Rochester Institute of Technology: Researchers Map Keywords to Boost Quantum Sensing in Education

A thorough analysis of educational materials reveals how quantum sensing is currently represented. Namitha Pradeep and Ben Zwickl at Rochester Institute of Technology analysed six widely used textbooks covering modern physics, quantum mechanics, and quantum computing to identify relevant keywords and assess the depth of related discussions. The analysis shows considerable variation in the presentation of quantum sensing concepts across different subjects and approaches, specifically between textbooks prioritising spin versus position, and highlights a gap in educational coverage as quantum sensing lags behind quantum computing in curriculum development. A survey of over 8,000 quantum-related courses also provides valuable insights for integrating quantum sensing into physics and related disciplines, enabling a broader scope of quantum information science and engineering education.

Textbook and course analyses reveal variations in quantum sensing concept presentation

A set of keywords related to quantum sensing was identified and used to tag excerpts in textbooks where these concepts appeared, alongside recording the context within each textbook. Network maps were constructed to visualise keyword appearances and their frequency within each subject area, and an analytic rubric was developed to evaluate the conceptual and mathematical depth of excerpts, as well as the extent of sensing-related discussions. The analysis demonstrates variation in how different subjects address these concepts, both in content and depth of coverage.

Over 8,000 quantum-related courses were analysed, with a focus on those mentioning “sensing” or “sensor”. These analyses of textbook content and course descriptions inform the quantum information science and engineering education community about opportunities to integrate quantum sensing topics into quantum-related courses in physics and adjacent disciplines. The ability to effectively manipulate quantum systems and harness unique quantum properties like superposition and entanglement has driven the ‘second quantum revolution’, creating an increasing need for talent to lead innovation, design, manufacturing, and application of these technologies. Projections indicate an exponential increase in quantum technology jobs over the next two decades, yet companies report increasing difficulty finding candidates with the necessary skill sets.

In response, there has been a call to develop educational initiatives to expand the quantum workforce, such as the Quantum Flagship project in the EU and the National Quantum Initiative in the US. The technologies of the second quantum revolution are often categorised into quantum computing, quantum networking and communication, and quantum sensing, which is the focus of this work. Quantum sensing refers to the use of quantum systems, such as atoms, photons, or superconducting circuits, and quantum phenomena like superposition or entanglement to measure a physical quantity. By utilising these uniquely quantum properties, quantum sensors can achieve measurement sensitivities that surpass classical sensors.

This is a rapidly growing field, with real-world applications such as quantum gravimeters or NV centres for bio-sensing becoming accessible sooner than practical applications of quantum computing. Acknowledging the near-term economic and technological impact of quantum sensors, national-level efforts encourage agencies to prioritise and develop new approaches to quantum sensing. The European Competence Framework for Quantum Technologies has identified Quantum sensors and Imaging systems as one of four quantum technology application domains, and as one of eight core domains within its taxonomy of required knowledge and skills.

Despite this recognition, quantum sensing has received the least attention in the development of curriculum resources and quantum technology courses. Educators have observed ‘curricular breadth gaps’ at the course level, with quantum sensing receiving limited emphasis, as most courses focus on quantum computing. A study of 63 quantum information science and engineering courses found that only 22% addressed quantum sensing-related topics, and no courses dedicated themselves solely to the subject.

Experts in academia and industry report feeling less competent in quantum sensing compared to other areas of QISE. Most quantum mechanics and quantum computing textbooks emphasise quantum theory, and no textbooks focus on hardware implementations and applications of quantum technologies such as quantum sensing at the undergraduate level. Educators also report difficulty accessing primary literature on these topics, as they are often non-experts in the field. Quantum sensing presents educational challenges due to a lack of established conceptual frameworks or standard textbooks, and its applications span multiple fields.

Different sensing platforms use very different hardware and operating principles, requiring a diverse set of concepts. Students need to build interdisciplinary background knowledge, including ideas from physics, engineering, chemistry and nanoscience. Given this lack of emphasis in current curricula, there is an opportunity to better integrate this area into quantum education. The long-term goal of this project is to develop modular curricular resources that can be incorporated into existing undergraduate quantum-related courses.

An initial step is to understand the inclusion of quantum sensing and associated concepts within the wider field of current quantum curricula in higher education. By characterising topics addressed in undergraduate quantum-related textbooks and concepts covered in quantum-related courses, a better understanding of students’ existing knowledge can be achieved, and natural entry points in the curriculum identified where sensing-related topics can be introduced. This will enable building on the existing curriculum and developing suitable learning objectives and learning progressions.

Examining existing courses that address sensing-related topics provides insight into the current curricular field, and identifying the disciplines these courses are offered under would help to understand where quantum sensing modules could be meaningfully integrated. It is also important to know the types of content covered in these courses as this informs the kind of resources that would be appropriate for integration. Course types can have distinct content coverage, emphases (e.g., theoretical, experimental, or computational) and learning outcomes, and therefore require differently tailored curricular resources.

To this end, a textbook analysis was conducted to examine how sensing-related concepts are addressed in commonly used textbooks, and a course analysis to investigate the types of courses that include quantum sensing topics. The research questions addressed were: How do textbooks in quantum mechanics, modern physics, and quantum computing differ in the extent and depth to which they address keywords related to quantum sensing, and in which broad physics topics do these keywords appear. What kinds of courses are already addressing quantum sensing, and how are courses mentioning “quantum” and “sensing”/“sensor(s)” distributed across disciplines and course types?

A recent study identified more than 8000 quantum-related courses in the United States across all disciplines. Over 4700 courses were identified in physics departments mentioning the word “quantum” in the course title or description. Of these, approximately 1600 were quantum mechanics courses, and 600 were modern physics courses. Since quantum mechanics and modern physics appear to be the courses where students most often encounter quantum concepts, these subjects were selected for the textbook analysis.

The same study identified over 500 dedicated QISE courses across all disciplines, but the vast majority focused on quantum computing and information, with very few addressing other aspects of QISE. Buzzell et al.’s study of QM course syllabi from 188 institutions showed that all institutions required physics majors to take at least one quantum course. The most frequently taught topics were the Schrödinger equation and wavefunctions in three dimensions. In contrast, the Stern-Gerlach experiment appeared in only about 26% of course syllabi, even though it provides a way to introduce a wide range of concepts using the formalism of two-state systems, which also connects to QISE topics.

An analysis of course syllabi identified commonly used textbooks in quantum mechanics, modern physics, and quantum computing. Examination of over 8,000 quantum-related courses revealed that 22% addressed quantum sensing topics, with no courses dedicating themselves solely to the subject. Physics undergraduates commonly encounter these courses during their second year, typically after completing Newtonian physics, Electricity & Magnetism, and Calculus II as prerequisites at most institutions.

MP courses often serve as students’ first introduction to quantum concepts. This syllabi analysis was used to identify the most commonly used MP textbooks. Valverde et al. proposed a modified tripartite model of curriculum in which textbooks and other resource materials serve as a link between the intended curriculum and the implemented curriculum, referred to as the ‘potentially implemented curriculum’. Given this central role, textbooks play in shaping what students learn, analysing them can inform the development of evolving curricula.

Textbook analysis has been used to examine content coverage, topic placement, and the development of key concepts across disciplines such as mathematics and engineering. In physics, studies have explored how textbooks address specific topics, such as weight and the nature of the electromagnetic field. In this study, a content analysis of textbooks was conducted to identify meaningful entry points for integrating quantum sensing curricular resources, and to determine students’ likely prior knowledge, enabling the development of coherent learning progressions.

Spin-first and position-first approaches represent two instructional methods employed in quantum mechanics courses. The spin-first approach commences with two-level systems, whereas the position-first approach begins with wave mechanics and the Schrödinger equation. Textbooks adopting the position-first approach are more prevalent, utilising the wavefunction formalism in the position basis and generally presenting it initially.

Curriculum analysis reveals a disparity between quantum computing prominence and limited quantum sensing coverage

Maps of quantum sensing concepts within core physics textbooks and university courses show a clear focus on quantum computing and communication as drivers of the “second quantum revolution”, yet reveal a significant gap in how quantum sensing, utilising quantum properties to enhance measurement, is currently taught. This imbalance presents a challenge, as practical applications of sensing technology may become accessible sooner than fully functional quantum computers. Identifying this educational imbalance isn’t about dismissing the importance of computing and communication; it’s about recognising the nearer-term potential of quantum sensing.

This technology, which uses quantum properties to make incredibly precise measurements of things like gravity, magnetic fields, and time, could deliver practical benefits sooner. The team’s analysis of textbooks and courses reveals a pronounced emphasis on quantum computing within current quantum education, overshadowing the comparatively limited coverage of quantum sensing. This imbalance is significant because quantum sensing offers potentially near-term technological advancements.

The research identified a notable disparity in quantum education, revealing that current curricula heavily emphasise quantum computing and communication while comparatively neglecting quantum sensing. This matters because quantum sensing, which utilises quantum properties for enhanced measurement of phenomena like magnetic fields, may offer more readily achievable technological benefits. Researchers analysed six textbooks and over 8,000 course descriptions, noting differences in how “spin-first” and “position-first” approaches presented related concepts. The authors suggest this work can inform the development of learning resources to better integrate quantum sensing into existing programmes.