NSXNational Skills ExchangeSign in
Back to Framework

Engineering Teachers, Postsecondary

SOC 25-1032.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers the full scope of postsecondary engineering teaching practice at a doctoral-granting research university, from initial course delivery and mentored research contribution through independent scholarship, doctoral supervision, and institutional academic leadership.

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 undergraduate engineering courses at a research university.
  2. Assigned lecture topics in mechanics or hydraulics — prepare and deliver introductory presentations to undergraduate students with guidance from senior faculty.
  3. Student assignments and laboratory reports — evaluate and apply provided grading rubrics under the supervision of a lead instructor.
  4. Current engineering literature and conference proceedings — read and summarize to remain aware of recent developments in a designated specialization.
  5. Undergraduate class discussions — initiate and moderate with structured prompts in small seminar or recitation settings.
  6. CAD and analytical software tools — demonstrate basic proficiency to support laboratory instruction in engineering design courses.
  7. Research data collection protocols — follow established procedures to contribute to faculty-led research projects in a university laboratory.
  8. Grant application components — assist in drafting sections of external funding proposals under the direction of a principal investigator.
  9. Graduate student laboratory tasks — co-supervise alongside a senior faculty member in an engineering research environment.
  10. Instructional handouts and supplementary materials — produce using word processing and course management software for assigned class sections.
Developing
Mid-level / Established
  1. Full-semester undergraduate or graduate courses — plan, organize, and deliver lectures on topics such as robotics or fluid mechanics with minimal faculty oversight.
  2. Student class work, laboratory exercises, and written papers — assess consistently and return constructive feedback within established departmental timelines.
  3. Active learning and varied instructional strategies — select and apply to engage diverse student populations in engineering degree programs.
  4. Research manuscripts — write and revise for submission to peer-reviewed engineering journals or conference proceedings in a recognized specialization.
  5. Grant proposal narratives and budgets — develop independently for federal or industry sponsors to secure modest external research funding.
  6. Graduate teaching and internship activities — supervise and provide regular performance feedback to master's-level students in a departmental research group.
  7. Professional society meetings and engineering conferences — participate in and synthesize insights to refresh course content and research directions.
  8. CAD and CAM software environments — integrate into laboratory instruction to reinforce engineering design-and-manufacturing concepts for students.
  9. Analytical and scientific software platforms — apply to research investigations and coach students in their appropriate use during guided lab sessions.
  10. Cross-disciplinary engineering and mathematics knowledge — draw upon to respond to non-routine student questions and facilitate in-depth class discussions.
Proficient
Senior / Expert IC
  1. Graduate-level curricula in advanced engineering topics — design, continuously refine, and deliver autonomously across a sustained portfolio of courses at a doctoral-granting institution.
  2. Doctoral student research programs — supervise end-to-end, from dissertation proposal through defense, within a university engineering department.
  3. Original research investigations — lead independently, producing peer-reviewed publications and presentations that advance knowledge in a defined engineering subdiscipline.
  4. Competitive federal and industry grant proposals — author and submit as principal investigator, securing multi-year external funding for laboratory operations and graduate support.
  5. Complex, non-routine engineering problems — diagnose and resolve by applying deductive and inductive reasoning across intersecting domains including physics, mathematics, and systems analysis.
  6. Undergraduate and graduate course learning outcomes — evaluate through systematic assessment data, revising instructional methods to demonstrably improve student achievement.
  7. Interdisciplinary engineering systems — analyze and critically evaluate using computational modeling tools, integrating findings into both research and classroom instruction.
  8. Emerging technologies and engineering standards — monitor continuously through literature review and professional engagement, translating advances directly into updated course content.
  9. Collaborative research partnerships — establish and manage with industry or government laboratories, coordinating student involvement and ensuring regulatory compliance.
  10. Engineering design and manufacturing software ecosystems — leverage at an expert level to support research workflows and authentic project-based learning experiences.
Advanced
Lead / Principal / Executive
  1. Departmental or program-level research agenda — define and champion, aligning faculty scholarship with institutional priorities and national engineering workforce needs.
  2. Junior faculty and postdoctoral researchers — mentor in pedagogy, grant writing, and scholarly publication to accelerate their professional growth within the engineering academy.
  3. Large-scale, multi-investigator grant programs — lead as principal investigator or center director, coordinating complex budgets and federal agency relationships over multi-year awards.
  4. Engineering program accreditation processes — direct institution-wide, ensuring curriculum, assessment, and faculty qualifications satisfy ABET and regional accreditation standards.
  5. Strategic curriculum transformation initiatives — spearhead across degree programs, incorporating systems analysis, emerging computation, and inclusive pedagogy at an organizational scale.
  6. University–industry advisory boards and professional engineering societies — represent the institution, shaping standards and policy at regional and national levels.
  7. Cross-college interdisciplinary research centers — establish and lead, marshaling resources, faculty expertise, and external partnerships to address grand engineering challenges.
  8. Engineering education innovation — generate and disseminate at scale, authoring books or widely adopted frameworks that influence teaching practice across peer institutions.
  9. Departmental faculty hiring, tenure review, and performance evaluation — lead with integrity and evidence-based criteria, building a high-achieving and diverse academic workforce.
  10. Complex organizational decisions regarding resource allocation, laboratory infrastructure, and program development — exercise expert judgment that shapes the long-term direction of the engineering school.

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.

A 4-level framework describing how a worker at each mastery level uses, directs, and evaluates AI tools in this occupation. Each statement cites its evidence inline. Subscribe for $19.99/mo to read the full framework — or sign in if you have a subscription.

  1. Emerging
  2. Developing
  3. Proficient
  4. Advanced
Monthly subscription · Stripe-hosted · unlocks AI-at-Work and Pathsmith™ Durable Skills across the full library

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 levels for this occupation. Subscribe to unlock the full Pathsmith™ Durable Skills Framework across all 1,016 occupations.

Monthly subscription · Stripe-hosted · unlocks AI-at-Work and Pathsmith™ Durable Skills across the full library
Show O*NET source anchors63 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

Suggest an O*NET correction

Source anchors that ground each statement

Related titles
Adjunct Engineering Instructor · Adjunct Instructor · Adjunct Professor · Aeronautical Engineering Professor · Aeronautical Engineering Teacher · Aeronautics Teacher · Agricultural Engineering Teacher · Applied Mechanics Teacher · Architectural Engineering Teacher · Assistant Professor · Associate Professor · Automotive Engineering Teacher
RAPIDS apprenticeships
—
O*NET skills
SpeakingInstructingLearning StrategiesReading ComprehensionActive ListeningWritingMathematicsCritical ThinkingJudgment and Decision MakingActive LearningScienceMonitoringComplex Problem SolvingCoordinationSystems AnalysisSystems EvaluationTime ManagementSocial Perceptiveness
Knowledge domains
Engineering and TechnologyDesignComputers and ElectronicsMathematicsEnglish LanguagePhysicsEducation and TrainingMechanicalChemistryAdministration and ManagementProduction and Processing
Abilities
Oral ExpressionSpeech ClarityWritten ComprehensionOral ComprehensionDeductive ReasoningInductive ReasoningWritten ExpressionInformation OrderingCategory FlexibilityMathematical Reasoning
Work styles
Intellectual CuriosityInnovationDependabilityIntegrityAchievement OrientationAttention to Detail
Technology
Computer aided design CAD softwareComputer based training softwareObject or component oriented development softwareCalendar and scheduling softwareWord processing softwareComputer aided manufacturing CAM softwareInformation retrieval or search softwareElectronic mail softwareAnalytical or scientific softwareOptical character reader OCR or scanning software
Tasks · seed anchors for statements
  1. Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
  2. Prepare course materials, such as syllabi, homework assignments, and handouts.
  3. Evaluate and grade students' class work, laboratory work, assignments, and papers.
  4. Write grant proposals to procure external research funding.
  5. Supervise undergraduate or graduate teaching, internship, and research work.
  6. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  7. Prepare and deliver lectures to undergraduate or graduate students on topics such as mechanics, hydraulics, and robotics.
  8. Initiate, facilitate, and moderate class discussions.
CIP education codes
14.010114.020114.020214.029914.030114.040114.050114.060114.070114.070214.079914.080114.080214.080314.080414.080514.089914.090114.090214.090314.099914.100114.100314.100414.109914.110114.120114.130114.140114.180114.190114.200114.210114.220114.230114.240114.250114.270114.280114.320114.330114.340114.350114.360114.370114.380114.390114.400114.410114.420114.430114.440114.450114.470114.480114.480214.489914.999915.150215.150340.1001

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.