https://doi.org/10.1140/epjqt/s40507-024-00226-0
Research
Introductory quantum information science coursework at US institutions: content coverage
1
Dept. of Physics, University of Colorado Boulder, 80309, Boulder, CO, USA
2
Dept. of Physics, California State University Fullerton, 92831, Fullerton, CA, USA
a
josephine.meyer@colorado.edu
Received:
24
August
2023
Accepted:
21
February
2024
Published online:
7
March
2024
Despite rapid growth of quantum information science (QIS) workforce development initiatives, perceived lack of agreement among faculty on core content has made prior research-based curriculum and assessment development initiatives difficult to scale. To identify areas of consensus on content coverage, we report findings from a survey of N=63 instructors teaching introductory QIS courses at US institutions of higher learning. We identify a subset of content items common across a large fraction (≥ 80%) of introductory QIS courses that are potentially amenable to research-based curriculum development, with an emphasis on foundational skills in mathematics, physics, and engineering. As a further guide for curriculum development, we also examine differences in content coverage by level (undergraduate/graduate) and discipline. Finally, we briefly discuss the implications of our findings for the development of a research-based QIS assessment at the postsecondary level.
Key words: Quantum education / Curriculum / Assessment / Quantum information science
© The Author(s) 2024
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