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Philosophy and Religion Teachers, Postsecondary

SOC 25-1126.00Job Zone 5 · Extensive Preparationv.26.05

Context coveredThis framework covers postsecondary teaching, research, scholarship, and academic leadership in philosophy and religion across undergraduate and graduate university environments, calibrated to Job Zone 5 doctoral and advanced professional preparation.

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 introductory undergraduate philosophy or religion courses.
  2. Student written work and short essays — evaluate and apply departmental grading rubrics under the guidance of a supervising professor.
  3. Classroom discussions on foundational topics such as ethics and logic — facilitate using prepared discussion prompts in small seminar settings.
  4. Examination questions aligned to course learning objectives — compile and administer following established departmental protocols.
  5. Introductory lectures on topics such as contemporary religious thought — deliver to undergraduate audiences using structured notes and faculty-reviewed materials.
  6. Current philosophical and theological literature — read and summarize to stay abreast of field developments under the direction of senior colleagues.
  7. Student attendance records and grade entries — maintain accurately in departmental management systems following prescribed procedures.
  8. Word processing and office suite software — use to produce course handouts, assignment sheets, and basic correspondence in an academic department.
  9. Electronic mail and calendar scheduling tools — employ to coordinate office hours, student meetings, and course-related communications.
  10. Foundational texts in philosophy, theology, and related disciplines — comprehend and synthesize in preparation for seminar discussions and lecture support.
Developing
Mid-level / Established
  1. Undergraduate and graduate course syllabi — design and revise independently, integrating current literature in ethics, logic, and religious studies into a coherent semester plan.
  2. Student assignments, papers, and examinations — assess routinely with reduced oversight, providing substantive written feedback calibrated to graduate-level academic standards.
  3. Seminar and lecture discussions across multiple course sections — initiate and moderate, adapting facilitation strategies to diverse student backgrounds and learning needs.
  4. Lecture series on specialized philosophical or theological topics — prepare and deliver to undergraduate and graduate audiences, incorporating analytical frameworks and primary sources.
  5. Grading responsibilities for large courses — assign to teaching assistants and oversee quality and consistency through regular calibration meetings.
  6. Professional conference participation and current scholarly literature — engage with regularly to incorporate emerging debates in philosophy and religion into course content.
  7. Analytical and information retrieval software — apply to support research tasks, literature searches, and preparation of course reading lists in an academic library environment.
  8. Short scholarly articles and book chapters — draft and revise, drawing on disciplinary expertise in philosophy, theology, or related fields for peer-reviewed publication.
  9. Student performance data and grade distributions — monitor and analyze using spreadsheet software to identify patterns and inform instructional adjustments.
  10. Complex ethical, metaphysical, and sociological problems — work through with students using Socratic questioning and inductive reasoning strategies in seminar contexts.
Proficient
Senior / Expert IC
  1. Full-scope undergraduate and graduate curricula in philosophy and religion — design autonomously, sequencing courses to build students' critical thinking and analytical reasoning across a degree program.
  2. Non-routine student performance challenges, including academic integrity cases — evaluate and resolve independently, applying institutional policy and professional judgment in postsecondary settings.
  3. Advanced graduate seminars on specialized topics such as philosophy of mind, comparative religion, or applied ethics — prepare and lead, synthesizing cross-disciplinary scholarship at the highest academic level.
  4. Book-length scholarly works and peer-reviewed journal articles — research, write, and revise for publication, contributing original arguments to the academic literature in philosophy or theology.
  5. Oral presentations and keynote addresses at professional conferences — deliver with clarity and authority, representing the institution's scholarly voice to national and international audiences.
  6. Complex philosophical and theological problems spanning multiple knowledge domains — analyze using deductive and inductive reasoning, drawing on history, law, sociology, and anthropology.
  7. Comprehensive examination processes for graduate students — design, administer, and evaluate, ensuring alignment with program competencies and accreditation standards.
  8. Mentorship relationships with doctoral candidates and junior faculty — conduct through regular feedback, manuscript review, and professional development coaching in academic department environments.
  9. Institutional learning assessment data — interpret and use to evaluate course and program effectiveness, recommending evidence-based curricular improvements to departmental governance bodies.
  10. Emerging digital research tools, OCR scanning software, and scholarly databases — integrate into research and teaching workflows to enhance access to primary sources and archival materials.
Advanced
Lead / Principal / Executive
  1. Departmental or school-wide academic vision for philosophy and religion studies — set and communicate, shaping hiring priorities, research culture, and curricular direction at the institutional level.
  2. Junior faculty and postdoctoral scholars — mentor and develop through structured observation, tenure-track guidance, and sustained professional sponsorship in research-intensive university environments.
  3. External grant proposals and major research initiatives — lead the development and submission of, securing funding that advances the discipline and elevates the institution's scholarly reputation.
  4. Cross-institutional collaborative research programs — establish and steward, fostering partnerships with peer universities, think tanks, and international scholarly networks in philosophy and theology.
  5. Discipline-wide pedagogical innovations and instructional standards — champion and disseminate through publications, conference leadership, and invited workshops at national professional associations.
  6. Institutional accreditation reviews and program self-studies — lead and represent the department in, demonstrating alignment between learning outcomes and regional or national standards.
  7. High-profile public lectures and community education initiatives on ethics, justice, and religious thought — design and deliver, extending the university's intellectual influence into civic and policy arenas.
  8. Scholarly journals, edited volumes, and book series in philosophy or religion — serve as editor or editorial board member, shaping the standards and directions of academic publishing in the field.
  9. Institutional resource allocation decisions affecting faculty lines, course offerings, and research support — advise senior academic leadership on, grounding recommendations in evidence and strategic analysis.
  10. Ethical and governance challenges facing higher education institutions — analyze and respond to at the organizational level, applying philosophical rigor and professional integrity to institutional decision-making.

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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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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 Faculty Member · Adjunct Instructor · Adjunct Philosophy Professor · Adjunct Professor · Assistant Professor · Associate Professor · Biblical Studies Professor · Church History Teacher · Church Music Professor · College Faculty Member · College Professor · Divinity Professor
RAPIDS apprenticeships
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O*NET skills
Reading ComprehensionActive ListeningSpeakingInstructingWritingCritical ThinkingLearning StrategiesActive LearningComplex Problem SolvingJudgment and Decision MakingSocial PerceptivenessMonitoringSystems EvaluationService OrientationSystems AnalysisTime ManagementCoordination
Knowledge domains
Philosophy and TheologyEnglish LanguageEducation and TrainingHistory and ArcheologySociology and AnthropologyLaw and Government
Abilities
Oral ExpressionWritten ComprehensionSpeech ClarityWritten ExpressionOral ComprehensionInductive ReasoningDeductive ReasoningNear VisionSpeech RecognitionProblem Sensitivity
Work styles
Intellectual CuriosityIntegrityDependabilitySocial OrientationInnovationAchievement Orientation
Technology
Computer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search softwareElectronic mail softwareAnalytical or scientific softwareOptical character reader OCR or scanning softwareData base user interface and query 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. Prepare and deliver lectures to undergraduate or graduate students and the community on topics such as ethics, logic, and contemporary religious thought.
  4. Compile, administer, and grade examinations, or assign this work to others.
  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. Maintain student attendance records, grades, and other required records.
  8. Write articles and books.
CIP education codes
30.510138.000138.010138.010338.010438.019938.020138.020238.020338.020438.020738.999939.020139.030139.040139.050139.050239.060139.060239.060439.060539.069939.070139.070339.070639.080251.3201

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.