Introductory quantum information science coursework at US institutions: Content coverage

TL;DR

This study surveys US instructors to identify consensus on core content for introductory quantum information science courses, aiming to guide curriculum development and assessment.

Contribution

It identifies common content items across courses and examines differences by level and discipline to inform research-based curriculum and assessment development.

Findings

Identified core content covered by at least 80% of courses

Highlighted differences in content coverage by course level and discipline

Discussed implications for developing a standardized QISE assessment

Abstract

Despite rapid growth of quantum information science and engineering (QIS/QISE) 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 if consensus on content coverage, we report findings from a survey of N=63 instructors teaching introductory QISE courses at US institutions of higher learning. We identify 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. 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 QISE assessment at the postsecondary level.