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Environmental Science Teachers, Postsecondary

SOC 25-1053.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary environmental science instruction, graduate mentorship, curriculum development, field and laboratory supervision, scholarly research, and academic leadership within doctoral-granting and research-intensive university environments.

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 format under faculty guidance for introductory environmental science courses at a research university.
  2. Student laboratory work — supervise and monitor basic procedures under senior faculty direction in a departmental teaching laboratory.
  3. Assigned readings and current environmental literature — review and summarize to support course preparation in a postsecondary academic setting.
  4. Classroom discussions on foundational environmental topics — facilitate with structured prompts under the mentorship of experienced instructors.
  5. Student assignments and short papers — evaluate and grade using established rubrics provided by the supervising course coordinator.
  6. Academic advisement sessions — conduct for undergraduate students on curriculum requirements under departmental advising guidelines.
  7. Word processing and document management software — use to organize course handouts, lecture notes, and assignment materials for distribution.
  8. Professional conferences and departmental colloquia — attend to begin building awareness of current developments in environmental science.
  9. Undergraduate field excursions — assist in supervising student data collection activities under the direction of a lead faculty member.
  10. Geographic information system tools — apply at a basic level to support course exercises introducing spatial analysis of environmental data.
Developing
Mid-level / Established
  1. Course materials including syllabi, handouts, and lab manuals — prepare and revise independently for mid-level environmental science courses in a four-year institution.
  2. Student laboratory and field work — supervise with routine oversight, ensuring safety protocols and data quality standards are met in departmental research settings.
  3. Undergraduate and graduate student papers and lab reports — evaluate and grade consistently, applying discipline-specific assessment criteria across a full course load.
  4. Classroom discussions on environmental systems and policy — initiate and moderate, drawing on active listening and questioning techniques to deepen student engagement.
  5. Academic and vocational advising — provide to undergraduate students on course sequencing, graduate school preparation, and environmental career pathways.
  6. Current peer-reviewed literature in environmental science — read and synthesize regularly to incorporate emerging findings into course content and lectures.
  7. Course content and instructional methods — evaluate periodically and adjust based on student performance data and departmental learning objectives.
  8. Computer-based training and cloud-based data sharing tools — integrate into course delivery to support collaborative student learning in hybrid or in-person settings.
  9. Undergraduate research projects — supervise with reduced oversight, guiding students through literature review, methodology selection, and preliminary data collection.
  10. Professional development activities including conferences and peer networks — participate in actively to maintain currency in environmental science education practices.
Proficient
Senior / Expert IC
  1. Full course curricula for environmental science programs — plan, evaluate, and revise autonomously to align with disciplinary standards, accreditation requirements, and emerging field developments.
  2. Graduate student teaching assistants and research interns — supervise and mentor across complex laboratory, field, and independent research assignments at a doctoral-granting institution.
  3. Non-routine student assessment challenges including academic integrity cases and remediation plans — address independently using professional judgment and institutional policies.
  4. Advanced classroom discussions integrating systems analysis and complex problem solving — facilitate across diverse student populations in upper-division and graduate seminars.
  5. Peer-reviewed literature, conference proceedings, and interdisciplinary science — synthesize critically to inform both teaching content and active research programs.
  6. Graduate student dissertations and thesis projects — advise and evaluate across the full research cycle from proposal to defense in environmental science disciplines.
  7. Geographic information systems, CAD software, and scientific databases — employ proficiently in instructional design and independent research to model and analyze environmental phenomena.
  8. Academic and career advising for graduate students — deliver with depth, addressing funding opportunities, publication strategies, and professional network development.
  9. Interdisciplinary course content spanning biology, chemistry, physics, and environmental policy — develop and deliver autonomously to meet the needs of diverse academic programs.
  10. Grant proposals and research reports — write and submit independently to federal agencies and foundations to secure funding supporting both research and educational innovation.
Advanced
Lead / Principal / Executive
  1. Departmental or school-wide environmental science curricula — lead the design, strategic revision, and implementation across multiple degree programs at the institutional level.
  2. Faculty hiring, mentoring, and professional development — direct within an academic department or research center to build a high-performing environmental science instructional team.
  3. Institutional research priorities in environmental science — set and champion by cultivating interdisciplinary collaborations, external partnerships, and multi-investigator grant portfolios.
  4. Graduate program standards and accreditation processes — oversee and guide departmental efforts to meet national disciplinary benchmarks and institutional quality assurance requirements.
  5. Emerging trends and grand challenges in environmental science — synthesize and translate into curricular innovation and public scholarship that advances the field at a national or international scale.
  6. Complex organizational decisions on resource allocation, program development, and faculty policy — exercise judgment as a department chair, dean, or center director within a research university context.
  7. Professional scientific societies and editorial boards — lead or serve in governance roles, shaping disciplinary norms and knowledge dissemination across the environmental science community.
  8. Undergraduate and graduate student learning outcomes at program scale — evaluate systematically using institutional assessment frameworks and drive continuous improvement across the full department.
  9. Public and policy-facing communication on environmental issues — lead as a credentialed expert voice, translating scientific knowledge for legislative bodies, media outlets, and community stakeholders.
  10. Cross-institutional and international research consortia — initiate and lead, coordinating faculty, postdoctoral researchers, and graduate students to address large-scale environmental science questions.

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 literature review — uses an LLM to surface recent environmental science publications and summarize abstracts, then reads the full sources independently before incorporating findings into course preparation 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. Syllabus drafting support — prompts an AI assistant to generate initial outlines for course syllabi and homework assignments, then revises every learning objective and assessment criterion by hand Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Developing
  1. Grading feedback generation — delegates first-pass written feedback on student lab reports and short-answer assignments to an AI tool, then audits and rewrites comments to reflect disciplinary standards and individual student context 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. Lecture material enrichment — directs an AI assistant to identify real-world case studies and data visualizations aligned to weekly environmental science topics, then critically evaluates each suggestion for scientific accuracy before integrating it into handouts 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..
  3. Student advising preparation — uses an AI tool to compile career pathway summaries and curriculum mapping for environmental science fields, retaining authorship of the personalized guidance delivered to each advisee Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
Proficient
  1. Active-reading workflow — runs dense regulatory documents, IPCC reports, and journal articles through an AI summarizer to extract key arguments, then applies independent critical thinking to assess validity and relevance for course content 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. Field and lab exercise design — instructs an AI assistant to draft safety protocols and procedural scaffolding for student laboratory and field activities, then evaluates every step against institutional guidelines and environmental conditions before finalizing WEF Skills TaxonomyWEF Skills Taxonomy 2021 — Building a Common Language for Skills at Work. Opens in new tab..
  3. Professional development synthesis — assigns an AI tool to aggregate conference proceedings and colleague-contributed notes into thematic briefings, then uses the synthesis as a springboard for deeper engagement with primary sources Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Assessment rubric construction — co-develops grading rubrics with an AI assistant for complex student projects, applying Learning Strategies expertise to ensure rubrics measure higher-order environmental reasoning rather than surface recall 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..
Advanced
  1. Curriculum-level AI orchestration — coordinates multi-step AI workflows across literature review, syllabus design, assessment construction, and student feedback pipelines, exercising autonomous judgment at every decision node where scientific accuracy or pedagogical integrity is at stake 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. AI output evaluation model — establishes department-wide standards for auditing AI-generated instructional content in environmental science courses, drawing on deep disciplinary knowledge to identify hallucinated data, outdated findings, and pedagogically inappropriate framings 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..
  3. Research-to-curriculum translation — directs AI agents to continuously monitor emerging environmental science literature and flag findings with direct instructional implications, then authors the curricular revisions that translate frontier research into student-facing learning experiences Anthropic Economic IndexAnthropic Economic Index — release_2026_03_24. Opens in new tab..
  4. Adaptive instruction design — uses AI analytics on student performance data to identify conceptual gaps across a cohort, then designs targeted instructional interventions that require expert interpretation of both the AI output and the disciplinary content 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..
Evidence pack
AEI usage
Task observations: 3071
Augment share: 95%
Time saved: 81.3%
AI autonomy: 3.08
SAFI positioning
Top skill: Reading Comprehension
Score: 45.5 / 100
Quadrant: Q2_ai_augmented
precision: exact
WEF cluster
Human-Technology Interaction
human_technology_interaction
Sources: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.Jadhav & Danve, 2026Skill Automation Feasibility Index — Jadhav & Danve, 2026 (arXiv:2604.06906). 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.

1Communication12 statements
Emerging
  1. Syllabus drafting — composes basic course syllabi and assignment handouts using standard academic language for introductory environmental science courses 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. Lecture delivery — presents foundational environmental science concepts verbally to undergraduate students using prepared notes and slides O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Student question response — addresses student questions during class by restating concepts in accessible terms Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Discussion facilitation — initiates and moderates structured classroom discussions on environmental topics, drawing out student contributions across varying levels of preparation O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Scientific writing feedback — provides written commentary on student lab reports and papers that targets discipline-specific argumentation and evidence use O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Advising communication — explains academic program requirements and career pathways to advisees in individual meetings using clear, non-jargon language O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multi-audience science communication — translates complex environmental science content into accessible language for both introductory and advanced students, adjusting register and depth by course level 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 presentation — delivers conference papers and departmental colloquia on original environmental research with disciplinary precision and rhetorical clarity O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Grant and report writing — authors technical sections of grant proposals and research reports that synthesize field literature and articulate methodology for specialist reviewers O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Public and policy communication — presents environmental science findings to non-specialist audiences, policymakers, or media with accuracy and persuasive clarity, bridging academic and applied 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. Curriculum narrative leadership — articulates a coherent programmatic vision for environmental science education to departmental, administrative, and accreditation audiences O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Mentorship communication — guides doctoral and master's students through iterative written and verbal feedback that develops their independent scientific voice 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. Classroom initiative — takes responsibility for maintaining productive learning environment during laboratory sessions and field exercises without direct supervisor prompting Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Committee participation — contributes to departmental curriculum or assessment committees by fulfilling assigned tasks and attending meetings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Undergraduate supervision — directs undergraduate research assistants and field teams, assigning tasks, monitoring progress, and correcting technique in real time O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Course revision leadership — leads revision of a single course, incorporating new environmental science findings and student performance data into updated materials O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Graduate mentorship — oversees thesis and dissertation research of multiple graduate students simultaneously, setting milestones, evaluating progress, and advocating for student professional development 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 development leadership — chairs or co-leads departmental curriculum review committees, coordinating faculty input to align environmental science offerings with accreditation and field standards O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Research group direction — manages a funded research group including personnel decisions, budget oversight, and scientific direction across multi-year projects O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Program-level academic leadership — provides sustained strategic direction for an environmental science program, shaping hiring priorities, external partnerships, and long-range curricular vision 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-level professional leadership — serves in editorial, committee, or officer roles within national or international environmental science professional organizations, influencing disciplinary norms O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Faculty mentorship — guides junior faculty through formal and informal mentorship in teaching, research design, and academic career development Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
3Metacognition8 statements
Emerging
  1. Teaching reflection — reviews course evaluations and identifies one or two specific instructional behaviors to adjust in subsequent iterations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Study strategy awareness — recognizes own gaps in knowledge of emerging environmental topics and selects readings or workshops to address them 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. Pedagogical self-monitoring — tracks student performance patterns across assessments and connects outcomes to specific instructional choices made during the course 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 — identifies bottlenecks in own research workflow and adjusts data collection or analysis strategies to improve efficiency Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Evidence-based instructional adjustment — systematically evaluates own teaching methods using student outcome data, peer observation, and scholarship of teaching, then implements documented improvements 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. Scholarly learning planning — constructs a deliberate annual plan for professional development that maps targeted literature areas, conferences, and skill-building to research and teaching goals O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Metacognitive modeling — explicitly demonstrates and teaches self-monitoring strategies to graduate students as part of research mentorship, helping them regulate their own scientific inquiry processes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Programmatic learning evaluation — leads systematic review of how well the environmental science curriculum develops student scientific thinking, using that analysis to redesign program-level 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.
4Critical Thinking9 statements
Emerging
  1. Evidence evaluation — identifies whether sources cited in student work or course readings are peer-reviewed and methodologically sound within environmental science contexts 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. Assignment analysis — deconstructs student submissions to distinguish factual errors from reasoning errors before providing grade justifications O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Research design critique — evaluates the internal validity, sampling approach, and statistical methods of environmental studies in current literature for use in course discussion 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. Assumption identification — surfaces unstated assumptions in environmental policy arguments or scientific claims presented in classroom materials and prompts student interrogation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Competing hypothesis analysis — models rigorous evaluation of competing environmental science hypotheses in lecture and laboratory, demonstrating how evidence differentiates between explanations 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 evidence review — applies systematic analysis of pedagogical research to justify instructional method choices when revising course content and assessment design O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Grant proposal evaluation — critically assesses methodological soundness and theoretical grounding of proposed environmental research for funding review panels O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Interdisciplinary synthesis — integrates findings across biology, chemistry, geoscience, and policy domains to construct novel analytical frameworks presented in research publications and advanced seminars 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. Doctoral dissertation critique — conducts comprehensive critical review of doctoral candidates' research design, findings interpretation, and contribution to environmental science knowledge during defense examination O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
5Collaboration9 statements
Emerging
  1. Co-instructor coordination — coordinates with teaching assistants on lab session logistics, grading rubrics, and student communication protocols Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Departmental contribution — participates in shared service tasks such as assessment data collection and program review document preparation O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Developing
  1. Interdisciplinary course collaboration — co-develops course content with faculty from adjacent disciplines such as public policy, geology, or public health to create integrated environmental curriculum O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Field research partnership — collaborates with government agencies or NGOs to design and conduct field data collection that meets both research and partner operational needs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Multi-investigator research collaboration — contributes defined and coordinated roles within externally funded multi-institution environmental research teams, managing shared data protocols and authorship agreements O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Community of practice engagement — participates actively in departmental faculty learning communities focused on evidence-based teaching, contributing environmental science-specific applications Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student-faculty research collaboration — structures undergraduate and graduate research projects so students contribute meaningfully to publishable scientific work while building disciplinary competence O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Cross-sector research leadership — builds and sustains collaborative research consortia spanning academic, government, and industry partners around complex environmental 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. Curriculum consortium collaboration — leads or co-leads multi-institution curriculum development initiatives, coordinating diverse faculty expertise into coherent shared course frameworks O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
6Character9 statements
Emerging
  1. Grading integrity — applies published rubrics consistently and transparently to all student work, documenting rationale for grade decisions 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 conduct — maintains appropriate boundaries in faculty-student advising relationships and reports conflicts of interest according to institutional policy Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Academic honesty enforcement — identifies and processes academic integrity violations according to institutional procedures while treating students 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. Research ethics compliance — follows IRB, IACUC, and data management protocols in environmental research projects and ensures supervised students do the same O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Environmental ethics modeling — integrates discussion of research ethics, data integrity, and the societal responsibilities of environmental scientists explicitly into course content and mentorship conversations 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 accountability — holds self accountable for equitable treatment of students across demographic groups in grading, advising access, and classroom participation Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Collegial professionalism — fulfills departmental service commitments reliably, meets deadlines for peer review and committee work, and represents the institution with integrity in external venues Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Ethical leadership in research — establishes and enforces lab group norms around data transparency, authorship ethics, and responsible communication of environmental findings to public and policy audiences 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. Institutional integrity advocacy — contributes to the development or reform of departmental and institutional policies governing academic integrity, research ethics, and faculty conduct Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
7Creativity9 statements
Emerging
  1. Assignment innovation — designs at least one novel assessment format per course that moves beyond traditional exams to engage students with real environmental datasets or local fieldwork 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. Pedagogical experimentation — tries a new instructional strategy such as case-based learning or flipped classroom in a single course unit and reflects on outcomes Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Field exercise design — develops original field or laboratory exercises that connect local environmental conditions to course concepts in ways not present in existing curricula O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Research question generation — formulates original research questions in environmental science that extend beyond replication of prior studies toward novel problem framings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Applying
  1. Curriculum innovation — designs new course sequences or experiential learning components that address emerging environmental topics not yet represented in standard textbooks 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. Creative research methodology — applies or adapts interdisciplinary methods from remote sensing, citizen science, or computational modeling to generate environmental data in novel ways O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  3. Grant concept origination — develops fundable research concepts that identify understudied environmental phenomena and propose innovative investigative approaches O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
Exceeding
  1. Paradigm-challenging scholarship — publishes research that reframes how a sub-field of environmental science conceptualizes a key phenomenon, influencing subsequent inquiry by other researchers 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 design innovation — architects a new degree program, certificate, or specialization in environmental science that responds to workforce and societal needs not addressed by existing offerings O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
8Growth Mindset9 statements
Emerging
  1. Literature engagement — reads current environmental science journals regularly and incorporates recent findings into course materials each semester O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Feedback receptivity — reviews student course evaluations without defensiveness and identifies at least one actionable teaching change per cycle Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Skill gap pursuit — enrolls in workshops or short courses to develop competence in emerging methodologies such as GIS, R-based statistics, or science communication when gaps are identified 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. Peer observation openness — invites peer classroom observation and incorporates observer feedback into instructional planning Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Conference-driven updating — attends professional conferences annually and systematically integrates new disciplinary findings and pedagogical practices into courses and research programs O*NET v30.2O*NET Resource Center — Occupational Information Network, v30.2 (Sept 2025). Opens in new tab.
  2. Failure-informed research adaptation — redesigns field or laboratory protocols after negative or null results, treating methodological setbacks as diagnostic information rather than endpoints Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student challenge embrace — seeks out the most intellectually difficult teaching assignments such as large introductory courses or interdisciplinary seminars as opportunities for pedagogical growth Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Disciplinary boundary crossing — deliberately acquires competence in an adjacent scientific domain to expand research and teaching capabilities, modeling lifelong learning for students and junior colleagues 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 culture cultivation — establishes norms within research groups and courses that explicitly celebrate intellectual risk-taking, iteration, and learning from error as central to scientific progress Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
9Mindfulness9 statements
Emerging
  1. Classroom presence — maintains focused attention during student presentations and laboratory sessions, minimizing distraction and signaling genuine engagement Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Advising attentiveness — gives full attention to student advisees during meetings, refraining from multitasking and reflecting back what is heard before responding Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Emotional regulation in evaluation — manages personal reactions when grading contested work or mediating grade disputes, maintaining measured and evidence-based responses Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Workload awareness — monitors accumulation of teaching, research, and service commitments and proactively adjusts scheduling to prevent unsustainable overload Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Applying
  1. Intentional course pacing — designs course schedules with deliberate attention to cognitive load, spacing complex environmental science topics to align with student processing capacity 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 environment awareness — notices signs of stress or disengagement in graduate research team members and responds with timely and supportive intervention Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Meeting facilitation presence — leads departmental or committee meetings with focused facilitation, keeping discussion on track and ensuring all voices are heard before decisions are made Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Mindful mentorship — models and explicitly teaches attention management and emotional regulation strategies to doctoral students as professional skills essential for scientific careers Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Systemic awareness — maintains awareness of how departmental climate, institutional pressures, and environmental science field dynamics affect student and faculty wellbeing, and acts to address harmful patterns Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
10Fortitude9 statements
Emerging
  1. Rejection resilience — resubmits revised manuscripts or grant proposals after peer rejection, incorporating reviewer feedback without abandoning the research direction Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  2. Difficult course management — persists through challenging early semesters with resistant or underprepared student cohorts, adjusting approach rather than lowering expectations Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Developing
  1. Sustained research pursuit — maintains progress on multi-year environmental research projects through funding gaps, field failures, and competing institutional demands 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. Controversy navigation — continues to teach scientifically accurate environmental content including climate science in politically contested institutional or community contexts 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. Long-horizon project completion — carries longitudinal environmental monitoring studies or book-length scholarly projects through to completion across multi-year timelines despite interruptions 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. Institutional change persistence — advocates for curriculum reform or program resource allocation through extended committee and administrative processes without abandoning the initiative Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
  3. Student adversity support — provides consistent academic and professional support to graduate students experiencing research setbacks, personal hardship, or career uncertainty Pathsmith Durable SkillsPathsmith Durable Skills Framework — America Succeeds + CompTIA. Opens in new tab.
Exceeding
  1. Field leadership under adversity — leads research teams through logistically difficult or physically demanding field conditions in remote or hazardous environments, maintaining scientific rigor and team morale 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. Career-long scholarly courage — sustains an independent and evidence-based research agenda on contested environmental topics across an entire academic career, withstanding political and institutional pressure 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.
Show O*NET source anchors64 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

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Source anchors that ground each statement

Related titles
Adjunct Professor · Assistant Professor · Associate Professor · College Faculty Member · College Professor · Conservation Educator · Conservation Science Teacher · Educator · Energy Conservation Educator · Environmental Educator · Environmental Engineering Professor · Environmental Science Management and Policy Professor
RAPIDS apprenticeships
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O*NET skills
Reading ComprehensionSpeakingCritical ThinkingLearning StrategiesInstructingActive ListeningWritingScienceActive LearningMonitoringComplex Problem SolvingJudgment and Decision MakingSystems EvaluationSystems AnalysisMathematicsSocial PerceptivenessCoordinationService OrientationTime Management
Knowledge domains
English LanguageEducation and TrainingBiologyChemistryMathematicsComputers and ElectronicsGeographyEngineering and TechnologyAdministration and ManagementPhysicsCommunications and Media
Abilities
Oral ExpressionWritten ComprehensionSpeech ClarityInductive ReasoningWritten ExpressionDeductive ReasoningOral ComprehensionNear VisionSpeech RecognitionProblem Sensitivity
Work styles
Intellectual CuriosityDependabilityInnovationAchievement OrientationSocial OrientationIntegrity
Technology
Document management softwareComputer aided design CAD softwareComputer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareGeographic information systemCloud-based data access and sharing softwareOptical character reader OCR or scanning software
Tasks · seed anchors for statements
  1. Evaluate and grade students' class work, laboratory work, assignments, and papers.
  2. Prepare course materials, such as syllabi, homework assignments, and handouts.
  3. Supervise students' laboratory and field work.
  4. Advise students on academic and vocational curricula and on career issues.
  5. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  6. Supervise undergraduate or graduate teaching, internship, and research work.
  7. Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
  8. Initiate, facilitate, and moderate classroom discussions.
CIP education codes
03.010303.010413.131626.130726.131026.139930.330130.410130.430130.440140.0509

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.