arXiv subjects

Tunde Kushimo

Publications and source records attributed to Tunde Kushimo.

5 recordsLinked to original sources

arXiv2026

Next-to-Leading-Order Multi-Jet Merging of Higgs Boson Production via Vector Boson Fusion in the Presence of Anomalous Couplings

We present the results of a detailed simulation study of Higgs boson production via vector boson fusion (VBF) at the Large Hadron Collider (LHC) in the presence of anomalous couplings. The analysis utilizes the Herwig event generator interfaced with VBFNLO, employing a multi-jet merging scheme that combines NLO accurate matrix elements for Higgs plus 2- and 3-jet multiplicities with LO accurate matrix elements for Higgs plus 4-jet multiplicities. We investigate both matching and merging setups to consistently combine these hard scattering processes with QCD parton showers. Finally, we demonstrate the robustness of azimuthal angle observables against QCD radiative corrections across these frameworks.

hep-ph↗

arXiv2026

Resource Letter QIE-1: Research in quantum information education

In celebration of the 2025 UN International Year of Quantum Science and Technology, this Resource Letter surveys the rapidly-growing field of scholarship in quantum information science and engineering (QISE) education. It is primarily written as a guide for educators wishing to get started teaching QISE using research-based teaching methods, as well as for discipline-based education research (DBER) practitioners looking to get started in this field. Topics covered include scoping the field of QISE education, research into student reasoning in QISE, research-based and research-inspired curricular materials from the high school to graduate level, research-based assessments, simulation and gamification tools, and tools for incorporating discussion of the societal and ethical implications of quantum technologies into the classroom.

physics.ed-ph↗

arXiv2026

Program-Level Curriculum Analysis of U.S. Quantum Masters Degrees; Implications for Workforce Preparation

Quantum technologies are increasingly recognized as a strategic priority for economic competitiveness, national security, and technological innovation in the United States. As quantum systems transition from research prototypes to deployable technologies, attention has shifted toward the preparedness of the quantum workforce, particularly the alignment between higher education and industry skill needs. While prior research has examined individual aspects of quantum education or workforce demand, few studies integrate systematic curriculum analysis with documented industry expectations. This study addresses that gap by analyzing primary U.S. masters programs in quantum science and technology, focusing on curriculum structure and skill development. Using a structured coding framework, course offerings were mapped across six quantum-relevant skill categories and aggregated to produce program-level skill profiles. These profiles were then compared with industry-identified competencies reported in recent workforce studies. The findings reveal strong emphasis on quantum theory across programs, alongside substantial variability in technical skills, applied learning opportunities, and professional development components. The results highlight areas of alignment as well as persistent gaps related to workforce readiness, cross-disciplinary integration, and emerging technological demands. This study provides a scalable framework for evaluating quantum education programs and offers evidence-based insights for curriculum design, workforce policy, and the continued development of the U.S. quantum ecosystem.

physics.ed-ph↗

arXiv2025

From Research to Resources: Assessing Student Understanding and Skills in Quantum Computing

The revolutionary new field of Quantum Computing (QC) continues to gain attention in industry, academia, and government in both research and education. At educational institutions, there is a proliferation of introductory courses at various academic levels signaling a growing interest and recognition of the significance of this field. A crucial and often overlooked aspect is the development of research-based materials and pedagogical approaches to effectively teach the complexities of quantum computing to diverse cohorts of learners across multiple disciplines. There is a great need for empirical investigations of the effectiveness of learning materials and pedagogical approaches in this new interdisciplinary field. We present an empirical investigation done at an R1 institution using the multiple case study method. We compare a case study on students in an introductory QC course without research-based mini-tutorials to a study of students taking the QC course with research-based mini-tutorials. We compare the strengths and difficulties of students in the two courses, discuss the general strengths and difficulties of students across both courses, postulate the effectiveness of the mini-tutorials and discuss how they can be revised. Strengths across both classes include the ability to apply single-qubit and two-qubit gates, favoring application of Dirac notation, and a reasonable understanding of normalization, probability and teleportation described qualitatively. Difficulties across both classes included use of matrix representation, use of rotation gates, and an ability to recall and analyze quantitatively a circuit representing teleportation.

physics.ed-ph↗

arXiv2022

Investigating students' strengths and difficulties in quantum computing

Quantum Computing is an exciting field that draws from information theory, computer science, mathematics, and quantum physics to process information in fundamentally new ways. There is an ongoing race to develop practical quantum computers and increase the quantum workforce. This needs to be accompanied by the development of quantum computing programs, courses, and curricula coupled with the development of evidence-based pedagogical materials to support the education of the next generation of quantum information scientists. We introduced an introductory course in quantum computing to undergraduate students and investigated the strengths and difficulties of these students in quantum computing after taking the introductory course. Our goal is to contribute to the improvement of quantum computing education while understanding the topics that the students find easy to comprehend and the topics that are difficult to comprehend. We conducted a series of interviews to identify these strengths and difficulties in the students. We report on the results of these interviews and our initial work on the development of evidence-based materials for teaching an introductory course in quantum computing.

physics.ed-ph↗