The Linux Professional Institute's Open Source Computer Engineering and Science Curriculum based on the IEEE/ACM Computer Engineering Curriculum CE2016
This wiki is dedicated to the discussion of the methods with which the IEEE/ACM curriculum can be supplemented and enhanced with open-source technologies. The IEEE/ACM curriculum described herein is based on the CE2016 which was finalized in 2016 and is used by hundreds of Universities all over the world.
The goal is to locate relevant FOSSH training materials and suggest them for a training regimen that an instructor can then present OR that a student can follow on their own to receive the same knowledge.
All links and discussions within this discussion will inherit the Creative Commons and their associated permissions. While the use of Freely distributed materials and freely distributed software, hardware and cultural data is encouraged, the content of some works might not be freely distributed. People recommending materials should make this clear. In addition it is preferred that links to original sources of the materials such as videos, distributions and other large additions be used rather than making secondary copies. Pointers, for example, to SourceForge, Github, GitLab, and other project pages are more likely to keep the materials "fresh".
Each discussion topic in this MediaWiki is divided up into individual subject areas. Within each subject area are the Core Knowledge Units that will have their own discussion topic. The intended goal is that for each Core Knowledge Unit can offer FOSS solutions that will fulfill the course requirements. Contributions should include free and open source software, open source hardware and open source textbooks and other training materials.
A rule of thumb could be that if a piece of closed source software or hardware is needed for teaching a course that FOSSH software or hardware be substituted for it.
It is recommended that any person interested in this project first read the actual IEEE/ACM Computer Engineering 2016 document located at: 
The curriculum is broken down into Knowledge Areas, and each Knowledge Area is broken down into Knowledge Units in this document.
On page 24 of this document you have a listing of each of the Knowledge Areas, and starting on page 25 you see how the Knowledge Areas are broken down into knowledge units. Each Knowledge Unit has a number that could relate to the suggested credit hours of the Unit or course.
On page 35 in Table 4.3 you see some suggestions for software applications to teach these Knowledge Areas and Knowledge Units. One thing this project might do is determine the "best in class" of FOSSH materials to fill out this table.
Going down to Appendix A starting on page 62, is a list of the Knowledge Units and what is desired out of each Unit. On page 67, for instance, is listed the goals of a one-hour course CE-CAE-1 "History and Overview" of CA-CAE "Circuits and Electronics". CA-CAE-2 is "Relevant tools, standards, and/or engineering constraints" which is a course that would be ripe for FOSS application suggestions.
Appendix B of this paper, starting on page 105, maps these Knowledge Areas and Knowledge Units into a various number of curricula, along with suggested pre-requisites for each course. While this report is listed as "computer engineering" it can also be used for computer science.
Appendix C, starting on page 143 talks about computer engineering laboratories and the materials necessary for them. Again we should be sure that we have FOSSH solutions and examples for this.
Finally we believe that FOSSH can and should be used and represented in other courses.
Business Administration should have information about Open Source Business Plans. Business Law should cover Open Source Licenses and implications. English Literature professors should know about Project Gutenberg, a list of tens of thousands of out-of-copyright, public domain and Creative Common documents. Math and Statistics courses could use FOSSH programs like "R". GIMP, Inkscape and Open Office can be used in general courses.
In addition we need to put in a section stating why FOSSH is better for teaching than proprietary courses, both to convince educators to use it as well as give ammunition to students and professors to convince others.
To see the LPI implementation of the project you can go to the matching curriculum here.