Activities	Teach courses pertaining to recreation, leisure, and fitness studies, including exercise physiology and facilities management.
Outlook	Faster-than-average-job growth
Median Income	$55,100 per year in 2008
Work Context & Conditions	Postsecondary teachers usually have flexible schedules. They must be present for classes, usually 12 to 16 hours per week, for faculty and committee meetings and establish regular office hours for student consultations, usually 3 to 6 hours per week. Otherwise, teachers are free to decide when and where they will work, and how much time to devote to course preparation, grading, study, research, graduate student supervision, and other activities.
Minimum Education Requirements	Master's Degree
Skills	Social Perceptiveness, Learning Strategies, Monitoring, Critical Thinking, Instructing, Active Listening, Writing, Time Management, Active Learning, Coordination, Reading Comprehension, Speaking
Abilities	Oral Expression, Written Comprehension, Speech Clarity, Oral Comprehension

Job Category		Education, Training, & Library
Job Description		Postsecondary teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level that may lead to a degree or to improvement in one’s knowledge or career skills. These teachers include college and university faculty, postsecondary career and technical education teachers, and graduate teaching assistants. College and university faculty make up the majority of postsecondary teachers. They teach and advise more than 16 million full- and part-time college students and perform a significant part of our Nation’s research. Faculty also keep up with new developments in their field and may consult with government, business, nonprofit, and community organizations. Faculty usually are organized into departments or divisions, based on academic subject or field. They usually teach several different related courses in their subject—algebra, calculus, and statistics, for example. They may instruct undergraduate or graduate students, or both. College and university faculty may give lectures to several hundred students in large halls, lead small seminars, or supervise students in laboratories. They prepare lectures, exercises, and laboratory experiments; grade exams and papers; and advise and work with students individually. In universities, they also supervise graduate students’ teaching and research. College faculty work with an increasingly varied student population made up of growing shares of part-time, older, and culturally and racially diverse students. Faculty keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences. They may also do their own research to expand knowledge in their field. They may perform experiments; collect and analyze data; and examine original documents, literature, and other source material. From this process, they arrive at conclusions, and publish their findings in scholarly journals, books, and electronic media. Most college and university faculty extensively use computer technology, including the Internet; e-mail and software programs, such as statistical packages. They may use computers in the classroom as teaching aids and may post course content, class notes, class schedules, and other information on the Internet. The use of e-mail, chat rooms, and other techniques has greatly improved communications between students and teachers and among students. Some faculty use the Internet to teach courses to students at remote sites. These so-called “distance learning” courses are an increasingly popular option for non-traditional students such as working adults. While more convenient for students, faculty who teach these courses must be able to adapt existing courses to make them successful online or design a new course that takes advantage of the format. Most faculty members serve on academic or administrative committees that deal with the policies of their institution, departmental matters, academic issues, curricula, budgets, equipment purchases, and hiring. Some work with student and community organizations. Department chairpersons are faculty members who usually teach some courses but have heavier administrative responsibilities. The proportion of time spent on research, teaching, administrative, and other duties varies by individual circumstance and type of institution. Faculty members at universities normally spend a significant part of their time doing research; those in 4-year colleges, somewhat less; and those in 2-year colleges, relatively little. The teaching load, however, often is heavier in 2-year colleges and somewhat lighter at 4-year institutions. Full professors at all types of institutions usually spend a larger portion of their time conducting research than do assistant professors, instructors, and lecturers. In addition to traditional 2- and 4-year institutions, an increasing number of faculty work in alternative schools or in programs that are aimed at providing career-related education for working adults. Courses are usually offered online or on nights and weekends. Faculty at these programs generally work part time and are only responsible for teaching, with little to no administrative and research responsibilities.
Working Conditions		Postsecondary teachers who work full time usually have flexible schedules. They must be present for classes, usually 12 to 16 hours per week, and for faculty and committee meetings. Most establish regular office hours for student consultations, usually 3 to 6 hours per week. Otherwise, teachers are free to decide when and where they will work, and how much time to devote to course preparation, grading, study, research, graduate student supervision, and other activities. Some teach night and weekend classes. This is particularly true for teachers at 2-year community colleges or institutions with large enrollments of older students who have full-time jobs or family responsibilities. Most colleges and universities require teachers to work 9 months of the year, which allows them the time to teach additional courses, do research, travel, or pursue nonacademic interests during the summer and school holidays. Colleges and universities usually have funds to support research or other professional development needs of full time faculty, including travel to conferences and research sites. About 29 percent of college and university faculty worked part time in 2008. Some part-timers, known as “adjunct faculty,” have primary jobs outside of academia—in government, private industry, or nonprofit research—and teach “on the side.” Others prefer to work part-time hours or seek full-time jobs but are unable to obtain them due to intense competition for available openings. Some work part time in more than one institution. Some adjunct faculty are not qualified for tenure-track positions because they lack a doctoral degree. University faculty may experience a conflict between their responsibilities to teach students and the pressure to do research and publish their findings. This may be a particular problem for young faculty seeking advancement in 4-year research universities. Also, recent cutbacks in support workers and the hiring of more part-time faculty have put a greater administrative burden on full-time faculty. Requirements to teach online classes also have added greatly to the workloads of postsecondary teachers. Many find that developing the courses to put online, plus learning how to operate the technology and answering large amounts of e-mail, is very time-consuming.
Salary Range		Median annual earnings of postsecondary teachers in 2008 were $55,100. The middle 50 percent earned between $39,900 and $76,000. The lowest 10 percent earned less than $28,800; the highest 10 percent, more than $101,600. According to a 2008-09 survey by the American Association of University Professors, salaries for full-time faculty averaged $79,439. By rank, the average for professors was $108,749; associate professors earned $76,147; assistant professors earned $63,827; instructors earned $45,977 and lecturers earned $52,436. Most faculty members have significant earnings in addition to their base salary, from consulting, teaching additional courses, research, writing for publication, or other employment. In addition to typical benefits, most college and university faculty enjoy some unique benefits, including access to campus facilities, tuition waivers for dependents, housing and travel allowances, and paid sabbatical leaves. Part-time faculty usually have fewer benefits than do full-time faculty.

Education Required		Four-year colleges and universities usually consider doctoral degree holders for full-time, tenure-track positions, but may hire master’s degree holders or doctoral candidates for certain disciplines, such as the arts, or for part-time and temporary jobs. Most college and university faculty are in four academic ranks—professor, associate professor, assistant professor, and instructor. These positions usually are considered to be tenure-track positions. Most faculty members are hired as instructors or assistant professors. A smaller number of additional faculty members, called lecturers, are usually employed on contracts for a single academic term and are not on the tenure track. In 2-year colleges, master’s degree holders fill most full-time positions. However, in certain fields where there may be more applicants than available jobs, institutions can be more selective in their hiring practices. In these fields, Master’s degree holders may be passed over in favor of candidates holding Ph.Ds. Many 2-year institutions increasingly prefer job applicants to have some teaching experience or experience with distance learning. Preference also may be given to those holding dual master’s degrees, especially at smaller institutions, because they can teach more subjects. Doctoral programs take an average of 6 years of full-time study beyond the bachelor’s degree, including time spent completing a master’s degree and a dissertation. Some programs, such as those in the humanities, may take longer to complete; others, such as those in engineering, usually are shorter. Candidates specialize in a subfield of a discipline—for example, organic chemistry, counseling psychology, or European history—but also take courses covering the entire discipline. Programs typically include 20 or more increasingly specialized courses and seminars plus comprehensive examinations on all major areas of the field. Candidates also must complete a dissertation—a written report on original research in the candidate’s major field of study. The dissertation sets forth an original hypothesis or proposes a model and tests it. Students in the natural sciences and engineering usually do laboratory work; in the humanities, they study original documents and other published material. The dissertation is done under the guidance of one or more faculty advisors and usually takes 1 or 2 years of full-time work. For faculty, a major step in the traditional academic career is attaining tenure. New tenure-track faculty usually are hired as instructors or assistant professors, and must serve a period—usually 7 years—under term contracts. At the end of the period, their record of teaching, research, and overall contribution to the institution is reviewed; tenure is granted if the review is favorable. Those denied tenure usually must leave the institution. Tenured professors cannot be fired without just cause and due process. Tenure protects the faculty’s academic freedom—the ability to teach and conduct research without fear of being fired for advocating controversial or unpopular ideas. It also gives both faculty and institutions the stability needed for effective research and teaching, and provides financial security for faculty. Some institutions have adopted post-tenure review policies to encourage ongoing evaluation of tenured faculty. The number of tenure-track positions is declining as institutions seek flexibility in dealing with financial matters and changing student interests. Institutions rely more heavily on limited term contracts and part-time, or adjunct, faculty, thus shrinking the total pool of tenured faculty. Limited-term contracts—typically 2- to 5 years, may be terminated or extended when they expire, but generally do not lead to the granting of tenure. In addition, some institutions have limited the percentage of faculty who can be tenured. For most postsecondary teachers, advancement involves a move into administrative and managerial positions, such as departmental chairperson, dean, and president. At 4-year institutions, such advancement requires a doctoral degree. At 2-year colleges, a doctorate is helpful but not usually required, except for advancement to some top administrative positions.
Recommended High School Courses		English, Health
Postsecondary Instructional Programs		Education and Training, English Language, Psychology, Personnel and Human Resources, Administration and Management, Mathematics, Customer and Personal Service, Computers and Electronics, Clerical
Certification and Licensing		Training requirements for postsecondary career and technical education teachers vary by State and by subject. In general, teachers need a bachelor’s or higher degree, plus at least 3 years of work experience in their field. In some fields, a license or certificate that demonstrates one’s qualifications may be all that is required. Teachers update their skills through continuing education, in order to maintain certification. They must also maintain ongoing dialogue with businesses to determine the most current skills needed in the workplace.

Interest Area
Work Values
Skills		Social Perceptiveness Be aware of others' reactions and understand why they react the way they do. Learning Strategies Use multiple approaches when learning or teaching new things. Monitoring Assess how well someone is doing when learning or doing something. Critical Thinking Use logic and analysis to identify the strengths and weaknesses of different approaches. Instructing Teach others how to do something. Active Listening Listen to what other people are saying and ask questions as appropriate. Writing Communicate effectively with others in writing as indicated by the needs of the audience. Time Management Manage one's own time and the time of others. Active Learning Work with new material or information to grasp its implications. Coordination Adjust actions in relation to others' actions. Reading Comprehension Understand written sentences and paragraphs in work-related documents. Speaking Talk to others to effectively convey information.
Abilities		Oral Expression Able to convey information and ideas through speech in ways that others will understand. Written Comprehension Able to read and understand information and ideas presented in writing. Speech Clarity Able to speak clearly so listeners understand. Oral Comprehension Able to listen to and understand information and ideas presented through spoken words and sentences.

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Job Outlook		The job outlook for postsecondary teachers should be much brighter than it has been in recent years. Employment is expected to grow faster than the average for all occupations through 2018. Projected growth in college and university enrollment over the next decade stems largely from the expected increase in the population of 18 to 24-year olds. There also is expected to be a large number of openings due to the retirements of faculty who were hired in the late '60s and '70s to teach the baby boomers. A surplus of Ph.D. candidates in recent years has contributed to intense competition for college faculty jobs. Many of the jobs opening up are expected to be part-time or renewable, term appointments. Distance learning, particularly over the Internet, is expected to create a number of new jobs for postsecondary teachers, as this method of education reaches students who would not be able to attend a traditional classroom. Those in rural areas and with family responsibilities are embracing distance education as a way to get the education they want, while minimizing the commute to a campus. Postsecondary teachers held over 1.7 million jobs in 2008. Most were employed in 4-year public colleges and universities, and in community colleges.
More Information		Association of American Colleges and Universities, ERIC Clearinghouse on Adult, Career, and Vocational Education, Association for Career and Technical Education, Council of Graduate Schools
References		Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2010-11 Edition, Teachers—Postsecondary, on the Internet at http://www.bls.gov/oco/ocos066.htm O*NET Online, on the internet at http://online.onetcenter.org/link/summary/25-1193.00 The Association of American Colleges and Universities (AAC&U) on the Internet at http://www.aaup.org/surveys/05z/Tab13-14B14.pdf