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Achieving a quantum smart workforce

Clarice D. Aiello, D. D. Awschalom, Hannes Bernien, Tina Brower-Thomas, Kenneth R. Brown, Todd A. Brun, Justin R. Caram, Eric Chitambar, Rosa Di Felice, Michael F. J. Fox, Stephan Haas, Alexander W. Holleitner, Eric R. Hudson, Jeffrey H. Hunt, Robert Joynt, Scott Koziol, H. J. Lewandowski, Douglas T. McClure, Jens Palsberg, Gina Passante, Kristen L. Pudenz, Christopher J. K. Richardson, Jessica L. Rosenberg, R. S. Ross, Mark Saffman, M. Singh, David W. Steuerman, Chad Stark, Jos Thijssen, A. Nick Vamivakas, James D. Whitfield, Benjamin M. Zwickl

arXiv:2010.13778v1physics.ed-phcs.ETcs.GLquant-ph

TL;DR

QISE education must address varied workforce needs while navigating complex, resource-intensive program development and persistent inclusion barriers. Drawing on community perspectives, industry needs, and the status of 18 programs, the paper offers guidance and calls for a strategic plan for quantum education and workforce development.

Abstract

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Interest in building dedicated Quantum Information Science and Engineering (QISE) education programs has greatly expanded in recent years. These programs are inherently convergent, complex, often resource intensive and likely require collaboration with a broad variety of stakeholders. In order to address this combination of challenges, we have captured ideas from many members in the community. This manuscript not only addresses policy makers and funding agencies (both public and private and from the regional to the international level) but also contains needs identified by industry leaders and discusses the difficulties inherent in creating an inclusive QISE curriculum. We report on the status of eighteen post-secondary education programs in QISE and provide guidance for building new programs. Lastly, we encourage the development of a comprehensive strategic plan for quantum education and workforce development as a means to make the most of the ongoing substantial investments being made in QISE.

INTRODUCTION

Growing QISE activity and investment have prompted universities and other stakeholders to develop dedicated education programs. This article synthesizes community perspectives on workforce and curriculum challenges and reports on existing programs to guide future efforts.

INTRODUCTION

  • QISE's growing research activity and broad stakeholder support have spurred efforts to educate future quantum scientists and engineers.Support comes from government agencies, industry, philanthropy, and scientific societies.Source: INTRODUCTION · p. 3
  • Building QISE programs is complex, but public initiatives, industry investment, and an engaged academic community provide a foundation.The article points to the US National Quantum Initiative, the EU Quantum Flagship, and efforts in China and Japan.Source: INTRODUCTION · p. 3
  • A 2019 symposium brought together about 50 US and European experts from industry and academia to discuss post-secondary QISE education.The two-day event included panel discussions, open debate, and candid conversations; Figure 1 shows attendees at UCLA.Source: INTRODUCTION · p. 4, Figure 1 · p. 4
  • The article examines post-secondary workforce challenges, industry needs, inclusive curricula, and the status of 18 sampled QISE programs.It also draws lessons from other convergent education programs and calls for a strategic plan for quantum education and workforce development.Source: INTRODUCTION · p. 4

DEFINING QUANTUM INFORMATION SCIENCE AND ENGINEERING

QISE uses quantum phenomena to seek enhanced capabilities in information processing, communication, and sensing. The section contrasts classical bits with qubits, whose superposition and entanglement offer a richer set of information possibilities.

DEFINING QUANTUM INFORMATION SCIENCE AND ENGINEERING

INDUSTRY PERSPECTIVES ON THE WORKFORCE

Quantum industry spans core technology development and applications, creating demand for varied expertise and education levels. The section argues for durable fundamentals, practical learning, and attention to the full range of roles supporting the workforce.

INDUSTRY PERSPECTIVES ON THE WORKFORCE

  • Quantum companies work on computing, sensing, and communications technologies as well as applications in fields such as finance, chemistry, medicine, and materials.Source: INDUSTRY PERSPECTIVES ON THE WORKFORCE · p. 5
  • The breadth of industry interests cannot be met by one educational prescription or one talent level.Programs need to prepare a workforce with varied expertise and education levels.Source: INDUSTRY PERSPECTIVES ON THE WORKFORCE · p. 5
  • Because QISE changes rapidly, education should build strong fundamentals for continual learning and include practical training.Internships, capstone projects, and laboratory courses reinforce abstract concepts, expose students to potential work, and develop employer-valued skills.Source: INDUSTRY PERSPECTIVES ON THE WORKFORCE · p. 5
  • Industry leaders identified linear algebra, programming, lab skills, statistics, and introductory quantum information and physics as useful preparation.Source: INDUSTRY PERSPECTIVES ON THE WORKFORCE · p. 5
  • Industry leaders also emphasized teamwork and communicating technical ideas to broad audiences.As hardware becomes more modular, the passage notes opportunities for specialists in nontraditional QISE fields.Source: INDUSTRY PERSPECTIVES ON THE WORKFORCE · p. 6
  • Workforce preparation must account for roles ranging from PhD-level quantum expertise to engineers, developers, technicians, and public communicators.The article focuses on technical experts while noting that quantum literacy programs also need consideration.Source: INDUSTRY PERSPECTIVES ON THE WORKFORCE · p. 6

BROADENING PARTICIPATION AND INCLUSION

The section identifies participation barriers and argues that inclusion should be built into QISE education from the outset. It recommends attention to course design, student experience, and pathways into advanced study.

BROADENING PARTICIPATION AND INCLUSION

  • Barriers to participation persist in STEM, and rapid QISE growth without addressing access and inclusion risks carrying those problems forward.The section highlights mentoring, culture, support, and valuing differing perspectives as program considerations.Source: BROADENING PARTICIPATION AND INCLUSION · p. 6
  • Women have low representation in several QISE-related disciplines, including 19% of computer science, 22% of engineering, 42% of mathematics and statistics, and 40% of physical sciences bachelor's degrees.The passage also reports women make up 13% of the US engineering workforce despite earning 22% of engineering degrees (19).Source: BROADENING PARTICIPATION AND INCLUSION · p. 6
  • Programs should track students' self-efficacy, recognition, interest, and identity, and highlight contributions by underrepresented scientists.The section describes emphasizing diversity from the outset as an essential step.Source: BROADENING PARTICIPATION AND INCLUSION · p. 6
  • Introductory QISE courses in the first two undergraduate years could broaden access and expose students to career pathways.The passage says Hispanic, Latinx, Black, and African American students account for higher shares of associate's than bachelor's degrees in several relevant fields.Source: BROADENING PARTICIPATION AND INCLUSION · p. 7
  • The section calls for an inclusive culture of mutual respect and building on programs that support underrepresented racial and ethnic groups.It cites the APS Bridge Program and Inclusive Graduate Education Network as examples shaping graduate admissions, retention, and professional development (23, 24).Source: BROADENING PARTICIPATION AND INCLUSION · p. 7

COMMENTS ON CURRICULA, CLASSES, AND LABS

QISE curricula must accommodate diverse student backgrounds, shifting industry needs, and hands-on skill development despite the resources practical training requires.

COMMENTS ON CURRICULA, CLASSES, AND LABS

  • Industry’s breadth and rapid evolution make it difficult to standardize curricula across expertise levels, subject areas, and changing technologies.Programs must also handle complex subject matter, sophisticated instrumentation, varied student backgrounds, and team projects.Source: COMMENTS ON CURRICULA, CLASSES, AND LABS · p. 7
  • A common introductory QISE course should serve students from varied technical majors rather than reproduce a traditional physics-department quantum mechanics course.The proposed foundation would use linear algebra and could support both entry-level workforce needs and advanced study.Source: COMMENTS ON CURRICULA, CLASSES, AND LABS · p. 7
  • Experimental skills may be as important as, or more important than, complex quantum theory for workforce entry, but hands-on teaching is resource intensive.Equipment, infrastructure, and student and instructor time constrain scaling; identified skills include data analysis, design, troubleshooting, programming, and teamwork.Source: COMMENTS ON CURRICULA, CLASSES, AND LABS · pp. 7–8
  • Experiential skills can transfer beyond quantum industry, and courses should span architectures because the field’s most widely used techniques remain unknown.Broad preparation may offer educational security if quantum industry does not grow as expected.Source: COMMENTS ON CURRICULA, CLASSES, AND LABS · p. 8

STATUS OF SAMPLED UNIVERSITY PROGRAMS

The sampled programs vary in readiness, institutional home, curriculum, and format; together, they could educate about 500 students annually once operating. Three cases illustrate different ways to organize QISE education.

STATUS OF SAMPLED UNIVERSITY PROGRAMS

  • Table 1 compares institution, required courses, cohort estimates, expected duration, and program features such as lab experience, internships, and projects.The listed examples include estimated cohorts from 5 at Duke to 75 at Delft.Source: STATUS OF SAMPLED UNIVERSITY PROGRAMS · p. 8, Table 1 · p. 9
  • ~500 students per year could be educated once the surveyed programs operate, although growth depends on demand and resource constraints.The eighteen programs surveyed span the United States and Europe and vary in readiness, from four operating to others still planning.Source: STATUS OF SAMPLED UNIVERSITY PROGRAMS · pp. 8–9
  • Programs range from theory-only to mixed theory and lab study, and concerns include student and employer demand, industry needs, and admitting students across majors.Most include laboratory topics; reported cohorts range from 10 to 250 students, with on-campus, online, and mixed formats represented.Source: STATUS OF SAMPLED UNIVERSITY PROGRAMS · pp. 9–10
  • Almost half of sampled programs are housed in physics and 18% in engineering; others span multiple or interdisciplinary units, with administrative and staffing concerns reported.Figure 2 describes many programs across multiple departments and locates the sole online offering in the Vice President of Online Education’s office.Source: STATUS OF SAMPLED UNIVERSITY PROGRAMS · p. 10, Figure 2 · p. 10

Case Study (UW-Madison)

  • UW–Madison’s one-year professional quantum-computing M.S. combines existing physics courses, a two-course quantum-information sequence, a summer lab, and an independent study.The sequence covers quantum computing and open systems, followed by demonstrations involving photons, atoms, ions, and superconductors.Source: Case Study (UW-Madison) · pp. 10–11

Case Study (Colorado School of Mines)

  • Colorado School of Mines developed a cross-department quantum engineering M.S. and certificate, with four new core courses alongside existing electives.The offerings include introductory quantum information, many-body physics, quantum programming, and laboratory training; the program targets students from multiple majors.Source: Case Study (Colorado School of Mines) · p. 11

Case Study (Technical University Munich and Ludwig-Maximilians-University)

  • The Munich QST master’s joins TUM and LMU courses across departments, pairing a year of classroom and laboratory training with a year-long research project.Its stated aim is to educate researchers continuing to PhD study and professionals entering high-tech industry.Source: Case Study (Technical University… · p. 12

LESSONS LEARNED FROM OTHER PROGRAMS

The paper draws on bioinformatics as an analogy for QISE program design: institutions can extend an existing discipline or build a new interdisciplinary program, with local conditions shaping the choice.

LESSONS LEARNED FROM OTHER PROGRAMS

  • Bioinformatics offers a relevant precedent because it faced challenges similar to those anticipated for new interdisciplinary QISE programs.The paper also names biomedical engineering, materials science, data science, robotics, and bioinformatics as analogous fields.Source: LESSONS LEARNED FROM OTHER PROGRAMS · p. 12
  • An add-on program extends existing training with electives, while an all-new program combines disciplines in a new curriculum.The all-new model can create a discipline unconstrained by existing conventions, but may add administrative burden and student-training challenges.Source: LESSONS LEARNED FROM OTHER PROGRAMS · p. 12
  • For QISE, either approach can succeed depending on local circumstances, but success requires strong support and buy-in from all involved departments.Many programs are housed in physics and add engineering, computer science, and materials science courses; others sit between departments.Source: LESSONS LEARNED FROM OTHER PROGRAMS · pp. 12–13

STEPS TOWARDS BUILDING A PROGRAM

The workshop’s recommendations focus on building expertise, institutional backing, industry relationships, resources, assessment, and cross-department coordination. The authors caution that these steps are not a guarantee or universal prescription.

STEPS TOWARDS BUILDING A PROGRAM

  • A successful program would benefit from a diverse expert group, including pedagogy specialists and faculty from relevant departments.Multiple faculty developing each course can support continuity when instructors change and help maintain connections across courses.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 13
  • Cross-disciplinary programs need consistent institutional support for hiring, teaching assignments, equipment, assessment resources, and career assistance.Suggested strategies include regular meetings with affected colleagues and incorporating the administration’s vision for the school.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 13
  • Close industry relationships, ideally including student and employee exchange, can help programs assess and address workforce needs.Internships, industry-informed thesis topics, industry committee members, and access to industry technology are among the suggested approaches.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 13
  • Industry involvement may reduce costs for an extra year or two of college, connect the degree to jobs beyond a bachelor’s degree, and keep course material current.Industry cost-sharing may also help fund laboratory equipment, particularly where universities lack strong experimental QISE research programs.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 14
  • Laboratory courses can be expensive, so programs may seek support from federal or private funders, institutional resources, or industry equipment cost-sharing.Regular assessment and dissemination of findings through journals, conferences, or public repositories can help programs improve and share lessons.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 14
  • Cluster hires spanning departments with and without QISE expertise can facilitate campus-wide faculty growth when departments coordinate throughout hiring.The hiring process should include mechanisms for interdepartmental coordination and consultation.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 14
  • The recommended actions are neither necessary nor sufficient to guarantee success, and universities should develop programs suited to their own circumstances.The authors say strong foundations can put programs on a good trajectory, while programs without them risk fragility in a competitive, rapidly moving field.Source: STEPS TOWARDS BUILDING A PROGRAM · p. 14

CONCLUSION AND OUTLOOK

QISE workforce preparation faces employer demand alongside substantial university challenges. The authors call for a coordinated, inclusive strategic plan and point to existing programs and partnerships as examples of ongoing work.

CONCLUSION AND OUTLOOK

  • Employers seek QISE-ready graduates while universities face constraints in teaching talent, costly resources, industry partnerships, administrative support, and program design.Programs also need to support broadly trained and diverse students.Source: CONCLUSION AND OUTLOOK · p. 15
  • The authors call for a strategic plan spanning education levels and backgrounds, institutions, and international collaboration, from advanced graduate training to early quantum literacy.They include community colleges and primarily undergraduate institutions among the settings for introductory courses.Source: CONCLUSION AND OUTLOOK · p. 15
  • The Advanced Quantum Testbed (27), OpenSuperQ (28), AQTION (29), Chicago Quantum Exchange (30), and QED-C are examples of efforts supporting access, education, or workforce growth.The paper presents coordinated investment in science and education as an opportunity for QISE.Source: CONCLUSION AND OUTLOOK · p. 15

FOOTNOTES

All authors contributed to discussions and/or provided data, and the paper reports no conflicts of interest.

FOOTNOTES

  • All authors contributed to the discussions and/or provided data on which the paper is based.The listed authors wrote the paper.Source: FOOTNOTES · p. 16
  • The authors declare no conflict of interest.Source: FOOTNOTES · p. 16
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