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.



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