Salary phd chemical engineering: Chemical engineering job prospects – Graduate Programs

Chemical engineering job prospects – Graduate Programs

Biological and chemical engineering jobs are ubiquitous in the modern world. From prescriptions to plastics, a chemical engineer has probably had a hand creating your favorite products. If you’re just setting foot into the job market with a degree in chemical engineering, or are thinking about getting a graduate degree in the discipline, you’re going to want to know what your job prospects are like. Well, we’ve got some good news for you: chemical engineering salaries are up, the field is flourishing, and it’s expected to grow in the coming years. Let’s dive into the vat and dissect the chemical and biological engineering job market.

Learn more about Chemical and Biological Engineering programs at Colorado School of Mines »

What is Chemical Engineering?

We can’t talk about the chemical engineering job market without talking about the field’s history and, most importantly, what it is.

George E. Davis is credited with founding, in the late 19th century, the field of chemical engineering—defined as the manufacture of products through chemical processes. According to the Bureau of Labor Statistics, chemical engineers apply the principles of chemistry, mathematics, biology, physics and engineering to solve problems.

Chemical engineers mostly work in offices or labs, though they can spend a substantial amount of time in factories, industrial plants and refineries. They work closely with chemists and other specialists to refine manufacturing processes and create new compounds or materials. We have chemical engineers to thank for plastics, pharmaceuticals and cleaner fossil fuels. They also monitor and direct on-site operations or solve problems, and help design safety procedures.

How to Become a Chemical Engineer

Entry-level chemical engineering jobs all begin with a bachelor’s degree in chemical engineering  or a related discipline. Graduate degrees are recommended in this field if you want to specialize in a particular area of expertise (more on that below). Graduates of all levels need to have strong backgrounds in chemistry, fluid dynamics and (believe it or not) mechanical engineering.

Internships and other related field experiences are highly recommended to complement the rigorous and challenging courses comprising a chemical engineer’s education. The American Chemical Society consistently posts available positions and internships on their website, and Mines itself works closely with employers to help 94% of its graduates find work in their field within six months after graduation.

What is Biological Engineering?

Where chemical engineers apply the principles of chemistry to solve problems, biological engineers study biological processes and integrate them with engineering principles to address technical challenges. And while biological engineering principles use aspects of physics, mathematics and chemistry, they’re mostly focused on mass and heat transfer, biomechanics, separation and purification processes, fluid mechanics, thermodynamics (as they apply to biology) and polymer sciences.

Biological engineering jobs are often in the medical field – creating new medical devices, polymers, applications and techniques to interact with the microscopic and macroscopic world are all part of the job. The field also sees a lot of use in agriculture, renewable engineering and even aerospace.

Advanced Chemical Engineering Degrees

The average enrollment for chemical engineering graduate school rose by 3.6% in 2017, and is expected to continue to climb in the coming years—with good reason. Advanced degrees in the field are particularly sought after in the industry due to the specialized nature of the degree.

Job Prospects for Biological and Chemical Engineering

The BLS again highlighted bright futures for Biological and Chemical Engineering graduate students: 4% growth into 2029 and an expected rise in median salaries. Given society’s increased need for new, sustainable materials and chemical products, the field is expected to see an increase in demand. This comes on top of news that STEM jobs are expected to rise an additional 13% by 2027, further cementing the lasting value of degree in any science, technology, engineering or math-related field.

Chemical Engineering Salaries and Job Titles

Even entry-level chemical engineering jobs can command high salaries. The BLS reports that the median salary for chemical engineers in 2019 was $108,770, or $52.30 per hour. Mines graduates with master’s degrees in chemical engineering reported higher than average starting salaries of $97,000, placing them in the top 70% of earners. This trend continues at the undergraduate level, with a normal starting salary of $74,500 (much higher than the national average of $51,000).

All that said, chemical engineers can work under a number of titles. Here are some common chemical engineering jobs and their salaries:

• Chemical Engineer – $108,770
• Chemical Engineering Manager – $130,620
• Materials Scientist – $91,980
• Biomedical Engineer – $86,950
• Architectural and Engineering Manager – $144,830
• Chemical Technician – $49,260
• Chemists and Materials Scientists – $78,790
• Occupational Health and Safety Specialists and Technicians – $79,480
• Chemical Plant and System Operators – $54,700
• Industrial Engineering Technician – $68,194

Job Satisfaction

Job satisfaction and happiness depends on a number of factors, but it’s almost universally true that STEM graduates with advanced degrees report the highest levels of job satisfaction (even beating out other non-STEM, advanced degree holders) in the workforce. Engineers in general enjoy a number of unique benefits that contribute toward the field’s overall optimistic outlook. One survey even has 87% of all engineers reporting being “very satisfied” when asked about their career.

Career Mobility

This generally refers to a person’s ability to move up in rank and position within a company. STEM graduates with advanced degrees are usually assigned higher levels within a company, and command a much higher starting salary compared to their counterparts with just bachelor’s degrees.

Flexibility

Engineers are pretty much universally in demand. They build robots, design electric cars, work for NASA, Disney, Google and beyond. In short: an engineer really gets to choose where they ply their lucrative trade. In contrast to doctors, who possess an extremely specialized set of skills, engineers have enough general skills to slot comfortably into positions that aren’t explicitly engineering, but also the ability to get really granular and specialize.

Emphasis on Creativity

Creativity in the workplace typically leads to higher levels of job satisfaction, one study from the Journal of Positive Psychology found. Increased flexibility in thinking and the application of that thinking led to pretty substantial boosts in enthusiasm and mood, and engineers are among the most creative in the entire STEM field. They occupy a unique niche of high-paying and highly satisfying careers where there’s a specific emphasis on being creative to solve problems, and then applying technical skills to achieve success.

Higher Salaries

As we covered here, even entry-level chemical engineering jobs command high salaries, in the ballpark of $73,000—and it only gets better the more education you have under your belt. At the doctoral level, biological and chemical engineering graduates from Mines earned, on average, $100,000 as their starting salary. Higher salaries in general are associated with increased levels of job satisfaction, among other factors.

Concluding Remarks

Chemical and biological Engineering job prospects are good—like, really good. The pay is great, satisfaction is high and opportunities abound. Though he’s not remembered for being an engineer, physicist Albert Einstein had immense respect for engineers, who apply the properties of physics to practical problems. He once said, “Scientists invent that which already is; engineers create that which has never been.” If the idea of applying math, science, chemistry and physics to practical problems to “create that which has never been” appeals to you, you’re already on your way to becoming a fantastic chemical engineer.

Phd Chemical Engineering Salary in the United State

States with Higher Salaries for Phd Chemical Engineering

The five states where Phd Chemical Engineering jobs get higher salaries in the United States are: Alaska, California, District of Columbia, New Jersey, and Massachusetts. Compared with the average salary of a Phd Chemical Engineering in the United States, the state of Alaska with the highest job income for this job. The second and third states are California and District of Columbia respectively. The high or low salary paid to Phd Chemical Engineering by the US has a greater relationship with the demand for jobs and the cost of living.

Top 5 States with Higher Salaries For
Phd Chemical Engineering in the United States:

Phd Chemical Engineering in Alaska: $100,299

Phd Chemical Engineering in California: $99,942

Phd Chemical Engineering in District of Columbia: $99,521

Phd Chemical Engineering in New Jersey: $98,922

Phd Chemical Engineering in Massachusetts: $97,347

There are some different titles for Phd Chemical Engineering jobs, and the job title of Phd Chemical Engineering will vary in different companies. The job title has a lot to do with the department and responsibilities, and the same job title will vary in different departments. The following list is the salary of jobs similar to Phd Chemical Engineering, start to view Phd Chemical Engineering-related jobs you are interested in.

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Career Insights

Chemical engineer salary in New Jersey ‐ CareerExplorer

The average salary for a chemical engineer in New Jersey is around $116,910 per year.

Avg Salary

$77.8k Bottom 20%

$116.9k Median

$167.8k Top 20%

Chemical engineers earn an average yearly salary of $116,910.
Wages typically start from $77,750 and go up to $167,790.

57% above national average ● Updated in 2021

In this article:

1. How much does a chemical engineer make in New Jersey?
2. How do chemical engineer salaries compare to similar careers

Chemical engineer earnings by seniority

Approximate values based on highest and lowest earning segments.

Chemical engineer salary by state

How do chemical engineer salaries compare to similar careers?

Chemical engineers earn about the same as related careers in New Jersey.

On average, they make less than sales engineers but more than
wind energy engineers.

Source: CareerExplorer (Aggregated)

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Summary

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Video transcript available at https://www. youtube.com/watch?v=cFQ4BjDeTME.

What Chemical Engineers Do

Chemical engineers apply the principles of chemistry, biology, physics, and math to solve problems that involve the use of fuel, drugs, food, and many other products.

Work Environment

Chemical engineers work mostly in offices or laboratories. They may spend time at industrial plants, refineries, and other locations, where they monitor or direct operations or solve onsite problems. Nearly all chemical engineers work full time.

How to Become a Chemical Engineer

Chemical engineers typically need a bachelor’s degree in chemical engineering or a related field. Some employers prefer to hire candidates who have practical experience. Therefore, internships and cooperative engineering programs may be helpful.

Pay

The median annual wage for chemical engineers was $105,550 in May 2021.

Job Outlook

Employment of chemical engineers is projected to grow 14 percent from 2021 to 2031, much faster than the average for all occupations.

About 2,000 openings for chemical engineers are projected each year, on average, over the decade.

Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

State & Area Data

Explore resources for employment and wages by state and area for chemical engineers.

Similar Occupations

Compare the job duties, education, job growth, and pay of chemical engineers with similar occupations.

More Information, Including Links to O*NET

Learn more about chemical engineers by visiting additional resources, including O*NET, a source on key characteristics of workers and occupations.

Chemical engineers develop and design chemical manufacturing processes.

Chemical engineers apply the principles of chemistry, biology, physics, and math to solve problems that involve the production or use of chemicals, fuel, drugs, food, and many other products. They design processes and equipment for large-scale manufacturing, plan and test production methods and byproducts treatment, and direct facility operations.

Duties

Chemical engineers typically do the following:

• Conduct research to develop new and improved manufacturing processes
• Establish safety procedures for those working with dangerous chemicals
• Develop processes for separating components of liquids and gases, or for generating electrical currents, by using controlled chemical processes
• Design and plan the layout of equipment
• Conduct tests and monitor the performance of processes throughout production
• Troubleshoot problems with manufacturing processes
• Evaluate equipment and processes to ensure compliance with safety and environmental regulations
• Estimate production costs for management

Some chemical engineers, known as process engineers, specialize in a particular process, such as oxidation (a reaction of oxygen with chemicals to make other chemicals) or polymerization (making plastics and resins).

Others specialize in a particular field, such as nanomaterials (extremely small substances) or biological engineering. Still others specialize in developing specific products.

In addition, chemical engineers work in the production of energy, electronics, food, clothing, and paper. They must understand how the manufacturing process affects the environment and the safety of workers and consumers.

Chemical engineers also conduct research in the life sciences, biotechnology, and business services.

Chemical engineers generally work in offices or laboratory settings, although sometimes they must work in an industrial setting to oversee production.

Chemical engineers held about 26,900 jobs in 2021. The largest employers of chemical engineers were as follows:

Chemical engineers work mostly in offices or laboratories. They may spend time at industrial plants, refineries, and other locations, where they monitor or direct operations or solve onsite problems. Chemical engineers must be able to work with those who design other systems and with the technicians and mechanics who put the designs into practice.

Some engineers travel extensively to plants or worksites, both domestically and abroad.

Injuries and Illnesses

Chemical engineers can be exposed to health or safety hazards when handling certain chemicals and plant equipment, but such exposure can be avoided if proper procedures are followed.

Work Schedules

Nearly all chemical engineers work full time. Occasionally, they may have to work additional hours to meet production targets and design standards or to troubleshoot problems with manufacturing processes. Some chemical engineers work more than 40 hours per week.

How to Become a Chemical Engineer About this section

Becoming a chemical engineer requires a bachelor’s degree in chemical engineering or a related field.

Chemical engineers typically need a bachelor’s degree in chemical engineering or a related field. Some employers prefer to hire candidates who have practical experience, so internships and cooperative engineering programs may be helpful.

Education

High school students interested in studying chemical engineering should take science classes, such as chemistry, physics, and biology. They also should take math courses, including algebra, trigonometry, and calculus.

College students typically study chemical engineering or a related field that leads to a bachelor’s degree. Programs in chemical engineering usually take 4 years and include classroom, laboratory, and field studies. Some colleges and universities have 5-year engineering programs that lead to both a bachelor’s degree and a master’s degree. A graduate degree, which may include a degree up to the Ph.D. level, allows an engineer to work in research and development or as a postsecondary teacher.

Some colleges and universities offer internships and/or cooperative programs in partnership with industry. In these programs, students gain practical experience while completing their education.

ABET accredits engineering programs. ABET-accredited programs in chemical engineering include courses in chemistry, physics, and biology. These programs also include applying the sciences to the design, analysis, and control of chemical, physical, and biological processes.

Important Qualities

Analytical skills. Chemical engineers must troubleshoot designs that do not work as planned. They must ask the right questions and then find answers that work.

Creativity. Chemical engineers must explore new ways of applying engineering principles. They work to invent new materials, advanced manufacturing techniques, and new applications in chemical and biomedical engineering.

Ingenuity. Chemical engineers learn the broad concepts of chemical engineering, but their work requires them to apply those concepts to specific production problems.

Interpersonal skills. Because their role is to put scientific principles into practice in manufacturing industries, chemical engineers must develop good working relationships with other workers involved in production processes.

Math skills. Chemical engineers use the principles of advanced math topics such as calculus for analysis, design, and troubleshooting in their work.

Problem-solving skills. In designing equipment and processes for manufacturing, these engineers must be able to anticipate and identify problems, including such issues as workers’ safety and problems related to manufacturing and environmental protection.

Licenses, Certifications, and Registrations

Licensure for chemical engineers is not as common as it is for other engineering occupations, nor is it required for entry-level positions. A Professional Engineering (PE) license, which allows for higher levels of leadership and independence, can be acquired later in one’s career. Licensed engineers are called professional engineers (PEs). A PE can oversee the work of other engineers, sign off on projects, and provide services directly to the public. State licensure generally requires

• A degree from an ABET-accredited engineering program
• A passing score on the Fundamentals of Engineering (FE) exam
• Relevant work experience, typically at least 4 years
• A passing score on the Professional Engineering (PE) exam

The initial FE exam can be taken after one earns a bachelor’s degree. Engineers who pass this exam are commonly called engineers in training (EITs) or engineer interns (EIs). After meeting work experience requirements, EITs and EIs can take the second exam, called the Principles and Practice of Engineering (PE).

Each state issues its own licenses. Most states recognize licensure from other states, as long as the licensing state’s requirements meet or exceed their own licensure requirements. Several states require engineers to take continuing education to keep their licenses.

Advancement

Entry-level engineers usually work under the supervision of experienced engineers. In large companies, new engineers also may receive formal training in classrooms or seminars. As junior engineers gain knowledge and experience, they move to more difficult projects with greater independence to develop designs, solve problems, and make decisions.

Eventually, chemical engineers may advance to supervise a team of engineers and technicians. Some may become architectural and engineering managers. Preparing for management positions usually requires working under the guidance of a more experienced chemical engineer.

An engineering background enables chemical engineers to discuss a product’s technical aspects and assist in product planning and use. For more information, see the profile on sales engineers.

Chemical Engineers

Median annual wages, May 2021

Chemical engineers

$105,550

Engineers

$99,040

Total, all occupations

$45,760

 

The median annual wage for chemical engineers was $105,550 in May 2021.
The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $62,730, and the highest 10 percent earned more than $187,430.

In May 2021, the median annual wages for chemical engineers in the top industries in which they worked were as follows:

A 2015 survey report by the American Institute of Chemical Engineers indicated that the median yearly salary of those with no supervisory responsibility was $106,300.

Nearly all chemical engineers work full time. Occasionally, they may have to work additional hours to meet production targets and design standards or to troubleshoot problems with manufacturing processes. Some chemical engineers work more than 40 hours per week.

Chemical Engineers

Percent change in employment, projected 2021-31

Chemical engineers

Engineers

Total, all occupations

 

Employment of chemical engineers is projected to grow 14 percent from 2021 to 2031, much faster than the average for all occupations.

About 2,000 openings for chemical engineers are projected each year, on average, over the decade.

Many of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

Employment

Demand for chemical engineers’ services depends largely on demand for the products of various manufacturing industries. Many chemical engineers work in manufacturing firms that provide products to other firms. For example, environmental and sustainability concerns have led chemistry and manufacturing firms to research alternative fertilizers, resulting in a need for chemical engineers.

In addition, chemical engineering will continue to migrate into other fields, such as nanotechnology, alternative energies, and biotechnology, and thereby help to sustain demand for engineering services in many manufacturing industries. However, because it is a small occupation, the fast growth will result in only about 3,700 new jobs over the projections decade.       

Occupational Employment and Wage Statistics (OEWS)

The Occupational Employment and Wage Statistics (OEWS) program produces employment and wage estimates annually for over 800 occupations. These estimates are available for the nation as a whole, for individual states, and for metropolitan and nonmetropolitan areas. The link(s) below go to OEWS data maps for employment and wages by state and area.

• Chemical engineers

Projections Central

Occupational employment projections are developed for all states by Labor Market Information (LMI) or individual state Employment Projections offices. All state projections data are available at www.projectionscentral.com. Information on this site allows projected employment growth for an occupation to be compared among states or to be compared within one state. In addition, states may produce projections for areas; there are links to each state’s websites where these data may be retrieved.

CareerOneStop

CareerOneStop includes hundreds of occupational profiles with data available by state and metro area. There are links in the left-hand side menu to compare occupational employment by state and occupational wages by local area or metro area. There is also a salary info tool to search for wages by zip code.

This table shows a list of occupations with job duties that are similar to those of chemical engineers.

For more information on becoming a chemical engineer, visit

American Institute of Chemical Engineers

For information about general engineering education and career resources, visit

American Society for Engineering Education

Technology Student Association

For information about accredited engineering programs, visit

ABET

For information on internships opportunities, visit

American Institute of Chemical Engineers Career Center

For more information about licensure as a professional engineer, visit

National Council of Examiners for Engineering and Surveying

National Society of Professional Engineers

O*NET

Chemical Engineers

Chemical engineer job profile | Prospects.

ac.uk

Chemical engineers develop raw materials into a range of useful products. A career in the field will see you creating petrochemicals, medicine and plastics

As a chemical engineer, you’ll be involved in the design and development of a range of products. Your work will focus on changing the chemical, biochemical and physical state of a substance to turn it into something else, such as making plastic from oil.

You’ll need to understand how to alter raw materials into required products, while taking into consideration health and safety and cost issues.

You can work in a variety of industries including:

• energy
• food and drink
• oil and gas
• pharmaceuticals
• plastics
• toiletries
• water treatment.

Modern chemical engineering is also concerned with pioneering valuable new materials and techniques, such as nanotechnology, fuel cells and biomedical engineering.

Responsibilities

Your daily activities will be extremely diverse and largely depend on the role and the sector in which you work. However, you’ll generally need to:

• work closely with process chemists and control engineers to ensure the process plant is set up to provide maximum output levels and efficient running of the production facility
• design plant and equipment configuration so that they can be readily adapted to suit the product range and the process technologies involved, taking environmental and economic aspects into account
• set up scale-up and scale-down processes, including making appropriate changes, to equipment design and configuration
• assess options for plant expansion or reconfiguration by developing and testing process simulation models
• design, install and commission new production plants, including monitoring developments and troubleshooting
• optimise production by analysing processes and compiling debottleneck studies
• apply new technologies
• research new products from trial through to commercialisation and improve product lines
• ensure that potential safety issues related to the project operator, the environment, the process and the product are considered at all stages.

Examples of work activities in specific sectors include:

• undertaking small and intermediate-scale manufacturing and packaging activities in pharmaceutical product development for clinical trial purposes
• developing new methods of safe nuclear energy production, including projects such as conceptual design, simulation and construction of test rigs, and detailed design and operations support.

Salary

• According to a recent salary survey by the Institution of Chemical Engineers (IChemE), graduates earn a median salary of around £28,600.
• The median salary for chemical engineers under 25 in the early stage of their careers is about £30,000, rising to a median salary of £54,000 for more experienced engineers.
• Salaries for chartered chemical engineers can be significantly higher. For example, the median salary for chartered engineers with an undergraduate degree is around £78,500. Work in certain industries, for example the finance, insurance and risk sector, or oil and contracting, can attract higher salaries.

Salaries vary according to a range of factors, such as your location – salaries for those working in London and the South East are typically higher than elsewhere. Other factors influencing salary levels include the sector you work in, the size and the nature of the industry, and whether you have chartered status.

Income data from the annual IChemE Salary survey. Figures are intended as a guide only.

Working hours

Working hours are typically 9am to 5pm, possibly with some extra hours. Jobs in processing and manufacturing may involve shift work, including evenings and weekends.

What to expect

• Work may take place in a lab, office or processing plant. Development work may progress from lab to plant or construction site.
• Safety is a high priority in chemical and nuclear-based industries, and hygiene is critical in food and drink production and water treatment. In certain circumstances, you’ll need to wear safety or protective clothing.
• Jobs are widely available and process plants are located in industrial areas throughout the UK and overseas.
• Travel and overseas work depend on the sector and profile of the employing company. With many UK-based chemical companies, travel and overseas postings are only occasionally necessary, while overseas projects may be the norm if you work for a global manufacturer or consultancy.
• Men and women in the early career category earn the same amount, but the gap widens from age 25 onwards. The largest gap is in the 45 to 49 age band, where women earn £27,500 less than their male counterparts.

Qualifications

You’ll need a degree in chemical, process or biochemical engineering to become a chemical engineer. To gain chartered engineer status as your career develops, your degree should be accredited by the Institution of Chemical Engineers (IChemE).

Chartered engineers (CEng) are registered with the Engineering Council, the UK regulatory body for the engineering profession. To become chartered, you’ll need to have studied at Masters level, either completing a four-year (five years in Scotland) accredited integrated MEng or an accredited BEng followed by further learning to Masters level or an accredited Masters or engineering doctorate (EngD).

Search the list of IChemE accredited degree courses.

Once you’ve completed appropriate industrial experience and professional development, you’ll then be able to apply to become chartered. When you apply for CEng registration, you can apply for chartered member status of the IChemE (MIChemE) at the same time.

If your qualifications aren’t accredited, you may can still be able to become chartered by completing the new Individual Case Procedure (ICP), detailing qualifications not covered by accredited courses as well as evidence of work-based learning and technical knowledge that meet the required level.

The following degree subjects may be particularly relevant:

• applied chemistry
• biochemical/process engineering
• biomedical engineering
• chemistry
• environmental engineering
• nuclear engineering
• polymer science/technology.

Some employers may accept an HND or foundation degree in the physical or applied sciences, although you might work at a lower level to begin with. You’ll need to complete further qualifications if you wish to become chartered.

A number of employers and professional organisations offer financial sponsorship for students studying chemical engineering at university. Companies typically advertise sponsorship schemes on their websites.

For more information on getting into chemical engineering, see whynotchemeng.

Skills

You’ll need to have:

• an understanding of engineering principles and mathematics
• project management skills
• resource management skills
• oral and written communication skills
• analytical and problem-solving ability
• the ability to work as part of a team
• the capacity to motivate and lead a team
• strong IT skills
• a careful and methodical approach with good attention to detail
• commercial and business awareness
• creativity and innovation.

Work experience

Employers look for graduates with relevant work experience and may favour recruiting candidates from their own work placement schemes. These are generally vacation placements, typically lasting six to twelve weeks, or extended placements, which vary in length from six months to a year. This type of placement can offer the opportunity to work on a more extensive project in industry.

Undertaking a period of work experience will give you the opportunity to put into practice what you’re learning on your course, learn about different areas of operation, manage small projects, develop soft skills in areas such as communication and problem-solving, and build up a network of contacts.

Some chemical engineering degree courses include a year out in industry. Many university departments offer assistance in securing an industrial placement.

Find out more about the different kinds of work experience and internships that are available.

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Employers

Any company involved in large-scale conversion of raw materials into a product needs chemical engineers.

Employers are as diverse as the products they produce and cover a range of industrial sectors, including:

• biotechnology
• business, management and consultancy
• chemical and allied products
• energy
• food and drink
• materials
• oil and gas
• pharmaceuticals
• process plants and equipment
• water.

There are also opportunities at companies that design and manufacture chemical process plants and equipment, although this may require mechanical engineering knowledge.

You could also work at engineering consultancy and contracting firms. In these roles, you’re likely to design and commission a new plant or modify an existing one.

Look for job vacancies at:

• The Chemical Engineer Jobs – published by IChemE
• Engineering & Technology Jobs
• Fish5Jobs Engineering
• New Scientist Jobs
• Oil and Gas Job Search

Specialist recruitment agencies such as NES Global Talent and SRG also advertise vacancies.

Professional development

Many companies offer internal training schemes for graduates to make sure they get the broad spectrum of experience needed to develop a career as a professional engineer. The IChemE benchmarks many of these schemes, known as Accredited company training schemes (ACTS). This means that the scheme, if followed correctly, should ensure each graduate becomes a well-rounded and competent professional engineer.

An ACTS will also go towards fulfilling the application requirements for becoming a chartered chemical engineer and member of IChemE (CEng MIChemE). As you work towards chartership, you can usually expect your employer to provide a mentor and to supplement your regular development training with relevant technical training for specific projects.

You’ll need to provide evidence that you have the relevant professional experience for getting chartered status and have completed enough continuing professional development (CPD).

Once you’ve obtained CEng status, you’ll need to continue to maintain your CPD throughout your career. The IChemE runs a variety of training events. These include:

• conferences
• short courses
• digital training resources
• seminars
• e-learning modules and courses.

For information on the sort of activities you can undertake, see IChemE CPD.

Career prospects

Career development is usually dependent on achieving chartered status. The dynamic nature of the industry means you can expect to be offered significant CPD opportunities in order to develop new knowledge.

The nature of the work provides you with a variety of skills and enables you to handle a range of technical, environmental and commercial challenges. This allows for promotion to senior management more quickly than is possible in some other sectors.

Initially, you’ll gain experience from a variety of projects, either within the same company or, after gaining chartership, by changing companies. After training in the early years, there are various possible career routes available. For example, you can:

• continue working on projects in order to become a project manager
• develop expertise in a new technique or process in demand within the industry and move into research and development
• move into specialist roles, such as safety and risk management or environmental management
• move into commercial areas, such as technical sales, marketing, supply chain management, personnel, finance and IT.

Many of the larger manufacturers and consultancies offer roles that involve travel or that are located overseas.

Once you’ve reached a senior position, you’ll have the opportunity to shape the technical leadership and direction of the business. In some cases, there will be opportunities to sit on the board of directors.

Written by AGCAS editors

March 2021

© Copyright AGCAS & Graduate Prospects Ltd · Disclaimer

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PhD Chemical Engineering Jobs, Salary, Syllabus

Details: The average annual starting salary for PhD Chemical Engineering degree holders in India ranges between INR 7,00,000 and 20,00,000 depending on the candidate’s …

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Doctorate (PhD), Chemical Engineering Salary PayScale

Details: Bachelor of Engineering (BEng / BE), Electronics & Communications Engineering. Avg. Salary $67k — $158k. Doctor of Philosophy (PhD), Polymer Science & …

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Chemical Engineering Majors Earn Top Starting Salaries

Details: Median starting salaries range from $67,385 to $96,544* U.S. News & World Report recently ranked Chemical Engineering among the ten college majors with the highest starting …

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How much salary will I get after completing PhD in …

Details: Answer (1 of 2): Only colleges comes to recruit Ph.D students during placements(talking about IITs). Rarely companies take Ph.D students in their R&D departmemts

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Chemical Engineer Salary Salary.com

Details: The average salary for a Chemical Engineer in the United States is between $72,980 and $172,500 as of August 29, 2022. Salary ranges can vary widely depending on …

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PhD In Chemical Engineering Salary – INFOLEARNERS

Details: Chemical Engineer III with the following degree Will likely fall in this salary range; Bachelor’s Degree: $103,497 – $110,489 With an average starting salary of 66,165 …

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Ph.D.s That Pay: The 15 Highest Paying Doctoral Degrees …

Details: The top 10% of jobs for the highest paying Ph.D in information assurance bring in over $100,000 a year or more, making information assurance the highest paying Ph.D. surveyed in this year’s …

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Engineering Salary Statistics Michigan Technological …

Details: 19 rows · Engineers Get Top Pay. What is an engineering degree worth? Year after year, engineering jobs are paid the highest average starting salary.According to the U.S. Bureau …

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What’s a realistic starting salary for a PhD in industry

Details: PhD Student. Lots of job-specific factors can increase this but for industry positions you should expect stating at 100k+. 125k seems to be an upper limit for ChemE roles with no industry …

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Salary: Graduate Chemical Engineer (September, 2022) Glassdoor

Details: The estimated total pay for a Graduate Chemical Engineer is $84,372 per year in the United States area, with an average salary of $72,101 per year. These numbers represent …

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Highest Paid Schools for Chemical Engineering Majors

Details: Chemical Engineering Related Rankings by Major. One of 40 majors within the Engineering area of study, Chemical Engineering has other similar majors worth exploring. Related Major. …

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PhD Program Overview Chemical Engineering

Details: PhD students take 10 units per quarter. PhD students take three 3-unit courses and one 1-unit colloquium (seminar) per quarter in the first two quarters and the majority of their lecture …

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Salary Trends Through Salary Survey: A Historical Perspective on

Details: Using NACE’s Salary Survey report, Andrea Koncz offers a historical perspective on starting salaries to new college graduates from 1960 through 2015. The overall economy, …

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Salary for a Chemical Engineer With a Master’s Degree

Details: According to Indeed’s latest salary data, chemical engineers earn an average of $82,224 per year with a potential for $94,000 per year. For the most up-to-date information …

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Chemical Engineering Michigan Tech

Details: TOP. ranked for starting salaries among Class of 2020 engineering graduates earning bachelor’s degrees (NACE) 3. semesters of student experience in a simulated chemical plant. …

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Salary of a Chemical Engineer: Per Month, Starting salary, Highest

Details: The highest salary of a chemical engineer can go upto INR 30 LPA. In order to become a Chemical Engineer in India, aspiring candidates can pursue Diploma, …

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Starting Salary Offers for LSU Graduates Olinde Career Center

Details: Parent & Family Programs Newsletter; Top . Enrollment & Salary Information; Top Employer . Starting Salary Offers for LSU Graduates. We survey graduating students each semester. …

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Bachelor’s Degree, Chemical Engineering Salary PayScale

Details: Gender Breakdown for Bachelor’s Degree, Chemical Engineering. Male. 57.1 %. Avg. Salary: $0 – $0. Female. 42.9 %. Avg. Salary: $0 – $0. This data is based on 7 survey responses. …

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Do I need a degree

Most degree holders are proud of their achievement, but half of their colleagues are of the opinion that the employees who defended themselves do not become more competent. These conclusions were reached by the HeadHunter Research Service during a survey conducted on the hh. ru website among 3,420 employees and 235 employers in February 2012. An analysis of the HeadHunter resume database showed that the representation of doctors and candidates of sciences in the labor market is low. Most often, holders of a scientific degree are found in the fields of “Science / Education” (12%), “Consulting” (6%), “Medicine / Pharmaceuticals” (5%) and “Production of raw materials” (5%). 5% of all directors and executives representing “Top Management” also boast a Ph.D. or Ph.D. Thus, we can say that this phenomenon is quite rare, and assume that the “crust” can be an advantage in employment. Candidates and doctors of science claim higher salaries (20-30% on average) than non-degree applicants. The highest expectations are presented by workers in the field of “Medicine / Pharmaceuticals”: candidates and doctors of medical sciences expect to receive there 54% more (1.5 times) than specialists without a degree. Public sector employees and representatives of the Arts/Entertainment/Mass Media sector do not have a significant difference in the claims of applicants with and without a degree (less than 1%). *in calculations, the experience of candidates was taken into account Most employers note that a degree is a plus in favor of the candidate. 22% of companies do not pay attention to its presence when considering a resume of a middle or top manager, and 36% when hiring a specialist. 17% of companies are ready to increase the estimated amount of compensation for an applicant representing top or middle management, if he has a degree. 14% of companies are ready to raise the salary limit for a candidate for the position of a specialist. In most cases, employers do not want to go beyond the salary range for this position (37% when hiring a specialist, and 30% when hiring middle/top management). In any case, about 20% of companies increase the salary of permanent employees who have become candidates or doctors of science. It is noteworthy that an academic degree has more weight in companies with up to 100 employees. Up to 10 employees From 10 to 100 employees From 101 to 500 employees From 501 to 1,000 employees More than 1,000 employees In most cases yes fourteen% 22% 13% eleven% 5% Not 32% 40% fifty% 46% 48% Up to 10 employees From 10 to 100 employees From 101 to 500 employees From 501 to 1,000 employees More than 1,000 employees Generally yes 29% 26% 9% four% eleven% Generally no 71% 74% 91% 96% 89% Every second degree helped to achieve significant results in work and career (52%). Thus, having received the degree of candidate or doctor of science, the chances of achieving significant success in the career of an employee are approximately 50 to 50. Approximately a quarter of all respondents with a degree noted that thanks to it they got a job in an attractive company (23%). One in five received a promotion, and 18% received a pay increase. Among other answers, the respondents noted greater respect for others around them, self-confidence, the opportunity to engage in teaching activities, etc. In addition to any significant results, a scientific degree has developed in employees useful qualities in work and life – the ability to bring things to the end, endurance, the ability to think, etc. Almost every second person acquired new knowledge (46%). Approximately 40% of respondents received moral satisfaction associated with professional implementation. Three quarters of all degree holders are proud of this fact. For a quarter of the respondents, the degree is not something special. 45% of those who do not have an academic degree thought about getting one, 5% are currently studying in graduate school, doctoral studies or are applicants, and 10% of those surveyed were unable to complete what they started. Approximately half of those who were unable to complete the task and receive a degree, noted that they did so due to a change in priorities. 13% realized that they could not afford it for financial reasons, and 12% considered the degree useless. Most of those who thought about a degree, but did not dare to study, were repelled by the high cost (32%) and the lack of free time (32%). 11% noted the futility of obtaining a degree. Interestingly, 55% of those who did not receive a degree believe that it could be useful to them. Prof. area Yes Not Early Career/Students 76% 24% Extraction of raw materials 71% 29% Lawyers 68% 32% Production 62% 38% Construction/Real Estate 62% 38% Banks/Investments/Leasing 62% 38% Sales 58% 42% Accounting/Management Accounting/Enterprise Finance 57% 43% Science/Education 55% 45% Tourism/Hotels/Restaurants 53% 47% Arts/Entertainment/Mass Media 53% 47% Car business 52% 48% Medicine/Pharmacy 52% 48% Marketing/Advertising/PR 51% 49% top management fifty% fifty% Safety fifty% fifty% Transport/Logistics fifty% fifty% Procurement 49% 51% Administrative staff 47% 53% Information technology/Internet/Telecom 46% 54% Human Resources/Trainings 45% 55% According to the majority of respondents, an academic degree would be useful primarily from the point of view of raising the educational level (60%). 41% believe that a Ph.D. or doctorate would have contributed to career advancement. 36% of respondents believe that having a degree will help them get a job in a more attractive company, and the same number believe that a degree will help them realize themselves professionally. Almost one in three (30%) is sure that the degree would allow them to receive a higher salary. Only a quarter of the respondents believe that a scientific degree indicates a greater competence of an employee in comparison with those who did not defend a doctoral or candidate diploma. Results of previous studies		Tweet
Media representatives, please contact Ivan Tyutyunji, PR Manager at HeadHunter: Tel.: 8 (495) 974-64-27 (ext. 12722), [email protected] . Representatives of companies on the conduct of paid research, please contact the commercial department of HeadHunter: 8 (495) 974-64-27, [email protected] . HeadHunter analyzes the largest base of resumes and vacancies in Runet, updated every second, and conducts surveys of the five million audience of the economically active population of Russia:		Liked the article? Tell your friends about it: Tweet Do I need a degree Source: hh.ru

Relocation of the Scientist-Chemist to Germany

The story of Nadezhda, a chemist who completed her postgraduate studies at a Moscow university, completed an internship at a German company and was later hired on a full-time basis.

My name is Nadezhda, I am a candidate of chemical sciences, I studied and defended in Moscow at the University of Chemistry and Technology. I have been in Germany for exactly one year. She came on the “blue card” as a chemical scientist.

I have long wanted to write an article about myself so that, based on my experience and the experience of my current German colleagues, I can tell what awaits a scientist / engineer in the field of chemistry in Germany.

I currently work at Procter & Gamble’s research center near Frankfurt am Main. I got here through an internship – in 2011, while still a graduate student, I came to the company for a three-month “bride-in”. They looked at me, I looked at them. Procter generally has a strong policy of recruiting foreign scientists, since the company’s products are sold in many countries, and not all have research centers (in the post-Soviet space, for example, there are no company research centers at all). This is how they try to collect international knowledge in some locations.

All students of the last courses of exact specialties with knowledge of English can take part in the selection for an internship. I can’t say how many people try, but few pass – I can judge by the small number of Russian-speaking researchers at my current job (not counting Russian Germans, but their immigration route was not on a work visa). At the time of my arrival, I had only the most basic knowledge of German. The work is done entirely in English. Information about the internship and how to get it can be found on the company’s website.

General observations about the life of scientists in Germany

The profession of a scientist or engineer is highly respected in Germany. Engineers, perhaps, are revered a little more, since salaries are more attractive in the industry than in fundamental science. Well, if you are a candidate of science, then you are generally cool! I believe that only thanks to the “Dr” sign in front of my last name, the owner of the apartment in which we now live preferred me to other applicants, and the German neighbors always greet and smile at a meeting.

In order to pursue a career in chemistry in Germany, a PhD is required. Sometimes only “doctors” are taken even to the very starting position. The chemical giant BASF set such a tone for the chemical industry at the end of the last century. Soon other major chemical and pharmaceutical companies began to look up to her. For such behavior, BASF has been repeatedly criticized by the public, and it seems even fined by the trade union, and now the company is trying to disown its notoriety, but the market situation is not changing much. Today, as twenty years ago, the opportunities for a non-degree graduate in the chemical market in Germany are very limited.

Life story: one of my German colleagues studied with her future husband at the university (chemistry), and after graduation she went to graduate school, and her husband decided that he could handle it without it. For three years after graduating from the university, he did not find any decent paid job in the chemical industry (he worked in some temporary positions, worked part-time at the university). His wife defended herself and started her career at Procter and Gamble, and he had to admit that he was wrong and return to graduate school. This summer, he completed his thesis and very quickly found a job as an innovation manager. He holds meetings, prepares estimates, negotiates, you don’t even have to go into the laboratory. Why was a degree needed for such a position? And this, by the way, was a mandatory requirement for potential candidates for the vacancy.

Among graduates without a PhD, if there is a vacancy for them, university graduates (Uni) are preferred to graduates of the School of Applied Sciences (Fachhochschule, FH). This is reflected, among other things, in salaries and in the speed of career growth. It is difficult to say whether this is due to the poorer quality of teaching at FH or simply the higher prestige of the universities.

The salary breakdown is something like this: a new employee with a PhD degree will receive 10-20% more than a similar newcomer to the same position without a degree after graduation; the salary of an FH graduate will be another 10-20% less.

All my German PhD colleagues complain that PhD studies were hard, they had to hang around in the laboratory for 14 hours a day, and this work was not paid enough. They were glad to defend themselves and leave the university for a “normal” job. Many of them saw business consulting as one of the career paths (which is surprising to me – after getting a Ph.D. to go to work in consulting? But I was told about this by several different colleagues of mine, so it may be very popular in Germany).

German pharmaceutical giants Bayer and Merck, which regularly supply chemist jobs to the labor market, have been cutting innovation spending and their research staff in recent years. The development of new drugs is lengthy and costly, and the profit from development does not always pay off. Generic drug manufacturers in India are on the alert and are hurting the profitability of companies.

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Diploma recognition

Anticipating questions about the recognition of my Ph.D. in Germany – all this passed without my participation. My move was prepared by an office specially hired by the company to resolve the problems of expats, I sent all the translations of documents to them. In a telephone conversation, one of the employees of this company mentioned something about anabin and the good rating of my university. Even if my diploma was officially confirmed, then all the information was transferred directly to the personnel department, I don’t have any confirmation papers in my hands. I am officially hired as a Doctor. The rating of my university is “H +”, the degree of candidate of sciences at my university according to the anabin database is equivalent to a PhD.

Comparison of German universities with Russian ones

Before that, I studied and worked only in Moscow, and I know quite well what is going on in key universities, the Russian Academy of Sciences and branch institutes. And although I have never been to any German university, from the stories of my current colleagues I can judge that the material and technical support of local students and graduate students is much better than in Russia. The teaching staff of Russian universities is thinning every year and the level of education is not even a third of what it was before the collapse of the Union. That high level of “Soviet/Russian” education, which most of the citizens of Russia are unreasonably proud of, is long gone. In a way, I regret that I did not dare to go to study in graduate school abroad, although such thoughts were already then. Not because everything went wrong with my dissertation in Moscow, I just think that “there” I would have done more for science, and I would have received more for myself. My advice to schoolchildren/students looking abroad: the “high” level of Russian education is not an argument.

02-12-2014, Hope

PhD in Chemistry – Free-Apply.com

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We found 17 universities and 17 PhD programs.

PhD level studies in Chemistry in Poland

What is a PhD in Chemistry?

A PhD in Chemistry is a student who puts effort and attention into fundamental research in the field of chemistry and is able to bring new ideas to this topic. Diploma degrees provide graduates with the opportunity to conduct thorough and independent research in a wide range of areas of biochemistry and protein science, as well as microbial enzymology and biotechnology.

What are the tasks of a PhD in Chemistry?

PhD students conduct independent research and publish articles, collaborate with experts in the field, and coordinate experimental designs. Doctoral students must be proficient in advancing, adjusting and performing analytical methods of chemistry, as well as presenting research results along with analysis.

Poland – Statistics by Educational Level Doctor of Philosophy in Chemistry

Free-Apply.com lists 17 PhD programs in Chemistry at 17 universities in Poland. There are also 39 universities with 39 Bachelor programs in Chemistry, 29 universities with 29 Master programs in Chemistry and 17 universities with 17 PhD programs in Chemistry.

Poland – Bachelor in Chemistry

Poland – Master in Chemistry

Poland – PhD in Chemistry

Poland – Where to study?

The most popular student cities in Poland.

Reasons to study in Poland

No. 24 in the world educational ranking

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No. 33 in the world ranking for ease of doing business

1. 31. UAE
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The largest cities offering PhD programs in Chemistry in Poland

Higher education statistics for the largest cities in Poland.

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Universities offering the most popular Chemistry programs in Poland in Chemistry

Poland, Lublin

Doctor of Philosophy • 1

Established in 1944, Uniwersytet Marii Curie-Sklodowskiej w Lublinie (Marie Curie-Sklodowska University) is a non-profit public higher education institution located in the small ci. ..

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~ 883 € / year

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Poland, Krakow

PhD • 1

Cracow University of Technology. Tadeusz Kosciuszko – a public university with a technical profile in Krakow . Is one of Polish technical universities.
According Webometric Ranki…

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~ 474 € / year

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Poland, Bydgoszcz

PhD • 1

The University has seven faculties. It is the largest university in the city and the other in the Kujawsko-Pomorskie region in terms of the number of professors , students and alum…

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~ 590 € / year

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Poland, Bialystok

PhD • 1

The University was established by the Act of June 19, 1997 as the thirteenth state university in Poland. It employs almost 800 academics, including almost 200 professors; students…

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~ 755 € / year

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Poland, Lodz

PhD • 1

University of Lodz – Polish institution created by decree of 24 May 1945 as a legacy heritage and tradition of operating in the interwar period in Lodz Institute of Teacher Trainin…

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~ 521 € / year

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15 laureates of the “Teacher of the Year of Russia” contest were named in Tyumen

A solemn ceremony of announcing the winners of the “Teacher of the Year of Russia” contest – 2022 is taking place in Tyumen’s gymnasium No. 16. 15 teachers will continue the struggle for victory.

Photo: press service of the Ministry of Education

The first round of the federal stage of the competition “Teacher of the Year” – 2022 has ended. This year, 88 teachers took part in the in-person stage of the professional competition: from each region of Russia, as well as from the LPR, DPR and a foreign school of the Ministry of Foreign Affairs RF.

Competitors passed two tests. The first of them was the “Lesson”, in which teachers had to demonstrate their professional competence in the field of preparing, conducting and analyzing a school lesson. The second was the “Educational Event”, which was supposed to show the teacher’s ability to conduct an extracurricular educational activity.

The ceremony of announcing the laureates began with a moment of silence in memory of the children, teachers and school staff who tragically died yesterday as a result of a shooting in Izhevsk.

Pyotr Polozhevets, Chairman of the Editorial Board of Uchitelskaya Gazeta, Executive Director of the Sberbank Charitable Foundation Contribution to the Future, delivered a welcoming speech.

Based on the results of the first round, the jury determined 15 laureates who will continue to fight for the title of “Teacher of the Year”. “Pyatnashka” will have to pass the tests of the second round: “Master class” and “Question to the teacher of the year”.

The first five were announced by Irina Dimova, the first deputy editor-in-chief of Uchitelskaya Gazeta. The second five were announced by Elena Yelshina, secretary-head of the public relations department of the apparatus of the All-Russian Trade Union of Education, chairman of the counting commission of the Teacher of the Year 2022 competition. The third five was announced by the Deputy Governor of the Tyumen Region Alexei Ryder.

Laureates of the All-Russian competition “Teacher of the Year of Russia” – 2022:

Aslan Zarifovich KASHEZHEV. Teacher of physics and astronomy of Lyceum №2. Nalchik, Kabardino-Balkarian Republic. 09/18/1980. Teaching experience 12 years.

Two red diplomas, almost a year of study at Cambridge, postgraduate studies, Ph.D. He says that he always dreamed of being a teacher, and at school he can be most useful to society. Moreover, there are really problems with teachers, especially exact and natural sciences, in recent years. Money for him is not the main goal in life. That’s how my parents brought me up – by their own example, they are also physics teachers, like my older sister.

Aslan Zarifovich says that he works in a team that he knows and respects, he himself studied at Lyceum No. 2. So it’s easy for him. However, there is probably no such difficulties with which he would not have coped. There are general rules for children: in the lesson, the student must work, and homework must be done. But the teacher evaluates the work of students according to the abilities of each. He asks more from honors students than from threes. And for children from classes where physics, mathematics, computer science are specialized, the requirements are much higher than for the humanities.

Despite all his regalia, Kashezhev continues to study enthusiastically and conscientiously. He hopes that someday success and education will go in tandem in our country.

Yuri Sergeevich DOLGIKH. Teacher of history and social studies at gymnasium No. 19. Kurgan, Kurgan region. 12/31/1991. Teaching experience 6 years.

The most difficult thing for Yury Sergeyevich is work for the future. After all, the values ​​that he lays in his students will manifest themselves only years later. That is why he understands that he has no right to make a mistake, it will not be possible to correct it, because we are talking about the future fate of each student, and therefore of society and even the country as a whole. He often recalls the words of Winston Churchill: “School teachers have the power that prime ministers can only dream of.” But in his understanding, the power of a teacher is not the power of a person over a person, it is a power over the future of society.

He tries to instill in his students what he values ​​most in people – honesty and the desire for self-education. Despite the fact that he teaches humanitarian subjects, he is fond of programming and chess. He works out a game-theoretic approach to his lessons in history, social science and economics, since it is based on mathematical modeling of situations. Games, according to him, help not only to understand why people, firms and states make this or that choice, but also to explain how seemingly rational actions lead to an arms race, recidivism of crimes, and inaction in the life of the country. He sees his mission not only in the transfer of knowledge and the formation of values, but also instilling adaptive skills in children so that they are ready for the future.

Ilsur Rustamovich ZIGANSHIN. Teacher of social science at boarding school No. 2. Kazan, Republic of Tatarstan. 02.02.1989. Teaching experience 11 years.

Candidate of legal sciences Ilsur Ziganshin did not plan to work at school in his youth. As a student at the Kazan National Research Technical University, he successfully participated in student Olympiads in jurisprudence. In his native school, having learned about the student achievements of his graduate, they invited him to prepare high school students for Olympiads in social science. Ilsur Rustamovich passed the first pedagogical test easily and on the rise. It is recognized that working with children, and even in a very interesting and professional team, was very exciting. And he made a choice in favor of the school.

Today, in his busy schedule, he finds time to play football with his students and go to theaters and museums together. With the guys, Ilsur Rustamovich created a reading club in which everyone has the opportunity to express their point of view on the works of great writers. “For me, the main thing,” the teacher says, “is that the student has his own point of view, which he can reasonably substantiate.” Together with the children, Ilsur Rustamovich leads an educational group on the VKontakte social network, where everyone can receive the necessary knowledge and relevant information to prepare for the Olympiads.

Sergey Valerievich GORYUSHKIN. Biology teacher at school No. 75. Ryazan, Ryazan region. May 6, 1988. Teaching experience 11 years.

Sergei Valeryevich Goryushkin does not consider himself a magician, but says that he simply does his job and does it well. He enjoys running, grows houseplants. “Next to the students you do not grow old, and their successes are perceived as your own. It is very interesting to participate in the formation of new personalities. Trust and hope in the eyes of students is the highest reward for work. It seems to me that it is important to say that people representing different professions, including the teaching profession, despite various difficulties, the risk of professional burnout, lack of time, should always have the desire and opportunity to do what will bring to life. pleasure, joy, harmony. Then the person and the teacher will be interesting not only to himself and close people, but also to his students, ”the teacher says, specifying that for a very long time he could not distinguish a cactus from a tulip.

Akhmed Ibragimovich LAMARKAEV. Teacher of the Russian language and literature of the mathematical school No. 1 named after Kh.I. Ibragimov. Grozny, Chechen Republic. 12/25/1993. Teaching experience 7 years.

His motto is like a mini-novel: “In order to live honestly, you have to tear, get confused, fight, make mistakes, start and quit and start again… and always fight and lose. And peace is spiritual meanness!” It has expression and sincerity. And the desire to burn for others. He spied this feature in the image of the main character of V. Rasputin’s “French Lessons”. We can say that the story influenced the choice of the life path of Ahmed Ibrahimovic. When he entered the Chechen State Pedagogical University, he already saw himself as a compassionate person, ready, like a candle, to light the way for others. Ahmed Ibrahimovic still recalls the emotions experienced in the first days of work at school – joy and fear. Finally, he is where he always wanted to be, and it’s scary, because he is afraid to let him down, not to have time to lend a helping hand to someone who needs it! This awareness of the correctness of the choice helps him prepare for each lesson as if it were the first.

Yulia Viktorovna BAKHMUTSKA. Teacher of history and social studies at secondary school 83. Makeevka, Donetsk People’s Republic. 05/21/1983. Teaching experience 16 years.

“Eternally invent, try, improve and improve – this is the only course of a teacher’s life” – this is the winged saying of the founder of pedagogical science in Russia, Konstantin Dmitrievich Ushinsky, Yulia Viktorovna chose as the motto of her life. The main values ​​- respect for children, justice, goodwill, openness, responsibility – the teacher shares with colleagues and students. Yulia Viktorovna graduated from Donetsk National University, where she decided on her future calling. The mission of the teacher, Bakhmutskaya believes, is to discover and develop in each child something that will help him become a self-sufficient and successful person, a worthy citizen in the future. That is why it is not by chance that she was entrusted not only with teaching specialized subjects, but also with class leadership in the 7th grade.

Gennady Vladimirovich STARUNOV. Teacher of life safety at the School in the South-East named after Marshal V.I. Chuikov. Moscow. 07/18/1986. Teaching experience 8 years.

From the first days of work at the school, Gennady Vladimirovich realized that the trust of children can be earned only if you teach them what you can and do yourself. Today he is a certified lifeguard, psychologist, first aid instructor, youth tourism and water rescue instructor. And volunteering in the volunteer search and rescue squad “SpasReserve” gives him the moral right to talk with children about the importance of the subject “Fundamentals of Life Safety”. Each of his lessons is maximally practice-oriented. For students, he offers unimagined tasks from professional rescuers or people who find themselves in a dangerous situation. This approach gives a result: on the account of students – not only victories in competitions and olympiads, but also saved lives. Starunov created the online community “Feast of Practitioners” dedicated to life safety issues. During the year, his blog brought together more than 40,000 people, and the number of views exceeded 2 million. This year, Starunov was awarded the medal “Volunteer of the City of Moscow.”

Evgenia Sergeevna MAKAROVA. Russian Language and Literature Teacher at the Tavla Education Center, Secondary School No. 17. Saransk, Republic of Mordovia. 06/3/1987. Teaching experience 13 years.

“What kind of teacher am I?” – Evgenia Sergeevna often asks herself this question. She is also interested in knowing the students’ answer to it. “Alive,” some say. “Creative, strict, interesting,” others answer. And the teacher herself, by and large, wants her every lesson to awaken a thought, to be remembered by the children.

“What do you see on the screen?” – she can puzzle the students at the beginning of the lesson.

“A child under an umbrella,” is the immediate answer.

“What if it’s a metaphor?” asks the teacher.

A few minutes of intense creative work is invaluable time. And here they are, precious revelations: “This is the concern of parents”, “An umbrella is a house that shelters from all hardships”, “This is a carefree childhood, where there is no place for the blows of life yet.”

Children themselves will deduce the topic of the lesson, make it easy and interesting. In general, a very important word is “interesting”. Interesting – and the lesson will pass easily and fruitfully. Interesting – and everything will be remembered without cramming.

Social networks, individual educational routes, “road maps” in learning are important methodological tools for teachers. Evgenia Sergeevna sees the prospect of education in its integration, metasubjectivity, and individualization. I am sure that all this is a progressive step in pedagogy, because we become closer to the student. Humanity, attention to the personality of the student, respectful and warm relationships – something that will definitely bear fruit. She wants to be a good friend and mentor for children. An important person in their life.

Andrey Alexandrovich KOLOUKHOV. English teacher of school No. 1. Abakan, Republic of Khakassia. 03/20/1990. Teaching experience 7 years.

Andrei Alexandrovich teaches English and French at school No. 1 of Abakan, and is also a school dad for his fifth graders. “Working in an educational organization allows me to realize my creative potential. When I plan my classes, I feel like a writer who carefully thinks through the plot of his work. Since each lesson should arouse the interest of students, the main thing, I am sure, is to keep it, like an exciting story that keeps the reader in suspense from beginning to end, ”says Andrey Aleksandrovich about the vision of his work. An example in the profession for a teacher was the image of a male teacher, created by Vyacheslav Vasilyevich Tikhonov in the film “We’ll Live Until Monday.” This is a man, Andrey Koloukhov is sure, who knows his subject and loves his students. “At school, you need not only to captivate your subject, but also to educate the wards, to make them not only experts, but also people,” the teacher is sure.

Veronika Sergeevna MUSHKARINA. Academic English teacher Lyceum No. 95. Chelyabinsk. 01/27/1990. Pedagogical experience 9 years.

Veronika Sergeevna is a multi-talented and bright person. These are the kind of teachers that today’s schools need. To be an example, to inspire and guide – all this succeeds Mushkarina. Fluency in English, playing the guitar and cello, a long-standing passion for ballroom dancing, horseback riding, cycling, regular visits to the gym and fitness classes – any lady will envy such an exquisite set of skills. She also knows how to bake such cakes that it is impossible to distinguish them from the products sold in pastry shops. For Veronika Sergeevna, changing the type of activity is a great way to relax. Well, and along the way to increase the prestige of the profession. Her achievements in teaching have been confirmed by numerous awards at the regional and federal levels, and her participation in the jury of the All-Russian competition “Pedagogical Debut” in 2018 is also in the treasury of achievements.

Ekaterina Alexandrovna SHCHERBAKOV. Mathematics teacher at Gymnasium No. 23 named after Hero of the Soviet Union Nikolai Zhugan. Krasnodar, Krasnodar Territory. 09/01/1989. Teaching experience 4 years.

Love for the exact sciences, the desire to discover, learn and create in Ekaterina Alexandrovna’s blood, she spent her childhood next to her grandfather, a professor at the Obninsk Institute of Atomic Energy, who worked on solving the Cauchy problem, one of the main ones in the theory of differential equations. And she chose the profession herself: not only is Catherine a hereditary teacher, but also her birthday is September 1! She is fluent in English, actively using the integration of sciences: she speaks about mathematics in a foreign language and introduces terms in two languages. In her opinion, these subjects complement each other, helping to find a common language between lovers of the exact sciences and the humanities, to whom she wants to show the beauty of mathematics. It introduces gaming technologies into the educational process, it also helps to speak with children in a language that is more understandable to them, pushing them to search for new solutions, creativity and experiments.

Shcherbakova sees the teacher’s mission not so much in teaching children the subject, but in helping them, being a guide on the path of growing up and becoming. He considers the child, teacher and parent as one team, because they have one goal – to raise a happy, harmoniously developed personality. But the captain of the team is still a teacher, he must be not only knowledgeable and enthusiastic, but also decent, humane, able to create a psychologically comfortable environment for children. Her pedagogical credo: “Educate yourself, not children, children will still be like you.” Therefore, her students have no doubt that movement is life: Ekaterina Shcherbakova, among other things, is an instructor in the Zumba Fitness program.

Dmitry Vladimirovich LUTOVINOV. Teacher of history, social studies, MHK school No. 16. Orekhovo-Zuyevo, Moscow region. 04/05/1990. Pedagogical experience 9 years.

Dmitry Vladimirovich was shown the path to pedagogy… no, no, not stars, but family. His grandmother devoted her whole life to school, working as a teacher and then director. In the family of Dmitry Vladimirovich, they were always interested in art, science, they read a lot. Parents, grandparents from early childhood not only told the boy about the world around him, but also introduced him to history. Dmitry Vladimirovich believes that this is why he awakened an interest in various fields of knowledge, which later strengthened at school. After graduating from the Moscow State Regional Humanitarian Institute, he returned to his school and for almost 10 years he has been trying to show his students how amazing the world of knowledge, science and art is.

Timur Abduvarisovich ARTYKOV. Chemistry teacher at the Governor’s Lyceum No. 101. Ulyanovsk, Ulyanovsk region. 11/11/1978. Teaching experience 21 years.

Chemistry for Timur Abduvarisovich is not a random choice. This is the love of childhood, which only intensified thanks to the teachers of the Ulyanovsk State Pedagogical University named after I.N. Ulyanov. Therefore, lessons are a joy for him, and the success of students in the subject, even small ones, is a charge for work and development. He prides himself on serving children by helping them become individuals, make career choices, and acquire important life skills.

Throughout his professional career, he has been looking for the golden mean. It is needed, according to Timur Abduvarisovich, for mutual understanding with children and parents: where is the line between professional ethics and friendly relations? He considers it his task to create conditions for each of his students to develop harmoniously. It is no coincidence that he chose the words of the great Russian historian and teacher Vasily Klyuchevsky as his motto: “To be a good teacher, you need to love what you teach and those you teach.” PhD in Education Timur Artykov is sure that in order to become a true professional, you need to study throughout your life, gaining new knowledge and developing personal potential. “Teacher of the Year” of the Ulyanovsk region is not the first victory of Artykov. In November 2021, he became the winner of the I All-Russian Professional Olympiad for teachers of natural sciences “DNA of Science” in the direction of “Chemistry”.

Zilfira Rafitovna BATYROVA. English teacher of the gymnasium No. 1. Noyabrsk, Yamalo-Nenets Autonomous Okrug. 11/25/1987. Teaching experience 10 years.

Zilfira Rafitovna is a non-standard person. If others avoid everything difficult, then for her the more difficult the task, the more interesting. She considers pedagogy an art that can transform the environment, make the world a better place, as well as volunteering, which occupies an important place in her life. Zilfira Rafitovna generously shares her spiritual energy. She has no passing lessons. She tries to plan classes in such a way that students remember them for a long time, and she is not afraid of mistakes, because she knows how to turn them into points of growth.

Batyrova sees her main pedagogical task in revealing the individuality in the child. And of course, to help everyone fall in love with the English language, not be afraid to speak it. To do this, she created and moderates a telegram channel in which students share interesting news, emotions and events in English. Zilfira Rafitovna dreams that the bright memories of the years spent at school would support her students throughout their lives.

Artem Ravilevich MALININ. Teacher of history and social studies at the Udmurt State National Gymnasium named after Kuzebay Gerd. Izhevsk, Udmurt Republic. 01/13/1992. Pedagogical experience 9 years.

Being a teacher means being in demand, Artem Malinin is convinced. And he confirms this conviction with deeds, doing other projects in addition to working at school. He works as a presenter on the republican radio “My Udmurtia” and on the first Udmurt Internet channel “Daur TV”. In addition, Artem Ravilievich is one of the founders of the Kuara (Voice) resource center. Here, as a project manager, presenter and interviewer, he participates in the process of creating high-quality video content. One of such significant projects is “Udmurt Language Video Courses”, which helps every inhabitant of the republic to take the first steps in learning their native language. Not only to get acquainted with the pronunciation and spelling of words, with their translation, but also to learn the features of the languages ​​​​of the Finno-Ugric group and the Russian language, to find out interesting historical aspects and interesting plots of the history and culture of the Udmurts.

The history teacher believes that the students, seeing his active life position, will also strive to find themselves in an interesting business that benefits society.

Publishing house “Teacher’s newspaper” – co-founder of the competition “Teacher of the Year in Russia”. The initiator of the creation of the competition is “Teacher’s newspaper”. In June 1989, the publication invited readers to discuss the idea of ​​holding a professional competition for teachers. And already in December, the Regulations on the competition were approved.