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History Teachers, Postsecondary

SOC 25-1125.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary history instruction and research across undergraduate and graduate settings, from initial course preparation and classroom facilitation through advanced scholarly leadership and departmental administration in Job Zone 5 academic 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 organize under faculty mentor guidance for an undergraduate history survey course.
  2. Lecture content on foundational historical topics — prepare and deliver with structured notes to small undergraduate sections under departmental supervision.
  3. Assigned readings and current historical literature — review and summarize to support ongoing research under the direction of senior faculty.
  4. Classroom discussions on historical events — facilitate introductory sessions using provided discussion prompts in a postsecondary seminar setting.
  5. Student attendance records and grade sheets — maintain accurately using departmental administrative systems in compliance with institutional policy.
  6. Multiple-choice and short-answer examinations — compile and administer following established course assessment guidelines with faculty oversight.
  7. Undergraduate written assignments and response papers — evaluate and return with written feedback using department-approved grading rubrics.
  8. Word processing and course management software — use to produce handouts, post announcements, and distribute course materials on a learning management system.
  9. Professional conferences and disciplinary colloquia — attend as a participant to build awareness of current scholarship in a history subdiscipline.
  10. Geographic and archival databases — conduct basic information searches to locate primary and secondary sources in support of assigned research tasks.
Developing
Mid-level / Established
  1. Undergraduate course syllabi and assignment sequences — design independently to align learning objectives with historical thinking skills across a semester-long course.
  2. Lectures on specialized historical periods such as postwar civilizations or third-world history — prepare and deliver to undergraduate cohorts with minimal supervisory review.
  3. Seminar discussions on contested historiographical interpretations — initiate and moderate to deepen student critical engagement in a mid-level history course.
  4. Student class work, papers, and oral presentations — evaluate using differentiated criteria that assess evidence use, argumentation, and historical context.
  5. Research findings in a defined historical specialty — write and submit for peer-reviewed publication in disciplinary journals or edited volumes.
  6. Examination instruments for survey and upper-division courses — compile, administer, and grade with attention to validity and alignment with course learning outcomes.
  7. Emerging scholarship and methodological developments — track through regular journal reading and colleague consultation to keep course content current.
  8. Electronic mail and calendar software — use to coordinate office hours, advise undergraduate students, and manage course-related communications efficiently.
  9. Grade records and institutional reporting requirements — administer and submit within required timelines using university student information systems.
  10. Learning strategies appropriate to diverse historical content — select and apply to scaffold student comprehension in both lecture and discussion formats.
Proficient
Senior / Expert IC
  1. Graduate seminars on advanced historiographical topics — design and lead autonomously, integrating primary-source analysis, theory, and cross-cultural comparison.
  2. Undergraduate and graduate lecture series on complex themes such as ancient history or global civilizations — deliver with disciplinary authority, adapting pace and depth to audience expertise.
  3. Sustained independent research projects — conduct, revise, and publish as monographs or major journal articles that contribute original interpretations to the historical record.
  4. Non-routine student performance challenges including grade disputes and academic integrity cases — evaluate and resolve by applying institutional policy and professional judgment.
  5. Classroom discussion on ambiguous or politically sensitive historical topics — moderate with skill, ensuring intellectual rigor and inclusive participation in postsecondary environments.
  6. Comprehensive course assessment systems — design, pilot, and refine across multiple sections, using outcome data to improve instructional alignment.
  7. Interdisciplinary research methods drawing on sociology, geography, and archival science — integrate into scholarly work and graduate-level instruction across a history department.
  8. Geographic information systems and optical character recognition tools — apply to support digital history research and teach students to use technological resources in historical inquiry.
  9. Professional conferences and scholarly networks — participate as a presenter and panel discussant, representing the institution and advancing disciplinary discourse.
  10. Mentorship of graduate students through thesis and dissertation stages — provide sustained, substantive feedback on research design, argumentation, and scholarly writing.
Advanced
Lead / Principal / Executive
  1. Departmental curriculum frameworks and degree program requirements — develop and lead reform of across undergraduate and graduate levels to align with disciplinary and institutional priorities.
  2. Faculty hiring, mentoring, and performance evaluation processes — oversee to build a cohesive, research-productive history department faculty.
  3. Institutional research agenda in historical studies — set strategic direction for, securing external grants and fostering interdisciplinary collaboration across colleges.
  4. Doctoral program governance including comprehensive examinations and dissertation committee standards — establish and refine to ensure rigorous preparation of the next generation of historians.
  5. Scholarly book-length contributions and edited collections — produce at a level that shapes the direction of a historical subfield and earns national or international recognition.
  6. Accreditation self-studies and program assessment reporting — lead for history programs, synthesizing evidence of student learning outcomes for regional and disciplinary bodies.
  7. Institutional policies on academic freedom, curriculum flexibility, and faculty development — advise senior administration on, drawing on deep expertise in postsecondary educational systems.
  8. National and international professional associations in history — serve in leadership roles, setting conference programming, editorial policy, or committee agendas that influence the discipline.
  9. Emerging technologies including web platforms and digital archival tools — champion adoption of across the department to modernize research practices and pedagogical delivery.
  10. Diversity, equity, and inclusion initiatives within historical scholarship and postsecondary instruction — lead by modeling inclusive historiographical approaches and institutionalizing equitable teaching practices.

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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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Source anchors that ground each statement

Related titles
Adjunct Art History Professor · Adjunct History Instructor · Adjunct Instructor · African History Professor · American History Professor · Art History Adjunct Professor · Art History Instructor · Assistant Professor · Associate Professor · College Faculty Member · College Professor · Economic History Teacher
RAPIDS apprenticeships
—
O*NET skills
SpeakingReading ComprehensionWritingLearning StrategiesActive ListeningInstructingCritical ThinkingActive LearningTime ManagementJudgment and Decision MakingMonitoringComplex Problem SolvingSocial PerceptivenessCoordinationService OrientationSystems AnalysisPersuasionNegotiation
Knowledge domains
History and ArcheologyEnglish LanguageEducation and TrainingLaw and GovernmentGeographySociology and AnthropologyPhilosophy and TheologyComputers and ElectronicsCommunications and MediaPsychology
Abilities
Oral ExpressionWritten ExpressionWritten ComprehensionOral ComprehensionInductive ReasoningSpeech ClarityDeductive ReasoningNear VisionSpeech RecognitionProblem Sensitivity
Work styles
Intellectual CuriosityDependabilitySocial OrientationIntegrityAchievement OrientationCooperation
Technology
Computer based training softwareCalendar and scheduling softwareWord processing softwareData base user interface and query softwareInformation retrieval or search softwareElectronic mail softwareGeographic information systemOptical character reader OCR or scanning softwareWeb platform development softwareMap creation 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 ancient history, postwar civilizations, and the history of third-world countries.
  3. Initiate, facilitate, and moderate classroom discussions.
  4. Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
  5. Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
  6. Compile, administer, and grade examinations, or assign this work to others.
  7. Evaluate and grade students' class work, assignments, and papers.
  8. Maintain student attendance records, grades, and other required records.
CIP education codes
13.132830.130130.210130.220130.220230.229930.450130.460151.320554.010154.010254.010354.010454.010554.010654.010754.010854.0199

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.