Teaching Quantum Computing through a Practical Software-driven Approach: Experience Report

• URL: http://arxiv.org/abs/2010.07729v1
• Date: Mon, 12 Oct 2020 06:16:54 GMT
• Title: Teaching Quantum Computing through a Practical Software-driven Approach: Experience Report
• Authors: Mariia Mykhailova and Krysta M. Svore
• Abstract summary: There is rapidly growing demand for a quantum workforce educated in the basics of quantum computing. There are few offerings for non-specialists and little information on best practices for training computer science and engineering students. We describe our experience teaching an undergraduate course on quantum computing using a practical, software-driven approach.
• Score: 0.913755431537592
• License: http://arxiv.org/licenses/nonexclusive-distrib/1.0/
• Abstract: Quantum computing harnesses quantum laws of nature to enable new types of algorithms, not efficiently possible on traditional computers, that may lead to breakthroughs in crucial areas like materials science and chemistry. There is rapidly growing demand for a quantum workforce educated in the basics of quantum computing, in particular in quantum programming. However, there are few offerings for non-specialists and little information on best practices for training computer science and engineering students. In this report we describe our experience teaching an undergraduate course on quantum computing using a practical, software-driven approach. We centered our course around teaching quantum algorithms through hands-on programming, reducing the significance of traditional written assignments and relying instead on self-paced programming exercises ("Quantum Katas"), a variety of programming assignments, and a final project. We observed that the programming sections of the course helped students internalize theoretical material presented during the lectures. In the survey results, students indicated that the programming exercises and the final project contributed the most to their learning process. We describe the motivation for centering the course around quantum programming, discuss major artifacts used in this course, and present our lessons learned and best practices for a future improved course offering. We hope that our experience will help guide instructors who want to adopt a practical approach to teaching quantum computing and will enable more undergraduate programs to offer quantum programming as an elective.

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