The Curriculum Based university Course Timetabling (CCT) problem consists in determining the best scheduling of university course lessons in a given time interval, assigning the lessons of each course to classrooms and time periods, so that a series of constraints is satisfied. These constraints are divided into two categories: hard constraints, necessary so that the programming can actually be implemented, and soft constraints, which involve qualitative measures. This paper deals with the study of the CCT problem. We formulate a new and complete model that satisfies both the planning constraints and those on the compactness of the curricula, the distribution of the lessons (in the examined time frame), the teachers’ preferences, the minimum number of working days, maximum capacity and stability of the classrooms (which aims to minimize the daily movements of students among classrooms) so that the resulting timetable is of high quality. The formulated model, with appropriate adaptations, has been applied to the real case study of the first year of the Mathematics Degree Course of the University of Catania, Italy.

基于课程的大学课程时间表（CCT）问题包括确定给定时间间隔内大学课程的最佳安排，将每门课程的课程分配给教室和时间段，从而满足一系列限制条件。这些约束分为两类：硬约束（必须能够实际实施编程）和软约束（其中包括定性措施）。本文涉及CCT问题的研究。我们制定了一个新的完整模型，该模型既可以满足计划方面的约束条件，又可以满足课程紧凑性，课程分配（在检查的时间范围内），教师的偏爱，最短工作日数，最大限度地提高教室的容量和稳定性（旨在最大程度地减少学生在教室之间的日常活动），从而使时间表具有较高的质量。经过适当修改的公式化模型已应用于意大利卡塔尼亚大学数学学位课程第一年的实际案例研究。