NSXNational Skills ExchangeSign in
Back to Framework

Geography Teachers, Postsecondary

SOC 25-1064.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers the full scope of postsecondary geography instruction, research, and academic leadership in university settings, from entry-level teaching and scholarly apprenticeship through advanced curriculum direction, original research productivity, and institutional influence.

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 assignment handouts — draft and organize under faculty mentorship for undergraduate geography sections at a research university.
  2. Foundational lecture content on urbanization and environmental systems — prepare and deliver with structured notes to small undergraduate cohorts in a supervised teaching role.
  3. Current geography literature and peer-reviewed journals — read and summarize to stay abreast of disciplinary developments during an early faculty or postdoctoral appointment.
  4. Student assignments and short-answer papers — evaluate and return with written feedback following departmental grading rubrics in a postsecondary classroom setting.
  5. Classroom examinations — compile and administer according to course policies, escalating grading decisions to supervising faculty when edge cases arise.
  6. Student attendance records and grade entries — maintain accurately in the institution's learning management system as required by departmental administrative standards.
  7. Geographic information system software — apply at a basic level to illustrate spatial concepts during introductory lab sessions under senior faculty guidance.
  8. Classroom discussions on cultural geography topics — participate in facilitating with structured prompts, progressing toward independent moderation under observation.
  9. Word processing and document management tools — use to produce course materials and correspondence consistent with departmental formatting expectations.
  10. Research data and disciplinary findings — begin collecting and organizing in support of a faculty mentor's project, developing foundational scholarly habits in an academic geography department.
Developing
Mid-level / Established
  1. Undergraduate and graduate course syllabi — design independently, aligning learning objectives with departmental curriculum standards and student needs across multiple geography sections.
  2. Lectures on topics such as cultural geography, environmental systems, and geospatial analysis — prepare and deliver with consistent clarity and engagement to mixed undergraduate and graduate audiences.
  3. Original research manuscripts — draft and revise for submission to peer-reviewed geography journals, incorporating reviewer feedback within an active faculty research program.
  4. Student papers and project-based assignments — evaluate with calibrated, criterion-referenced feedback that promotes critical thinking in a postsecondary geography course.
  5. Midterm and final examinations — compile, administer, and grade with partial delegation to teaching assistants, maintaining assessment integrity across course sections.
  6. Professional conferences and disciplinary workshops — attend and engage regularly to integrate emerging geographic scholarship into course content and personal research agenda.
  7. Classroom discussions on complex spatial and societal topics — facilitate with targeted questioning strategies that encourage student analysis beyond surface-level responses.
  8. Geographic information system and map creation software — apply routinely in course instruction and research to produce spatial analyses and instructional visualizations.
  9. Student grade records and required institutional reports — maintain and submit accurately on schedule using the university's administrative information systems.
  10. Active learning strategies — deploy across varied lesson formats, adapting instructional approaches to student comprehension levels and course modality in a postsecondary environment.
Proficient
Senior / Expert IC
  1. Advanced topical lectures integrating geospatial technology, quantitative methods, and theoretical frameworks — develop and deliver autonomously to graduate seminars and upper-division courses at a research university.
  2. Multi-course curriculum — design and revise across undergraduate and graduate levels, ensuring coherent scaffolding of geographic knowledge domains and transferable skills.
  3. Peer-reviewed journal articles, book chapters, and electronic scholarly media — produce and publish independently, advancing knowledge within a specialized geography subdiscipline.
  4. Complex student research projects, theses, and dissertations — evaluate with expert judgment, providing substantive mentorship that guides graduate students through non-routine scholarly challenges.
  5. Comprehensive examination programs — architect, administer, and assess at the program level, delegating components strategically to teaching assistants while preserving academic standards.
  6. Emerging developments in geography — synthesize continuously from literature, conferences, and collegial networks, translating new knowledge directly into instructional and research practice.
  7. Seminar-level scholarly discussions — initiate and moderate on contested geographic problems, drawing on social perceptiveness to balance participant dynamics and deepen intellectual inquiry.
  8. GIS platforms and analytical or scientific software — apply at an expert level to conduct original spatial research and teach advanced geospatial methods to graduate students.
  9. Interdisciplinary problem sets integrating geography, sociology, mathematics, and environmental science — construct and guide students through, modeling complex problem-solving in an academic research context.
  10. Student performance data and institutional assessment records — analyze systematically to identify learning gaps and refine course effectiveness across an entire geography program.
Advanced
Lead / Principal / Executive
  1. Departmental or programmatic curriculum vision — articulate and lead, shaping the strategic direction of geography education across multiple degree levels at a postsecondary institution.
  2. Research agendas in geography — establish and lead at a programmatic or center level, securing external funding and guiding teams of junior faculty, postdoctoral scholars, and graduate researchers.
  3. Scholarly publications, edited volumes, and funded research portfolios — produce at a level that defines or advances a subdisciplinary conversation within the national and international geography community.
  4. Faculty pedagogical development — mentor and evaluate junior colleagues in instructional design, assessment practice, and scholarly writing within a research-intensive geography department.
  5. Academic conference programs, journal editorial boards, and professional association committees — lead or serve in governance roles that shape disciplinary norms and standards.
  6. Institutional policies on academic standards, assessment integrity, and curriculum approval — influence and draft through faculty governance bodies and administrative partnerships.
  7. Innovative instructional methodologies integrating geospatial technology, field-based learning, and digital scholarship — champion and institutionalize across the department to elevate teaching quality.
  8. Cross-institutional and interdisciplinary collaborations in geographic research and education — initiate and sustain, negotiating partnerships with government agencies, NGOs, and peer universities.
  9. Strategic enrollment, resource allocation, and program accreditation processes — advise senior administration using data-informed judgment grounded in deep knowledge of geographic education needs.
  10. Emerging societal challenges such as climate change, urbanization, and geopolitical shifts — translate into publicly engaged scholarship, policy briefs, and media contributions that extend the university's influence beyond the academy.

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 anchors58 anchors · skillscrosswalk.com

O*NET enrichment · skillscrosswalk.com

Suggest an O*NET correction

Source anchors that ground each statement

Related titles
Assistant Professor · Associate Professor · Cartography Professor · Cartography Teacher · College Faculty Member · College Professor · Cultural Geography Faculty Member · Geographic Information Systems Faculty Member (GIS Faculty Member) · Geographic Information Systems Professor (GIS Professor) · Geography Faculty Member · Geography Instructor · Geography Professor
RAPIDS apprenticeships
—
O*NET skills
InstructingWritingSpeakingReading ComprehensionActive ListeningActive LearningLearning StrategiesComplex Problem SolvingCritical ThinkingJudgment and Decision MakingTime ManagementScienceMonitoringSocial PerceptivenessCoordinationPersuasionSystems Analysis
Knowledge domains
English LanguageGeographyEducation and TrainingHistory and ArcheologyMathematicsComputers and ElectronicsSociology and Anthropology
Abilities
Oral ExpressionWritten ExpressionWritten ComprehensionOral ComprehensionSpeech ClarityInductive ReasoningDeductive ReasoningProblem SensitivitySpeech RecognitionNear Vision
Work styles
Intellectual CuriosityDependabilitySocial OrientationAchievement OrientationInnovationIntegrity
Technology
Document management softwareGraphics or photo imaging softwareComputer based training softwareCalendar and scheduling softwareGeographic information systemMap creation softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareAnalytical or scientific software
Tasks · seed anchors for statements
  1. Prepare course materials, such as syllabi, homework assignments, and handouts.
  2. Prepare and deliver lectures to undergraduate or graduate students on topics such as urbanization, environmental systems, and cultural geography.
  3. Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
  4. Evaluate and grade students' class work, assignments, and papers.
  5. Compile, administer, and grade examinations, or assign this work to others.
  6. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  7. Initiate, facilitate, and moderate classroom discussions.
  8. Maintain student attendance records, grades, and other required records.
CIP education codes
13.133230.440143.040745.070145.070245.079945.1501

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.