Mathematical Science Teachers, Postsecondary

Teach courses pertaining to mathematical concepts, statistics, and actuarial science and to the application of original and standardized mathematical techniques in solving specific problems and situations. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

The occupation "Mathematical Science Teachers, Postsecondary" has an automation risk of 42.8%, which is closely aligned with its base risk score of 43.5%. This relatively moderate risk reflects the balance between tasks that can be readily automated and those that are resistant to automation due to their need for human judgment and creativity. In recent years, technological advances such as AI-driven grading systems and automated content delivery platforms have made it increasingly feasible to integrate automation into various aspects of teaching. However, the overall risk remains below half, indicating that while certain job functions are vulnerable to automation, a sizable portion of the occupation still relies heavily on distinctly human skills. Among the most automatable tasks for mathematical science teachers are "Compiling, administering, and grading examinations, or assigning this work to others," "Evaluating and grading students' class work, assignments, and papers," and "Preparing and delivering lectures to undergraduate or graduate students on topics such as linear algebra, differential equations, and discrete mathematics." These tasks often follow standardized processes and can be supported by technology, such as automated grading software, learning management systems, and recorded lectures. The structured nature of mathematical content also lends itself to templated solutions and assessment tools, reducing the need for manual intervention. As automation technologies continue to develop, the routine and repetitive aspects of these responsibilities are likely to become increasingly automated, impacting the overall risk for the occupation. Conversely, the least automatable—or most resistant—tasks are typically those requiring a greater degree of personal interaction, judgment, and originality. Tasks such as "Compiling bibliographies of specialized materials for outside reading assignments," "Participating in campus and community events," and "Writing grant proposals to procure external research funding" each require significant domain expertise, understanding of complex social dynamics, and creative thinking. The identified bottleneck skill for this occupation is originality—assessed at low levels (3.1% and 3.5%)—meaning that while some degree of novelty or creative thinking is required, most tasks are still relatively procedural. Human involvement is crucial in tailoring specialized resources, engaging with the academic community, and seeking funding opportunities, all of which ensure that automation risk remains only moderate and not overwhelming for postsecondary mathematical science teachers.