Career profile · 25-1021
Computer Science Teachers, Postsecondary
Teach courses in computer science. May specialize in a field of computer science, such as the design and function of computers or operations and research analysis. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.
What the work can involve
- Prepare course materials, such as syllabi, homework assignments, and handouts.
- Compile, administer, and grade examinations or assign this work to others.
- Prepare and deliver lectures to undergraduate or graduate students on topics such as programming, data structures, and software design.
- Evaluate and grade students' class work, laboratory work, assignments, and papers.
- Maintain student attendance records, grades, and other required records.
- Keep abreast of developments in the field by reading current literature, talking with colleagues, and participating in professional conferences.
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
- Reading Comprehension
- Speaking
- Writing
- Active Learning
- Active Listening
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
- Education and Training
- English Language
- Customer and Personal Service
- Mathematics
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
- Training and Teaching Others
- Updating and Using Relevant Knowledge
- Working with Computers
- Making Decisions and Solving Problems
- Thinking Creatively
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 →
- Computer and Information Sciences, Other21 institutions →
- Computer Programming/Programmer, General436 institutions →
- Information Science/Studies144 institutions →
- Computer Systems Analysis/Analyst54 institutions →
- Computer Science329 institutions →
- Modeling, Virtual Environments and Simulation20 institutions →
- Computer Systems Networking and Telecommunications523 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 | 76.2%08/2019 · sample 32 |
| Exposed to Contaminants | Never | 82.8%08/2019 · sample 32 |
| Exposed to Disease or Infections | Never | 79.5%08/2019 · sample 32 |
| Exposed to Hazardous Conditions | Never | 100.0%08/2019 · sample 32 |
| Spend Time Sitting | Continually or almost continually | 55.0%08/2019 · sample 30 |
| Spend Time Standing | Less than half the time | 85.8%08/2019 · sample 31 |
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls | Never | 56.4%08/2019 · sample 31 |
| Time Pressure | Every day | 38.9%08/2019 · sample 32 |
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets | Never | 99.4%08/2019 · sample 32 |
| Work Schedules | Regular (established routine, set schedule) | 78.7%08/2019 · sample 32 |
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.
- Computer based training software: Blackboard Learn, Course management system software, Desire2Learn LMS software, Learning management system LMS
- Data base user interface and query software: Blackboard software, Database software, Microsoft Access
- Development environment software: C, Microsoft Visual Basic, OpenAI ChatGPT, Programming languages
- Electronic mail software: Email software, Microsoft Outlook
- Enterprise resource planning ERP software: Management information systems MIS
- Graphics or photo imaging software: Adobe Photoshop
- Information retrieval or search software: DOC Cop, iParadigms Turnitin
- Internet browser software: Web browser software
- Network security and virtual private network VPN equipment software: Firewall software, Network intrusion detection software
- Network security or virtual private network VPN management software: Virtual private networking VPN software
- Object or component oriented development software: C#, C++, Microsoft Visual Basic.NET, Oracle Java
- Object oriented data base management software: Object oriented programming software
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 science teachers, postsecondary
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
- Doctoral or professional 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 49 state/DC estimates
| State | Annual median | Hourly median | Employment |
|---|---|---|---|
| Alabama | $92,640 | Not published | 500 |
| Arizona | $84,050 | Not published | 700 |
| Arkansas | $56,180 | Not published | 160 |
| California | $128,210 | Not published | 2,480 |
| Colorado | $80,530 | Not published | 920 |
| Connecticut | $106,290 | Not published | 390 |
| Delaware | $102,080 | Not published | 120 |
| District of Columbia | $101,380 | Not published | 210 |
| Florida | $76,950 | Not published | 950 |
| Georgia | $98,030 | Not published | 1,160 |
| Idaho | Not published | Not published | 120 |
| Illinois | $98,750 | Not published | 1,540 |
| Indiana | $102,660 | Not published | 1,240 |
| Iowa | $89,510 | Not published | 290 |
| Kansas | $67,400 | Not published | 260 |
| Kentucky | $83,470 | Not published | 310 |
| Louisiana | $77,530 | Not published | 200 |
| Maine | $99,730 | Not published | 120 |
| Maryland | $98,850 | Not published | 830 |
| Massachusetts | $128,030 | Not published | 1,490 |
| Michigan | $107,690 | Not published | 810 |
| Minnesota | $85,710 | Not published | 480 |
| Mississippi | $75,520 | Not published | 160 |
| Missouri | $90,770 | Not published | 510 |
| Montana | $81,560 | Not published | 60 |
| Nebraska | $94,360 | Not published | 260 |
| Nevada | $106,640 | Not published | 140 |
| New Hampshire | $83,630 | Not published | 210 |
| New Jersey | $81,500 | Not published | 1,440 |
| New Mexico | $79,440 | Not published | 200 |
| New York | $96,450 | Not published | 3,170 |
| North Carolina | $80,080 | Not published | 1,650 |
| North Dakota | $81,400 | Not published | 90 |
| Ohio | $91,230 | Not published | 1,180 |
| Oklahoma | $76,570 | Not published | 210 |
| Oregon | $107,310 | Not published | 530 |
| Pennsylvania | $97,500 | Not published | 1,520 |
| Rhode Island | $100,790 | Not published | 160 |
| South Carolina | $78,240 | Not published | 380 |
| South Dakota | $75,540 | Not published | 150 |
| Tennessee | $81,600 | Not published | 560 |
| Texas | $97,480 | Not published | 3,540 |
| Utah | $124,460 | Not published | 550 |
| Vermont | $94,930 | Not published | 110 |
| Virginia | $106,780 | Not published | 1,670 |
| Washington | $90,950 | Not published | 800 |
| West Virginia | $73,880 | Not published | 270 |
| Wisconsin | $97,730 | Not published | 510 |
| Wyoming | $63,900 | Not published | 40 |
Metropolitan and nonmetropolitan wages
Search the 158 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: 25-1021.00.
Training connections: CIP 2020–SOC 2018 crosswalk. Snapshot: September 8, 2026. See the methodology.