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Building a Quantum Engineering Undergraduate Program

Abraham Asfaw, Alexandre Blais, Kenneth R. Brown, Jonathan Candelaria, Christopher Cantwell, Lincoln D. Carr, Joshua Combes, Dripto M. Debroy, John M. Donohue, Sophia E. Economou, Emily Edwards, Michael F. J. Fox, Steven M. Girvin, Alan Ho, Hilary M. Hurst, Zubin Jacob, Blake R. Johnson, Ezekiel Johnston-Halperin, Robert Joynt, Eliot Kapit, Judith Klein-Seetharaman, Martin Laforest, H. J. Lewandowski, Theresa W. Lynn, Corey Rae H. McRae, Celia Merzbacher, Spyridon Michalakis, Prineha Narang, William D. Oliver, Jens Palsberg, David P. Pappas, Michael G. Raymer, David J. Reilly, Mark Saffman, Thomas A. Searles, Jeffrey H. Shapiro, Chandralekha Singh

arXiv:2108.01311v1physics.ed-phquant-ph

TL;DR

Undergraduate quantum engineering education must address growing QISE workforce needs and a gap in pathways for quantum-interested students. The paper lays out a flexible roadmap of courses and programs, and concludes that institutions can build minors with three or four new courses while adapting offerings to local contexts.

  • Problem

    The undergraduate pipeline has a gap between growing quantum workforce needs and the available educational pathways for quantum-interested students.

    Source: §I · p. 3, §VII · p. 21

  • Method

    The paper presents an adaptable roadmap for undergraduate QISE courses and programs, alongside recommendations on inclusion, education research, and hands-on hardware training.

    Source: §I · p. 4, A. Recommendations for Course and… · p. 15, §VII · p. 21

  • Results

    A quantum engineering minor in a STEM environment can require three or four new courses, some adapted from existing instruction.

    Source: D. The Quantum Engineering Minor · p. 13

  • Takeaways & Limitations

    The roadmap is intended to be tailored to institutions ranging from undergraduate-focused colleges to research-intensive universities.

    Source: §I · p. 4

    A quantum engineering major may not yet suit most institutions, and employers may be uncertain about graduates’ preparation.

    Source: F. The Future Quantum Engineering Major · p. 14

Abstract

from arXiv · show

The rapidly growing quantum information science and engineering (QISE) industry will require both quantum-aware and quantum-proficient engineers at the bachelor's level. We provide a roadmap for building a quantum engineering education program to satisfy this need. For quantum-aware engineers, we describe how to design a first quantum engineering course accessible to all STEM students. For the education and training of quantum-proficient engineers, we detail both a quantum engineering minor accessible to all STEM majors, and a quantum track directly integrated into individual engineering majors. We propose that such programs typically require only three or four newly developed courses that complement existing engineering and science classes available on most larger campuses. We describe a conceptual quantum information science course for implementation at any post-secondary institution, including community colleges and military schools. QISE presents extraordinary opportunities to work towards rectifying issues of inclusivity and equity that continue to be pervasive within engineering. We present a plan to do so and describe how quantum engineering education presents an excellent set of education research opportunities. Finally, we outline a hands-on training plan on quantum hardware, a key component of any quantum engineering program, with a variety of technologies including optics, atoms and ions, cryogenic and solid-state technologies, nanofabrication, and control and readout electronics. Our recommendations provide a flexible framework that can be tailored for academic institutions ranging from teaching and undergraduate-focused two- and four-year colleges to research-intensive universities.

I. INTRODUCTION TO QUANTUM ENGINEERING

Quantum engineering applies engineering methods to quantum information systems, an interdisciplinary field whose technologies depend on engineering across devices, architectures, and supporting hardware. The article proposes an adaptable undergraduate roadmap spanning introductory QISE courses and more advanced programs, with attention to workforce preparation and inclusion.

I. INTRODUCTION TO QUANTUM ENGINEERING

  • Quantum engineering applies engineering methods and principles to quantum information systems and problems.The paper defines QISE as quantum information science and engineering, encompassing quantum-aware and quantum-proficient engineers.Source: §I · p. 3
  • The roadmap addresses an undergraduate gap between growing QISE workforce needs and educational pathways, while aiming to broaden participation and preserve students’ core engineering foundations.It targets quantum-aware and quantum-proficient engineers and calls for T-shaped preparation: disciplinary depth with interdisciplinary breadth.Source: §I · pp. 3–4
  • The roadmap offers a first QISE course for STEM students, a quantum engineering minor, engineering-major tracks, education research, inclusion recommendations, and adaptable hands-on hardware training.It also recommends a minimal-math Quantum 101 course as an entry point and recruiting tool, including for community colleges and other institutions.Source: §I · p. 4

A. Technology, Industry, and Opportunity

  • Quantum technologies span computing, communication, sensing, and platforms including atoms and ions, semiconductors, superconductors, integrated optics, and microwave and RF hardware.The paper notes more than 300 quantum simulators across over 10 physical architectures and reports more than 87 quantum-related companies as of Fall 2019.Source: §I · p. 3, A. Technology, Industry, and Opportunity · p. 5
  • Many QISE industry roles draw on classical engineering skills, while some engineers may need only quantum awareness gained through a course or short sequence.Examples include microwave engineers working on interconnections, photonics engineers on fiber links, and control engineers on quantum-computing control systems.Source: A. Technology, Industry, and Opportunity · p. 5

B. The Quantum Education Landscape

The undergraduate quantum education gap sits between growing K–12 and outreach activity and graduate programs, while current workforce needs call for quantum-trained bachelor’s graduates. The paper situates undergraduate programs within that landscape and emphasizes broad access, partnerships, and attention to student experience.

B. The Quantum Education Landscape

  • Existing K–12 and public quantum education efforts have limited reach and relatively unknown impact, and formal K–12 education remains in its infancy and resource-intensive to scale.Full-scale implementation would require teacher development, curricular research, sustained engagement, and coordination with state and local stakeholders.Source: B. The Quantum Education Landscape · pp. 5–6
  • Many quantum-interested students face a gap in available pathways during their undergraduate years, prompting calls for programs across community colleges, undergraduate colleges, and research universities.The paper places undergraduate education between expanding outreach and graduate offerings, and notes that workforce upskilling alone may not meet cross-disciplinary demand.Source: B. The Quantum Education Landscape · pp. 5–6
  • The paper recommends varied entry points, two-year/four-year partnerships, and mentoring to support broader participation and student persistence in quantum engineering.Suggested approaches include practical applications and societal impact, demystifying the field, and connecting students with career trajectories.Source: B. The Quantum Education Landscape · p. 6
  • Undergraduate quantum engineering education should complement graduate, workforce, and outreach efforts, while new bachelor’s graduates will be needed beyond workforce upskilling.Introductory courses may also be adapted for university MOOC workforce training.Source: B. The Quantum Education Landscape · pp. 5–6

III. BUILDING A FIRST QISE COURSE FOR STEM STUDENTS

The proposed first QISE course is a modular framework that can be tailored to student preparation, faculty expertise, and program goals. Its foundation combines mathematical preparation and classical information concepts, while the authors identify areas for further curriculum development.

III. BUILDING A FIRST QISE COURSE FOR STEM STUDENTS

  • Introductory QISE courses should use adaptable modules because student preparation, course level, faculty expertise, and technology are in flux.The recommendations distinguish modules suitable for all students from those more appropriate for advanced students.Source: §III · pp. 6–7
  • The course is intended for engineering or STEM students, typically assumes high-school and freshman physics plus linear algebra, and can trade breadth for teaching required linear algebra within the course.A discrete-variable or spin-first approach may help students engage with concepts apart from complex calculations; modules may span one to three weeks.Source: §III · p. 7
  • Course learning goals should be set for each implementation, and additional modules are encouraged to strengthen coverage of quantum communication and sensing.The recommended modules focus more on quantum computing, with less content on communication and sensing; Quantum 1.0 technologies may be included as a separate module.Source: §III · p. 7

A. Module 0: Linear Algebra for QISE (E)

  • Module 0 introduces linear algebra for QISE, including vector spaces, transformations, matrix operations, operators, traces, and tensor products.These ideas can be taught using single-qubit 2×2 matrices and their tensor products, or linear algebra can be a separate prerequisite.Source: A. Module 0: Linear Algebra for QISE (E) · pp. 7–8

B. Module 1: Classical information theory (E)

  • Module 1 introduces classical information concepts such as bits, gates, communication, randomness, statistics, error correction, parity, and data compression.It also introduces universal classical gate sets and can use vectors and matrices to ease the transition to qubits.Source: B. Module 1: Classical information… · p. 8

C. Module 2: One and two quantum bits (E)

The course modules build from qubit states and measurements through entanglement, algorithms, NISQ devices, error correction, and quantum communication. Together, they introduce core concepts and applications while giving students routes to programming quantum hardware and understanding communication protocols.

C. Module 2: One and two quantum bits (E)

  • The one- and two-qubit module introduces superposition, measurement, the Born rule, qubit operators, basis changes, rotations, and the Bloch sphere.It uses analytically solvable one- or two-qubit problems to lead toward multi-qubit spaces and their combinatorial complexity.Source: C. Module 2: One and two quantum bits… · p. 8

D. Module 3: Two-qubit gates and entanglement (E)

  • The two-qubit gates module covers CNOT, Bell states, non-classical correlations, dense coding, monogamy, no-cloning, teleportation, and universal gate sets.The module can emphasize applications such as atomic clocks, spectroscopy, quantum communications, or random key generation.Source: D. Module 3: Two-qubit gates and… · p. 8

E. Module 4: Quantum algorithms (E/A)

  • The algorithms module ranges from early quantum-advantage examples and oracle algorithms to Grover’s algorithm, phase estimation, and the quantum Fourier transform.For Shor’s algorithm, the passage recommends emphasizing QFT and period finding over factoring itself.Source: E. Module 4: Quantum algorithms (E/A) · p. 8

F. Module 5: NISQ devices and algorithms (E/A)

  • The NISQ module covers heuristic algorithms such as VQE and QAOA, error mitigation, and cloud-accessible hardware, with students programming actual quantum hardware.It also introduces minimal quantum software skills.Source: F. Module 5: NISQ devices and… · p. 8

G. Module 6: Quantum error correction (E/A)

  • The error-correction module contrasts continuous analog errors with discrete measurements and introduces error models, repetition and Shor codes, concatenation, and fault-tolerance thresholds.The passage emphasizes careful introduction because quantum error correction differs from simpler classical methods.Source: G. Module 6: Quantum error correction… · p. 8

H. Module 7: Quantum communication and encryption (E)

  • The communication module covers limits on distinguishing non-orthogonal states, no-cloning, BB84 and E91 protocols, entanglement swapping, repeaters, and communication error correction.It can build on the entanglement module to introduce QISE applications in communications.Source: H. Module 7: Quantum communication and… · p. 8

I. Module 8: Hamiltonians and time evolution (A)

The proposed modules connect quantum dynamics, control, noise, hardware platforms, and sensing to engineering applications. Program development should also align course design and assessment with diverse student preparation and evaluate learning across theory and hands-on settings.

I. Module 8: Hamiltonians and time evolution (A)

  • Hamiltonian eigenstates, time evolution, expectation values, and identical-particle systems ground quantum control in underlying dynamics.The module connects quantum gates to those dynamics.Source: §I · p. 8

J. Module 9: Dynamics with time-varying Hamiltonians (A)

  • Time-varying Hamiltonians introduce rotating-frame dynamics, Rabi oscillations, and control of harmonic systems with an auxiliary anharmonic element.This module can build on or replace Module 8; microwave AC fields are key to classical quantum-system control.Source: J. Module 9: Dynamics with… · p. 9

K. Module 10: Open quantum systems (A)

  • Open-system concepts connect noise and bath models to decoherence and estimates of relaxation and dephasing times.The module covers density matrices, Fermi’s Golden Rule, and physical noise mechanisms.Source: K. Module 10: Open quantum systems (A) · p. 9

L. Module 11: Physical quantum bits (E/A)

  • A physical-qubit survey can cover superconducting qubits, trapped ions, and spin qubits, with photonic, neutral-atom, or topological systems as advanced material.The module may instead explore one qubit class in greater depth.Source: L. Module 11: Physical quantum bits… · p. 9

M. Module 12: Quantum Sensing Modalities (E/A)

  • Quantum sensing examples contrast classical and N00N-state interferometry and coherent-state standard-quantum-limit scaling with squeezed-state Heisenberg scaling.The examples demonstrate principles of quantum-enhanced optical-interferometric accuracy.Source: M. Module 12: Quantum Sensing… · p. 9

IV. CREATING A COMPLETE UNDERGRADUATE QUANTUM ENGINEERING PROGRAM

  • Undergraduate program design must address anticipated positions across three job-market niches, from the BS/BE base through MS-level roles to PhD-level positions.The figure represents relative position numbers and requisite quantum-education levels; programs should be tailored to institutional contexts.Source: §IV · p. 9, Figure 1 · p. 10

A. QISE Education Research

  • QISE curricula should use education-research-validated, active-engagement approaches that accommodate varied preparation and align course goals, instruction, assessment, and course sequencing.Small-group problem solving, tutorials, and clicker questions are examples; the cited passage reports these approaches have improved learning outcomes for all students.Source: A. QISE Education Research · pp. 9–10
  • Education research should assess knowledge, skills, motivation, and belonging across student groups, and examine hands-on experiences and lab courses as well as theory.The paper says more research on QISE course effectiveness is needed as programs develop; desired skills are often best learned in hands-on environments.Source: A. QISE Education Research · p. 10

B. Freshman-Level Concepts-Focused QISE courses: Quantum 101

A concepts-focused first quantum course can widen access by introducing concepts and applications without advanced mathematical prerequisites. The proposed approach also uses rigorous math-light formalism and can serve as an entry point or bridge to further QISE study.

B. Freshman-Level Concepts-Focused QISE courses: Quantum 101

  • A freshman- or sophomore-level QISE course without advanced prerequisites can introduce concepts and applications to students across STEM and in community-college or military-school settings.The course may need adjustment to fit its setting.Source: B. Freshman-Level Concepts-Focused… · p. 10, Figure 2 · p. 11
  • Concepts-first instruction may build intuition and lower entry barriers for students with less mathematical preparation or who encounter QISE later.Connecting applications with career pathways may also help recruit and retain a more diverse cohort.Source: B. Freshman-Level Concepts-Focused… · pp. 10–11
  • A basic-arithmetic formalism can rigorously introduce quantum states, superposition, entanglement, transformations, and algorithms, enabling students to predict circuit outcomes.Students can check calculations with cloud processors or simulators; further research is needed on course efficacy and bridges to advanced material.Source: B. Freshman-Level Concepts-Focused… · p. 11
  • Where linear algebra is a barrier, a QIS concepts course can provide foundational understanding and motivation, although students may need more courses to reach comparable field literacy.The course can also provide quantum awareness for entry-level industry employment when students can access a mathematically grounded first course.Source: B. Freshman-Level Concepts-Focused… · p. 11

C. Considerations in Creating QISE Courses

The paper recommends broad undergraduate preparation spanning quantum hardware and applications, while recognizing that constrained degree plans and limited teaching materials complicate course development. A flexible minor can leverage existing courses, with three or four new courses often sufficient in a STEM setting.

C. Considerations in Creating QISE Courses

  • Undergraduate QISE offerings should extend beyond algorithms to hardware, sensing, communications, and lab courses because industry and academic needs span these areas.The paper warns that overemphasizing algorithms at the expense of hardware may miss employment opportunities.Source: C. Considerations in Creating QISE… · p. 12
  • Quantum engineering education can integrate multiple technologies—including atoms and ions, semiconductors, superconductors, and integrated optics—with specializations in communications, computing, or sensing.Programs may use separate topical courses or broad surveys, depending on resources.Source: C. Considerations in Creating QISE… · p. 12
  • Engineering degree constraints leave roughly three or four course slots for a minor or track, while suitable quantum-engineering textbooks remain scarce and hardware material is often too advanced or specialized.Changing state of the art also challenges course design and instructor capacity.Source: C. Considerations in Creating QISE… · p. 12

D. The Quantum Engineering Minor

  • An interdepartmental minor can supplement existing STEM degrees through core courses and electives, with electives drawn from the host department, other departments, or a student's home department.This structure can open pathways for non-traditional students and avoid overloading students with subjects outside their college; diverse technologies support career agility.Source: D. The Quantum Engineering Minor · pp. 12–14
  • The Mines and Colorado Boulder examples each require six courses and four new courses, while Virginia Tech's eight-course minor requires three new courses.The examples combine new QISE instruction with existing STEM electives and differ in prerequisites and course requirements.Source: D. The Quantum Engineering Minor · p. 13
  • A STEM-based quantum engineering minor can often be built with three or four new courses, but hands-on quantum-hardware training is its largest barrier.The examples are starting points rather than exact plans, and the authors prioritize engineering principles and design over any single quantum platform.Source: D. The Quantum Engineering Minor · p. 13

E. The Quantum Engineering Track within Engineering Majors

An engineering-major track can add targeted quantum training while retaining the existing bachelor's structure, whereas a standalone quantum engineering major may be premature for many institutions. The authors also urge programs to address equity and inclusion from the outset.

E. The Quantum Engineering Track within Engineering Majors

  • A quantum engineering track can combine a student's existing engineering degree with domain-specific classical and quantum courses in areas such as software, algorithms, or hardware.Potential training includes quantum control, programming languages, compilers, and related topics.Source: E. The Quantum Engineering Track… · p. 14
  • A typical track adds two quantum-engineering courses, two semesters of hardware training, and two specialty courses, with quantum computation and algorithms optionally replacing hardware II for software-focused tracks.The paper also suggests a freshman-level concepts course and opportunities to gain experience with multiple technologies.Source: E. The Quantum Engineering Track… · p. 14

F. The Future Quantum Engineering Major

  • A standalone quantum engineering major may not yet suit most institutions, and ambiguity about its preparation could make graduates harder for employers to evaluate.The authors contrast this uncertainty with the more familiar training signaled by electrical- or software-engineering degrees paired with a quantum minor or track.Source: F. The Future Quantum Engineering Major · p. 14

V. PROMOTING DIVERSITY IN QUANTUM ENGINEERING UNDERGRADUATE PROGRAMS

  • The authors urge curriculum designers, researchers, and administrators to address equity and inclusion from the beginning because multiple contributing disciplines have persistently low representation of marginalized graduates.In U.S. physics bachelor's degrees, women accounted for 20%, Hispanic students 9%, and African American students 4% in the cited figures.Source: §V · pp. 14–15

A. Recommendations for Course and Program Design

The recommendations pair inclusive QISE course and program design with institution-specific approaches for minority-serving institutions. They emphasize measurable equity outcomes, early access to QISE, and research opportunities alongside partnerships that broaden participation.

A. Recommendations for Course and Program Design

  • Courses should set QISE knowledge and skill outcomes alongside belonging, self-efficacy, and identity goals, then evaluate outcomes by race/ethnicity and gender.The authors also recommend interviews to understand students’ experiences and persistence, and define success by thriving, degree attainment, and subsequent employment.Source: A. Recommendations for Course and… · p. 15
  • Departments should prioritize an early quantum-awareness course and professional-development skills to help students see viable QISE career paths.The authors particularly note the importance of early career visibility for retaining economically disadvantaged students.Source: A. Recommendations for Course and… · p. 15
  • Undergraduate research can support self-efficacy and persistence, but its effectiveness depends on quality mentoring, social support, and attention to participation barriers.Longer experiences may strengthen student relationships with mentors and peers; the authors recommend considering multiyear programs when possible.Source: A. Recommendations for Course and… · pp. 15–16

B. Opportunities at Minority Serving Institutions

  • HBCUs have produced substantial shares of Black engineering graduates, and the authors recommend building QISE opportunities there using inclusive practices and research opportunities.HBCUs produced over 45% of Black engineering undergraduates at U.S. institutions from 2001 to 2009.Source: B. Opportunities at Minority Serving… · p. 16
  • HSIs enroll at least 25% Hispanic undergraduates, and partnerships among HSIs could share resources and introductory QISE curricula.The authors suggest that HSI programs could increase Hispanic participation in the quantum workforce over the long term.Source: B. Opportunities at Minority Serving… · p. 16

C. Transfer Pathways from Two-Year and Four-Year Institutions

The section connects transfer pathways and industry engagement with broader recommendations for improving equity in undergraduate quantum engineering. It emphasizes accessible entry points, real-world opportunities, inclusive learning climates, and evaluation of outcomes.

C. Transfer Pathways from Two-Year and Four-Year Institutions

  • QISE programs should build on community-college partnerships through introductory courses, transfer credit, and internships to broaden pathways into engineering.The authors note that community-college students are an important potential workforce group and recommend prioritizing partnerships with colleges serving large minority populations.Source: C. Transfer Pathways from Two-Year and… · p. 17

D. Industry’s Role in Promoting Diversity in Undergraduate Quantum Engineering

  • Internships can improve hiring prospects, while open-source contributions and hackathons may offer alternatives for students unable to access internships,,.The authors also note that marginalized students are more likely to apply to a major when they see peers from it hired by industry.Source: D. Industry’s Role in Promoting… · p. 17
  • Industry should widen access to online training and quantum-computing resources through partnerships, and periodically track workforce diversity metrics.The authors point to workforce surveys and public funding programs as possible evaluation routes.Source: D. Industry’s Role in Promoting… · p. 17

E. Summary of Diversity, Equity, and Inclusion Recommendations

  • The recommendations group climate work around mentor training, periodic climate surveys, and high-quality undergraduate research, preferably over multiple semesters when possible.Mentor preparation includes trust-building and culturally aware communication,,,.Source: E. Summary of Diversity, Equity, and… · pp. 17–18
  • Programs should introduce quantum concepts early, disaggregate outcome data, and focus on marginalized students thriving and succeeding in QISE careers rather than recruitment alone.The authors also recommend early classroom interventions, professional-development skills, and transfer pathways,,.Source: E. Summary of Diversity, Equity, and… · p. 18
  • Industry and academia should align curricula with workforce needs and provide equitable access to educational resources, internships, and credentialing pathways.Formal partnerships with minority-serving institutions are one proposed route.Source: E. Summary of Diversity, Equity, and… · p. 18

VI. HANDS-ON TRAINING ON QUANTUM HARDWARE

Hands-on training should give students experience with quantum-state preparation, measurement, and control while helping them connect distinct hardware platforms. The authors offer optics as a relatively affordable route, with both classical simulations and experiments using individual photons.

VI. HANDS-ON TRAINING ON QUANTUM HARDWARE

  • Lab selection is constrained by budgets and faculty expertise: plug-and-play resources can be expensive, while lower-cost do-it-yourself approaches require substantial expertise.Cross-institution exchanges of expertise may help make affordable hands-on training available.Source: §VI · p. 18
  • Labs should teach preparation, measurement, and control while showing how different platforms can yield related experimental conclusions and support cross-disciplinary communication.The authors recommend general design principles over training as a technician on one technology, and suggest covering at least two platforms.Source: §VI · pp. 18–19

A. Optics

  • Visible-regime optics offers a relatively budget-friendly way to teach state preparation, manipulation, and measurement, including classical-laser simulations with lingering QKD security loopholes.Polarization optics can demonstrate projective measurement and state rotations; interferometers can illustrate related effects in space or time.Source: A. Optics · p. 19
  • Single-photon optics can support experiments such as Bell-nonlocality tests and entanglement-enabled QKD, while plug-and-play down-conversion systems cost about $20k USD.Some protocols require specialized photon sources or multi-pair emissions and may be prohibitively expensive or alignment-sensitive.Source: A. Optics · p. 19

B. Atoms and Ions

The hardware options span atoms and ions, cryogenic and solid-state systems, and nanofabrication, with substantial differences in cost, infrastructure, and local expertise. The examples show where demonstrations or partnerships may make these technologies accessible to students.

B. Atoms and Ions

  • NV centers are suited to sensing and have commercial demonstration kits, but single-operation kits for atoms and ions are not readily available; extending to trapped single quanta requires substantial local expertise and infrastructure.Compact laser-cooling and magneto-optical-trapping hardware can demonstrate optical-pumping control; partnerships may enable more advanced lab experiences.Source: B. Atoms and Ions · p. 19

C. Cryogenic and Solid State

  • Solid-state platforms need cryogenic operation, and dilution refrigerators cost about $300k at entry level, making deployment reliant on local expertise or shared regional resources.A 1.9 K PPMS can support ancillary measurements, while pulsed NMR offers experience with spin control and measurement.Source: C. Cryogenic and Solid State · pp. 19–20

D. Nanofabrication

  • Nanofabrication labs can teach device-design and fabrication requirements through projects such as a lumped-element resonator or Josephson junction.Partnerships with specialized fabrication facilities can augment student learning.Source: D. Nanofabrication · p. 20

E. The Quantum-Classical Interface

The quantum-classical interface (QCI) connects classical control and readout systems to quantum devices, and its complexity presents a scale-up challenge. Industry software, cloud hardware access, and internships offer ways to bring quantum tools and experience into undergraduate education.

E. The Quantum-Classical Interface

  • The QCI comprises electronic and optical readout and control subsystems, plus infrastructure managing input and output between classical systems and quantum devices.Examples include data converters, amplifiers, signal sources, digital logic, cabling, packaging, optical fibers, chip interconnects, resonators, and on-chip routing and multiplexing.Source: E. The Quantum-Classical Interface · p. 20
  • QCI laboratory courses can train students with classical software and hardware, including microwave engineering, embedded systems, signal generators, and digitizers.These subsystems are comparatively inexpensive for teaching and can support troubleshooting and debugging practice.Source: E. The Quantum-Classical Interface · p. 20
  • Communication-system design provides a foundation for quantum control and readout, with useful links between electrical, microwave, and optical concepts.Relevant topics include modulation, demodulation, non-reciprocal elements, noise mitigation, bandwidth narrowing, and lock-in amplification.Source: E. The Quantum-Classical Interface · p. 20
  • QCI complexity is likely to be a major hurdle in scaling quantum computers and networks, requiring engineers to work across abstraction levels and fields.Source: E. The Quantum-Classical Interface · p. 20

F. Tools and Involvement from Industry

  • Affordable physical quantum hardware is difficult to provide at scale, while classical-computing infrastructure has expanded access to authentic quantum devices.Source: F. Tools and Involvement from Industry · p. 20
  • Open-source packages and cloud-accessible processors offer simulation and hardware experiences, while internships add hands-on experience in industrial settings.Cloud explorations are not a substitute for hands-on experimentation, but can be valuable where laboratory experience is unavailable.Source: F. Tools and Involvement from Industry · p. 21

VII. SUMMARY AND KEY RECOMMENDATIONS

The recommendations provide a flexible undergraduate roadmap for developing quantum-aware and quantum-proficient engineers, including course pathways, hands-on training, and inclusive education. They also call for expanded education research to establish effective practices in QISE engineering programs.

VII. SUMMARY AND KEY RECOMMENDATIONS

  • The roadmap targets a diverse workforce with growing quantum knowledge and skills through new undergraduate training opportunities and inclusive education.Source: §VII · p. 21
  • The recommendations prepare bachelor’s-level engineers for two levels of QISE training: quantum-aware and quantum-proficient.Source: §VII · p. 21
  • Quantum engineering programs should be developed in engineering departments in collaboration with science and math departments.Source: §VII · p. 21
  • A first QISE course for STEM students can provide quantum-aware training and be adapted to different academic environments.The course is intended to provide the minimum quantum expertise needed for engineers to participate in the QISE industry.Source: §VII · p. 21
  • For quantum-proficient training, colleges and universities should develop quantum engineering minors or tracks embedded in traditional majors rather than full undergraduate degrees at present.Full degrees may become desirable as the industry grows and could extend existing minor and track programs.Source: §VII · p. 21
  • Minors and tracks can require only three or four new courses, with additional electives drawn from standard STEM offerings.Source: §VII · p. 21
  • A low-math Quantum Information Science and Engineering 101 course can serve non-STEM students and be implemented at community colleges and military schools.It can recruit or onboard students into a minor and support transitions to four-year institutions.Source: §VII · p. 21
  • Hands-on experimental training is an important component of a minor because many quantum-industry jobs require that expertise.Source: §VII · p. 21

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