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Architecture Teachers, Postsecondary

SOC 25-1031.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary architecture faculty practice across lecture and design studio environments, spanning curriculum development, scholarly instruction, student assessment, professional currency, and departmental leadership within accredited university architecture programs.

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 instructional handouts — draft and organize under faculty mentor guidance for undergraduate architecture courses.
  2. Assigned readings and current architectural literature — review and summarize to inform preparation of introductory lecture content.
  3. Architectural design concepts and basic aesthetics — present in structured lectures to undergraduate students under supervisory observation.
  4. Student design studio submissions — evaluate using department-provided rubrics under guidance from senior faculty reviewers.
  5. Student attendance records and grade logs — maintain accurately using department-mandated systems in compliance with institutional policy.
  6. CAD software and desktop publishing tools — apply to prepare visual course materials and assignment handouts for architecture studios.
  7. Classroom discussions on foundational architectural topics — facilitate with structured prompts under supervision of an experienced instructor.
  8. Standardized examinations and quizzes — administer and grade according to established departmental procedures for introductory architecture courses.
  9. Professional conferences and peer-reviewed journals — engage with to stay current on emerging trends in architectural education and practice.
  10. Learning management and calendar scheduling software — use to organize course timelines, post materials, and communicate assignments to students.
Developing
Mid-level / Established
  1. Course curricula and learning objectives — revise iteratively based on student performance data and feedback within an established architecture program.
  2. Lecture series on architectural structures, materials, and construction methods — prepare and deliver independently to undergraduate and graduate cohorts.
  3. Design studio critique sessions — facilitate with reduced oversight, providing formative and summative feedback aligned to program-level competencies.
  4. Grading frameworks for complex design projects — develop and apply consistently across studio sections to ensure fair and transparent assessment.
  5. Student academic records and required institutional reports — maintain and submit on schedule in accordance with accreditation and compliance requirements.
  6. Graphics, photo imaging, and video creation software — employ to produce engaging multimodal instructional content for architecture lecture courses.
  7. Classroom discourse on advanced design theory and professional ethics — moderate to deepen student engagement and critical analytical skills.
  8. Examination content aligned to course learning outcomes — compile, administer, and grade with increasing autonomy across multiple course sections.
  9. Collegial networks and professional organizations — participate in actively to integrate emerging building technology and sustainability knowledge into teaching.
  10. Analytical and scientific software relevant to structural analysis — introduce to students as supplementary instructional tools within design technology courses.
Proficient
Senior / Expert IC
  1. Curriculum architecture across multiple courses and sequences — plan, evaluate, and revise autonomously to ensure coherence and alignment with accreditation standards.
  2. Graduate and undergraduate lecture programs on advanced topics including design methods, building systems, and socio-cultural dimensions of architecture — develop and deliver with scholarly depth.
  3. Complex, non-routine student design studio work — assess holistically using discipline-specific criteria, providing expert formative critique that advances individual student mastery.
  4. Course materials spanning syllabi, case studies, and research-based handouts — produce at a high scholarly standard that reflects current practice and academic discourse.
  5. Difficult classroom discussions involving contested design philosophies or professional ethics — initiate and moderate with skillful facilitation that promotes rigorous intellectual exchange.
  6. Comprehensive student learning outcomes data — analyze using monitoring and systems evaluation approaches to identify program-level gaps and guide instructional improvements.
  7. Advanced CAD, BIM, and computer-based training platforms — integrate strategically into architecture pedagogy to prepare students for contemporary professional environments.
  8. Current professional and academic literature across design, engineering, law, and public safety domains — synthesize critically to keep course content at the frontier of the discipline.
  9. Independent research and scholarly writing — produce and publish to maintain disciplinary expertise that directly enriches instruction in architecture courses.
  10. Cross-disciplinary instructional challenges involving mathematics, fine arts, and engineering and technology knowledge — resolve through innovative pedagogical problem-solving in studio and lecture settings.
Advanced
Lead / Principal / Executive
  1. Programmatic curriculum vision for an architecture department — set strategic direction, championing innovations in design pedagogy that align with national accreditation and professional licensure standards.
  2. Junior faculty and teaching assistants — mentor and develop by modeling expert instructional practice, providing structured coaching, and evaluating teaching effectiveness across the department.
  3. Department-wide assessment frameworks for design studio and lecture courses — design and institutionalize to drive continuous improvement in student learning outcomes at organizational scale.
  4. Academic and professional communities in architecture — represent at the highest level through keynote addresses, editorial leadership, and service on national accreditation bodies.
  5. Institutional policy on curriculum standards, academic integrity, and student records — shape and communicate to ensure departmental compliance with university, legal, and professional regulatory requirements.
  6. Interdisciplinary research agendas connecting architecture with engineering, sociology, and public safety — lead and coordinate to generate knowledge that transforms both the field and its teaching.
  7. Organizational adoption of emerging instructional technologies including immersive visualization and AI-assisted design tools — champion and evaluate at the program level to keep the curriculum future-ready.
  8. Complex departmental resource allocation and scheduling decisions — exercise senior judgment to optimize faculty workload, course sequencing, and studio capacity across degree programs.
  9. External funding proposals and grant applications for architectural education and research initiatives — develop and steward to secure resources that advance the program's scholarly mission.
  10. Collaborative relationships with professional architecture firms, government bodies, and community organizations — cultivate strategically to enrich experiential learning opportunities for students and faculty alike.

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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 Instructor · Adjunct Professor · Architectural Design Professor · Architectural Drafting Instructor · Architecture Faculty Member · Architecture Instructor · Architecture Professor · Assistant Professor · Associate Professor · College Faculty Member · College Professor · Faculty Member
RAPIDS apprenticeships
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O*NET skills
Learning StrategiesInstructingReading ComprehensionSpeakingActive ListeningWritingCritical ThinkingActive LearningJudgment and Decision MakingMonitoringSocial PerceptivenessComplex Problem SolvingSystems AnalysisSystems EvaluationTime ManagementCoordinationService OrientationOperations AnalysisPersuasionNegotiation
Knowledge domains
DesignEnglish LanguageBuilding and ConstructionEducation and TrainingCommunications and MediaComputers and ElectronicsPublic Safety and SecurityFine ArtsEngineering and TechnologyLaw and GovernmentSociology and AnthropologyMathematicsHistory and ArcheologyPsychology
Abilities
Oral ExpressionSpeech ClarityDeductive ReasoningWritten ExpressionOral ComprehensionWritten ComprehensionInductive ReasoningInformation OrderingNear VisionProblem Sensitivity
Work styles
Intellectual CuriosityInnovationDependabilitySocial OrientationAchievement OrientationCooperation
Technology
Document management softwareGraphics or photo imaging softwareDesktop publishing softwareComputer aided design CAD softwareVideo creation and editing softwareAnalytical or scientific softwareComputer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search software
Tasks · seed anchors for statements
  1. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
  2. Prepare course materials, such as syllabi, homework assignments, and handouts.
  3. Prepare and deliver lectures to undergraduate or graduate students on topics such as architectural design methods, aesthetics and design, and structures and materials.
  4. Evaluate and grade students' work, including work performed in design studios.
  5. Maintain student attendance records, grades, and other required records.
  6. Initiate, facilitate, and moderate classroom discussions.
  7. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  8. Compile, administer, and grade examinations, or assign this work to others.
CIP education codes
04.020104.020204.029904.030104.040104.040204.040304.049904.050104.060104.080204.080304.089904.090204.099914.040130.370150.0408

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.