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Sociology Teachers, Postsecondary

SOC 25-1067.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary sociology instruction, curriculum development, scholarly research and publication, and academic leadership across university and college environments requiring advanced graduate-level expertise.

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. Student assignments and papers — evaluate and return with written feedback under faculty mentorship in an undergraduate sociology course.
  2. Classroom discussions on foundational sociological topics — initiate and facilitate with structured prompts under the guidance of a supervising professor.
  3. Course examinations — compile and administer according to departmental templates and established grading rubrics in a postsecondary setting.
  4. Introductory lectures on race, ethnic relations, and social stratification — prepare and deliver to undergraduate students using provided course frameworks.
  5. Syllabi and homework assignments — draft and distribute following departmental guidelines and accreditation requirements for sociology courses.
  6. Current sociological literature and peer-reviewed journals — read and summarize to remain current with emerging field developments under faculty direction.
  7. Preliminary research data — collect and organize using analytical software in support of a faculty-led research project at a university setting.
  8. Existing course content and instructional materials — review and identify areas for revision with guidance from department curriculum committees.
  9. Grading criteria and rubrics — apply consistently to student class work using institutionally approved assessment tools in a postsecondary classroom.
  10. Word processing and office suite software — use to produce instructional handouts, correspondence, and course documents in a department office environment.
Developing
Mid-level / Established
  1. Student papers and class work across multiple course sections — evaluate and grade independently using self-developed rubrics aligned to learning outcomes in a postsecondary sociology program.
  2. Seminar and lecture-format classroom discussions on topics such as measurement, data collection, and workplace social relations — moderate and redirect with reduced supervisory oversight.
  3. Midterm and final examinations — compile, administer, and score autonomously, delegating proctoring tasks to teaching assistants when appropriate.
  4. Undergraduate and graduate lectures on sociological theory and research methods — prepare and deliver with increasing depth, integrating current scholarship into course content.
  5. Comprehensive course materials including syllabi, reading lists, and assignment sequences — develop and refine independently across recurring course offerings.
  6. Professional conferences and colloquia — attend and participate to sustain engagement with disciplinary developments and apply insights to classroom instruction.
  7. Independent research projects — design and conduct within a defined area of sociological inquiry, submitting findings to peer-reviewed journals for publication.
  8. Course curricula for assigned sections — evaluate and revise periodically based on student performance data and evolving disciplinary standards.
  9. Database and information retrieval software — use to locate peer-reviewed sources and manage bibliographic data in support of teaching and research activities.
  10. Student learning progress across a course term — monitor using gradebook and learning management systems, adjusting instructional pacing as needed.
Proficient
Senior / Expert IC
  1. Graduate and undergraduate student work across diverse course formats — evaluate with sophisticated analytical judgment, providing substantive written commentary that advances student scholarly development.
  2. Complex seminar discussions on contested sociological topics such as intersectionality, globalization, or social movement theory — facilitate and moderate autonomously, fostering rigorous intellectual exchange.
  3. Full examination cycles including design, administration, grading, and grade appeals — oversee independently across multiple courses, delegating to and supervising graduate teaching assistants.
  4. Advanced graduate seminars and undergraduate lecture courses — prepare and deliver with scholarly authority, integrating original research and cutting-edge literature into every instructional session.
  5. Adaptive course materials responding to emerging sociological events and new empirical findings — develop and deploy rapidly without supervisory input, maintaining syllabus coherence and rigor.
  6. Peer-reviewed publications, conference presentations, and book chapters — produce consistently as a recognized contributor within a defined subfield of sociology.
  7. Multi-semester research agendas — design, fund through grant applications, and execute using analytical and scientific software, producing findings that inform both scholarship and teaching.
  8. Program-level curricula — plan, evaluate, and revise collaboratively with departmental faculty, ensuring alignment with accreditation standards and disciplinary best practices.
  9. Diverse student populations with varying learning needs — assess using social perceptiveness and adaptive instructional strategies to promote equitable academic outcomes in postsecondary settings.
  10. Complex interdisciplinary questions bridging sociology, psychology, law, and philosophy — address through critical thinking and inductive reasoning in research and graduate-level instruction.
Advanced
Lead / Principal / Executive
  1. Departmental academic standards for grading and student assessment — establish and institutionalize, ensuring consistency and scholarly rigor across all faculty and course offerings.
  2. Department-wide pedagogical culture — shape by modeling exemplary discussion facilitation practices and mentoring junior faculty in evidence-based instructional methods.
  3. Institutional examination and assessment policies — lead the design and evaluation of, aligning departmental practices with university accreditation and regional academic standards.
  4. University-wide or consortium-level curriculum reform initiatives — spearhead, drawing on deep expertise in sociological theory, research methodology, and learning science to drive transformative change.
  5. Scholarly book manuscripts, edited volumes, and major journal articles — produce and shepherd to publication, establishing a nationally or internationally recognized research identity within sociology.
  6. Professional conference programs, editorial boards, and disciplinary task forces — lead and shape, advancing the field's intellectual agenda and representing the institution in national scholarly communities.
  7. Cross-institutional research collaborations and externally funded research centers — direct, integrating teams of faculty, postdoctoral scholars, and graduate students around high-impact sociological questions.
  8. Graduate program design including admissions criteria, degree requirements, and mentorship structures — architect and steward, ensuring the production of future sociological scholars and educators.
  9. Strategic instructional technology adoption across the department — champion and guide, evaluating computer-based training software and analytical platforms for integration into faculty teaching practice.
  10. Departmental vision, faculty development priorities, and resource allocation — set and lead at the executive level, cultivating a culture of intellectual curiosity, integrity, and scholarly achievement.

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.

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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 · Adjunct Sociology Professor · Assistant Professor · Associate Professor · College Faculty Member · College Professor · Comparative Sociology Professor · Faculty Member · Instructor · Lecturer · Marriage and Family Teacher
RAPIDS apprenticeships
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O*NET skills
SpeakingLearning StrategiesReading ComprehensionActive ListeningWritingInstructingMonitoringCritical ThinkingSocial PerceptivenessActive LearningTime ManagementJudgment and Decision MakingComplex Problem SolvingService Orientation
Knowledge domains
English LanguageSociology and AnthropologyEducation and TrainingComputers and ElectronicsHistory and ArcheologyPsychologyPhilosophy and TheologyLaw and GovernmentMathematicsCommunications and MediaCustomer and Personal ServiceAdministrativeGeography
Abilities
Oral ExpressionInductive ReasoningSpeech ClarityWritten ExpressionWritten ComprehensionOral ComprehensionDeductive ReasoningNear VisionSpeech RecognitionInformation Ordering
Work styles
Intellectual CuriosityDependabilitySocial OrientationAchievement OrientationIntegrityEmpathy
Technology
Computer based training softwareData base user interface and query softwareCalendar and scheduling softwareAnalytical or scientific softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareOptical character reader OCR or scanning softwareSpreadsheet softwareOffice suite software
Tasks · seed anchors for statements
  1. Evaluate and grade students' class work, assignments, and papers.
  2. Initiate, facilitate, and moderate classroom discussions.
  3. Compile, administer, and grade examinations, or assign this work to others.
  4. Prepare and deliver lectures to undergraduate or graduate students on topics such as race and ethnic relations, measurement and data collection, and workplace social relations.
  5. Prepare course materials, such as syllabi, homework assignments, and handouts.
  6. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  7. Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
  8. Plan, evaluate, and revise curricula, course content, course materials, and methods of instruction.
CIP education codes
45.010345.050145.050245.059945.110145.110245.110345.119945.1301

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.