AGRICULTURAL / FOOD SCIENCE TECHNICIAN

Agricultural and food science technicians set up, operate and maintain laboratory instruments and test kitchen equipment, monitor experiments, make observations, calculate and record results, and often develop conclusions. Those who work in production monitor manufacturing processes and may be involved in quality control, testing products for proper proportions of ingredients and purity.

Agricultural and food science technicians work under a wide variety of conditions. Most work in laboratories or test kitchens and have regular hours. Some occasionally work irregular hours to monitor experiments that can't be completed during regular working hours. Production technicians often work in 8-hour shifts around the clock.

Persons interested in careers as science technicians should take as many high school science and math courses as possible. Science courses taken beyond high school, in an associate's or bachelor's program, should be laboratory oriented, with an emphasis on "bench" skills. Because computers and computer-interfaced equipment are often used in research and development laboratories, technicians should have strong computer skills. Communication skills are also important; technicians are often required to report their findings both verbally and in writing. Technicians should also be able to work well with others because teamwork is common.

There are several ways to qualify for a job as a science technician. Most employers prefer applicants who have at least 2 years of specialized training or an associate degree in applied science or science related technology. Because employer's preferences vary, however, many science technicians may actually have a bachelor's degree in chemistry or biology, or have taken several science and math courses at 4-year colleges.

Many technical and community colleges offer associate degrees in a specific technology or a more general education in science and mathematics. A number of 2-year associate degree programs are designed to provide easy transfer to a 4-year college or university if desired. Technical institutes generally offer technician training, but provide less theory and general education than technical or community colleges. The length of programs at technical institutes varies, although 1-year certificate programs and 2-year associate degree programs are common. Some schools offer cooperative-education or internship programs, allowing students the opportunity to work at a local company or other workplace while attending classes in alternate terms. Participation in such programs can significantly enhance a student's employment prospects.

Prospective agricultural and food science technicians may acquire good career preparation through 2-year formal training programs that combine the teaching of scientific principles and theory with practical hands-on application in a laboratory setting with up-to-date equipment. Graduates of 4-year bachelor's degree programs in science who have considerable experience in laboratory-based courses, have completed internships, or held summer jobs in laboratories, are also well-qualified for food science technician positions and are preferred by some employers. However, those with a bachelor's degree who accept technician jobs generally cannot find employment that utilizes their advanced academic education.

Science technicians usually begin work as trainees in routine positions under the direct supervision of a scientist or a more experienced technician. Job candidates whose training or educational background encompasses extensive hands-on experience with a variety of laboratory equipment, including computers and related equipment, usually require a much shorter period of on-the-job training. As they gain experience, technicians take on more responsibility and carry out assignments under only general supervision, and some eventually become supervisors. Many earn advanced degrees and become agricultural or food scientists.

Median annual earnings of science technicians were about $27,000 in 1996; the middle 50 percent earned between $19,800 and $37,100. Ten percent earned less than $15,500, and 10 percent earned over $49,500. Median annual earnings were about $31,100 for chemical technicians and about $25,200 for biological technicians in 1996.

In the Federal Government in 1997, science technicians started at $15,500, $17,400, or $19,500, depending on education and experience. Beginning salaries were slightly higher in selected areas of the country where the prevailing local pay level was higher. The average annual salary for biological science technicians in nonsupervisory, supervisory, and managerial positions employed by the Federal Government in early 1997 was $28,500.

Science technicians held about 228,000 jobs in 1996. Over 35 percent worked in manufacturing, mostly in the chemical industry, but also in the food processing industry. About 16 percent worked in education services and another 15 percent worked in research and testing services. In 1996, the Federal Government employed about 16,000 science technicians, mostly in the Departments of Defense, Agriculture and Interior.

Employment of science technicians is expected to increase about as fast as the national average for all occupations through the year 2006. Continued growth of scientific and medical research, and development and the production of technical products should stimulate demand for science technicians in all areas. In particular, the growing number of agricultural and medicinal products developed using biotechnology techniques will increase the need for biological technicians.

Job opportunities are expected to be very good for qualified graduates of science technician training programs or applied science technology programs who are well-trained on equipment used in industrial and government laboratories and production facilities. As the instrumentation and techniques used in industrial research, development, and production become more complex, employers are seeking well trained individuals with highly developed technical and communication skills. In addition to opportunities created by growth, many job openings should arise from the need to replace technicians who retire or leave the labor force for other reasons.