Tools and areas of practice for Principle One

Below is a list of links to the tools discussed throughout this section which
can support practitioners to put this principle into practice.

Areas of practice	Considerations	✓
Develop and use cohort personas	Are cohort personas used in the design of my course? What information do I need and who do I need to speak to so that I can develop reliable and evidence-informed cohort personas? Is the developed cohort persona informing the design of my course? How can I ensure that the cohort persona and the identified learner characteristics are accounted for when the curriculum mapping takes place? How can I ensure that the cohort persona remains a consistent point of reference and is refined as we learn more about the learners? How do I collaborate with different stakeholders and students to build a reliable cohort identity?
Be informed by student data and demographic representation	Do I understand which groups of students are under-represented in my discipline and programme? What do I know about the students coming into my programme? Do I have provision in place to support my students’ needs?
Support part-time, distance and commuter students	Is the time-frame for completion of my programme inclusive for part-time students? Have I considered part-time, distance and commuter students in my programme design? Is support available for part-time, distance and commuter students, and is it widely known?