# Chemistry Teachers, Postsecondary

> Teach courses pertaining to the chemical and physical properties and compositional changes of substances. Work may include providing instruction in the methods of qualitative and quantitative chemical analysis. Includes both teachers primarily engaged in teaching, and those who do a combination of teaching and research.

- **SOC code:** 25-1052.00
- **Canonical URL:** https://singulariki.com/roles/role-25-1052-00
- **Also known as:** Assistant Professor, Chemistry Instructor, Chemistry Professor, Professor, Associate Professor, Biochemistry Professor, Chemistry Faculty Member, Instructor
- **Frame:** "AI exposure" means task overlap (how codifiable the work is), not jobs lost or a forecast. Every figure below is traced to a named public dataset.

## What this work is

**Core tasks** (O*NET):
- Prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation.
- Establish, teach, and monitor students' compliance with safety rules for handling chemicals, equipment, and other hazardous materials.
- Evaluate and grade students' class work, laboratory performance, assignments, and papers.
- Supervise students' laboratory work.
- Maintain student attendance records, grades, and other required records.
- Supervise undergraduate or graduate teaching, internship, and research work.
- Compile, administer, and grade examinations, or assign this work to others.
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Plan, evaluate, and revise curricula, course content, and course materials and methods of instruction.
- Maintain regularly scheduled office hours to advise and assist students.
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
- Initiate, facilitate, and moderate classroom discussions.

## Skills, tools, capabilities

**Knowledge, skills & abilities** (O*NET, highest importance first):
- Chemistry _(knowledge)_
- English Language _(knowledge)_
- Mathematics _(knowledge)_
- Education and Training _(knowledge)_
- Reading Comprehension _(essential_skill)_
- Writing _(essential_skill)_
- Speaking _(essential_skill)_
- Oral Expression _(ability)_
- Written Expression _(ability)_
- Active Listening _(essential_skill)_
- Science _(essential_skill)_
- Critical Thinking _(essential_skill)_

**Skills in demand:**
- Chemistry _(Specialized Skill)_
- English Language _(Common Skill)_
- Mathematics _(Common Skill)_
- Writing _(Common Skill)_
- Reading Comprehension _(Common Skill)_
- Learning Strategies _(Specialized Skill)_
- Deductive Reasoning _(Common Skill)_
- Critical Thinking _(Common Skill)_
- Active Listening _(Common Skill)_
- Active Learning _(Common Skill)_
- Speech Recognition _(Specialized Skill)_
- Instructing _(Specialized Skill)_

**Tools & technology:**
- Google Docs _(hot technology)_
- Microsoft Excel _(hot technology)_
- Microsoft Office software _(hot technology)_
- Microsoft Outlook _(hot technology)_
- Microsoft PowerPoint _(hot technology)_
- Microsoft Word _(hot technology)_
- Learning management system LMS _(in demand)_
- Auto3DEM
- Blackboard Learn
- CCP4
- Collaborative editing software
- Course management system software

## AI exposure & outlook

- **AI task-overlap index:** 76th percentile (High) across all occupations — composite of current-era exposure studies (ai-exposure-index-v1).
- **Overall AI exposure (Felten et al.):** 90th percentile (High) — source: felten_aioe.
- **LLM task exposure, γ (OpenAI / Eloundou):** 55th percentile (Moderate) — source: eloundou_gamma.
- **AI assistant applicability (Microsoft):** 80th percentile (High) — source: microsoft_applicability.
- **Remote-capable (Dingel–Neiman):** no — task structure, not who actually works remote.
- **Projected employment (BLS 2024–34):** 2.2% growth (About average); 1.9k annual openings; 25.4k → 26k jobs.
- **Pay & employment (BLS OEWS, May 2024):** median $86,220; 20,390 employed.

## How people actually use AI here

Anthropic Economic Index — measured AI conversations mapped to this occupation's tasks:

- **Automation vs augmentation:** 30% automation, 66% augmentation (usage-weighted).
- **Autonomy median:** 4.0 (higher = AI acts more independently).
- **Dominant collaboration mode:** task iteration.

**Tasks most handed to AI here:**
- Advise students on academic and vocational curricula and on career issues. _(23.7% of measured AI use; task iteration)_
- Conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media. _(13.9% of measured AI use; learning)_
- Provide professional consulting services to government or industry. _(12.8% of measured AI use; task iteration)_
- Compile, administer, and grade examinations, or assign this work to others. _(10.6% of measured AI use; directive)_
- Prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation. _(5.0% of measured AI use; learning)_
- Prepare course materials such as syllabi, homework assignments, and handouts. _(3.8% of measured AI use; directive)_
- Compile bibliographies of specialized materials for outside reading assignments. _(2.9% of measured AI use; directive)_
- Initiate, facilitate, and moderate classroom discussions. _(2.6% of measured AI use; learning)_

**Example prompts (honest phrasings of the tasks above — starting points, not endorsed instructions):**
- Help me advise students on academic and vocational curricula and on career issues.
- Help me conduct research in a particular field of knowledge and publish findings in professional journals, books, or electronic media.
- Help me provide professional consulting services to government or industry.
- Help me compile, administer, and grade examinations, or assign this work to others.
- Help me prepare and deliver lectures to undergraduate or graduate students on topics such as organic chemistry, analytical chemistry, and chemical separation.

## Sources

- **O*NET** (30.3) — U.S. Department of Labor / National Center for O*NET Development. https://www.onetcenter.org/database.html
- **BLS Occupational Employment and Wage Statistics (OEWS)** (May 2024) — U.S. Bureau of Labor Statistics. https://www.bls.gov/oes/
- **BLS Employment Projections** (2024–2034) — U.S. Bureau of Labor Statistics. https://www.bls.gov/emp/
- **Anthropic Economic Index** (v4 (2026-01-15) + v2 (2025-03-27)) — Anthropic. https://www.anthropic.com/economic-index
- **Microsoft “Working with AI”** (working-with-ai) — Microsoft Research. https://www.microsoft.com/en-us/research/
- **“GPTs are GPTs” (Eloundou et al.)** (arXiv 2303.10130) — OpenAI / academic. https://arxiv.org/abs/2303.10130
- **AI Occupational Exposure (AIOE)** (Felten, Raj & Seamans) — academic. https://github.com/AIOE-Data/AIOE
- **Dingel & Neiman (2020)** (dingel-neiman-workathome) — academic. https://github.com/jdingel/DingelNeiman-workathome

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_Generated from Singulariki's joined dataset; data snapshot 2026-06-02T21:00:32.945303+00:00. https://singulariki.com/roles/role-25-1052-00_