Architecture Teachers, Postsecondary
Tasks Include:
- Evaluate and grade students' work, including work performed in design studios.
- Prepare and deliver lectures to undergraduate or graduate students on topics such as architectural design methods, aesthetics and design, and structures and materials.
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Initiate, facilitate, and moderate classroom discussions.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Maintain student attendance records, grades, and other required records.
- Maintain regularly scheduled office hours to advise and assist students.
- Compile, administer, and grade examinations, or assign this work to others.
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
more »
The data sources for the information displayed here include: O*NET™; US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Projections Quick View:
Virginia: +11.9%
National: +7.7%
Education
Doctoral Degree
Job Zone:
Five: Extensive Preparation Needed
Income Range:
Highest ($50,000 and up)
Median Earnings:
National
$93,220.00
State
$106,160.00
Regional
Architecture Teachers, Postsecondary
Description
Career Cluster: | Education & Training |
Teach courses in architecture and architectural design, such as architectural environmental design, interior architecture/design, and landscape architecture. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Education
Required Level of Education
- Doctoral Degree = 44.63%
- First Professional Degree - awarded for completion of a program that: requires at least 2 years of college work before entrance into the program, includes a total of at least 6 academic years of work to complete, and provides all remaining academic requirements to begin practice in a profession. = 20.29%
- Bachelor's Degree = 14.38%
- Master's Degree = 10.20%
- Associate's Degree (or other 2-year degree) = 9.32%
- Post-Baccalaureate Certificate - awarded for completion of an organized program of study; designed for people who have completed a Baccalaureate degree but do not meet the requirements of academic degrees carrying the title of Master. = 1.17%
Related Work Experience
- Over 2 years, up to and including 4 years = 38.30%
- Over 4 years, up to and including 6 years = 31.08%
- None = 14.38%
- Over 10 years = 10.33%
- Over 8 years, up to and including 10 years = 4.76%
- Over 6 years, up to and including 8 years = 1.15%
On-Site or In-Plant Training
- Over 2 years, up to and including 4 years = 32.94%
- None = 26.07%
- Over 1 year, up to and including 2 years = 18.16%
- Up to and including 1 month = 8.18%
- Over 1 month, up to and including 3 months = 6.25%
- Over 3 months, up to and including 6 months = 3.85%
- Over 6 months, up to and including 1 year = 2.40%
- Over 4 years, up to and including 10 years = 2.15%
On-the-Job Training
- None or short demonstration = 22.56%
- Over 2 years, up to and including 4 years = 19.71%
- Over 1 year, up to and including 2 years = 19.08%
- Over 4 years, up to and including 10 years = 16.54%
- Anything beyond short demonstration, up to and including 1 month = 8.27%
- Over 6 months, up to and including 1 year = 8.18%
- Over 3 months, up to and including 6 months = 5.67%
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Tasks
Core Tasks Include:
- Evaluate and grade students' work, including work performed in design studios.
- Prepare and deliver lectures to undergraduate or graduate students on topics such as architectural design methods, aesthetics and design, and structures and materials.
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Initiate, facilitate, and moderate classroom discussions.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
- Maintain student attendance records, grades, and other required records.
- Maintain regularly scheduled office hours to advise and assist students.
- Compile, administer, and grade examinations, or assign this work to others.
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
- Supervise undergraduate or graduate teaching, internship, and research work.
- Advise students on academic and vocational curricula and on career issues.
- Collaborate with colleagues to address teaching and research issues.
- Compile bibliographies of specialized materials for outside reading assignments.
- Serve on academic or administrative committees that deal with institutional policies, departmental matters, and academic issues.
- Participate in student recruitment, registration, and placement activities.
- Select and obtain materials and supplies, such as textbooks and laboratory equipment.
- Write grant proposals to procure external research funding.
- Act as advisers to student organizations.
Supplemental Tasks Include:
- Provide professional consulting services to government or industry.
- Perform administrative duties, such as serving as department head.
- Participate in campus and community events.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Special Requirements
CRITERIA FOR SUBMITTING AN APPLICATION FOR AN INITIAL VIRGINIA LICENSE
Have completed a state-approved school counselor, school psychologist, school social worker, speechpathologist or vocational evaluator or hold a current, valid license in another state with no deficiencies in one of these pupil personnel services areas; Hold a current, valid license from another state with no deficiencies with comparable endorsement(s) orteaching area(s);
• Licensure for Secondary Teachers varies depending on specific area of teaching (for example, Science, Social Studies, Math, Art, Music, etc.).
• Contact the Department of Education for a complete list of requirements for licensure in the State of Virginia
• General requirements for licensure are listed below
TYPES OF TEACHING LICENSES:
The following types of licenses are available to teachers:
1) Provisional License
2) Technical Professional License
3) Collegiate Professional License
4) Postgraduate Professional License
1) The PROVISIONAL LICENSE is a nonrenewable license issued for a period of three years to individuals who have been employed by a Virginia educational agency. It is available to: an individual holding a BACCALAUREATE degree from an accredited institution who meets the requirements for one or more endorsement areas (in - state or out-of-state); an individual entering the teaching field through the alternate route to licensure upon recommendation of the employing educational agency; an individual failing to meet an allowable portion of general, professional, or specific endorsement requirements; an individual seeking the Technical Professional License; or an individual who is eligible for licensure but who needs to successfully complete the professional teacher’s assessment prescribed by the Board of Education.
2) The TECHNICAL PROFESSIONAL LICENSE is a five-year, renewable license available to a person who has graduated from an accredited HIGH SCHOOL (or possess a General Education Development Certificate), who does not hold a baccalaureate degree but has exhibited academic proficiency, technical competency, and occupational experience. Individuals must: Hold a license issued by the appropriate Virginia Board for those program areas requiring a license and a minimum of two years of satisfactory experience at the journeyman - level or an equivalent; OR have completed a registered apprenticeship program and two years of satisfactory experience at the journeyman level or an equivalent in the trade; OR have four years of work experience at the management or supervisory level or equivalent; or have a combination of four years training and work experience at the management or supervisory level or equivalent. Individuals must have completed nine semester hours of specialized professional studies credit from an accredited college or university. The Technical Professional License is issued at the recommendation of an employing educational agency.
3) The COLLEGIATE PROFESSIONAL LICENSE is a five-year, renewable license available to an individual who has satisfied all requirements for licensure, including the professional teacher’s assessment prescribed by the Board of Education. It is also issued to an applicant from out-of-state who holds a current, valid license from that state or who has completed an approved teacher preparation program in another state in a comparable endorsement area and who has satisfied the professional teacher’s assessment requirement prescribed by the Board of Education.
4) The POSTGRADUATE PROFESSIONAL LICENSE is a five-year, renewable license available to an individual who has qualified for the Collegiate Professional License and who hold an appropriate earned graduate degree from an accredited institution.
Please respond to all questions. [The procedures for applying for a divisionsuperintendent license are listed in the next section.] : Attach a certified check, cashier’s check, money order, or personalcheck made payable to the Treasurer of Virginia. The in-state fee is $50 and the out-of-state fee is $75. Step 3- College Verification Form: Send this form to the certification/licensure officer of thecollege/university where you completed a state-approved teacher preparation program. The studentteaching/practicum/internship verification (Part II) must be completed for each student teaching/practicum/internship experience. (If you have completed a state-approved program at theundergraduate and graduate levels, please have both institutions complete a form.) Request the completion of this form by the appropriate accredited nonpublic or public school division official if you have completed at least one year of full-time contractual teaching or other school professional experience in kindergarten through grade 12 at a public or accredited nonpublic school. Please submit a copy of your Professional Teacher’sAssessment scores, if required. Please refer to the following Web site for testing information:http://www.doe.virginia.gov/VDOE/newvdoe/prof_teacher_assessment.pdf. state license (full credential without deficiencies) and who have completed a minimum of three years of fulltime,successful teaching experience in a public or accredited nonpublic school (kindergarten through grade 12) in a state other than Virginia may be exempted from the professional teacher’s assessment requirements. Contact the registrar’s office of each college or university where you have earned degrees or completed course work. Submit the transcripts with your application packet. (signature and embossed seal) that have been issued to students are acceptable. Placement records sent from colleges, grade reports, and photocopies of transcripts will not be accepted or returned. Submit a photocopy of each current out-of-state license. Code of Virginia to require that individuals seeking initial licensure and license renewal on and after July 1, 2004, must complete study in child abuse recognition and intervention in accordance with curriculum guidelines approved by the Board of Education. All instructional personnel required to hold a license for their positions are required to complete this requirement. Individuals must complete the Child Abuse Recognition and Intervention requirement SCHOOL. A computer is connected to a printer when completing this training so you can print the certificate of completion. Submit this certificate with your completed application.
Please respond to all questions. The procedures for applying for a division
Step 1 Application Form
Step 2- Nonrefundable Application Fee
check made payable to the Treasurer of Virginia. The in-state fee is $50 and the out-of-state fee is $75.
The fee is determined by the address on your application. A $25 processing fee is assessed for a check
Step 4- Report on Experience:
Step 5- Professional Teacher’s Assessment Scores:
Step 6- Official Student Transcripts:
Step 7- Out-of-state License(s):
Step 8 – Proof of Child Abuse Recognition and Intervention Training:
TECHNOLOGY
Individuals are required to meet the Technology Standards for Instructional Personnel approved by the Board of Education. Individuals who graduated from an approved teacher preparation program in Virginia since December 1998 have met the requirement as the Technology Standards were incorporated in the program. All other individuals will need to meet this requirement as outlined and verified by the employing Virginia educational agency. Please submit a copy of your Professional Teacher’sAssessment scores, if required. Please refer to the following Web site for testing information:http://www.doe.virginia.gov/VDOE/newvdoe/prof_teacher_assessment.pdf.
TECHNOLOGY
Individuals are required to meet the Technology Standards for Instructional Personnel approved by the Board of Education. Individuals who graduated from an approved teacher preparation program in Virginia since December 1998 have met the requirement as the Technology Standards were incorporated in the program. All other individuals will need to meet this requirement as outlined and verified by the employing Virginia educational agency.
Required Fees:
Requests for evaluations for additional endorsements for individuals teaching (K-12) in Virginia are conducted at the request of an employing Virginia school division or nonpublic school.
An individual not currently teaching in Virginia may add an additional endorsement if the individual has met the requirements for the additional endorsement sought through a Virginia approved program or is eligible for an additional endorsement based on reciprocity (completing an approvedteacher preparation program in another state or holding the endorsement on a valid out-of-state license).
license by passing a rigorous academic subject test prescribed by the Board of Education. This testing option does not apply to individuals who are seeking an early/primary pre K-3 or elementary education preK-6 endorsement or who hold a technical professional license, vocational evaluator license, pupil personnel services license, school manager license, or division superintendent license.
OTHER ACTIONS ON LICENSES $25
Add a degree or duplicate/copy a license. Please note that there is no fee for a name change on a license. However, if a name change is the only request, a $25 fee for duplicating the license will be assessed.
A CAP OF $50 WILL BE ASSESSED FOR A REQUEST FOR MULTIPLE ACTIONS ON A LICENSE.
PRAXIS I - II contact www.ets.org
For More Information, Contact:
Virginia Department of Education
Division of Teacher Education and Licensure
P.O. Box 2120
Richmond, VA 23218-2120
Phone: 1-8.00-.3820
http://www.doe.virginia.gov/index.shtml
The data sources for the information displayed here include: Virginia Career VIEW Research. (Using onet28)
Architecture Teachers, Postsecondary
Knowledge
% | Subject | Description |
---|---|---|
88.00 | Design | Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. |
84.00 | English Language | Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. |
83.00 | Building and Construction | Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. |
82.25 | 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. |
69.50 | Communications and Media | Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media. |
68.75 | Computers and Electronics | Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. |
66.50 | 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. |
59.50 | Fine Arts | Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture. |
56.75 | 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. |
56.25 | Law and Government | Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. |
54.50 | Sociology and Anthropology | Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins. |
52.50 | Mathematics | Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. |
50.25 | History and Archeology | Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures. |
50.00 | Psychology | Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Skills
% | Subject | Description |
---|---|---|
78.00 | Reading Comprehension | Understanding written sentences and paragraphs in work-related documents. |
78.00 | Speaking | Talking to others to convey information effectively. |
78.00 | Learning Strategies | Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. |
78.00 | Instructing | Teaching others how to do something. |
75.00 | 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. |
75.00 | Writing | Communicating effectively in writing as appropriate for the needs of the audience. |
72.00 | Critical Thinking | Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. |
72.00 | Active Learning | Understanding the implications of new information for both current and future problem-solving and decision-making. |
72.00 | Judgment and Decision Making | Considering the relative costs and benefits of potential actions to choose the most appropriate one. |
68.75 | Monitoring | Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. |
65.50 | Social Perceptiveness | Being aware of others' reactions and understanding why they react as they do. |
65.50 | Complex Problem Solving | Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions. |
56.25 | Time Management | Managing one's own time and the time of others. |
56.25 | Systems Evaluation | Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system. |
56.25 | Coordination | Adjusting actions in relation to others' actions. |
56.25 | Systems Analysis | Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes. |
53.00 | Service Orientation | Actively looking for ways to help people. |
53.00 | Operations Analysis | Analyzing needs and product requirements to create a design. |
50.00 | Negotiation | Bringing others together and trying to reconcile differences. |
50.00 | Persuasion | Persuading others to change their minds or behavior. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Abilities
% | Subject | Description |
---|---|---|
81.25 | Oral Expression | The ability to communicate information and ideas in speaking so others will understand. |
78.00 | Speech Clarity | The ability to speak clearly so others can understand you. |
75.00 | Oral Comprehension | The ability to listen to and understand information and ideas presented through spoken words and sentences. |
75.00 | Written Comprehension | The ability to read and understand information and ideas presented in writing. |
75.00 | Written Expression | The ability to communicate information and ideas in writing so others will understand. |
75.00 | Deductive Reasoning | The ability to apply general rules to specific problems to produce answers that make sense. |
72.00 | Inductive Reasoning | The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
72.00 | 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). |
68.75 | Near Vision | The ability to see details at close range (within a few feet of the observer). |
65.50 | 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 that there is a problem. |
65.50 | Speech Recognition | The ability to identify and understand the speech of another person. |
62.50 | 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). |
62.50 | Visualization | The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged. |
56.25 | 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. |
56.25 | Category Flexibility | The ability to generate or use different sets of rules for combining or grouping things in different ways. |
56.25 | Far Vision | The ability to see details at a distance. |
53.00 | Mathematical Reasoning | The ability to choose the right mathematical methods or formulas to solve a problem. |
50.00 | Number Facility | The ability to add, subtract, multiply, or divide quickly and correctly. |
50.00 | 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. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Work Activities
% | Subject | Description |
---|---|---|
89.50 | Training and Teaching Others | Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
88.25 | Organizing, Planning, and Prioritizing Work | Developing specific goals and plans to prioritize, organize, and accomplish your work. |
88.00 | Working with Computers | Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. |
87.25 | Updating and Using Relevant Knowledge | Keeping up-to-date technically and applying new knowledge to your job. |
86.50 | Thinking Creatively | Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
84.00 | Getting Information | Observing, receiving, and otherwise obtaining information from all relevant sources. |
83.00 | Establishing and Maintaining Interpersonal Relationships | Developing constructive and cooperative working relationships with others, and maintaining them over time. |
80.25 | Making Decisions and Solving Problems | Analyzing information and evaluating results to choose the best solution and solve problems. |
79.25 | Developing Objectives and Strategies | Establishing long-range objectives and specifying the strategies and actions to achieve them. |
79.25 | Communicating with People Outside the 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. |
78.75 | Judging the Qualities of Objects, Services, or People | Assessing the value, importance, or quality of things or people. |
78.00 | Identifying Objects, Actions, and Events | Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. |
77.25 | Scheduling Work and Activities | Scheduling events, programs, and activities, as well as the work of others. |
77.00 | Interpreting the Meaning of Information for Others | Translating or explaining what information means and how it can be used. |
76.25 | Processing Information | Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. |
74.25 | Communicating with Supervisors, Peers, or Subordinates | Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
72.25 | Coaching and Developing Others | Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. |
71.00 | Developing and Building Teams | Encouraging and building mutual trust, respect, and cooperation among team members. |
71.00 | Coordinating the Work and Activities of Others | Getting members of a group to work together to accomplish tasks. |
70.75 | Drafting, Laying Out, and Specifying Technical Devices, Parts, and Equipment | Providing documentation, detailed instructions, drawings, or specifications to tell others about how devices, parts, equipment, or structures are to be fabricated, constructed, assembled, modified, maintained, or used. |
68.25 | Documenting/Recording Information | Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. |
66.25 | Monitoring Processes, Materials, or Surroundings | Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. |
64.75 | Resolving Conflicts and Negotiating with Others | Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
64.00 | Analyzing Data or Information | Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. |
62.50 | Providing Consultation and Advice to Others | Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics. |
61.50 | Guiding, Directing, and Motivating Subordinates | Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
57.50 | Estimating the Quantifiable Characteristics of Products, Events, or Information | Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity. |
56.75 | 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. |
55.00 | Performing for or Working Directly with the Public | Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. |
52.75 | Performing Administrative Activities | Performing day-to-day administrative tasks such as maintaining information files and processing paperwork. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Work Styles
% | Subject | Description |
---|---|---|
92.00 | Dependability | Job requires being reliable, responsible, and dependable, and fulfilling obligations. |
90.00 | 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. |
90.00 | Analytical Thinking | Job requires analyzing information and using logic to address work-related issues and problems. |
88.50 | Initiative | Job requires a willingness to take on responsibilities and challenges. |
87.50 | Self-Control | Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. |
85.50 | Persistence | Job requires persistence in the face of obstacles. |
85.25 | Achievement/Effort | Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. |
85.00 | Attention to Detail | Job requires being careful about detail and thorough in completing work tasks. |
84.00 | Cooperation | Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. |
82.75 | Integrity | Job requires being honest and ethical. |
77.75 | Stress Tolerance | Job requires accepting criticism and dealing calmly and effectively with high-stress situations. |
77.00 | Innovation | Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. |
75.75 | Adaptability/Flexibility | Job requires being open to change (positive or negative) and to considerable variety in the workplace. |
75.50 | Social Orientation | Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
73.25 | Leadership | Job requires a willingness to lead, take charge, and offer opinions and direction. |
67.50 | Concern for Others | Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Work Values
% | Subject | Description |
---|---|---|
83.33 | 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. |
77.83 | Relationships | Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. |
77.83 | Independence | Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. |
72.17 | 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. |
72.17 | Recognition | Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Work Context
% | Subject | Description |
---|---|---|
94.40 | Electronic Mail | How often do you use electronic mail in this job? |
93.40 | Freedom to Make Decisions | How much decision making freedom, without supervision, does the job offer? |
91.00 | Face-to-Face Discussions | How often do you have to have face-to-face discussions with individuals or teams in this job? |
90.60 | Structured versus Unstructured Work | To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
89.80 | Indoors, Environmentally Controlled | How often does this job require working indoors in environmentally controlled conditions? |
88.40 | Public Speaking | How often do you have to perform public speaking in this job? |
85.80 | Contact With Others | How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
82.60 | Coordinate or Lead Others | How important is it to coordinate or lead others in accomplishing work activities in this job? |
81.00 | Physical Proximity | To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
79.80 | Work With Work Group or Team | How important is it to work with others in a group or team in this job? |
73.20 | Importance of Being Exact or Accurate | How important is being very exact or highly accurate in performing this job? |
73.00 | Letters and Memos | How often does the job require written letters and memos? |
69.60 | Telephone | How often do you have telephone conversations in this job? |
69.40 | Time Pressure | How often does this job require the worker to meet strict deadlines? |
67.40 | Spend Time Sitting | How much does this job require sitting? |
67.00 | Level of Competition | To what extent does this job require the worker to compete or to be aware of competitive pressures? |
64.60 | Impact of Decisions on Co-workers or Company Results | What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? |
62.40 | Responsibility for Outcomes and Results | How responsible is the worker for work outcomes and results of other workers? |
59.80 | Frequency of Decision Making | How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? |
58.60 | Deal With External Customers | How important is it to work with external customers or the public in this job? |
55.60 | Spend Time Standing | How much does this job require standing? |
52.00 | Frequency of Conflict Situations | How often are there conflict situations the employee has to face in this job? |
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Job Zone Five: Extensive Preparation Needed
- Overall 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.
- 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, physician assistants, and veterinarians.
- 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).
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Earnings Benefits*
Region | Entry Level | Median | Experienced |
---|---|---|---|
United States | $48,900.00 | $93,220.00 | $128,980.00 |
Virginia | $66,030.00 | $106,160.00 | $112,910.00 |
Region | Entry Level | Median | Experienced |
Alexandria/Arlington | $70,297.94 | $99,924.50 | $126,752.49 |
Bay Consortium | No Data | No Data | No Data |
Capital Region Workforce Partnership | No Data | No Data | No Data |
Central VA/Region2000 | No Data | No Data | No Data |
Crater Area | No Data | No Data | No Data |
Greater Peninsula | No Data | No Data | No Data |
Hampton Roads | No Data | No Data | No Data |
New River/Mt. Rogers | No Data | No Data | No Data |
Northern Virginia | $69,763.14 | $105,394.98 | $130,336.13 |
Piedmont Workforce | No Data | No Data | No Data |
Shenandoah Valley | No Data | No Data | No Data |
South Central | No Data | No Data | No Data |
Southwestern Virginia | No Data | No Data | No Data |
West Piedmont | No Data | No Data | No Data |
Western Virginia | No Data | No Data | No Data |
* Earnings Calculations:
Regional Earnings:
Entry = Annual mean of the lower 1/3 wage distribution;
Experienced = Annual mean of the upper 2/3 wage distribution.
National and State Earnings:
Entry = Annual 10th percentile wage;
Experienced = Annual 75th percentile wage.
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Architecture Teachers, Postsecondary
Employment Projections
Current | Projected | % Change | |
---|---|---|---|
United States | 7,800 | 8,400 | +7.7% |
Virginia | 185 | 207 | +11.9% |
Region | Current* | Projected | % Change |
Alexandria/Arlington | No Data | No Data | No Data |
Bay Consortium | No Data | No Data | No Data |
Capital Region Workforce Partnership | No Data | No Data | No Data |
Central VA/Region2000 | No Data | No Data | No Data |
Crater Area | No Data | No Data | No Data |
Greater Peninsula | No Data | No Data | No Data |
Hampton Roads | No Data | No Data | No Data |
New River/Mt. Rogers | No Data | No Data | No Data |
Northern Virginia | No Data | No Data | No Data |
Piedmont Workforce | No Data | No Data | No Data |
Shenandoah Valley | No Data | No Data | No Data |
South Central | No Data | No Data | No Data |
Southwestern Virginia | No Data | No Data | No Data |
West Piedmont | No Data | No Data | No Data |
Western Virginia | No Data | No Data | No Data |
The data sources for the information displayed here include: US Department of Labor (BLS); Virginia Workforce Connection. (Using onet28)
Architecture Teachers, Postsecondary
Related Occupations
Related Occupations
The related occupations here have similar general capabilities and interests; career explorers may also be interested in the related occupations:- Career/Technical Education Teachers, Middle School
- Art, Drama, and Music Teachers, Postsecondary
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- Teaching Assistants, Postsecondary
- Architects, Except Landscape and Naval
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- Secondary School Teachers, Except Special and Career/Technical Education
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Careers in Teaching/Training Pathway:
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- Agricultural Sciences Teachers, Postsecondary
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- Biological Science Teachers, Postsecondary
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- Career/Technical Education Teachers, Middle School
- Career/Technical Education Teachers, Postsecondary
- Career/Technical Education Teachers, Secondary School
- Chemistry Teachers, Postsecondary
- Coaches and Scouts
- Communications Teachers, Postsecondary
- Computer Science Teachers, Postsecondary
- Criminal Justice and Law Enforcement Teachers, Postsecondary
- Economics Teachers, Postsecondary
- Education Teachers, Postsecondary
- Educational Instruction and Library Workers, All Other
- Elementary School Teachers, Except Special Education
- Engineering Teachers, Postsecondary
- English Language and Literature Teachers, Postsecondary
- Environmental Science Teachers, Postsecondary
- Family and Consumer Sciences Teachers, Postsecondary
- Farm and Home Management Educators
- Foreign Language and Literature Teachers, Postsecondary
- Forestry and Conservation Science Teachers, Postsecondary
- Geography Teachers, Postsecondary
- Health Specialties Teachers, Postsecondary
- History Teachers, Postsecondary
- Kindergarten Teachers, Except Special Education
- Law Teachers, Postsecondary
- Library Science Teachers, Postsecondary
- Mathematical Science Teachers, Postsecondary
- Middle School Teachers, Except Special and Career/Technical Education
- Nursing Instructors and Teachers, Postsecondary
- Philosophy and Religion Teachers, Postsecondary
- Physics Teachers, Postsecondary
- Political Science Teachers, Postsecondary
- Postsecondary Teachers, All Other
- Preschool Teachers, Except Special Education
- Psychology Teachers, Postsecondary
- Recreation and Fitness Studies Teachers, Postsecondary
- Secondary School Teachers, Except Special and Career/Technical Education
- Self-Enrichment Teachers
- Social Sciences Teachers, Postsecondary, All Other
- Social Work Teachers, Postsecondary
- Sociology Teachers, Postsecondary
- Special Education Teachers, All Other
- Special Education Teachers, Elementary School
- Special Education Teachers, Kindergarten
- Special Education Teachers, Middle School
- Special Education Teachers, Preschool
- Special Education Teachers, Secondary School
- Substitute Teachers, Short-Term
- Teachers and Instructors, All Other
- Teaching Assistants, All Other
- Teaching Assistants, Postsecondary
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
- Teaching Assistants, Special Education
- Tutors
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
View Videos
CareerOneStop Video
View Video & Transcript on CareerOneStop
CareerOneStop Education & Training Videos
Overview
Occupations
The data sources for the information displayed here include: New York State Department of Labor; New Jersey Department of Labor; California Occupational Information Coordinating Committee; CareerOneStop. (Using onet28)
Architecture Teachers, Postsecondary
Proficiency Ratings
These proficiencies are scored on a scale from 1 to 5 with 1 being not
important to the job and 5 being extremely important to the job.
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Titles
- Adjunct Instructor
- Adjunct Professor
- Architect
- Architectural Design Lecturer
- Architectural Design Professor
- Architecture Department Chair
- Architecture Professor
- Assistant Professor
- Associate Professor
- Associate Professor of Landscape Architecture
- Building Construction Professor
- College or University Faculty Member
- College Professor
- Dean
- Faculty Member
- Instructor
- Interior Design Professor
- Landscape Architecture Professor
- Landscape Architecture Teacher
- Lecturer
- Professor
- Professor of Architecture
- Professor of Practice
The data sources for the information displayed here include: O*NET™. (Using onet28)
Architecture Teachers, Postsecondary
Related Schools
- Hampton University
- J Sargeant Reynolds Community College
- Liberty University
- Marymount University
- Northern Virginia Community College
- Patrick Henry Community College
- The Art Institute of Virginia Beach
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- Virginia Commonwealth University
- Virginia Polytechnic Institute and State University
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The data sources for the information displayed here include: O*NET™. (Using onet28)