  As network science has matured as an established field of research, there are
already a number of courses on this topic developed and offered at various
higher education institutions, often at postgraduate levels. In those courses,
instructors adopted different approaches with different focus areas and
curricular designs. We collected information about 30 existing network science
courses from various online sources, and analyzed the contents of their syllabi
or course schedules. The topics and their curricular sequences were extracted
from the course syllabi/schedules and represented as a directed weighted graph,
which we call the topic network. Community detection in the topic network
revealed seven topic clusters, which matched reasonably with the concept list
previously generated by students and educators through the Network Literacy
initiative. The minimum spanning tree of the topic network revealed typical
flows of curricular contents, starting with examples of networks, moving onto
random networks and small-world networks, then branching off to various
subtopics from there. These results illustrate the current state of consensus
formation (including variations and disagreements) among the network science
community on what should be taught about networks and how, which may also be
informative for K--12 education and informal education.
