Workplace Learning Academics

Dr Clare Power

Teacher Performance Assessment (TPA) Coordinator

Dr Clare Power is a Workplace Learning Coordinator and Lecturer in the Faculty of Arts and Education at Charles Sturt University. Clare has extensive experience in learning and teaching within the university sector. She has implemented and led a range of university-wide academic literacy and learning initiatives, and peer learning programs and subjects, as well as maintaining a focus on sustainability education. Clare's passion for, and expertise in, peer learning and communities of practice developed through her award winning coordination of the PASS (Peer Assisted Study Sessions) program at WSU. Clare continues to research and publish in this area.  Additionally, her PhD research on the Transition movement in Australia informs her approach in the learning/teaching space as a facilitator of learning experiences.


  • Student-based communities of practice, peer learning
  • Critical literacies and pedagogies
  • Social change, community development, social movements
  • Sustainability education
  • Transition movement, sustainability, relocalisation
  • Critical feminism, complexity theories


  • Professional experience
  • Critical literacies
  • Sustainability education
  • Theories and practice of peer learning


  • Australian Association for Language and Learning
  • Australian Teacher Education Association
  • Associate Editor: Journal of Peer Learning

Book Chapters

  • Power, C. & Armstrong, L. (2017). A facilitated community of practice: enabling student success in the blended learning environment. In J. McDonald and A. Cater-Steel (Eds), Implementing communities of practice in higher education. Dreamers and schemers (pp.227-252). Springer: Australia.
  • Zammit, K., Vickers, M., Hibbert, E. & Power, C. Equity Buddies: building communities of practice to support the transition and retention of students through their first year at University'. (2017). In J. McDonald and A. Cater-Steel (Eds), Implementing communities of practice in higher education. Dreamers and schemers (pp. 373-394). Springer: Australia.
  • Power, C. (2013). The Truth Mandala in P. Reason & M. Newman (eds). Stories of the Great Turning. Vala Publishers: Bristol UK.

Refereed Journal Articles

  • Power, C. (2016). The integrity of process – inner Transition as a force for transformative change. Journal of Social and Political Psychology. Special issue: Rethinking prefigurative politics. Vol 4, No 1, 347-363.
  • Power, C. & Hibbert, E. (2016). Student-facilitated transition: fostering empowered collectives. Journal of Academic Language and Learning. Special Issue: Proceedings of the 12th Biennial Conference of the Association for Academic Language and Learning. Vol 10, No 1, A35-A47.
  • Power, C. (2012). Engaging with complexity: the Transition network, Third Sector Review, Vol 18, No. 1, 99-120.
  • Armstrong, L., Power, C., Coady, C. & Dormer, L. (2011). Video-based Supplemental Instruction: creating opportunities for at-risk students undertaking Engineering Mathematics. Journal of Peer Learning,Vol 4, No. 1, 3-15.
  • Power, C. (2010). Peer Assisted Study Sessions (PASS): through a complexity lens, Journal of Peer Learning, Vol 3, Issue 1, 2010, 1-11.
  • Power, C. & Dunphy, K. (2010). Peer facilitated learning in Mathematics for Engineering: a case study from an Australian university, Engineering Education: Journal of the Higher Education Academy Engineering Subject Centre, Vol. 5, No. 1 available online
  • Power, C. (2010). Transitioning to a Life Sustaining Society, The International Journal of Environmental, Cultural, Economic and Social Sustainability, Vol. 6, No. 1,
  • Power, C, Carmichael, E. & Goldsmith, R. (2007). Parrot poo on the windscreen: metaphor in academic skills learning, Journal of Academic Language and Learning, Vol 1, No 1 A18 – A32.
  • Handa, N. & Power, C. (2005). Land and Discover: A case study investigating the cultural context of plagiarism, Journal of University Teaching and Learning Practice, Vol 3b, pp 64-84, available online ISSN:1449-9789.

Refereed Conference Presentations and Proceedings

  • Power, C. & Hibbert, E. (2015). Student-facilitated transition: fostering
    empowered collectives. 12th Biennial Conference of the Association for Academic Language and Learning, University of Wollongong. 25-27 November 2015.
  • Power, C. & Armstrong, L. (2013).A place for peers in blended course delivery, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Victoria. 13-15 November 2013.
  • Power, C. (2012). The importance of context: relocalisation and the Transition network. Panel: Civil Society Organizations, Local Climate Change and Sustainability Politics and Policy. 10th International ISTR Conference, Democratization, Marketization, and the Third Sector, Siena, Italy. 10-13 July 2012.
  • Power C. (2010). Contemplating Supplemental Instruction/PASS through a complexity lens, 6th International Conference on Supplemental Instruction, New Orleans, USA, 2-4 June, 2010.
  • Power, C. (2010). Supplemental Instruction through a complexity lens, PASS National Forum, Gold Coast, Queensland. 28-29 September.
  • Handa, N., Carmichael, E. & Power, C. (2010). UniStep: a sustainable approach to developing academic literacy skills. Paper presented at the 23rd International conference on the First Year Experience, June 7-10, Maui, Hawaii.
  • Power, C. & Parker, P. (8-11 July, 2007). Engaging firefighters for higher learning: integrated academic literacy teaching in a postgraduate program for NSW Fire Brigades Inspector candidates. Refereed Paper presented at Enhancing Higher Education theory and scholarship, proceedings of the 30th Annual HERDSA Conference (CD Rom), Adelaide, South Australia.
  • Bohemia, E., Farrell, H., Power,C. & Salter, C.(2007). Embedding Literacy Skills in Design Curriculum.  Refereed Paper presented at CONNECTED 2007, International Conference on Design Education, 12 July, 2007, Sydney Australia.
  • Bohemia, E; Power, C & Yevenes, K. (2006). Get Ready: Inclusive Curriculum In Industrial Design; Paper presented at Engineering And Product Design Education Conference 7-8 September 2006, Salzburg University of Applied Sciences, Salzburg, Austria. ISBN 0-9553942-0-1.
  • Power, C. & Handa, N. (2005). A Web of Interconnectedness: the implications of coordinating a peer mentor program in Critiquing and Reflecting:LAS profession and practice, Refereed Proceedings of the Language and Academic Skills in Higher Education Conference, ANU,Canberra. ISBN 0-9750899-1-9.
  • Farrell, H., Power, C. & Salter, C. (2005). Scaffolding the Scaffolders: An integrated approach to supporting first semester students in Engineering and Industrial Design. In D. Spennemann & L. Burr (Eds.). Proceedings from Student Experience conference 'Good Practice in Practice' Charles Sturt University 5-7 Sept. ISBN 1 86467 17.
  • Power, C., Bohemia, E., Farrell, H. & Yevenes, K. (2005).  Collaborative curriculum design fosters graduates' communication skills in Engineering Design and the Global Economy, Proceedings from the 15th International Conference on Engineering Design, Melbourne 15-18 August. ISBN 0-85825-788-2.

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