Collaboration, challenges, and coming together: belonging in the law school Pods

• Published in: Law teacher Vol. 59; no. 2; pp. 242 - 258
• Main Authors: Murray, Karina, Lythgo-Gordon, Pariz
• Format: Journal Article
• Language: English
• Published: Routledge 03.04.2025
• Subjects: belonging; First Year Learning Communities; Legal education
• ISSN: 0306-9400; 1943-0353
• DOI: 10.1080/03069400.2025.2492437

In 2006, the School of Law at the University of Wollongong (UOW) Australia introduced an innovative approach to legal education which transformed the educational journey of its first-year law students. This article explores the sustained impact of this model after almost 20 years of use. The primary feature of this programme is the law school "Pods", a novel initiative at the time of development, and it remains so today. Commencing law students are enrolled in a Pod, a group of approximately 25 students, who study all subjects together in their first session. The aim is to enhance the learning experience and quickly build a sense of community. Drawing upon the student voice through survey responses, this paper enriches the conversation surrounding connection for first-year legal education, offering insights into the effectiveness of a programme focused upon creating learning communities for first-year students. Through enhancing the student experience, promoting engagement and fostering a sense of belonging, this research informs educators and institutions who are seeking to improve the first-year law experience.