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Comprehensive approach to student sectioning

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  • Tomáš Müller
  • Keith Murray

Abstract

Student sectioning is the problem of assigning students to particular sections of courses they request while respecting constraints such as course structures, section limits, and reserved spaces. Students may also provide preferences on class times and course alternatives. In this paper, three approaches to this problem are examined and combined in order to tackle it on a practical level: student sectioning during course timetabling, batch sectioning after a complete timetable is developed, and online sectioning for making additional changes to student schedules. An application and some practical results of the proposed solutions based on actual data are also included. Copyright Springer Science+Business Media, LLC 2010

Suggested Citation

  • Tomáš Müller & Keith Murray, 2010. "Comprehensive approach to student sectioning," Annals of Operations Research, Springer, vol. 181(1), pages 249-269, December.
    • Handle: RePEc:spr:annopr:v:181:y:2010:i:1:p:249-269:10.1007/s10479-010-0735-9
    DOI: 10.1007/s10479-010-0735-9
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    References listed on IDEAS

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    1. Scott E. Sampson & Elliott N. Weiss, 1995. "Increasing Service Levels in Conference and Educational Scheduling: A Heuristic Approach," Management Science, INFORMS, vol. 41(11), pages 1816-1825, November.
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    Cited by:

    1. Simon Kristiansen & Thomas R. Stidsen, 2016. "Elective course student sectioning at Danish high schools," Annals of Operations Research, Springer, vol. 239(1), pages 99-117, April.
    2. David Schindl, 2019. "Optimal student sectioning on mandatory courses with various sections numbers," Annals of Operations Research, Springer, vol. 275(1), pages 209-221, April.
    3. Andrea Bettinelli & Valentina Cacchiani & Roberto Roberti & Paolo Toth, 2015. "An overview of curriculum-based course timetabling," TOP: An Official Journal of the Spanish Society of Statistics and Operations Research, Springer;Sociedad de Estadística e Investigación Operativa, vol. 23(2), pages 313-349, July.
    4. Gerardo Gonzalez & Christopher Richards & Alexandra Newman, 2018. "Optimal Course Scheduling for United States Air Force Academy Cadets," Interfaces, INFORMS, vol. 48(3), pages 217-234, June.
    5. Anthony LokTing Yim, 2023. "How Early Morning Classes Change Academic Trajectories: Evidence from a Natural Experiment," Purdue University Economics Working Papers 1334, Purdue University, Department of Economics.
    6. Ceschia, Sara & Di Gaspero, Luca & Schaerf, Andrea, 2023. "Educational timetabling: Problems, benchmarks, and state-of-the-art results," European Journal of Operational Research, Elsevier, vol. 308(1), pages 1-18.
    7. Mumford, Kevin J. & Patterson, Richard & Yim, Anthony, 2024. "College Course Shutouts," IZA Discussion Papers 16859, Institute of Labor Economics (IZA).
    8. Andrea Schaerf, 2015. "Comments on: An overview of curriculum-based course timetabling," TOP: An Official Journal of the Spanish Society of Statistics and Operations Research, Springer;Sociedad de Estadística e Investigación Operativa, vol. 23(2), pages 362-365, July.
    9. Akkan, Can & Erdem Külünk, M. & Koçaş, Cenk, 2016. "Finding robust timetables for project presentations of student teams," European Journal of Operational Research, Elsevier, vol. 249(2), pages 560-576.
    10. Kristiansen, Simon & Sørensen, Matias & Stidsen, Thomas R., 2011. "Elective course planning," European Journal of Operational Research, Elsevier, vol. 215(3), pages 713-720, December.
    11. Tomáš Müller & Hana Rudová, 2016. "Real-life curriculum-based timetabling with elective courses and course sections," Annals of Operations Research, Springer, vol. 239(1), pages 153-170, April.
    12. Fabian Dunke & Stefan Nickel, 2023. "A matheuristic for customized multi-level multi-criteria university timetabling," Annals of Operations Research, Springer, vol. 328(2), pages 1313-1348, September.

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