Quantum Future, Educators Needed
In order to build a workforce that can meet the anticipated needs of the quantum field in the future, we need to train and support more quantum-literate educators.
In 2018, the U.S. federal government passed the National Quantum Initiative Act, a program designed to accelerate the nation's quantum research and development activities. Over the next decade, quantum information science and quantum technologies are expected to have a significant impact on the economy of the United States, as well as other countries. To realize this promise, the United States will need a "quantum-capable" workforce that is familiar with the core elements of quantum technology and is large enough to meet the anticipated demand.
But even now, when quantum career opportunities are just beginning to emerge, supply is lagging behind demand; according to a 2022 McKinsey report, there is currently only about one qualified candidate for every three quantum job openings. As a result, industries are calling on educational institutions and funding agencies to invest heavily in workforce development efforts to prevent this dearth from worsening.
Potential application areas for quantum computing as of 2030
Quantum Field, Lack of Specialized Talent
Today, most jobs in the field of quantum information science and technology (QIST) require detailed knowledge and skills that students typically acquire in graduate-level programs. This requirement may relax as the quantum industry matures and shifts from a research and development focus to a deployment focus. This change is expected to increase the percentage of QIST jobs that are compatible with undergraduate-level training. However, 86% of QIST-focused programs are currently conducted at PhD-granting research institutions.
Few other undergraduate institutions offer opportunities to study the discipline. To meet future needs, changes are needed in this area: QIST education should be incorporated into the curricula of major undergraduate institutions and community colleges. However, adding QIST courses to the curricula of these institutions is not an easy task.
Challenges to introducing QIST courses into these venues include how to fund them, where to place them, and which concepts to prioritize.2021, with support from the American Physical Society (APS) Innovation Fund, the APS had helped organize the first Quantum Undergraduate Education and Training in Science (QUEST) workshop to discuss these and other challenges. The workshop focused on anticipated industry needs, existing educational programs and best practices for creating thriving, inclusive programs, as well as identifying key challenges related to undergraduate institutions and possible ways to overcome them.
Participants asked questions about everything from how to develop the best course syllabi to how to gain institutional support for offering these new programs. Frequently asked questions included:
- What topics should the course focus on?
- What learning outcomes should the course target?
- How can faculty convince administrators of the benefits of QIST courses so that they receive adequate resources to offer them?
The interdisciplinary nature of QIST allows the program to be offered in a variety of departments. As a result, participants also wanted to understand how best to manage the potential conflicts and challenges that arise from disciplinary silos.
While the specific answers to these questions will vary for different institutions, the American Physical Society said, "We, and the workshop participants, believe that most solutions will benefit from the development of a multilevel community of QIST educators."
Undergraduate institutions often have only one or two faculty members with QIST experience, which can leave these individuals feeling isolated as they build QIST programs on their campuses. Additionally, no program can be sustained or maintained if only one or two faculty members are involved in the planning and teaching of the program. Having a network of colleagues who are in the same boat helps alleviate feelings of isolation and provides an avenue for sharing resources and expertise; resource sharing and community support also improve the quality of the program.
Federal agencies have begun to recognize the value of collaborating with QISTs across a broader range of agencies through the Chip and Science Act and through programs such as NSF's ExpandQISE and the U.S. Department of Energy's RENEW. These programs strongly encourage partnerships between agencies that lack QIST experience and those with deep expertise in the field.
While encouraging, these national programs are not enough to grow QIST education to the extent it needs to be. Regional and local efforts are also needed, where seemingly small acts can have a huge impact. For example, administrators at undergraduate institutions can provide support for professional development and networking opportunities for faculty to help build QIST-focused communities, and large doctoral-granting institutions with QIST programs can invite faculty at undergraduate institutions to attend summer seminars designed to bring graduate students and postdocs into the QIST field.
Career Pathways for Graduates Employed in the Quantum Industry
Seizing these opportunities will go a long way toward building a strong QIST educational community and addressing the challenges associated with developing a quantum-capable workforce.
The challenges are great, but physics, math, and computer science programs are well suited to meet them: they are all at the forefront of research and technology solving tough technical problems.
Source:
[1]https://physics.aps.org/articles/v16/59
[2]https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/quantum-computing-funding-remains-strong-but-talent-gap- raises-concern
[3]https://www.spiedigitallibrary.org/journals/optical-engineering/volume-61/issue-08/081806/Defining-the-quantum-workforce- landscape--a-review-of-global/10.1117/1.OE.61.8.081806.full?SSO=1
