Student understanding of quantum computing fundamentals across disciplines

Quantum information science (QIS) has emerged as a highly interdisciplinary field at the intersection of physics, computer science, and engineering. As such, students enter QIS courses and degree programs with varied academic backgrounds and perspectives. Advancing QIS education requires understanding how these disciplinary differences may impact student learning and conceptual understanding. To address this question, we consider data from the Quantum Computing Conceptual Survey (QCCS), an instrument designed to measure student understanding of quantum computing fundamentals. We compare patterns of understanding across academic disciplines, considering both consistencies and discipline-specific challenges. We discuss how insights from this study may inform instructional efforts to best support an interdisciplinary student population, as well as guide future research questions.