arXiv subjects

Benjamin M. Zwickl

Publications and source records attributed to Benjamin M. Zwickl.

At least 19 recordsLinked to original sources

arXiv2026

Trajectories into Careers in the Quantum Industry: Beyond Knowledge and Skills

Career preparation for participation in the quantum industry is often framed in terms of formal educational pipelines, workforce projections, and knowledge and skills needed for various roles. Less is known about how quantum industry professionals themselves characterize their preparation for participation in the field. In this paper, we analyze interviews with quantum industry professionals working across a range of positions and company types to examine the experiences that enable entry into the quantum industry. Using thematic analysis, we identify four trajectories: (1) continuity of research practice from academia to industry, (2) reframing of prior expertise for quantum applications, (3) incremental engagement through various professional opportunities, and (4) network-enabled entry. These trajectories often co-occur within individual narratives, showing that preparation emerges from a combination of educational, professional, and relational experiences. Our findings demonstrate that supporting preparation for quantum industry careers requires more than the design of formal coursework and degree programs. Our results highlight the importance of experiential learning opportunities that allow students to apply their knowledge and skills and develop professional connections that facilitate entry into quantum careers.

physics.ed-ph↗

arXiv2026

Experimental Skills for Undergraduate Career Preparation in Quantum Information Science and Engineering

The growth of the Quantum Information Science and Engineering (QISE) industry has increased interest in how undergraduate programs prepare students for careers in this field. Prior research emphasizes the value of experiential learning as preparation for the quantum industry, but lacks specificity regarding the experimental skills needed for positions available to bachelor's degree graduates. In this study, we investigate the experimental skills associated with bachelor's-level quantum industry positions through 44 semi-structured interviews with quantum industry professionals. Guided by the American Association of Physics Teachers recommendations for the undergraduate physics laboratory curriculum, we characterize the experimental skills associated with positions described as requiring bachelor's-level preparation and thematically synthesize them into four categories: instrumentation, computation and data analysis, experimental and project design, and communication and collaboration. We further examine how these skills cluster across role types and articulate them as learning goals to provide guidance for educators interested in aligning undergraduate instruction with the needs of students wanting to pursue a career in the quantum industry. Our findings suggest the need to emphasize the discussion of hardware in QISE theory courses, expand experimental training through instructional laboratories, and intentionally integrate professional skills in undergraduate QISE education.

physics.ed-ph↗

arXiv2026

How undergraduate physics students use generative AI for computational modeling

Generative artificial intelligence (genAI) is becoming increasingly prevalent and capable in physics, particularly for programming-related tasks. How, then, does genAI affect students' computational modeling? We interviewed 19 undergraduate students who had recently completed an open-ended computational assignment that encouraged the use of genAI, asking them how they used it. We then conducted a thematic analysis of these interviews using a framework for computational modeling in physics. We found that genAI significantly impacts several aspects of students' computational modeling, such as the planning, implementing, and debugging of computational models. GenAI can also help students find resources and introduce them to new computational tools. Productive use of genAI was associated with students limiting its use to small steps in the modeling process and consistently double-checking the formulas, explanations, and code it provided. We also identified challenges students faced due to an over-reliance on genAI, such as working from false model assumptions and not spending time learning the fundamentals of computational modeling, especially debugging. Finally, we discuss implications for teaching, such as the need to teach students how to use genAI productively and to urge them to plan before they code. We also highlight the continued value of low-stakes assessment and teaching assistants for teaching computational modeling, as the task remains difficult even with the introduction of genAI.

physics.ed-ph↗

arXiv2026

Profiles of Roles in the Quantum Industry

This report builds upon the Categorization of Roles in the Quantum Industry report by providing detailed profiles for 29 distinct roles across the quantum workforce. While the earlier report established a framework of four major role categories (hardware, software, bridging, and public facing and business) and their subcategories, the current report expands on this structural framework by characterizing what professionals in each role actually do, particularly by identifying the tasks, knowledge, skills, abilities (KSAs), and experience typically required for each role. Each role profile follows a standardized structure guided by the Occupational Information Network (O*NET) framework. By presenting a fine-grained view of day-to-day work and qualification expectations, this report serves as a practical resource for educators, students, industry professionals, and policymakers aiming to understand, educate, and support the evolving quantum workforce.

physics.ed-ph↗

arXiv2025

Categorization of Roles in the Quantum Industry

Continued growth of the quantum information science and engineering (QISE) industry has resulted in stakeholders spanning education, industry, and government seeking to better understand the workforce needs. This report presents a framework for the categorization of roles in the QISE industry based on 42 interviews of QISE professionals across 23 companies, as well as a description of the method used in the creation of this framework. The data included information on over 80 positions, which we have grouped into 29 roles spanning four primary categories. For each primary category we provide an overview of what unites the roles within a category, a description of relevant subcategories, and definitions of the individual roles. These roles serve as the basis upon which we generate profiles of these roles, which include information about role critical tasks, necessary knowledge and skills, and educational requirements. Our next report will present such profiles for each of the roles presented herein.

physics.ed-ph↗

arXiv2025

Experimental Skills for Non-PhD Roles in the Quantum Industry

As the quantum information science and engineering (QISE) workforce grows, there is an anticipated need for professionals with bachelor's and master's degrees who can fill a wide range of roles in the quantum industry. This report identifies the experimental skills needed for individuals with bachelor's or master's degrees to succeed in quantum industry roles. Through semi-structured interviews with quantum industry employers, we gathered data on 22 distinct positions spanning hardware, software, and business functions. While employers describe varying expectations of quantum expertise, the unifying requirement across these roles is proficiency in experimental skills, which fall into four key categories: instrumentation, computation and data analysis, experimental and project design, as well as communication and collaboration. Positions open to bachelor's and master's graduates use all four skill areas, but the balance of experimental skill set needed differs. Bachelor's roles lean toward instrumentation, computation and data analysis, as well as experimental and project design skills. Individuals in these roles build, operate, and troubleshoot hardware, and they gather and interpret data to design and carry out experiments. Master's roles stand out with the communication and collaboration skills needed on top of the other three skill categories. Individuals in these roles oversee experiments, coordinate teams, and align efforts with company and client needs. By articulating experimental skills needed for bachelor's and master's roles in the quantum industry, this report provides actionable insights for educators developing QISE courses and programs.

physics.ed-ph↗

arXiv2025

Industry Perspectives on Projected Quantum Workforce Needs

As more physics educators are developing courses and programs to prepare students for careers in quantum information science, understanding the quantum industry's future workforce needs has become increasingly important. As part of ongoing efforts to understand the knowledge and skills needed for various job roles, we interviewed quantum industry professionals in managerial positions about workforce needs. Through thematic analysis, we identify two broad themes about projected needs. First, managers anticipate a need for a range of educational levels from bachelors to PhDs in physics, engineering, and computer science to fill the needs of roles spanning manufacturing to innovation. Second, managers anticipate an increased need for individuals who can apply quantum information science knowledge across fields. These results provide insights for physics educators about course and program development: continued investment in quantum information science education at all levels is valuable, and greater emphasis should be placed on applications of quantum science.

physics.ed-ph↗

arXiv2025

Industry Insights into Quantum Knowledge Needed for the Quantum Information Science and Engineering Workforce

Quantum Information Science and Engineering (QISE) education and workforce development are top priorities at the national level in the US. This has included a push for academia to support the development of programs that will prepare students to enter the QISE workforce. As the field of QISE has grown rapidly in academia and industry, there is a need to better understand what quantum knowledge is needed for students to be ready for the workforce. We present preliminary findings on the level of quantum expertise and the specific quantum knowledge utilized across different roles, and in the execution of specific tasks in the QISE industry. Qualitative analysis of semi-structured interviews with industry professionals elucidates these aspects of the vital work functions related to the ongoing development of quantum technologies in industry. This work will provide insights into QISE curriculum development and changes needed to better support students transitioning into this growing industry.

physics.ed-ph↗

arXiv2025

Insights from Educators on Building a More Cohesive Quantum Information Science and Engineering Education Ecosystem

As the need for a quantum-ready workforce grows, educators in Quantum Information Science and Engineering (QISE) face the challenge of aligning their programs and courses with industry needs. Through a series of interviews with program directors and faculty across 15 different institutions, we identified the considerations that educators are currently addressing as they develop their various courses and programs. Grounded in a curriculum framework, we conducted a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, which revealed shared challenges and opportunities about program context, curriculum development, collaboration, program data collection and evaluation, and connections across stakeholders in the quantum ecosystem that educators should consider when developing their QISE efforts. Our findings highlight five overreaching themes: (1) the strategic ways educators navigate institutional structures to support QISE initiatives, (2) the ongoing challenge of aligning QISE curricula with industry and institutional needs, (3) the importance of fostering interdisciplinary collaboration across departments and institutions in QISE, (4) the need for robust data collection and evaluation to inform QISE course and program development, and (5) the importance of strengthening industry-academia connections to prepare students for the quantum workforce. The details and interconnections in our findings illustrate the value of applying a structured approach to QISE course and program development with the goal of creating a more cohesive QISE education ecosystem.

physics.ed-ph↗

arXiv2025

Physics Computational Literacy: Programming, modeling and collaboration at the journeyman level

Computation has become an integral part of physics research. However, little is known about how students learn to productively use computation as a tool beyond the introductory level, especially as they transition into physics research. In this study, we apply the theory of physics computational literacy and the novice-expert framework to describe the development of expertise in computational physics, as students transition from novice to journeyman computational physicists. We base this description on a thematic analysis of interviews with 13 computational physics master's students with extensive experience using computation. We first describe the most important elements driving the development of computational physics expertise, identifying two distinct transitions of competence during their studies, driven by experience with large computational projects and professional research. We then present an overview of the various skills students attain on this path toward the journeyman level of computational physics expertise. Based on these results, we argue for the need to assist students in collaborative coding and in the learning of new tools, as well as for the importance of large, scaffolded, computational projects in helping students develop the advanced skills needed for computational research.

physics.ed-ph↗

arXiv2025

Investigating Opportunities for Growth and Increased Diversity in Quantum Information Science and Engineering Education in the U.S. based on an Analysis of the Current Educational Landscape

Quantum Information Science and Engineering (QISE) is rapidly gaining interest across a wide range of disciplines. As QISE continues to evolve, engineering will play an increasingly critical role in advancing quantum technologies. While efforts to characterize introductory QISE courses are underway, a comprehensive understanding of QISE education across the United States remains lacking. Developing a broad understanding of the QISE education landscape is crucial for addressing the needs of the growing quantum industry and ensuring equitable access for a diverse range of participants. This paper presents part of an ongoing effort to characterize the current landscape of QISE courses and degree programs in higher education in the US. To achieve this, we used publicly available information from university and college websites to capture information on over 8000 courses that address quantum in some way and nearly 90 QISE specific programs (e.g., degrees, minors, certificates). The majority of these programs are interdisciplinary and include engineering; 14 of them are housed exclusively in engineering departments. We find most programs are offered at research intensive institutions. Our results showcase an opportunity for program developers at non-research intensive institutions to justify the creation of QISE programs, which would also address calls from different stakeholders in QISE education for a more diverse QISE workforce. We suggest strategies based on the findings of this study such as integrating QISE into existing engineering courses, investing in the development of QISE courses and programs at non-PhD-granting institutions, and making courses with QISE content accessible to students from a variety of majors.

physics.ed-ph↗

arXiv2025

Landscape of Quantum Information Science and Engineering Education: From Physics Foundations to Interdisciplinary Frontiers

Quantum Information Science and Engineering (QISE) is rapidly gaining interest from those within many disciplines and higher education needs to adapt to the changing landscape. Although QISE education still has a strong presence and roots in physics, the field is becoming increasingly interdisciplinary. There is a need to understand the presence of QISE instruction and quantum-related instruction across all disciplines in order to figure out where QISE education is already happening and where it could be expanded. Although there is recent work that characterizes introductory QISE courses, there is no holistic picture of the landscape of QISE and quantum-related education in the United States. We analyzed course catalogs from 1,456 U.S. institutions. We found 61 institutions offering QISE degree programs, mostly at PhD-granting schools, with physics, electrical and computer engineering (ECE), and computer science(CS) as their primary contributors . Across all institutions, we identified over 8,000 courses mentioning 'quantum,' but about one-third of institutions in our study had none. We also found over 500 dedicated QISE courses, concentrated in PhD-granting institutions, primarily in physics, ECE, and CS. Physics leads in offering both general quantum-related ($\sim$4,700) and QISE-specific ($\sim$200) courses. Across multiple disciplines, we see that QISE topics are being introduced in courses not fully dedicated to QISE, which may be a productive strategy for increasing access to QISE education. Our dataset and analysis provide the most comprehensive overview to date of quantum education across US higher education. To ensure broad access, all data are publicly available and downloadable at quantumlandscape.streamlit.app. We hope these findings will support and guide future efforts in curriculum design, workforce development, and education policy across the quantum ecosystem.

physics.ed-ph↗

arXiv2024

Outcomes from a Workshop on a National Center for Quantum Education

In response to numerous programs seeking to advance quantum education and workforce development in the United States, experts from academia, industry, government, and professional societies convened for a National Science Foundation-sponsored workshop in February 2024 to explore the benefits and challenges of establishing a national center for quantum education. Broadly, such a center would foster collaboration and build the infrastructure required to develop a diverse and quantum-ready workforce. The workshop discussions centered around how a center could uniquely address gaps in public, K-12, and undergraduate quantum information science and engineering (QISE) education. Specifically, the community identified activities that, through a center, could lead to an increase in student awareness of quantum careers, boost the number of educators trained in quantum-related subjects, strengthen pathways into quantum careers, enhance the understanding of the U.S. quantum workforce, and elevate public engagement with QISE. Core proposed activities for the center include professional development for educators, coordinated curriculum development and curation, expanded access to educational laboratory equipment, robust evaluation and assessment practices, network building, and enhanced public engagement with quantum science.

physics.ed-ph↗

arXiv2024

Modeling when and how physics PhD students search for a research group: the role of interests and prior research experiences in timely group integration

Studying the factors that influence the quality of physics PhD students' doctoral experiences, especially those that motivate them to stay or leave their programs, is critical for providing them with more holistic and equitable support. Prior literature on doctoral attrition has found that students with clear research interests who establish an advisor-advisee relationship early in their graduate careers are most likely to persist. However, these trends have not been investigated in the context of physics, and the underlying reasons for why these characteristics are associated with leaving remain unstudied. Using semi-structured interviews with 40 first and second year physics PhD students, we construct a model describing the characteristic pathways that physics PhD students take while evaluating interest congruence of prospective research groups. We show how access to undergraduate research and other formative experiences helped some students narrow their interests and look for research groups before arriving to graduate school. In turn, these students reported fewer difficulties finding a group than students whose search for an advisor took place during the first year of their PhD. Lastly, we identify two characteristic types of students at a higher risk of leaving their programs: students who enter graduate school with broad interests and struggle to find a group, and students who join a research group early based on research interest alone and subsequently encounter issues with a negative mentoring relationship. This work serves as a major step toward creating a comprehensive model of how PhD students find a research group, and opens the door for future work to investigate how factors such as group culture and working environment impact the search process.

physics.ed-ph↗

arXiv2024

Exploring Subfield Interest Development in Undergraduate Physics Students through Social Cognitive Career Theory

This study aims to understand how undergraduate physics majors develop an interest in specific subfields. We examine interest formation through the lens of Social Cognitive Career Theory (SCCT) by exploring four key SCCT constructs: learning experiences, self-efficacy, outcome expectations, and proximal environmental influences. We conducted 27 interviews with physics majors across various years of study between 2020 and 2022. Our first research question analyzes SCCT constructs to provide detailed insights into the interest formation of various subfields of physics. Examining these constructs, we better understand the factors influencing students' preferences toward specific subfields. Our findings indicate that positive class experiences and experimental opportunities significantly impacted students' interest in different subfields of physics. This understanding helped us explore significant variations in interest formation between astrophysics and biomedical physics in Research Question 2. By understanding how students decide about their interests, we can provide valuable insights for physics departments and career guidance professionals.

physics.ed-ph↗

arXiv2024

Physics PhD student perspectives on the importance and difficulty of finding a research group

Joining a research group is one of the most important events on a graduate student's path to becoming an independent physics researcher and earning a PhD. However, graduate students' perspectives on the experience of finding a research group are not well-documented in the literature. Understanding these perspectives is crucial for evaluating whether departments are providing students with adequate support while they search for a research group, and how difficulties during this process contribute to attrition. Semi-structured interviews with N=20 first and second year physics PhD students reveal that incoming graduate students see joining a research group as a significant decision, and recognize that it may impact whether they will be able to complete the program. We found that students who struggled to find a group felt isolated and worried about falling behind their peers, whereas students who were able to immerse themselves in a positive group environment reported increased sense of belonging in their programs. The process of finding a research group often held differential importance for students identifying as women and non-binary, who at times reported having to deprioritize their preferred research topic in order to be part of a more inclusive working environment. Although incoming graduate students characterized joining a research group as a significant decision, they often felt unprepared to make it. Moreover, they perceived an overall lack of guidance and structure from their departments, and characterized coursework as a barrier to searching for a group. Our findings suggest that providing students with better support during their group search process could help improve retention, particularly for traditionally underrepresented students, and improve students' overall satisfaction in their graduate programs.

physics.ed-ph↗

arXiv2023

Inequities and misaligned expectations in PhD students' search for a research group

Joining a research group is one of the most important events on a graduate student's path to earning a PhD, but the ways students go about searching for a group remain largely unstudied. It is therefore crucial to investigate whether departments are equitably supporting students as they look for an advisor, especially as students today enter graduate school with more diverse backgrounds than ever before. To better understand the phenomenon of finding a research group, we use a comparative case study approach to contrast important aspects of two physics PhD students' experiences. Semi-structured interviews with the students chronicled their interactions with departments, faculty, and the graduate student community, and described the resources they found most and least helpful. Our results reveal significant disparities in students' perceptions of how to find an advisor, as well as inequities in resources that negatively influenced one student's search. We also uncover substantial variation regarding when in their academic careers the students began searching for a graduate advisor, indicating the importance of providing students with consistent advising throughout their undergraduate and graduate experiences.

physics.ed-ph↗

arXiv2023

Analyzing Physics Majors' Specialization Low Interest Using Social Cognitive Career Theory

As students pursue a bachelor's degree in physics, they may ponder over which area to specialize in, such as theory, computation, or experiment. Often students develop preferences and dislikes, but it's unclear when this preference solidifies during their undergraduate experiences. To get a better understanding, we interviewed eighteen physics majors who were at different stages of their degree regarding their interest in theory, computation, and experimental methods. Out of the eighteen students, we chose to analyze only nine students who rated computation and theory the lowest. Our analysis did not include interest in experiment because the ratings were less negative. We used Social Cognitive Career Theory (SCCT) and Lucidchart to analyze students' responses and create individual graphical representations of the influences for each student. Through this, we uncovered how various factors such as learning experiences, self-efficacy, and outcome expectations influenced their low interest in a particular method. We found that lack of knowledge and experience is often the main reason why self-efficacy was lower. Students' lack of interest is also influenced by negative outcome expectations (e.g, math-intensive and a bad work-life balance) more than other SCCT factors. Our findings could help physics departments and educators identify positive and negative factors that could lead to a more motivating and inclusive physics curriculum.

physics.ed-ph↗