Architecture Teachers, Postsecondary
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.
At a Glance
Architecture Teachers, Postsecondary earns a median of $101,480/yr with +2.0% projected growth. Typical entry: Doctoral or professional degree. Top skills: Training and Teaching Others, Updating and Using Relevant Knowledge, Design.
$101,480/yr
+2.0%
1
Doctoral or professional degree
Skills & Requirements
Skills (16)
Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
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.
Considering the relative costs and benefits of potential actions to choose the most appropriate one.
Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Understanding the implications of new information for both current and future problem-solving and decision-making.
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
Being aware of others' reactions and understanding why they react as they do.
Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
Knowledge (10)
Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar.
Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads.
Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
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.
Knowledge of the theory and techniques required to compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process.
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.
Abilities (16)
The ability to communicate information and ideas in speaking so others will understand.
The ability to apply general rules to specific problems to produce answers that make sense.
The ability to communicate information and ideas in writing so others will understand.
The ability to read and understand information and ideas presented in writing.
The ability to listen to and understand information and ideas presented through spoken words and sentences.
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).
The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
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.
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).
The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
The ability to generate or use different sets of rules for combining or grouping things in different ways.
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.
Technology (15)
Work Activities (28)
Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
Keeping up-to-date technically and applying new knowledge to your job.
Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
Developing specific goals and plans to prioritize, organize, and accomplish your work.
Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
Observing, receiving, and otherwise obtaining information from all relevant sources.
Developing constructive and cooperative working relationships with others, and maintaining them over time.
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.
Establishing long-range objectives and specifying the strategies and actions to achieve them.
Analyzing information and evaluating results to choose the best solution and solve problems.
Assessing the value, importance, or quality of things or people.
Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
Scheduling events, programs, and activities, as well as the work of others.
Translating or explaining what information means and how it can be used.
Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
Encouraging and building mutual trust, respect, and cooperation among team members.
Getting members of a group to work together to accomplish tasks.
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.
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
Work Styles (2)
A tendency to be reliable, responsible, and consistent in meeting work-related obligations.
A tendency to seek out and acquire new work-related knowledge and obtain a deep understanding of work-related subjects.
Careers with Overlapping Skills
These occupations share the most skills. A career transition between them means many of your skills transfer directly.
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