  As the focus of quantum science shifts from basic research to development and
implementation of applied quantum technology, calls for a robust, diverse
quantum workforce have increased. However, little research has been done on the
design and impact on participants of workforce preparation efforts outside of
R1 contexts. In order to begin to answer the question of how program design can
or should attend to the needs and interests of diverse groups of students, we
performed interviews with students from two Colorado-based quantum
education/workforce development programs, one in an undergraduate R1 setting
and one in a distributed community setting and serving students largely from
two-year colleges. Through analysis of these interviews, we were able to
highlight differences between the student populations in the two programs in
terms of participation goals, prior and general awareness of quantum science,
and career interest and framing of career trajectories. While both groups of
students reported benefits from program participation, we highlight the ways in
which students' different needs and contexts have informed divergent
development of the two programs, framing contextual design of quantum education
and workforce efforts as an issue of equity and representation for the
burgeoning quantum workforce.
