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Job outlook for tutor/mentors in the United States
Tutor/Mentor job and salary trends over time
Tutor/Mentor jobs over time
Tutor/Mentor job growth rate over time
Year  | # Of Jobs | % Of Population |
|---|---|---|
| 2021 | 36,348 | 0.01% |
| 2020 | 407,325 | 0.12% |
| 2019 | 576,841 | 0.17% |
| 2018 | 199,293 | 0.06% |
| 2017 | 199,913 | 0.06% |
Average tutor/mentor salary over time
Tutor/Mentor salary by year
| Year | Avg. Salary | Hourly Rate | % Change |
|---|---|---|---|
| 2025 | $31,367 | $15.08 | +2.5% |
| 2024 | $30,601 | $14.71 | +0.3% |
| 2023 | $30,518 | $14.67 | +1.8% |
| 2022 | $29,973 | $14.41 | +1.7% |
| 2021 | $29,465 | $14.17 | +3.7% |
Tutor/Mentor jobs by state
Most common states for tutor/mentors
| Rank | State | Population | # of Jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 123 | 20% |
| 2 | Wyoming | 579,315 | 115 | 20% |
| 3 | Minnesota | 5,576,606 | 896 | 16% |
| 4 | Delaware | 961,939 | 145 | 15% |
| 5 | Alaska | 739,795 | 105 | 14% |
| 6 | Rhode Island | 1,059,639 | 135 | 13% |
| 7 | New Hampshire | 1,342,795 | 160 | 12% |
| 8 | Montana | 1,050,493 | 128 | 12% |
| 9 | South Dakota | 869,666 | 105 | 12% |
| 10 | North Dakota | 755,393 | 94 | 12% |
| 11 | Maine | 1,335,907 | 150 | 11% |
| 12 | Nebraska | 1,920,076 | 183 | 10% |
| 13 | Idaho | 1,716,943 | 173 | 10% |
| 14 | Hawaii | 1,427,538 | 123 | 9% |
| 15 | West Virginia | 1,815,857 | 139 | 8% |
| 16 | Connecticut | 3,588,184 | 259 | 7% |
| 17 | Maryland | 6,052,177 | 375 | 6% |
| 18 | Utah | 3,101,833 | 191 | 6% |
| 19 | Mississippi | 2,984,100 | 179 | 6% |
| 20 | Iowa | 3,145,711 | 179 | 6% |
Most common cities for tutor/mentors
| Rank | City | # of Jobs | Employment/ 1000ppl | Avg. Salary |
|---|---|---|---|---|
| 1 | Nampa | 1 | 1% | $28,762 |
| 2 | Wilmington | 1 | 1% | $29,812 |
Tutor/Mentor job outlook: Expert opinions
Our panel of tutor/mentor experts
University of Michigan - Ann Arbor
Northern Arizona University
University of Michigan
San Diego Mesa College
Universty of San Francisco
Southern Oregon University
Texas State University
Merrimack College
Villanova University
Pennsylvania State University, the Behrend College.
Seattle Pacific University
California State University - Fresno
Minnesota State University, Mankato
University of Tennessee-Knoxville
Oakland University
Point Loma Nazarene University
Indiana University Kokomo
Professor Purvi Shah
Associate Professor of MarketingWhat general advice would you give to a Tutor/Mentor?
Professor Purvi Shah: These were the questions lined up: 1. What general advice would you give to a graduate beginning their career? 2. What skills do you think will become more important and prevalent in the field in the next 3-5 years? 3. How can you maximize your salary potential when starting your career?
What Tutor/Mentor skills would you recommend for someone trying to advance their career?
Professor Purvi Shah: We will be sure to feature your response in the article and send a draft over for your review before we promote it.
What will help Tutor/Mentors increase their earning potential?
Professor Purvi Shah: We've found we get better responses over email than the phone because it gives you some time to think about it.
What general advice would you give to a Tutor/Mentor?
David Dunning: The classic skills people overlook are the soft ones: communication, time management, self-awareness of strengths and weaknesses, writing, and leadership. The important secret of life is that the better you are at technical skills, the more likely you are to be promoted to positions where they are less important. For the next 3-5 years, see what your mentors talk about and what your peers encounter. Get creative with new things. AI is entering the picture and the question is not how it can make your life easier but how it can help you do new and better things.
What Tutor/Mentor skills would you recommend for someone trying to advance their career?
David Dunning: Gain different types of experiences and acquire useful skills as you navigate the next phase.
What will help Tutor/Mentors increase their earning potential?
David Dunning: Always good to have mentors--more than one--and a network of people (and perhaps university alumni) to talk to and compare notes. Get out, be seen.
Lawrence Lenhart
Associate Chair nd Associate ProfessorNorthern Arizona University
Department of English
What skills will help Tutor/Mentors earn the most?
Lawrence Lenhart: For someone working for themselves (e.g., tutor, freelance writer/editor, etc.): initiative, career self-management, innovative thinking / for someone working for a company (e.g., teacher, journalist, ): ability to leverage their strengths to support not just themselves, but entire departments; understanding/willingness to contribute to leadership's vision
Laura Aull
Associate Professor and Writing Program DirectorUniversity of Michigan
English Language & Literature Department
What soft skills should all Tutor/Mentors possess?
Laura Aull: - formal oral and written communication skills
- interpersonal engagement
- ability to identify what is needed and break up information well to communicate with different stakeholders (e.g., administrators, staff, students, parents, faculty, donors, etc.)
What technical skills for a Tutor/Mentor stand out to employers?
Claude Mona: The answer to this question is very industry dependent, of course. Not being an employer, I don't think I am well suited to answer this question in all but the most general terms. I would say that requiring some programming ability will become as common in minimum job qualifications as being able to work with spreadsheets or having the ability to use word processing was ten years ago.
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Elliot Neaman Ph.D.: In the corporate world, companies are now having to shift from a physical workspace to working at home, so that means young people entering the workforce have an advantage since they are usually more tech savvy than older people, although that is not always the case. There will be new opportunities in companies that see a lot of demand because of the pandemic. Think about at-home exercise companies like Peleton. Obviously a lot of businesses are suffering or disappearing, like retail and restaurants, so you'll see a shift away from that, but service industries are going to become even more important, especially those that fill the niche of providing services at home.
Amy Belcastro Ph.D.
Professor of EducationSouthern Oregon University
Educational Administration And Supervision
What general advice would you give to a Tutor/Mentor?
Amy Belcastro Ph.D.: First is to take the time to know what are your strengths and areas for improvement. You are intentionally crafting your professional reputation. Next, consider where you want to be in five years and what steps are needed to get there. It is the balancing act of long-term goals and short-time needs. Being intentional is key. Every step matters so step with intention. That said, there are many roads to Rome so explore, take risks, but be aware that you are crafting your professional reputation and self.
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Amy Belcastro Ph.D.: I would refer you to my first email and add what many are saying, the genie is not going gently back into the bottle. Working from a distance is not going away. That said, the ripple effect will shift how we educate, communicate, and employ people. The ability to thrive within ambiguity, communicate effectively via technology and with cultural humility, and be innovative within and outside of the box will be in high demand.
What Tutor/Mentor skills would you recommend for someone trying to advance their career?
Amy Belcastro Ph.D.: First, focus on updating your current resume to clearly communicate and provide evidence of your transferable skills and cognitive competencies such as strong communication and technology skills; the ability to work well with others who may be different in backgrounds, beliefs, etc.; leadership skills, and problem solving and complex thinking. After you have done this, assess where you are lacking and create a plan to strengthen your resume by seeking experiences. A very popular method of doing this is by completing a digital badge or micro-credential at an institute of higher education. It is a way of acknowledging competencies and skills in much less time than a college degree would take. Some may only be a few credits. This is becoming very popular for the workforce and therefore more institutions of higher education are offering these, some in partnership with companies.
Are there any particularly good places in the United States for Tutor/Mentors to find work opportunities?
Dr. Yasmine Beale-Rivaya Ph.D.: Not surprisingly, large metropolitan areas offer the largest volume and greatest range of opportunities for job aspirants with advanced foreign language skills. A recent survey of job advertisements in Texas found Arabic, Chinese, and Spanish to be the fastest-growing foreign language preferences, with increasingly numerous opportunities in Houston, Dallas/Fort Worth, San Antonio, Austin, and El Paso and their surrounding areas.
However, the career benefits afforded by expertise in a foreign language and culture are remarkable across all parts of the U.S. According to a recent employment study by Burning Doors (summarized in Forbes) more than seven in ten majors in Foreign Languages and Literatures have secured employment appropriate to their level of education within five years of taking their first job. This is first among all humanities, and also ahead of business management, marketing, education, all social sciences, biomedical sciences, health professions, and social work.
Our undergraduate and graduate students pursue many different career paths. Every year, we have several students enter Ph.D. programs and several have gone on to become tenure-track professors and visiting professors. You will also find Texas State's graduates all over the state engaging high school students with exciting language programs that include high school travel abroad and internship programs. The most recent trend, however, is for companies to select our graduates to fill very necessary service gaps due to their language skills. We already have former students working in government jobs such as the U.S. Labor Department, in health departments as translators, in the courts, as city emergency operators, and as community coordinators. We are also finding that there is more and more demand for our graduates in business fields such as business management, finance, marketing, international sales, and even the legal profession. In each of these cases, the students were hired due to their high-level and specialized language skills.
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Dr. Yasmine Beale-Rivaya Ph.D.: This is a difficult question as we don't know what permanent changes the pandemic will produce. However, current literature on jobs and consumer interest has to do with providing a customized experience. Customers are no longer satisfied being treated as a number. They want to consume products and services that they can identify with, that make them feel as if they were produced or created with them in mind. To this point, customers want to be talked to and marketed to in their preferred language. I believe that the most successful companies will be those that can market and communicate with their customers on their level. They will want to employ people who can address multiple markets. In a highly-competitive globalized market, the higher-level language skills one has, the more versatile and valuable one becomes to an employer.
What skills stand out on Tutor/Mentor resumes?
Dr. Yasmine Beale-Rivaya Ph.D.: Job candidates whose resumes indicate advanced foreign language skills and international sophistication generally receive greater consideration from potential employers.
The skills that I think will be the most important are demonstrating that one has the ability to respond to customers in a way that resonates personally with them. In terms of language, that means being able to communicate with customers in their language, and especially, in their dialect. It won’t be enough to just be able to speak the language. Employees will need those unquantifiable skills and a deep knowledgebase that only comes through a sustained and broad knowledge of the culture and literature. This level of cultural sophistication is in demand across various professional fields, such as journalism, international relations, translation, interpretation, publishing, higher education, global business, health care, and customer service.
I believe employers are going to look for employees who can produce professional material in the target language at a high skill level and also produce material that is targeted to their different customer markets. Content will need to be creative and reference all those items that form part of a person’s cultural memory and traditions. Thus, companies will not be able to rely on auto-translations.
Among our language offerings at Texas State are Chinese, Japanese, Arabic, Russian, and Portuguese, which are all designated as Critical Languages by the U.S. Department of State. Academic programs that enable students to acquire foreign language skills while acquiring intercultural competency in critical languages help prepare them to meet the specific demand for specialists in global communications and international affairs.
Advanced language study in the form of minors or second majors complements the skills of graduates in other academic majors such as International Relations, International Studies, History, Political Science, Psychology, English, Anthropology, Philosophy, Religious Studies, Economics, Mass Communication, Communication Studies, Journalism and Mass Communication, Criminal Justice, and Computer Science, providing students the opportunity to enhance their professional career opportunities.
Are there any particularly good places in the United States for Tutor/Mentors to find work opportunities?
Deborah Margolis Ph.D.: The COVID pandemic has triggered the retirement of many seasoned educators, so many districts are in need of committed new graduates. Typically, during non-pandemic times, urban districts tend to have more openings. Commitment to teach in an urban or otherwise underserved district can provide a wonderful experience for new graduates looking to make a meaningful contribution to the education and lives of the students with whom they work.
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Sally Scholz Ph.D.: Many of our graduates had to shift gears rapidly. Students who had planned to launch a new career decided instead to take up part-time or temporary positions that would allow them more flexibility. One of the biggest trends is not in the job market, per se, but in the work/life planning. Many of our graduates found themselves moving back home to live with parents rather than launching into a new city. Even those with new jobs spent the first six months of the position being trained and working remotely. They tended to stay with parents in order to save money and avoid moving to a new city during a time when finding a social community would be difficult.
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Dr. Amy Carney Ph.D.: I think one of the biggest trends we are going to continue to see in the job market is also a valuable skill for college grads and soon-to-be college grads: flexibility. This has always been a minor trend for many jobs - for example, are you willing to move to another part of the state or country for a job? But flexibility is a much more prominent trend now - are you capable of quickly learning the necessary skills to do your job in different formats? In this regard, someone with a history degree, or another humanities or liberal arts degree, will be in a very strong position to apply for a wide range of jobs because of the diverse portfolio of transferable skills students learn in these majors, not the least of which are communication skills.
What skills stand out on Tutor/Mentor resumes?
Dr. Amy Carney Ph.D.: That's a hard one to pin down for a history major! I think it entirely depends on the job. Having the ability to fine-tune your resume and cover letter for each job application to highlight the most important skills for that job is a super ability to have. But in general, I would say that demonstrating strong critical thinking and communication skills will always be high on my list for a strong resume. Having those skills front and center will serve as a solid foundation on which a person can best sell him/herself in any job application.
Are there any particularly good places in the United States for Tutor/Mentors to find work opportunities?
Dr. Amy Carney Ph.D.: We need great teachers, lawyers, archivists, librarians, analysts, et cetera, everywhere in the country. There are often opportunities at think tanks, research institutes, publishers, and government agencies around the country. History is also a viable route for people interested in management and leadership positions in business, and such jobs are likewise available around the country.
Christopher Hanson
Assistant Professor of Music, Director of Music Education and Orchestral ActivitiesSeattle Pacific University
Music Department
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Christopher Hanson: I think we will see an amplified debate on school choice and school funding, which will directly affect the hiring and sustainability of school administrators, leaders, and teachers. The pandemic has exposed already obvious inequities to school access and the quality of education in different arenas, e.g., homeschool, charter school, private school, public school, etc. Students and schools in more affluent communities have the infrastructure (or the means to establish the infrastructure) to support online learning and have arguably not experienced any real setbacks in the progress of their learning (specifically in terms of content, whereas I believe everyone has been affected in terms of social and emotional learning).
Many private schools have offered in-person or hybrid instruction before the states have recommended since they are not dependent on tax dollars and not required to adhere to the same guidelines as the public and some charter schools that depend on government funding. With all of this, I believe we will see a somewhat superficial, and what I believe is misguided, shift to technology. This is reactionary rather than responsive. Many districts have already begun to hire staff, faculty, and administration that are more comfortable or experienced with Title IV funding and programming and the use of technology in teaching and learning (in school and at home).
"One-to-one" initiatives have been pushed to the top of budgetary requirements and instructional expectations and overshadowed other needs. This is not to say that technology isn't important, particularly in the extraordinary time we are living through. However, if we do not build and redesign all of our systems, conflating only one aspect of education will create a severe imbalance and perpetuate problems of equity, access, retention, and sustainability.
What Tutor/Mentor skills would you recommend for someone trying to advance their career?
Christopher Hanson: Without hesitation, educators and administrators should be investing in a continued and evolving understanding of human learning and technology! There is a sincere need for balance. It is not just a priority to familiarize oneself with the new software and hardware that are enhancing teaching and learning but to employ a critical lens to such innovation rooted in cognitive science and human psychology. Pre-service educators and administrators need to focus on what serves their community best, not just "what is new".
It is easy to become overwhelmed with the growing number of resources and innovative approaches to teaching and learning that are being birthed, almost by the hour, in this extraordinary time. But we must always contextualize their creation and application. I would strongly advise recent graduates who are waiting to enter the field to focus their attention on case studies and action research that does not simply promote a product, but chronicles exactly how, when, and with whom educational technology is being used to support and enhance teaching and learning. In the hiring process (and in the evaluation and retention of educators and administrators) it is a distraction to simply know what educational technologies are en vogue. I hope that everyone entering the fields will be challenged to speak critically about how they will teach and lead, understanding that technology is no longer an option for our educational experiences, but it is also not a silver bullet.
Technology is, and always will be, a tool. A remarkable and life-changing tool, in so many ways, but a tool nonetheless. A tool is only as useful as the individual that yields it and uses it appropriately to complete its designed and assigned tasks. I do not want to be misunderstood, as I have genuine hope for the incredible changes and developments we will see in education after the pandemic, but we must always focus on the human aspects of teaching and learning and never forget our greater calling to serve humanity through the desire and need to question and learn as we propel one another forward through curiosity, imagination, and creativity.
What general advice would you give to a Tutor/Mentor?
Christopher Hanson: Keep asking questions and look for opportunities to engage in teaching and learning wherever you can. Connect with peers and future colleagues. Do not just wait. Now is the time to create and sustain dialog on educational change. Although there are endless numbers of variables to how, when, what, and with whom we learn, our genuine curiosity and sincere desire to engage others in the educative process is our greatest hope to see education in a better place than it was before the pandemic.
We must heed the call of innovation and encourage a transition from our current state of triage and survival. You, as a recent graduate, are the future of what education will be. Ask yourself, what will the world look like that you will help create? Is this a world that you and others can learn in? What more can you do to secure the possibilities and promise of education for all? These are the questions that will fuel change and secure growth through the inevitable vicissitudes of education.
Cheryl McDonald
Faculty & Coordinator, Education Specialist and Dual Credential programsCalifornia State University - Fresno
Literacy, Early, Bilingual and Special Education Department
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Cheryl McDonald: One of biggest trends in the job market, pandemic or not, is in education. There is real shortage of qualified educators, service providers and educational leaders, despite the incentives, stipends, or bonus monies that districts and universities use to attract candidates to the field. There is a shortage of qualified credentialed teachers in many teaching disciplines across most of the United States. The most severe shortages are in special education, mathematics, science, bilingual/dual immersion, and early childhood education. There is also a need for qualified school administrators, school psychologists, school social workers, school nurses, and school counselors.
All of these areas require specialized knowledge and specialized certification, in addition to a passion and dedication for the discipline. In California, for example, earning a teaching credential requires a Bachelor's degree, fingerprint clearance from local, state and federal law enforcement agencies, completion of the U.S. Constitution, basics skills, subject matter and literacy instruction requirements, typically through costly and rigorous tests, current certification in CPR for infants, children and adults, and completion of a teacher preparation program in the area of the credential. In special education, a candidate would need to complete a teacher preparation program in a specialty area: mild/moderate disabilities, moderate/severe disabilities, physical, visual, or health impairments, deaf and hard of hearing, or speech and language development.
Each day spent with students is unique and exciting. Teachers, service providers and leaders not only need to be qualified, they also need to be compassionate, collaborative, adaptable, flexible, and effective, especially when the unexpected arises. Virtual/online teaching skills are a plus. Teachers and educational leaders also need to be prepared to work with culturally- and linguistically-diverse student and family populations, with students who are gifted and talented, and students experiencing risk factors such as homelessness, poverty, drug or alcohol dependency, frequent absences or bullying.
What skills stand out on Tutor/Mentor resumes?
Cheryl McDonald: A resume should focus on the person's strongest, most relevant qualifications, experiences and professional skills, stated as much as possible in the "buzzwords" of the profession. Resumes are tailored to the specific job for which the candidate is applying. In addition to qualifications, professional skills and experience, employers also want applicants who are efficient, effective, timely, flexible, collaborative, adaptable, technologically savvy, accepting of constructive criticism, willing to improve performance, and skilled at solving problems before or as they as arise. Candidates should learn and practice using the tools that the employer uses, whether it is equipment, machines, technology, or software applications. The degree of familiarity or proficiency the candidate has for the tools the employer uses should be listed on the resume and shared in the interview. Before the interview, candidates should practice using the tools that the employer uses, prepare specific examples and instances of their proficiency in using those tools, and when possible, use the tools the employer uses during the interview.
I recommend that applicants approach their resumes in three ways. First, place yourself in the shoes of the potential employer. What qualifications, experience, and additional skills would you would want in someone you hire for the job? Second, think about what you want to convey and how you wish to represent yourself. Third, because English is read from the left to the right, mentally divide the resume page into quadrants, and place your most relevant information in the upper left quadrant first and then move to the upper right quadrant. This format is also appropriate for eye or word recognition software, used in many large-scale businesses and school districts, to scan the many resumes they receive.
Are there any particularly good places in the United States for Tutor/Mentors to find work opportunities?
Cheryl McDonald: After graduation, candidates should begin their search for available education positions, whether teaching or leadership in universities or preschool-12 schools, in populous states like California, Texas and New York or in rural and suburban high-poverty areas. There the needs are greatest and positions are more likely to be available and advertised. I would also ask friends, colleagues and professionals I knew to keep an eye open for available positions. You never know when an unexpected lead will pop up.
Aaron Hoy Ph.D.
Assistant Professor of SociologyMinnesota State University, Mankato
Sociology Department
Will there be an enduring impact of the coronavirus pandemic on Tutor/Mentors?
Aaron Hoy Ph.D.: At this point, I think it is safe to say that the coronavirus pandemic will have an enduring impact on many different aspects of our society in ways that, yes, will likely be relevant for college graduates, including sociology majors. If nothing else, work may become increasingly remote over the next several years, even once the coronavirus is under control, and this could reshape everything from how prospective employees interview for a job to the day-to-day nature of the work itself. Sociology majors, and others, should pay attention to the economy and the job market to see what changes do unfold and, like any good professional, acquire new skills as they become necessary.
For instance, if work does become increasingly remote, they should figure out how they can stay focused and productive in a non-office setting, or how they can effectively communicate and collaborate with others using technologies like Zoom. I think the coronavirus pandemic may also lead to long-term changes in the types of jobs that are available to sociology majors. For instance, the pandemic has exacerbated many significant social inequalities, especially in terms of race, sex and gender, and socioeconomic status. This has led many to realize that we need to expand the social services we offer in this society, and if we do, that may well lead to more job opportunities in that area, which is already an area where sociology majors tend to thrive.
What type of skills will young Tutor/Mentors need?
Aaron Hoy Ph.D.: It is good news for our society and for sociology majors that employers have already put an increased emphasis on hiring and retaining employees who have a solid understanding of issues of diversity and inclusion. This emphasis will likely continue for the foreseeable future, which is a good opportunity for sociology majors who are comfortable working in diverse environments and really understand and appreciate human diversity in terms of race, ethnicity, socioeconomic status, sex, gender identity or expression, and sexuality, among others. In fact, right now, diversity-related skills are those that recent sociology graduates say they are most likely to use and benefit from in the workplace, according to a 2015 report from the American Sociological Association.
I would also encourage sociology majors to prioritize rigorous methodological training to the extent that they can within their specific program. There are already many, many jobs available for college graduates with research skills, including in the private sector, and these are likely to grow in the coming years. However, sociology majors sometimes overlook these jobs or opt not to apply for them. As an advisor myself, I suspect that this is often because students do not feel confident in their research skills or because they assume that, say, a psychology or an economics major would be a better fit. But these are good-paying jobs with above-average levels of employee satisfaction, and sociology majors should not take themselves out of the running for them.
Although it may be scary or uncomfortable for some students, taking an extra research design or statistics class might be a good idea. And of course, writing up research results and presenting them in clear, logical ways is a key part of the research process, so as always, students should make a very concerted effort to improve their written and verbal communication skills as best they can. That may mean taking an extra composition or public speaking class if necessary.
What experience really stands out on Tutor/Mentor resumes?
Aaron Hoy Ph.D.: Increasingly, I hear employers say that they look to see if recent college graduates, sociology majors included, have relevant "real-world" experience, especially internships. For this reason, many sociology programs (including my own) have recently moved to make internships a required component of the major. Sociology majors who are not required to complete an internship may consider doing one anyway. But given the specific industries that sociology majors typically work in, volunteering should not be discounted altogether.
For instance, the American Sociological Association's data has consistently shown that "Social Services/Counselor" is the job category sociology majors are most likely to work in immediately following graduation. And the specific places they work often include various non-profit organizations like shelters for victims of domestic violence or homeless youth, all of which rely on volunteers. Sociology majors who do volunteer work in college not only benefit their communities; they also show at least some potential employers that they understand why they do the work they do and what it looks like on the ground.
Lisa King Ph.D.
Associate ProfessorUniversity of Tennessee-Knoxville
Department of English
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Lisa King Ph.D.: Some of the biggest trends we may be seeing right now during the pandemic have to do with how to cope with necessary social distancing and keeping education, health care, and businesses functioning and effective online. Whether it's redesigning curriculum and standards for use in a digital classroom, using online marketing and outreach, or ethically communicating complex political or scientific analyses with good evidence for the public across digital platforms, the pandemic has forced us to reconsider the ways in which we get work done.
What Tutor/Mentor skills would you recommend for someone trying to advance their career?
Lisa King Ph.D.: For English majors, this means several things. First, while English degrees have always set up our majors well in fields where communication skills are a priority, now more than ever those skills are necessary for analyzing, teaching, marketing, and translating scientific or political knowledge to the public. Second, it's not just about writing or language: it's also about using visuals and sound in accessible, attention-catching, and clear ways on digital platforms. This means developing multimodal skills with some basic software and apps. And finally, all those research skills that our majors have honed to find reliable and verifiable evidence need to be kept sharp, especially during an era of "alternative facts." For a gap year, I'd suggest that a graduate keep an open mind and take the opportunities they can to develop these skills.
What general advice would you give to a Tutor/Mentor?
Lisa King Ph.D.: I'd also remind graduates that careers are rarely set from the get-go, and not to be discouraged; a career can grow from unexpected opportunities and connections and sometimes it just takes time - or outlasting a pandemic. Careers in English and the humanities are just as important as others, even if media narratives frequently devalue them. Take advantage of the flexibility of your degree and training, build on it, and know the value of your skills. If we have learned anything from this pandemic it's that communication is crucial, and this is part of what you've been trained to do. The world needs you.
Dr. Cynthia Carver
Associate Professor & ChairOakland University
Department of Organizational Leadership
What are the biggest trends we'll see in the Tutor/Mentor job market given the pandemic?
Dr. Cynthia Carver: Schools are looking for teachers who build strong relationships with their students, as well as teachers who adapt easily to change. The pandemic has highlighted the importance of teachers' skill in using instructional technology; working with families to nurture and engage students learning; and handling unprecedented challenges with flexibility and grace.
What Tutor/Mentor skills would you recommend for someone trying to advance their career?
Dr. Cynthia Carver: Hone your teaching skills! Schools will continue to need substitute teachers and para-professionals. Child care facilitates and after-school programs will still need teachers. And it's likely that many families will be seeking tutors as their children catch up. To gain experience and build your resume, seek opportunities that mirror the work you do as a classroom teacher.
What general advice would you give to a Tutor/Mentor?
Dr. Cynthia Carver: Be prepared to work hard - your first year of teaching will be demanding - but know that you are doing important work. We are the profession that makes all others possible. And don't forget to ask for help.
Will there be an enduring impact of the coronavirus pandemic on Tutor/Mentors?
Dr. Jennifer Lineback Ph.D.: In the school of education, our students are living through a time where teaching (and learning) has drastically shifted. Teaching technologies (like ZOOM, Canvas, Go Formative) are being implemented at a break-neck pace in order to allow for learning to continue, albeit remotely. This change in how teaching *happens* is impacting our graduates dramatically.
They have participated as a learner in these situations (and, in the case of our student teachers, a teacher too!) that has had to acclimate to such conditions. The experiences they've had during this time has expanded their understanding of what good teaching "looks" like; they will have added numerous instructional tools and strategies to their toolbox. This will, I believe, make them even BETTER teachers in the future, even post-pandemic, when teaching predominantly returns to in-person classes.
What experience really stands out on Tutor/Mentor resumes?
Dr. Jennifer Lineback Ph.D.: Practical experience working with real learners/students! Whether that experience be through formal academic programs (i.e., through volunteering in a classroom or being hired as an academic tutor or aid), or informal programming (i.e., working with children during after school care, Sunday School, or summer camps), the more experience graduates have with children, the better!
What type of skills will young Tutor/Mentors need?
Dr. Jennifer Lineback Ph.D.: Graduates will need to be comfortable adapting to evolving conditions. More than ever, we have collectively learned that situations can change, quickly. To be successful in education during this time and in the coming years, educators will need to be patient, flexible, and willing to modify their approach to teaching/learning when situations change. Having knowledge and understanding of a wide variety of instructional strategies, both for in-person and remote learning, will be critical, as will the ability to know when and how to implement these different strategies. Furthermore, our students will need strategies to support students' socio-emotional learning and cultural competency, in addition to those focused on developing content knowledge.
Niki Weller Ph.D.
Associate Professor of Sociology, ChairIndiana University Kokomo
Department of Sociology
Will there be an enduring impact of the coronavirus pandemic on Tutor/Mentors?
Niki Weller Ph.D.: Sure, there is an inextricable link between college graduates and the pandemic that will last for the foreseeable future. There is little doubt that the pandemic has exacerbated trends in economic and social inequality among current and graduating college students. However, students of sociology can contribute to ongoing debates about the best practices for institutions and organizations to help all members of society deal with and prepare for the long-term effects on our social, economic, and government policies and initiatives. Moreover, many jobs in social and community-based services, social science research, and counseling, that were in high demand before the pandemic, will remain. Recent graduates of sociology will be competitive candidates for these entry-level positions.
What type of skills will young Tutor/Mentors need?
Niki Weller Ph.D.: Students need to demonstrate that they are versatile communicators, with strong written and oral communication skills. Students should take full advantage of any public speaking opportunities, such as conference presentations, to demonstrate evidence of this skill. Employers want to hire people who are personable, involved, and have potential leadership qualities. Students should be engaged in campus extracurricular activities, including student clubs, experiential learning events, or community engagements. Research skills, like data collection and analysis, are extremely important and can be applied in a variety of professions. Students should hone these skills through social science research.
What experience really stands out on Tutor/Mentor resumes?
Niki Weller Ph.D.: Something critical to a successful resume is highlighting how your sociology degree has given you the skills, knowledge, and experience that employers want. For example, students with experience in social research should offer evidence of their experience with data collection (e.g., surveys, interviews, participant observation), data analysis (e.g., descriptive statistics, correlation, regression), and report writing based on original research and/or secondary data collection. Depending on the job you're seeking, students should highlight the various types of quantitative or qualitative research methods that they have been trained in. Sociologists study social change, diverse communities, and their interactions using scientific methods to find empirical answers to complex social questions. Students should highlight having a deeper understanding of diversity dimensions including race, class, and gender by possibly mentioning specific topics of papers written or projects completed, relative to the types of jobs they are pursuing.