Today's Interdisciplinary Quantum Information Classroom: Themes from a Survey of Quantum Information Science Instructors

Autor/inn/en	Meyer, Josephine C.; Passante, Gina; Pollock, Steven J.; Wilcox, Bethany R.
Titel	Today's Interdisciplinary Quantum Information Classroom: Themes from a Survey of Quantum Information Science Instructors
Quelle	In: Physical Review Physics Education Research, 18 (2022) 1, Artikel 010150 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Josephine C.) ORCID (Passante, Gina) ORCID (Pollock, Steven J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Quantum Mechanics; Information Science; Interdisciplinary Approach; Introductory Courses; College Instruction; College Students; Teacher Background; Student Characteristics; Difficulty Level; Mathematical Concepts; Algebra; Textbooks; Instructional Materials; Academic Standards; Prerequisites; Required Courses; Curriculum Development; Mathematics Skills; Educational Quality + Suchen Sie Ihr Suchwort? Quantenmechanik; Informationswissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Einführungskurs; Hochschullehre; Collegestudent; Schwierigkeitsgrad; Textbook; Text book; Schulbuch; Lehrbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Voraussetzung; Pflichtkurs; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Quality of education; Bildungsqualität
Abstract	Interdisciplinary introduction to quantum information science (QIS) courses are proliferating at universities across the US, but the experiences of instructors in these courses have remained largely unexplored in the discipline-based education research (DBER) communities. Here, we address this gap by reporting on the findings of a survey of instructors teaching introduction to QIS courses at institutions across the U.S., primarily at the undergraduate or hybrid undergraduate and graduate level, as well as follow-up focus interviews with six individual instructors. Key themes from this analysis include challenges and opportunities associated with the diversity of instructor and student backgrounds, student difficulties with the mathematical formalism (especially though not exclusively with linear algebra), and the need for better textbooks and curricular materials. We also find that while course topics are ostensibly similar, each course is crafted by its instructor to tell a different story about QIS and to uniquely balance goals such as accessibility and academic rigor, such that no canonical introduction to QIS course emerges from our dataset. We discuss the implications of this finding with regard to the benefits and risks associated with standardization of curricula as QIS coursework matures. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01