Preparing students for the quantum information revolution: interdisciplinary teaching, curriculum development, and advising in quantum information science and engineering
Abstract As the field of quantum information science and engineering (QISE) continues its rapid growth, there are increasing concerns about the workforce demands and the necessity of preparing students for quantum-related careers. Given the interdisciplinary nature of the field, it is necessary to offer diverse educational opportunities to ensure that students are well-prepared for careers emerging from the second quantum revolution. In this paper, we present our findings from a qualitative study involving semi-structured interviews with university QISE educators, who have taken on the challenges and opportunities in developing QISE courses and curricula for undergraduate and graduate students from different academic backgrounds. Our findings focus on common themes across undergraduate and graduate QISE education, as well as advising and mentoring students to prepare them for research in the field. The interviewees discussed the various strategies they had implemented, such as incorporating hands-on lab activities, integration of Python coding with Qiskit, and including project-based learning experiences. Furthermore, their reflections on mentorship and advising students emphasized the importance of recognizing students’ prior preparation, providing targeted resources, and supportive learning environments. Our findings are meant to provide guidance for educators looking to implement effective QISE educational strategies that address the changing landscape of quantum information revolution.
Abstract As the field of quantum information science and engineering (QISE) continues its rapid growth, there are increasing concerns about the workforce demands and the necessity of preparing students for quantum-related careers. Given the interdisciplinary nature of the field, it is necessary to offer diverse educational opportunities to ensure that students are well-prepared for careers emerging from the second quantum revolution. In this paper, we present our findings from a qualitative study involving semi-structured interviews with university QISE educators, who have taken on the challenges and opportunities in developing QISE courses and curricula for undergraduate and graduate students from different academic backgrounds. Our findings focus on common themes across undergraduate and graduate QISE education, as well as advising and mentoring students to prepare them for research in the field. The interviewees discussed the various strategies they had implemented, such as incorporating hands-on lab activities, integration of Python coding with Qiskit, and including project-based learning experiences. Furthermore, their reflections on mentorship and advising students emphasized the importance of recognizing students’ prior preparation, providing targeted resources, and supportive learning environments. Our findings are meant to provide guidance for educators looking to implement effective QISE educational strategies that address the changing landscape of quantum information revolution.
Quantum information science and engineering (QISE) is rapidly gaining interest from those within many disciplines, and higher education needs to adapt to the changing landscape. Although QISE education still has a strong presence and roots in physics, the field is becoming increasingly interdisciplinary. There is a need to understand the presence of QISE instruction and quantum-related instruction across all disciplines in order to figure out where QISE education is already happening and where it could be expanded. Although there is recent work that characterizes introductory QISE courses, there is no holistic picture of the landscape of QISE and quantum-related education in the United States. To understand how QISE education is evolving, we analyzed course catalogs from 1456 U.S. institutions. We found 61 institutions offering QISE degree programs, mostly at Ph.D.-granting schools, with interdisciplinary programs being the most common. Physics, electrical and computer engineering, and computer science are the primary contributors to these programs. Across all institutions, we identified over 8000 courses mentioning “quantum,” mainly in physics and chemistry departments, but about one-third of institutions in our study had none. We also found over 500 dedicated QISE courses, concentrated in Ph.D.-granting institutions, primarily in physics, electrical and computer engineering, and computer science. Physics leads in offering both general quantum-related courses ( ∼ 4700 ) and QISE-specific courses ( ∼ 200 ). While quantum knowledge is often a prerequisite for QISE, there are efforts to make QISE education more accessible to students with less background in quantum mechanics. Across multiple disciplines, we also see that QISE topics are being introduced in courses not fully dedicated to QISE, which may be a productive strategy for increasing students’ access to QISE education. Our dataset and analysis provide the most comprehensive overview to date of quantum education across U.S. higher education. Additionally, this work is the first to address, in detail, the landscape of quantum content in two-year and community colleges and examines the largest set of MSIs in this context. We hope these findings will support and guide future efforts in curriculum design, workforce development, and education policy across the quantum ecosystem.
The rapid growth of quantum information science and technology (QIST) presents unique educational challenges as it brings together students and researchers from many disciplines. This work presents findings from in-depth interviews with leading quantum researchers who are also educators, whose perspectives provide guidance for developing a framework for interdisciplinary QIST teaching and builds on our earlier paper that focused on QIST courses and curricula. We discuss quantum educators’ reflections on three critical aspects of QIST education: (1) the development of a common interdisciplinary language, (2) determining appropriate levels of abstraction and physical detail for diverse student populations from various disciplines, and (3) why students should pursue courses, degrees, and careers in this rapidly evolving field. Our analysis reveals that the emergence of linguistic evolutions such as “qubits” and “measurement bases”, rather than a focus on measurement of physical observables and their corresponding Hermitian operators, has begun to create a unifying framework that transcends disciplinary boundaries. Nevertheless, educators face ongoing challenges in balancing the level of abstractness with physical details as well as mathematical rigor with conceptual accessibility, particularly when teaching foundational QIST courses to an interdisciplinary group of students. The experts emphasize that successful QIST education for an interdisciplinary student body not only requires a shift from traditional quantum mechanics pedagogy for physics majors, but careful consideration of students’ diverse prior conceptual and mathematical foundations overall. They encourage students to pursue QIST related courses, degrees, and careers, highlighting the unique historical opportunity to participate in creating transformative quantum technologies while developing transferable skills for an evolving technological landscape. These findings provide valuable guidance for developing a framework for interdisciplinary QIST teaching especially useful for foundational courses.
The rapid advancement of quantum information science and technology (QIST) has generated significant attention from people in academia, industry, and the public. Recent advances in QIST have led to both opportunities and challenges for students and researchers who are curious about the potential of the field amid hype, considering whether their skills are aligned with what the field needs, and contemplating how collaborating with industries may impact their research. This qualitative study presents perspectives from leading quantum researchers who are educators on three critical aspects shaping QIST's development: (1) the impact of hype in the field and strategies for managing expectations, (2) approaches to creating conducive environments that attract students and established researchers from non-physics disciplines, and (3) effective models for fostering university-industry partnerships that can be valuable for students and researchers alike. These aspects, along with several interconnected challenges, were explored through in-depth interviews with quantum educators. Our findings reveal nuanced perspectives on managing the hype cycle and its risks in creating unrealistic expectations. Regarding greater interdisciplinary engagement and attracting more non-physicists to QIST, educators emphasized the need to recognize and leverage existing expertise from other fields while developing educational pathways that meet diverse student backgrounds to prepare them for the QIST workforce. On university-industry partnerships, respondents highlighted successful models, while noting persistent challenges around intellectual property, confidentiality, and differing organizational goals. These insights provide valuable guidance for educators, policymakers, and industry leaders working to build a sustainable quantum workforce while maintaining realistic expectations about the field's trajectory.
In celebration of the 2025 UN International Year of Quantum Science and Technology, this Resource Letter surveys the rapidly-growing field of scholarship in quantum information science and engineering (QISE) education. It is primarily written as a guide for educators wishing to get started teaching QISE using research-based teaching methods, as well as for discipline-based education research (DBER) practitioners looking to get started in this field. Topics covered include scoping the field of QISE education, research into student reasoning in QISE, research-based and research-inspired curricular materials from the high school to graduate level, research-based assessments, simulation and gamification tools, and tools for incorporating discussion of the societal and ethical implications of quantum technologies into the classroom.
Since 2019, eighteen NSF Research Traineeship (NRT) awards in quantum information science and engineering (QISE) and adjacent fields have been funded, constituting the largest NSF-coordinated investment in graduate QISE training in the United States. Synthesizing lessons from our programs, we work through the central tensions that every QISE graduate program must negotiate: between depth in a home discipline and breadth across the field, between structured instruction and open-ended experiential and hands-on learning, and between training individual specialists and cultivating teams that collectively cover all areas of QISE. We describe the structural and pedagogical innovations the NRT programs have developed in response, assess what is working and what remains unresolved, and sketch 12 open problems the community will need to address as QISE graduate education scales beyond the well-resourced research universities where it has up till now been mainly concentrated. Eight concrete recommendations follow: (1) adopt the startup model of team-based training as an organizing philosophy; (2) invest immediately in sensing and communication curriculum development; (3) build student agency into program governance, not just activities; (4) establish structural mechanisms for industrial engagement rather than depending on goodwill; (5) design for sustainability from year one; (6) develop graduate-level textbooks spanning all three QISE pillars: computing, sensing, and communications; (7) establish shared outcome assessment instruments across programs; and (8) develop structured mechanisms for faculty professional development in QISE.
In response to numerous programs seeking to advance quantum education and workforce development in the United States, experts from academia, industry, government, and professional societies convened for a National Science Foundation-sponsored workshop in February 2024 to explore the benefits and challenges of establishing a national center for quantum education. Broadly, such a center would foster collaboration and build the infrastructure required to develop a diverse and quantum-ready workforce. The workshop discussions focused on how a center could uniquely address gaps in public, K-12, and undergraduate quantum information science and engineering (QISE) education. Specifically, the community identified activities that, through a center, could lead to an increase in student awareness of quantum careers, boost the number of educators trained in quantum-related subjects, strengthen pathways into quantum careers, enhance the understanding of the US quantum workforce, and elevate public engagement with QISE. Core proposed activities for the center include professional development for educators, coordinated curriculum development and curation, expanded access to educational laboratory equipment, robust evaluation and assessment practices, network building, and enhanced public engagement with quantum science.