Teach physical science or mathematics courses at the college level.

Teach physical science or mathematics courses at the college level. is a detailed work activity in O*NET — a concrete unit of work shared across 14 occupations and seen in 15 occupation-specific tasks. It rolls up into the broader work activity Teach academic or vocational subjects. in Training and Teaching Others .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 15 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 14 (93%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 7 of these tasks, with a mean mapped-usage share of 0.039% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation. · Chemistry Teachers, Postsecondary · importance 4.8 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics, such as forest resource policy, forest pathology, and mapping. · Forestry and Conservation Science Teachers, Postsecondary · importance 4.6 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as molecular biology, marine biology, and botany. · Biological Science Teachers, Postsecondary · importance 4.5 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as anatomy, therapeutic recreation, and conditioning theory. · Recreation and Fitness Studies Teachers, Postsecondary · importance 4.5 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as pharmacology, mental health nursing, and community health care practices. · Nursing Instructors and Teachers, Postsecondary · importance 4.5 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as programming, data structures, and software design. · Computer Science Teachers, Postsecondary · importance 4.5 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as linear algebra, differential equations, and discrete mathematics. · Mathematical Science Teachers, Postsecondary · importance 4.5 · direct LLM exposure
• Prepare and deliver lectures to undergraduate or graduate students on topics such as urbanization, environmental systems, and cultural geography. · Geography Teachers, Postsecondary · importance 4.5 · exposure with tools
• Demonstrate patient care in clinical units of hospitals. · Nursing Instructors and Teachers, Postsecondary · importance 4.4 · no direct exposure
• Prepare and deliver lectures to undergraduate or graduate students on topics such as quantum mechanics, particle physics, and optics. · Physics Teachers, Postsecondary · importance 4.4 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as structural geology, micrometeorology, and atmospheric thermodynamics. · Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary · importance 4.4 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as mechanics, hydraulics, and robotics. · Engineering Teachers, Postsecondary · importance 4.2 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as public health, stress management, and work site health promotion. · Health Specialties Teachers, Postsecondary · importance 4.2 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as crop production, plant genetics, and soil chemistry. · Agricultural Sciences Teachers, Postsecondary · importance 4.1 · exposure with tools
• Prepare and deliver lectures to undergraduate or graduate students on topics such as hazardous waste management, industrial safety, and environmental toxicology. · Environmental Science Teachers, Postsecondary · importance 3.7 · exposure with tools

Occupations that perform this

• Chemistry Teachers, Postsecondary
• Forestry and Conservation Science Teachers, Postsecondary
• Biological Science Teachers, Postsecondary
• Nursing Instructors and Teachers, Postsecondary
• Recreation and Fitness Studies Teachers, Postsecondary
• Computer Science Teachers, Postsecondary
• Mathematical Science Teachers, Postsecondary
• Geography Teachers, Postsecondary
• Atmospheric, Earth, Marine, and Space Sciences Teachers, Postsecondary
• Physics Teachers, Postsecondary
• Engineering Teachers, Postsecondary
• Health Specialties Teachers, Postsecondary
• Agricultural Sciences Teachers, Postsecondary
• Environmental Science Teachers, Postsecondary

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-teach-physical-science-or-mathematics-courses-at-the-college-level,
  title  = {Teach physical science or mathematics courses at the college level.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/teach-physical-science-or-mathematics-courses-at-the-college-level}
}