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6a. Results: 

When beginning this research project, the focus had been on better exploration of applications through quantum code development, something I have experience in having tested many programming languages and paradigms with my computer science background. However, throughout the duration of creating this project and with the helpful guidance of advisor Dr. Michael Nizich it was a much better solution to take a quantum learner through the steps of a roadmap for each quantum developer to be able to at least understand how to make applications of their own and with others. While explaining a specific application out of the innumerable potential applications of quantum technology would be a fruitful conclusion, it began to become difficult to truly explain in a comprehensible and digestible manner the methods involved in these processes without having several months or years of quantum background in this field already. That was not the purpose of this research project and so a much simpler outline was instead utilized for this body of work.

A simple guideline was found to be best in both the explainability as well as the shareability of the pedagogy of quantum development. With discussions of games to teach hands-on development, learning modules, group conversations of thoughtful problem configuration, and further development of a cooperative & collaboration experiences is what leads to a much better outcome then results with a limited spread of impact.

Furthermore, with the architecture of quantum hardware still currently being rapidly developed, the importance of a hardware agnostic quantum development workflow is ever more crucial. By creating templates in which a quantum learner can quickly get started, this reduces the barrier to entry while also still retaining a competitive edge while hardware is becoming commercializes. Quantum workflows describes in the code templates above can be further instatiated with Agnostiq's software called covalent which allows researchers and professionals to create visualizations and a use-case diagrams in which to connect their quantum back-ends AND their classical back-ends. Utilizing this hybrid approach will be highly resourceful in the coming years as back-ends begin getting more powerful and robust. Templates and demonstrations will further help researchers in non-computer science backgrounds transition from their familiar environments and directly begin testing their knowledge into a quantum development workflow.

Agnostiq is a platform that helps streamline the tools needed to build quantum solutions for the future. There is an open source version called covalent as well which is worth trying as well for those that still need further visualization to transition from classical to higher paradigms while still developing in a more familiar context.It was used in this work to collect all demonstrations and templates in a human-readable format.

Covalent allows for an easy workflow environment as well as utilization for further coordination in quantum work as technology delves further in advancement. As the more error-corrected and stabilized hardware becomes more clear, this project is intended to give learners a headstart so that they can become well-versed in the quantum space with more additions and education added explaining the more technical hardware component how-tos as that becomes decided upon soon. Whether superconducting, photonic, cold/neutral atoms, or sensing technologies become more relevant in the end, these concepts explained in this research will alway still apply regardless. While the method in which a quantum application may change over the course of time, the pedagogy and understanding of how to approach a quantum solution will not.

With learners understanding these concepts, they now have doors open to explore the more concrete hardware while having the imagination to apply quantum concepts to it. One or more applications can be explained in a more in-depth project but truly understanding the possibilities that even exist in the realm of quantum solutions and understanding how to actually implement it is the intent is the goal of this research for anyone that wants to learn and start developing in this industry to begin in a hands on process even while the career field is beginning to quickly lift off. Particularly, getting this education into the hands of historically underserved communities will empower learners to create solutions that they might envision improved solutions comparatively will be for the benefit of society at large. This is why collaboration in this regard for better education, workflows, discussion, and explanation in the quantum sector will be crucial going forward.

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Discuss the work found in this research project. !Pasted image 20221210234912.png When beginning this research project, the focus had been on better exploration of applications through quantum code development, something I have experience in having tested many programming languages and paradigms with my computer science background. However, throught the duration of creating this project and with the helpful guidance of advisor Dr. Michael Nizich it was a much better solution to take a quantum learner through the steps of a roadmap for each quantum developer to be able to at least understand how to make applications of their own and with others. While explaining a specific application out of the innumerable potential applications of quantum technology would be a fruitful conclusion, it began to become difficult to truly explain in a comprehensible and digestible manner the methods involved in these processes without having several months or years of quantum background in this field already. That was not the purpose of this research proejct and so a much simpler outline was instead utlized for the research. A simple guidleeines was found to be best in both the explaibility as well as the sharability of the pedagogy of quantum development. With talks of games to teach hands on development, learning modules, group discussions, and further development of a cooperative collaboration or learning group a much better outcome then results with much farther spread of impact.

Furthermore, with the architecture of quantum hardware stilll currently being rapdily developed, the importance of a hardware agnostic quantum development workflow is ever more crucial. This can be done currently with the covalent software by Agnostiq, another quantum computing company, that allows researchers and professionals a use-case diagram in which to connect their quantum back-ends while researchers are transitioning from their digital/convential computing paradigms into a quantum strategy. Agnostiq is a platform that helps streamline the tools needed to build quantum solutions for the future. There is an open source version called covalent as well which is worth trying as well for those that still need further visualization to transition from classical to higher paradigms while still developing in a more familiar context.

!Pasted image 20220827183015.png

Covalent allows for an easy workflow environment as well utilization for further coordination in quantum work as technology delve further in advancement. As the more error-corrected and stabilized hardware becomes more clear, this project is intended to give learners a headstart so that they can become well-versed in the quantum space with more additions and education added explaining the more technical hardware component how-tos as that becomes decided upon soon. Whether superconducting, photonic, cold/neutral atom, or sensing technologies become more relevant in the end, these concepts explained in this research will alway still apply regardless. While the method in which a quantum application may change over the course of time, the pedagoy and understanding of how to approach a quantum solution will not.

With learners understanding these concepts, they now have doors open to explore the more concrete hardware while having the imagination to apply quantum concepts to it. One or more applications can be explained in a more in-depth project but truly understanding the possibiltiies that even exist in the real of quantum solutions and understanding how to actually implement it is the intent is the goal of this research for anyone that wants to learn and start developing in this industry to begin in a hands on process even while the career field is beginning to quickly lift off. Particularly, getting this education into the hands of historically underserved communities will empower learners to create solutions that they might envision improved solutions comparitively will be for the benefit of society at large. This is why collaboration in this regard for better education, workflows, discussion, and explanation in the quantum sector will be crucial going forward.

through our ten-year successor initiative, Liberal Education and America’s Promise (LEAP). George Kuh, whose work stands at the center of this report, is a member of the LEAP National Leadership Council (NLC). In his NLC role, Kuh helped AAC&U spotlight and

Now, drawing on new research, Kuh takes the examination of effective educational practices to another level. Probing data collected through the National Survey of Student Engagement (NSSE), he shows that the practices the LEAP report authors initially described—with self-consciou caution—as “effective” can now be appropriately labeled “high-impact” because of the substantia educational benefits they provide to students.

Kuh tells us in these pages “what works” for student success, and especially for underserved student success. Now it is up to the higher education community to make use of this emerging evidence.

Such studies point to the retention effects of a welcoming campus climate, supportive mentoring, and cohort engagement. But they do not spea to students’ cumulative educational achievements across the multiple levels of the college curriculum Retention and graduation are best described as partial indicators of student success—necessary, but scarcely sufficient.The college degree is meaningful, after all, only when it represents forms o learning that are both valued by society and empowering to the individual.Twenty-first-centur metrics for student success need to capture that reality.They need to address evidence about the quality of learning as well as evidence about persistence and completion.

Today we are in the midst of transformative changes—environmental, global intercultural, technological, scientific—that have far-reaching implications for what counts a empowering knowledge. On every front, the world itself is demanding more from educated people Across the nation (and around the globe), designs for college learning are changing in response

essential learning outcomes demonstrably build on th enduring aims of a liberal education: broad knowledge, strong intellectual skills, a grounded sense o ethical and civic responsibility. But the essential learning outcomes also move beyond the traditiona limits of liberal or liberal arts education, especially its self-imposed “nonvocational” identity and its recent insistence on learning “for its own sake” rather than for its value in real-world contexts

Informed by vigorous faculty and campus dialogue across the nation, the LEAP vision for student learning places strong emphasis on global and intercultural learning, technological sophistication, collaborative problem-solving, transferable skills, and real-world applications—both civic and job-related. In all these emphases, LEAP repositions liberal education, no longer as just an optio for the fortunate few, but rather as the most practical and powerful preparation for “success” in al its meanings: economic, societal, civic, and personal

In principle, if not yet in practice, this vision challenges higher education to “make excellenc inclusive,” by reaching out with data-informed intentionality to the kinds of students who have th most to gain from this kind of learning, but who frequently are steered toward much narrower and more limiting degree programs.

All these findings set the stage for the set of questions that Ge How do we help students actually achieve the forms of learning that serve them best, in the economy, in civic society, and in their own personal and family lives? How do we dramaticall the levels of college engagement and achievement for students who, two decades ago or more, would not have been in college at all? How do we effectively raise the levels of accomplishme all students, with special attention to those whose life circumstances—first generation, low income—may put them at particular educational risk?

e college without the preparatio they need for this complex and volatile world, the long-term cost to them—and to our society— will be cumulative and ultimately devastating. achievement on essential learning outcomes, then wise leaders will find both the will and to make them a top priority. With so much at stake, how can we not?

The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds.10 These practices take man different forms, depending on learner characteristics and on institutional priorities and contexts. On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices’ contribution to students’ cumulative learning. However, o almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educationa research suggests increase rates of student retention and student engagement.

Many schools now build into the curriculum first groups of students together with faculty or staff on a regular basis.The highest-quality first-year experiences place a strong emphasis on critical inquiry, frequent writing, information literacy, collaborative learning, and other skills that develop students’ intellectual and practical compet First-year seminars can also involve students with cutting-edge questions in scholarship and with faculty members’ own research.

Through a qualitative study of the quantum industry in a series of interviews with 21 U.S. companies carried out in Fall 2019, we describe the types of activities being carried out in the quantum industry, profile the types of jobs that exist, and describe the skills valued across the quantum industry, as well as in each type of job. The current routes into the quantum industry are detailed, providing a picture of the current role of higher education in training the quantum workforce Finally, we present the training and hiring challenges the quantum industry is facing and how higher education may optimize the important role it is currently playing

who are currently considering how to incorporate the exciting new aspects of quantum technologies into thei curricula.

Ideally, institutions would structure the curriculum and other learning opportunities so that on high-impact activity is available to every student every year.This is a goal worth striving for, but only after a school has scaled up the number of students—especially those from historically underserve groups—who have such experiences in the first year and later in their studies. In the short term making high-impact activities more widely experienced should have a demonstrable impact i terms of student persistence and satisfaction as well as desired learning outcomes

Fifth, participation in these activities provides opportunities for students to see how what they are learning works in different settings, on and off campus.These opportunities to integrate, synthesize, and apply knowledge are essential to deep, meaningful learning experiences.While internships an field placements are obvious venues, service learning and study abroad require students to work with their peers beyond the classroom and test what they are learning in unfamiliar situations. Similarly, working with a faculty member on research shows students firsthand how experts deal with th messy, unscripted problems that come up when experiments do not turn out as expected.A well designed culminating experience such as a performance or portfolio of best work can also be springboard for connecting learning to the world beyond the campus

and personally, and choose a research-related field as a career.14 Collaborative based assignments in the context of a course set the stage for developing a meaningful relationship

with another person on campus—a faculty or staff member, student, coworker, or supervisor.These and other high-impact practices put students in the company of mentors and advisers as well a peers who share intellectual interests and are committed to seeing that students succeed.

There was a surprising lack of references to employee who have a computer science or a math background in the interviews. This is probably due to the current state of th quantum industry, but also the sampling of our study. If w assume our sample is representative, then the relative lac of computer science and math graduates in the industry i reflective of the hardware focus of the quantum industry and also on the absence of training directed towards an awareness of job opportunities in the quantum industry in undergraduate courses. Then again, if students are aware of the opportunity, but are risk averse and recognize the nascent nature of the quantum industry, they may prefe to accept jobs working in classical computing, or othe industries. Given that this study has been carried out b physicists, there is a possible bias in the phrasing o questions. We asked about employees who needed quantum knowledge, which led many interviewees to, initially, discuss only employees with a physics backgroun

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