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Service learning is a pedagogical approach that primarily focuses upon achieving student learning outcomes through meaningful community engagement. While service-learning pedagogies provide “service” to community, the view of community partners from a deficit-oriented perspective can render service learning ineffective and, at worst, potentially harmful to the community served. This chapter presents a course that uses food as a civic lens through which to engage community, instructors, and students in CRITICAL-SERVICE-LEARNING where systemic inequities that contribute to community needs are focused upon, community partners are co-creators of course design, outcomes to student learning and community benefits are equitably considered, and collective knowledge and experience of stakeholders is valued.

The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

The voluntary hospital trustee has traditionally seen issues of medical care, including those of patient safety, as falling within the delegated sphere of the medical staff. This customary distancing of the trustee from direct involvement in patient safety issues is now challenged by unprecedented scrutiny of hospital safety results through voluntary disclosure or mandatory public reporting. This new climate, fostered by the Institute of Medicine's To Err is Human and the Institute for Healthcare Improvement's 100,000 Lives campaign, has complicated the role of the trustee in satisfying the traditional “prudent person” test for meeting fiduciary obligation as the trustee's breadth of involvement expands. Viewed theoretically, Mintzberg models the hospital as a case of a professional bureaucracy, in which the professional staff is responsible for standard setting and regulation. This traditional role of the professional staff is potentially assumed by others lacking technical background. Trustees are now asked to examine reports identifying physician compliance in attaining safety standards without education in the practice supporting those standards. Physician board members, whose numbers have increased in the past decade, are often sought to take the lead on interpretation of patient safety standards and results. The very public nature of patient safety reporting and its reflection on the reputation of the organization for which the trustee is ultimately accountable create a new level of tension and workload that challenges the dominant voluntary model of trusteeship in the United States health system.