Preparing students for the quantum information revolution: Interdisciplinary teaching, curriculum development, and advising in quantum information science and engineering

TL;DR

The paper investigates how university educators design interdisciplinary QISE education across undergraduate and graduate levels and how they advise students entering interdisciplinary labs. Through qualitative interviews with seven educators from physics, electrical engineering, and computing/information, it identifies concrete practices—hands-on labs, Python/Qiskit coding, and project-based learning—that support learning across diverse backgrounds. It emphasizes leveraging Zone of Proximal Development and communities of practice to scaffold students through varied prior knowledge, while highlighting the evolving landscape where physics-led QISE education gradually broadens to other departments. The findings offer practical guidance for constructing flexible, inquiry-driven QISE curricula and mentoring approaches, acknowledging the field’s dynamic, context-dependent nature and its implications for workforce preparation.

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.

Figures (3)

• Figure 1: Summary of common themes in educators’ reflections on undergraduate QISE courses.
• Figure 2: Summary of common themes in educators’ reflections on graduate QISE courses.
• Figure 3: Summary of common themes in educators’ reflections on advising and mentoring students in QISE.