(9) Clement, S. J., Spellman, K. V., & Fix, P. J. (2026). Scientists' perceptions of community and citizen science in the Arctic and sub-Arctic: Benefits, challenges, and motivations. Citizen Science: Theory and Practice 11(1):5. https://doi.org/10.5334/cstp.859
(8) Arp, C. D., Brown, D. R. N., Bondurant, A., Bodony, K. L., Engram, M., Spellman, K. V., Clement, S., & Scragg, M. C. (2025). Freeze-up ice jams and channel hydraulics cause hazardous open water zones within winter ice cover on the Kuskokwim and Yukon Rivers and their tributaries. Water Resources Research 61(4). https://doi.org/10.1029/2024WR039078
(7) Arp, C. D., Bondurant, A. C., Clement, S., Eidam, E., Langhorst, T., Pavelsky, T. M., Davis, J., & Spellman, K. V. (2024). Observation of high sediment concentrations entrained in jumble river ice. River Research and Applications, 1-11. https://doi.org./10.1002/rra.4309
(6) Engram, M., Meyer, F. J., Brown, D. R. N., Clement, S., Bondurant, A. C., Spellman, K. V., Oxtoby, L. E., & Arp, C. D. (2024). Detecting early winter open-water zones on Alaska rivers using dual-polarized C-band Sentinel-1 synthetic aperture radar. Remote Sensing of Environment, 305. https://doi.org/10.1016/j.rse.2024.114096
(5) Clement, S., Spellman, K., Eidam, E., Langhorst, T., Arp, C. D., Davis, J., Pavelsky, T., & Bondurant, A. C. (2024). How do you sample a frozen river? Increasing K-12 STEM engagement through real-world problem solving and scientific research. Connected Science Learning 6(2), 66-76. https://doi.org/10.1080/24758779.2024/2328225
(4) Young, J., Clement, S., Pettit, E. (2024). Removing barriers to science and the outdoors for teenage youth and early career professionals in the US Arctic and beyond: An expedition-based model. Sibirica 22(1), 33-55. https://doi.org/10.3167/sib.2023.220103
(3) Langhorst, T., Pavelsky, T., Eidam, E., Cooper, L., Davis, J., Spellman, K., Clement, S., Arp, C., Bondurant, A., Friedmann, E., & Gleason, C. (2023). Increased scale and accessibility of sediment transport research in rivers through practical, open-source turbidity and depth sensors. Nature Water, 1(9). https://doi.org/10.1038/s44221-023-00124-2
(2) Clement, S., Spellman, K., Oxtoby, L., Kealy, K., Bodony, K., Sparrow, E., & Arp, C. (2023). Redistributing power in community and citizen science: Effects on youth science self-efficacy and interest. Sustainability 15(11). https://doi.org/10.3390/su15118876
(1) Stanger, N., Engelfried, N., Clement, S., Grasso, R., Brine, E., & Kunz, A. (2020). Can we teach the Earth Charter anymore? Canadian Journal of Environmental Education. [PDF]
Arp, C. D., Clement, S. J., Spellman, K. V., Bondurant, A. C., & Friedman, G. (2025). Fresh Eyes on Ice: Observations, science, and learning about Alaska's frozen lakes and rivers. Water and Environmental Research Center and International Arctic Research Center, University of Alaska Fairbanks. https://doi.org/10.22541/essoar.176192615.56868737/v1
Clement, S. (2025). Power dynamics in Arctic community and citizen science: Perspectives from youth, educators, and scientists. University of Alaska Fairbanks, Fairbanks, AK.
Clement, S. (2019). It's not all about climbing rocks: Reorienting outdoor educators towards social justice. Summit to Salish Sea: Inquiries and Essays, 4. https://cedar.wwu.edu/s2ss/vol4/iss1/6/