Coronary heart disease (CHD) morbidity and mortality are more prevalent in Blacks than Whites in the United States. Most studies evaluate the dietary intake and health of Black Americans as one group and do not consider possible differences among ethnic subgroups within the U.S. Black population. We used data from NHANES III to assess whether dietary intake, CHD risk factors, and predicted 10-y risk of CHD differed between non-Hispanic Black adults born in the United States (NHB-US), and non-Hispanic and Hispanic Black adults born outside of the United States (NHB-non US, HB-non US). Data were provided from single 24-h dietary recalls, biochemical measures, the medical examination, and self-reported responses to survey questions. NHB-US had higher intakes of energy, fat, protein, meat, added sugars, and sodium, and lower intakes of fruits, fiber, and most micronutrients. NHB-US also had higher predicted 10-y risk of developing CHD (5.8%) than NHB-non US (3.7%, P<0.001) or HB-non US (4.7%, P=0.017). Both immigrant groups had better CHD risk profiles and lower proportions of persons with metabolic syndrome and other CHD-related conditions. Our findings show differences in dietary intake and risk of CHD and related health conditions among ethnic subgroups of Blacks living in the United States. Future studies of diet and health should consider cultural differences within the Black population to better understand and reduce overall health disparities in the United States.

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As demand increases for well-trained public health professionals, academic leaders of universities and colleges must tailor their curricula to prepare students to be ready for the public health workplace, while also providing critical thinking and awareness skills through a liberal arts course context. Temple University's undergraduate public health program has created a capstone experience that bridges these two priorities. Using public health community-based program planning and evaluation as its content, this two-semester (32 weeks) writing-intensive course provides training for students in writing a grant proposal, including conducting a needs assessment, devising evaluable program goals and objectives, creating an intervention and planning its implementation and evaluation, and developing budgeting and marketing plans. Students also complete related assignments that help develop the critical thinking skills they need to understand the context of public health within the larger society. Utilizing the LEAP Essential Learning Outcomes, we infuse integrative, interdisciplinary, and applied knowledge with the concept of civic responsibility as pathways for ensuring learning, while still providing concrete skills related to public health practice. We discuss how the course is implemented and how public health practice and liberal arts learning objectives are emphasized to ensure an "educated citizenry." Universities and colleges that offer an undergraduate degree in public health can use this framework to implement a capstone experience that bridges both public health and liberal arts skills.

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