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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.
Subscriber feature

Authoritative source data identified for 998 occupations

How a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline; click a citation chip to verify the source.

Emerging
  1. AI-assisted course material drafting — uses an LLM to generate first drafts of syllabi, homework assignments, and handouts, then reviews and edits the output for accuracy and pedagogical fit Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  2. Basic prompt construction — submits straightforward requests to an AI tool for boilerplate lecture outlines or reading lists, accepting suggestions with minimal critical evaluation of underlying assumptions.
Developing
  1. Lecture content augmentation — directs an AI assistant to expand bullet-point notes into full lecture drafts on topics such as data structures and software design, then revises for conceptual correctness and appropriate depth before delivery 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..
  2. Assignment and rubric generation — delegates the creation of coding problems, quiz questions, and grading rubrics to an LLM, validating each item against learning objectives and course standards before use Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  3. Student feedback acceleration — routes batch student submissions through an AI tool to generate draft written feedback, then personalizes and approves each comment before returning work to students Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Adaptive instructional design — applies AI tools to analyze patterns in student performance data and iteratively refine course difficulty, pacing, and scaffolding, retaining final pedagogical judgment on all design decisions Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab. WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  2. Examination pipeline management — orchestrates the full assessment workflow by having an AI generate question pools, flag potential bias or ambiguity, and produce answer keys, while personally adjudicating edge cases and assigning final grades 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..
  3. Learning strategy differentiation — uses AI-generated learner profiles and content variants to design differentiated instructional pathways for undergraduate and graduate students, exercising professional judgment on which pathways serve each cohort WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  4. Automated record-keeping integration — configures AI-assisted tools to maintain attendance records and grade ledgers with accuracy checks, auditing outputs regularly to ensure compliance with institutional requirements Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Advanced
  1. Curriculum-level AI orchestration — coordinates multiple AI agents across the full course lifecycle—syllabus design, lecture generation, assessment, and feedback—establishing governance protocols that preserve academic integrity and instructor authority 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..
  2. Critical AI literacy modeling — embeds explicit instruction on the capabilities and failure modes of LLMs into computer science coursework, preparing students to evaluate and responsibly deploy AI tools in professional contexts WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Research-to-classroom pipeline — leverages AI literature synthesis tools to surface emerging topics in programming languages, AI ethics, and systems design, then translates findings into updated graduate curricula faster than traditional review cycles allow Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Institutional AI policy leadership — draws on deep, evidence-based understanding of AI autonomy and augmentation patterns to advise departments on responsible AI adoption standards for teaching, grading, and academic integrity enforcement 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..
  5. Human-technology interaction mentorship — coaches junior faculty and teaching assistants on effective human-AI collaboration practices specific to postsecondary computer science instruction, distinguishing tasks where AI assistance is appropriate from those requiring unmediated human expertise WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  6. Assessment validity research — designs and conducts empirical studies within the department on the accuracy and fairness of AI-assisted grading tools, publishing findings that inform sector-wide best practices Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). Opens in new tab..
Evidence pack
AEI usage
Task observations: 742
Augment share: 74.2%
Time saved: 84.5%
AI autonomy: 3.08
SAFI positioning
Top skill: Instructing
Score: 57.3 / 100
precision: category_estimate
WEF cluster
Human-Technology Interaction
human_technology_interaction
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.

Pathsmith Durable Skills Framework

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.
Subscriber feature

Ten durable-skill domains mapped to four proficiency/role levels for each occupation. Each statement is aligned to the Pathsmith taxonomy, derived from trusted grounding data and mapped to occupation-specific O*NET tasks and skills.

1Communication11 statements
Emerging
  1. Lecture delivery — presents introductory programming concepts using prepared slides and notes to undergraduate audiences with basic clarity 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.
  2. Syllabus writing — drafts course syllabi and assignment handouts using standard department templates with minimal revision needed O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Technical explanation — translates abstract data structures and algorithm concepts into accessible language for students with varying prior experience 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.
  2. Written feedback — composes written comments on student assignments that identify specific coding errors and suggest corrective approaches 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.
  3. Office hour dialogue — engages students during scheduled office hours by asking clarifying questions to diagnose conceptual misunderstandings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Lecture execution — delivers structured lectures on topics such as software design and systems architecture, calibrating technical depth to audience comprehension in real time 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.
  2. Assessment communication — constructs examination prompts and rubrics that clearly specify expected outputs, edge cases, and evaluation criteria for programming tasks O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Interdisciplinary discourse — communicates research findings and curriculum proposals to department colleagues and administrators through written reports and presentations 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.
Exceeding
  1. Scholarly writing — produces peer-reviewed publications and grant proposals that advance the field's understanding of computing education or CS research domains 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.
  2. Conference keynoting — presents complex technical or pedagogical innovations at professional conferences, influencing discipline-wide instructional practices 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.
  3. Curriculum narrative — articulates a coherent programmatic vision for a CS degree sequence in writing and speech that aligns faculty, accreditors, and industry partners 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.
2Leadership10 statements
Emerging
  1. Course ownership — takes responsibility for a single assigned course section, managing materials preparation and grade submission independently 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.
  2. Student mentorship — guides individual students toward next steps in coursework or academic planning during office hours Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional initiative — proposes improvements to course content or lab assignments based on observed student performance patterns without waiting for administrative direction 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.
  2. TA supervision — directs teaching assistants in grading practices and recitation facilitation, providing clear expectations and periodic feedback 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.
Applying
  1. Curriculum leadership — leads course redesign efforts for core CS offerings, coordinating content alignment across multiple sections and instructors 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.
  2. Program advising — takes sustained responsibility for advising cohorts of undergraduate or graduate students through degree milestones, thesis selection, and career planning O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Committee contribution — drives faculty committee work on program assessment, hiring, or accreditation by producing deliverables and advancing agendas Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Program direction — leads a CS concentration, track, or graduate program, setting learning outcomes, managing faculty assignments, and stewarding resources 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.
  2. Field leadership — shapes the direction of CS education or research through editorial roles, professional society service, or discipline-wide initiatives Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship pipeline — develops early-career faculty and doctoral students into independent researchers and educators through structured mentorship and co-authorship 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.
3Metacognition10 statements
Emerging
  1. Teaching self-monitoring — reflects on individual lecture sessions to identify moments where student confusion arose and links them to specific instructional choices Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Learning gap awareness — recognizes own knowledge boundaries in emerging CS subfields and identifies specific resources needed to fill gaps Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Instructional strategy evaluation — assesses the effectiveness of chosen pedagogical approaches—such as live coding versus worked examples—by analyzing student performance data 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.
  2. Research process reflection — monitors progress on scholarly projects, adjusting timelines and methods when initial approaches yield insufficient results Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Curriculum self-assessment — systematically evaluates course sequence design against student learning outcome data, adjusting prerequisites and pacing each semester 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.
  2. Professional development planning — constructs a deliberate annual learning plan targeting specific technical skills, pedagogical methods, or research competencies identified through self-assessment 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.
  3. Feedback integration — synthesizes student evaluation data, peer observation notes, and self-reflection into targeted modifications to teaching practice 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.
Exceeding
  1. Pedagogical research — designs empirical studies examining own and colleagues' instructional effectiveness, producing transferable knowledge about CS learning 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.
  2. Metacognitive modeling — explicitly teaches students how to self-monitor their own computational problem-solving processes, embedding metacognitive scaffolds into course design Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Adaptive expertise — navigates entirely new technical domains or institutional contexts by applying refined self-regulatory strategies developed across years of teaching and research Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
4Critical Thinking11 statements
Emerging
  1. Assignment analysis — evaluates student code submissions against stated requirements, identifying logical errors and missing edge-case handling 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.
  2. Literature engagement — reads current CS literature and identifies central claims and supporting evidence in research articles 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.
Developing
  1. Curriculum reasoning — examines proposed course content changes by weighing evidence from learning outcomes, industry trends, and accreditation standards before recommending adjustments 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.
  2. Assessment validity — analyzes whether examination questions accurately measure intended learning outcomes and revises items that conflate multiple competencies 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.
  3. Research critique — evaluates methodological rigor and generalizability of CS research papers during peer review or journal club discussions 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.
Applying
  1. Pedagogical evidence evaluation — compares competing instructional models—such as flipped classroom versus lecture-lab—by critically analyzing published efficacy studies and local outcome data 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.
  2. Problem decomposition instruction — designs course activities that require students to break complex software engineering problems into testable, falsifiable sub-problems 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.
  3. Assumption identification — identifies unstated assumptions in algorithm design problems presented to students and makes those assumptions explicit in classroom analysis 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.
Exceeding
  1. Research synthesis — produces literature reviews that critically integrate competing theoretical frameworks in CS subfields, exposing contradictions and identifying open problems 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.
  2. Systemic curriculum critique — challenges disciplinary norms in CS curriculum by constructing evidence-based arguments for restructuring foundational course sequences 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.
  3. Expert judgment under ambiguity — resolves novel academic integrity, curriculum policy, or research ethics dilemmas by applying rigorous logical analysis when established precedents are absent Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
5Collaboration10 statements
Emerging
  1. Departmental participation — attends faculty meetings and contributes assigned tasks to shared departmental projects such as course catalog updates Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Co-instruction coordination — coordinates with a co-instructor or lab supervisor to ensure content consistency across lecture and laboratory sections 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.
Developing
  1. Cross-functional advising — collaborates with academic advisors, career services, and industry contacts to create internship and research pathways for CS students 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.
  2. Interdisciplinary course development — partners with faculty from mathematics or engineering departments to design courses that integrate computing with domain-specific applications 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.
Applying
  1. Research collaboration — contributes substantively to multi-author research projects, managing shared datasets, coordinating writing responsibilities, and resolving methodological disagreements 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.
  2. Curriculum committee work — collaborates with faculty across CS specializations to build a coherent, non-redundant degree program that maps to accreditation learning outcomes 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.
  3. Industry partnership — works jointly with industry partners to develop capstone projects and externship experiences that address authentic software engineering challenges 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.
Exceeding
  1. Multi-institutional collaboration — leads research consortia or curriculum partnerships spanning multiple universities, managing diverse contributors toward shared scholarly or educational goals 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.
  2. Grant team leadership — coordinates interdisciplinary grant teams including co-PIs, graduate researchers, and external evaluators to execute funded research or education projects Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Community of practice building — establishes or sustains faculty learning communities focused on CS pedagogy, creating shared norms and distributed accountability for student success Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
6Character10 statements
Emerging
  1. Grading integrity — applies stated rubrics consistently across all student submissions, avoiding favoritism or grade inflation in coding assignments and exams 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.
  2. Attendance and reliability — maintains scheduled office hours and returns student work within communicated timelines 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.
Developing
  1. Academic integrity enforcement — addresses suspected plagiarism or unauthorized code sharing through established institutional processes, balancing firmness with procedural fairness 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.
  2. Transparent assessment — communicates grading criteria and learning expectations to students before assessments are administered, not retroactively 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.
Applying
  1. Ethical research conduct — ensures research involving student data, human subjects, or AI-generated content adheres to IRB standards and disciplinary codes of ethics 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.
  2. Inclusive professionalism — models respectful, equitable treatment of all students regardless of background, creating classroom conditions where diverse learners engage without fear 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.
  3. Accountability in curriculum — accepts responsibility for student learning outcome gaps revealed by assessment data and leads corrective curricular action rather than attributing failure solely to students 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.
Exceeding
  1. Ethical leadership modeling — articulates and enacts a visible ethical stance on contested issues in CS—such as algorithmic bias, AI misuse, or surveillance technology—shaping departmental culture Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Whistleblower courage — raises concerns about academic misconduct, resource inequity, or research fabrication through appropriate channels despite professional risk Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Mentorship ethics — maintains appropriate boundaries, avoids exploitation of student labor, and advocates for advisee credit and career advancement with integrity 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.
7Creativity10 statements
Emerging
  1. Assignment novelty — designs programming assignments that go beyond textbook problems by incorporating realistic datasets or open-ended specifications 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.
  2. Instructional experimentation — tries a new active-learning technique—such as pair programming exercises or live debugging sessions—in at least one course section 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.
Developing
  1. Creative assessment design — develops project-based assessments that allow students to choose application domains, producing diverse and personally motivated software artifacts 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.
  2. Analogy construction — invents original analogies and visual metaphors to make abstract CS concepts—such as recursion or memory allocation—tangible for diverse learners 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.
Applying
  1. Curriculum innovation — designs a novel course or module integrating emerging technologies—such as machine learning pipelines or quantum computing fundamentals—ahead of standard adoption 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.
  2. Research hypothesis generation — formulates original research questions at the intersection of CS subfields or across disciplinary boundaries, pursuing lines of inquiry not yet established in the literature 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.
  3. Pedagogical tool creation — builds custom interactive tools, simulations, or autograders that address specific learning gaps not served by existing educational software 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.
Exceeding
  1. Field-defining research — produces original contributions to computer science knowledge that open new research directions, earn citations, and influence subsequent scholarship 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.
  2. Transformative curriculum design — reimagines the structure of a CS program by introducing interdisciplinary threads—such as ethics, sustainability, or human-computer interaction—that reshape graduate outcomes 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.
  3. Educational innovation dissemination — publishes, presents, or open-sources pedagogical innovations that are adopted by other institutions and cited in CS education literature 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.
8Growth Mindset10 statements
Emerging
  1. Technical upskilling — enrolls in online courses or reads documentation to acquire competency in a CS subfield outside current expertise when assigned a new course section 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.
  2. Student feedback receptivity — reads end-of-semester student evaluations with openness and identifies at least one concrete change to implement in the next offering 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.
Developing
  1. Conference learning — attends professional CS or CS education conferences and returns with specific ideas applied to research agenda or course redesign 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.
  2. Failure reframing — treats a rejected grant proposal or paper submission as diagnostic information and revises the work based on reviewer feedback rather than abandoning the project 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.
Applying
  1. Iterative course improvement — revises syllabi, assignments, and assessments each semester based on student outcome data and peer feedback, treating each offering as a design iteration 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.
  2. Growth modeling for students — explicitly shares with students the iterative, effortful nature of learning to program, normalizing debugging and revision as productive rather than shameful 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.
  3. Cross-disciplinary skill acquisition — deliberately builds competence in an adjacent field—such as statistics, cognitive science, or domain-specific applications—to strengthen teaching and research 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.
Exceeding
  1. Mentorship of growth culture — cultivates a laboratory or classroom environment where graduate students and junior faculty treat setbacks as learning events, institutionalizing iterative improvement norms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Paradigm shift adoption — leads colleagues through adoption of a major pedagogical or technological shift—such as integrating AI coding assistants or switching to a new programming paradigm—modeling learning under uncertainty 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.
  3. Longitudinal resilience — sustains productive scholarly and teaching output across career phases marked by institutional change, funding uncertainty, or technological disruption Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness10 statements
Emerging
  1. Classroom presence — maintains focused attention during student questions, resisting the impulse to redirect before fully understanding the inquiry 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.
  2. Stress recognition — identifies early signals of semester-end overload—such as grading backlog or research deadlines—and takes initial steps to rebalance workload Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Emotionally regulated feedback — delivers critical assessment of student work and thesis drafts with measured tone, separating evaluation of work from judgment of the student 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.
  2. Intentional pacing — structures lectures with deliberate pauses for comprehension checks, resisting the impulse to cover more content at the expense of student understanding 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.
Applying
  1. Attentive advising — conducts student advising sessions with full presence, tracking emotional cues alongside academic content to identify students experiencing distress or disengagement 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.
  2. Reactive bias management — notices and interrupts patterns of differential engagement with students—such as calling on the same subset—through deliberate attention to classroom dynamics 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.
  3. Workload intentionality — designs a semester schedule that allocates protected time for research, course prep, and student contact, avoiding reactive work patterns that undermine quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Trauma-informed awareness — recognizes when student behavior in code reviews, presentations, or office hours reflects anxiety or crisis and responds with appropriate referrals and adjusted expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Reflective supervision — facilitates graduate student mentorship meetings with structured reflection practices that help advisees develop self-awareness about their research process and professional identity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Systemic attentiveness — monitors departmental climate and interpersonal dynamics across faculty and students with sustained intentionality, intervening early when conditions for inequity or conflict arise Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude10 statements
Emerging
  1. Classroom persistence — continues working through a difficult lecture topic when student confusion is high, trying multiple explanatory approaches rather than abandoning the material 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.
  2. Rejection tolerance — submits revised work after receiving a rejected conference paper or grant application without prolonged disengagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Sustained research engagement — maintains progress on a multi-year research project through periods of null results, equipment failure, or shifting institutional priorities 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.
  2. Difficult student situations — persists through challenging advising relationships—including students at risk of program failure or requiring academic integrity proceedings—without avoidance 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.
Applying
  1. Curriculum defense — advocates for evidence-based curriculum changes in faculty governance processes despite political resistance, presenting data and reasoning across multiple deliberative cycles 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.
  2. Teaching under institutional pressure — maintains instructional quality and student support standards during periods of high administrative load, departmental conflict, or reduced resources 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.
  3. Dissertation advising endurance — supports doctoral students through multi-year dissertations including stalled progress, scope changes, and defense failures, sustaining encouragement and direction 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.
Exceeding
  1. Research program resilience — rebuilds or redirects a research program after major funding loss, key personnel departure, or paradigm obsolescence, emerging with renewed scholarly productivity Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Institutional reform courage — pursues substantive departmental or curricular reform against sustained institutional inertia, accepting prolonged professional friction in service of educational equity or quality Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Career-long perseverance — sustains high-impact teaching, mentorship, and scholarly contribution across a full academic career through cycles of institutional change, technological disruption, and personal challenge Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
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.