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Quantum education for H.E.R.: Research-based pedagogies, speculative design, and new approaches to workforce development

ORAL · Invited

Abstract

Let's face it, quantum education has historically been designed for "him" -- the (generally but not always white, male, and affluent) student pursuing a traditional degree track in physics with the goal of becoming a professor or professional physics researcher. This is not anyone's fault, it's just the way our discipline has evolved throughout history within the academy! Today though, with the Second Quantum Revolution in full swing and dedicated QISE education programs multiplying across the world, we have a once-in-a-lifetime opportunity to chart a new path forward for quantum education, one that supports students of diverse academic and personal backgrounds, career ambitions, and values. How can we develop these programs to support the very values we profess, while providing the workforce industry so desperately needs?

In this session, we'll imagine together what it would mean to truly design quantum education for "H.E.R." -- one that truly centers the needs and visions of today's students and tomorrow's workforce, whatever their background or career trajectory. What would it mean for Quantum 2.0 education to be truly Holistic, Equity-oriented, and Research-based?

In the first part of this talk, I'll discuss the landscape of QISE education as it currently stands and highlight some of the innovations our team has been developing to help instructors more effectively teach and assess QISE fundamentals. I'll especially focus on findings from our study in The Physics Teacher showing the ways in which media hype inextricably affects our QISE education. Then, in the tradition of speculative design, we'll explore some of our real-world work pushing the frontiers of what is poosible for quantum education in the 21st century: from modular curricular materials at the Quantum Ethics Project to innovative industry-academia partnerships to accessible approaches to promote "quantum literacy" among students from non-technical backgrounds.

All are welcome, no background in quantum mechanics or education necessary! Fair warning: this presentation will be interactive.

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Publication: J. Meyer, G. Passante, S. Pollock, B. Wilcox (2023). How media hype affects our physics teaching: A case study on quantum computing. Phys Teach 61, 339–342.<br>J. Meyer, G. Passante, B. Wilcox (2024). Disparities in access to US quantum information education. Phys Rev PER 20, 010131.<br>J. Meyer, G. Passante, S. Pollock, B. Wilcox (2022). Today's interdisciplinary quantum information classroom: Themes from a survey of quantum information science instructors. Phys Rev PER 18, 010150.<br>J. Arrow, S. Marsh, J. Meyer. A holistic approach to quantum ethics education (2023). Proc. 2023 IEEE QCE 3, 119-128.<br><br>Planned papers:<br>J. Meyer, G. Passante, S. Pollock, B. Wilcox. Validation of a cross-disciplinary conceptual survey of quantum computing fundamentals.<br>J. Meyer, B. Semaan, B. Wilcox. Data justice and speculative design in PER assessment development: "Auditing" the Quantum Computing Conceptual Survey<br>J. Meyer, J. Arrow, B. Wilcox, E. Sohr. Integrating quantum ethics throughout the quantum information curriculum: A comparison study of three pilot projects

Presenters

  • Josephine Meyer

    University of Colorado, Boulder

Authors

  • Josephine Meyer

    University of Colorado, Boulder

  • Gina Passante

    California State University, Fullerton

  • Steven J Pollock

    University of Colorado, Boulder

  • Joan É Arrow

    Quantum Ethics Project

  • Erin Sohr

    University of Maryland - College Park

  • Kristin A Oliver

    University of Colorado, Boulder

  • Bethany Rae Wilcox

    University of Colorado, Boulder