Career profile · 15-1221
Computer and Information Research Scientists
Conduct research into fundamental computer and information science as theorists, designers, or inventors. Develop solutions to problems in the field of computer hardware and software.
What the work can involve
- Analyze problems to develop solutions involving computer hardware and software.
- Apply theoretical expertise and innovation to create or apply new technology, such as adapting principles for applying computers to new uses.
- Assign or schedule tasks to meet work priorities and goals.
- Meet with managers, vendors, and others to solicit cooperation and resolve problems.
- Design computers and the software that runs them.
- Conduct logical analyses of business, scientific, engineering, and other technical problems, formulating mathematical models of problems for solution by computers.
Selected core tasks from O*NET 31.0. Responsibilities vary by employer, specialization and experience.
Preparation and entry routes
This O*NET group commonly calls for extensive preparation, often including advanced education and significant experience. A related certificate or associate program should not be treated as sufficient qualification.
Check the route for the specific occupation where you plan to work. Education, employer experience requirements, occupational licensing and industry certification can be separate steps.
Understand the different credentials →Skills used in this occupation
- Critical Thinking
- Active Listening
- Reading Comprehension
- Active Learning
- Speaking
Selected from the highest importance ratings available in O*NET 31.0. These describe the occupation, not a particular school's curriculum.
Knowledge to build
- Computers and Electronics
- Mathematics
- Engineering and Technology
- English Language
- Administration and Management
Selected from the highest importance ratings available in O*NET 31.0. These describe the occupation, not a particular school's curriculum.
Common work activities
- Working with Computers
- Making Decisions and Solving Problems
- Getting Information
- Updating and Using Relevant Knowledge
- Analyzing Data or Information
Selected from the highest importance ratings available in O*NET 31.0. These describe the occupation, not a particular school's curriculum.
Training subjects to investigate
The federal education-to-occupation crosswalk connects this role to the subjects below. These links do not endorse a school or guarantee that any particular award qualifies a graduate for the job.
- Computer and Information Sciences, General463 institutions →
- Artificial Intelligence33 institutions →
- Information Technology449 institutions →
- Informatics13 institutions →
- Computer and Information Sciences, Other21 institutions →
- Information Science/Studies144 institutions →
- Computer Science329 institutions →
- Modeling, Virtual Environments and Simulation20 institutions →
- Cloud Computing60 institutions →
Working conditions to consider
These are the most common published responses to selected O*NET work-setting questions. They describe occupation-level survey findings, not every employer or a particular job.
| Work-setting question | Most common response | Share giving that response |
|---|---|---|
| Contact With Others | Constant contact with others | 62.4%08/2019 · sample 17 |
| Exposed to Contaminants | Never | 89.9%08/2019 · sample 17 |
| Exposed to Disease or Infections | Never | 99.0%08/2019 · sample 17 |
| Exposed to Hazardous Conditions | Never | 73.2%08/2019 · sample 17 |
| Spend Time Sitting | Continually or almost continually | 53.9%08/2019 · sample 17 |
| Spend Time Standing | Less than half the time | 66.6%08/2019 · sample 17 |
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls | Less than half the time | 46.3%08/2019 · sample 17 |
| Time Pressure | Once a week or more but not every day | 66.0%08/2019 · sample 17 |
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets | Never | 76.5%08/2019 · sample 17 |
O*NET 31.0 Work Context, selected topics. Only unsuppressed source responses with sample size at least 10 are shown. A most-common response need not be a majority. Sampling uncertainty applies; source dates vary. Ask employers about actual schedules, accessibility, protective equipment and working conditions.
Software used in the workplace
Use these O*NET examples to ask how a course builds practical digital skills. They are workplace examples, not a required shopping list or confirmation of a school’s curriculum.
- Analytical or scientific software: Advanced numerical software, Algorithmic software, Augmint, Bidirectional encoder representations from transformers (BERT)
- Application server software: Docker, GitHub, GitLab, Kubernetes
- Business intelligence and data analysis software: Apache Spark, IBM Cognos Impromptu, MicroStrategy, Microsoft Power BI
- Cloud-based management software: Amazon Web Services AWS CloudFormation, Amazon Web Services AWS SageMaker, Splunk Enterprise
- Clustering software: Clustermatic, Parallel systems software
- Communications server software: IBM Domino
- Compiler and decompiler software: Greenhills Ada compilers, Low-level virtual machine LLVM compilers, Polaris parallelizing compilers
- Computer aided design CAD software: Computer aided design and drafting CADD software, PTC Creo Parametric
- Configuration management software: Chef, IBM Rational Apex, IBM Terraform, Perforce Software Configuration Management System
- Data base management system software: Amazon DynamoDB, Apache Cassandra, Apache Flume, Apache Hadoop
- Data base user interface and query software: Amazon Elastic Compute Cloud EC2, Amazon Redshift, Amazon Web Services AWS software, Apache Hive
- Data mining software: Google Analytics, Snowflake
Selected categories and examples from O*NET 31.0 Software Skills. Products and employer requirements change. These examples are not endorsements; check the complete official occupation profile.
Pay & employment outlook
Salary estimates for computer and information research scientists
The median divides workers into two equally sized groups by pay. It is not a starting salary, a school’s graduate outcome or a promise of employment. Lower percentiles are not automatically new graduates.
National outlook: 2025–2035
- Typical education for entry
- Master's degree
- Related work experience
- None
- Typical on-the-job training
- None
BLS national employment projections, 2025–2035. Openings include people leaving occupations or the labor force; these are not advertised vacancies. Education categories describe typical entry, not legal eligibility or a guarantee that any specific program is sufficient.
Compare wages across 36 state/DC estimates
| State | Annual median | Hourly median | Employment |
|---|---|---|---|
| Alabama | $117,870 | $56.67 | 570 |
| Arizona | $129,760 | $62.39 | 360 |
| California | $159,100 | $76.49 | 8,440 |
| Colorado | $133,160 | $64.02 | 400 |
| Connecticut | $131,650 | $63.29 | Not published |
| District of Columbia | $144,190 | $69.32 | 330 |
| Florida | $119,810 | $57.60 | 1,070 |
| Georgia | $92,250 | $44.35 | 810 |
| Hawaii | $134,350 | $64.59 | 70 |
| Idaho | Not published | Not published | 70 |
| Illinois | $136,540 | $65.64 | 630 |
| Indiana | $85,460 | $41.09 | 720 |
| Louisiana | $115,210 | $55.39 | 140 |
| Maryland | $145,310 | $69.86 | 2,870 |
| Massachusetts | $170,510 | $81.97 | 1,760 |
| Michigan | $82,590 | $39.71 | 530 |
| Minnesota | $135,850 | $65.31 | 30 |
| Mississippi | $109,050 | $52.43 | 300 |
| Missouri | $127,820 | $61.45 | 230 |
| Nevada | $134,310 | $64.57 | 80 |
| New Hampshire | $136,160 | $65.46 | 90 |
| New Jersey | $140,840 | $67.71 | 1,580 |
| New Mexico | $165,690 | $79.66 | 490 |
| New York | $181,990 | $87.50 | 1,950 |
| North Carolina | $128,370 | $61.72 | 600 |
| Ohio | $135,510 | $65.15 | 280 |
| Oklahoma | $93,100 | $44.76 | 590 |
| Oregon | $206,220 | $99.15 | 730 |
| Pennsylvania | $130,300 | $62.65 | 330 |
| Rhode Island | $121,470 | $58.40 | 500 |
| South Carolina | $126,980 | $61.05 | 430 |
| Tennessee | $108,830 | $52.32 | Not published |
| Texas | $121,210 | $58.27 | 1,960 |
| Utah | $94,700 | $45.53 | 1,250 |
| Virginia | $157,390 | $75.67 | 3,590 |
| Washington | $202,400 | $97.31 | 2,050 |
Metropolitan and nonmetropolitan wages
Search the 76 published local-area estimates for this occupation. Metropolitan areas can cross state lines; a city’s postal name is not necessarily the statistical area’s name.
Sources: BLS May 2025 OEWS public downloads and 2025–2035 employment projections, retrieved September 9, 2026. Unpublished estimates stay unavailable. “+” means BLS’s upper reporting threshold ($239,200 annually or $115 hourly). Wages exclude self-employment and nonwage benefits. How to interpret these figures.
Compare the route and prepare for work
Questions to test the fit
- What does an entry-level working day look like, and how does it differ from the experienced role described here?
- Which tasks, work environments and schedules would I enjoy or find difficult?
- What education, supervised practice and credentials do local employers actually request?
- Can I speak with someone in the occupation or arrange a suitable workplace visit?
- How does the complete training cost compare with my realistic budget and available routes?
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Related through shared training-subject mappings. Entry requirements can differ substantially.
Sources and attribution
This page includes information from the O*NET 31.0 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA), used under CC BY 4.0. Trade School Guides selects and organizes the material and adds explanatory guidance. USDOL/ETA has not approved, endorsed or tested these modifications. Occupation code: 15-1221.00.
Training connections: CIP 2020–SOC 2018 crosswalk. Snapshot: September 8, 2026. See the methodology.