CS2013-final-report

Appendix D: Curricular Exemplars
There are many ways in which the Body of Knowledge can be instantiated in a complete
curriculum. This appendix provides several curriculum exemplars from a variety of institutions.
Each exemplar shows how an institution’s existing curriculum covers Core-Tier1 and Core-Tier2
topics; in some cases, they also include migration plans to include a greater percentage of
CS2013 Core topics. These exemplars are not meant to be taken as models. Rather, they are
provided to show ways that the Body of Knowledge may be organized into a complete
curriculum.
We recognize that different institutions have different student populations, use different delivery
methods for instruction (e.g., lecture, laboratory, blended, online), and have other constraints or
opportunities that impact the number of hours spent on various topics. We also note that many of
the curricular exemplars will not match the CS2013 Body of Knowledge specification
completely. Indeed, this is to be expected, as the Body of Knowledge is forward-looking.
How to read the Knowledge Units Table
Each curricular exemplar contains a large table that maps courses to Knowledge Unit coverage.
Within that table, columns represent courses and rows represent Knowledge Units. An entry in
the table specifies the number of hours of topic coverage for a Knowledge Unit in a given course.
For example, an entry of 3 in row “SDF/Algorithms and Design” and column “CS101” would
specify that 3 hours of CS2013 topic coverage occur in this course.
It is important to note that in most cases the basic unit of coverage is a CS2013 hour, which may
not be the same as the actual number of hours devoted to the CS2013 core at that institution. For
example, if a course covers only two-thirds of the topics in a 3 hour KU, then the mapping would
list the corresponding proportion of hours (e.g., two-thirds of 3 hours = 2 hours of coverage). If a
course covers all of the topics in a 3 hour KU, the mapping would list 3 hours regardless of the
time spent in actual instruction. We note that Grinnell's mapping follows a slightly different
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