About
Myranda is a licensed social worker and facilitator whose work focuses on liberating social work education and praxis. Rand’s practice background spans program development and evaluation, group facilitation, case management, mental health assessment, psychiatric inpatient social work, and therapeutic peer mutual aid practice with trans individuals and community. A proud Hoosier, Rand was born and raised in Indianapolis. They received both their BA and MSW at IUPUI. The classrooms and spaces Myranda co-creates alongside students are rooted in critical and liberatory pedagogy, constructivist and standpoint theories, specifically Chela Sandoval’s oppositional consciousness and Patricia Hill Collins’ Black feminist thought. Their social work practice, teaching philosophy, and personal values seek to reflect the wisdom of Angela Davis: “We have to talk about liberating minds as well as liberating society.”
Education
MSW
Emphasis/Major: Mental Health and Addictions2012 - Indiana University School of Social Work
BA
Emphasis/Major: Communication Studies2009 - IUPUI
Research Interests
Experiential learning, Experiential classroom assessment, Trans pedagogy
Teaching Interests
Critical and liberatory pedagogies, Dialogic pedagogy, Trans pedagogy, Experiential learning
Awards and Honors
- Trustee's Teaching Award
2023 - Indiana University - Student Athlete Favorite Professor Award
2019 - IUPUI Athletics
Presentations
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Glassburn, S., & Warden, M. L. (2023). Role Play v. Real Play in the Classroom: Vulnerability and Risk-Taking in Learning Counseling Skills. IUPUI Center for Teaching and Learning, Indianapolis, IN United States.
Many professions use role play in the classroom to teach interactional skills to students. In social work, role play is frequently used to help students develop professional skills and ways of being, try out specific interventions, and integrate the art and science of interviewing. Real play involves students being themselves in these interactional role plays. Both role-play and real-play are high stakes for students who may be afraid of looking unskilled, exposing their own struggles, or feeling like they are letting their classmates down. This research seeks to understand the experience of both real/role play for students.
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Alexander, Q. D., Warden, M. L., Wright, A. N., Ornelas, E., Jefferson, N., & gonzalez, s. nathaniel. (2022). Teaching in Abolitionist Ways: Infusing Abolitionist Praxis into Pedagogical Practice. National Women’s Studies Association, Minneapolis, IN.
This roundtable discussion brings abolitionist educators across various communities to dream and scheme together. We ask the question “how can we infuse abolitionist praxis into our pedagogical practice?” to ground our conversation. Through storytelling we explore what abolitionist praxis looks like in our individual contexts. Collectively we then offer tools and strategies, as well as engage tensions and challenges of bringing abolition commitments into our teaching.
Rationale:
Rodriguez (2019) defines abolitionist praxis as a “fundamental critique of existing systems of oppression while attempting to actively imagine as it practices forms of collective power that are liberated from hegemonic paradigms” (p. 1612). Abolitionist praxis is both a critical analysis of systems of power and practices of collectivity that work to integrate abolitionist commitments into one’s everyday life as a world-making practice. Educators play a critical role in abolitionist movements, from facilitating political education, to resisting carceral practices within schools (Meiners 2011). By bringing together educators from various socio-political locations, we illuminate the various ways an abolitionist praxis is taken up in different community contexts. Through individual storytelling and collective freedom dreaming (Kelley 2002) we explore how we have integrated abolitionist praxis into our teaching. We reflect on both the possibilities and challenges this work brings, and hope to use this opportunity to continue building a network of abolitionist educators.
Kelley, R. D. G. (2002). Freedom dreams: The black radical imagination. Beacon Press.
Meiners, E. R. (2011). Ending the school-to-prison pipeline/building abolition futures. The Urban Review, 43(4), 547–565. https://doi.org/10.1007/s11256-011-0187-9
Rodriguez, D. (2019). Abolition as praxis of human being: A foreword. Harvard Law Review, 132(6), 1575–1613.
Participants:
AK Wright
E Ornelas
Rand Warden
Noah Jefferson
s. nathaniel gonzalez
Moderator: Qui Alexander
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Glassburn, S., & Warden, M. L. (2022). Real-Play Versus Role-Play in the Classroom: Vulnerability and Risk-Taking in Learning Counseling Skills. International Congress of Qualitative Inquiry.
This qualitative study used written feedback from students in a social work counseling skills class about their choices in using either real or role-play, and their experiences with both in the classroom. Thematic analysis identified students felt role-play was more difficult, but felt more safe. Students engaging in real play felt it could be beneficial to have some skin in the game, but also had heightened vulnerability and anxiety. Implications for educators are discussed.
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Warden, M. L. (2022). Utilizing Cultural Humility to Address Social Determinants of Health. Indiana University LGBTQ+ ECHO, Indianapolis, IN.
Participants will be introduced to intersectionality as a framework for conceptualizing social determinants of health. Participants will understand cultural humility as an individual and collective approach to resolving the social determinants of health.
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Warden, R., Bergart, A., Greenhouse Gardella, L., Simon, S., Fuentes, M., Chilwalo, N., Onserud, H., & Pillay, R. (2021). Group Workers Need Groups Too: Mutual Aid Among Group Workers in the Transition to Online Teaching. IASWG, virtual.
For this presentation, I helped organize panelists, wrote the proposal (with input/feedback from the group), designed the infographic (with input/feedback from the group), and participated.
Learning Goals
After attending the presentation, participants will be better prepared to utilize online mutual aid as a vehicle for professional development and collegial support.
After attending the presentation, participants will be better prepared to facilitate amutual aid peer support group with colleagues who are also group workers and group work educators.
After attending the presentation, participants will be better prepared to facilitate and/or be a vital member in a mutual aid peer support group of group workers in a virtual format.
Learning Activities
A panel discussion of group workers and group work educators who, since Summer 2020, have been participating in a mutual aid support group focused on the transition to online teaching will discuss experiences in the group, takeaways, resource sharing, and vital support.
Panel members will facilitate in vivo discussion with session participants, in order to demonstrate the value of the group process among group workers.
Presentation Description
This workshop will consist of a panel of group workers and group work educators who began engaging in a virtual group with the purpose of supporting one another through the shift to online practice and teaching through the COVID-19 crisis. As international and inter-generational colleagues, group members share resources, expertise, and invaluable support through this group process. Veteran and novice group workers and group work educators, engaging in this group as members, have themselves had the experiential learning and praxis of the power of mutual aid. The role of the peer facilitator, their planning and organizing tasks, and intentional shared leadership will be discussed. The mutability of the group’s processes are a direct result of the facilitator’s intentional listening and the group’s willingness to adapt according to its changing needs of and from the group. The dynamics among the group members will also be explored from the perspectives of the members themselves. Namely, panelists will share their own insights and learnings from the group as well as how being a member of this group impacted and informed their radically changed practice as group workers and/or their pedagogy as group work educators. Finally, panelists will facilitate similar discussions experienced in the mutual aid group among session participants. Depending upon the size, participants can be put into breakout rooms to have these discussions with panelists serving as facilitators. Participants will leave the session with broader and deeper understanding of how to organize a peer-led support group in a virtual space, listen to the needs of group members and adapt processes quickly and accordingly, as well as actively receive support themselves.
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Warden, M. L. (2020). Supporting Students Through Mutual Aid Peer Support Groups. IUSSW.
Spoke on a panel of IUSSW educators sharing pedagogic strategies in how to support students avoid and manage burnout, which has been particularly prevalent through the COVID-19 crisis.
Clinical Services
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Social Worker/Therapist
2020 - RW Collaborative CareIn my private therapy practice, I provide pro bono therapy services to trans folx who cannot afford services otherwise.
Institutional Services
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Committee Member
2021 - Student Experience DEI CouncilI was appointed by Social Work's Dean to be our School's representative on the IUPUI Student Experience DEI Council beginning in Fall 2021. -
Other
2021 - Center for Teaching and LearningAs liaison between the School of Social Work and IUPUI's Center for Teaching and Learning, I stay up-to-date on CTL's happenings and offerings and communicate those to IUSSW faculty and staff. I also hold discussions with faculty about their pedagogical needs and communicate those to CTL. Additionally, I hold pedagogical brainstorm sessions with faculty, utilizing CTL resources in the process. -
Other
2020 - BSW ProgramServing as Course Lead for S322 Small Group Theory and Practice. In this role, I developed an asynchronous online course for instructors teaching S322. I also hold monthly support meetings for S322 instructors to attend and share successes, struggles, resources, etc. Additionally, I meet with S322 instructors individually as needed for support. -
Other
2020 - MSW ProgramServing as Course Content Expert for S687 Mental Health and Addiction Practice with Groups. In this role, I co-developed an asynchronous online course for 687. I also meet with S687 instructors individually as needed for support. -
Faculty Advisor/Mentor
2019 - Social Workers for Social JusticeServing as faculty advisor to new student group, Social Workers for Social Justice, which equips social work degree seeking
students for social work practice rooted in social justice. We do this through education, coordination, and mobilization. SWSJ will act as the student body’s first response to injustice locally and throughout the world. Equally important to responding to injustice, SWSJ will also direct efforts to the cocreation of a more equitable, just world for all people. SWSJ takes seriously the ethical mandate to value social justice and respond with action. We practice humility, solidarity, and liberation, and believe in the possibility of a more just world. -
Committee Member
2019 - Student Awards CommitteeServing on a committee working to compile, centralize, standardize (across campuses), formalize, and expand awards for social work students. -
Committee Member
2019 - BSW Curriculum Committee -
Committee Member
2019 - IUSSW Faculty Senate -
Committee Chair
2020 - Diversity CommitteeServe on diversity committee helping to ensure minority and marginalized voices are amplified throughout the school as well as being more intentional in engaging anti-oppressive practices as a school and through curriculum.
Served as facilitator for our White Fragility book club over the summer of 2020. -
Committee Member
2021 - 2021 Scholarship Committee -
Committee Member
2020 - 2020 Scholarship Committee -
Committee Member
2019 - Activating Our Voices Strategic Plan CommitteeServe on activating our voices committee, developing goals, objectives, activities, and metrics for the overarching goal of activating the voices of those marginalized in and by the school of social work. -
Committee Member
2019 - Affirming Culture & Community Strategic Plan CommitteeServe on work group developing goals, objectives, activities, and metrics to serve the overarching goal of co-creating a more welcoming, inclusive, and anti-oppressive culture inside of the school of social work. -
Committee Member
2019 - 2019 Scholarship CommitteeServed on scholarship committee in fall 2019.
Licensure
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Licensed Social Worker
Memberships
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National Women's Studies Association
2022 to Present -
International Association of Social Work with Groups
2020 to Present -
Council on Social Work Education
2020 to Present
Professional Services
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Member
2020 to Present - IASWGServed on mutual aid group of social group work educators, sharing resources, expertise, training, and support through the rapid switch to teaching online because of COVID-19.
Public Services
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Member
2018 to Present - IDOC WatchProvide support to LGBTQ+ individuals who are incarcerated, advocate on their behalf to Wardens, officers, attorneys, judges, etc.
Trainings
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S724 Social Work Teaching
2021 to 2021 - Indiana University School of Social Work , Indianapolis, IN, United StatesCourse Description
This course prepares doctoral students to effectively and competently teach social work courses. Content includes teaching philosophies; curriculum and syllabus development; teaching methods; technology related to teaching; assessment, testing, evaluation of students; and research related to teaching. Course goals will be accomplished using readings, written assignments, guest speakers, demonstrations of teaching, and class discussion. I earned an A in this course. -
Early Career Teaching Academy
2020 to 2020 - IUPUI, Indianapolis, IN, United StatesThe Early Career Teaching Academy (ECTA) provides the setting within which faculty members can develop themselves into powerful teachers who are rooted in a desire for student success through evidence-based active teaching strategies and high-impact educational practices.
Faculty who become Early Career Teaching Academy Fellows are in a position to play a leading role in efforts to develop a culture of scholarly teaching within departments and schools at IUPUI, to document and promote their teaching successes, and to serve as teaching mentors for faculty and future faculty. The Academy fosters and supports a multi-disciplinary network of ECTA Fellows who promote excellent teaching and rich student learning.
(sourced from: https://ctl.iupui.edu/Programs/ECTA)