Communications Teachers, Postsecondary

Impact: Educational outcomes

Postsecondary communications faculty lead students through subjects like newswriting, broadcasting, and media law, while grading work and advising individuals between classes. Those on tenure track also publish their own academic research.

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What do Communications Teachers, Postsecondary do?

What the work is really like

You teach university courses in journalism, public relations, broadcasting, organisational communications, or media studies. That might mean lecturing to fifty undergraduates about ethical frameworks in news reporting on Tuesday, workshopping radio production with a seminar group on Thursday, and meeting individually with graduate students who need feedback on thesis chapters in between. The rhythm is semester-based: you design syllabi, prepare materials, deliver lectures or lead discussions, assess student work, hold office hours, and serve on departmental committees. Much of the intellectual work happens outside the classroom. You grade essays, research emerging trends in digital media to keep course content current, and revise assignments when technology or industry standards shift. If you hold a tenure track position, you also conduct your own research and publish in academic journals or books, often in areas like political communication, media effects, or rhetorical theory. The work solves a specific problem: how to prepare students for careers in fields that evolve faster than most curricular approval processes, while also teaching theory rigorous enough to matter in ten years.

You spend significant time on admin. Curriculum revision, accreditation reports, student advising, and budget requests for software licenses or equipment all sit on your desk. You collaborate with colleagues to coordinate course sequences, and you often sit through meetings about learning outcomes and assessment rubrics. The work environment is largely on-site; remote teaching expanded during the pandemic but most institutions have returned to in-person instruction, particularly for production-heavy courses. The role requires managing competing deadlines, particularly at the end of semester when grading, final exams, and next term's prep all collide. Stress runs moderate.

Skills and strengths that matter

You need subject expertise deep enough to explain the mechanics of newswriting, media law, campaign strategy, or broadcast production with clarity and accuracy. Teaching skill matters as much as subject knowledge. You plan lessons that hold attention, adapt explanations when students don't understand the first time, and design assessments that actually measure learning. Active listening helps you read a room, notice when someone is lost, and respond to questions in real time without derailing your plan.

You should be comfortable with the technical tools your students will use: audio editing software, content management systems for websites, camera and lighting rigs if you teach broadcast, design software if you teach visual communication. You don't need to be a professional videographer or designer, but you need to know enough to troubleshoot and demonstrate. Complex problem solving shows up when a student struggles to integrate theory into a capstone project or when you have to redesign a failing assignment mid-semester. Learning strategies, both for yourself and for guiding students, matter constantly. The field changes. You read.

You write constantly: lecture notes, feedback on student drafts, emails, recommendation letters, research articles if you are tenure track. Comfort with public speaking is non-negotiable. Patience helps. Flexibility helps more.

Who tends to thrive here

People who do well here tend to enjoy both the subject and the process of teaching it. You find satisfaction in watching someone finally understand libel law or produce a clean podcast episode after struggling for weeks. You like working with young adults, which involves tolerating immaturity, inconsistent effort, and the occasional plagiarism case without losing your willingness to engage. You value intellectual work and the autonomy that comes with designing your own courses, and you accept that the autonomy comes with bureaucracy attached.

This role suits people who want a job with built-in variety: teaching, research, service work, one-on-one advising. The academic calendar provides structure and predictable downtime, which appeals if you have other creative or family commitments. If you are someone who needs to see immediate results or wants high financial reward, this role will drain you. Pay is moderate, change is slow, and recognition is sparse. The work can feel repetitive if you teach the same intro course for five years running, and it can feel isolating if your department is small and your research interests don't overlap with anyone nearby.

How people get into the role and grow

Most positions require a master's degree at minimum, often a PhD if you want access to tenure track roles or opportunities at research universities. The standard route is an undergraduate degree in communications, journalism, or a related field, followed by graduate school where you complete coursework, teach as a graduate assistant, and produce a thesis or dissertation. Graduate assistantships give you your first teaching experience and often cover tuition. Some people enter with professional backgrounds in journalism, public relations, or corporate communications and then complete graduate degrees part time while working.

Early roles are often adjunct or temporary contracts: you teach a course or two per semester, usually without benefits or job security, while you apply for full-time positions. Tenure track positions are competitive. You compete on teaching evaluations, research output, and fit with departmental needs. The first five to eight years involve building your teaching portfolio, publishing enough to meet tenure requirements, and taking on service roles like curriculum committees or student clubs. If you earn tenure, the job becomes significantly more stable and your focus can shift toward research, graduate advising, or leadership roles like department chair. Some people move laterally into instructional design, corporate training, or media relations roles if they want to leave academia. Growth in this career depends on your willingness to publish, stay current with industry shifts, and tolerate the institutional pace. Demand is stable but growth is modest at 2.1% through 2033, so openings will appear mostly through retirements.

From people working as Communications Teachers, Postsecondary

Teaching communications at the postsecondary level involves a combination of lecturing, facilitating discussions, and mentoring students. It's to see students develop critical thinking and communication skills, but it also requires constant curriculum updates to keep pace with evolving media landscapes and technologies. A significant portion of time is dedicated to research, writing, and administrative tasks, balancing academic rigor with practical application.

Researched from National Communication Association, Broadcast Education Association, Chronicle of Higher Education

A day in the life of Communications Teachers, Postsecondary

People interaction
Extensive
Team vs solo
70% Team / 30% Solo
Client facing
Sometimes
Impact visibility
Moderate
Travel
Minimal
Schedule flexibility
Flexible
Remote work
On-site Only
Typical work hours
40-50
Stress level
Moderate

Communications Teachers, Postsecondary salary, education and outlook at a glance

Median salary
$78,580
Direct occupation
Source: U.S. Bureau of Labor Statistics, May 2025 National OEWS · SOC 25-1122.00
Entry-level
$47,590
Senior
$143,720
Growth by 2033
+2.1%
Demand
Stable
Freelance potential
Moderate
10th-to-90th percentile pay range
202% from entry to senior
Typical student debt
Very High

Skills you need as Communications Teachers, Postsecondary

Hard skills

  • Education and Training
  • Complex Problem Solving
  • Graphics or photo imaging software

Soft skills

  • Instructing
  • Learning Strategies
  • Active Listening

Technical complexity: Low

Tools Communications Teachers, Postsecondary use

Core tools

  • Canvas (Platform): To manage course content, assignments, and student interactions in an online environment.
  • Microsoft PowerPoint (Software): To create engaging visual presentations for lectures and class materials.
  • Zoom (Software): To conduct virtual classes, hold office hours, and facilitate online discussions.

Commonly used

  • JSTOR (Database): To access academic journals and research articles for course preparation and student resources.
  • Turnitin (Software): To check student submissions for plagiarism and promote academic integrity.

Specialist tools

  • Adobe Premiere Pro (Software): To teach video editing skills for communication and media production courses.
  • Qualtrics (Software): To design and administer surveys for research projects or student feedback.

How to become Communications Teachers, Postsecondary

Minimum education
Master's Degree
Licensing
No professional license required
Postsecondary teaching typically requires an advanced degree (master's or doctorate) rather than a professional license, though some institutions prefer terminal degrees or teaching credentials for certain roles.
Years to mid-career
5-9
Years to senior
15-25
Career switching
Moderate

Where Communications Teachers, Postsecondary come from

  • High School Communications Teacher: Transitioning from secondary education to postsecondary, often with further academic qualifications.
  • Journalist: Bringing real-world media experience into the classroom to teach practical communication skills.
  • Public Relations Specialist: Leveraging industry experience in strategic communication to educate future professionals.

Where Communications Teachers, Postsecondary go next

  • Department Chair, Communications: Advancing into administrative roles within the academic department, overseeing curriculum and faculty.
  • Instructional Designer: Applying expertise in communication pedagogy to design effective learning experiences and materials.
  • Academic Dean: Moving into broader university administration, overseeing multiple departments and academic programs.

Typical Communications Teachers, Postsecondary progression

  1. Secondary School Teachers, Except Special and Career/Technical Education
  2. Communications Teachers, Postsecondary
  3. or English Language and Literature Teachers, Postsecondary

Communications Teachers, Postsecondary job outlook and future demand

Automation probability
0.8008
AI disruption risk
High
Demand trend
Stable

Job satisfaction as Communications Teachers, Postsecondary

Overall satisfaction
7.2/10
Meaning
8.5/10
Work-life balance
7.5/10
Prestige
7.5/10
Social perception
High

Where Communications Teachers, Postsecondary find community

Professional organisations

Podcasts and media

Online communities

  • HigherEdJobs Forum: An online forum for discussions among higher education professionals on various topics.

Questions people ask about Communications Teachers, Postsecondary

How much do Communications Teachers, Postsecondary earn?

Pay for Communications Teachers, Postsecondary starts around $47,590 at entry level, reaches $78,580 at the median and climbs to $143,720 for the most experienced.

What does it take to work as Communications Teachers, Postsecondary?

Most employers look for a Master's Degree, no professional license required and reaching mid-career takes about 5-9 years.

Is remote work possible as Communications Teachers, Postsecondary?

The work happens on site. Location-dependent: many instructors teach online or hybrid classes and can perform research remotely, but studio-based courses, labs and on-campus advising require physical presence.

What is the job outlook for Communications Teachers, Postsecondary?

Projections put employment growth at +2.1% through 2033, with demand rated Stable. Demand is generally steady and tied to enrollment and institutional funding, with variations by region and program specialization such as digital media or journalism practicum needs.

How exposed are Communications Teachers, Postsecondary to automation and AI?

This work carries a high risk of disruption from AI. Learning management systems and automated grading tools can streamline administrative tasks, but teaching, mentorship and original scholarship remain largely human-driven.

Is working as Communications Teachers, Postsecondary stressful?

Stress is rated moderate for this work. Balancing course preparation, grading, advising, committee work and research creates steady pressure, particularly for tenure-track faculty and adjuncts juggling multiple courses or job insecurity.

What is the difference between Communications Teachers, Postsecondary and an Instructional Designer?

Instructional Designer is the closest adjacent role and a common next step from Communications Teachers, Postsecondary: applying expertise in communication pedagogy to design effective learning experiences and materials.

What does a typical day look like for Communications Teachers, Postsecondary?

Teaching communications at the postsecondary level involves a combination of lecturing, facilitating discussions, and mentoring students.

How hard is it to switch into Communications Teachers, Postsecondary from another career?

Switching into this work from another career is rated moderate. The entry requirement of a Master's Degree sets the floor for anyone coming from another field.

Do Communications Teachers, Postsecondary need a professional license?

No professional license required. Postsecondary teaching typically requires an advanced degree (master's or doctorate) rather than a professional license, though some institutions prefer terminal degrees or teaching credentials for certain roles.

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