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Physics Teachers, Postsecondary

Teach courses pertaining to the laws of matter and energy. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.   (O'Net 25-1054.00)

 
Reported job titles:   Acoustics Teacher, Adjunct Instructor, Aerodynamics Professor, Aerodynamics Teacher, Applied Marine Physics Professor, Assistant Professor   (view all job titles)
 
  • Career Video
  • Wages
  • Employment Trends
  • Industries of Employment
  • Tasks
  • Knowledge
  • Skills
  • Abilities
  • Work Activities
  • Interests
  • Work Styles
  • License Information
  • Education & Training Requirements
  • Schools
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    Wages
    for Physics Teachers, Postsecondary
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     Location Pay
    Period
    2016
    Percentile Wages Average
    Wage
    10% 25% 50%
    Median
    75% 90%
     Vermont Hourly n/a   n/a   n/a   n/a   n/a   n/a  
    Yearly $45,220   $64,610   $80,690   $103,850   $144,000   $87,230  
     
     Southern Vermont Balance of State Hourly n/a   n/a   n/a   n/a   n/a   n/a  
    Yearly $43,620   $60,540   $75,090   $97,440   $150,910   $84,310  
     
    What are Percentile Wages?
    source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released April 2017.
    n/a - For some occupations that do not generally work full time year-round, only hourly wages or annual salaries are reported depending on how they are typically paid.
     


    Employment Trends
    for Physics Teachers, Postsecondary
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    Location Employment Annual % change
    (compounded)
    Annual job openings
    (due to growth and
    net replacements)
    2014 2024
    Vermont 46 49 0.6% 1
    source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, statewide estimates released July 2016.
     


    Industries of Employment
    for Physics Teachers, Postsecondary
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    Industry Percent of Total
    2014
    Educational services; state, local, and private 99.2%
    source: Employment Projections, U.S. Bureau of Labor Statistics, National Employment Matrix, released July 2016.
     


    Tasks
    for Physics Teachers, Postsecondary
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  • Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
     
  • Prepare and deliver lectures to undergraduate or graduate students on topics such as quantum mechanics, particle physics, and optics.
     
  • Prepare course materials such as syllabi, homework assignments, and handouts.
     
  • Write grant proposals to procure external research funding.
     
  • Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
     
  • Supervise undergraduate or graduate teaching, internship, and research work.
     
  • Collaborate with colleagues to address teaching and research issues.
     
  • Compile, administer, and grade examinations, or assign this work to others.
     
  • Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
     
  • Evaluate and grade students' class work, laboratory work, assignments, and papers.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    Knowledge
    for Physics Teachers, Postsecondary
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  • Mathematics - Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.
     
  • 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.
     
  • Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
     
  • 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.
     
  • English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
     
  • 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.
     
  • Design - Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
     
  • 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.
     
  • Geography - Knowledge of principles and methods for describing the features of land, sea, and air masses, including their physical characteristics, locations, interrelationships, and distribution of plant, animal, and human life.
     
  • Mechanical - Knowledge of machines and tools, including their designs, uses, repair, and maintenance.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    Skills
    for Physics Teachers, Postsecondary
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  • Speaking - Talking to others to convey information effectively.
     
  • Reading Comprehension - Understanding written sentences and paragraphs in work related documents.
     
  • Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making.
     
  • Instructing - Teaching others how to do something.
     
  • Writing - Communicating effectively in writing as appropriate for the needs of the audience.
     
  • 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.
     
  • Science - Using scientific rules and methods to solve problems.
     
  • Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    Abilities
    for Physics Teachers, Postsecondary
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  • Oral Expression - The ability to communicate information and ideas in speaking so others will understand.
     
  • 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.
     
  • Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense.
     
  • 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.
     
  • Written Expression - The ability to communicate information and ideas in writing so others will understand.
     
  • Near Vision - The ability to see details at close range (within a few feet of the observer).
     
  • 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.
     
  • Speech Recognition - The ability to identify and understand the speech of another person.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    Work Activities
    for Physics Teachers, Postsecondary
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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.
     
  • Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.
     
  • Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
     
  • Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
     
  • Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
     
  • 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.
     
  • 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.
     
  • Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    Interests
    for Physics Teachers, Postsecondary
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  • 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.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated June 2008
     


    Work Styles
    for Physics Teachers, Postsecondary
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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.
     
  • 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.
     
  • Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
     
  • Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
     
  • Attention to Detail - Job requires being careful about detail and thorough in completing work tasks.
     
  • Persistence - Job requires persistence in the face of obstacles.
     
  • Initiative - Job requires a willingness to take on responsibilities and challenges.
     
  • Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations.
     
  • Self Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
     
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    State of Vermont License Information
    that may be required for Physics Teachers, Postsecondary
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    No state licenses listed for this occupation.
     


    Education and Training Requirements
    for Physics Teachers, Postsecondary
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  • 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).
  •  
  • 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.
  •  
  • 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.
  •  
    source: Occupational Information Network: Physics Teachers, Postsecondary  updated July 2011
     


    Schools
    offering instructional programs related to Physics Teachers, Postsecondary
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      Related Instructional Programs
     
    • Acoustics.
     
    • Astronomy and Astrophysics, Other.
     
    • Atomic/Molecular Physics.
     
    • Chemical Physics.
     
    • Condensed Matter and Materials Physics.
     
    • Elementary Particle Physics.
     
    • Nuclear Physics.
     
    • Optics/Optical Sciences.
     
    • Physics Teacher Education.
     
    • Physics, General.
     
    • Physics, Other.
     
    • Plasma and High-Temperature Physics.
     
    • Science Teacher Education/General Science Teacher Education.
     
    • Theoretical and Mathematical Physics.
     
     Search for schools offering these programs at
     
     
     
    source: National Center for Education Statistics 2000 Classification of Instructional Programs .
     


    Other Resources
    for Physics Teachers, Postsecondary
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  • Labor Exchange Information
  • A source for occupational characteristics, such as age, gender, race, and years of education and an alternative source for occupational wage rates. Limited to people looking for jobs and the jobs advertised through VDOL Vermont Job Link.
  • Look for statewide information over the latest 12 months for Physics Teachers, Postsecondary.
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  • Occupational Outlook Handbook
  • The Occupational Outlook Handbook is a nationally recognized source of career information, designed to provide valuable assistance to individuals making decisions about their future work lives. Revised every two years, the Handbook describes what workers do on the job, working conditions, the training and education needed, earnings, and expected job prospects in a wide range of occupations.
    Go to Occupational Outlook Handbook
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    source: Occupational Information Network: Physics Teachers, Postsecondary 
     

     
     
     
    Vermont.gov State of Vermont Department of Labor