Quantum Computing and Cybersecurity Education: A Novel Curriculum for Enhancing Graduate STEM Learning

Suryansh Upadhyay; Swaroop Ghosh; Kathleen M. Hill

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: ECE-Cybersecurity and Quantum Technology Education
Tagged Division: Electrical and Computer Engineering Division (ECE)
Tagged Topic: Diversity
Page Count: 15
Permanent URL: https://peer.asee.org/57092

Paper Authors

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Suryansh Upadhyay The Pennsylvania State University

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Suryansh Upadhyay is a Ph.D. candidate in Electrical Engineering at The Pennsylvania State University. His research focuses on quantum computing security, adversarial robustness in quantum machine learning, and optimizing multi-tenant quantum computing frameworks. He has contributed to the field through high-impact publications, security frameworks, and quantum-enhanced learning methodologies. He has served as a reviewer for top-tier journals and conferences and is a Technical Program Committee member for QCE. He has also been awarded the Melvin P. Bloom Memorial Graduate Fellowship for academic and research excellence. He is also a recipient of Dr. Nirmal K. Bose Dissertation Excellence Award from the Department of Electrical Engineering, Penn State. Additionally, he received the Emeritus Professor C. Russell Philbrick Teaching Assistant Award, which recognizes outstanding teaching contributions by graduate students.

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Swaroop Ghosh The Pennsylvania State University

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Swaroop Ghosh received the B.E. (Hons.) from IIT, Roorkee, India, the M.S. degree from the University of Cincinnati, Cincinnati, and the Ph.D. degree from Purdue University, West Lafayette. He is an assistant Professor at Penn State University. Earlier, h

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Kathleen M. Hill

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Dr. Kathy Hill is the Director of the Center for Science and the Schools at Penn State University. She collaborates with science and engineering faculty to bridge STEM research and precollege education. Her research focuses on building teachers’ pedagogical content knowledge through immersive professional development experiences. She received her B.A. degree in geological sciences from Lehigh University, followed by a M.S. degree in Environmental Pollution Control from Pennsylvania State University. Living in Arizona, she worked in environmental consulting for 10 years, which involved a wide variety of projects across the desert southwest region. With a transition to teaching middle and high school science, she served as a teacher leader on the NASA Phoenix Student Internship Program and founder/coordinator of a school-wide middle school science and engineering fair.

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Abstract

Quantum computing is an emerging paradigm with the potential to transform numerous application areas by addressing problems considered intractable in the classical domain. However, its integration into cyberspace introduces significant security and privacy challenges. The exponential rise in cyber-attacks, further complicated by quantum capabilities, poses serious risks to financial systems and national security. In response, ensuring a secure cyberspace has been recognized as one of the National Academy of Engineering's (NAE) Grand Challenges. Quantum computing introduces both new vulnerabilities and opportunities for addressing cybersecurity challenges, necessitating awareness among researchers and developers, as highlighted by a recent workshop[1] hosted by the Pittsburgh Quantum Institute, supported by the National Science Foundation and the White House Office of Science and Technology Policy. The scope of quantum threats extends beyond traditional software, operating system, and network vulnerabilities, necessitating a shift in cybersecurity education. Current undergraduate and graduate cybersecurity curricula often rely on didactic teaching methods, lacking student-centered, hands-on learning experiences that prepare students effectively for real-world challenges. There is an urgent need to equip the workforce with a comprehensive understanding of both classical and quantum threat spaces, alongside state-of-the-art defense mechanisms. Such understanding is best developed through experiential education, where students actively engage with hardware, software, and network policies. Unfortunately, existing cybersecurity curricula fail to provide this depth of learning and often do not address the emerging challenges related to quantum security.

In this work, we present implementation and evaluation of a novel quantum computing curriculum that addresses the growing need for quantum education in CS and STEM fields, with a specific focus on security. The course, EE597: Introduction to Hardware Security, integrates hands-on quantum security learning experiences, combining simulations and cloud-based access to quantum hardware with classical security concepts, aiming to enhance students' understanding of quantum and cybersecurity issues. This innovative curriculum bridges theoretical concepts with practical, industry-relevant skills in an emerging technological field, providing a successful model for quantum computing education in STEM programs. Future offerings will target undergraduate students. The full paper will provide a comprehensive analysis of the curriculum and its effectiveness. For evaluation we used a mixed-methods approach, employing pre- and post-surveys to assess student learning outcomes and attitudes. Quantitative data was collected through Likert-scale questions, while qualitative insights were gathered from open-ended responses. The assessment measured changes in students' knowledge of quantum computing and cybersecurity, their understanding of related issues, and their interest in pursuing careers in these fields. Results indicated significant positive outcomes: students reported high levels of goal achievement in understanding hardware security and quantum computing. The course structure, including weekly quizzes and hands-on activities, was particularly effective in enhancing learning. Quantitative feedback showed strong agreement (mean scores ranging from 3.33 to 3.83 on a 4-point scale) regarding the course's value, organization, and the effectiveness of remote instruction. Furthermore, students expressed increased interest in pursuing careers in quantum computing and cybersecurity (M=3.67) and recognized the importance of these skills for their future goals (M=3.5). In addition to meeting their primary learning objectives, students reported several unexpected positive outcomes, such as gaining insights into industry-standard security measures and securing related internships.

[1]https://www.pqi.org/quantum-research/quantum-cybersecurity, 2023

Citation
Format

Upadhyay, S., & Ghosh, S., & Hill, K. M. (2025, June), Quantum Computing and Cybersecurity Education: A Novel Curriculum for Enhancing Graduate STEM Learning Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57092

TY - CPAPER
AB - Quantum computing is an emerging paradigm with the potential to transform numerous application areas by addressing problems considered intractable in the classical domain. However, its integration into cyberspace introduces significant security and privacy challenges. The exponential rise in cyber-attacks, further complicated by quantum capabilities, poses serious risks to financial systems and national security. In response, ensuring a secure cyberspace has been recognized as one of the National Academy of Engineering&#39;s (NAE) Grand Challenges. Quantum computing introduces both new vulnerabilities and opportunities for addressing cybersecurity challenges, necessitating awareness among researchers and developers, as highlighted by a recent workshop[1] hosted by the Pittsburgh Quantum Institute, supported by the National Science Foundation and the White House Office of Science and Technology Policy. The scope of quantum threats extends beyond traditional software, operating system, and network vulnerabilities, necessitating a shift in cybersecurity education. Current undergraduate and graduate cybersecurity curricula often rely on didactic teaching methods, lacking student-centered, hands-on learning experiences that prepare students effectively for real-world challenges. There is an urgent need to equip the workforce with a comprehensive understanding of both classical and quantum threat spaces, alongside state-of-the-art defense mechanisms. Such understanding is best developed through experiential education, where students actively engage with hardware, software, and network policies. Unfortunately, existing cybersecurity curricula fail to provide this depth of learning and often do not address the emerging challenges related to quantum security.

In this work, we present implementation and evaluation of a novel quantum computing curriculum that addresses the growing need for quantum education in CS and STEM fields, with a specific focus on security. The course, EE597: Introduction to Hardware Security, integrates hands-on quantum security learning experiences, combining simulations and cloud-based access to quantum hardware with classical security concepts, aiming to enhance students&#39; understanding of quantum and cybersecurity issues. This innovative curriculum bridges theoretical concepts with practical, industry-relevant skills in an emerging technological field, providing a successful model for quantum computing education in STEM programs. Future offerings will target undergraduate students. The full paper will provide a comprehensive analysis of the curriculum and its effectiveness. For evaluation we used a mixed-methods approach, employing pre- and post-surveys to assess student learning outcomes and attitudes. Quantitative data was collected through Likert-scale questions, while qualitative insights were gathered from open-ended responses. The assessment measured changes in students&#39; knowledge of quantum computing and cybersecurity, their understanding of related issues, and their interest in pursuing careers in these fields. Results indicated significant positive outcomes: students reported high levels of goal achievement in understanding hardware security and quantum computing. The course structure, including weekly quizzes and hands-on activities, was particularly effective in enhancing learning. Quantitative feedback showed strong agreement (mean scores ranging from 3.33 to 3.83 on a 4-point scale) regarding the course&#39;s value, organization, and the effectiveness of remote instruction. Furthermore, students expressed increased interest in pursuing careers in quantum computing and cybersecurity (M=3.67) and recognized the importance of these skills for their future goals (M=3.5). In addition to meeting their primary learning objectives, students reported several unexpected positive outcomes, such as gaining insights into industry-standard security measures and securing related internships.

[1]https://www.pqi.org/quantum-research/quantum-cybersecurity, 2023
AU - Suryansh Upadhyay
AU - Swaroop Ghosh
AU - Kathleen M. Hill
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Quantum Computing and Cybersecurity Education: A Novel Curriculum for Enhancing Graduate STEM Learning
UR - https://peer.asee.org/57092
ER -