Abstract
Some crises, such as those brought on or exposed by the COVID-19 pandemic, are wicked problems—large, complex problems with no immediate answer. As such, they make rich centerpieces for learning with respect to public deliberation and issue-based dialogue. This essay reflects on an experimental, transdisciplinary health and science communication course entitled Comprehending COVID-19. The course represents a collaborative effort among 14 faculty representing 10 different academic departments to create a resource for teaching students how to deliberate the pandemic, despite its attending, oversaturated, fake-news-infused, infodemic. We offer transdisciplinary deliberation as a pedagogical framework to expand communication repertoires in ways useful for sifting through the messiness of an infodemic while also developing key deliberation skills for productively engaging participatory decision-making with concern to wicked problems.
DOI
10.31446/JCP.2021.2.17
Author ORCID Identifier
Miles C. Coleman: 0000-0002-5321-7997
Susana C. Santos: 0000-0003-2859-9732
Joy Cypher: 0000-0002-1229-3053
Claude Krummenacher: 0000-0002-3492-4987
Robert Fleming: 0000-0003-1941-7511
Recommended Citation
Coleman, M. C., Santos, S. C., Cypher, J. M., Krummenacher, C., & Fleming, R. (2021). Lessons From the Pandemic: Engaging Wicked Problems With Transdisciplinary Deliberation. Journal of Communication Pedagogy, 5, 164-171. https://doi.org/10.31446/JCP.2021.2.17
Included in
Health Communication Commons, Higher Education Commons, Other Communication Commons, Other Education Commons
