Taking Quantum to School: Research Identify Core Quantum Topics For Curriculum Devlopment
Insider Brief
Propelled by a tailwind of government initiatives and growing private capital, quantum technologies are emerging quickly, according to researchers. The question remains whether we will have the talent to sustain the momentum to carry it from an emerging niche to a robust industry.
Part of that workforce development rests in developing core curriculum to train tomorrow’s quantum workforce.
A recent study aimed to identify areas of consensus on content coverage for introductory quantum information science and engineering (QIS/QISE) courses in US institutions of higher learning.
The study, which was conducted by University of Colorado Boulder and California State University Fullerton researchers, surveyed 63 instructors teaching introductory QISE courses at US institutions and identified a subset of content items common across a large fraction (≥ 80%) of introductory QISE courses that are potentially amenable to research-based curriculum development, with an emphasis on foundational skills in mathematics, physics and engineering.
The study also examined differences in content coverage by level (undergraduate/graduate) and discipline and briefly discussed the implications of the findings for the development of a research-based QISE assessment at the postsecondary level.
The study found that a subset of core content is sufficiently universal that discipline-based education research (DBER) interventions will not remain confined to any one institution. The study also found that there is a perceived lack of agreement among faculty on core content, making prior research-based curriculum and assessment development initiatives difficult to scale.
However, the study identified a subset of content items common across a large fraction (≥ 80%) of introductory QISE courses that are potentially amenable to research-based curriculum development, with an emphasis on foundational skills in mathematics, physics, and engineering. The study also examined differences in content coverage by level (undergraduate/graduate) and discipline.
Overall, the study provides valuable insights into the content coverage of introductory QISE courses in US institutions of higher learning and identifies areas of consensus on content coverage that are potentially amenable to research-based curriculum development. The findings of the study can guide the development of research-based QISE curricular materials, assessment items, or other tangible DBER outputs.
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