerPoint
- Spreadsheet software — Microsoft Excel
- Word processing software — Collaborative editing software; Google Docs ; Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
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- Chemistry — Knowledge of the chemical composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods.
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- Mathematics — Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
- Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
- Biology — Knowledge of plant and animal organisms, their tissues, cells, functions, interdependencies, and interactions with each other and the environment.
- Physics — Knowledge and prediction of physical principles, laws, their interrelationships, and applications to understanding fluid, material, and atmospheric dynamics, and mechanical, electrical, atomic and sub- atomic structures and processes.
- Engineering and Technology — Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
- Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
- Public Safety and Security — Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions.
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- Reading Comprehension — Understanding written sentences and paragraphs in work related documents.
- Speaking — Talking to others to convey information effectively.
- Writing — Communicating effectively in writing as appropriate for the needs of the audience.
- Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
- Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
- Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
- Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
- Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
- Science — Using scientific rules and methods to solve problems.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Instructing — Teaching others how to do something.
- Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
- Mathematics — Using mathematics to solve problems.
- Social Perceptiveness — Being aware of others’ reactions and understanding why they react as they do.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Coordination — Adjusting actions in relation to others’ actions.
- Persuasion — Persuading others to change their minds or behavior.
- Service Orientation — Actively looking for ways to help people.
- Time Management — Managing one’s own time and the time of others.
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- Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
- Written Expression — The ability to communicate information and ideas in writing so others will understand.
- Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
- Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Written Comprehension — The ability to read and understand information and ideas presented in writing.
- Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Speech Clarity — The ability to speak clearly so others can understand you.
- Speech Recognition — The ability to identify and understand the speech of another person.
- Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
- Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
- Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
- Memorization — The ability to remember information such as words, numbers, pictures, and procedures.
- Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
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- Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
- Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
- Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
- Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
- Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
- Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
- Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
- Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
- Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
- Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
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Detailed Work Activities
- Teach physical science or mathematics courses at the college level.
- Establish rules or policies governing student behavior.
- Monitor student performance.
- Teach others to use technology or equipment.
- Evaluate student work.
- Supervise laboratory work.
- Maintain student records.
- Supervise student research or internship work.
- Administer tests to assess educational needs or progress.
- Develop instructional materials.
- Develop instructional objectives.
- Evaluate effectiveness of educational programs.
- Prepare tests.
- Advise students on academic or career matters.
- Research topics in area of expertise.
- Write articles, books or other original materials in area of expertise.
- Guide class discussions.
- Attend training sessions or professional meetings to develop or maintain professional knowledge.
- Stay informed about current developments in field of specialization.
- Write grant proposals.
- Maintain inventories of materials, equipment, or products.
- Order instructional or library materials or equipment.
- Select educational materials or equipment.
- Direct department activities.
- Write reports or evaluations.
- Serve on institutional or departmental committees.
- Prepare reports detailing student activities or performance.
- Clean facilities or work areas.
- Decontaminate equipment or sites to remove hazardous or toxic substances.
- Perform student enrollment or registration activities.
- Promote educational institutions or programs.
- Plan community programs or activities for the general public.
- Compile specialized bibliographies or lists of materials.
- Advise educators on curricula, instructional methods, or policies.
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- Electronic Mail — 98% responded “Every day.”
- Face-to-Face Discussions — 82% responded “Every day.”
- Freedom to Make Decisions — 79% responded “A lot of freedom.”
- Structured versus Unstructured Work — 79% responded “A lot of freedom.”
- Indoors, Environmentally Controlled — 88% responded “Every day.”
- Duration of Typical Work Week — 83% responded “More than 40 hours.”
- Public Speaking — 54% responded “Once a week or more but not every day.”
- Importance of Being Exact or Accurate — 50% responded “Extremely important.”
- Contact With Others — 52% responded “Constant contact with others.”
- Responsible for Others’ Health and Safety — 48% responded “Very high responsibility.”
- Work With Work Group or Team — 45% responded “Extremely important.”
- Responsibility for Outcomes and Results — 49% responded “Very high responsibility.”
- Spend Time Sitting — 37% responded “Continually or almost continually.”
- Level of Competition — 34% responded “Extremely competitive.”
- Time Pressure — 33% responded “Once a month or more but not every week.”
- Impact of Decisions on Co-workers or Company Results — 32% responded “Very important results.”
- Telephone — 33% responded “Once a month or more but not every week.”
- Coordinate or Lead Others — 35% responded “Extremely important.”
- Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets — 41% responded “Once a week or more but not every day.”
- Letters and Memos — 38% responded “Once a week or more but not every day.”
- Exposed to Hazardous Conditions — 31% responded “Once a week or more but not every day.”
- Frequency of Decision Making — 48% responded “Once a month or more but not every week.”
- Exposed to Contaminants — 36% responded “Once a week or more but not every day.”
- Importance of Repeating Same Tasks — 27% responded “Extremely important.”
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|Title||Job Zone Five: Extensive Preparation Needed|
|Education||Most of these occupations require graduate school. For example, they may require a master’s degree, and some require a Ph.D., M.D., or J.D. (law degree).|
|Related Experience||Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.|
|Job Training||Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.|
|Job Zone Examples||These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include pharmacists, lawyers, astronomers, biologists, clergy, neurologists, and veterinarians.|
|SVP Range||(8.0 and above)|
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Percentage of Respondents
|Education Level Required|
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Interest code: SIR Want to discover your interests? Take the O*NET Interest Profiler at My Next Move.
- Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
- Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
- Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
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- Analytical Thinking — Job requires analyzing information and using logic to address work-related issues and problems.
- Integrity — Job requires being honest and ethical.
- Attention to Detail — Job requires being careful about detail and thorough in completing work tasks.
- Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations.
- Adaptability/Flexibility — Job requires being open to change (positive or negative) and to considerable variety in the workplace.
- Independence — Job requires developing one’s own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
- Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
- Initiative — Job requires a willingness to take on responsibilities and challenges.
- Persistence — Job requires persistence in the face of obstacles.
- Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Cooperation — Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Concern for Others — Job requires being sensitive to others’ needs and feelings and being understanding and helpful on the job.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
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- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
- Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
- Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
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