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In this paper, we analyze video recordings of students working on tutorials in Zoom breakout rooms in an upper-division quantum mechanics course. We investigate group behaviors in this virtual environment, including the effects of instructor presence. To this end, we modify the Color Frames coding scheme introduced by Scherr to suit the virtual nature of the interactions. By broadening the frames and allowing for multiple overlapping frames, we are able to describe some group behaviors not otherwise captured. For example, in some instances, students take on an authoritative role in the group, and in other instances, groups engage in overtly casual behavior while nonetheless having on-topic discussions. We observe significant variation in how much time each group spends in each frame, but find that all groups spend some time in all frames. Instructors can be present without dominating or eliminating discussion between students, and their presence need not significantly impact the time students spent in an "informal/friendly'' frame. However, instructor presence significantly reduces time spent working individually. Our findings will support additional research into the dynamics of student discussions during tutorials and aid ongoing development of online tutorials that can, e.g., be assigned for use outside of class. 

As the field of Quantum Information Science (QIS) continues to advance, there is an increased need for a quantum-smart workforce to address the needs of the growing quantum industry. As institutions begin to expand their course offerings, there is a unique opportunity for discipline-based education researchers to have an impact on the curricular and pedagogical choices being made in these courses. As a first step, it is necessary for education researchers to have a representative picture of what QIS education currently looks like. We reviewed recent course catalogues from a large sample of institutions in the United States looking for courses focused on QIS content. Our conservative analysis reveals that roughly a quarter of the institutions we reviewed offer QIS courses. While encouraging for such an emerging field, we found disparities in the types of institutions offering these courses as the vast majority were Doctoral-granting institutions. Additionally, we found that some classifications of minority serving institutions were much less likely to offer a QIS course (for example Historically Black Colleges and Universities or Predominantly Black Institutions), while Asian American and Native American Pacific Islander serving institutions were more likely than the national average to offer a QIS course. These disparities may lead to further racial, socioeconomic, and geographic disparity in the future quantum workforce. We also found that there was no single department that offered a majority of the QIS courses, indicating that the best efforts to improve QIS education will need to consider the multi-disciplinary nature of the field of quantum information science.