{"schemaVersion":"1.0","exportedAt":"2026-05-15T12:40:46.466Z","occupation":{"soc":"25-1051.00","title":"Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary","group":"Educational Instruction & Library","sector":"61","jobZone":5,"jobZoneInferred":false},"framework":{"version":"v.26.05","description":"","contextCovered":"This framework covers postsecondary instruction, curriculum design, student assessment, laboratory and field supervision, and scholarly leadership in atmospheric, earth, marine, and space science programs at research universities and colleges.","levels":{"emerging":{"label":"Emerging","statements":["Student attendance and grade records — maintain accurately using institutional systems under faculty supervision in a postsecondary science department.","Undergraduate lecture content — prepare and deliver on foundational topics such as atmospheric thermodynamics under the guidance of a senior faculty mentor.","Student assignments and lab reports — evaluate and return with written feedback following departmental grading rubrics in an introductory earth science course.","Course examinations — compile and administer using approved question banks under the direction of a supervising professor in a postsecondary setting.","Laboratory sessions — supervise student work by following established safety protocols and procedural guides in a university earth or atmospheric science lab.","Course syllabi and homework assignments — prepare according to approved curriculum templates provided by the department chair for assigned sections.","Classroom discussions — facilitate on course-related topics by posing prepared questions and encouraging student participation in small undergraduate classes.","Assigned readings and scientific literature — comprehend and summarize to support lesson planning in atmospheric, marine, or space science courses.","Geographic information system and word processing software — use to produce course handouts and basic spatial visualizations for instructional purposes.","Student learning progress — monitor through regular review of submitted work and flag concerns to the supervising faculty member in a structured mentorship context."]},"developing":{"label":"Developing","statements":["Student grade records and attendance data — maintain independently and submit on schedule in compliance with registrar requirements across multiple course sections.","Lectures on intermediate topics such as structural geology or micrometeorology — prepare and deliver with minimal oversight to undergraduate and graduate audiences.","Written papers and class projects — evaluate and grade with consistent, constructive commentary calibrated to course learning outcomes in a university science program.","Midterm and final examinations — compile, administer, and grade independently, delegating proctoring tasks to teaching assistants as appropriate.","Field work excursions and laboratory exercises — supervise by briefing students on objectives, safety procedures, and data collection methods in outdoor or lab environments.","Existing course materials and instructional methods — review and revise annually to reflect current disciplinary developments in atmospheric, earth, or marine sciences.","Course syllabi, homework problem sets, and lecture handouts — produce for the full semester using word processing and document management software.","Analytical or scientific software tools — integrate into laboratory instruction to help students process meteorological, geological, or oceanographic datasets.","Classroom discussions on complex scientific phenomena — initiate and moderate by connecting student contributions to core course concepts in a postsecondary lecture or seminar format.","Learning strategy adjustments — apply in response to observed student performance patterns across lectures, labs, and assessments in an established departmental context."]},"proficient":{"label":"Proficient","statements":["Advanced graduate seminars on topics such as atmospheric dynamics or space science instrumentation — design and deliver autonomously, incorporating current research findings.","Comprehensive assessment systems including examinations, projects, and participation rubrics — develop and implement independently across undergraduate and graduate course portfolios.","Multidisciplinary course curricula — plan, evaluate, and revise systematically to align with program learning outcomes and accreditation standards in a research university.","Field research experiences and capstone laboratory projects — supervise, guiding students through hypothesis formation, data collection, and scientific writing in authentic scientific environments.","Complex student performance data — analyze using monitoring and judgment skills to identify at-risk learners and implement targeted instructional interventions.","Graduate student research papers and theses — evaluate with expert critical thinking, providing detailed disciplinary feedback to support scholarly development in earth or space sciences.","Novel instructional approaches using geographic information systems, map creation software, and analytical platforms — integrate to solve non-routine pedagogical challenges in postsecondary science education.","Interdisciplinary course content bridging physics, chemistry, and geography — synthesize and communicate with oral clarity and written precision to diverse student audiences.","Department course offerings and instructional methods — systematically evaluate through systems analysis to identify gaps and recommend evidence-based improvements.","Collaborative classroom environments — cultivate by modeling scientific reasoning, active listening, and social perceptiveness in graduate and undergraduate discussions on atmospheric or marine science."]},"advanced":{"label":"Advanced","statements":["Departmental and program-level curricula in atmospheric, earth, marine, and space sciences — set direction for, leading faculty review cycles and aligning offerings with institutional and disciplinary priorities.","Junior faculty and postdoctoral instructors — mentor and develop by modeling best practices in lecturing, assessment design, and research integration at a research-intensive university.","Institutional academic standards for postsecondary science instruction — shape by contributing expertise to accreditation committees, academic senates, and curriculum governance bodies.","Large-scale externally funded research programs — lead, integrating findings into graduate curricula and creating experiential learning opportunities that advance the discipline.","Strategic instructional innovation initiatives — champion by evaluating emerging educational technologies, scientific software platforms, and active-learning models for adoption across the department.","Cross-departmental and interdisciplinary degree programs — architect in collaboration with colleagues from physics, mathematics, and environmental science to address complex workforce and societal needs.","Organizational assessment and program evaluation frameworks — design and implement at the department or college level, using systems evaluation methods to drive continuous improvement in science education.","Public and professional discourse on atmospheric, earth, or space science education — lead through keynote addresses, policy testimony, and high-impact publications that influence the field nationally.","Departmental culture of intellectual curiosity, innovation, and cooperation — cultivate by modeling scholarly excellence and establishing shared norms for teaching and research in a postsecondary science unit.","Institutional responses to non-routine academic challenges such as curriculum accreditation risks or enrollment crises — guide through complex problem solving and executive-level judgment in a research university environment."]}}},"sources":{"onet":"v30.2 (CC BY 4.0)","crosswalk":"https://skillscrosswalk.com","generator":"LER.me"},"attribution":"© EBSCOed"}