2026 ASEE Annual Conference & Exposition

A Longitudinal Analysis of Competency Development in a Quantum Hardware Course

Presented at Electrical and Computer Engineering Division (ECE) Technical Session 14

This study builds on three years of academic findings from an NSF-funded project aimed at enhancing the curriculum for Quantum Information Science (QIS). The accelerating convergence of semiconductor technology and QIS underscores the growing need for engineers who possess both a strong foundation in QIS fundamentals and the professional competencies required for interdisciplinary collaboration. Key QIS concepts, including superposition, entanglement, and quantum measurement, form the conceptual basis for innovation in quantum devices. However, limited empirical research has examined how these abstract principles are taught within engineering curricula, particularly for students with limited exposure to quantum mechanics or quantum physics.
To address this gap, this study examines the evolution of an upper-level Quantum Hardware course over three academic years (2023–2025) to support conceptual understanding and professional skill development. Specifically, the study explores the following research questions: (RQ1) How have instructional practices and student engagement evolved over time to enhance the learning of QIS fundamentals? and (RQ2) How do instructional materials, classroom activities, and assessments scaffold conceptual learning and competencies, such as communication, teamwork, and problem-solving?
Using a longitudinal, mixed-methods design, the research analyzes course data from two R1 institutions. Quantitative engagement analytics (e.g., page views, time on task, submission rates, and discussion participation) are integrated with qualitative analyses of lectures, assignments, and project descriptions. Guided by a constructivist learning framework, the study evaluates how instructional design balances conceptual rigor with applied practice.
Findings are interpreted using the European Competency Framework for Quantum Technologies (ECFQT) to assess coverage with global competency domains. Results reveal a shift toward project-based, semiconductor-contextualized pedagogy that integrates QIS fundamentals with transferable professional skills. The study contributes evidence-based insights for advancing quantum engineering education and workforce preparation.

Authors

Mr. Syed Hassan Tanvir http://orcid.org/0000-0002-8983-0590 University of Florida [biography]

Syed Hassan Tanvir is a PhD student at the University of Florida. He has over a decade of experience teaching in various engineering programs and working in interdisciplinary professional engineering environments. His research focuses on the intersection of learning styles, cognitive processes, and competency-based education within engineering curricula.
He is currently involved in an NSF-funded project investigating instructional design and competency development in Quantum Information Science and Quantum Hardware courses. With the rapid advancement of large language models (LLMs), his recent work explores the integration of AI-driven tools and LLMs into engineering curricula to enhance conceptual learning, assessment, and student engagement. His broader research interests include curriculum design, assessment of professional competencies, and data-driven approaches to improving learning outcomes in engineering education.
Dr. Gloria J Kim University of Florida [biography]

Dr. Gloria Kim is an Assistant Professor of Engineering Education at the University of Florida (UF). She is also an affiliate faculty in UF's Department of Electrical and Computer Engineering. She received her B.S. in chemistry from Seoul National University, M.S. in biomedical engineering from Johns Hopkins University, and Ph.D. in biomedical engineering from Georgia Institute of Technology. As an instructional associate professor, she was awarded several grants from the National Science Foundation (IUSE Level 1, IRES Track 1, I-Corps, and I-Corps for Learning) as principal investigator. She transitioned to tenure track in Fall 2023 to pursue her research interests in convergence in engineering education, global engineering education, and social issues in STEM research and practice. Recently, she has taken on new NSF projects to broaden participation in quantum engineering (IUSE Level 3), research abroad (IRES Track 1), and use-inspired research (Convergence Accelerator Track I). Having grown up in Australia, Canada, Korea, and Germany, she speaks three languages. Leveraging her international connections, she has served in leadership positions in the Korean-American Scientists and Engineers Association (KSEA, Vice President), Korean Society for Engineering Education (KSEE, International Relations Board Member), and the International Federation of Engineering Education Societies (IFEES, Executive Committee Member).
Philip Feng University of Florida

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