Lissa Yogan

Education

• Ph.D. – The University of Notre Dame, Notre Dame, IN
• M.A. – The Ohio State University, Columbus, OH
• B.A. – Valparaiso University, Valparaiso, IN

Biography

Lissa was an undergraduate student at Valparaiso University and studied International Economics and Cultural Affairs.  Her journey to become a Sociology professor took some time.  She left Valparaiso and studied Higher Education and counseling psychology at The Ohio State University.  Upon receiving her Master’s Degree, she worked at The University of Maryland, College Park and Saint Mary’s College in South Bend, IN.

It was her work with the African American and homeless communities in Washington, DC that sparked an interest in sociology.  She loves sociology because she loves life and the many interesting, confusing, and fascinating events that transpire in society.  She enjoys exploring the social world with students and especially enjoys their enthusiasm and new views of social life via the internet.

Lissa lives with her husband, three children, and golden retriever (Finnegan) in Valparaiso.

Contributions

Schmitt, K, Yogan, L. and Johnson, A. (2018). “Transformative Learning in Client Based Research Projects.” Journal of Transformative Learning, 5(2), pp. 36-47.

Yogan, L. J., M. Ringenberg, A. Freedle (2017).  “Impact of Communication on Parents’ and First Year College Students’ Ratings of Student Academic, Emotional and Social Adjustment to College,” Journal of The First-Year Experience & Students in Transition, 29(2), pp. 27-44

Yogan, L. (2015).  “North Central Sociological Association Presidential Address 2014: Positively Teaching Positive Sociology,”  Sociological Focus, 48:1, pp. 1-15.

Yogan, L.J. (2008, 2004) “School Tracking and School Violence.” In D. Wysocki (Ed), Readings in Social Research Methods, 1^st,  2^nd & 3^rd  Editions. pp. 23-32.

Yogan, L.J. (2008)  “Six Statements for Teaching Social Stratification,” in K. McKinney and B. Heyl (Eds.),  Sociology Through Active Learning 2^nd Ed. Sage/Pine Forge Press, pp. 99-104.

Yogan, L.J. (2004) “A Case Study on Developing Faculty Buy-In for Assessment,” in R.L. Swing (Ed). Proving and Improving, Volume II:  Tools and Techniques for Assessing the First College Year. Monograph No. 37,  pp. 43-46. Columbia, SC:  University of South Carolina, National Resource Center for The First Year Experience and Students in Transition.

Interests

Education; Race, Class, Gender Studies; Sociology of Sport; Positive Social-Psychology

Courses Taught

• SOC 110 – Introduction to Sociology
• SOC 275 – Systems of Social Stratification
• SOC 255 – Sociology of Health, Healthcare & Illness
• SOC 281 – Hollywood Goes to High school
• SOC 290 – Sport and Society
• SOC 290 – Sex and Society
• SOC 320 – Research Methods
• SOC 390 – Positive Social Psychology
• SOC 493 – Senior Seminar

Memberships

• American Sociological Association
• North Central Sociological Association

Awards and Recognition

• 2017  John F. Schnabel Distinguished Contributions to Teaching Award, North Central Sociological Association
• 2013  Valparaiso University Excellence in Teaching Award
• 2013  President of the North Central Sociological Association
• 2012  Social Sciences Dean’s Award for Faculty research
• 2013-2014  Valparaiso University Excellence in Teaching Award
• 2005-6 & 2008-10  Faculty Honoree – Presented by Valparaiso Women’s Volleyball team
• 2007 & 2008  Mentor of the Year Award – The Office of Multicultural Programs at Valparaiso
• 2006 & 2008  Excellence in Teaching Award – Presented by Delta, Delta, Delta Sorority, Valparaiso
• 1993  University of Notre Dame Alumni Award for Outstanding Teaching

Hobbies

• Cooking (especially trying new recipes and creative ways to add spices and fresh ingredients to traditional recipes)
• Exercising  (running, swimming and bicycling outdoors as well as  Pilates and  group exercises that combine balance, weights, and cardio.
• Reading mystery novels and any book with strong characters.