Q&A Series with Assistant Professor Stephanie Wiley
Dr. Stephanie Wiley is an Assistant Professor in the School of Criminology. Her research includes; juvenile delinquency, quantitative methods, developmental criminology, consequences of police contact & sanctions, racial & socioeconomic inequality, police-community relations.
Tell us a little bit about yourself.
I’ve been studying criminology since my second year as an undergrad. Many students think research methods is boring, but that course sparked my interest in becoming a professor. In grad school, I knew that I would be happiest working in a department with a strong research focus. I was always impressed by the quality of conference presentations by SFU students and was attracted to SFU because of its world-renowned criminology program. Moving back to the west coast was a bonus.
What current research are you working on?
Even though police officers are present in many schools, we know surprisingly little about what factors predict in-school police contact or whether the consequences of in-school contact differ from contact occurring outside of school, so most of my current research is centered on this.
What classes are you teaching in Fall?
What do you most enjoy about working at the School of Criminology?
How passionate my colleagues are about their jobs, whether it’s research, teaching, mentoring, or service. It’s energizing to work in a department where everyone really loves what they do.
What do you enjoy most about your students/teaching?
One of my favorite things about teaching is getting to know students one-on-one. I mostly teach large lecture courses and don’t have many opportunities to chat with students about what drew them to criminology, their research interests, or their criminology-related career goals. Uncovering these pieces of information during office hour discussions or while marking student assignments allows me to connect with students even if the courses I teach aren’t seminar discussions.
What advice do you have for students to be successful in your class?
Don’t ask, “should I memorize this definition for the exam?” I believe that the university experience should foster critical thought and the ability to understand and apply concepts, rather than regurgitation. For this reason, exams and papers for my courses are often weighted equally.
Get in touch with Stephanie Wiley:
Burnaby Office: Saywell Hall 10209