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Computer Science Teachers, Postsecondary

SOC 25-1021.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary computer science instruction across undergraduate and graduate contexts, encompassing course design, classroom delivery, student assessment, academic advising, curriculum governance, scholarly activity, and departmental leadership in accredited university settings.

Sources:O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.SkillsCrosswalkSkillsCrosswalk — O*NET enrichment + adjacency index. Opens in new tab.
Emerging
Entry / Apprentice
  1. Course syllabi and homework assignments — draft and organize under faculty mentorship for an introductory undergraduate computer science course.
  2. Lecture content on foundational topics such as programming basics and data structures — prepare and deliver with guidance from senior colleagues in a postsecondary classroom setting.
  3. Student assignments and laboratory exercises — evaluate and apply provided grading rubrics under supervisory review in a university computer science department.
  4. Examination materials — administer and collect using established departmental protocols, forwarding grading to the supervising instructor as directed.
  5. Student attendance records and grade entries — maintain accurately in the institution's learning management system under periodic audit by department staff.
  6. Current computer science literature and conference proceedings — read and summarize to support awareness of emerging developments in the field.
  7. Scheduled office hours — hold consistently to respond to undergraduate student questions on coursework and basic programming concepts.
  8. Word processing and course management software — use to produce course handouts, upload materials, and communicate assignment instructions to enrolled students.
  9. Existing course content and instructional materials — review and flag potential updates for supervising faculty during curriculum planning discussions.
  10. Active listening and questioning techniques — apply when engaging students during classroom discussions on software design concepts in a structured lecture environment.
Developing
Mid-level / Established
  1. Course syllabi, assignment sequences, and handouts — independently design and revise for undergraduate and introductory graduate computer science courses aligned with learning outcomes.
  2. Lectures on intermediate topics such as algorithms, software engineering, and database systems — prepare and deliver with minimal oversight to undergraduate cohorts in a university setting.
  3. Student class work, laboratory submissions, and written papers — evaluate using self-developed rubrics that reflect current disciplinary standards in computer science.
  4. Examinations covering multiple course modules — compile, administer, and grade independently, ensuring alignment with stated course objectives and institutional academic integrity policies.
  5. Grade books, attendance logs, and required departmental records — maintain consistently and submit on schedule through institutional administrative systems.
  6. Professional conferences and peer-reviewed journals — engage with regularly to incorporate emerging computing technologies and pedagogical methods into course delivery.
  7. Office hours and advising appointments — conduct on a scheduled basis, offering substantive guidance on academic progress and project development to undergraduate students.
  8. Computer-based training software and development environment tools — integrate into laboratory instruction to provide students with authentic coding and debugging experiences.
  9. Instructional methods and course pacing — adapt in response to formative assessment data and observed student performance trends across a semester.
  10. Collaborative course planning discussions — contribute constructively with departmental colleagues to align course sequencing and prerequisite structures within the CS curriculum.
Proficient
Senior / Expert IC
  1. Comprehensive course materials including syllabi, project scaffolding, and assessment instruments — autonomously design and continuously refine for both undergraduate and graduate computer science programs.
  2. Advanced lectures on specialized topics such as machine learning, systems architecture, or distributed computing — prepare and deliver with pedagogical sophistication to mixed undergraduate and graduate audiences.
  3. Complex student work including research papers, capstone projects, and graduate theses — evaluate rigorously and provide substantive developmental feedback aligned with professional and scholarly standards.
  4. Full examination cycles — independently compile, administer, statistically analyze, and use results to inform iterative improvements to course design in a postsecondary CS department.
  5. Multiyear student academic records and longitudinal grade data — manage with precision, using institutional data systems to identify patterns and support student success interventions.
  6. Curricula and course content across multiple CS courses — systematically evaluate and revise using evidence-based instructional strategies and alignment with accreditation standards such as ABET.
  7. Structured advisement and mentorship — provide to undergraduate and graduate students navigating research pathways, internship opportunities, and career trajectories in computing fields.
  8. Applied computing tools including object-oriented development environments, database interfaces, and video creation software — integrate purposefully into course delivery to model professional practice.
  9. Non-routine pedagogical challenges such as diverse learner needs or rapidly evolving technology topics — diagnose and resolve using adaptive instructional strategies in a live university classroom.
  10. Contributions to departmental scholarship — sustain through active participation in peer-reviewed publication, grant development, or applied research projects relevant to computer science education.
Advanced
Lead / Principal / Executive
  1. Departmental curriculum strategy and long-range academic program direction — set and lead in alignment with institutional mission, accreditation requirements, and emerging workforce needs in computing.
  2. Faculty professional development initiatives in pedagogy and discipline currency — design and facilitate to elevate instructional quality across the full computer science teaching team.
  3. Cross-disciplinary and interdepartmental curriculum collaborations — lead with colleagues in engineering, mathematics, and information systems to build integrated academic pathways for students.
  4. Institutional policies governing academic standards, assessment practices, and program review — shape and advocate for at the college or university governance level as a senior faculty voice.
  5. Grant proposals and externally funded research programs in computer science or CS education — originate, lead, and manage, directing junior faculty and graduate researchers toward scholarly impact.
  6. Mentorship ecosystems for early-career faculty and doctoral teaching assistants — establish and sustain, modeling expert instructional practice and scholarly integrity across the department.
  7. Accreditation self-study processes and program outcome assessments — lead comprehensively, synthesizing evidence of student learning to satisfy national accrediting body standards.
  8. Emerging instructional technologies and pedagogical innovations — evaluate at an organizational scale and champion adoption strategies that transform learning experiences across multiple CS courses and cohorts.
  9. Departmental and college-level resource allocation decisions affecting staffing, laboratory infrastructure, and technology procurement — inform and influence with deep expertise in computational education needs.
  10. National and international professional communities in computer science and higher education — represent the institution through keynote presentations, editorial board service, and leadership in professional organizations.

AI-at-Work Competency Framework

Sources:Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab.WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab.

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Sources:Pathsmith™ Durable SkillsPathsmith™ Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
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Source anchors that ground each statement

Related titles
Adjunct Computer Science Professor · Adjunct Instructor · Assistant Professor · Associate Professor · C++ Professor · College Faculty Member · College Professor · Computer Applications Instructor · Computer Engineering Professor · Computer Information Systems Instructor (CIS Instructor) · Computer Information Systems Professor (CIS Professor) · Computer Instructor
RAPIDS apprenticeships
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O*NET skills
InstructingReading ComprehensionWritingSpeakingActive LearningLearning StrategiesCritical ThinkingActive ListeningJudgment and Decision MakingMonitoringComplex Problem SolvingSocial PerceptivenessSystems AnalysisSystems EvaluationService OrientationTime ManagementMathematicsCoordinationPersuasionNegotiationProgramming
Knowledge domains
Computers and ElectronicsEducation and TrainingEnglish LanguageCustomer and Personal ServiceMathematicsEngineering and TechnologyAdministration and ManagementAdministrativeDesignPublic Safety and SecurityCommunications and MediaTelecommunicationsPersonnel and Human ResourcesEconomics and AccountingLaw and Government
Abilities
Oral ComprehensionOral ExpressionWritten ExpressionWritten ComprehensionSpeech ClarityDeductive ReasoningInductive ReasoningInformation OrderingNear VisionProblem Sensitivity
Work styles
Intellectual CuriosityDependabilityInnovationAchievement OrientationAttention to DetailIntegrity
Technology
Web page creation and editing softwareGraphics or photo imaging softwareVideo creation and editing softwareComputer based training softwareData base user interface and query softwareDevelopment environment softwareObject or component oriented development softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search software
Tasks · seed anchors for statements
  1. Prepare course materials, such as syllabi, homework assignments, and handouts.
  2. Compile, administer, and grade examinations or assign this work to others.
  3. Prepare and deliver lectures to undergraduate or graduate students on topics such as programming, data structures, and software design.
  4. Evaluate and grade students' class work, laboratory work, assignments, and papers.
  5. Maintain student attendance records, grades, and other required records.
  6. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  7. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
  8. Maintain regularly scheduled office hours to advise and assist students.
CIP education codes
11.010111.010211.019911.020111.040111.050111.070111.080411.090111.090213.132130.080130.160130.300130.310130.390130.480152.120152.120652.120752.1299

Sources: O*NET v30.2 (CC BY 4.0), SkillsCrosswalk.com, LER.me®, Anthropic Economic Index, SAFI (Jadhav & Danve, 2026), WEF Skills Taxonomy 2021, Pathsmith™ Durable Skills Framework. © 2026 EBSCOed.