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  1. Free, publicly-accessible full text available September 22, 2023
  2. Free, publicly-accessible full text available June 1, 2023
  3. Bennett, M. ; Frank, B. ; Vieyra, R. (Ed.)
    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 disparitiesmore »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.« less
  4. Bennet, M. ; Frank, B. ; Vieyra, R. (Ed.)
    Significant focus in the PER community has been paid to student reasoning in undergraduate quantum mechanics. However, these same topics have remained largely unexplored in the context of emerging interdisciplinary quantum information science (QIS) courses. We conducted 15 exploratory think-aloud interviews with students in an upper-division quantum computing course at a large R1 university cross-listed in the physics and computer science departments. Focusing on responses to one particular problem, we identify two notably consistent problem-solving strategies across students in the context of a particular interview prompt, which we term Naive Measurement Probabilities (NMP) and Virtual Quantum Computer (VQC), respectively. Operating from a resources framework, we interpret these strategies as choices of coherent (and potentially mutually-generative) sets of resources to employ and available actions to perform.
  5. Bennet, Michael ; Frank, Brian ; Vieyra, Rebecca (Ed.)
    Disability is an often-overlooked aspect of diversity. Recent research has indicated that there are barriers to access and participation for disabled students inherent in the design of physics courses. To help counteract these barriers, universities are required to provide reasonable accommodations for disabled students. However, not all students use the accommodations they have access to because of social factors (e.g., disability stigma), and others do not have access to the professional diagnosis often required to access accommodations. The purpose of this study was to explore the experiences of students who identify with a disability/impairment who were taking an emergency remote teaching (ERT) physics course in Fall 2020 to inform policies about providing access to students in future remote and face-to-face courses. In this paper, we present the prevalence and types of impairments disabled students in physics courses reported, their reported accommodation usage, and ethical considerations of this work. Overall, we find that disabled students represent a sizeable group in physics courses, and there are positive and negative reasons students did not use or request accommodations.
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