Challenges
Datasets
Workspaces
Papers
Discussions
Leaderboard
Log inSign up
Challenges
Datasets
Workspaces
Papers
Discussions
Leaderboard
Blog
Job Board
Q3AS

© 2026 Aqora Quantum S.A.S.

TermsPrivacyLegal Notice

arXiv:2112.15171 · Physics Education

Piloting a full-year, optics-based high school course on quantum computing

Joel A Walsh, Mic Fenech, Derrick L Tucker, Catherine Riegle‐Crumb, Brian R. La Cour

Published Dec 29, 2021• 29 citations
arXivHTMLPDF

Abstract

Quantum computing was once regarded as a mere theoretical possibility, but recent advances in engineering and materials science have brought practical quantum computers closer to reality. Currently, representatives from industry, academia, and governments across the world are working to build the educational structures needed to produce the quantum workforce of the future. Less attention has been paid to growing quantum computing capacity at the high school level. This article details work at The University of Texas at Austin to develop and pilot the first full-year high school quantum computing class. Over the course of two years, researchers and practitioners involved with the project learned several pedagogical and practical lessons that can be helpful for quantum computing course design and implementation at the secondary level. In particular, we find that the use of classical optics provides a clear and accessible avenue for representing quantum states and gate operators and facilitates both learning and the transfer of knowledge to other Science, Technology, and Engineering (STEM) skills. Furthermore, students found that exploring quantum optical phenomena prior to the introduction of mathematical models helped in the understanding and mastery of the material.

DOI
10.1088/1361-6552/ac3dc2

Related papers

Leveraging Dual Enrollment Programs to Expand Secondary Education in Quantum Computation

Derrick L Tucker

As practical quantum computers near fruition and the market for quantum technologies rapidly expands, there is a growing need for a quantum workforce prepared to carry quantum computation into the mainstream. Once primarily the domain of researchers and theoreticians, there has been a steady expansion of quantum information science into undergraduate coursework to build the requisite expertise in optics, computer science, engineering, and materials science that will be needed in the quantum industries of the near future. In order to better prepare students for post-secondary quantum coursework, it is important to scale up quantum education at the secondary level. This article details the work done at The University of Texas at Austin to pilot the first full-year high school course in optics-based quantum computing and to transition the course to a dual-enrollment model under the OnRamps distance education umbrella at The University of Texas at Austin in which college-aligned content is delivered to high schools across the state. Within this program, we are laying the groundwork for reaching a greater number of underrepresented students and improving participation in STEM fields through a unique combination of innovative pedagogy, technological-enhancement, and continuing professional development to deepen the expertise of high school teachers that deliver quantum computing coursework.

IEEE International Conference on Quantum Computing and Engineering (QCE)•Sep 17, 2023•6 citations

Introducing Quantum Computing to High-School Curricula: A Global Perspective

Maria Gragera Garces, Luis Gómez Orzechowski, Hernández, Juan Francisco Rodríguez

Quantum computing is an emerging field with growing implications across science and industry, making early educational exposure increasingly important. This paper examines how quantum computing concepts can be introduced into high-school STEM curricula within existing structures to enhance foundational learning in mathematics, computer science, and physics. We outline a modular integration strategy introducing key quantum ideas into standard courses, leveraging open-source educational resources to ensure global accessibility. Emphasis is placed on educational opportunity and equity: the approach is designed to be inclusive and to bridge current curricular gaps so that students worldwide can develop basic quantum literacy. Our analysis demonstrates that integrating quantum topics at the secondary level is feasible and can enrich STEM learning.

arXiv:2505.14809•May 20, 2025•3 citations

Work‐in‐Progress: Undergraduate Courses in Quantum Computing: A Proposal based on our Experience Building a Python-based Quantum Computer Simulator

David H. K. Hoe, David Binkley, Mary L. Lowe

There is a growing need for scientists and engineers with Quantum Information Science and Technology (QIST) skills.To address this need for 'quantum aware' graduates we describe a two-course sequence in quantum computing suitable for undergraduate students studying electrical engineering, physics, and computer science.Our approach is unique in that it aims to take full advantage of the diverse backgrounds of second and third year undergraduate students from these three STEM disciplines.Students will work in interdisciplinary teams to (1) understand the physics and the computational theory relevant to quantum computing, (2) develop computer code that simulates a quantum computer, (3) understand the relevance and importance of existing quantum computing algorithms, and (4) appreciate the need for future research in quantum computing.Our approach is informed in part by our experience working with a pair of undergraduate students this past summer on the development of a Python-based quantum computer simulator.This experience showed that building a simulator was an effective way to teach the theory underlying quantum computing.Building a simulator also provides an excellent foundation upon which to explore student-accessible research projects in quantum computing, which is a high-impact educational practice.

ASEE Annual Conference & Exposition•Feb 6, 2024•0 citations

Teaching Quantum Computing through a Practical Software-driven Approach

Mariia Mykhailova, Krysta M. Svore

Quantum computing harnesses quantum laws of nature to enable new types of algorithms, not efficiently possible on traditional computers, that may lead to breakthroughs in crucial areas like materials science and chemistry. There is rapidly growing demand for a quantum workforce educated in the basics of quantum computing, in particular in quantum programming. However, there are few offerings for non-specialists and little information on best practices for training computer science and engineering students. In this report we describe our experience teaching an undergraduate course on quantum computing using a practical, software-driven approach. We centered our course around teaching quantum algorithms through hands-on programming, reducing the significance of traditional written assignments and relying instead on self-paced programming exercises ("Quantum Katas''), a variety of programming assignments, and a final project. We observed that the programming sections of the course helped students internalize theoretical material presented during the lectures. In the survey results, students indicated that the programming exercises and the final project contributed the most to their learning process. We describe the motivation for centering the course around quantum programming, discuss major artifacts used in this course, and present our lessons learned and best practices for a future improved course offering. We hope that our experience will help guide instructors who want to adopt a practical approach to teaching quantum computing and will enable more undergraduate programs to offer quantum programming as an elective.

arXiv:2010.07729•ACM Technical Symposium on Computer Science Education (SIGCSE)•Feb 25, 2020•45 citations

From research to resources: assessing student understanding and skills in quantum computing

Beth Ann Thacker, Jianlan Wang, Yuanlin Zhang +3 more

Abstract The revolutionary new field of quantum computing (QC) continues to gain attention in industry, academia, and government in both research and education. At educational institutions, there is a proliferation of introductory courses at various academic levels signaling a growing interest and recognition of the significance of this field. A crucial and often overlooked aspect is the development of research-based materials and pedagogical approaches to effectively teach the complexities of QC to diverse cohorts of learners across multiple disciplines. There is a great need for empirical investigations of the effectiveness of learning materials and pedagogical approaches in this new interdisciplinary field. We present an empirical investigation done at an R1 institution using the multiple case study method. We compare a case study on students in an introductory QC course without research-based mini-tutorials to a study of students taking the QC course with research-based mini-tutorials. We compare the strengths and difficulties of students in the two courses, discuss the general strengths and difficulties of students across both courses, postulate the effectiveness of the mini-tutorials and discuss how they can be revised. Strengths across both classes include the ability to apply single-qubit and two-qubit gates, favoring application of Dirac notation, and a reasonable understanding of normalization, probability and teleportation described qualitatively. Difficulties across both classes included use of matrix representation, use of rotation gates, and an ability to recall and analyze quantitatively a circuit representing teleportation. We postulate that the mini-tutorials on gates, normalization, probability and a qualitative description of teleportation may have been effective in increasing students’ understanding of the concepts. We also identify mini-tutorials that may need revision.

arXiv:2507.09656•European Journal of Physics•Nov 19, 2025•0 citations

Quantum Computing for the Faint of Heart

Noah A. Davis, Brian R. La Cour

The quantum computing curriculum developed in the Freshman Research Initiative at The University of Texas at Austin caters to students who have not yet studied advanced math and science. We lower the barrier to entry by simplifying notation and teaching through application of the concepts, only covering math methods as they become necessary. Physical motivation and simulation connect with students, and embedded examples and practice problems help cement their understanding. Through learning to program in Python and completing creative technical projects, students gain valuable, transferable skills while exploring quantum information and computing.

IEEE International Conference on Quantum Computing and Engineering (QCE)•Sep 1, 2022•5 citations
Quantum computing was once regarded as a mere theoretical possibility, but recent advances in engineering and materials science have brought practical quantum computers closer to reality. Currently, representatives from industry, academia, and governments across the world are working to build the educational structures needed to produce the quantum workforce of the future. Less attention has been paid to growing quantum computing capacity at the high school level. This article details work at The University of Texas at Austin to develop and pilot the first full-year high school quantum computing class. Over the course of two years, researchers and practitioners involved with the project learned several pedagogical and practical lessons that can be helpful for quantum computing course design and implementation at the secondary level. In particular, we find that the use of classical optics provides a clear and accessible avenue for representing quantum states and gate operators and facilitates both learning and the transfer of knowledge to other Science, Technology, and Engineering (STEM) skills. Furthermore, students found that exploring quantum optical phenomena prior to the introduction of mathematical models helped in the understanding and mastery of the material.
As practical quantum computers near fruition and the market for quantum technologies rapidly expands, there is a growing need for a quantum workforce prepared to carry quantum computation into the mainstream. Once primarily the domain of researchers and theoreticians, there has been a steady expansion of quantum information science into undergraduate coursework to build the requisite expertise in optics, computer science, engineering, and materials science that will be needed in the quantum industries of the near future. In order to better prepare students for post-secondary quantum coursework, it is important to scale up quantum education at the secondary level. This article details the work done at The University of Texas at Austin to pilot the first full-year high school course in optics-based quantum computing and to transition the course to a dual-enrollment model under the OnRamps distance education umbrella at The University of Texas at Austin in which college-aligned content is delivered to high schools across the state. Within this program, we are laying the groundwork for reaching a greater number of underrepresented students and improving participation in STEM fields through a unique combination of innovative pedagogy, technological-enhancement, and continuing professional development to deepen the expertise of high school teachers that deliver quantum computing coursework.
Quantum computing is an emerging field with growing implications across science and industry, making early educational exposure increasingly important. This paper examines how quantum computing concepts can be introduced into high-school STEM curricula within existing structures to enhance foundational learning in mathematics, computer science, and physics. We outline a modular integration strategy introducing key quantum ideas into standard courses, leveraging open-source educational resources to ensure global accessibility. Emphasis is placed on educational opportunity and equity: the approach is designed to be inclusive and to bridge current curricular gaps so that students worldwide can develop basic quantum literacy. Our analysis demonstrates that integrating quantum topics at the secondary level is feasible and can enrich STEM learning.
There is a growing need for scientists and engineers with Quantum Information Science and Technology (QIST) skills.To address this need for 'quantum aware' graduates we describe a two-course sequence in quantum computing suitable for undergraduate students studying electrical engineering, physics, and computer science.Our approach is unique in that it aims to take full advantage of the diverse backgrounds of second and third year undergraduate students from these three STEM disciplines.Students will work in interdisciplinary teams to (1) understand the physics and the computational theory relevant to quantum computing, (2) develop computer code that simulates a quantum computer, (3) understand the relevance and importance of existing quantum computing algorithms, and (4) appreciate the need for future research in quantum computing.Our approach is informed in part by our experience working with a pair of undergraduate students this past summer on the development of a Python-based quantum computer simulator.This experience showed that building a simulator was an effective way to teach the theory underlying quantum computing.Building a simulator also provides an excellent foundation upon which to explore student-accessible research projects in quantum computing, which is a high-impact educational practice.
Quantum computing harnesses quantum laws of nature to enable new types of algorithms, not efficiently possible on traditional computers, that may lead to breakthroughs in crucial areas like materials science and chemistry. There is rapidly growing demand for a quantum workforce educated in the basics of quantum computing, in particular in quantum programming. However, there are few offerings for non-specialists and little information on best practices for training computer science and engineering students. In this report we describe our experience teaching an undergraduate course on quantum computing using a practical, software-driven approach. We centered our course around teaching quantum algorithms through hands-on programming, reducing the significance of traditional written assignments and relying instead on self-paced programming exercises ("Quantum Katas''), a variety of programming assignments, and a final project. We observed that the programming sections of the course helped students internalize theoretical material presented during the lectures. In the survey results, students indicated that the programming exercises and the final project contributed the most to their learning process. We describe the motivation for centering the course around quantum programming, discuss major artifacts used in this course, and present our lessons learned and best practices for a future improved course offering. We hope that our experience will help guide instructors who want to adopt a practical approach to teaching quantum computing and will enable more undergraduate programs to offer quantum programming as an elective.
Abstract The revolutionary new field of quantum computing (QC) continues to gain attention in industry, academia, and government in both research and education. At educational institutions, there is a proliferation of introductory courses at various academic levels signaling a growing interest and recognition of the significance of this field. A crucial and often overlooked aspect is the development of research-based materials and pedagogical approaches to effectively teach the complexities of QC to diverse cohorts of learners across multiple disciplines. There is a great need for empirical investigations of the effectiveness of learning materials and pedagogical approaches in this new interdisciplinary field. We present an empirical investigation done at an R1 institution using the multiple case study method. We compare a case study on students in an introductory QC course without research-based mini-tutorials to a study of students taking the QC course with research-based mini-tutorials. We compare the strengths and difficulties of students in the two courses, discuss the general strengths and difficulties of students across both courses, postulate the effectiveness of the mini-tutorials and discuss how they can be revised. Strengths across both classes include the ability to apply single-qubit and two-qubit gates, favoring application of Dirac notation, and a reasonable understanding of normalization, probability and teleportation described qualitatively. Difficulties across both classes included use of matrix representation, use of rotation gates, and an ability to recall and analyze quantitatively a circuit representing teleportation. We postulate that the mini-tutorials on gates, normalization, probability and a qualitative description of teleportation may have been effective in increasing students’ understanding of the concepts. We also identify mini-tutorials that may need revision.
The quantum computing curriculum developed in the Freshman Research Initiative at The University of Texas at Austin caters to students who have not yet studied advanced math and science. We lower the barrier to entry by simplifying notation and teaching through application of the concepts, only covering math methods as they become necessary. Physical motivation and simulation connect with students, and embedded examples and practice problems help cement their understanding. Through learning to program in Python and completing creative technical projects, students gain valuable, transferable skills while exploring quantum information and computing.