Quantum science and technology education is in increasing demand from both educational and industrial establishments. Photon- and Cloud-based systems play a vital role in experimental-based education and training. This contribution features our most recent Master's level course, 'Experimental Quantum Technologies,' which was offered in 2022. This unique course provided brief introductions to each topic with minimal theoretical formulation, and emphasized on observing quantum phenomena. Lab instructions contained the physics and mathematics needed to understand the experiments. The reports were succinct and focused on understanding the experimental results. Our contribution will address the course's key outcomes, including experiments done.
Quantum science and technology education is in increasing demand from both educational and industrial establishments. Photon- and Cloud-based systems play a vital role in experimental-based education and training. This contribution features our most recent Master's level course, 'Experimental Quantum Technologies,' which was offered in 2022. This unique course provided brief introductions to each topic with minimal theoretical formulation, and emphasized on observing quantum phenomena. Lab instructions contained the physics and mathematics needed to understand the experiments. The reports were succinct and focused on understanding the experimental results. Our contribution will address the course's key outcomes, including experiments done.
Quantum science and technology has potential to revolutionize applications in metrology, sensing, imaging, computing, and communication. Preparation for quantum-classical technology integration is crucial for the future scientists. Formal theoretical training in quantum electrodynamics usually requires several hundred hours of coursework, notwithstanding the physics background, which would not be feasible for learners from diverse background. We present an online Experimental-based Quantum Technologies course that makes this education more accessible. The module has six lectures and hands-on experiments. The participants enter the lab using VR goggles and 360° live video conferencing and perform the experiment over a virtual network connection. Experiments focus on observing physical effects and conceptualize findings. We'll share our insights from this course's that enables self-paced remote-learning.
Quantum Mechanics in the headlines today captures the imagination of the public, deep wallets of investors and industries, and prioritizes academic and national research programs throughout the world. It all begins with superposition and entanglement. Canonical educational approaches, however, may not build the intuitive or the computational ability required of practitioners where quantum is center-stage. An APS News front-page article by Meredith Fore details and explores the current situation: ”The Newest Frontier: Building a Skilled workforce. Education in Quantum Mechanics has lagged for years. Experts are trying to change this.” Here we highlight innovations and experiences coupling our curriculum, advanced labs, and undergraduate research to best address these educational questions and skills-based needs. Our approaches are based on ready-available two-state, two-particle entangled light source table-top experiments and finite-dimensioned (familiar) vector spaces as opposed to infinitely dimensioned function-space solutions to differential equations with little intuitive connection and/or easy access to experimental experience. Our Physics and Photonics and Optical Engineering Quantum I course has migrated from a traditional text to one espousing these new directions (M. Beck. Quantum Mechanics, Theory and Experiment) and our experiments are centered around a commercially available educational entanglement source (Quantum Design, quTool’s quED) with avalanche single-photon detectors, coincidence electronics, with standard and add-on experiments that are in step with the text but, as a kit, come more student-ready. This approach may better promote quantum technologies, prepare scientists, technicians, and engineers, and offer deeper insight to what quantum is really telling us.
From the very beginning, Quantum Mechanics has been accompanied by crucial foundational questions: the possibility of visualizing physical processes, the limits of measurement epitomized by the Heisenberg uncertainty principle, the existence of a deeper underlying reality with additional degrees of freedom, the role of measurements, and the status of locality. Long regarded as philosophical speculations, these issues were progressively reformulated into precise mathematical statements and ultimately subjected to experimental verification. The trajectory proved unpredictable: questions once dismissed as metaphysical gave rise to experimental platforms, which in turn matured into devices and technologies powering quantum computation, communication, and sensing. Yet this development is not unidirectional: advances in technology also feed back into foundations, enabling tests of principles that were previously out of reach, for example, whether quantum superposition persists at larger and larger scales and whether reality, gravity included, is fundamentally quantum. In this way, the dialogue between foundational inquiry and technological progress continues to shape both our theoretical understanding and the practical realization of quantum phenomena.
Quantum computing (QC) promises to be a transformative technology with impact on various application domains, such as optimization, cryptography, and material science. However, the technology has a sharp learning curve, and practical evaluation and characterization of quantum systems remains complex and challenging, particularly for students and newcomers from computer science to the field of quantum computing. To address this educational gap, we introduce Q-BEAST, a practical course designed to provide structured training in the experimental analysis of quantum computing systems. Q-BEAST offers a curriculum that combines foundational concepts in quantum computing with practical methodologies and use cases for benchmarking and performance evaluation on actual quantum systems. Through theoretical instruction and handson experimentation, students gain experience in assessing the advantages and limitations of real quantum technologies. With that, Q-BEAST supports the education of a future generation of quantum computing users and developers. Furthermore, it also explicitly promotes a deeper integration of High Performance Computing (HPC) and QC in research and education.
This thesis investigates how a hands-on introductory Quantum Computing (QC) course can be effectively designed for students of Computer Science and Media (CSM) at a University of Applied Sciences (UAS). Using a mixed-methods approach - including a literature review, focus group discussions, and a student survey - the study addresses five core research questions concerning course content, abstraction level, instructional methodology, and tool selection. The findings highlight that foundational quantum computing concepts (e.g. superposition, entanglement, interference) should be prioritized, while complex mathematical formulations may be omitted without impairing students’ practical understanding. The research supports a moderately abstract, application-driven course structure, combining theoretical foundations with hands-on programming using tools such as IBM Composer and Qiskit. Both students and lecturers emphasized the importance of accessible, cost-efficient platforms with strong visual and interactive elements. The proposed course framework promotes project-based learning, flexibility, and just-in-time theoretical instruction, accommodating the varied backgrounds of CSM students. This work contributes to the growing field of quantum education in non-physics domains and offers a blueprint for interdisciplinary, practice-oriented QC instruction. Future research is encouraged to incorporate industry perspectives, assess long-term learning outcomes, and expand course content to include topics like quantum ethics.
Quantum technologies are increasingly recognized as a strategic priority for economic competitiveness, national security, and technological innovation in the United States. As quantum systems transition from research prototypes to deployable technologies, attention has shifted toward the preparedness of the quantum workforce, particularly the alignment between higher education and industry skill needs. While prior research has examined individual aspects of quantum education or workforce demand, few studies integrate systematic curriculum analysis with documented industry expectations. This study addresses that gap by analyzing primary U.S. masters programs in quantum science and technology, focusing on curriculum structure and skill development. Using a structured coding framework, course offerings were mapped across six quantum-relevant skill categories and aggregated to produce program-level skill profiles. These profiles were then compared with industry-identified competencies reported in recent workforce studies. The findings reveal strong emphasis on quantum theory across programs, alongside substantial variability in technical skills, applied learning opportunities, and professional development components. The results highlight areas of alignment as well as persistent gaps related to workforce readiness, cross-disciplinary integration, and emerging technological demands. This study provides a scalable framework for evaluating quantum education programs and offers evidence-based insights for curriculum design, workforce policy, and the continued development of the U.S. quantum ecosystem.