The resource is a template for surveying students about their timetabling experiences. The survey was deployed in MTU, but the template is free to be copied and adapted as needed.
Benefit of this resource and how to make the best use of it
This survey can provide valuable feedback of the needs of the student population as a whole, and the needs of different cohorts. Instructions are included for minor changes needed before deployment (e.g., replace the list of departments that are specific to MTU with their own list of departments),
We hope by sharing this resource we can also build a bigger picture of the needs of students across the HEI space, and create potential collaboration for people working on the timetabling problem. This problem is both extremely challenging to solve and extremely impactful on the engagement and learning experience of students. Improving the latter also improves the teaching experience for staff with better attendance and more engagement; and indeed reduces the admin work for class coordinators, heads of departments, timetabling coordinators, etc.
Creative Commons Zero (CC0)
This work has been dedicated to the public domain under a CC0 license, allowing unrestricted use, distribution, and adaptation without attribution.
?
This citation is automatically generated and may require adjustment. Always verify it against your style guide.
Ozturk, C., Grimes, D., & Castineiras, I. (2025). Student timetabling survey template. National Resource Hub (Ireland). Retrieved from: https://hub.teachingandlearning.ie/resource/student-timetabling-survey-template/ License: Creative Commons Zero (CC0).
Adapting this resource? Share your version!
If you have modified or adopted this resource, share your version here. Tracking adaptations helps us measure impact and connects others with useful updates.
This case study outlines a first-year intervention at SETU Waterford using a timetabled weekly session to tackle common causes of academic failure such as time management, assessment planning. and study skills. It is intended for programme teams seeking practical, low-resource approaches to improving student progression and retention.
This OER presents findings from a comparative study of novice programmers engaging in face-to-face and hybrid pair programming. It explores collaboration patterns, role switching, satisfaction, and challenges, offering evidence-based insights for educators seeking to prepare students for effective teamwork in modern hybrid software development.
This OER explores novice programmers’ experiences of pair programming across face-to-face, hybrid, and remote settings. It provides insights into collaboration, role switching, satisfaction, and challenges, helping educators and students understand how to effectively prepare learners for modern hybrid software development environments.
This OER guides students through human-in-the-loop software development, demonstrating how AI tools can be effectively supervised, refined, and integrated across the Software Lifecycle. Designed for computing educators and learners, it combines agile practice, teamwork, DISC awareness, testing, and critical reflection on human–AI collaboration.
